GRADE 9
Curriculum Package
(September 2010)
For ease of reference, this Grade 9 Curriculum Package compiles all Prescribed Learning
Outcomes and Suggested Achievement Indicators from within each subject-based curriculum into
one comprehensive document.
www.bced.gov.bc.ca/irp
TABLE OF CONTENTS
TABLE OF CONTENTS
INTRODUCTION
Introduction ........................................................................................................................................................ 5
Required Areas of Study ..................................................................................................................... 5
How to Use This Document ................................................................................................................ 5
GRADE 9 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS
English Language Arts ..................................................................................................................................... 7
Health and Career Education ........................................................................................................................ 35
Mathematics .................................................................................................................................................... 43
Physical Education .......................................................................................................................................... 55
Science .............................................................................................................................................................. 63
Social Studies .................................................................................................................................................. 71
Daily Physical Activity .................................................................................................................................. 77
Applied Skills ................................................................................................................................................. 79
Business Education .......................................................................................................................... 79
Home Economics .............................................................................................................................. 83
Information Technology ................................................................................................................. 89
Technology Education ..................................................................................................................... 91
Fine Arts ........................................................................................................................................................... 95
Dance .................................................................................................................................................. 95
Drama ................................................................................................................................................. 99
Music ................................................................................................................................................ 105
Visual Arts ....................................................................................................................................... 111
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 3
INTRODUCTION
T
his document provides basic information
about the provincial curriculum
requirements for Grade 9 students in
British Columbia. The full text of all provincial
curricula is available online at
www.bced.gov.bc.ca/irp/irp.htm
REQUIRED AREAS OF STUDY
As stated in the Required Areas of Study In An
Educational Program Order
(http://www.bced.gov.bc.ca/legislation/schoollaw/
e/m295-95.pdf) each school year a board must
offer to all students in Grade 9 an educational
program that meets all the Prescribed Learning
Outcomes set out in the applicable educational
program guide in:
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English Language Arts, or in the case of a
student enrolled in a francophone educational
program, French Language Arts
Social Studies
Mathematics
Science
Physical Education
One of the following Fine Arts: Dance,
Drama, Music, or Visual Arts
One of the following Applied Skills:
Technology Education, Information
Technology, Home Economics, or Business
Education
Health and Career Education
Daily Physical Activity
HOW TO USE THIS DOCUMENT
For each required area of study for Grade 9, the
Prescribed Learning Outcomes and corresponding
Suggested Achievement Indicators are presented
in a series of tables.
are expected to know and be able to do – by the
end of the specified subject and grade.
Schools are responsible for ensuring that all
Prescribed Learning Outcomes for each required
area of study are met; however, schools have
flexibility in determining how delivery of the
curriculum can best take place.
It is expected that student achievement will vary
in relation to the learning outcomes. Evaluation,
reporting, and student placement with respect to
these outcomes are dependent on the professional
judgment and experience of teachers, guided by
provincial policy.
All prescribed learning outcomes complete the
stem, ‚It is expected that students will ….‛
Prescribed Learning Outcomes are presented by
curriculum organizer (and suborganizer as
applicable), and for some subjects are coded
alphanumerically for ease of reference; however,
this arrangement is not intended to imply a
required instructional sequence.
Suggested Achievement Indicators
Suggested Achievement Indicators in relation to
each Prescribed Learning Outcome are included to
support the assessment of provincially prescribed
curricula.
Achievement indicators support the principles of
assessment for learning, assessment as learning,
and assessment of learning. They provide teachers
and parents with tools that can be used to reflect
on what students are learning, as well as provide
students with a means of self-assessment and
ways of defining how they can improve their own
achievement.
Prescribed Learning Outcomes
Prescribed Learning Outcomes are content standards
for the provincial education system; they are the
prescribed curriculum. Clearly stated and
expressed in measurable and observable terms,
prescribed learning outcomes set out the required
attitudes, skills, and knowledge – what students
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
Suggested Achievement Indicators describe what
evidence to look for to determine whether or not
the student has fully met the intent of the learning
outcome. Since each achievement indicator
presents only one aspect of the corresponding
learning outcome, the entire set of achievement
indicators can assist teachers when determining
 5
INTRODUCTION
whether students have fully met the learning
outcome.
Achievement indicators are not mandatory; they
are suggestions only, provided to assist in the
assessment of how well students achieve the
Prescribed Learning Outcomes.
developed for Dance, Drama, Music, and Visual
Arts; and for Technology Education, Information
Technology, and Business Education.
For the complete curriculum go to
www.bced.gov.bc.ca/irp/irp.htm
(Note: at the time of publication of this document,
Suggested Achievement Indicators had not been
6 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
ENGLISH LANGUAGE ARTS – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
PURPOSES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A1 interact and collaborate in pairs
and groups to
– support the learning of self
and others
– explore experiences, ideas,
and information
– understand the
perspectives of others
– comprehend and respond
to a variety of texts
– create a variety of texts
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

collaborate with members of a group (e.g., listen and
speak respectfully, ask questions, take turns,
cooperate, disagree courteously) to achieve a common
purpose (e.g., discuss social issues, analyse characters,
discuss themes)

share and support group roles and responsibilities to
achieve purpose and goals (e.g., analyse tasks,
generate a plan, designate roles)

express opinions and ideas and encourage the
opinions and ideas of others (e.g., invite participation,
acknowledge other perspectives)

demonstrate active nonverbal participation in group
activities (e.g., physical proximity to group, eye
contact, facial expression)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 7
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A2 express ideas and information
in a variety of situations and
forms to
– explore and respond
– recall and describe
– narrate and explain
– persuade and support
– engage and entertain
A3 listen to comprehend, interpret,
and evaluate ideas and
information from a variety of
texts, considering
– purpose
– messages
– tone
– structure
– effects and impact
– bias
8 
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:


identify and describe purpose for speaking

provide clear organizational cues when presenting or
discussing (e.g., use transition words and phrases)

modify language, ideas, and information in relation to
the needs and interests of the audience

present ideas, information, and emotions in an
imaginative and relevant way (e.g., description,
significant details)

identify the purpose of the text, and the evidence used
to support that purpose

identify persuasive techniques (e.g., statistics, real-life
examples)

summarize and clarify ideas and information (e.g.,
take turns summarizing text with a partner, ask
questions to clarify understanding)

describe the effects and impact of tone (e.g., identify
words that create an emotional effect)

attend to organizational cues in text (e.g., transitions,
emphasis)

recognize text-specific devices and elements (e.g.,
slogan, point of view)

make judgments about the effectiveness of the text
(e.g., in relation to purpose, ideas, techniques)

identify and explain possible bias (e.g., ‚She deflected
questions about the opposite point of view. For
example...‛)
sustain group and class discussions through relevant
and thoughtful contributions (e.g., build on other
students’ ideas)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
STRATEGIES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A4 select and use a range of
strategies to interact and
collaborate with others in pairs
and groups, including
– selecting methods for
working together
effectively
– listening actively
– contributing ideas and
encouraging the ideas of
others
– demonstrating awareness
of diverse points of view
– reaching consensus or
agreeing to differ
A5 select and use a range of
strategies to prepare oral
communications, including
– interpreting a task and
setting a purpose
– considering audience
– generating ideas
– making connections among
relevant knowledge and
experiences
– planning and rehearsing
presentations
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

choose ways for group members to achieve task
requirements (e.g., role descriptions, meeting notes)

create and follow classroom guidelines for interacting
(e.g., listen and speak respectfully, take turns,
cooperate, disagree courteously)


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ask questions to clarify views or ideas of others

seek out multiple points of view (e.g., brainstorm
various perspectives on the topic, considering gender,
culture, age, ability)

identify purpose and audience (e.g., choose register
and diction appropriate to task and audience)

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brainstorm or list topics or ideas
extend ideas stated by others
suggest ways to include and relate different points of
view (e.g., appoint spokespersons to represent
different points of view)
compare and select relevant ideas and information
organize information around key ideas or questions
seek out and act on suggestions of others
choose techniques for presenting
prepare visual aids, materials, and equipment for
presentations
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 9
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
A6 select and use a range of
strategies to express ideas and
information in oral
communications, including
– vocal techniques
– style and tone
– nonverbal techniques
– visual aids
– organizational and
memory aids
– monitoring methods
A7 use listening strategies to
understand, recall, and analyse
a variety of texts, including
– connecting to prior
knowledge
– making reasonable
predictions
– identifying main points
– generating thoughtful
questions
– clarifying and confirming
meaning
10 
SUGGESTED ACHIEVEMENT INDICATORS

use and adjust vocal techniques to make presentations
effective and appropriate to audience (e.g., expression,
audibility)

use and adjust nonverbal techniques to make
presentations effective and appropriate to audience
(e.g., eye contact, body language)

use props, diagrams, computer presentations, and
artifacts to enhance delivery

use organizational and memory prompts to aid
effective delivery (e.g., notes, index cards, outlines)

monitor listeners’ reactions (e.g., watch nonverbal
cues) and make adjustments accordingly (e.g., change
volume, rephrase main point)

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explain predictions (e.g., how reached, evidence)

use examples beyond the text when making
connections (e.g., text-to-text, text-to-self, text-toworld)

consider and suggest a main idea or theme and
provide support

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distinguish between fact and opinion

act to re-establish meaning (e.g., ask for clarification or
examples)
identify and restate important points (e.g., use graphic
organizers, take notes)
identify point of view and speaker bias
identify when and describe why understanding failed
(e.g., ‚The information was too complex,‛ ‚There was
too much information.‛)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
THINKING (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A8 speak and listen to make
personal responses to texts, by
– making connections with
prior knowledge and
experiences
– describing reactions and
emotions
– generating thoughtful
questions
– developing opinions with
reasons
A9 speak and listen to interpret,
analyse, and evaluate ideas
and information from texts, by
– making and supporting
judgments
– examining and comparing
ideas and elements within
and among texts
– describing perspectives
– identifying bias,
contradictions, and nonrepresented perspectives
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

use oral modes to express response to text (e.g.,
questions, class discussion, interview, speech, drama,
poetry)

describe and explain connections, reactions, and
emotional responses (e.g., ‚This reminds me of...,‛)

ask questions that deepen personal response (e.g.,
‚How does this make me feel?,‛ ‚Why do I feel this
way?‛)

state reasons for personal opinions (e.g., ‚The speech
inspired me because...‛)

demonstrate listening to oral texts to express a
personal response through a variety of modes (e.g.,
journal, speech, drama, poetry, visual representation,
multimedia, song)

determine purpose and main ideas and identify
supporting evidence

describe the effectiveness of content, presentation, and
style in achieving intended purpose

apply class- or teacher-generated criteria for assessing
the quality of ideas and information presented

express and explain feelings, judgments, or opinions
evoked by the text

identify words, elements, and techniques that
influence the audience’s feelings and attitudes
(e.g., sound devices, imagery, suspense, dialogue,
character)

discuss the point of view presented and any
inconsistencies, and suggest other possible points of
view
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 11
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A10 speak and listen to synthesize
and extend thinking, by
– personalizing ideas and
information
– explaining relationships
among ideas and
information
– applying new ideas and
information
– transforming existing ideas
and information
A11 use metacognitive strategies to
reflect on and assess their
speaking and listening, by
– referring to criteria
– setting goals for
improvement
– creating a plan for
achieving goals
– evaluating progress and
setting new goals
12 
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

combine prior knowledge with newly acquired
information and ideas

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trace the development of own changing opinions
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defend a new idea with support

apply a newly acquired idea, piece of information, or
strategy to a new situation or task

transform ideas by expanding on them (e.g., suggest a
new ending, continue a narrative)

contribute relevant ideas and opinions to discussions
about effective speaking and listening


generate and select criteria for speaking and listening

evaluate speaking and listening through meaningful
self-assessment (e.g., ‚I used effective examples,‛ ‚ My
charts needed to be clearer,‛ ‚I stayed on track even
though I was bored.‛)

set new goals and create a plan for implementation
(e.g., ‚I want to improve my listening skills, so I will
focus on one of the criteria each week.‛)

periodically review goals and assess progress (e.g.,
‚I’m getting better at...,‛ ‚I need to continue to work
on...‛)
generate questions to enhance understanding, explore
possibilities, and lead to further inquiry
consider and suggest other outcomes or solutions
build on the ideas of others and voice new
understandings
demonstrate understanding of strategies available to
increase success in speaking and listening
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
FEATURES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A12 recognize and apply the
structures and features of oral
language to convey and derive
meaning, including
– context
– text structures
– syntax
– diction
– usage conventions
– rhetorical devices
– vocal techniques
– nonverbal techniques
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:


identify context (e.g., audience, purpose, situation)

when listening, demonstrate behaviours that
contribute to successful listening (e.g., respectful
attention and appropriate response)

identify and use some typical text structures (e.g.,
flashback, chorus) and rhetorical devices (e.g.,
repetition, questions) that shape meaning in texts

use logical syntax (e.g., transitions) and accepted
conventions of usage (e.g., consistent verb tenses)

avoid repetitive ‚filler‛ words and expressions (e.g.,
like, you know, right, um)

in formal situations, speak with clarity, appropriate
pace and volume, and with some purposeful inflection

when speaking, use body language and gestures to
convey and clarify meaning or for emphasis

