School Services - Program
The Ontario Curriculum:
Elementary
Timetabling
Suggestions
2006
The Ontario Curriculum: Elementary Timetabling Suggestions
The Ontario Curriculum: Elementary Timetabling
Suggestions
©2006 Toronto District School Board
Reproduction of this document for use by schools
within the Toronto District School Board is
encouraged.
For any other purpose, permission must be requested
and obtained in writing from:
Toronto District School Board
Library and Learning Resources
3 Tippett Road Toronto, ON M3H 2V1
Tel.:(416) 397-2595
Fax:(416) 395-8357
E-mail:curriculumdocs@tdsb.on.ca
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
TABLE OF CONTENTS
Introduction ………………………………………………………………………….
4
Aboriginal Studies ............................................……...................................................
5
Drama/Dance …………………………………………………………………….…..
 Primary/Junior/Intermediate
6
Equity in the Classroom …………………………………………………………….
 Equity in Education
 The Inclusive Curriculum
 The Importance of Resources
7
Family Studies …………………………………………………………………………
 Intermediate
8
French as a Second Language ………………………………………………………
 Core French, Grades 4-8
 French Immersion
 Extended French
9
Guidance and Career Education ……………………………………………………...
 The Areas of Knowledge and Skills of the Guidance Curriculum
10
Health and Physical Education ……………………………………………………….
 Aspects of Learning in HPE
 HPE in the Total School Program
 Best Suggestions for Timetabling
11
Information Communication Technologies …………………………………………….
 Role of Information and Communication Technologies (ICT)
 The ICT Standards
 Timetabling Suggestions
12
Language Arts/Literacy ……………………………………………………………….
 Primary
 Junior
 Intermediate
13
Library and Learning Resources …………………………………………………….
 Overview
 Program Elements
 Teacher-Librarian Qualifications and Role
14
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
INDEX...
Mathematics and Numeracy....................................................................................….
 Primary
 Junior and Intermediate
16
Music...................................................................................................………………….
 Contexts for Music Teaching and Learning, Grades 1–8
 Classroom Contexts
 Regularly Scheduled Instruction—Primary/Junior/Intermediate
17
Native Languages ..................................................................................……………...
19
Science and Technology.................................................................................……....... 20
 Understanding the Science and Technology Curriculum
 Planning Student Programs in Science and Technology
 Suggestions for Timetabling
Social Studies ..........................................................................................………….....
 Primary
 Junior
 Timetabling Social Studies in Combined Grade Classrooms
21
History and Geography ....................................................................…………...........
 Intermediate
22
Visual Arts ................……………................................................................................
 Primary
 Junior
 Intermediate
23
Timetabling Suggestions—Minutes/Week/Subject ............................................……
24
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
INTRODUCTION
The Ontario Curriculum, Grades 1–8 was introduced to schools since 1997 and 1998 and is
currently being revised on a cyclical basis by subject. Since that time, elementary teachers
across the Toronto District School Board (TDSB) have been implementing this curriculum in
their classrooms. The Ministry policy documents define the expectations and achievement levels
for student learning, and outline the knowledge and skills required of elementary students at
each grade level.
The question of how much time should be scheduled for student learning in any particular
subject is not specifically addressed within any of the Ontario Curriculum documents. Decisions
around timetabling have been left up to the professional discretion of teachers, administrators,
and school boards to define in response to the local needs of their students, schools, and
community.
Elementary Ontario Curriculum: Timetabling Suggestions provides timetabling suggestions for
The Ontario Curriculum, Grades 1–8 at the primary (Grades 1–3), junior (Grades 4–6), and
intermediate (Grades 7 & 8) levels. Integrated learning across subject areas remains exemplary
practice for the delivery of program at the elementary level.
Administrators and teachers are encouraged to use this resource as a guide and discussion
point in the planning and delivery of program to elementary students.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
ABORIGINAL STUDIES
Aboriginal perspectives are by their very nature, integrative, since they include history, world view,
language, and the arts, and thus cross a number of subject disciplines. While there are no specific
elementary curriculum policy documents in Aboriginal or Native Studies, there are many opportunities to
include Aboriginal perspectives across all subject disciplines, in all grades from Kindergarten to Grade 8.
Given the clear and explicit statements in the Equity Foundation Statement and Commitments to Equity
Policy Implementation regarding the inclusion of the experiences and perspectives of Aboriginal peoples
in all aspects of the curriculum, there is an obligation to ensure that these principles are translated into
practice.
Social Studies, Grades 1–6, History and Geography, Grades 7 and 8 have the greatest number of
expectations where the experiences and perspectives of Aboriginal peoples are most explicitly
incorporated. The same teaching strategies that the TDSB led team developed for the Ministry in 20052006 provided examples of authentic inclusion of Aboriginal perspectives for every grade.
The Arts also provide a wealth of opportunities to include Aboriginal perspectives. Through the study of
music, visual arts, dance and drama, students come to understand the cultural traditions of both
themselves and others, and the role such traditions play in human interaction and as forms of
communication.
Science and Technology provides many opportunities to include Aboriginal perspectives on the natural
world and the circles of life within it. The Life Systems, strand with its focus on the ecosystem, the
investigation of the interactions between living things and their environment, and the role of technology
as it meets basic human needs, allows teachers to integrate Aboriginal perspective in every grade. Other
subject areas also provide opportunities, including Mathematics, Guidance, and Health and Physical
Education.
In summary, administrators should ensure that Aboriginal Studies is included in accurate and
authentic ways across the curriculum in each grade. Our document, Aboriginal Voices in the
Curriculum: A Guide to Teaching Aboriginal Studies in the K-8 Classroom, TDSB 3rd edition 2005 is
an excellent resource.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
DRAMA/DANCE
Drama is a unique art form and a way of teaching that helps students discover, feel and express the
significance in the things that matter to them. Drama is a means of releasing language potential, and is
one of the most powerful ways for teachers to integrate learning across the curriculum. Using the
elements and forms of drama students demonstrate their understanding in such varied ways as
representing, symbolizing, writing, moving and speaking.
