Learning Outcomes by Province

Core Competencies

• Communication
• Thinking
• Personal & Social

Big Ideas

• Contact and contact between peoples stimulated significant cultural, social, political change.
• Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.

Learning Standards

• Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
• Determine which causes most influenced particular decisions, actions, or events, and assess their short-and long-term consequences
• Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places
• Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past

• Link to Grade 5
• Link to Grade 6
• Link to Grade 7

Core Competencies

• Communication
• Thinking
• Personal & Social

Big Ideas

• Language and text can be a source of creativity and joy.
• Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
• People understand text differently depending on their worldviews and perspectives.
• Texts are socially, culturally, and historically constructed.
• Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Learning Standards

• Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking
• Synthesize ideas from a variety of sources to build understanding
• Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
• Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
• Respond to text in personal, creative, and critical ways
• Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
• Exchange ideas and viewpoints to build shared understanding and extend thinking
• Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
• Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
• Use and experiment with oral storytelling processes

• Link to Grade 5
• Link to Grade 6
• Link to Grade 7

Core Competencies

• Communication
• Thinking
• Personal & Social

Big Ideas

• Individual and collective expression can be achieved through the arts.
• Artists often challenge the status quo and open us to new experiences and perspectives.

Learning Standards

• Exploring and Creating
• Reasoning and Reflecting
• Communicating and Documenting

• Link to Grade 5
• Link to Grade 6
• Link to Grade 7

Histories and Stories of Ways of Life in Canada

• 5.2.1 Appreciate the complexity of identity in the Canadian context: recognize how an understanding of history and the stories of its peoples contribute to sense of identity
• 5.2.2 Examine, critically, the ways of life of Aboriginal people in Canada
• 5.2.6 Examine ways of life of immigrants from the British Isles during the Great Migration
• 5.2.8 Examine ways of life of non-European immigrants

Canada: Shaping an Identity

• 5.3.1 Appreciate how changes impact citizenship and identity
• 5.3.3 Access, critically, how Famous Five brought about change in Canada

Dimensions of Thinking

• 5.S.1 Develop skills of critical and creative thinking
• 5.S.2 Develop skills of historical thinking

Research for Deliberative Inquiry

• 5.S.7 Apply the research process for research and information
• Communication
• 5.S.8 Demonstrate skills of oral, written and visual literacy
• 5.S.9 Develop skills of media literacy

General Outcome 1

• 1.1 Discover and explore
• 1.2 Clarify and extend

General Outcome 2

• 2.4 Create original text

General Outcome 3

• 3.1 Plan and focus
• 3.4 Share and review

General Outcome 4

• 4.3 Present and share

General Outcome 5

• 5.2 Work within a group

First Goal

• 5. Sharpen observations of people, of situations and of the environment
• 6. Develop a capacity for imaginative and creative thought
• 8. Develop respect for others – their rights, their ideas and their differences
• 9. Give meaning to abstract concepts realized through dramatic play

Second Goal

• 4. Develop belief in identification with and commitment to role; 5. Give form and shape to ideas and experiences

Third Goal

• 2. Develop a capacity to analyze, evaluate and synthesize ideas and experiences

Purpose 1

• D. Knowledge gained from study or experimentation can be recorded visually; national and international events can be recorded visually

Purpose 2

• A. A narrative can be retold or interpreted visually
• C. Material from any subject discipline can be illustrated visually
• D. Slogans, causes and promotions can be told visually.

Purpose 4

• B. Specific messages, beliefs and interests can be interpreted visually, or symbolized

Dramatic Forms

Storytelling

• Develop empathy through experiencing thoughts and feelings of other people and other cultures, as expressed through their stories
• Develop language skills through the language processes of speaking, listening, writing and reading

Dramatization

• Be motivated to extend the dramatization experience into other subject areas

Choric Drama

• Analyze literature for dramatic potential; create individual and/or group characterization; apply choric drama skills to the investigation of other areas of study; learn how to use theatrical elements to enhance a presentation

Story Theatre

• Develop empathy through experiencing thoughts and feelings of other people and other cultures, as expressed through their stories
• Develop language skills through the language processes of speaking, listening, writing and reading
• Develop the ability to select theatre elements that best enhance the literature

Play Making

• Develop the ability to originate a dramatic story
• Develop the ability to shape a dramatic story
• Develop the ability to communicate a story

Group Drama

Develop the ability to make decisions in a group Cooperatively build a drama

• IN5.1 Demonstrate an understanding of the Aboriginal heritage of Canada
• 5.2 Analyze the evolution of Canada as a multicultural nation
• DR5.3 Identify the European influence on pre-confederation Canadian society
• PA5.1 Describe Canada’s political evolution
• RW5.2 Hypothesize about economic changes that Canada may experience in the future

Compose and Create (CC)

Students will develop their abilities to speak, write and use other forms of representation to explore and present thoughts, feelings and experiences in a variety of forms for a variety of purposes and audiences