when listening, identify when a speaker’s gestures,
body language, or emphasis suggests important
information
select appropriate tone (e.g., formal, informal) and
diction (e.g., word choice, colloquialisms)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 13
ENGLISH LANGUAGE ARTS – GRADE 9
PURPOSES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B1
14 
read, both collaboratively and
independently, to comprehend
a variety of literary texts,
including
– literature reflecting a
variety of times, places,
and perspectives
– literature reflecting a
variety of prose forms
– poetry in a variety of
narrative and lyric forms
– significant works of
Canadian literature (e.g.,
the study of plays, short
stories, poetry, or novels)
– traditional forms from
Aboriginal and other
cultures
– student-generated material
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

identify how the key elements of a story (e.g., setting,
plot, character, and theme) influence each other (e.g.,
elements of setting influence character action,
character traits contribute to conflict, plot events
contribute to theme)

identify how elements of poetry (e.g., figurative
language, form, sound devices) contribute to
construction of meaning (e.g., onomatopoeia
contributes to humour, repetition creates emphasis)

make and explain inferences about the text (e.g., ‚The
fire allowed the boy to show his bravery,‛ ‚Because
the father was weak, the children felt unsafe.‛)

offer relevant insights regarding the text and/or author
(e.g., ‚In the short story all the children are happy
because their parents show love to each other,‛ ‚In
‘David,’ the words used to describe nature give the
feeling of Bobby’s horror when he goes down the
mountain.‛)

make and support connections between the text and
personal experience (e.g., ‚It reminded me of how I felt
when my mother was so sick,‛ ‚I feel happier when
the snow melts, too.‛)

make and support connections to other texts (e.g.,
‚Nothing has changed. The kids in Iqbal were treated
badly, just like the factory kids in the 1800s that we
read about in Socials.‛)

explain how descriptive language helps to create
meaning (e.g., ‚When I read ‘The Shark,’ I noticed that
the language shows that the shark is sinister.‛)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B2
read, both collaboratively and
independently, to comprehend
a variety of information and
persuasive texts with
increasing complexity of ideas
and form, such as
– articles and reports
– biographies and
autobiographies
– textbooks, magazines, and
newspapers
– print and electronic
reference material
– advertising and
promotional material
– opinion-based material
– student-generated material
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

determine and state a purpose for reading (e.g., ‚I’m
looking for the negative influences on…,‛ ‚I want to
find out how he became successful.‛)

indicate purposes for re-reading (e.g., ‚This time I
need to pay attention to…,‛ ‚I’d like to find three
statistics that support...‛)


restate main ideas in own words

make notes by creating categories that reflect the main
ideas or topics

support inferences or interpretations with specific
evidence from the text (e.g., ‚In Take Action, the
Kielburgers suggest that all of us can make a
difference…,‛ ‚The chart shows that salaries increase
when...‛)

use glossaries, tables of contents, indices, appendices,
navigation bars, and search engines to locate specific
information

compare information from a variety of sources,
including magazines, newspapers, web sites, electronic
media, and anthologies

make judgments about accuracy of information in
texts (e.g., ‚This article is outdated. There are no
statistics after 1999,‛ ‚The journalist did not interview
all of the candidates.‛)
locate details relevant to reader’s purpose, including
those provided in visual or graphic materials
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 15
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B3
16 
view, both collaboratively and
independently, to comprehend
a variety of visual texts, such as
– broadcast media
– web sites
– graphic novels
– film and video
– photographs
– art
– visual components of print
media
– student-generated material
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

set a purpose for viewing (e.g., ‚We need to pick out
three details in Tom Thomson’s paintings that
show...,‛ ‚I want to find a graphic novel about...‛)

explain how visual elements (e.g., line, texture,
formatting, layout, colour) create meaning (e.g., ‚It
sure helped to have all the key terms in red.‛)

compare related information from multiple visual texts
(e.g., charts detailing salary differences to bar graphs
tracing levels of education)

identify differences between a print text and visual
representation (e.g., compare scenes from A
Midsummer Night’s Dream to a film version)

offer reasonable interpretations of the purpose of the
visual text (e.g., ‚David Suzuki discusses the
implications of…,‛ ‚That poster is biased.‛)

identify visual content that affects the viewer’s
response (e.g., ‚All the charts and graphs crammed
together confused me,‛ ‚After watching the video, I
began to see the issue through the eyes of a prairie
farmer.‛)

make and justify inferences and predictions about
visual text and about material that is implicit or absent
(e.g., about what happened before/after the timeline;
about the points of view of people represented in the
picture)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B4
independently select and read,
for sustained periods of time,
texts for enjoyment and to
increase fluency
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

choose texts of appropriate difficulty (e.g., vocabulary
preview, paraphrase a paragraph)

select texts based on personal interest or topic of study
(e.g., preview table of contents, choose by genre and/or
author, choose resource from a text set)

read independently every day (e.g., 15-20 minutes in
class, 30-40 minutes on own time)

track and/or describe independent reading (e.g., home
reading logs, literary journals, book reviews, partner
talk)

offer to read aloud to various audiences (e.g., family
members, a partner, information circle, research
group)

use knowledge of genre and text structure to improve
fluency and expression when reading aloud

talk about independent reading as an enjoyable and
shared experience (e.g., ‚If you like mysteries, try
reading...‛)

describe text, author, and/or genre preferences (e.g., ‚I
like science fiction the best. When I read Robert J.
Sawyer stories, I escape...‛)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 17
ENGLISH LANGUAGE ARTS – GRADE 9
STRATEGIES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B5
B6
18 
before reading and viewing,
select and use a range of
strategies to anticipate content
and construct meaning,
including
– interpreting a task
– setting a purpose
– accessing prior knowledge
– making logical predictions
– generating guiding
questions
during reading and viewing,
select and use a range of
strategies to construct,
monitor, and confirm meaning,
including
– predicting, questioning,
visualizing, and making
connections
– making inferences and
drawing conclusions
– differentiating main ideas
and supporting details
– summarizing
– using text features
– determining the meaning
of unknown words and
phrases
– self-monitoring and selfcorrecting
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:


articulate/discuss a purpose for reading and viewing

use a variety of alternative sources to locate
information and expand background knowledge about
the topic (e.g., encyclopedia, Internet, books, articles)

sort and categorize vocabulary/key terms/images
provided

state and support predictions based on prior
knowledge and preview of the text

generate and ask questions to guide reading and
viewing

record ideas in a graphic organizer

discuss and/or explain predictions (e.g., compare new
information to predictions)

generate, share, and/or record questions and
inferences

describe, sketch, or use graphic organizers to record
mental images

identify and communicate connections (e.g., text-totext, text-to-self, text-to-world) made while reading
(e.g., concept map, journal response, coding text,
partner chats)

identify graphic and visual cues used to find
information and clarify understanding (e.g., glossaries,
summaries, questions in text, outlines, sidebars,
navigation bars, and hyperlinks)

make relevant notes using logical categories (e.g.,
outlines, mind maps, timelines)


restate main ideas/events in own words

identify when meaning-making is breaking down
brainstorm/explain what is already known about the
topic and genre/form
use context cues, word structure, illustrations, and
classroom resources to figure out unfamiliar
vocabulary
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B7
after reading and viewing,
select and use a range of
strategies to extend and
confirm meaning, including
– responding to text
– asking questions
– reviewing text and purpose
for reading
– making inferences and
drawing conclusions
– summarizing,
synthesizing, and applying
ideas
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

consider and express initial response (e.g., journal
entry, partner talk, whole-group discussion)

generate and communicate questions related to and
going beyond the text



re-state or redefine purpose for reading/viewing


consider and express alternative interpretations

generate and integrate new ideas (e.g., suggest an
alternative approach; articulate personal change; based
on new understanding/information, suggest what is
missing in other texts)
state the main ideas and provide supporting details
suggest inferences and conclusions supported by
evidence from the text
compare the ideas expressed in the text to ideas from
other sources (e.g., prior knowledge, partner talk, class
discussions, secondary texts, media sources)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 19
ENGLISH LANGUAGE ARTS – GRADE 9
THINKING (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B8
20 
explain and support personal
responses to texts, by
– making connections with
prior knowledge and
experiences
– describing reactions and
emotions
– generating thoughtful
questions
– offering and supporting
opinions using evidence
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

offer and explain connections between a text and own
ideas, beliefs, experiences, and feelings (e.g., ‚The
author’s solution to the problem of graffiti is different
from mine...‛)

make and support connections to reading and viewing
selections (e.g., ‚In Featherboy, Norbert also figured out
that things were not going to get better for him even
though he had proven his bravery.‛)

describe and discuss emotions evoked by a text
supported by reasons, questions, explanations, and
evidence (e.g., ‚Don’t you think that she was right to
expose the others?‛ ‚I feel that she has to go ahead
and...‛)

pose questions that demonstrate personal connections
to the text or author (e.g., ‚How does an author write
about something he or she hasn’t experienced?‛)

express and share opinions regarding a text supported
by reasons, explanations, and evidence (e.g., ‚The
lyrics in this song are too similar to those in…,‛ ‚When
I compare the lines…‛)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B9
interpret, analyse, and evaluate
ideas and information from
texts, by
– making and supporting
judgments
– examining and comparing
ideas and elements within
and among texts
– beginning to identify
diverse voices
– identifying bias,
contradictions, and nonrepresented perspectives
B10 synthesize and extend thinking
about texts, by
– personalizing ideas and
information
– explaining relationships
among ideas and
information
– applying new ideas and
information
– transforming existing ideas
and information
SUGGESTED ACHIEVEMENT INDICATORS

make judgments about the text based on evidence
(e.g., ‚The research in this article is up to date because
it uses several recent studies.‛)

recognize significant patterns in text (e.g., ‚e.e.
cummings’ poems often contain…,‛ ‚All of the
sidebars give modern-day examples of...‛)

examine and compare ideas and information from a
variety of texts (e.g., ‚The article about S. E. Hinton
talks about how her experiences affect her writing.
That Was Then, This is Now shows how she uses her
experiences when...‛)

identify more than one voice or perspective in a text
(e.g., ‚Chapter One tells the story through John’s eyes;
in Chapter Two the reader gets to hear Lorraine’s
point of view.‛)

describe contradictions within texts (e.g., ‚I cannot
figure out how he arrives at this conclusion. Based on
the examples given...‛)

evaluate assumptions implicit within texts (e.g., ‚Raj
thinks that the whole class likes rock music because in
his story he…,‛ ‚Ernest Buckler shows life on the farm
is really peaceful, but I know...‛)

identify missing perspectives (e.g., ‚Where is the point
of view of...?‛)

integrate new information into existing knowledge
and beliefs (e.g., clarify how new information in text
has an impact on personal opinions or beliefs)

combine perspectives relating to a text (e.g., combine
own and narrator’s perspectives)

juxtapose and merge related ideas (e.g., explore the
differences between characters’ motives)

use key ideas and relevant details from texts to create
representations/responses/artifacts (e.g., create a
group presentation, play, or musical work based on
central themes)

consider developments extending beyond the text
(e.g., suggest alternative and/or creative outcomes)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 21
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B11 use metacognitive strategies to
reflect on and assess their
reading and viewing, by
– referring to criteria
– setting goals for
improvement
– creating a plan for
achieving goals
– evaluating progress and
setting new goals
22 
SUGGESTED ACHIEVEMENT INDICATORS

contribute relevant ideas and opinions to discussions
about effective reading and viewing


generate and select criteria for reading and viewing

demonstrate understanding of strategies available to
increase success in reading and viewing

evaluate reading and viewing through meaningful
self-assessment (e.g., ‚I was able to understand the
artist’s use of colour and line.‛)

set new goals and create a plan for implementation
(e.g., ‚The next novel I read will be something other
than fantasy.‛)

periodically review goals and assess progress (e.g.,
‚I’m getting better at..., I need to continue to work
on...‛)
identify strengths as readers and viewers using
vocabulary from class-developed criteria and/or other
criteria
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
FEATURES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B12 recognize and explain how
structures and features of text
shape readers’ and viewers’
construction of meaning,
including
– form and genre
– functions of text
– literary elements
– literary devices
– use of language
– non-fiction elements
– visual/artistic devices
B13 demonstrate increasing word
skills and vocabulary
knowledge, by
– analysing the origins and
roots of words
– determining meanings and
uses of words based on
context
– identifying, selecting, and
using appropriate
academic and technical
language
– using vocabulary
appropriate to audience
and purpose
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

identify structures of text (e.g., conclusion, refrain,
lead)

explain the function of a text (e.g., to describe, engage,
persuade)

explain how literary elements contribute to
understanding (e.g., article is written from a patient’s
point of view)

explain how literary devices contribute to
understanding (e.g., personification gives voice to
nature)

describe how the author’s use of language contributes
to understanding (e.g., short, choppy sentences create
a sense of urgency)

explain the function of non-fiction elements (e.g.,
diagrams clarify points made in the text)

explain the function of visual/artistic devices (e.g.,
sidebars summarize key information)

apply knowledge of word origins (e.g., Anglo-Saxon
root words) and word relationships (e.g., word
families) to determine meaning

derive word meanings from context and verify those
meanings (e.g., substitute synonyms to figure out
unfamiliar or challenging words)

explain why an author might have chosen a word that
has multiple connotative meanings (e.g., he drove his
‚heap‛ to the movies)

identify new vocabulary introduced in texts, including
vocabulary related to English Language Arts and other
subject areas

use newly acquired vocabulary in their speaking and
writing experiences

choose to use or avoid colloquialisms
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 23
ENGLISH LANGUAGE ARTS – GRADE 9
PURPOSES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C1 write meaningful personal
texts that explore ideas and
information to
– experiment
– express self
– make connections
– reflect and respond
– remember and recall
C2 write purposeful information
texts that express ideas and
information to
– explore and respond
– record and describe
– analyse and explain
– persuade
– engage
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