In Dance, students find a powerful mode of learning and self-expression which does not rely on verbal
communication. Through moving and dancing, students make connections between their physical selves
and their emotions, values, thoughts and beliefs.
PRIMARY
Primary teachers should spend at least 90 minutes a week teaching Drama/Dance in an integrated
fashion. By using Drama/Dance strategies to stimulate students’ imagination and encourage creative
thinking, teachers can encourage students to explore poems or stories as stimuli for drama and creative
movement. Primary students should have many opportunities to communicate their feelings and
thoughts in role through speaking, writing and moving, and explore techniques such as chanting, frozen
pictures and story nouns. Teachers are encouraged to integrate Drama and Dance into many curricular
areas such as Language Arts, Math, Health and Physical Education, and Social Studies programs etc.
JUNIOR
Junior teachers should spend at least 90 minutes a week teaching drama and dance. They should
integrate Drama and Dance into their Literacy program as they teach drama/dance forms such as choral
reading, improvisation, choral speaking, Reader’s Theatre, role-playing, writing in role, guided imagery,
movement techniques and dance composition. Teacher-in-role is a teaching strategy used by teachers
to model effective role-play and to challenge and extend the students’ thinking and problem solving as
they work in role. Teachers are encouraged to integrate Drama and Dance in many curriculular areas
such as Language Arts, Math, Health and Physical Education, and Social Studies programs.
INTERMEDIATE
In Grades 7 and 8, Drama/Dance classes should meet as often and as regularly per week throughout the
year as do other subjects that receive equivalent academic credit. It is highly recommended that a
Drama/Dance specialist teach all students at this level in a dedicated room. Drama/Dance should be
provided throughout the school year for all students for 120 minutes per week and should be scheduled
as two one hour blocks as students are now expected to learn much more sophisticated Drama and
Dance forms such as documentary theatre, dramatic anthology, and choreography.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
EQUITY IN THE CURRICULUM
Equity in Education
Equity in Education is a methodology that includes everyone in the learning and teaching process. It is an
approach that encompasses all subject strands, including the content being taught, the way content is
presented, the accessibility of information, and the learning environment as a whole. Equity in Education takes
into consideration the different backgrounds, learning needs and styles of our students. An equitable school
affirms the value of a well-rounded person with a well-rounded curriculum. It involves inclusive strategies
applied by all teachers in all subject areas. Equity in Education is not a separate subject a teacher presents in
isolation from the rest of the daily curriculum. It must be embedded in everything a teacher does. Therefore, it
cannot be timetabled into discrete periods of the day. A curriculum that strives for equity offers a balance of
perspectives. It provides each student with the knowledge, skills, attitudes, and behaviours needed to live in a
complex and diverse world by ensuring that the principles and practices of equity permeate the curriculum in all
subject areas.
The Inclusive Curriculum
Curriculum is defined as the total learning environment, including physical environment, learning materials,
pedagogical practices, assessment instruments, and co-curricular and extra curricular activities. Inclusive
curriculum is a philosophical approach to learning and teaching which recognizes and values the rich diversity of
our school population. Both in its content and methodology, inclusive curriculum seeks to recognize and affirm
the life experiences of all students, regardless of race and ethnicity, gender, place of origin, religion, cultural and
linguistic background, social and economic status, sexual orientation, age, and ability/disability.
The goal of an inclusive curriculum and equitable learning is to create a school environment that reflects,
affirms, and validates the diversity and complexity of human experiences. To make our existing curricula more
inclusive, the following is a list of questions we should continually reflect on as we develop and refine our
curriculum, practice, and classroom programs:
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Whose voices are present? Whose voices are absent?
What and whose knowledge is recognized and valued? How is it recognized?
Do resources acknowledge all people and all perspectives?
What assessment and evaluation tools are most equitable?
How can the knowledge and experience of families and the community be valued and reflected in our
curriculum?
Are a variety of methods used to ensure that all students are engaged in learning?
The Importance of Resources
An inclusive curriculum seeks to encourage both the educator and the learner to see in multiple ways that they
may use this knowledge to create a more just and equitable society. Resources and how teachers utilize them
are key to promoting an equitable learning environment. Providing a balanced approach and diverse points of
views enable students to gain a more objective perspective of the world and develops their critical thinking
skills. For example, literature, in conjunction with storytelling, drama, visual arts, and music, is an essential part
of a young child’s learning. Students learn to empathize, reflect, question, and respect the dialogue and events
of the written text. The We’re Erasing Prejudice for Good Kit, developed by the Elementary Teachers’
Federation of Ontario, is an effective example of an elementary anti-bias literature-based resource that uses a
rich variety of storybooks and texts to discuss issues of equity and human rights in the classroom. Tied to The
Ontario Curriculum and classroom themes, it provides educators with valuable lessons and strategies to teach
about social issues.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
FAMILY STUDIES
INTERMEDIATE
The focus of the Family Studies program in Grades 7 and 8 is to enhance and support student
achievement in literacy and numeracy through a dynamic, integrated, hands-on program. Content within
the Healthy Eating strand of the Health and Physical Education curriculum policy document forms the
core of the Food and Nutrition units of the Family Studies curriculum. The program has a very strong
Environmental Education focus, enabling students to authentically practise the directions and beliefs
articulated in the TDSB Environmental Education Policy Statement.
In addition to providing a meaningful hands-on experience for students, the program also
encompasses the following features which provide supports for higher achievement:

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Family Studies curriculum supports literacy such that “all language skills are equally important. They
are interconnected and are learned best when they are integrated in all subject areas. Learners gain
fluency and proficiency when they use language to communicate for real purposes in real situations.”