• CC5.1 Compose and create a range of visual, multimedia, oral and written texts that explore: identity; community; social responsibility and express personal thoughts shaped through inquiry
• CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations and summary charts
• CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations for particular audiences and purposes
• CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative, expository and persuasive compositions that clearly develop topic and provide transitions for the reader
• CR5.1 Analyze and respond to a variety of grade-level texts that address: identity; community; social responsibility
• CR5.2 View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery and comparisons used to influence or persuade an audience
• CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions to understand ideas and instructions, to evaluate the message heard and the required follow-up action and to draw conclusions about speaker’s verbal and non-verbal message(s), purpose, point of view and techniques used in presentation
• CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction from various cultures including First Nations, Métis and Inuit and countries
• CC5.1 Compose and create a range of visual, multimedia, oral and written texts that explore: identity; community, social responsibility and express personal thoughts shaped through inquiry
• CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentation, and summary charts
• CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations for particular audiences and purposes
• CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters and requests) and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader

Students will inquire, create and communicate through dance, drama, music and visual art

• CP5.3 Demonstrate how various roles, strategies & elements function within a drama

c. Use language expressively when speaking and writing in role

d. Analyze and describe how various roles and strategies functioned within the drama

e. Apply focus in own work, and explain why focus serves an important function in drama

f. Describe how surprises can often create the element of tension, which serves an important function in drama work

g. Investigate the use of contrast in drama work

Students will respond to artistic expressions of Saskatchewan, Canadian, and International artists using critical thinking, creativity, research and collaborative inquiry

a. Investigate how the arts sometimes reflect or question mainstream values

b. Describe how changes in arts expressions reflect changes in society

d. Use research, including guided Internet searches, as part of the inquiry process

g. Describe how ideas can come from such sources as memory, research, observation, feelings or imagination

h. Expand on visual art ideas in their visual journals, learning logs or sketchbooks

j. Use self-reflection and describe why it is important to visual art processes

Inclusive classrooms focused on social justice are:

• multicultural, equity-focused, anti-biased in nature
• grounded in the lives of students
• culturally sensitive
• critical
• participatory and experimental
• hopeful, joyful, caring, visionary
• academically rigorous
• supportive of students as social activists and engaged citizens

Active Democratic Citizenship in Canada

• The ability to approach public issues critically, rationally, and democratically
• Informed involvement in public affairs
• Respect for human rights and democratic ideals and principles
• A commitment to freedom, equality and social justice
• The ability to work through conflicts and contradictions that can arise among citizens

Canadian Citizenship for the Future

• Eliminating inequalities related to race, gender, sexual orientation, age, class and ethnicity

Active Democratic Citizenship

• S-100 Collaborate with others to establish and carry out group goals and responsibilities
• S-105 Recognize bias and discrimination and propose solutions

Managing Information and Ideas

• S-200 Select information from oral, visual, material, print or electronic sources
• S-201 Organize and record information in a variety of formats and reference sources appropriately
• S-204 Create timelines and other visual organizers to sequence and represent historical figures, relationships or chronological events

Critical and Creative Thinking

• S-300 Plan topics and goals for historical inquiry and research
• S-302 Draw conclusions based on research and evidence

Communication

• S-400 Listen to others to understand their perspectives
• S-401 Use language that is respectful of human diversity

General Outcome

Celebrate and Build Community

2.2 Respond to Texts: 

2.2.1        Experience Various Texts

Experience texts from a variety of forms and genres [such as historical fiction, myths, biographies] and cultural traditions; explain preferences for particular types of oral, literary, and media texts

2.2.2        Connect Self, Texts and Culture

Compare the challenges and situations encountered in daily life with those experienced by people in other times, places and cultures as portrayed in oral, literary and media texts [including texts about Canada or by Canadian writers]

General Outcome 3

Students will listen, speak, read, write, view and represent to manage ideas and information

3.1.3        Contribute to Group Inquiry

Share personal knowledge of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group inquiry or research

3.1.4        Create and Follow a Plan

Gather and record information and ideas using a plan.

General Outcome 4

Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.1.1        Generate Ideas

Focus a topic for oral, written, and visual texts by integrating ideas from experiences and a variety of other sources.

4.1.2        Choose Forms

Choose forms [such as news stories, interviews, reports, diagrams...] appropriate to a variety of audiences and purposes.

4.1.3        Organize Ideas

Use listening, reading, and viewing experiences as models for organizing ideas in own oral, written and visual texts

4.4         Present and Share

4.4.1 Share Ideas and Information

Prepare and share information on a topic using print, audio-visual and dramatic forms to engage the audience

4.4.2        Effective Oral Communication

Use gestures and facial expression to enhance oral presentations; use and monitor emphasis and appropriate pacing; arrange presentation space to focus audience attention

4.4.3        Attentive Listening and Viewing

Show respect for presenter(s) through active listening and viewing and other audience behaviours

5.2        Encourage, Support and Work with Others

5.2.1        Cooperate with Others

Distinguish between on-task and off-task ideas and behaviours in cooperative and collaborative groups, and stay on task; identify and solve group productivity issues