experiment with various forms of personal writing,
including impromptu, to explore ideas, feelings, and
opinions (e.g., experiment with various views and
voices)

express ideas, feelings, insights, and personal views
through sustained writing

make connections between experiences and/or texts
(e.g., integrate new ideas and opinions)

reflect on and respond to a topic/issue/theme to
develop an opinion

remember and recall relevant details from texts and
prior experiences

explore and respond to ideas and information through
various forms of informational writing, including
impromptu

write information text that accomplishes a clearly
stated purpose (e.g., instructions to be followed;
includes details to support a thesis)


use relevant details to express and justify a viewpoint

modify language in relation to the needs and interests
of the audience

present ideas and information in a purposeful and
relevant way (e.g., description, narration)
include details that anticipate and answer some of the
reader’s questions
See “Features” section for additional criteria relating to features
and conventions.
24 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C3 write effective imaginative
texts to explore ideas and
information to
– make connections and
develop insights
– explore literary forms and
techniques
– experiment with language
and style
– engage and entertain
C4 create thoughtful
representations that
communicate ideas and
information to
– explore and respond
– record and describe
– explain and persuade
– engage
SUGGESTED ACHIEVEMENT INDICATORS

express ideas, feelings, insights, and personal views
through sustained writing

create various forms or genres of imaginative writing,
including impromptu, that develop ideas through
details, images, and emotions

develop ideas and emotions indirectly (e.g., dialogue,
showing characters through their actions)

use figurative language to enhance meaning and
emotion

write creative texts that consider audience and
purpose

demonstrate imaginative connections to personal
feelings, experiences, and opinions

create representations that convey information and/or
emotion for a specific purpose and audience

develop key ideas through details, images, and
emotions

experiment with visual/artistic devices and forms to
create impact and enhance communication
See “Features” section for additional criteria relating to features
and conventions.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 25
ENGLISH LANGUAGE ARTS – GRADE 9
STRATEGIES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C5 select and use a range of
strategies to generate, develop,
and organize ideas for writing
and representing, including
– making connections
– setting a purpose and
considering audience
– gathering and
summarizing ideas from
personal interest,
knowledge, and inquiry
– analysing writing samples
or models
– setting class-generated
criteria
26 
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

consider prior knowledge and other sources (e.g.,
writing about what they know and care about,
building on others’ ideas, research from a variety of
sources)

discuss purpose and identify an audience for writing
or representing

generate, collect, and develop ideas in a variety of
ways (e.g., brainstorming, free-writing, interviewing)

categorize and organize ideas and information using
outlines and graphic organizers before and during
writing/representing

record sources for citation during research and note
taking

conceptualize the final product and plan the steps to
achieve it

examine models of the genre and form, and identify
and analyse characteristics

generate class criteria for writing and representing
(e.g., variety of sentence types and lengths, elements
specific to genre and/or form)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C6 select and use a range of
drafting and composing
strategies while writing and
representing, including
– using a variety of sources
to collect ideas and
information
– generating text
– organizing ideas and
information
– analysing writing samples
or models
– creating and consulting
criteria
C7 select and use a range of
strategies to revise, edit, and
publish writing and
representing, including
– checking work against
established criteria
– enhancing supporting
details and examples
– refining specific aspects
and features of text
– proofreading
SUGGESTED ACHIEVEMENT INDICATORS

expand ideas from prewriting to writing/representing
(e.g., refer to notes for additional ideas, ask for and
incorporate feedback from others)

consult a variety of texts for ideas and information and
as models

compose and share work in progress (e.g., peer and
teacher conferences, PQP)

identify and restate main points in order to clarify
meaning

use models to assist in understanding form (e.g., short
story, essay, ad) and features (e.g., use of dialogue,
provocative introduction, visual elements such as font
and colour)

use print and electronic references and tools while
drafting (e.g., dictionaries, graphics programs,
cut/paste)

refer to self-generated, class, school, and provincial
criteria

persevere through the revision process until a
satisfactory product is achieved

reconsider or review for specific features or
established criteria (e.g., supporting details, sentence
variety, effectiveness of visual elements)


select areas for revision and revise to enhance work

accept and incorporate some revision suggestions
from peers and teacher (e.g., more descriptive
language, add detail to illustration)

edit and proofread for clarity, spelling, and
punctuation, and overall appearance

attend to presentation details appropriate to medium
(e.g., legibility, visual impact, spatial organization)
review and confirm organization (e.g., sequencing,
transitions, development of ideas)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 27
ENGLISH LANGUAGE ARTS – GRADE 9
THINKING (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C8 write and represent to explain
and support personal
responses to texts, by
– making connections with
prior knowledge and
experiences
– describing reactions and
emotions
– generating thoughtful
questions
– developing opinions using
evidence
28 
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

suggest and support connections among own ideas,
beliefs, experiences, feelings, and/or texts (e.g., Student
writes, ‚This Aboriginal creation legend reminds me
of...‛)

describe and discuss emotions evoked by a text
supported by reasons, explanations, and evidence
(e.g., Student writes, ‚I’m passionate about human
rights because...‛)

pose open-ended questions about the text or author
(e.g., Student writes, ‚What other options did this
character have?‛)

express opinions regarding a text supported by
reasons, explanations, and evidence (e.g., Student
writes, ‚Bottom is not a sympathetic character
because...‛)

respond in various forms (e.g., written, visual,
kinesthetic, electronic)

use vocabulary that expresses a depth and range of
response
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C9 write and represent to
interpret, analyse, and evaluate
ideas and information from
texts, by
– making and supporting
judgments
– examining and comparing
ideas and elements within
and among texts
– identifying diverse points
of view
– identifying bias,
contradictions, and nonrepresented perspectives
C10 write and represent to
synthesize and extend
thinking, by
– personalizing ideas and
information
– explaining relationships
among ideas and
information
– applying new ideas and
information
– transforming existing ideas
and information
SUGGESTED ACHIEVEMENT INDICATORS

make judgments based on evidence (e.g., write a letter
to the editor explaining an opinion about a contentious
local issue)

assess the effectiveness of ideas and information (e.g.,
identify and provide evidence of bias in an argument)

examine and compare ideas and information from a
variety of texts (e.g., write a paragraph comparing the
motivations of different characters in and between
texts)

recognize and describe own and others’ viewpoints
(e.g., Student writes, ‚Even though the class thinks...,
my opinion is that...‛)

identify and evaluate assumptions within texts (e.g.,
Student writes, ‚The view of the environmentalist is
valued over the others who were interviewed.‛)

identify missing perspectives (e.g., Student writes,
‚How do the other students in Define Normal see
Ellie?‛)

integrate new information into existing knowledge
and beliefs (e.g., clarify how new information in text
has an impact on personal opinions or beliefs)

combine perspectives relating to a text (e.g., combine
own and narrator’s perspectives)

juxtapose and merge related ideas (e.g., explore the
differences between characters’ motives)

use key ideas and relevant details from texts to create
representations/responses (e.g., create a group
presentation, play, or musical work based on central
themes)

develop extensions or revisions of texts (e.g., suggest
alternative and/or creative outcomes, integrate a
different perspective)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 29
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C11 use metacognitive strategies to
reflect on and assess their
writing and representing, by
– relating their work to
criteria
– setting goals for
improvement
– creating a plan for
achieving goals
– evaluating progress and
setting new goals
30 
SUGGESTED ACHIEVEMENT INDICATORS

contribute relevant ideas and opinions to discussions
about effective writing and representing (e.g., ‚Her
topic sentence is very clear.‛)


generate and select criteria specific to writing tasks

identify and assess strategies used in
writing/representing

set personal goals for writing and representing (e.g., ‚I
will make sure the central idea of my poster is placed
for the most impact.‛)


develop and implement a plan to achieve the goals
identify strengths and areas for growth as authors
using vocabulary from class-developed and/or other
criteria (e.g., ‚My main idea was really good, but I
didn’t keep to my topic.‛)
periodically review goals and assess progress (e.g.,
‚I’m getting better at...,‛ ‚I need to continue to work
on...‛)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
FEATURES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C12 use and experiment with
elements of style in writing and
representing, appropriate to
purpose and audience, to
enhance meaning and artistry,
including
– syntax and sentence
fluency
– diction
– point of view
– literary devices
– visual/artistic devices
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
Syntax/Sentence Fluency
 use a variety of sentence lengths and structures
 use a variety of sentence types for effect
 deliberately use sentence fragments and run-on
sentences for effect
 combine sentences using subordinate and independent
clauses
 use transitional words/phrases within and between
sentences and paragraphs
Diction
 experiment with vocabulary
 use clear language and content words effectively
 demonstrate increasing specificity of language
 experiment with word choice and phrasing based on
audience and purpose (e.g., deliberately choppy
phrasing in a poem)
Point of View
incorporate appropriate register based on audience
and purpose
 maintain consistent tone
 maintain a consistent point of view
 reveal individual perspective when representing (e.g.,
choice of images in a collage creates emotion)

Literary Devices
 use descriptive/sensory details to develop ideas
 create effective images through figurative and
evocative language
 incorporate literary devices to enhance meaning
Visual/Artistic Devices
choose a form appropriate to purpose
show attention to detail and some control of form
integrate visual elements and language to develop
meaning (e.g., texture, layout)



For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 31
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C13 use and experiment with
elements of form in writing
and representing, appropriate
to purpose and audience, to
enhance meaning and artistry,
including
– organization of ideas and
information
– text features and visual/
artistic devices
SUGGESTED ACHIEVEMENT INDICATORS
Organization of Ideas and Information
follow ‚rules‛ of a specific form or genre to match the
writing task
 use internal elements/text structures (e.g., salutation in
letter, ‚hook‛ in paragraph) appropriate to purpose
and audience
 unify writing with a controlling purpose
 begin with an effective introduction/engaging opening
(e.g., clearly indicates purpose, grabs reader’s
attention)
 develop a sequence of ideas with helpful transitions
 finish with a logical conclusion/effective ending

Text Features and Visual/Artistic Devices
 include text features when appropriate (e.g., diagrams,
graphics)
 include visual/artistic devices when appropriate (e.g.,
labels, colour, space) clearly and effectively to enhance
meaning
 integrate visual/artistic devices and language to
develop meaning
32 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C14 use conventions in writing and
representing, appropriate to
purpose and audience, to
enhance meaning and artistry,
including
– grammar and usage
– punctuation, capitalization,
and Canadian spelling
– copyright and citation of
references
– presentation/layout
SUGGESTED ACHIEVEMENT INDICATORS
Grammar and Usage
use coordinating and subordinating conjunctions to
create compound and complex sentence structures
with few run-ons or fragments
 maintain subject-verb agreement and pronounantecedent agreement
 properly place modifiers
 maintain consistent verb tense
 use active voice for clarity and impact

Punctuation/Capitalization/Spelling
 use standard punctuation, including commas, semicolons, and quotation marks, and capitalization to
communicate clearly
 use punctuation and capitalization correctly in special
situations, including direct quotations, scripts,
dialogue, and poetry
 employ knowledge of spelling rules and word patterns
to correct spelling errors
 use reference materials to confirm spellings and to
solve spelling problems when editing (e.g.,
dictionaries, spell-checkers, personal word list)
Copyright/Citation of References
 define and explain copyright and plagiarism in
context
 acknowledge sources of information when creating
texts (e.g., print, web-based)
 respect and acknowledge copyright
 embed quotations within sentences
 cite research information, ideas, and quotations in a
consistent and ethical manner
Presentation/Layout
write legibly or word-process in a readable format
use headings, titles, graphics, and illustrations
appropriate to context and purpose
 attend to aspects of presentation appropriate to
medium (e.g., visual impact, spatial organization)