(Literacy Foundation Statement, TDSB, item 6)
Family Studies curriculum incorporates numeracy concepts such “that mathematics activities and
tasks are more meaningful when they are cross-curricular, cross-strand, and integrated into day-today contexts.” (Mathematics Foundation Statement, TDSB, item 5)
Through Family Studies, nutrition education is incorporated into the curriculum to provide students
with the opportunity to develop decision-making and practical skills for healthy living. (Nutrition
Foundation Statement, TDSB)
The Family Studies curriculum is delivered through the Tribes model. Tribes promotes inclusive
education, not only in the classroom, but also in the school community. The TDSB supports equity in
education through the Equity Foundation Policy, stating, “All our students are provided with equitable
opportunities to be successful in our system.…” (Equity Foundation Statement, TDSB, Item b)
Resource Management is taught throughout the Grades 7 and 8 Family Studies program. Teachers
encourage students to become good “environmental citizens” throughout the curriculum. Students
first explore their world, then their community and finally the global environment, thus helping them
“to become responsible members of a democratic society.” (Environmental Foundation Statement,
TDSB)
Learning activities in the Family Studies program include combinations of:
• discussion (problem solving, decision making, critical thinking);
• inclusion and community building (group interaction, role-playing);
• demonstration;
• application of practical skills through individual projects and group projects; and
• integration of technology.
Family Studies supports expectations from English/Literacy, Mathematics, and Health and Physical
Education, the timetabling model should reflect this.
To provide opportunities to practise and solidify student learning, it is recommended that 80 minutes
each week in one time block be timetabled in an equipped Family Studies classroom.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
FRENCH AS A SECOND LANGUAGE (FSL)
The ability to communicate in French is a valuable skill for many reasons. Research confirms that the
knowledge of a second language strengthens first-language skills, and that the ability to speak two or more
languages generally enhances problem-solving and reasoning skills, the capacity for creative thinking, and
the ability to respect and understand other cultures.
The TDSB offers one compulsory French program, called Core French, from Grades 4 to 8, and two
Optional French programs, French Immersion from Senior Kindergarten or Grade 4 and Extended
French from Grade 7.
Core French, Grades 4 to 8
“Core French is mandatory from Grades 4 to 8 for all students in English-language elementary schools.
Policy and program requirements for elementary school Core French programs dictate that students
entering Grade 4 must receive French instruction in every year from Grade 4 to Grade 8, and must
have accumulated a minimum of 600 hours of French instruction by the end of Grade 8.” (p. 2, The
Ontario Curriculum, French as a Second Language: Core French Grades 4–8). Core French must be
taught 200 minutes per week.
French Immersion
Schools with early immersion programs offer a Grade 4 start for the introduction of English instruction as
follows; 40-60 minutes per day in grade 4; 75 minutes to half day in Grade 5 and half day in Grades 6, 7
and 8. When English is introduced at the Grade 4 level, there should be a focus on the Reading and
Writing strands.
Extended French
Schools that offer the Junior Extended French programs beginning in grade 4 provide 50% of the day in
French instruction and 50% of the day in English instruction. The subjects taught in French are
Language, Social Studies and The Arts.
The subjects taught in English are Language, Mathematics and Science and Technology. Schools
should timetable so that half of the day is in French (am) and half of the day is in English (pm) and
should not attempt to run the French instruction through the day. Schools that offer the intermediate
Extended French program beginning in Grade 7 should provide 40% of the day in French instruction. The
subjects taught in French are Language, History and Geography and The Arts/Guidance.
Schools should timetable so that half of the day is in French (am) and half of the day is in English (pm)
and should not attempt to run the French instruction through the day. Schools that offer the intermediate
Extended French program beginning in Grade 7 should provide 40% of the day in French instruction. The
subjects taught in French are Language, History and Geography and The Arts/Guidance.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
GUIDANCE AND CAREER EDUCATION
Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999, is the basis for delivery of guidance and career education programs, Grades
1- 12, in the TDSB. The minutes allocated for Guidance & Career Education are to be integrated into
appropriate subjects.
By the end of secondary school, students are expected to:
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understand the concepts related to lifelong learning, interpersonal relationships, responsible
citizenship, and career planning;
have developed learning skills, social skills, a sense of social responsibility, and the ability to
formulate and pursue educational and career goals; and
apply this learning in their daily lives, both at school and in the larger community.
Guidance and Career Education is a school-wide program which:
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provides all students with the opportunity to understand, develop and apply the concepts in three
areas of learning: Student Development, Interpersonal Development and Career Development;
provides structures and processes which identify the unique needs of all students; and
provides supportive settings, programs and resources to prepare students for lifelong learning and
responsible citizenship in a global environment.
The Guidance and Career Education program is comprehensive, developmental and applied.
The program offers learning opportunities with clearly stated competencies for Grades 1 to 6, Grades 7
and 8, and Grades 9 to 12. The development of the competencies is accomplished through a range of
program delivery components including the Ontario curriculum, orientation and exit programs, the annual
education plan, academic and career portfolios, the teacher-adviser program, career exploration
activities, workshops, seminars and small groups, mentorship programs, peer assistance programs,
individual assistance and short-term counselling.
The Areas of Learning in the Guidance Curriculum are:
Student Development involving students learning to:
 help students set and achieve learning goals both in and out of school;
 develop an education plan;
 demonstrate responsibility and become self-directed learners; and
 develop learning skills and strategies and the ability to adapt to change.
Interpersonal Development involving students learning to:
 take control of their behaviour;
 work positively to understand their independence and interdependence;
 choose ways of interacting positively with others in a variety of roles and contexts; and
 demonstrate self-management, getting along with others, and social responsibility.
Career Development involving students learning to:
 make informed and successful transitions from school to educational, work and life roles;
 understand the lifelong process of self-awareness, exploration, and preparation;
 explore and obtain information about education, training, and occupational opportunities; and
 develop decision-making and problem-solving skills.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
HEALTH AND PHYSICAL EDUCATION (HPE)
Aspects of Learning in HPE
Through Health and Physical Education (HPE) programs, students will develop:
 an understanding of the importance of physical fitness, health, and well-being, and the factors that
contribute to them;
 a personal commitment to daily vigorous physical activity and positive health behaviours; and
 the basic movement skills they require to participate in physical activities throughout their lives.