5.2.2        Work in Groups

Assume the responsibilities of various group roles; choose roles appropriate for tasks and productivity

Creative Expression in Dance (C)

• DA-C1 Students generate and use ideas from a variety of sources for creating and performing dance
• DA-C2 Students develop ideas in dance, creatively integrating dance elements, techniques and other choreographic considerations.
• DA-C3 Students perform and share their own & others dance

Creative Expression in Drama (C)

• DR-C1 Students generate and use ideas from a variety of sources for creating drama
• DR-C2 Students creatively integrate ideas, elements and forms in developing drama
• DR-C3 Students perform and share their own and others drama

Valuing Drama Experience

• DR-V2 students analyze their own and others’ drama

Creative Expression in Art (C)

• A-C1 Students generate and use ideas from a variety of sources for creating art
• A-C2 Students develop original artworks, creatively integrating ideas and art elements, principle and media
• A-C3 Students finalize and share their original artwork

• B2.Inquiry: Differing Perspectives on Social and Environmental Issues
• B2.1 Formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues
• B2.2 Gather and organize a variety of information and data that present various perspectives about Canadian social and/or environmental issues, including the perspective of the level (or levels) of government responsible for addressing the issues
• B2.4 Interpret and analyze information and data relevant to their investigations, using a variety of tools
• B2.5 Evaluate evidence and draw conclusions about social and/or environmental issues, outlining the strengths and weaknesses of different positions on the issues, including the position of the level (or levels) of government responsible for addressing the issues
• B2.6 Communicate the results of their inquiries, using appropriate vocabulary
• B3. Understanding Context: Roles and Responsibilities of Government and Citizens
• B3.1 describe the major rights and responsibilities associated with citizenship in Canada
• B3.3 describe the shared responsibility of various levels of government for providing some services and for dealing with selected social and environmental issues
• B3.4 describe different processes that governments can use to solicit input from the public
• B3.6 explain why different groups may have different perspectives on specific social and environmental issues
• B3.7 describe some different ways in which citizens can take action to address social and environmental issues

Purpose

• 2.1 identify a variety of purposes for speaking

Clarity and Coherence

• 2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Appropriate Language

• 2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience

Vocal Skills and Strategies

• 2.5 identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
• 1. Reading for Meaning
• 1.1 Read a variety of texts from diverse cultures, including literary texts
• 1.2 Identify a variety of purposes for reading and choose reading materials appropriate for those purposes

Demonstrating Understanding

• 1.4 Demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

Making Inferences/ Interpreting Texts

• 1.5 Use stated and implied ideas in texts to make inferences and construct meaning

Extending Understanding

• 1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

Responding to and Evaluating Texts

• 1.8 Make judgments and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views

Writing

• 1. Developing and Organizing Content

Purpose and Audience

• 1.1 Identify the topic, purpose, and audience for a variety of writing forms

Developing Ideas

• 1.2 Generate ideas about a potential topic and identify those most appropriate for the purpose

Research

• 1.3 Gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources

Publishing

• 3.7 Use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout

Producing Finished Works

• 3.8 Produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies

• A1. Creating and Presenting

Apply the creative process to the composition of movement

sequences and short dance pieces, using the elements of dance to communicate feelings and ideas

• A1.1 Translate into movement sequences a variety of images and ideas from other classroom subjects, including the arts
• A1.2 Use dance as a language to explore, interpret and communicate ideas derived from a variety of literature sources
• A2.2 Identify the elements of dance used in their own and others’ dance pieces and explain how they help communicate a message

• B1. Creating and Presenting

Apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings,

ideas and stories

• B1.1 Engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times and places
• B1.2 Demonstrate an understanding of the element of role by selectively using some other elements of drama (e.g., time and place, relationship) to build belief in a role and establish its dramatic context
• B1.3 Plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role
• B1.4 Communicate thoughts, feelings and ideas to a specific audience, using audio, visual and/or technological aids to achieve specific dramatic effects
• B2.1 Express personal responses and make connections to characters, themes and issues presented in their own and others’ drama works

• D1. Creating and Presenting:

Apply the creative process (see pages 19–22) to produce a variety of two- and

three-dimensional art works, using elements, principles and techniques of visual arts to communicate feelings, ideas and understandings

• D1.1 Create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view
• D2.1 Interpret a variety of art works and identify the feelings, issues, themes and social concerns that they convey
• D3.1 Describe how forms and styles of visual and media arts represent various messages and contexts in the past and present

Geography, History and Citizenship Education

Researching and working with information in geography and history

• 1. Learns about a problem
• c. Considers research strategies that will lead to a solution
• 2. Asks questions
• b. Organizes questions in categories
• 3. Plans research
• a. Makes a research plan
• b. Locates sources of information
• c. Chooses or creates data-gathering tools
• 4. Gathers and processes information
• a. Collects data
• c. Distinguishes between facts and opinions
• 5. Organizes information
• a. Chooses a way to communicate information
• c. Identifies the essential elements of information
• 6. Communicates the results of research
• a. Chooses appropriate language
• b. Uses various media
• c. Presents a production

