Subject area descriptions are based on what students are expected to learn (provincial learning outcomes). Classroom programming may vary to accommodate local situations such as second language learners, multi-grade classrooms, and students with special needs. As well, subjects may be combined through integrated themes. Parents are encouraged to discuss specific details about their child's programming with the classroom teacher.

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

 

Music

Students continue to develop their musical skills and understandings through a variety of learning activities.

Grade 6 students:

• Write rhythm patterns of increasing difficulty from dictation.
• Work towards mastering melody through singing and playing instruments.
• Recognize the bass clef and minor keys.
• Work to develop skills in part singing, chord changes, accompaniment, and ear training.
• Recognize music forms such as fugue, overture, concerto, jazz, calypso, and so on.
• Explore different uses of instruments in history.
• Recognize groupings of instruments, quintets, quartets, and trios.
• Develop a sense of the musical periods such as Classical, Romantic, and so on.

Visual Arts

Through a variety of learning activities and experiences, students learn about visual art forms in their environment, make their own art, and appreciate the art of others.

Grade 6 students:

• Develop an understanding of themes in art through discussing and viewing natural and crafted materials they see around them, viewing their own and others' work, and drawing, painting, or creating three-dimensional objects.
• Explore techniques such as those used for mosaics, subtractive sculpture, casting, kites, mobiles, still life, sketching, finger painting, and woodcuts.
• Experiment with textural techniques, graying colours, value scales, depth through colour change, rhythm through repetition, and concepts related to symmetry, asymmetry, contrast, and focus.

Arts Education K-8...

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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. In the English language arts classroom, where the teacher(s) and students choose and use appropriate materials and activities for real purposes, learning reflects everyday experiences.

In Grade 6, students

• develop clear points of view by respectfully discussing their thoughts with others, and assess and revise personal goals for language learning
  
  For example: predicting; sharing interpretations; listening actively; contributing ideas; appreciating others' ideas; disagreeing politely; encouraging others; recalling relevant information; clarifying ideas; asking questions; identifying strengths and areas for growth; and following through
  
  
• identify strategies that help them understand and respond to what they read, see, and hear
  
  For example: asking questions; making notes; adjusting reading rate; summarizing; outlining; responding personally; remembering ideas; understanding how different reading materials are organized; and using a dictionary to determine word meaning in context
  
  
• begin to recognize different ways writers use language, and explain how language choice improves understanding
  
  For example: experiencing different kinds of reading materials such as novels, biographies, autobiographies, myths, poetry, drawings, and prints
  
  
• do research by determining their own questions, and use their own plan to gather and record useful information to answer their questions
• experiment with a variety of ways to communicate ideas for different audiences and purposes through written, oral, and visual presentations
  
  For example: participating in dramatizations and storytelling; giving demonstrations; preparing greeting cards and collages; using technology; and writing diaries, short stories, narratives, speeches, letters, and poetry
  
  
• use a variety of skills and strategies to revise and edit their work
  
  For example: eliminating unnecessary information; using descriptive language; using appropriate verb tenses and pronouns; and applying some rules for spelling, capitalizing, and punctuating
  
  
• learn to identify and solve problems and help each other stay on task when working in groups
  
  For example: taking responsibility; being sensitive to others' feelings; monitoring the group; showing self-control; resolving conflicts and negotiating; and staying with the group until the task is complete

English Language Arts K-8...

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From Kindergarten to Grade 12, students use seven critical processes to build their understanding of mathematics and to support lifelong learning:

• Communication—showing learning orally, through diagrams, and in writing.
• Connections—making connections among everyday situations, other subject areas, and mathematics concepts.
• Estimation/Mental Mathematics—developing understanding of numbers and quantities.
• Problem Solving—investigating problems, including those with multiple solutions.
• Reasoning—justifying thinking.
• Technology—using technology to enhance problem solving and encourage discovery of number patterns.
• Visualization—drawing on mental images to clarify concepts.

Grade 6 students:

Patterns and Relations	Explain, generalize, and extend patterns using relationships. Solve equations with one unknown using informal strategies.
Statistics and Probability	Develop and use a plan to collect, display, and analyze data gathered from appropriate samples. Use numbers to communicate the probability of single events from experiments.
Shape and Space	Solve problems involving perimeter, area, surface area, volume, and angle measurement. Solve problems using symmetry and visualization. Create patterns and designs using symmetry, slides, and flips.
Number	Develop a number sense for decimals and common fractions, explore integers, and demonstrate a number sense for large numbers. Add, subtract, multiply, and divide whole numbers and decimals to solve and create problems.

Mathematics K-8...

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In the combined physical education/health education curriculum, students from Kindergarten to Grade 12 develop the knowledge, skills, and attitudes for leading physically active and healthy lifestyles. The curriculum content highlighted for each grade is organized within five general learning outcomes (GLOs), which are the same for each grade.