The program provided in HPE should be balanced and include a broad range of activities. Teachers must
ensure that concepts and skills that are taught are age-appropriate to students’ ages and stages of
development and to their perceptions, prior knowledge, attitudes, learning styles, and exceptionalities.
While allowing students to engage in a broad range of challenging activities, schools must develop
procedures to ensure the highest possible level of safety. While all physical activity involves an element of
risk, participants have a duty to minimize the risk. The TDSB Physical Education/Outdoor Education
Safety Guidelines outline practices for activities related to equipment, clothing, facilities, special rules, and
instructions and supervision.
Although the curriculum expectations can be achieved in either coeducational or same-sex classes, some
expectations can be addressed more effectively in same-sex settings. Teachers should base their
decisions as to whether to teach in coeducational or segregated settings on the sensitivity of topics and
students needs.
HPE in the Total School Program
Where possible, the HPE curriculum should provide both curricular and complementary co-curricular
components. Intramural programs allow all students to participate in either same-sex or coeducational
activities that are informal and not highly competitive. Interschool programs offer students opportunities to
participate in more organized and competitive activities. Other recreational activities and clubs also
provide opportunities for students with common interests and a desire to participate in physical activities
in non-competitive settings.
Best Suggestions for Timetabling
Quality Daily Physical Education (QDPE) is a goal for HPE programs in the TDSB. Studies show that
students who participate in physical activity each day exhibit improved memory, concentration, and
communication, problem-solving, and leadership abilities that improve their learning in other subjects.
Because active learning is so important for all students, daily physical activity in elementary schools has
become part of the provincial curriculum. The curriculum document requires that students participate in
moderate to vigorous physical activity for 20 minutes each day DPA (Daily Physical Activity). This
expectation can also be achieved in a variety of ways using school and community indoor and outdoor
facilities.
In order for students to develop and maintain an appropriate level of fitness and to develop basic
physical skills, it is strongly recommended that a minimum of 120 minutes of instructional time per week
be scheduled for Physical Education.
In order to address the expectations of the Healthy Living strand, time must be allotted for classroom
instruction. It is recommended that an average of 30 minutes per week be scheduled (10 hours per
term).
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
INFORMATION COMMUNICATION TECHNOLOGIES
Information and Communication Technologies (ICT) play an increasingly important role in our places of
work, homes and schools. Research has shown that the use of technology in an educational context, no
matter the grade, is a powerful motivator and engager that offers students the opportunity to learn and
communicate in a variety of ways.
ICT offers opportunities to significantly impact on how students acquire and demonstrate knowledge and
how teachers assist learning. ICT provides varied learning opportunities, allowing learners to locate
information, share ideas, and work with others in ways that engage, motivate and transform learning.
Information Communication Technologies are tools that aid the learning process. Technology skills
taught in isolation are not enough. Students must apply these skills, within the context of the Ontario
Curriculum, to organize and process thoughts and information to demonstrate and communicate their
learning in authentic and meaningful contexts.
Role of ICT
ICT can serve as a learning tool by providing students with meaningful opportunities to grow as learners
and to develop essential academic and life skills. These include:
• critical thinking
• collaboration
• creativity
• responsibility
• self-confidence
• processing information
• communication
• problem solving
• flexibility
• self-motivation
As part of a balanced classroom program, ICT can play an integral role in fostering
the
development of these skills and contributing to the success of all students.
The ICT Standards
The ICT Standards provide a road map for students, teachers, and administrators,
indicating what students may achieve. They provide consistency for students’
achievement of these skills throughout the TDSB. Clear standards give teachers a
guide for assessing and evaluating the achievement of these skills and knowledge.
The ICT Standards provide guidance to teachers and students for integration into each subject
curriculum. ICT skills are listed by grade so teachers can determine when it is appropriate to introduce
the skills, based on students’ needs and maturation. Students need to practice and use these skills in a
variety of areas throughout the curriculum. This guide indicates the grade level by which a student will
obtain the skills.
Timetabling Suggestions
It is recommended that all students in the Elementary grades have an equal and regular opportunity to
use ICT as a tool for learning, integrated into the curriculum being studied in their classroom. Ideally
these opportunities will occur in both a lab/library and classroom setting over the course of a week or five
day cycle. It is recommended that students have an opportunity to use ICT a minimum of forty-five
minutes per week or five day cycle with 60 minutes being a more optimum goal. The use of a computer
schedule may be a helpful tool in facilitating use of computers in classrooms.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
LANGUAGE ARTS/LITERACY
PRIMARY
Primary teachers should plan for a two-hour literacy block. In planning a timetable, a teacher needs to
think about balancing the levels of support that children require in order to move to independence. In
choosing the literacy components to incorporate into the program, note that there are many factors that
affect a teacher’s timetable. Times must be flexible and will be influenced by the time of year, the needs
of the students, unexpected events, and the unique organizational structure of each school and each
classroom. Literacy should be incorporated throughout the day in all curriculum areas. Refer to TDSB
resources Teaching Children to Read & Write and Timetabling for Literacy (JK–Grade 8) (pages 2–22)
for specific timetabling models and suggestions.
JUNIOR
For the junior division, it is recommended that there be between 90 and 120 minutes of sustained
English-language instruction. This includes opportunities for individual choice, full-class instruction and
focused reading, writing, and oral and visual communication. Instruction time includes cross-curricular
connections. Schools are urged to consider the following:
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Rotary models should still allow for sustained blocks of time (minimum of 75 minutes per day);
Teachers should ensure a balance between direct instruction and independent learning opportunities;
Groupings and schedules should allow for modelled, shared, guided, and independent learning
experiences;
Literacy should be integrated into other curriculum areas scheduled throughout the remainder of the
day; and
Where 75- to 90-minute literacy blocks are scheduled, it is understood that the remaining 30–45
minutes can be addressed through literacy integration across the curriculum areas.