For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 33
HEALTH AND CAREER EDUCATION – GRADE 9
HEALTH AND CAREER
EDUCATION – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
EDUCATION AND CAREERS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
•
describe ways of exploring
career options (e.g., job
shadowing, mentoring,
volunteering)

list and describe a variety of ways of exploring career
options, including:
– job shadowing (e.g., Take Your Kids to Work Day)
– mentoring
– informational interviews
– volunteering
– Internet research
– accessing sources of information and support
•
identify sources of information
and support to assist them in
their education and career
planning (e.g., family, mentors,
school and career counselling
centres, coaches, web sites,
libraries)

identify and describe their personal support network
(e.g., peers, family, clergy, teachers, elders, mentors,
local businesses and services), and explain the service
each provides

identify community services that can provide
information and support for their education and career
planning (e.g., school and community career
counselling centres, library, web sites)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 35
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
•
•
36 
explain the importance of
developing employability skills
(e.g., employability skills are
transferable to all areas of a
student’s life, including school,
leisure, part-time employment,
future careers)
describe the grade 10
requirements of the Graduation
Program (e.g., required and
elective courses, required
exams, graduation portfolio
introduction)
SUGGESTED ACHIEVEMENT INDICATORS

create a comprehensive list of employability skills (e.g.,
teamwork, study skills, time management,
communication skills, technological literacy, ethical
behaviour, lifelong learning)

give a reasoned explanation of why employability
skills are important (e.g., employability skills are
transferable to all areas of a student’s life, including
school, leisure, part-time employment, future careers)


create a list of their own employability skills

accurately describe the grade 10 requirements of the
Graduation Program (e.g., required and elective
courses, required exams)

list ways a portfolio can be used as a tool for
documenting evidence of achievements related to
education and career interests (e.g., highlights relevant
achievements, helps show connections among various
areas of learning and experience, shows growth and
development over time, keeps information safe and
organized)
give examples of how they can develop specific
employability skills through school courses and
recreational and volunteer activities
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 9
HEALTH
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
Healthy Living
•
•
relate the characteristics of a
healthy lifestyle to their ability
to maximize personal potential
analyse how healthy eating
habits can support a healthy
lifestyle
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

demonstrate clear and informed reasoning in assessing
the ways in which being physically and emotionally
healthy can support the attainment of personal,
educational, and career goals

identify the potential consequences (e.g., altered
decision-making ability, unplanned pregnancy,
becoming infected with an STI, addiction, criminal
record, personal injury, financial impacts, obesity,
stress-related illnesses) of unhealthy lifestyle choices
on personal goals

describe a variety of healthy eating habits (e.g., eating
breakfast every day, choosing healthy snacks,
recognizing and responding to hunger cues,
controlling portions, eating a variety of foods from
each food group, balancing input and output, limiting
sugar intake, choosing low-fat foods, planning healthy
food choices for when eating away from home)

describe the ways that healthy eating habits support
physical and emotional health (e.g., fuels the body for
activity, helps a body grow and develop, helps prevent
disease, improves the ability to concentrate, increases
energy and vitality)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 37
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
•
•
38 
describe practices that promote
healthy sexual decision making
assess the short-term and longterm consequences of unsafe
sexual behaviour (e.g.,
unplanned pregnancy, sexually
transmitted infections
including HIV/AIDS, negative
impact on future goals)
SUGGESTED ACHIEVEMENT INDICATORS

articulate reasoned and informed guidelines that
should be considered by individuals when making
decisions regarding sexual activity (e.g., knowing
personal boundaries, respecting boundaries of self and
others, personal and family values, avoiding risky
situations, having access to accurate information,
understanding implications of various decisions,
accepting personal responsibility for decisions,
recognizing the importance of positive and assertive
communication skills, knowing their right to refuse)

describe strategies that help to prevent or reduce
sexual risk taking (e.g., abstaining from sexual activity,
abstaining from drugs and alcohol in order to avoid
impaired decision making, dating in groups, practising
assertive communication, knowing how to access
accurate information about prevention of pregnancy
and STIs)

demonstrate clear and informed reasoning in assessing
the potential impact of unplanned pregnancy on
individuals and their families (e.g., impact on
education, financial obligations, relationships, future
opportunities)

demonstrate an understanding of the consequences of
contracting sexually transmitted infections including
HIV/AIDS (e.g., symptoms, short-term and long-term
health issues, understanding that there is currently no
vaccine or cure for HIV/AIDS)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
Healthy Relationships
•
propose strategies for building
and maintaining healthy
interpersonal relationships
(e.g., effective communication
skills, effective expression of
emotions, setting and
communicating personal
boundaries)
SUGGESTED ACHIEVEMENT INDICATORS

describe the positive characteristics (e.g., trust, respect,
honesty, open communication, shared interests,
concern about the well-being of others) they value in
their own peer, family, school, and other relationships

create a comprehensive list of strategies for building
and maintaining healthy interpersonal relationships
(e.g., verbal and non-verbal communication skills,
compromise, consensus, effective expression of
emotions, setting and communicating personal
boundaries, empathy)

using role plays — fictional or based on students’
experiences — apply appropriate relationship-building
strategies to a variety of interpersonal situations (e.g.,
giving encouragement to a friend, talking with parents
about a desire for increased independence, talking to a
partner about intimacy)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 39
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
•
•
40 
describe skills for avoiding or
responding to unhealthy,
abusive, or exploitative
relationships (e.g.,
assertiveness skills, refusal
skills, communication skills,
accessing help and support)
describe effective and
appropriate responses to
bullying, discrimination,
harassment, and intimidation
(e.g., recognizing
discrimination when it occurs,
encouraging communication
and empathy, promoting
responsibility and
accountability, speaking up on
behalf of others, identifying
support services)
SUGGESTED ACHIEVEMENT INDICATORS

describe warning signs that a relationship may be
unhealthy or abusive (e.g., jealousy; controlling;
attempts to isolate from family and friends; critical or
unsupportive behaviour; pressure to engage in
unwanted, unsafe, or illegal behaviour)

describe in detail specific problem-solving and
communication strategies for avoiding or responding
to unhealthy, abusive, or exploitative relationship
situations, such as:
– assertiveness
– refusal skills
– setting, communicating, and sticking to
boundaries-establishing positive connections (e.g.,
having a support network of trusted peers and
adults)
– recognizing potential dangers and lures (e.g.,
unsolicited gifts and compliments from a stranger
or acquaintance in the community or on the
Internet, offers of a job such as modelling or
acting, offers of drugs or alcohol)
– knowing how to access help (e.g., telling or
seeking advice from a trusted adult)

demonstrate an understanding that sexual assault and
sexual exploitation are criminal offences (e.g., legal
definitions and examples of sexual assault and sexual
exploitation — including acquaintance rape, drugging,
exposing, obscene communications, sexual
harassment, coercion into prostitution; legal
consequences of sexual assault or exploitation)

with teacher support, describe laws and/or school
protocol related to bullying, discrimination,
harassment, and intimidation

based on class discussions and activities, identify
appropriate services and support for people dealing
with bullying, discrimination, harassment, and
intimidation (e.g., school counsellor, police, crisis line,
human rights tribunal)

list and discuss effective, appropriate, and socially
responsible responses to a variety of discrimination,
harassment, and intimidation scenarios (e.g.,
recognizing discrimination when it occurs,
encouraging communication and empathy, promoting
responsibility and accountability, speaking up on
behalf of others)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
Safety and Injury Prevention
•
•
propose strategies to avoid
unnecessary risks in a variety
of situations on the road and in
the community
describe strategies to avoid
unnecessary risks on the job
SUGGESTED ACHIEVEMENT INDICATORS

identify potential dangers for themselves and others
that exist in obviously risky situations (e.g., extreme
sports, road racing) and less obviously risky situations
(e.g., job shadowing, babysitting, using household
tools and appliances)

identify potential risks in their own community (e.g.,
water-related hazards, industrial sites, railroads,
animals)

propose ways to reduce or mitigate the dangers
associated with a variety of activities (e.g., assessing
potential risks, using protective equipment, abstaining
from drugs and alcohol, following safety rules,
training and education, choosing to avoid higher-risk
activities, using assertive communication in risk
situations)

in simulations, apply socially responsible strategies to
avoid unsafe situations (e.g., using a buddy system,
not riding with impaired drivers, having a plan ahead
of time for a safe way home such as a designated
driver or public transportation, assertive
communication to prevent a road race)

list a range of injuries and accidents that can occur on
the job (e.g., slipping, falling, tripping, burns, cuts,
muscle strains)

based on class discussions and activities, list and
describe ways of reducing risk and injury on the job
(e.g., knowing and following established safety
guidelines, knowing own abilities and limits, using
safety and personal protective equipment, knowing
own rights such as the right to adequate training and
the right to refuse unsafe work, knowing where to go
to address a problem, knowing how to access first aid
and other emergency assistance)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 41
HEALTH AND CAREER EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
Substance Misuse Prevention
•
42 
SUGGESTED ACHIEVEMENT INDICATORS

based on class discussions and activities, describe the
potential physical, emotional, and social consequences
of substance misuse for self (e.g., altered judgment and
decision-making ability, risk-taking behaviour
resulting in physical injury, drug use continuum,
effects on brain development, addiction, physical
health effects, social isolation, negative impact on
school work and recreational activities, school
disciplinary consequences, legal consequences)

based on class discussions and activities, describe the
potential physical, emotional, and social consequences
of substance misuse for others (e.g., burden on health
care and legal systems, Fetal Alcohol Spectrum
Disorder when alcohol is consumed during
pregnancy)

describe how understanding the potential
consequences of substance misuse can affect a person’s
decision making related to substance use (e.g., allows
for advance planning, supports informed decision
making)
assess the potential physical,
emotional, and social
consequences for themselves
and others if they misuse
substances
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
MATHEMATICS – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
NUMBER
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A1 demonstrate an understanding
of powers with integral bases
(excluding base 0) and whole
number exponents by
– representing repeated
multiplication using
powers
– using patterns to show that
a power with an exponent
of zero is equal to one
– solving problems involving
powers
[C, CN, PS, R]
[C]
Communication
[CN] Connections
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

demonstrate the differences between the exponent and
the base by building models of a given power, such as
23 and 32

explain, using repeated multiplication, the difference
between two given powers in which the exponent and
base are interchanged (e.g., 103 and 310)



express a given power as a repeated multiplication

demonstrate, using patterns, that a0 is equal to 1 for a
given value of a (a 0)

evaluate powers with integral bases (excluding base 0)
and whole number exponents
express a given repeated multiplication as a power
explain the role of parentheses in powers by
evaluating a given set of powers (e.g., (–2)4 , (–24 )
and –24)
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 43
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
A2 demonstrate an understanding
of operations on powers with
integral bases (excluding
base 0) and whole number
exponents
[C, CN, PS, R, T]
SUGGESTED ACHIEVEMENT INDICATORS

explain, using examples, the exponent laws of powers
with integral bases (excluding base 0) and whole
number exponents:
– ( )( ) =
–
– ( )
– ( ) =
–
A3 demonstrate an understanding
of rational numbers by
– comparing and ordering
rational numbers
– solving problems that
involve arithmetic
operations on rational
numbers
[C, CN, PS, R, T, V]
( ) =

evaluate a given expression by applying the exponent
laws

determine the sum of two given powers (e.g., 5 2 + 53)
and record the process

determine the difference of two given powers
(e.g., 43 – 42) and record the process

identify the error(s) in a given simplification of an
expression involving powers

order a given set of rational numbers, in fraction and
decimal form, by placing them on a number line
(e.g., , -0.666 … , 0.5, - )

identify a rational number that is between two given
rational numbers

solve a given problem involving operations on rational
numbers in fraction form and decimal form
A4 explain and apply the order of
operations, including
exponents, with and without
technology
[PS, T]

solve a given problem by applying the order of
operations without the use of technology

solve a given problem by applying the order of
operations with the use of technology

identify the error in applying the order of operations
in a given incorrect solution
A5 determine the square root of
positive rational numbers that
are perfect squares
[C, CN, PS, R, T]

determine whether or not a given rational number is a
square number and explain the reasoning

determine the square root of a given positive rational
number that is a perfect square

identify the error made in a given calculation of a
square root (e.g., Is 3.2 the square root of 6.4?)

determine a positive rational number given the square
root of that positive rational number
[C]
Communication
[CN] Connections
44 
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
A6 determine an approximate
square root of positive rational
numbers that are non-perfect
squares
[C, CN, PS, R, T]
SUGGESTED ACHIEVEMENT INDICATORS

estimate the square root of a given rational number
that is not a perfect square, using the roots of perfect
squares as benchmarks

determine an approximate square root of a given
rational number that is not a perfect square using
technology (e.g., calculator, computer)

explain why the square root of a given rational
number as shown on a calculator may be an
approximation

identify a number with a square root that is between
two given numbers
PATTERNS AND RELATIONS (PATTERNS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B1
generalize a pattern arising
from a problem-solving context
using linear equations and
verify by substitution
[C, CN, PS, R, V]
[C]
Communication
[CN] Connections
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

write an expression representing a given pictorial, oral,
or written pattern



write a linear equation to represent a given context

write a linear equation representing the pattern in a
given table of values and verify the equation by
substituting values from the table
describe a context for a given linear equation
solve, using a linear equation, a given problem that
involves pictorial, oral, and written linear patterns
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 45
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B2
graph linear relations, analyse
the graph, and interpolate or
extrapolate to solve problems
[C, CN, PS, R, T, V]
SUGGESTED ACHIEVEMENT INDICATORS


describe the pattern found in a given graph

match given equations of linear relations with their
corresponding graphs

extend a given graph (extrapolate) to determine the
value of an unknown element

interpolate the approximate value of one variable on a
given graph given the value of the other variable

extrapolate the approximate value of one variable from
a given graph given the value of the other variable

solve a given problem by graphing a linear relation
and analysing the graph
graph a given linear relation, including horizontal and
vertical lines
PATTERNS AND RELATIONS (VARIABLES AND EQUATIONS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
It is expected that students will:
B3
model and solve problems
using linear equations of the
form
–
–

model the solution of a given linear equation using
concrete or pictorial representations, and record the
process

determine, by substitution, whether a given rational
number is a solution to a given linear equation
–
–


solve a given linear equation symbolically


represent a given problem using a linear equation
–
–
–
–
–
(
)
(
(
)
identify and correct an error in a given incorrect
solution of a linear equation
solve a given problem using a linear equation and
record the process
where a, b, c, d, e, and f are
rational numbers
[C, CN, PS, V]
[C]
Communication
[CN] Connections
46 
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B4
B5
explain and illustrate strategies
to solve single variable linear
inequalities with rational
coefficients within a problemsolving context
[C, CN, PS, R, V]
demonstrate an understanding
of polynomials (limited to
polynomials of degree less than
or equal to 2)
[C, CN, R, V]
[C]
Communication
[CN] Connections
SUGGESTED ACHIEVEMENT INDICATORS

translate a given problem into a single variable linear
inequality using the symbols , >, , or

determine if a given rational number is a possible
solution of a given linear inequality

generalize and apply a rule for adding or subtracting a
positive or negative number to determine the solution
of a given inequality