Narrative and Literary Text Types

• A. Narrative and Literary Texts
• 1. Required Text Types
• a. Speaking

The student produces own stories, as well as dramatizations of others’ stories, through:

i. Role-play involving character from own stories, from literature and from nonfiction

• b. Reading and Listening (written and media)

iv. Nonfiction Articles in children’s magazines or online Web page (e.g. about a sport star, civil rights activist) c. Enhances certain aspects of his/her

production using elements of dramatic

language, performance techniques, styles of theatre or elements of drama

• c. Writing and Media Production

i. Stories based on ideas, experiences and events

• 2. Structures and Features

The student understands the purpose of the following structures and features and uses this knowledge to construct meaning when reading, listening to and producing spoken and written texts

• a. Spoken and Written Texts

i. Plot structures and features

ii. Characterization

iii. Setting

iv. Other features of narrative

• b. Media texts

All of the structures and features of written narrative (above) also apply to narratives in the media. In addition, the student understands the purpose of the following structures and features and uses this knowledge to construct meaning when viewing and producing media texts

Information-Based Text Types

• A. Planning Texts
• b. Writing and Media Production

The student writes/produces different planning texts, specifically:

i. Learning/thinking logs and lists that record thoughts, ideas and information

ii. Webbing and mapping texts, such as story mapping, to represent the relationship(s) between ideas or separate pieces of information

iii. Graphic organizers, outlines, timelines, graphs and diagrams to organize ideas and information coherently

• C. Descriptive Reports
• b. Reading, Viewing and Listening (spoken, written and media texts)
• c. Writing and Media Production

ii. Reports on topics/subjects of personal interest

• D. Persuasive Texts
• a. Speaking

The student produces spoken persuasive texts, specifically:

i. Texts that seek to persuade peers to change their habits and/or actions and/or behaviours (e.g. appeals concerning the impact of plastic bottles on the environment)

Language Learning Processes

• B. Writing Process
• 1. Prewriting
• 2. Drafting, i.e. initial version(s) of texts
• 3. Revision, i.e. making changes to content of text and/or message and/or meaning
• 4. Editing, i.e. rearranging/reordering what has already been written and proofreading
• 5. Publishing
• C. Production Process (Media)
• 1. Preproduction
• a. Understands the purpose for the production (e.g. to sell something, to influence the way people think, to give information, to entertain)
• c. Drafts storyboard (i.e. a plan or representation of the project)
• d. Identifies and gathers material, resources, expertise for the production
• 2. Production
• c. Uses storyboard and/or other planning resources to guide production of the text
• d. Uses appropriate technology resources for the specific production as needed (e.g. downloading digital images for a multimedia picture book, using a still or video camera, adding visual effects and/or animation to a comic strip)
• 3. Postproduction
• a. Reviews images, records narration, adds titles or text, adds transitions, depending on the production and its message/meaning
• b. Edits, depending on technology resources
• c. Considers feedback from peers and others
• d. Presents text to intended audience

Competency 1 – To invent dance

• A. To use personal ideas inspired by the stimulus for creation
• 1. Stimulus for creation
• a. Looks for ideas inspired by the stimulus for creation, using images and his/her emotions
• b. Looks for ideas inspired by the stimulus for creation, paying attention to his/her impressions, emotions and feelings
• B. To use elements of dance language and elements of movement technique
• 1. Language of dance
• p. Experiments with ways of using relations with partners: position, spatial actions, coordination, groups and role-playing
• C. To organize the elements he/she has chosen
• 2. Structures
• c. Adapts the elements of choreographic structure based on the creative intention

Competency 1 – To invent short scenes

• A. To use personal ideas inspired by the stimulus for creation
• 1. Structure
• 1.1 Story development
• c. Creates a story with continuous development, with a plot twist and anending, and with discontinuous development, using tableaux

• C. To organize the elements he/she has chosen
• a. Tries out sequences of elements of dramatic language, performance techniques, styles of theatre and elements of drama
• b. Puts the elements of the story in order
• d. Organizes the content of his/her improvisations based on his/her creative intention
• D. To finalize a production
• E. To share his/her creative experience
• a. Shares significant aspects related to the use of elements of dramatic language, performance techniques, styles of theatre or elements of drama

Competency 1 – To produce individual works in the visual arts

• A. To use personal ideas inspired by the stimulus for creation
• c. Looks for a variety of ideas related to the stimulus for creation while consulting sources of information
• g. Makes sketches representing variations on his/her idea
• E. To share his/her creative experience
• b. Describes the important aspects of his/her experience with transforming gestures and elements of visual arts language

• Citizenship, Power and Governance
• Individuals, Societies and Economic Decisions
• People, Place and Environment
• Unit 1: Introduction; Unit Overview: “How do we learn about the past?”
• 5.1.1 Demonstrate an understanding of how we learn about the past
• Communication: Organize data with visual representation; interpret primary source artifacts
• Inquiry: Form questions regarding historical inquiry; compare and contrast; make decisions; develop strategies to gather information; make predictions; gather historical information from primary and secondary sources
• Unit 6: My Society; Unit Overview: Students will examine their own society using the same lenses as they investigated other societies from the past and will illustrate the similarities and differences between past societies and their society
• Communication: organize data with visual representation; describe location; use technology; interview; communicate orally
• Participation: contribute to discussions about similarities and differences in societies; predict change; work collaboratively in groups to investigate