For additional models and specific information, refer to Timetabling for Literacy (JK–Grade 8), Junior
Grades (Grades 4 to 6).
INTERMEDIATE
Students learn more effectively in time blocks that allow for appropriate levels of support through direct
instruction, shared and guided practice, and opportunities for independent learning. Structuring the daily
time block should enable the teacher to set the context for the lesson; provide varied opportunities
(whole-class, small-group, and individual) for students’ active engagement in reading, writing, and oral
and visual communication activities; and help students to reflect on and consolidate their learning.
Schools are encouraged to provide sufficient daily time for a balanced, effective Language Arts program,
with a recommended time allotment of 60 minutes. The focus of this time block is the teaching, learning,
and assessment of the Language expectations from The Ontario Curriculum, Grades 1–8: Language,
1997. For more detailed information, refer to Timetabling for Literacy (JK–Grade 8), Section 4.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
LIBRARY AND LEARNING RESOURCES
Overview
Research demonstrates that effective school library programs improve student achievement. Such
programs benefit the entire school community through four central elements:
 collaborating with classroom teachers in the design of learning
 teaching information literacy
 enhancing literacy through information communication technology
 building reading literacy.
School libraries should be open and flexibly timetabled to promote full student access to library
programs, a qualified teacher-librarian, and a wide variety of resources for research projects, classroom
support, and independent reading.
Program Elements
1. Collaborating with classroom teachers in the design of
learning: As partners, teacher-librarians plan and implement
reading programs, inquiry and research tasks, and
independent study projects.
Teacher-librarians work with teachers to teach groups, whole
classes, and half classes specific reading, writing, research, and
ICT skills, helping students to create knowledge in a variety of
forms: reports, outlines, procedures, exposition, poetry,
simulations, role-playing, concept maps, skits, and collage. This
collaborative model works well with combined grades.
As key members of the assessment team, teacher-librarians
develop tools to: assess research process and projects, information
literacy and ICT lessons and activities; design performance tasks;
and create assessment and evaluation tools for all four categories
of subject achievement charts.
2. Teaching information literacy: An effective library
program delivers a continuum of information literacy
skills through resource based learning experiences
across all subjects and grades.
Timetabling Suggestion #1
Whole-school planning requires a culture
of collaboration. Teachers and teacherlibrarians should ensure that every class
on the timetable has at least one major
information literacy learning experience
every term.
Timetabling Suggestion #2
Wherever possible, the teacher-librarian
allocation is to be used for open, flexible
scheduling.
Using teacher-librarian
allocation for prep coverage should be
avoided as much as possible, recognizing
the issues surrounding the new class size
caps.
The quality of a school’s library program
depends on the amount of time the
teacher-librarian has in an open, flexible
timetable. Instead of students visiting the
library once in a six-day schedule, an
open, flexible timetable means that classes
are purposely scheduled for an extended
block of time for literacy and/or research
learning experiences, not booked into the
library on a regular, rigid schedule for
isolated skill instruction or book exchange.
Teacher-librarians identify information and research
expectations in all curriculum areas and stage the
continuum of information skills development for all curricular
areas using Ministry, Board, and Ontario School Library
Association (OSLA) standards. For example, there are over fifty expectations in the Grade 5 curriculum
that require the students to apply information literacy skills by questioning, researching, comparing,
analyzing, and presenting information.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
LIBRARY AND LEARNING RESOURCES…
3.
Enhancing
literacy
through
information
communication technology. The school library program
is a catalyst for the integration of ICT.
Teacher-librarians plan meaningful uses of ICT with all
subject teachers. Teacher-librarians model and teach ICT
and media skills (video, slide presentations, web quests,
multimedia, audio interviews, games) and instruct students
to use on-line encyclopedias and the School Library
Website as a starting point for their research reports.
4. Building reading literacy: The school
information centre is a literacy classroom.
library
The library program nurtures a lifelong love of reading.
Students who read more score higher on academic
achievement tests. Teacher-librarians foster voluntary
reading which research has shown is is the best predictor of
reading comprehension, vocabulary growth, spelling ability,
grammatical usage, and writing style.
School libraries support literacy teaching and learning
during the literacy block, through, for example, balanced
reading, novel studies, literature circles, information circles,
author studies integrated units, reading groups, and
programming for reluctant readers.
Library collections are carefully developed, promoted, and
maintained to support the needs and interests of all
learners across the curriculum.
Teacher-Librarian Qualifications and Roles
Teacher-librarians are qualified (Part 1, Part 2 and
Specialist) for three key roles in the school library: program
and instruction, resource management, and educational
leadership.
Timetabling Suggestion #3
Every school in the TDSB receives at least
a teacher-librarian staffing allocation of .6.
If the staffing allocation does not allow for a
full-time teacher-librarian, then there are
creative solutions.
For example, it is
recommended that the position be
combined with another subject to maximize
the expertise of the teacher-librarian and to
ensure that the library is open all day. In
some TDSB schools, the teacher-librarian
position is combined with that of the
literacy coordinator, resource teacher, ICT
teacher, or with prep coverage allocation.
Timetabling Suggestion #4
Recognizing that there are circumstances,
especially in small schools, where it is
unavoidable that the teacher-librarian
deliver prep coverage, this is not a
desirable situation.
Although some
information literacy lessons can be
provided with limited collaboration, (parallel
teaching), this does not provide the best
instructional program for students and
does not make the best use of the
expertise and qualifications of the teacherlibrarian.
When the teacher-librarian does deliver
prep, an effective timetable would ensure
the integration of the library program skills
within the “prepped” subject.
As teachers, they plan, deliver, and assess curriculum in literacy, information literacy, the research
process, the reading and writing process, and information technology.