generalize and apply a rule for multiplying or dividing
by a positive or negative number to determine the
solution of a given inequality

solve a given linear inequality algebraically and
explain the process orally or in written form

compare and explain the process for solving a given
linear equation to the process for solving a given linear
inequality

graph the solution of a given linear inequality on a
number line

compare and explain the solution of a given linear
equation to the solution of a given linear inequality

verify the solution of a given linear inequality using
substitution for multiple elements in the solution

solve a given problem involving a single variable
linear inequality and graph the solution

create a concrete model or a pictorial representation
for a given polynomial expression


write the expression for a given model of a polynomial

describe a situation for a given first degree polynomial
expression

match equivalent polynomial expressions given in
simplified form (e.g.,
is equivalent to
)
identify the variables, degree, number of terms, and
coefficients, including the constant term, of a given
simplified polynomial expression
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 47
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B6
B7
model, record, and explain the
operations of addition and
subtraction of polynomial
expressions, concretely,
pictorially, and symbolically
(limited to polynomials of
degree less than or equal to 2)
[C, CN, PS, R, V]
model, record, and explain the
operations of multiplication
and division of polynomial
expressions (limited to
polynomials of degree less than
or equal to 2) by monomials,
concretely, pictorially, and
symbolically
[C, CN, R, V]
[C]
Communication
[CN] Connections
48 
SUGGESTED ACHIEVEMENT INDICATORS

model addition of two given polynomial expressions
concretely or pictorially and record the process
symbolically

model subtraction of two given polynomial
expressions concretely or pictorially and record the
process symbolically

apply a personal strategy for addition and subtraction
of given polynomial expressions, and record the
process symbolically

identify equivalent polynomial expressions from a
given set of polynomial expressions, including
pictorial and symbolic representations

identify the error(s) in a given simplification of a given
polynomial expression

model multiplication of a given polynomial expression
by a given monomial concretely or pictorially and
record the process symbolically

model division of a given polynomial expression by a
given monomial concretely or pictorially and record
the process symbolically

apply a personal strategy for multiplication and
division of a given polynomial expression by a given
monomial

provide examples of equivalent polynomial
expressions

identify the error(s) in a given simplification of a given
polynomial expression
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
SHAPE AND SPACE (MEASUREMENT)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C1 solve problems and justify the
solution strategy using circle
properties, including
– the perpendicular from the
centre of a circle to a chord
bisects the chord
– the measure of the central
angle is equal to twice the
measure of the inscribed
angle subtended by the
same arc
– the inscribed angles
subtended by the same arc
are congruent
– a tangent to a circle is
perpendicular to the radius
at the point of tangency
[C, CN, PS, R, T, V]
[C]
Communication
[CN] Connections
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

provide an example that illustrates
– the perpendicular from the centre of a circle to a
chord bisects the chord
– the measure of the central angle is equal to twice
the measure of the inscribed angle subtended by
the same arc
– the inscribed angles subtended by the same arc are
congruent
– a tangent to a circle is perpendicular to the radius
at the point of tangency

solve a given problem involving application of one or
more of the circle properties

determine the measure of a given angle inscribed in a
semicircle using the circle properties

explain the relationship among the centre of a circle, a
chord, and the perpendicular bisector of the chord
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 49
MATHEMATICS – GRADE 9
SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C2 determine the surface area of
composite 3-D objects to solve
problems
[C, CN, PS, R, V]
C3 demonstrate an understanding
of similarity of polygons
[C, CN, PS, R, V]
[C]
Communication
[CN] Connections
50 
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

determine the area of overlap in a given concrete
composite 3-D object, and explain its effect on
determining the surface area (limited to right
cylinders, right rectangular prisms, and right
triangular prisms)

determine the surface area of a given concrete
composite 3-D object (limited to right cylinders, right
rectangular prisms, and right triangular prisms)

solve a given problem involving surface area

determine if the polygons in a given pre-sorted set are
similar and explain the reasoning

draw a polygon similar to a given polygon and explain
why the two are similar

solve a given problem using the properties of similar
polygons
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
SHAPE AND SPACE (TRANSFORMATIONS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C4 draw and interpret scale
diagrams of 2-D shapes
[CN, R, T, V]
[C]
Communication
[CN] Connections
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

identify an example in print and electronic media
(e.g., newspapers, the Internet) of a scale diagram and
interpret the scale factor

draw a diagram to scale that represents an
enlargement or reduction of a given 2-D shape

determine the scale factor for a given diagram drawn
to scale

determine if a given diagram is proportional to the
original 2-D shape and, if it is, state the scale factor

solve a given problem that involves a scale diagram by
applying the properties of similar triangles
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 51
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C5 demonstrate an understanding
of line and rotation symmetry
[C, CN, PS, V]
[C]
Communication
[CN] Connections
52 
SUGGESTED ACHIEVEMENT INDICATORS

classify a given set of 2-D shapes or designs according
to the number of lines of symmetry

complete a 2-D shape or design given one half of the
shape or design and a line of symmetry

determine if a given 2-D shape or design has rotation
symmetry about the point at the centre of the shape or
design and, if it does, state the order and angle of
rotation

rotate a given 2-D shape about a vertex and draw the
resulting image

identify a line of symmetry or the order and angle of
rotation symmetry in a given tessellation

identify the type of symmetry that arises from a given
transformation on the Cartesian plane

complete, concretely or pictorially, a given
transformation of a 2-D shape on a Cartesian plane,
record the coordinates, and describe the type of
symmetry that results

identify and describe the types of symmetry created in
a given piece of artwork

determine whether or not two given 2-D shapes on the
Cartesian plane are related by either rotation or line
symmetry

draw, on a Cartesian plane, the translation image of a
given shape using a given translation rule, such as R2,
U3, or ,
, label each vertex and its corresponding
ordered pair, and describe why the translation does
not result in line or rotation symmetry

create or provide a piece of artwork that demonstrates
line and rotation symmetry, and identify the line(s) of
symmetry and the order and angle of rotation
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 9
STATISTICS AND PROBABILITY (DATA ANALYSIS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
D1 describe the effect of
– bias
– use of language
– ethics
– cost
– time and timing
– privacy
– cultural sensitivity on the
collection of data
[C, CN, R, T]

analyse a given case study of data collection, and
identify potential problems related to bias, use of
language, ethics, cost, time and timing, privacy, or
cultural sensitivity

provide examples to illustrate how bias, use of
language, ethics, cost, time and timing, privacy, or
cultural sensitivity may influence the data
D2 select and defend the choice of
using either a population or a
sample of a population to
answer a question
[C, CN, PS, R]

identify whether a given situation represents the use of
a sample or a population

provide an example of a situation in which a
population may be used to answer a question and
justify the choice

provide an example of a question where a limitation
precludes the use of a population and describe the
limitation (e.g., too costly, not enough time, limited
resources)

identify and critique a given example in which a
generalization from a sample of a population may or
may not be valid for the population
[C]
Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 53
MATHEMATICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
D3 develop and implement a
project plan for the collection,
display, and analysis of data by
– formulating a question for
investigation
– choosing a data collection
method that includes social
considerations
– selecting a population or a
sample
– collecting the data
– displaying the collected
data in an appropriate
manner
– drawing conclusions to
answer the question
[C, PS, R, T, V]
D4 demonstrate an understanding
of the role of probability in
society
[C, CN, R, T]
[C]
Communication
[CN] Connections
54 
SUGGESTED ACHIEVEMENT INDICATORS

create a rubric to assess a project that includes the
assessment of
– a question for investigation
– the choice of a data collection method that
includes social considerations
– the selection of a population or a sample and
justifying the choice
– the display of the collected data
– the conclusions to answer the question

develop a project plan that describes
– a question for investigation
– the method of data collection that includes social
considerations
– the method for selecting a population or a sample
– the method to be used for collection of the data
– the methods for analysis and display of the data

complete the project according to the plan, draw
conclusions, and communicate findings to an audience

self-assess the completed project by applying the
rubric

provide an example from print and electronic media
(e.g., newspapers and the Internet), where probability
is used

identify the assumptions associated with a given
probability and explain the limitations of each
assumption

explain how a single probability can be used to
support opposing positions

explain, using examples, how decisions based on
probability may be a combination of theoretical
probability, experimental probability, and subjective
judgment
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PHYSICAL EDUCATION – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
ACTIVE LIVING
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
Knowledge

A1 formulate a rationale for active
living
describe the benefits of active living, and the potential
consequences of an inactive lifestyle

analyse the relationship between personal nutrition
choices and participation in physical activity (e.g.,
sufficient hydration, appropriate foods to provide
adequate energy, eating at appropriate times in
relation to physical activity)

create a personal statement about the importance of
active living

describe the health-related components of fitness—
muscular strength, muscular endurance,
cardiovascular endurance, and
flexibility

describe skill-related components of fitness (e.g.,
agility, speed, reaction time, co-ordination, balance)

describe movement concepts (body awareness, spatial
awareness, qualities of movement, relationships)

explain the importance of various movement concepts
and components of fitness to the ability to perform a
variety of physical activities (e.g., reaction time and
agility in martial arts, co-ordination and speed in tag
games, muscular endurance for cross-country skiing,
balance and co-ordination in aerobics)
A2 explain how physical activity
relates to
– health-related components
of fitness (muscular
strength, muscular
endurance, cardiovascular
endurance, and flexibility)
– skill-related components of
fitness (e.g., agility, speed,
reaction time, coordination, balance)
– movement concepts (body
awareness, spatial
awareness, qualities of
movement, relationships)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 55
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
A3 analyse how principles of
training relate to components
of fitness
A4 monitor their rate of exertion
during physical activity
A5 pursue personal physical
activity goals related to
– health-related components
of fitness (muscular
strength, muscular
endurance, cardiovascular
endurance, and flexibility)
– skill-related components of
fitness (e.g., agility, speed,
reaction time, coordination, balance)
56 
SUGGESTED ACHIEVEMENT INDICATORS

describe principles of training (e.g., duration,
repetition, intensity, frequency, type of activity) and
how each can be applied to contribute to the
development of
– health-related components of fitness
– skill-related components of fitness


define the terms aerobic activity and anaerobic activity

identify the effects of specific types of physical activity
on body systems during and after physical activity

describe at least two ways to assess their rate of
exertion during physical activity (e.g., target heart rate
zone posters, electronic heart rate monitors, pulse rate,
rate of perceived exertion scale)

compare their own levels of exertion before, during,
and after physical activity

articulate measurable and time-specific goals related to
each health-related component of fitness (muscular
strength, muscular endurance, cardiovascular
endurance, and flexibility)

articulate measurable and time-specific goals related to
at least two skill-related components of fitness (e.g.,
agility, speed, reaction time, co-ordination, balance)

identify and follow steps to achieve their goals (e.g.,
selecting specific activities to develop components of
fitness, considering time and intensity)

measure, monitor, and reflect on their progress (e.g.,
log, video, demonstration, rating scales)
describe the difference between aerobic and anaerobic
activities, and give examples of each (e.g., aerobic:
jogging, dancing, cross-country skiing, cycling;
anaerobic: weight training, jumping rope, intervals,
isometrics)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
Participation
SUGGESTED ACHIEVEMENT INDICATORS

participate in moderate to vigorous physical activity
for an extended period of time (e.g., resulting in a rate
of perceived exertion of 4-7 on a 10-point scale,
reaching an appropriate heart rate training zone)

participate appropriately in a wide range of activities
by demonstrating
– punctuality
– preparedness (e.g., wearing appropriate clothing
and footwear)
– time on task (engagement, attentiveness, following
instructions)
– enthusiasm and enjoyment
– co-operation

conduct ongoing self-assessment of their own
participation in a range of activities
A6 participate daily in moderate to
vigorous physical activity to
enhance fitness
A7 demonstrate a willingness to
participate in a wide range of
physical activities, including
– individual and dual
activities
– games
– rhythmic movement
activities (including dance
and gymnastic activities)
MOVEMENT
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 57
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B1
B2
58 
apply fundamental movement
skills in a range of individual
and dual activities
apply fundamental movement
skills in games activities in
predictable and unpredictable
settings
SUGGESTED ACHIEVEMENT INDICATORS

demonstrate a variety of specific non-locomotor,
locomotor, and manipulative movement skills in
individual and dual activities (e.g., kick-glide in crosscountry skiing)

demonstrate an ability to identify and apply
combinations of movement skills involved in
individual and dual activities (e.g., lob shot in golf,
wrestling holds and counters, baton pass, absorbing
the impact of a landing)

demonstrate strategies applicable to a variety of
individual and dual activities (e.g., read and react,
assess the environment)

demonstrate fluency in performing new and familiar
combinations of non-locomotor, locomotor, and/or
manipulative skills in individual and dual activities
(e.g., tai chi, hurdles)

apply proper practice techniques to improve
performance and avoid injury

demonstrate a variety of specific non-locomotor,
locomotor, and manipulative movement skills in
games activities (e.g., hit a pitched softball, execute a
spike approach in volleyball)

demonstrate an ability to identify and apply
combinations of movement skills involved in games
activities (e.g., catch then shoot in lacrosse, corner kick
in soccer, applying the principle of opposition to throw
a ball)

demonstrate offensive and defensive strategies
applicable to a variety of predictable and
unpredictable games settings (e.g., read and react,
assess the environment, maintain spacing, give and go,
attack open space)

demonstrate fluency in performing new and familiar
combinations of non-locomotor, locomotor, and/or
manipulative skills in games activities (e.g., jump
smash in badminton, return a serve in pickleball)

