Download the Grade Six Curriculum

The Language expectations of the new Ontario curriculum are organized into three strands that specify the detail that is to be taught at each grade level. Our school curriculum follows this general pattern with additional emphasis on spelling, grammar, creative writing and oral communications.

Strand #1: Writing – students will be expected to communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences (e.g., write the instructions for building an electrical circuit for an audience unfamiliar with the technical terminology); use writing for various purposes and in a range of contexts, including school work (e.g., to develop and clarify ideas, to express thoughts and opinions); organize information to convey a central idea, using well-linked paragraphs; use a variety of sentence types (e.g., questions, statements) and sentence structures (e.g., complex sentences) appropriate for their purposes; produce pieces of writing using a variety of forms (e.g., newspaper articles, lyrics, summaries of information), techniques and resources (e.g., library resources) appropriate to the form and purpose, and materials from other media (e.g., film clips); produce media texts using writing and materials from other media (e.g., create a web page publicizing a cycling club); revise and edit their work in collaboration with others, seeking and evaluating feedback, and focusing on content, organization, and appropriateness of vocabulary for audience; proofread and correct their final drafts, focusing on grammar, punctuation, spelling, and conventions of style; use and spell correctly the vocabulary appropriate for this grade level; use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level.

Strand #3: Reading - students will be expected to read a variety of fiction and non-fiction materials (e.g., novels, short stories, poetry, myths, articles) for different purposes; read aloud, showing understanding of the material and awareness of the audience; read independently, selecting appropriate reading strategies; explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience; decide on a specific purpose for reading, and select the material that they need from a variety of appropriate sources; understand the vocabulary and language structures appropriate for this grade level; use conventions of written materials to help them understand and use the materials.

Strand #3: Oral and Visual Communication - students will be expected to make reports, describe and explain a course of action, and follow detailed instructions; ask and answer questions to obtain and clarify information; communicate a main idea about a topic and describe a sequence of events; express and respond to a range of ideas and opinions concisely, clearly, and appropriately; contribute and work constructively in groups; demonstrate the ability to concentrate by identifying main points and staying on topic; identify the main types of media works and the most characteristic techniques used in them; analyse media works; create a variety of media works; use the conventions (e.g., sentence structure) of oral language, and of the various media, that are appropriate to the grade (see below).

Since we feel that spelling and grammar are important, our program will also emphasize phonic skills, word analysis and word building opportunities through our own Wordbuilder program.

The mathematics expectations of the new Ontario curriculum are organized into five strands that detail specific expectations of students within each of the five major areas of knowledge and skills required of students. Our school curriculum is structured around these five strands with additional review of fundamental arithmetic and problem solving challenges provided by our own Mathbuilder supplementary program.

Strand #1: Number Sense and Numeration - students will learn to represent, and explore the relationships between, decimals, percents, rates, and ratios using concrete materials and drawings; compare, order, and represent decimals, percents, rates, and ratios using concrete materials and drawings; develop proficiency in multiplying by tenths, hundredths, and thousandths, and in dividing by 100; understand and explain the characteristics of multiples and factors and of composite and prime numbers; compare and order, and represent the relationship between, fractions with unlike denominators using concrete materials and drawings; understand the significance of numbers in the greater world and evaluate the use of numbers in the media; select and perform computation techniques appropriate to specific problems involving unlike denominators in fractions and the multiplication and division of decimals, and determine whether the results are reasonable; solve and explain multi-step problems using the multiplication and division of decimals and percents; justify and verify the method chosen for calculations with whole numbers, fractions, decimals, and percents; use and verify estimation strategies (e.g., rounding) to determine the reasonableness of solutions to problems and justify the choice of strategy.

Strand #2: Measurement – students will learn to demonstrate an understanding of and ability to apply appropriate metric prefixes in measurement and estimation activities; identify relationships between and among measurement concepts (linear, square, cubic, temporal, monetary); solve problems related to the calculation and comparison of the perimeter and the area of regular polygons; estimate, measure, and record the mass of objects and the volume of prisms, and compare the measures.