As resource managers, they evaluate, select, purchase, and promote learning materials for diverse
levels, abilities, and interests; maintain library systems and procedures, and network with the
information community.
As educational leaders, they develop collaborative learning communities, share curricular and
technological expertise, and work with administrators to implement school improvement plans.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
MATHEMATICS AND NUMERACY
All students, upon graduation, require understanding of a broad range of mathematical ideas. As numerate
citizens, they must be confident when they work with numbers, geometric concepts, measurements,
patterns, probabilities, and data. Developmentally, young students must be given sufficient time to learn
mathematical concepts and problem-solving approaches through investigation. They must have ample
opportunity to use appropriate concrete materials and to communicate their understandings with their
peers and their teachers. At the other end of the elementary school continuum, intermediate students
require time to delve into substantive inquiries to help them learn quite sophisticated concepts as set out in
the Ontario Mathematics curriculum.
PRIMARY
It is critical that primary students be immersed in mathematics for 60 to 75 minutes of uninterrupted time
daily. For example, an appropriate structure of a three-part lesson format is as follows:
Setting the Stage: 10 minutes
Prepare students to work on the task and set expectations.
Completing the Task: 35 to 40 minutes
Students work in small groups or independently as the teacher listens, questions, observes, and
assesses.
Consolidating Learning: 10 to 15 minutes
Class discussion for students to share, justify, and evaluate their results and methods.
JUNIOR AND INTERMEDIATE
Students in the junior grades require 50 minutes a day immersed in learning mathematics. At least
one class a week should be extended to 70 minutes to allow these students to investigate significant
mathematical ideas. Good inquiry takes time, but it is critical that students be given an opportunity to
consolidate deeper mathematical understanding.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
MUSIC
"Making music" results in musical understanding. As students engage in creating and making music, they
acquire skills that deepen their musical knowledge and comprehension, which allows them to experience
the joy of creating music at progressively more difficult levels of achievement.
Contexts for Music Teaching and Learning, Grades 1 to 8
In studying music, students of all ages learn about their own and other cultures, and the long tradition of
communication that music has provided over the ages among people. Music can be a powerful aesthetic
and humanizing force in students’ lives.
Education in music is essential to every child’s intellectual, physical, social, and emotional growth.
Researchers have identified music as one of the intelligences, and continue to contribute evidence that
support the many benefits of the study of music, especially in developing neuropathway connections in
the brain.
Music education in our schools provides for the development of musical skills and understanding through
experiences in:
 creating, presenting, performing;
 connecting to time, place, and community; and
 perceiving, reflecting, and responding.
Authentic experiences promote the development of musical integrity and artistry, and form a
background that will encourage students to find joy and personal satisfaction in making and listening
to music.
Regularly Scheduled Instruction
PRIMARY
Music education is a developmental and sequential process. Students at this age learn by doing. A
successful Music education program for Grades 1 to 3 requires at least 20 to 30 minutes of active,
teacher-directed instruction daily throughout the school year.
Singing is the foundation of a good music program in Grades 1 to 3. Activities should include unison
group singing and individual tone matching, with a focus on the development of a light, unforced head
tone and in-tune singing. Singing games and dances should be curriculum components. Unpitched
percussion instruments are used in rhythm activities as accompaniments for songs, for sound effects,
and for improvising.
Recorder instruction ideally begins in Grade 3.
JUNIOR
Students in Grades 4 to 6 require at least three periods of 20 to 40 minutes of active, teacher-directed
instruction weekly throughout the school year.
Unison singing continues to be the foundation of a good music program, and may be further
expanded to include rounds and two-part harmony. Songs should be of high quality,
with an age-appropriate degree of difficulty, with age-appropriate texts, and should include a wide range
of material from many countries, cultures, eras, and styles.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
MUSIC…
Students play and develop more complicated accompaniments to songs and recorder music. This
is a good level to begin instruction in band and string instruments.
Students can explore the elements of music and create compositions using different media such
as movement, classroom instruments, and also by using electronic technology, as appropriate.
Connections can be made with other arts forms such as drama, visual arts, and dance.
INTERMEDIATE
Grades 7 and 8 students require three periods of 40 to 50 minutes of direct instruction per week
(during the regular instructional day), on an ongoing basis through the year.
Cross-curricular connections strengthen and enhance learning in all areas of the curriculum, and provide
opportunities for the expression of personal life experiences.
A wide variety of music courses can be offered in Grades 7 and 8. Each school will offer music courses
that best support the development of their students and community.



Vocal music will continue as a distinct course.
Band, strings, percussion, keyboards, steel pan, guitar, and other instrumental programs are
introduced or continued at this level.
Computers, MIDI technology, and appropriate music software shall be available to complement the
above programs.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
NATIVE LANGUAGES
The Native language program for Grades 1 to 8 has been designed to provide a dynamic and
challenging curriculum, and it has been developed to provide:



a general understanding of the nature and function of language (which will serve as the basis for the
development of Native language skills);
a foundation of language knowledge and skills in the Native language under study that will enable
students to communicate in the Native language; and
an understanding and appreciation of the Native language as an expression of a distinct culture.
The ultimate goal of the Native language program is to inspire Native students with pride in their
ancestral language and to motivate them to use it to communicate in their daily lives.
At present, within the TDSB, the only Native language being taught is Ojibwe.
The Native language program in elementary schools in the TDSB is not intended exclusively for Native
students from First Nations communities. The program is open to all Native and non-Native students who
want to learn a Native language and develop a better understanding of the culture of which that language
forms part. Non-Native students wanting to study Native language will enjoy the benefits of cross-cultural
education. They will also develop a deeper appreciation of and respect for the identity, rights, and values
of others.