apply proper practice techniques to improve
performance and avoid injury
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B3
B4
apply fundamental movement
skills in structured complex
rhythmic movement activities
apply selected principles of
training to improve fitness
SUGGESTED ACHIEVEMENT INDICATORS

demonstrate a variety of specific non-locomotor,
locomotor, and manipulative movement skills in
rhythmic movement activities (e.g., rock step, toe-loop)

demonstrate an ability to identify and apply
combinations of movement skills involved in rhythmic
movement activities (e.g., grapevine to the left with a
right kick, forward roll to half-turn)

select and use modelled patterns of non-locomotor and
locomotor skills to create rhythmic movement
sequences (e.g., swing, square dance, multi-skill floor
routine)
– alone and with others
– with or without music

demonstrate fluency in performing new and familiar
combinations of non-locomotor, locomotor, and/or
manipulative skills in rhythmic movement activities
(e.g., line dance pattern, complex floor routine)

apply proper practice techniques to improve
performance and avoid injury

apply appropriate principles of training (e.g., duration,
repetition, intensity, frequency, type of activity) to
maintain or improve
– health-related components of their personal
fitness— muscular strength, muscular endurance,
cardiovascular endurance, flexibility
– skill-related components of their personal fitness
(agility, speed, reaction time, co-ordination,
balance)

demonstrate ways to monitor their exertion during
training

follow teacher direction and all safety rules to avoid
injury

use information from various sources (e.g., teacher,
coach, previous performance measurements) to
maintain or improve fitness
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 59
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
B5
apply a range of movement
concepts (including concepts
associated with body
awareness, spatial awareness,
qualities of movement, and
relationships) to improve their
performance of activity-based
movement skills
SUGGESTED ACHIEVEMENT INDICATORS

describe how movement concepts relate to a variety of
physical activities they participate in, including
– individual and dual activities (e.g., appropriate
stance to maintain position on a balance board)
– games activities (e.g., back-door cut in basketball,
moving backward to catch a fly ball)
– rhythmic movement activities (e.g., flow, direction,
spatial relationships, relationships with others,
levels, pathways)

apply appropriate movement concepts to improve the
performance of selected activity-specific movement
skills
SAFETY, FAIR PLAY AND LEADERSHIP
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C1 apply safety procedures in all
physical activities across the
activity categories
60 
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

consistently follow personal safety practices during
physical activity (e.g., respecting own and others’
abilities and limits, wearing appropriate clothing and
footwear, following instructions, knowing and
following school and facility-specific emergency plans
and procedures)

consistently identify and follow particular rules and
guidelines for participating safely in specific activities
(e.g., wearing goggles for racquetball or squash, no
high-sticking, keeping hands away from lacrosse stick
basket, wearing sunscreen for outside activities)

describe the difference between static and dynamic
stretching, and how each apply to warmup and
cooldown procedures

participate in
– dynamic warmup activities
– cooldown activities
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C2 demonstrate proper use of
equipment and facilities
C3 demonstrate fair play in all
physical activities across the
activity categories
C4 exhibit leadership in a range of
physical activities
SUGGESTED ACHIEVEMENT INDICATORS

describe guidelines for proper use of equipment,
including those relating to
– using equipment and facility only for its intended
purpose
– care
– storage
– reporting damage

apply activity-specific guidelines for proper use of
equipment and facilities (e.g., setting weights down
gently and placing them in the appropriate rack,
walking not running on pool deck)


consistently respect and follow all rules

demonstrate respect for officials (e.g., accept their
decisions without questioning their integrity or ability)

recognize and acknowledge good performances of
opponents

demonstrate respect for their own and others’
individual abilities

demonstrate emotional self-control (e.g., in defeat,
recognizing with dignity the success of the opponent;
acting graciously in victory)

demonstrate knowledge of guidelines and etiquette for
participation in specific activities (e.g., waiting for
bowlers in neighbouring lanes, wiping off equipment
after workout)

demonstrate leadership in a range of physical
activities, such as by
– volunteering in class
– encouraging others
– leading by example
– demonstrating or modelling technique
– demonstrating or modelling proper use of
equipment
– initiating equipment set-up or take-down
demonstrate a commitment to competing fairly (e.g.,
using talent and ability to win, following both the
spirit and letter of the rules, demonstrating selfofficiating)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 61
SCIENCE – GRADE 9
SCIENCE – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
PROCESSES OF SCIENCE
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A1 demonstrate safe procedures
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

identify a variety of dangers in procedures (e.g., cuts
from sharp objects; burns from heating devices;
overloading a circuit; shocks from misuse of electrical
equipment)

identify appropriate equipment for an lab activity (e.g.,
Bunsen burner vs. hotplate)

identify and use appropriate personal protective
equipment (e.g., hand and eye protection) and
procedures (e.g., hair tied back, clear work area, no
loose clothing, no horseplay)

use proper techniques for handling and disposing of
lab materials (e.g., using tongs, waste receptacles to
handle and dispose of chemicals)

with teacher support, describe appropriate emergency
response procedures (e.g., how to use a fire
extinguisher/blanket, eye wash station, first aid for
cuts, knowing who to contact and how)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 63
SCIENCE – GRADE 9
PRESCRIBED LEARNING OUTCOMES
A2 perform experiments using the
scientific method
A3 represent and interpret
information in graphic form
A4 demonstrate scientific literacy
64 
SUGGESTED ACHIEVEMENT INDICATORS

describe the elements of a valid experiment:
– formulate an hypothesis
– make a prediction
– identify controlled versus experimental variables
– observe, measure, and record, using appropriate
units
– interpret data
– draw conclusions

use information and conclusions as a basis for further
comparisons, investigations, or analyses

communicate results using a variety of methods

identify and use the most appropriate type of graphic,
model, or formula to convey information, including
– Bohr model
– solar system model
– star map or celestial sphere
– simple chemical formulae
– diagrams of a cell in stages of mitosis

distinguish between dependent and independent
variables in a graph



use appropriate scale and axis to create a graph

identify the main points in a science-related article or
illustration

describe the qualities of the scientifically literate
person, such as
– awareness of assumptions (their own and
authors’)
– respect for precision
– ability to separate fundamental concepts from the
irrelevant or unimportant
– recognizing that scientific knowledge is
continually developing and often builds upon
previous theories
– recognizing cause and effect

use given criteria for evaluating evidence and sources
of information (e.g., identify supporting or refuting
information and bias)

explain how science and technology affect individuals,
society, and the environment
extrapolate and interpolate points on a graph
extract information from bar graphs, line graphs, and
tables, and diagrams (e.g., periodic table)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
A5 demonstrate ethical,
responsible, cooperative
behaviour

describe and demonstrate
– ethical behaviour (e.g., honesty, fairness,
reliability)
– open-mindedness (e.g., ongoing examination and
reassessment of own beliefs)
– willingness to question and promote discussion
– skills of collaboration and co-operation
– respect for the contributions of others
A6 describe the relationship
between scientific principles
and technology

give examples of scientific principles that have
resulted in the development of technologies (e.g., cell
division—reproductive technologies; electrical
energy—appliances; properties of matter—
semiconductors)

identify a variety of technologies and explain how they
have advanced our understanding of science (e.g.,
microscopes for observing cell structure; instruments
for observing astronomical phenomena)

select and carefully use appropriate technologies,
including
– microscope
– balances and other measurement tools (e.g.,
thermometers, voltmeter, ammeter, Van de Graaff
generator)
– electrical circuitry devices (e.g., batteries, power
supplies, switches, lamps, resistors)

proficiently use the Internet as a research tool
A7 demonstrate competence in the
use of technologies specific to
investigative procedures and
research
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 65
SCIENCE – GRADE 9
LIFE SCIENCE: REPRODUCTION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B1
B2
B3
66 
explain the process of cell
division
relate the processes of cell
division and emerging
reproductive technologies to
embryonic development
compare sexual and asexual
reproduction in terms of
advantages and disadvantages
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

identify the contents of the nucleus: chromosomes,
DNA, genes, and nucleolus

explain the significance of cell division, with reference
to the basic relationship between genes and proteins
(i.e., genes code for proteins)

describe factors that may lead to changes in a cell’s
genetic information

describe, in sequence, the stages and features of the
cell cycle, including mitosis and cytokinesis


describe cancer as abnormal cell division


distinguish between male and female gametes

describe and assess the impact of one or more
emerging reproductive technologies (e.g., in vitro,
cloning)

explain the role of stem cells in embryonic
development

distinguish between sexual reproduction (e.g., human)
and asexual reproduction (e.g., binary fission,
budding, vegetative, fragmentation) in representative
organisms

relate sexual and asexual reproduction to adaptability
of organisms
distinguish meiosis from mitosis in terms of outcomes
(i.e., number of chromosomes and number of daughter
cells)
describe the process by which a single zygote forms
(fertilization) and develops
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 9
PHYSICAL SCIENCE: ATOMS, ELEMENTS, AND COMPOUNDS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
C1 use modern atomic theory to
describe the structure and
components of atoms and
molecules

describe the development of atomic theory, including
reference to Dalton, Rutherford, and Bohr


distinguish between atoms and molecules
C2 use the periodic table to
compare the characteristics and
atomic structure of elements

explain the organization of the periodic table of
elements (e.g., atomic number, atomic mass,
properties, families)

distinguish between metals, non-metals, and
metalloids

use the periodic table to predict the properties of a
family of elements (e.g., alkali, alkaline earth,
halogens, and noble gases)

draw a Bohr model of each atom up to atomic number
20 (including only protons and electrons)



differentiate between elements and compounds

write chemical formulae for ionic compounds,
including those involving metals with non-metals,
multivalent metals, and polyatomic ions

name ionic compounds, given the chemical formula

identify physical properties of matter, including mass,
volume, density, state at room temperature, colour,
melting/boiling point, and conductivity

differentiate between physical and chemical changes,
citing observable evidence

name the changes of state of matter, and describe how
the kinetic molecular theory explains those changes
C3 write and interpret chemical
symbols of elements and
formulae of ionic compounds
C4 describe changes in the
properties of matter
identify the three subatomic particles, their properties,
and their location within the atom
write chemical symbols for atoms and ions of elements
differentiate between atoms and ions in terms of
structure, using Bohr models
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 67
SCIENCE – GRADE 9
PHYSICAL SCIENCE: CHARACTERISTICS OF ELECTRICITY
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C5 explain the production,
transfer, and interaction of
static electrical charges in
various materials
C6 explain how electric current
results from separation of
charge and the movement of
electrons
C7 compare series and parallel
circuits involving varying
resistances, voltages, and
currents
68 
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

explain, with illustrations, how static charges are
separated because of transfer between various
materials

describe types of static electrical charge (positive,
negative) and no charge (neutral) with reference to
atomic theory

describe how the electric force between two objects
depends on types of charge, size of charge, and the
distance between the two objects

distinguish between
– potential and kinetic energy
– static electricity and electric current
– conventional current and electron flow

relate the charge on electrons to electron flow in a
circuit (i.e., from negative to positive)

define current in terms of the amount of electric charge
that passes a point in a given time interval


define resistance

conduct experiments to
– measure voltage and current, using appropriate
equipment and units (e.g., volts, amperes)
– determine resistance, using current and voltage
data


perform calculations using Ohm’s Law
draw circuit diagrams using appropriate symbols that
are properly placed
for a fixed supply voltage, differentiate qualitatively
between series and parallel circuits in terms of
– current (may change from resistor to resistor in
parallel; remains the same in series)
– voltage (may change from resistor to resistor in
series; remains the same in parallel)
– total resistance (increases with the number of
resistors in series; decreases in parallel)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 9
PRESCRIBED LEARNING OUTCOMES
C8 relate electrical energy to
power consumption
SUGGESTED ACHIEVEMENT INDICATORS


define electrical energy and power
calculate the following:
– power—using voltage and current data
– energy consumption—given the power rating of a
device and duration of use
EARTH AND SPACE SCIENCE: SPACE EXPLORATION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
D1 explain how a variety of
technologies have advanced
understanding of the universe
and solar system

identify and describe a range of instruments that are
used in astronomy (e.g., telescopes, spectroscopes,
satellites, probes, robotic devices)

give examples of how astronomers use astronomical
and space exploration technologies to advance
understanding of the universe and solar system (e.g.,
using red shift to support the idea of an expanding
universe, using parallax to measure distance)
D2 describe the major components
and characteristics of the
universe and solar system

identify galaxies, star clusters/types, planets,
constellations, nebulae according to their
distinguishing characteristics


relate mass to different stages in the life cycle of stars

describe the formation of the solar system (e.g.,
condensing nebula) and its components (e.g., planets,
moons, comets, asteroids, the Sun) and the formation
of the universe (e.g., Big Bang)

describe the processes that generate and events that
distribute the energy of the Sun and other stars (e.g.,
nuclear fusion, solar flares and prominences, sun
spots, solar wind)
describe theories on the nature of the solar system
(e.g., Ptolemy, Copernicus, Kepler)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 69
SCIENCE – GRADE 9
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
D3 describe traditional
perspectives of a range of
Aboriginal peoples in BC on
the relationship between the
Earth and celestial bodies

identify passages related to the relationship between
the Earth and various celestial bodies within specific
traditional stories of BC Aboriginal peoples

respond to BC Aboriginal stories and presentations
focusing on the nature of stars, the moon, planets,
comets, or eclipses (e.g., by creating illustrations; by
identifying similarities among stories or between
stories and contemporary scientific understanding)
D4 explain astronomical
phenomena with reference to
the Earth/moon system

describe the formation of the Earth’s moon, with
reference to supporting evidence

describe the significance of Earth’s rotation, revolution,
and axis tilt (e.g., seasons, day/night)

describe the celestial sphere in relation to
constellations and their locations

explain the apparent motion of constellations, planets,
the Sun, the moon, asteroids, and comets

explain and illustrate solar and lunar eclipses

identify various possibilities and limitations associated
with space travel (e.g., with reference to factors such as
time, essential human needs, robots, budget choices,
militarization of space)

debate a range of ethical issues related to space travel
(e.g., appropriateness of terraforming another planet,
exposing humans to risks)

research current ideas or initiatives for further space
exploration (e.g., space elevator, colonization of other
planets, search for extraterrestrial life)
D5 analyse the implications of
space travel
70 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 9
SOCIAL STUDIES – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
APPLICATIONS OF SOCIAL STUDIES
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






identify and clarify a problem,
an issue, or an inquiry
select and summarize
information from primary and
secondary print and non-print
sources, including electronic
sources
assess the reliability, currency,
and objectivity of different
interpretations of primary and
secondary sources
defend a position on a
controversial issue after
considering a variety of
perspectives
plan, revise, and deliver formal
oral and written presentations
co-operatively plan, implement,
and assess a course of action
that addresses the problem,
issue, or inquiry initially
identified
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 71
SOCIAL STUDIES – GRADE 9
SOCIETY AND CULTURE: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