General Curriculum outcomes

• 1. Students will be expected to speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences and contribute thoughts, ideas and experiences to discussions, and ask questions to clarify their ideas and those of their peers
• 2. Students will be expected to communicate information and ideas effectively and clearly and to respond personally and critically as well as engage in, respond to and evaluate oral presentations
• 3. Students will be expected to interact with sensitivity and respect, considering the situation, audience and purpose
• Identify examples of prejudice, stereotyping or bias in oral language; recognize their negative effect on individuals and cultures and attempt to use language that shows respect for all people
• 4. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
• Select, independently, texts appropriate to their interests and learning needs
• 5. Students will be expected to interpret, select and combine information using a variety of strategies, resources and technologies
• Answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts
• 6. Students will be expected to respond personally to a range of texts
• Support their opinions about texts and features of types of texts
• 7. Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre
• Demonstrating growing awareness that all texts reflect a purpose and a point of view
• Identifying instances where language is being used to manipulate, persuade or control them
• Identifying instances of opinion, prejudice, bias and stereotyping
• 8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.
• Use a range of strategies in writing and other ways of representing to
• Frame questions and answers to those questions
• Expand appropriate note-making strategies from a growing repertoire (e.g., outlines, charts, diagrams)
• 9. Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes
• Create written and media texts, collaboratively and independently, in different modes
• Address the demands of a variety of purposes and audiences
• 10. Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness
• Use a range of prewriting, drafting, revising, editing, proofreading and presentation strategies
• Use technology with increasing proficiency to create, revise, edit, and publish texts
• Demonstrate commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement
• Select, organize, and combine relevant information, from three or more sources to construct and communicate meaning

>Materials and Techniques

• Choose from a variety of art media to express a feeling, to communicate a message and represent people, places and objects

Painting

• Explore different techniques; plan and complete a painting independently

Paper Manipulation

• Identify horizontal and vertical orientation of paper position and demonstrate appropriate choice to complete work

Drawing Explorations

• Predict and control overlapping or blending of colours to create desired results; draw over a painting using various stick media, e.g., crayons, pastels, coloured pencils

Technology

• Demonstrate use of basic paint program menu options to create, save and print a design or image applying knowledge of the elements of art

Development of Imagery

• Create an artwork independently, based on memory, observation, imagination, fantasy, mood and in response to expressive art forms, e.g., dance, drama, music and literature
• Generate and select ideas for art work
• Use a variety of sources to stimulate ideas on art work
• Use a variety of subject matter in their art work
• Demonstrate self-confidence and eagerness toward their art production, expression and discussion

General Curriculum Outcomes

• A. Demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance

Culture and Diversity

• B. Demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives

Interdependence

• D. Demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment — locally, nationally, and globally — and the implications for a sustainable future

Time, Continuity and Change

• F. Demonstrate an understanding of the past and how it affects the present and the future

Reading and Viewing

GCO 4

Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts

• 4.1 Select, independently, texts appropriate to their interests and learning needs
• 4.3 Use pictures and illustrations, word structures, and text features to locate topics and obtain or verify their understanding of information

GCO 6

Students will be expected to respond personally to a range of texts

• 6.1 Describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects
• 7.1 Use their background knowledge to question and analyze information presented in print and visual texts

Writing and Other Ways of Representing

GCO 8

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences and learnings; and to use their imaginations

• 8.1 use a range of strategies in writing and other ways of representing to

– Frame questions and answers to those    questions

– Generate topics of personal interest and importance

– Record, develop, and reflect on ideas,    attitudes, and opinions

– Compare their own thoughts and beliefs to     those of others

– Describe feelings, reactions, values and    attitudes

– Record and reflect on experiences and their    responses to them

– Formulate and monitor goals for learning

– Practice and extend strategies for monitoring    learning

• 8.2 Expand appropriate note-making strategies from a growing repertoire
• 8.3 Make deliberate language choices, appropriate to purpose, audience and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing

GCO 9

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

• 9.1 Create written and media texts, collaboratively and independently, in different modes, and in an increasing variety of forms
• 9.2 Address the demands of a variety of purposes and audiences
• 9.3 Invite responses to early drafts of their writing/media productions

GCO 10

Students will be expected to use a range of strategies to develop effective writing and other ways of representing to enhance their clarity, precision and effectiveness

• 10.1 Use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies
• 10.2 Demonstrate an increasing understanding of the conventions of written language in final products

– Use basic spelling rules and show an understanding of irregularities

– Use appropriate syntax in final products

– Use references while editing

• 10.3 Use technology with increasing proficiency to create, revise, edit and publish texts
• 10.4 Demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement
• 10.5 Select, organize, and combine relevant information from three or more sources to construct and communicate meaning

