Subject area descriptions are based on what students are expected to learn by the end of a course (provincial learning outcomes). Classroom programming may vary to accommodate local situations such as second language learners and students with special needs. Parents are encouraged to discuss specific details about their child's programming with the subject area teachers.

In all grades, students develop skills in literacy and communication, working with others, solving problems, and using information and communication technologies.

 

Through the study of English LA - Immersion, each student from Kindergarten to Grade 12 learns to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways, both in the English language arts classroom and in their day-to-day experiences outside it. To assist them in these learning experiences, teachers and students choose and use appropriate learning resources, including for example, novels, plays, essays, film, and poetry.

Grade 9 students are required to achieve one credit in Grade 9 (Senior 1) English LA - Immersion Arts (10F).

 

 

 

 

 

 

 

 

 

 

Note: In this course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.

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Throughout the secondary cycle, students extend and enhance their oral and written communication skills and value the French language and francophone cultures.

Grade 9 students are required to achieve one credit in (Senior 1) Français langue seconde - immersion (10F).

In Grade 9, students understand and interpret a variety of oral and written texts and react to them, applying critical thinking; they thus

• categorize the information in the text;
• distinguish fact, opinion and hypothesis;
• identify the point of view expressed by the author;
• analyse certain elements of advertising;
• discuss the themes, messages and rhythms of popular French songs;
• react to the values conveyed in narrative and poetic texts;
• plan, adjust and support their understanding by various means that have to do with the communication situation, the comprehension strategies, the characteristics of the texts and various tools (such as dictionaries and reference materials).

The students develop, evaluate, produce, organize, refine and share ideas and opinions; they thus

• write a text presenting an organized and coherent expression of their feelings, tastes and opinions;
• write a text in which the images created evoke feelings or emotions;
• produce a message containing various persuasive aspects;
• read with expression an excerpt of their choosing;
• organize, verify and edit what they produce by various means that have to do with the communication situation, the characteristics of the texts, the respect for the rules of the language, the style, various tools (such as dictionaries and reference materials) and the performance of tasks.

The students value their French learning as a tool for personal, intellectual and social development; they thus

• how an appreciation of French radio or television;
• show an appreciation of the contribution of francophone personalities to the creation of the francophone identity;
• complete communication projects.

Note: In this course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.

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The Senior Years mathematics curricula emphasize important interrelated processes, including communication, connections, estimation and mental mathematics, problem solving, reasoning, and visualization.

Grade 9 students are required to complete Grade 9 (Senior 1) Mathematics (10F). This compulsory credit course provides a foundation for Grade 10 to 12 mathematics courses.

Grade 9 Mathematics reflects a broad view of Senior Years mathematics, surveying topics from statistics, beginning algebra, probability, and geometry (see the table below). The underlying purpose is to engage students in thinking about and learning to use mathematics.

Topics in Grade 9 (Senior 1) Mathematics (10F)
Mathematical Reasoning Statistics Polynomials Linear Relations Probability Powers and Exponents Trigonometry Spatial Geometry or Transformational Geometry

A second optional mathematics course, Grade 9 (Senior 1) Transitional Mathematics, is offered to assist Grade 9 students who struggle with mathematics. It is not meant to replace Grade 9 (Senior 1) Mathematics (10F).

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The combined physical education/health education curriculum develops the knowledge, skills, and attitudes for maintaining physically active and health lifestyles. The curriculum focuses on making healthy decisions related to physical activity participation, healthy eating, substance use, sexual reproductive health, and injury prevention. It encourages schools to involve parents in planning for implementation of content that might be sensitive in some communities.

All K-12 schools are expected to use the combined physical education/health education curriculum as of September 2005. The aim of the curriculum is to provide students with planned and balanced programming to develop the knowledge, skills, and attitudes for physically active and healthy lifestyles.

The following are the content highlights for Grade 9 outlined according to the five general learning outcomes (GLOs) titled Movement, Fitness Management, Safety, Personal and Social Management, and Healthy Lifestyle Practices.