According to current policy pertaining to elementary school Core French (FSL), all students entering
Grade 4 must receive French instruction in every year from Grade 4 to 9. However, policy pertaining to
the relationship between FSL and Native language programs states that students are to be exempted
from the FSL program if their parents/guardians decide, after consultation with the principal, that it is in
the best interest not to receive French instruction. In elementary schools where the parents/guardians
want their children to participate in both Native language program and an FSL program, principals will
have to make arrangements to accommodate both language programs.
All Native language programs are to be offered during the school day:
 Grades 1 to 3: 20 minutes per day; and
 Grades 4 to 8: 40 minutes per day.
Ministry policy document: The Ontario Curriculum, Grades 1–8: Native Languages, 2001
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
SCIENCE AND TECHNOLOGY
Understanding the Science and Technology Curriculum
The elementary Science and Technology curriculum is organized around three goals for developing
scientific and technological literacy. The Ministry curriculum policy document states that “these goals are
equally important. They can be achieved simultaneously through learning activities that combine the acquisition
of knowledge with both inquiry and design processes in a concrete, practical context. At the same time, these
learning activities must enable students to develop the communication skills that are an essential component of
science and technology education.”
Planning Student Programs in Science and Technology
The Ministry curriculum policy document section “Planning Student Programs” states: Students in Grades 1 to 6,
in particular, will benefit from a program in which science and technology are integrated. An integrated program
can help students make connections between the concepts and skills of the two disciplines. For example,
students will have opportunities to see the parallels between the processes of inquiry and design. They will also
be able to investigate the scientific concepts that underlie and lead to an understanding of technological
accomplishments. Schools that have specialist teachers and/or special facilities may teach the two
subjects separately, particularly in Grades 7 and 8. In such cases, it is imperative that the two teachers plan
their programs collaboratively to ensure that students are able to meet all of the grade expectations.
The development of skills and knowledge in Science and Technology is often related to learning in other subject
areas. When planning programs, teachers should emphasize this cross-curricular learning by:

coordinating the teaching of related content in two or more subjects. For example, in Grade 3, students could
be taught data management in Mathematics and then asked to use the acquired skills to make a graph of
data collected in a Science and Technology activity; and

providing opportunities for students to work towards expectations in two or more subjects within one lesson.
For example, in Grade 7, teachers could develop a unit of study around the building of structures to give
students opportunities to learn about the properties of materials (Science and Technology), the
characteristics of geometric shapes (Mathematics), and the aesthetics of design (Visual Arts and
Technology).
Suggestions for Timetabling
It is recommended that a minimum of 200 minutes per week of instructional time be scheduled for Science and
Technology in order to address both the Science expectations and the Technology expectations. About 35 to 40
percent of the curriculum document relates to elementary technology and it is important that these expectations
are addressed. Schools that are managing to timetable more than 200 minutes should continue to do so
because students benefit by having the opportunity to develop deeper understanding. Teachers are encouraged
to integrate Science and Technology with other disciplines whenever relevant and appropriate, particularly in
primary and junior classes.
Communication is an essential component of the science and technology curriculum since many of the activities
and tasks that students undertake involve the use of communication skills, both written and oral. For example,
students use language to record their observations, to describe their investigations in both informal and formal
contexts, and to present their findings in oral presentations and written reports. Students therefore need to be
able to communicate effectively.
For schools that have specialized facilities, it is encouraged for both the science teacher and the technology
teacher to collaborate on the curriculum expectations. Specialized facilities provide rich learning experiences for
students, particularly at Grades 7 and 8.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
SOCIAL STUDIES
Social Studies Grades 1 to 6 and History and Geography Grades 7 and 8 are full year programs were concepts
and skills are introduced in the Kindergarten program and further developed in the primary, junior, and
intermediate divisions. Social Studies presents an integrated approach to the social sciences in two strands for
elementary students focussing on key understandings, inquiry/research, application and communication skills.
The two strands, Grades 1 to 6, are Heritage and Citizenship and Canada and World Connections. In
Grades 7 and 8 History and Geography, there are three distinct units of study that form the foundation of content
and skills that will further be developed in the secondary Canadian and World Studies curriculum.
All programs Grades 1 – 12 revolve around the framework of six fundamental concepts:
 systems and structures;
 interactions and interdependence;
 environment;
 change and continuity;
 culture; and
 power and governance.
PRIMARY
Primary teachers should integrate their Social Studies program with their Language program. Social Studies
units provide a rich context for the development of many of the Language expectations at each grade, and
teachers should always design their program with both subjects in mind. These units require formal, discrete
instructional time. Generally the Ministry of Education-sponsored formal units each require a minimum of 30
hours of class time. The TDSB Social Studies units that have been written for every grade provide an even
richer array of teaching and learning strategies with many ideas for integration.
JUNIOR
Junior units will require formal, discrete instructional time and should be integrated with the Language program
for that grade. Additional opportunities for integration with the Arts and Mathematics do exist in some of the
units. Generally, the Ministry of Education-sponsored formal units each requires a minimum of 30 hours of
class time. The TDSB Social Studies units that have been written for every grade provide an even richer array
of teaching and learning strategies with many ideas for integration. Administrators and teachers are asked to
work closely with the school librarian to develop resource collections to support these areas of study.
Timetabling Social Studies in Combined Grade Classrooms
It is imperative that students in combined grade classes be taught their grade appropriate expectations and
topics from the Revised 2004 Ontario Curriculum, Social Studies Grades 1 to 6, History and Geography Grades
7 and 8. A school's Social Studies program should recognize that key skills such as research, oral, visual, and
written communication, and application of knowledge develop through the grades. There are three Overall
Expectations in each strand and unit of the Social Studies, History and Geography curriculum that must be
evaluated. By focusing on these Overall Expectations which identify the key content and skills to be addressed
in each strand or unit, teachers can effectively plan major teaching strategies for combined grade classes.
Specific Expectations support the Overall Expectations in the content and skills areas that further aid in the
planning of program.