These open-ended art experiences should include opportunities to:

• Explore and investigate ideas through experimentation with new materials, techniques, and elements and principles of art and design
• Collaborate with others in the art-making process
• Draw upon ideas, perceptions, and responses as the source for creative works
• Present art works to an audience with sensitivity to the intention of the artist and the ways in which the work can be interpreted
• Share their learnings with other people in such forms as presentations, exhibitions, displays, journals, blogs and virtual galleries

Strand Two: Creating and Presenting

Apply the creative process to produce a variety of two- and three- dimensional art works, using elements, principles and techniques of visual arts to communicate feelings, ideas and understandings

Students are expected to:

• CP5.1 Create two and three-dimensional works of art that express feelings and ideas inspired by their own and  others’ points of view
• CP5.2 Demonstrate an understanding of composition, using selected principles of art and design to create narrative art works or art works on a theme or topic
• CP5.3 Use elements of design in art works to communicate ideas, messages, and understandings

ICT and related technology

digital video and digital cameras, scanners, CD-ROMs, word processing software, graphics software, video-editing, software, HTML, editors, and the Internet including the World Wide Web, databases, electronic discussions, e-mail, and audio and video conferencing) afford numerous possibilities for enhancing learning and teaching. Computer and other technologies are intended to enhance the visual arts learning environment.

class="c12 c39">Unit 6: My Society

This unit concludes the year’s Social Studies 5 study of Investigating the Past.

The unit is intended to lead students to think about how their own society is both similar and different than those from the past. This comparison of past and present (continuity and changes) will focus on four areas—the use of evidence as a means to making inferences about past and present, environmental challenges, social structure, decision-making and interactions between and among societies.

• 5.6.1 Illustrate the similarities and differences between past societies and our society
• Design a slide show or other presentation using historical evidence to show similarities and differences between their society and societies of the past
• Have students identify the social structures that exist within their society (e.g., parents, elders, government officials). In small groups, students can then compare the social structure(s) to that of a selected past society. Student groups will then present what they have identified as similarities between their social structure and the selected social structure of the past.

Presentation

• Have students prepare a presentation to illustrate their preferred societal social structure (their own or another past society). Students should provide at least three reasons in of support their choices.

• Students will be expected to speak and listen to explore, extend clarify and reflect on their thoughts, ideas feelings and experiences.
• Contribute thoughts, ideas and experiences to discussions and ask questions to clarify their ideas and those of their peers
• Communicate information and ideas effectively and clearly and to respond personally and critically
• Contribute to and respond constructively in conversation and group discussion
• Engage in, respond to and evaluate oral presentations
• Interact with sensitivity and respect, considering the situation, audience and purpose
• Demonstrate an awareness of the needs, rights and feelings of others
• Identify examples of prejudice, stereotyping or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people
• Select, read and view with understanding, a range of literature, information, media and visual texts
• Use pictures and illustrations, word structures and text features to locate topics and obtain or verify their understanding of information
• Interpret, select and combine information using a variety of strategies, resources and technologies
• Respond to personal, group and instructional needs for information through accessing a variety of texts
• Use a range of reference texts and a database or an electronic search to aid in the selection of texts
• Students will be expected to respond critically to a range of texts applying their understanding of language, form and genre
• Recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view
• Identifying instances where language is being used to manipulate, persuade or control them
• Identifying instances of opinion, prejudice, bias and stereotyping
• Students will be expected to use writing and other forms of representation to explore, clarify and reflect on their thoughts, feelings, experiences and learning; and to use their imaginations
• Generate topics of personal interest and importance
• Record, develop and reflect on ideas, attitudes and opinions
• Expand appropriate note-making strategies
• Make deliberate language choices, appropriate to purpose, audience and form
• Create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes
• Create written and media texts, collaboratively and independently, in different modes and in increasing variety of forms
• Address the demands of a variety of purposes and audiences
• Invite responses to early drafts of their writing/media productions
• Use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision and effectiveness
• Use technology with increasing proficiency to create, revise, edit and publish texts
• Demonstrate commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement
• Select, organize and combine relevant information, from three or mores sources to construct and communicate meaning

Project Based Learning for Visual Arts

In an arts curriculum, Project Based Learning allows learners to move through a meaningful question to explore, investigate and engage in real-world situations, issues and views that challenge them to reflect, collaborate, plan, design, create and present two-and three-dimensional works of art.

These open-ended art experiences should include opportunities to:

• explore and investigate ideas through experimentation with new materials, techniques and elements and principles of art and design

• collaborate with others in the art-making process

• draw upon ideas, perceptions, and responses as the source for creative works

• present art works to an audience with sensitivity to the intention of the artist and the ways in which the work can be interpreted

• share their learnings with other people in such forms as presentations, exhibitions, displays, journals, blogs, and virtual galleries

Visual Arts Creative Process

Strand Two: Creating and Presenting

Apply the creative process to produce a variety of two- and three- dimensional art works, using elements, principles and techniques of visual arts to communicate feelings, ideas and understandings.

