Curriculum Information for Parents

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 technology.


English Language Arts

Through the study of English language arts, 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 English Language Arts (10F).

In Grade 9, students
For example, students


  • explore, review, and reflect on their own and others' ideas, experiences, and opinions to clarify and extend their understanding
experiment with different points of view; discuss their preferences for certain texts, genres, and authors; reorganize ideas; review and revise their conclusions; explain opinions; and consider a range of diverse opinions


  • recall and reflect on personal achievements to establish new learning goals
use criteria to determine how well they are doing and set goals for language learning


  • use a variety of strategies to understand what they read, see, and hear, and explain how new information, ideas, and opinions connect to their own knowledge
analyze connections between their own experiences and the materials they read, see, and hear; paraphrase ideas; recognize main ideas and significant supporting details in fiction and non-fiction; recognize different organizational patterns such as chronological (time) order and cause and effect; identify foreign roots, prefixes, and suffixes in words; and understand the meaning of specialized and technical vocabulary


  • respond personally and critically to what they read, see, and hear
read, view, and listen to different kinds of materials such as advertisements, magazine articles, diaries, and plays; examine how traditions and Canadian perspectives are presented in texts; and discuss how choice of words affects purpose and audience


  • explore different methods used to communicate information, ideas, and opinions
examine the use of stereotyping to portray different groups; appreciate variations in language, accent, and dialect in Canada; examine how language creates mood and tone; and produce different kinds of texts such as videos, speeches, and letters


  • plan and conduct inquiry or research to investigate a variety of questions and topics by accessing and evaluating appropriate information sources
identify areas of research; develop focused questions; prepare an inquiry plan; gather information from sources such as encyclopedias, radio transcripts, charts, and electronic databases; evaluate sources for bias; record main ideas of texts; organize information; identify sources; and identify gaps in information


  • use and adapt a variety of methods to communicate information, ideas, and opinions, considering purpose and audience
write autobiographies, editorials, poetry, and plays; create mind maps, brochures, and comics; and present multimedia presentations, newscasts, and speeches to a classroom or wider audience


  • use a variety of skills and strategies to revise, edit, and proofread their work
provide suggestions to help others improve their written, oral, and visual work; use computers for word processing; experiment with language and sentence structure for clarity and effect; apply rules of spelling, capitalization, and punctuation; and use a variety of techniques to enhance presentations


  • work cooperatively with others by encouraging and supporting them; and recognize the value of diverse viewpoints
use respectful language and treat others with respect; show respect for people across races, cultures, genders, ages, and abilities; and evaluate group process and individual contributions


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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Grade 9 students are required to complete Grade 9 Mathematics (10F). This compulsory credit prepares students for multiple possible pathways in Grades 10 to 12.

The learning outcomes are divided into four stands of Number; Patterns and Relations; Shape and Space; Statistics and Probability. A focus on developing problem-solving skills will enable students to gain a deeper understanding of mathematics. The emphasis is on "why" and not just "how".

Topics in Grade 9 Mathematics (10F)
  • Number Sense
  • Statistics and Probability
  • Polynomials
  • Linear Relations and Equations
  • Similarity and 2D Shapes and 3D Objects
  • Powers
  • Circle Geometry
  • Symmetry

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

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Physical Education/Health Education

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.

In grades 11 and 12 students must complete a physical activity practicum that addresses health-related fitness components.  This physical activity practicum must be a minimum of 55 hours of moderate to vigorous physical activity.

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 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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Social Studies

Social studies is the study of people in relation to each other and to the world in which they live. In Manitoba, social studies comprises the disciplines of history and geography, draws upon the social sciences, and integrates relevant content from the humanities. As a study of human beings in their physical, social, and cultural environments, social studies examines the past and present, and looks toward the future. Social studies helps students acquire the skills, knowledge, and values necessary to become active democratic citizens and contributing members of their communities, locally, nationally, and globally.

The new Canada in the Contemporary World curriculum is scheduled for system-wide implementation in the 2008-2009 school year.

New Curriculum

Canada in the Contemporary World

Grade 9 students explore Canada's contemporary opportunities and challenges. They examine Canadian demographics and political organization. They consider diverse perspectives related to Canadian political issues, Aboriginal self-government, francophone presence and influence, multiculturalism, media and popular culture, and the impact of the United States on Canadian culture. They explore cultural interaction in Canadian society and engage in the debate surrounding culture and identity in Canada. Through this inquiry, students develop understanding of the complexities of citizenship and identity in the Canadian context and enhance their ability to become informed, active, and responsible citizens.

Cluster 1: Diversity and Pluralism in Canada
Students examine elements of physical and human geography that affect the political, social, and cultural make-up of Canada. This study includes a focus on demography, human rights, citizenship, conflict resolution, cultural pluralism and diversity, influence of the media, and the contributions of people in the creation of a pluralistic society. Students examine the roles of various levels of government, government policies, the media, and cultural diversity as they affect the quality of life of Canadians.

Cluster 2: Democracy and Governance in Canada
Students examine the connections between people, government, and law. This study includes a focus on concepts related to parliamentary process, participation in the electoral process, the justice system, responsibilities and rights of citizens, and the influence of democratic ideals in the evolution of contemporary Canadian society.

Cluster 3: Canada in the Global Context
Students examine the dynamic relationship between having a national identity and being a global citizen in the industrialized world. This study includes a focus on evaluating the role of media in shaping individual or national perspectives relating to global issues, identifying nations and events where Canadian participation is expected for aid and military conflict resolution, assessing Canada’s role in global peace-keeping initiatives, and the implications of being a consumer in a globally connected industrialized society.

Cluster 4: Canada: Opportunities and Challenges
Students explore the demographic factors that have shaped Canada’s style of cultural diversity and citizenship from past to present, and into the future. This study includes a focus on the affects of social and technological change, societal changes due to the Canadian Charter of Rights and Freedoms, citizenship issues – past and present, reactions to social injustices, emerging relationships pertaining to Aboriginal Peoples, and the level of commitment of all Canadians towards environmental stewardship and sustainability.


Existing Curriculum

Canada Today: Canadian Studies

Grade 9 Social Studies focuses on contemporary Canada. Students explore their roles as Canadian citizens and the nature of Canada within a global context. Students consider the physical, historical, and political factors that shaped Canada's evolution as a nation in the 21st century. They examine questions relating to Canadian identity, multiculturalism, and political, legal, and economic processes, as well as the implications of changing technology.

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

In Grade 9, the six units of study are:

  1. Canada's Physical Environment
  2. Canadian Identity and Multiculturalism
  3. Canadian Society: Political and Legal Process
  4. Canadian Society: Economic Process and Technology
  5. Canada and the World
  6. Canada in the Future

Go to Grade 9 Social Studies Curriculum

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