Strand #3: Geometry and Spatial Sense - students will learn to identify, describe, compare, and classify geometric figures; draw and construct three-dimensional geometric figures from nets; identify congruent and similar figures; explore transformations of geometric figures; understand, apply, and analyse key concepts in transformational geometry using concrete materials and drawings; use mathematical language effectively to describe geometric concepts, reasoning, and investigations, and coordinate systems.

Strand #4: Patterning and Algebra - students will learn to recognize and discuss the mathematical relationships between and among patterns; identify, extend, and create patterns in a variety of contexts; analyse and discuss patterning rules; display pattern relationships graphically and numerically; apply patterning strategies to problem-solving situations.

Strand #5: Data Management and Probability – students will learn to systematically collect, organise, and analyse data; use computer applications to examine data in a variety of ways; construct graphic organizers using computer applications; interpret displays of data and present the information using mathematical terms; evaluate data and make conclusions from the analysis of data; use a knowledge of probability to pose and solve problems; examine the concepts of possibility and probability; compare experimental probability results with theoretical results.

The science and technology expectations of the new Ontario curriculum are organized into five strands that specify in detail the program to be taught at each grade level.

Strand #1: Life Systems – The Diversity of Living Things

Students will be expected to demonstrate an understanding of ways in which classification systems are used to understand the diversity of living things and the interrelationships among living things; investigate classification systems and some of the processes of life common to all animals; describe ways in which classification systems can be used in everyday life.

Strand #2: Matter and Materials – Properties of Air and Characteristics of Flight

Students will be expected to demonstrate an understanding of the properties of air (e.g., air and other gases have mass) and explain how these can be applied to the principles of flight; investigate the principles of flight and determine the effect of the properties of air on materials when designing and constructing flying devices; identify design features (of products or structures) that make use of the properties of air, and give examples of technological innovations that have helped inventors to create or improve flying devices.

Strand #3: Energy and Control – Electricity

Students will be expected to demonstrate understanding that electrical energy can be transformed into other forms of energy; design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms of energy; identify uses of electricity in the home and community and evaluate the impact of these uses on both our quality of life and the environment.

Strand #4: Structures and Mechanisms - Motion

Students will be expected to demonstrate an understanding of different kinds of motion (linear, rotational, reciprocating, oscillating); design and make mechanical devices, and investigate how mechanisms change one type of motion into another and transfer energy from one form to another; identify modifications to improve the design and method of production of systems that have mechanisms that move in different ways.

Strand #5: Earth and Space Systems – Space

Students will be expected to demonstrate an understanding of the patterns of change observable on earth as a result of the movement of the different bodies in the solar system (e.g., solar and lunar eclipses, tides, phases of the moon, position of the constellations) and of the physical characteristics of the different components of the solar system; investigate, using models and simulations, the relationship between the sun, earth, and moon, the patterns of change observable on earth that result from the movement of these bodies, and the physical characteristics of the different components of the solar system (e.g., the sun and planets, inner planets and outer planets); describe technological and scientific advances that enable humans to study space, and explain how these advances have affected the quality of life on earth.

Social Studies

The expectations of the new Ontario social studies curriculum are organized into two strands

Strand #1: Heritage and Citizenship – it is expected that students will learn to identify ways in which the environment molded Canadian Aboriginal cultures; identify early explorers and describe their impact on the development of Canada; demonstrate an understanding of the social, political, and economic issues facing Aboriginal peoples in Canada today.

Strand #2: Canada and World Connections – it is expected that students will learn to describe the ways in which Canada is connected to the rest of the world through trade; identify current distinguishing features (e.g., physical, political, economic, social) of the United States, and of at least one other trading partner from another region of the world; describe Canada’s connection to the United States and at least one country from another region of the world.

The Core French program is organized into three strands, which correspond to the three main areas of language use.

Strand #1: Oral Communication – it is expected that students will learn to participate in dialogues about familiar topics, and listen to and talk about short oral texts; read a variety of classroom and simple authentic materials, 150 to 200 words long, containing familiar and new vocabulary, and demonstrate understanding; communicate ideas and facts in writing for specific purposes; identify and use the vocabulary and the grammar and language conventions appropriate for this grade level.