Students are expected to:

• CP5.1 Create two and three-dimensional works of art that express feelings and ideas inspired by their own and others’ points of view
• CP5.2 Demonstrate an understanding of composition, using selected principles of art and design to create narrative art works or art works on a theme or topic
• CP5.3 Use elements of design in art works to communicate ideas, messages, and understandings

Technology

ICT and related technology (digital video and digital cameras, scanners, CD-ROMs, word processing software, graphics software, video-editing, software, HTML, editors and the Internet including the World Wide Web, databases, electronic discussions, e-mail and audio and video conferencing) afford numerous possibilities for enhancing learning and teaching.

Computer and other technologies are intended to enhance the visual arts learning environment.

Computer art should be minimal at this developmental stage. The exploration, experimentation and practice in various media and tools are important and necessary for spatial development and understanding.

General Curriculum Outcomes

• 1.0 Students are expected to demonstrate an understanding of how we learn about the past.
• 1.1 explain how primary sources are used to construct historical knowledge
• 1.3 describe the challenges of creating an accurate history from the past
• 7.0 Students are expected to compare past societies and present-day society
• 7.1 identify similarities and differences of past societies and present-day societies
• 7.2 determine the most significant similarity(ies) and difference(s) of past societies and present-day societies
• 7.3 predict how societies might change in the future

• GCO 1 Speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings and experiences
• GCO 2 Communicate information and ideas effectively and clearly, and to respond personally and critically
• GCO 3 Interact with sensitivity and respect, considering the situation, audience and purpose

Reading and Viewing

Students will be expected to:

• GCO 4 Select, read, and view with understanding a range of literature, information, media, and visual texts
• GCO 5 Interpret, select, and combine information using a variety of strategies, resources, and technologies
• GCO 6 Respond personally to a range of texts
• GCO 7 Respond critically to a range of texts, applying their understanding of language, form, and genre

Writing and Representing

Students will be expected to:

• GCO 8 Use writing and other ways of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations
• GCO 9 Create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
• GCO 10 Use a range of strategies to develop effective writing and representing and to enhance their clarity, precision, and effectiveness

Creating, Making and Presenting 

• 3. Use a combination of the elements and principles of design in art making
• 4. Experiment with a variety of art materials, tools, and processes
• 5. Demonstrate and apply knowledge of basic art skills, techniques, processes, and language
• 6. Make effective choices about tools and materials in the creation of art
• 8. Use experiences from their personal, social, and physical environments to create art.
• 9. Create art for a variety of audiences and purposes
• 10. Collaborate with others during the creative process to examine a variety of art forms

Skills and Processes of Social Studies

• A1 Apply critical thinking skills – including hypothesizing, comparing, imagining, inferring, identifying patterns and summarizing – to a range of problems and issues
• A3 Gather a body of information from a variety of primary and secondary sources
• A4 Create a presentation on a selected topic
• A6 Implement a plan of action to address a selected school, community or national problem or issue

Identity, Society and Culture

• B3 Describe the contributions of significant individuals to the development of Canada’s identity

Oral Language (speaking & Listening)

• A2 Use speaking to explore, express, and present a range of ideas, information, and feelings for different purposes and audiences
• A3 Listen purposefully to understand ideas and information
• A4 Select and use strategies when interacting with others
• A5 Select and use strategies when expressing and presenting ideas, information and feelings
• A6 Select and use strategies when listening to make and clarify meaning

Thinking (Oral Language)

• A7 Demonstrate enhanced vocabulary knowledge and usage
• A8 Use speaking and listening to respond, explain, and provide supporting evidence for their connections to texts
• A9 Use speaking and listening to improve and extend thinking
• A10 Reflect on and assess their speaking and listening

Features (Oral Language)

• A11 Use the features of oral language to convey and derive meaning

Reading and Viewing

• B1 Read fluently and demonstrate comprehension of a range of grade-appropriate literary texts
• B2 Read fluently and demonstrate comprehension of grade-appropriate

Information texts 

• B4 View and demonstrate comprehension of visual texts (e.g., signs, cartoons, illustrations, newspapers, diagrams, posters, videos, advertising)
• B5 Select and use strategies before reading and viewing to develop understanding of text
• B6 Select and use strategies during reading and viewing to construct, monitor, and confirm meaning
• B7 Select and use strategies after reading and viewing to confirm and extend meaning

Thinking (reading & Viewing)

• B8 Respond to selections they read or view
• B9 Read and view to improve and extend thinking
• B10 Reflect on and assess their reading and viewing

Writing and Representing

• C2 Write a variety of clear, focused informational writing for a range of purposes and audiences
• C4 Create meaningful visual representations for a variety of purposes and audiences that communicate personal response, information, and ideas relevant to the topic
• C5 Select and use strategies before writing and representing
• C6 Select and use strategies during writing and representing to express and refine thoughts
• C7 Select and use strategies after writing and representing to improve their work

Thinking (Writing and Representing)