General Learning Outcomes (GLOs)	Content Highlights
1. Movement
The student will demonstrate competency in selected movement skills and knowledge of movement development and physical activities with respect to different types of learning experiences, environments, and cultures.	Students participate in a variety of physical activities that includes more lifetime pursuits such as badminton, ultimate, aerobics, cross country skiing. They learn how to analyze and adapt the associated concepts and skills to guide their practicing and help contribute to their personal success. They learn officiating skills where applicable.
2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.	Students continue to learn about the health and fitness benefits of physical activity, muscular system and principles of training and conditioning. They assess and analyze their own skill- and health-related fitness components and participate in an individualized fitness plan. They use heart rate monitoring techniques to determine their response to activities of different intensities (e.g. mild, moderate, vigorous). They examine factors that may affect their personal fitness planning and development and look at ways to help overcome these barriers. Designing effective warm-up and cool down routines related to selected sports/physical activities is required.
3. Safety
The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.	Students are expected to show an understanding of safety rules and procedures, risk factors, common injuries, reasons for appropriate dress related to equipment and facilities for selected indoor and outdoor activities. As well, students are required to demonstrate safe behaviours in class activities and basic first aid. As part of the health education component, students gain an understanding of the issues related to community safety laws and policies, accessing valid health information, and dealing with abusive and violent situations.
4. Personal and Social Management
The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.	As part of learning about personal and social management, students examine personal strengths and qualities, career choices, and skills for employability in preparation for setting personal goals for the future. They design, implement, and evaluate a personal action plan of their choice. They also learn about behaviours or skills for developing healthy relationships, achieving success, and dealing with conflict, anger, or dangerous situations. They will have the opportunity to discuss and apply these skills in different case scenarios.
5. Healthy Lifestyle Practices
The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality.	Students examine the healthy practices related to developing close relationships, substance use and abuse prevention, addictions, sexual reproductive health, healthy pregnancy, sexually transmitted infections, HIV/AIDS as well as community agencies and resources available to help. They also learn about making health-enhancing decisions related to substance use and responsible sexual behaviour

Note: In Grade 9, the health topics that contain potentially sensitive content are personal safety in GLO 3, as well as substance use and abuse prevention and human sexuality in GLO 5. Prior to teaching the content, schools are expected to communicate appropriate information to parents, including a parental option. A parental option means that parents may choose a school-based or alternative delivery (e.g., home, professional counselling).

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In the Kindergarten to Grade 12 science classroom, students are actively engaged in "doing" science and developing related skills and attitudes, as well as extending their understanding of science concepts. In addition, they make links between science and daily life, and learn to appreciate both the power and limitations of science as a way of understanding their world.

Grade 9 students are required to achieve one credit in Grade 9 (Senior 1) Science (10F).

Grade 9 students further their understanding of science concepts in the following units (thematic clusters):

• Reproduction
• Atoms and Elements
• Nature of Electricity
• Exploring the Universe

These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:

• Recognize that scientific knowledge has evolved and that technology has played an important role in this process.
• Plan and conduct experiments that constitute a fair test, including controlling variables, recording and analyzing data, and drawing conclusions that explain the results of investigations.
• Make decisions on science-related issues, based on the evidence and methods commonly employed among the sciences.
• Investigate societal, environmental, and economic impacts of science and technology.
• Recognize the importance of maintaining a balance between the needs of humans and a sustainable environment.
• Appreciate the contributions of people of various cultures to the development of science and technology.

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Students in Senior Years social studies develop knowledge, skills, and attitudes related to people's ways of life, past and present, in Canada and elsewhere in the world. Through social studies students gain a better understanding of the society in which they live, and their roles within society.

A new social studies curriculum is under development. Schools will continue to use the existing curriculum until notified by the Department to use the new one.

Contemporary Canada

Grade 9 Social Studies focuses on contemporary Canada. Students will explore the concepts of time, space, and society in the context of a historical and geographical study of Canada. The five units are:

1. Personal identity
2. Needs
3. Canadian identity
4. Multiculturalism and the Canadian mosaic
5. Democracy in Canada

Grade 9 students are required to achieve one credit in Grade 9 (Senior 1) Social Studies (10G).

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