Strand #2: Reading – it is expected that students will learn to ask and answer simple questions using complete sentences; use appropriate pronunciation, liaison (e.g., nous avons), intonation, and language in familiar contexts; respond to oral texts (e.g., answer questions from a tape); give an oral presentation of ten to fifteen sentences in length (e.g., the results of a survey); make revisions to oral language in form, content, and organization (e.g., add details, change the order of words), using appropriate resources and feedback from the teacher and their peers.

Strand #3: Writing – it is expected that students will learn to read at least nine simple passages or stories (e.g., pamphlets, booklets); participate in a variety of reading situations, such as guided, shared, and choral reading, using expression, correct pronunciation, and intonation; – read and produce simple, structured responses that convey understanding of written text (e.g., arrange sentences in proper sequence, illustrate a few sentences); identify the main idea and a few supporting details; use various reading strategies to determine meaning (e.g., the glossary at the back of a book, various dictionaries).

The Arts

This section of the new Ontario curriculum is divided into Visual Art and Music components.

Music – In this component, students will demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music; sing and play instruments with expression and proper technique (e.g., with correct breathing, posture, embouchure); use correctly the musical terminology associated with the specific expectations for this grade; read and perform from musical notation; identify and perform music from various cultures and historical periods; communicate their response to music in ways appropriate for this grade (e.g., through language, visual arts, drama, creative movement).

Visual Art – In this component, students will produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using a variety of familiar art tools, materials, and techniques; identify the elements of design (colour, line, shape, form, space, texture) and the principles of design (emphasis, balance, rhythm, unity, variety, proportion), and use them in ways appropriate for this grade when producing and responding to works of art; explain their interpretation of a variety of art works, supporting it with examples of how the elements and some of the principles of design are used in the work; use correctly vocabulary and art terminology associated with the specific expectations for this grade.

Physical Education

The physical education expectations of the new curriculum are divided into three strands.

Strand #1: Healthy Living –students will learn to explain how body image and self-esteem influence eating practices; identify the major parts of the reproductive system and their functions and relate them to puberty; use basic prevention and treatment skills (e.g., basic first aid) to help themselves and others; identify the influences (e.g., the media, peers, family) affecting the use of cannabis and other drugs, as well as the effects and legalities of, as well as healthy alternatives to, cannabis and other drugs.

Strand #2: Fundamental Movement Skills – students will learn to perform movement skills in the kind of combinations that are required in a variety of modified games, gymnastics, dance, and outdoor pursuits: locomotion/travelling (e.g., running, jumping, and hopping in combination, as performed in basketball or in a triple jump), manipulation (e.g., stepping sideways to get in position to bump or volley a ball, as performed in volley-ball), and stability (e.g., running and jumping and landing, as in long jump); demonstrate the principles of movement while refining movement skills (e.g., combining body shapes and movements with changes in direction as in a dance or gymnastics routine).

Strand #3: Active Participation – students will learn to perform movement skills in the kind of combinations that are required in a variety of modified games, gymnastics, dance, and outdoor pursuits: locomotion/travelling (e.g., running, jumping, and hopping in combination, as performed in basketball or in a triple jump), manipulation (e.g., stepping sideways to get in position to bump or volley a ball, as performed in volley-ball), and stability (e.g., running and jumping and landing, as in long jump); demonstrate the principles of movement while refining movement skills (e.g., combining body shapes and movements with changes in direction as in a dance or gymnastics routine).

Students study the life of Jesus from His birth to His death and resurrection. The parables of Jesus will be examined and the students will be encouraged to apply the practical truths to their lives. The impact of Jesus’ presence on earth will be explored through the studying of the miracles. The students will be challenged to take a closer look at their relationship with Christ.

The above is a summary of the general overall objectives of the new Ontario curriculum. The complete details of each aspect of curriculum for grades 1 – 8 may be found on the web site of the Ministry of Education and Training at www.edu.gov.on.ca/