72 
analyse the relationship
between Aboriginal people and
Europeans and explain the role
of each in the development of
Canada
describe daily life in Aboriginal
communities, New France, and
British North America
assess how identity is shaped by
a variety of factors, including:
– family
– gender
– belief systems
– ethnicity
– nationality
describe how different forms of
artistic expression reflect the
society in which they are
produced
analyse roots of present-day
regional, cultural, and social
issues within Canada
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 9
POLITICS AND LAW: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





define colonialism, imperialism,
and nationalism
analyse factors that contribute to
revolution and conflict
analyse the contributions of the
English, French, and American
revolutions in the development
of democratic concepts
investigate the roots of Canada’s
political and legal systems,
including the development of
two legal systems from two
cultures
evaluate the changing nature of
law and its relation to social
conditions of the times
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 73
SOCIAL STUDIES – GRADE 9
ECONOMY AND TECHNOLOGY: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






74 
assess how economic systems
contributed to the development
of early Canada
analyse reasons for the initial
exploration and settlement of
North America
analyse effects of colonialism on
trade and conflict
assess the impact of the fur
trade on exploration and
settlement
identify factors that influenced
growth and development of
industry
evaluate the effects of the
Industrial Revolution on society
and the changing nature of
work
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 9
ENVIRONMENT: EUROPE AND NORTH AMERICA FROM 1500 TO 1815
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






construct, interpret, and use
graphs, tables, grids, scales,
legends, contours, and various
types of maps
describe and compare North
America’s diverse geographical
regions
identify major exploration
routes and historical events in
the development of Canada
demonstrate understanding of
the ways in which Aboriginal
people interact with their
environment
explain the role of Aboriginal
people in the fur trade and in
the exploration of North
America
assess the role of geographical
factors in the development of
trade and settlement in Canada
and other colonies
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 75
DAILY PHYSICAL ACTIVITY – GRADE 9
DAILY PHYSICAL ACTIVITY – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:




By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
participate in physical activities
for a minimum of 30 minutes
during each school day


participate in daily physical activities
participate in a range of
endurance activities

participate in physical activities that help develop their
cardiovascular endurance

participate daily in endurance activities (e.g., brisk
walking, swimming, cycling, jogging, soccer, aerobics,
dancing, cross-country skiing, relay games, tag games)
participate in a range of strength
activities


participate in activities that help develop their strength
participate in a range of
flexibility activities

participate in activities that help develop their
flexibility

participate daily in activities that help to develop the
flexibility of different parts of the body (e.g., stretches,
pilates, dancing)
participate in physical activity in blocks of at least 10
minutes at a time, totaling a minimum of 30 minutes
per day (students in half-day Kindergarten programs
will be expected to participate in physical activities for
a minimum of 15 minutes during each school day)
participate daily in activities that help to develop the
strength of different muscle groups (e.g., rope
climbing, push-ups, racquet and ball games, core
strength training, skating)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 77
APPLIED SKILLS
BUSINESS EDUCATION – GRADE 9
APPLIED SKILLS:
BUSINESS EDUCATION – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
BUSINESS COMMUNICATION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




demonstrate Level II touch
keyboarding on alphanumeric
keyboards
apply appropriate formatting
techniques to create wordprocessed business documents
describe communication skills
and technologies used in
business and the workplace
create effective business
communications by integrating
a variety of technologies
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 79
BUSINESS EDUCATION – GRADE 9
APPLIED SKILLS
FINANCE
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




use basic record-keeping
practices for financial
management
produce budgets to address
business problems
describe a variety of personal
investment options
explain the nature of credit and
the advantages and
disadvantages of obtaining
credit
Suggested Achievement Indicators have not been
developed.
ECONOMICS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




80 
analyse the effects of
competition in the marketplace
explain how factors of
production including land,
labour, capital, and
entrepreneurship affect business
decision making
describe the effects of an
information-based economy on
business practices
outline methods of resource
allocation in various economic
systems
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
BUSINESS EDUCATION – GRADE 9
MARKETING
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




describe the changing nature of
marketing
describe the elements of
marketing research
evaluate the social implications
of advertising
select and develop a
promotional mix for a product
or service
Suggested Achievement Indicators have not been
developed.
ENTREPRENEURSHIP
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



outline and develop plans to
overcome obstacles involved in
starting a business
explain the role of research and
innovation in entrepreneurship
contrast various forms of
business ownership
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 81
APPLIED SKILLS
HOME ECONOMICS – GRADE 9
APPLIED SKILLS:
HOME ECONOMICS – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
FOOD PREPARATION FOUNDATIONS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
Safety and Sanitation
A1 identify sources of food-borne
illnesses (e.g., salmonella,
botulism, E. coli 0157: H7,
staphylococcus) and
demonstrate appropriate
preventative measures,
including
– washing hands
– sanitizing work surfaces
– cross-contamination
prevention
– proper dishwashing
– temperature control
– clean-up procedures
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

describe potential sources of food contamination and
food poisoning (e.g., undercooked meat and poultry,
raw eggs, bulging cans, food handler with illness,
improper storage of food, improper temperature
control, poor hygiene, unsanitary food preparation
area, unpotable water)

without reminders, apply the 30-second rule for
washing hands, tie back hair, put on apron, sanitize
work surfaces

use appropriate methods to prevent crosscontamination (e.g., clean cutting surfaces and
equipment after handling foods such as meat, wash
hands at every possibility of contamination, use plastic
gloves when hands have cuts, burns, or skin
conditions)

consistently wash dishes using appropriate techniques
(e.g., wash in correct order; use 45°C water for
washing and rinsing, dish soap, drain racks, clean
towels for drying)

demonstrate an understanding of the importance of
keeping food out of the Danger Zone (e.g., hot foods
hot, cold foods cold, cool foods quickly, thawing
techniques)

without reminders, use appropriate clean-up
procedures (e.g., spills, broken glass, sweeping,
laundry)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 83
HOME ECONOMICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
APPLIED SKILLS
SUGGESTED ACHIEVEMENT INDICATORS
A2 demonstrate a knowledge of
precautionary measures and
emergency response associated
with food preparation,
including
– handling hot foods safely
(e.g., to prevent steam
scalds, burns from hot oil)
– responding appropriately
to emergencies (e.g., fires,
burns, cuts)

handle hot foods appropriately (e.g., proper lid-lifting
and saucepan-lifting techniques, spatter and scalding
protection, cooling racks/mats)

recognize emergency situations and describe correct
response procedures (e.g., alert appropriate authority,
apply basic first aid, use appropriate fire suppression
methods)
A3 demonstrate safe use of
equipment needed to prepare
food items

use equipment safely (e.g., appropriate use of kitchen
appliances, stoves, microwaves, knives, cutting boards,
oven mitts)
Kitchen Basics

correctly use appropriate equipment (e.g., saucepans,
double boilers, whisks, rolling pins, baking pans,
spatulas, wooden spoons, beaters, bowls, knives,
cutting boards)

without teacher support, use correct measuring
equipment and techniques (e.g., heap and level for dry
measures, at eye-level on a flat surface for liquid
measure, packing, water displacement, metric and
Imperial conversions)


complete tasks within a specified time period
A5 care for and store equipment
appropriately

consistently clean and return equipment to its proper
place
A6 demonstrate organization and
co-operation in partner and
group work

with teacher support, organize and share tasks among
group members, assisting others in group when
necessary (e.g., cooking, clean-up, projects, field trips)
Function of Ingredients

describe the functions of various ingredients in recipes
(e.g., leaveners, thickeners, sweeteners, tenderizers,
flavourings)
A4 demonstrate the ability to
follow a recipe, including
– selecting appropriate
equipment
– using appropriate
measuring techniques
– time management
– understanding of
terminology
A7 explain the functions of
common ingredients used in
food preparation
84 
demonstrate understanding of cooking terminology
and abbreviations (e.g., roux, folding, cutting in, dice,
cube, blend, separate, L, temp., °C, b. soda, b.p., pt.)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
HOME ECONOMICS – GRADE 9
FOOD PREPARATION TECHNIQUES
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
Food Products
B1
use appropriate cooking techniques to produce a
successful product or simple meal (e.g., quick and
yeast bread, salad, soup, casserole, pasta, healthy
dessert)

use procedures and techniques for a variety of cooking
methods (e.g., baking, boiling, broiling, frying,
microwaving, raw, sautéing, steaming, stir-frying, and
food preservation methods such as freezing, drying,
canning)
apply cooking principles to
prepare healthy dishes and
simple meals
Methods of Cooking
B2

use a variety of cooking
methods to prepare food
NUTRITION AND HEALTHY EATING
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C1 identify and explain the
functions of nutrients
(including proteins,
carbohydrates, fats, vitamins
and minerals, fibre, and water)
and how they relate to Eating
Well with Canada’s Food Guide
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

summarize the functions of nutrients and give
examples of the foods and food groups in which they
are found (e.g., proteins maintain and repair muscle
and tissue and are found in meat, nuts, legumes, eggs,
and milk products)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 85
HOME ECONOMICS – GRADE 9
PRESCRIBED LEARNING OUTCOMES
APPLIED SKILLS
SUGGESTED ACHIEVEMENT INDICATORS
C2 use Eating Well with Canada’s
Food Guide to plan meals and
snacks for a nutritionally
balanced diet

describe the various food groups, the types of food
within each food group, specified serving sizes, and
recommended daily servings from each food group

create menus and grocery lists for breakfast, lunch,
dinner, and snacks that meet the guidelines for
adolescents in Eating Well with Canada’s Food Guide or
Eating Well with Canada’s Food Guide - First Nations,
Inuit, and Métis
C3 examine the relationship
between personal eating
practices and physical activity

identify personal eating practices (e.g., using a food
recall/journal), compare practices to the guidelines in
Eating Well with Canada’s Food Guide or Eating Well with
Canada’s Food Guide - First Nations, Inuit, and Métis, and
suggest changes where necessary

demonstrate an understanding of the relationship
between personal eating practices and physical activity

use ingredient lists of different brands of commercial
food products to evaluate nutritional value (e.g.,
descending order of each ingredient, types of
additives)
C4 identify and compare the
ingredients and nutritional
value of various commercial
food products
SOCIAL, ECONOMIC, AND CULTURAL INFLUENCES
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
D1 describe factors that influence
food choices

discuss the potential impact of factors that influence
food choices (e.g., pricing, quality, convenience, taste,
organically grown, locally produced, availability,
cultural/personal dietary needs, advertising)
D2 compare a variety of eating
customs and etiquette

identify appropriate table settings and behaviours in a
variety of situations (e.g., classroom, informal/formal,
cultural diversity)
86 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
HOME ECONOMICS – GRADE 9
CAREER OPPORTUNITIES
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
E1
identify food-related
occupations and careers
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:

brainstorm and discuss a variety of careers and jobs in
the food industry (e.g., short-order cook, chef, server,
cashier, food stylist, baker, cake decorator, caterer,
butcher, farmer, public health inspector, home
economist, Home Economics teacher)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 87
APPLIED SKILLS
INFORMATION TECHNOLOGY – GRADE 9
APPLIED SKILLS:
INFORMATION TECHNOLOGY – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
FOUNDATIONS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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
enter information accurately
using appropriate keyboarding
techniques and software that
allows for the storage, retrieval,
and editing of material
demonstrate the ability to install
software on stand-alone
computers
evaluate different software and
defend their use in solving
problems
demonstrate the ability to use
the Internet to access, capture,
and store information
demonstrate an understanding
of the ethical use of information
demonstrate an understanding
of programming, using a variety
of information technology tools
demonstrate an awareness of
ergonomic and health issues
related to the use of information
technology tools
identify careers related to the
field of information technology
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 89
INFORMATION TECHNOLOGY – GRADE 9
APPLIED SKILLS
PROCESS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




demonstrate the use of a variety
of software and appropriate
information technology tools to
solve problems
demonstrate the ability to use a
variety of software to access,
capture, and store information
from the Internet
evaluate the suitability of
information for use in specific
contexts
analyse electronically organized
information for authenticity,
bias, timeliness, and usefulness
Suggested Achievement Indicators have not been
developed.
PRESENTATION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