• C8 Use writing and representing to express personal responses and relevant opinions about experiences and texts
• C9 Use writing and representing to extend thinking

Features (Writing and Representing)

• C11 Use the features and conventions of language to express meaning in their writing and representing

Creating Dance

• A3 Apply the creative process – with emphasis on selecting and combining – to create dance compositions

− use a variety of sources of ideas as inspirations for exploring dance (e.g. music, sounds, poetry, visual images, stories, ideas)

• C1 Identify distinguishing features of dances from a variety of specific contexts

− apparent purpose (e.g., to record and preserve history, to tell a story, to convey a feeling or mood, to celebrate, to entertain, to explore new technical possibilities)

Exploring and Creating

• A1 Express a variety of ideas and perspectives through drama 
• A2 Demonstrate collaborative skills during drama 
• B1 Use a variety of vocal elements and movement elements to communicate meaning 
• B2 Participate in a variety of drama forms
• B3 Participate safely in drama activities 

Context

• C1 Assess how drama can affect personal and societal beliefs and attitudes 

− reflect on how attitudes and beliefs can be affected by viewing and/or participating in drama (e.g., “I used to think ____, but seeing the play has made me think about the other side of the issue.”)

• D1 Participate actively in drama presentations
• D2 Apply established criteria to reflect on their own and others’ presentations

Creative Processes

• A5 Create 2-D and 3-D images 

− to communicate ideas

− that reflect aspects of art from a variety of historical and cultural contexts

Skills and Strategies

• B3 Analyze and apply a variety of materials, technologies and processes to create images

Context

• C3 Describe opportunities for visual arts in the local community

- opportunities to create and communicate with artworks

(e.g., after-school and community art groups)

Exhibition and Response

• D1 Describe their response to 2-D and 3-D images − created to communicate ideas, experiences, and stories
• D3 Collaborate to develop a group display for the school or community

− selecting a form that allows for combining individual students’ work in a group work (e.g., a quilt, banner,

collage, multi-media presentation)

− collaborating to create a group artwork (e.g., mural, installation)

• 5.1.3 d. Reflects on personal behaviours that contribute to group success to set personal and/or group goals
• 5.2.2 d. Begins to develop an opinion about diversity
• 5.2.3. a. Selects and uses appropriate language and form to celebrate others, special events, and accomplishments

K-12 Goal: Students will inquire, create and communicate through dance, drama, music and visual art

• CP5.3 Demonstrate how various roles, strategies & elements function within a drama
• c. Use language expressively when speaking and writing in role
• d. Analyze and describe how various roles and strategies functioned within the drama
• e. Apply focus in own work, and explain why focus serves an important function in drama
• f. Describe how surprises can often create the element of tension, which serves an important function in drama work
• g. Investigate the use of contrast in drama work

K-12 Goal: Students will respond to artistic expressions of Saskatchewan, Canadian and

International artists using critical thinking, creativity, research and collaborative inquiry

• d. Use research, including guided Internet searches, as part of the inquiry process
• g. Describe how ideas can come from such sources as memory, research, observation, feelings or imagination
• h. Expand on visual art ideas in their visual journals, learning logs, or sketchbooks
• j. Use self-reflection and describe why it is important to visual art processes

Outcomes

• a. Investigate how the arts sometimes reflect or question mainstream values
• b. Describe how changes in arts expressions reflect changes in society

Based on respect for human rights and democratic ideals and principles

Based on a commitment to freedom, equality and social justice

Culture and Community

Students will explore the influences of culture and community on individuals and societies

Time, Continuity and Change

Students will explore how people,  relationships, events, and ideas of the past shape the present and influence the future

Power and Authority

Students will explore the processes and structures

of power and authority, and their implications for individuals, relationships, communities and

nations

1. Multicultural, equity-focused and anti-bias in nature.

A curriculum grounded in social justice and awareness of social diversity must be inclusive of every student in every classroom.

8. Supportive of students as social activists and engaged citizens

Towards an Inclusive and Anti-Bias Identity

Strategies to Develop Positive Attitudes towards Diversity

• 5.1.3 d. Reflects on personal behaviours that contribute to group success to set personal and/or group goals
• 5.2.2 d. Begins to develop an opinion about Diversity
• 5.2.3. a. Selects and uses appropriate language and form to celebrate others, special events, and accomplishments

CP5.8 Create art works using a variety of visual art concepts

• f. Demonstrate ability to represent visual details to enhance depictions of plants, animals, people, and objects

Cultural/Historical

• CH5.1 Examine perspectives on contemporary life as expressed by artists in pop culture and mass media
• b. Create arts expressions in response to research and personal opinions about the influence of pop culture trends, fads and fashions
• c. Critique pop culture representations for potential stereotypes
• CH5.3 Analyze and describe how arts and pop culture expressions convey information about the time and place in which they were created
• a. Investigate how the arts sometimes reflect or question mainstream values
• b. Describe how changes in arts expressions reflect changes in society (e.g., examine artistic and social historical timelines)
• d. Describe how popular artists and art forms have affected mainstream culture over time