Teachers with combined grade classes should parallel their Social Studies and Language programs to take
advantage of the similar skills and concepts from grade to grade. Core teachers in grades 7 and 8 should also
take advantage of the integration possibilities with Language, the Arts, Mathematics and Science. This means
that teachers should teach the grade appropriate units from the same strand at the same time in Social Studies.
Planning and delivery of Social Studies will be facilitated by a strong collection of school library resources.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
HISTORY AND GEOGRAPHY
INTERMEDIATE
In most schools, the teachers deliver Geography for half the year and History for half the year. The TDSB
recommends the “semestering” of the two courses (September to January and February to June) to allow
for intensive work on one discipline and to promote integration or interdisciplinary work with Language,
Math, and the Arts. The actual sequence of the two subjects is up to the teacher and the school. Where
History and Geography are delivered in a core setting by the same teacher who delivers Language, it is
critical for the teacher to take advantage of the integration opportunities, especially in the research and
communication expectations and the categories of the achievement chart.
The Ministry of Education has mandated three compulsory units in Geography and three compulsory
units in History for each grade in the policy document. The original sample units that were written for
the Ministry in the summer of 1999 and posted on the Web site <http://www.enoreo.ca> and on the
Grade 7 and 8 History and Geography conferences of TEL required 30 hours of instructional time
each. This requires 90 hours of instructional time for Geography and for History per year. To provide
this much instructional time, principals will need to design timetables that allow Geography and
History teachers to integrate some of their program with the Language program for that grade. The
latest Ministry of Education-sponsored sample units that were released with the curriculum planner in
the fall of 2001, also require a minimum of 30 hours to deliver.
When teachers have combined Grades 7 and 8 classes, it will be important for them to be able to teach
History to both grades and Geography to both grades at the same time. It is imperative that students
in combined grade classes be taught their grade appropriate expectations and topics from each grade.
Teachers may use the subject-based skills, overall expectations, fundamental concepts, big ideas,
appropriate themes and similar student performances and products to organize the delivery of the
programs.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
VISUAL ARTS
We live in a designed world where more than 80% of communication occurs visually. A balanced
visual arts program will equip students with the visual literacy skills required to be competent creators
of imagery and informed consumers of the myriad of images that surround them in their daily lives.
Powerful pedagogical and curricular links between visual arts and other subjects will result when
teachers from all disciplines collaborate. Content from all subject areas can naturally be imbedded in a
visual arts project. This is because visual arts is about communicating ideas, thoughts, messages and/or
issues that are ever changing in our environment. The natural impulse to communicate visually is within
all of the students that we teach. The visual arts program simply provides the structure for this essential
and unique learning to occur. This document addresses time dedicated to teaching the visual arts as a
distinct and separate discipline.
The Visual Arts curriculum in the elementary grades is arranged into three broad categories that will
naturally weave together in a Visual Arts program from Grades 1 to 8.
 Knowledge of Elements is the category in the visual arts curriculum that speaks to learning and
applying the formal language of art. This language is referred to as the elements and principles of
design.
 Critical Thinking is the category that refers to time spent allowing students to look at and respond to
diverse works of art created by themselves, their peers and artists from around the world.
 Creative Work is the category that encompasses the hands-on studio experiences where students
are using specific tools, materials and processes for painting, drawing, printmaking, sculpture, and
other art-making activities.
PRIMARY
Primary teachers should spend at least 90 minutes a week delivering their visual arts program. Visual
Arts experiences should allow children to explore and respond to their environment. Children will
articulate ideas, issues and feelings through drawing, painting, printmaking, collage, modelling and
assemblage. The manipulation of materials develops fine and gross motor skills, stimulates the
imagination and encourages creative thinking.
JUNIOR
Junior-level teachers should spend at least 90 minutes a week delivering their visual arts program. Visual
Arts experiences should allow the junior student opportunities to develop their growing curiosity and to
experiment with a variety of new materials, tools and techniques. An interest in the environment as a
source for their drawings paintings and three-dimensional work should be nurtured. Students will
demonstrate greater attention to detail, the elements of colour, texture, pattern and shape in their work,
as well as an appreciation for a wide range of artworks from different cultures. Wherever possible,
teachers with little or no experience teaching visual arts should collaborate with colleagues that have
specialist qualifications.
INTERMEDIATE
In Grades 7 and 8 Visual Arts classes should meet as often and as regularly per week throughout the
year as do other subjects that receive equivalent academic credit. It is highly recommended that a visual
arts specialist teach all students at this level in a dedicated art room. Visual arts should be provided
throughout the school year for all students for 120 minutes per week. This should be scheduled as two
one hour blocks or a one two hour block of time. A qualitative art program will challenge intellectual and
artistic development and encourage abstract ways of reasoning and creative problem solving.
© 2006 Toronto District School Board
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The Ontario Curriculum: Elementary Timetabling Suggestions
TIMETABLING SUGGESTIONS
MINUTES / WEEK / SUBJECT
SUBJECT
PRIMARY LEVEL
JUNIOR LEVEL
MIDDLE LEVEL
Drama/Dance
90 integrated
90 integrated
120 integrated
200
200
French as a Second
Language
Family Studies
French Immersion
Guidance/Career
Education
Health/Physical
Education
Information
Communication
Technologies
Language
Arts/Literacy
Library and Learning
Resources
(*80 minutes)
120 integrated
120 integrated
120 integrated
120
120
120
Integrated Across Integrated Across Integrated Across
the Curriculum
the Curriculum
the Curriculum
600
400
300
Integrated Across Integrated Across Integrated Across
the Curriculum
the Curriculum
the Curriculum
Mathematics
300
270
270
Music
110
100
140
Science/Technology
180-200
200
200
Social Studies,
History & Geography
100
120
150
Visual Arts
90
90
120
TOTAL:
1500
1500
1500
Native Languages
Aboriginal Studies
* Family Studies – 80 minutes where appropriate – also integrated (see page 8).
© 2006 Toronto District School Board
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