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.	Grade 6 students: Show an understanding of factors that affect movement skill development; game strategies in sending and receiving activities (e.g., throwing and catching, kicking and trapping); making up routines; adapting game rules to promote inclusion; simple offensive and defensive strategies; examples of fair play; and teamwork when playing and officiating. Apply selected movement skills in striving for improvement related to sports/games, outdoor pursuits, and rhythmic/gymnastic activities, including multicultural games and dances.
2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.	Grade 6 students: how an understanding of the health- and skill-related fitness components, the effects of exercise on the skeletal system, and proper stretching techniques. Participate in physical activities to enhance and monitor personal fitness and proper technique.
3. Safety
The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.	Grade 6 students: Determine emergency steps for bicycle accidents and effective safety practices related to physical activity, especially to promote inclusion, and appropriate dress for exercising outdoors in different conditions. Show an understanding of safety practices, basic first-aid procedures, and ways to seek help in the home, school, and community, including while babysitting. Participate safely in class activities.
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.	Grade 6 students: Show an understanding of characteristics for developing self-confidence, techniques for developing and revising personal goals and plans, behaviours that promote responsible decision making and build positive relationships, and strategies for managing stress and emotions. Assess and revise personal health goals, including the use of interpersonal skills, as well as decision-making, problem-solving, and stress-management skills.
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.	Grade 6 students: Apply the knowledge and decision-making process involved in making healthy decisions in scenarios related to daily physical activity habits, personal hygiene practices, and nutrition.

Physical Education/Health Education K-8...

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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 appreciate both the power and limitations of science.

Grade 6 students develop an understanding of science concepts in the following units (thematic clusters):

• Diversity of Living Things
• Flight
• Electricity
• Exploring the Solar System

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

• Recognize that there are some questions science can't answer.
• Explore, with teacher guidance, the concept of a fair test, by planning and implementing experiments and drawing conclusions based on investigation results.
• Construct an object or device to solve a problem, based on specific criteria.
• Investigate positive and negative effects of science and technology, including effects on themselves, society, the environment, and the economy.
• Develop a sense of responsibility for the welfare of other humans, other living things, and the environment.
• Realize that science and technology are part of many hobbies and careers.

Science K-8...

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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.

Grade 6 students focus on people and events in Canada from Confederation to the present. They explore the changing character of this country as they examine territorial expansion, the role of immigration, and the evolving relationships between First Nations, Inuit, and Métis peoples and the Canadian government. Students learn about democratic processes and study the emergence of Canada as a culturally diverse, bilingual, and democratic society. They focus on Canadian questions regarding the environment, citizenship, identity, and diversity. Students also consider contemporary world events that have shaped Canadian society. As they explore Canada's past and present, they enhance their awareness of democratic ideals and their understanding of Canadian citizenship.

Canada: A Country of Change (1867 to Present)

Cluster 1: Building a Nation (1867 to 1914)
Students examine life in post-Confederation Canada. They explore the expansion of Canada through the addition of new provinces and territories, including the influence of individuals and events of this time. Students focus on the entry of Manitoba into Confederation, establishment of treaties and reserves, building of railroads, role of the North West Mounted Police, the 1885 Resistance, and the gold rushes. Students consider the impact of immigration and hardships faced by new settlers. They also study cultural diversity, including the evolving relationships between First Nations, Inuit, and Métis peoples and the Canadian government, and relationships between anglophones and francophones.

Cluster 2: An Emerging Nation (1914 to 1945)
Students examine Canada as a newly emerging nation. This study includes a focus on the Winnipeg General Strike, the Depression, the causes and events of the two World Wars, and Canada’s involvement in these wars. Students explore social, political, and economic changes that occurred during this period, such as women’s suffrage, urbanization, and technological developments.

Cluster 3: Shaping Contemporary Canada (1945 to Present)
Students explore factors that have shaped contemporary Canadian life. This study includes a focus on the impact of global events and forces, Canadian involvement in international organizations and world conflicts, and the impact of technological and industrial advancements. Students also study developments regarding Aboriginal rights and the evolution of Canada as a bilingual and multicultural nation.

Cluster 4: Canada Today: Democracy, Diversity, and the Influence of the Past
Students explore Canadian governance, citizenship, and identity, and the ideals, responsibilities, and rights of democracy. This study includes a focus on electoral processes, as well as federal, provincial, First Nations, and municipal governments, and the responsibilities of elected representatives. Students examine issues related to the protection and expression of culture and identity and the role of various groups and organizations in the promotion of identity and democratic rights. Students also consider the influence of the natural environment, as well as the contributions of past generations in shaping modern-day Canada.

Go to Grade 6 Social Studies Curriculum...

Social Studies K-8...

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