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90 
select, use, and evaluate a
variety of information
technology tools for making
presentations
apply the principles of effective
communication and good
design when using information
technology tools
consider ethical and legal issues
when presenting information
analyse the impact of
multimedia documents on the
intended audiences
develop an awareness that all
media can be digitized for
electronic presentation
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
TECHNOLOGY EDUCATION – GRADE 9
APPLIED SKILLS
TECHNOLOGY EDUCATION – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
SELF AND SOCIETY
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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contribute to group success by
encouraging others to fulfil their
responsibilities
identify role models in
technological occupations,
including those that are
sensitive to culture, gender, and
physical ability
explain relationships between
technological advancements and
changes in the workplace,
including the changing roles of
workers
evaluate design ideas based on
assessments by others
demonstrate a willingness to
look for and develop improved
solutions to problems that arise
during the design process
express personal thoughts and
feelings about how societal
pressures may influence
technological advancements
and, conversely, how
technological changes influence
society and the environment
demonstrate confidence and
positive attitudes when solving
problems that arise during the
design process
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 91
TECHNOLOGY EDUCATION – GRADE 9
APPLIED SKILLS
COMMUNICATIONS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:

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92 
communicate ideas for
designing products and systems
using various drawing
projection methods,
spreadsheets, graphics, or other
media
use information-gathering and
communication methods to
solve problems during the
design process and to create
effective presentations
revise presentations based on
personal review and feedback
from others
describe the advantages and
disadvantages of various
information-gathering and
communication processes
develop two- and threedimensional graphics using
manual and computer-assisted
processes
identify how information and
concepts from other fields of
knowledge are used in the
design process
By the end of Grade 9, students who have fully met the Prescribed
Learning Outcome are able to:
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
TECHNOLOGY EDUCATION – GRADE 9
PRODUCTION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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use a design process to modify
products to improve their
appearance, usefulness, and
function
classify and describe the
characteristics of industrial
materials
investigate and select materials
to meet design specifications
devise and use assemblysequence diagrams and flow
charts to explain a process or
system
devise a manufacturing process
identify new trends in
manufacturing processes
describe ways to reduce waste
select and use a variety of
finishes on products to improve
their appearance and durability
select and safely use hand and
power tools in the manufacture
of products
demonstrate safe work habits
when using tools, equipment,
and technical processes, and
encourage the same in others
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 93
TECHNOLOGY EDUCATION – GRADE 9
APPLIED SKILLS
CONTROL
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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demonstrate an understanding
of the operating principles used
in various control devices
design and construct a system
that uses a control device
use troubleshooting strategies to
locate the source of
malfunctions in a system
modify electric, electronic,
pneumatic, and mechanical
control devices for particular
applications
Suggested Achievement Indicators have not been
developed.
ENERGY AND POWER
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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94 
explain how systems convert
potential energy to kinetic
energy, and assess their
environmental and social
implications
construct devices that convert
and transmit various forms of
energy
disassemble devices and explain
the transfer and conversion of
energy within mechanical
systems
describe alternative sources of
energy
incorporate selected devices in
the design of energy
transmission and conversion
systems
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DANCE – GRADE 9
FINE ARTS:
DANCE – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
ELEMENTS OF MOVEMENT
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




demonstrate dance techniques
associated with particular
genres
apply principles of movement
(alignment, balance, flexibility,
strength, breathing) to dance
apply principles of fitness,
health, and safety to dance
use elements of movement in a
variety of combinations, as
appropriate to the given genre
or purpose
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 95
DANCE – GRADE 9
FINE ARTS
CREATION AND COMPOSITION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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96 
create movement in response to
a range of stimuli
identify and use dance as
metaphor or analogy
distinguish among
choreographic forms
transform a given dance
sequence
choreograph dances for a
variety of environments and
purposes
apply the creative process to
revise and refine dance
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DANCE – GRADE 9
PRESENTATION AND PERFORMANCE
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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rehearse and perform dance for
a specific environment
demonstrate dance movements
in the appropriate style for the
chosen genre or choreography
demonstrate skills and attitudes
appropriate to a range of dance
experiences as performer,
participant, and audience,
demonstrating:
– an awareness of a sense of
community
– audience and performer
etiquette
– performance skills
– respect for others’
contributions
use established criteria to
analyse the work of self and
others
Suggested Achievement Indicators have not been
developed.
DANCE AND SOCIETY
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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analyse the cultural context and
evolution of a particular dance
genre
describe the purposes of dance
in various cultures
analyse roles in dance
identify personal and career
opportunities in dance
(occupation, recreation,
entertainment)
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 97
FINE ARTS
DRAMA – GRADE 9
FINE ARTS:
DRAMA – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
EXPLORATION AND IMAGINATION (EXPRESSION AND TRUST)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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demonstrate trust in others
through class activities and
individual and ensemble
performances
demonstrate the unique ability
of drama to unify a diverse
group
restate the thoughts, feelings,
and beliefs of others
choose appropriate ways to
express thoughts, feelings, and
beliefs
Suggested Achievement Indicators have not been
developed.
EXPLORATION AND IMAGINATION (CRITICAL ANALYSIS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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use a variety of strategies to
make choices in problem
solving
make reasoned choices within
the boundaries of the dramatic
situation
accept responsibility for
decisions and solutions
use set criteria to assess and
evaluate the work of self and
others
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 99
DRAMA – GRADE 9
FINE ARTS
DRAMA SKILLS (BODY AND VOICE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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make movement choices that
create a specific effect
demonstrate appropriate use of
voice elements
use appropriate physical and
vocal expression to enhance
drama
apply movement and gesture to
clarify and enhance vocal
interpretation
use emotional recall to enhance
sensory recall and visualization
Suggested Achievement Indicators have not been
developed.
DRAMA SKILLS (ROLE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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move in and out of role
appropriately
create and sustain situations
while in role
use vocal and physical
techniques to create role and
character
reflect on and clearly express
experiences both in and out of
role
100 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DRAMA – GRADE 9
DRAMA SKILLS (DRAMA AS METAPHOR)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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demonstrate a commitment to
suspending disbelief
use objects as symbols of
abstract concepts in a drama
identify effective dramatic
forms for representing
particular ideas and experiences
demonstrate an awareness of a
dramatic work as a metaphor
Suggested Achievement Indicators have not been
developed.
DRAMA SKILLS (ELEMENTS AND STRUCTURES)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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identify a variety of ways in
which character is revealed
identify and portray a
character’s objective within a
scene
relate setting to action
explain how a central image
contributes to a unified work
identify a variety of ways to
manipulate a story’s structure to
enhance the drama
show facility in using a variety
of forms to develop a drama
manipulate drama and theatre
elements to affect the drama
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 101
DRAMA – GRADE 9
FINE ARTS
DRAMA SKILLS (TECHNIQUE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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demonstrate familiarity with
stage vocabulary and apply
theatrical conventions to
dramatic forms
select and use design elements
to achieve a desired effect
demonstrate responsibility to
the group and self in rehearsal
and performance
demonstrate respect for the
nature of their audience
enhance dramatic work with
available technical elements
select and adapt material
appropriate to a concept
collaborate in the direction of a
dramatic activity
Suggested Achievement Indicators have not been
developed.
CONTEXT (SOCIAL AND CULTURAL CONTEXT)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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
reflect the cultural variety of
their communities in their
dramatic work
identify and explain the
influence of the media on their
own work in drama
demonstrate an understanding
that theatre is created in
response to the needs of the
community
102 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DRAMA – GRADE 9
CONTEXT (MAKING CONNECTIONS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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articulate criteria for their own
aesthetic responses
select other art forms to respond
to drama
select appropriate dramatic
forms, skills, attitudes, and
knowledge as a means of
learning in other subjects
consider various career
possibilities in which dramatic
skills may be useful
apply their knowledge of the
arts in their choice of
recreational activities
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 103
FINE ARTS
MUSIC – GRADE 9
FINE ARTS:
MUSIC – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
STRUCTURE (ELEMENTS OF RHYTHM)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



create, perform, and notate
rhythms in a variety of metres
analyse rhythmic choices in
performing and listening
repertoire
use appropriate music
terminology to describe a wide
range of rhythmic patterns and
metres
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 105
MUSIC – GRADE 9
FINE ARTS
STRUCTURE (ELEMENTS OF MELODY)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
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demonstrate an ability to
enhance tuning by altering pitch
apply understanding of melodic
direction and contour to
expressive phrasing
analyse patterns used in melody
identify and represent melodies
in various clefs and keys
use appropriate music
terminology to describe a range
of melodic patterns
Suggested Achievement Indicators have not been
developed.
STRUCTURE (ELEMENTS OF EXPRESSION)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

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read and maintain a part
accurately within complex
harmonies and textures
apply an increasing range of
dynamics, tempos, timbres, and
articulations in classroom
repertoire
evaluate the use of the elements
of expression in performing and
listening repertoire
describe the elements of
expression using appropriate
music terminology
describe the elements of
expression in terms of the
physical properties of sound
106 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
MUSIC – GRADE 9
STRUCTURE (FORM AND THE PRINCIPLES OF DESIGN)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


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identify an expanded variety of
forms
purposefully apply a variety of
music forms and principles of
design to composition
represent the form of a piece of
music
use appropriate terminology to
define aspects of form and
principles of design
compare and contrast the form
of a variety of music
compositions
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 107
MUSIC – GRADE 9
FINE ARTS
THOUGHTS, IMAGES AND FEELINGS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



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
represent thoughts, images, and
feelings derived from music
experiences
apply the elements of music to
interpret and represent a broad
range of thoughts, images, and
feelings
demonstrate a willingness to
share personal insights arising
from experiences with music
explain personal meaning
derived from music without
reference to stories or visual
artifacts
defend personal music choices,
demonstrating awareness of the
thoughts, images, and feelings
that the music expresses
demonstrate respect for and
understanding of the diversity
of thoughts, images, and
feelings evident in culturally,
historically, and stylistically
diverse music
108 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
MUSIC – GRADE 9
CONTEXT (SELF AND COMMUNITY)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




use skills and attitudes
appropriate to a range of music
experiences in a variety of
venues, as performer,
participant, and audience,
demonstrating:
– an awareness of the sense
of community
– audience and performer
etiquette
– performance skills
– respect for others’
contributions
demonstrate an ability to
critique the work of self and
others
demonstrate an ability to
contribute to the physical
wellbeing of self and others
while experiencing music
identify a range of careerrelated music activities
represented in the community
Suggested Achievement Indicators have not been
developed.
CONTEXT (HISTORICAL AND CULTURAL)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



compare and contrast music
from a range of historical and
cultural contexts, including their
interrelationships
compare and contrast music
created for a variety of purposes
demonstrate respect for music
of various historical and cultural
contexts
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 109
FINE ARTS
VISUAL ARTS – GRADE 9
FINE ARTS:
VISUAL ARTS – GRADE 9
Prescribed Learning Outcomes and
Suggested Achievement Indicators
IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





use vocabulary related to 2-D
and 3-D art forms and image
development
compare and contrast a variety
of images of a given subject in
different media, styles, and
techniques
identify a variety of imagery
sources and analyse and
evaluate image-development
strategies used by self, peers,
and others
analyse images (2-D and 3-D) to
determine the purposes for
which they have been created
recognize the importance of
ethical considerations associated
with reproduction as an imagedevelopment strategy
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 111
VISUAL ARTS – GRADE 9
FINE ARTS
IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


develop and make images:
– using a combination of
image
– development techniques
– using a variety of styles
and movements
– (or a series of images) that
represent a subject or
theme
– that solve complex design
problems, considering form
and function
– that deliberately engage
more than one of the senses
draft and refine ideas related to
fields other than visual arts,
using various imagedevelopment strategies and
sources
112 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
VISUAL ARTS – GRADE 9
CONTEXT (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






compare and contrast art careers
in a variety of contexts
demonstrate an understanding
of the roles of artists and the
visual arts in a variety of
contexts
demonstrate an understanding
of the roles of artists and the
visual arts in reflecting,
sustaining, and challenging
beliefs and traditions in society
explain how the meanings and
purposes of images are
influenced by the context in
which they are created or
viewed
demonstrate an awareness of
the relationship between culture
and style, and the use of
materials, processes, and images
associated with them
analyse and evaluate displays,
considering the nature of
artwork, presentation, venue,
and audience
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 113
VISUAL ARTS – GRADE 9
FINE ARTS
CONTEXT (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


create images that:
– support or challenge
personal and societal
beliefs, values, traditions,
or practices
– demonstrate an awareness
of the styles of various
artists, movements, and
periods
– respond to historical and
contemporary images or
issues
– reflect a sense of personal
and social responsibility
make and arrange a display or
portfolio of work, taking into
consideration the nature of the
artwork, venue, and audience
114 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
VISUAL ARTS – GRADE 9
VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




use appropriate vocabulary in
oral and written analyses of
works of art
analyse how individual visual
elements and principles of art
and design are used to create
meaning in images
analyse how the physical
qualities of visual elements and
principles of art and design are
used to create effects and mood
in representational and nonrepresentational images
evaluate personal use of the
elements and principles of art
and design
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 115
VISUAL ARTS – GRADE 9
FINE ARTS
VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN
(CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


create images that:
– deliberately employ
physical and expressive
qualities of the visual
elements and principles of
art and design to create an
effect or mood
– use a selected element of
art to convey an idea or
concept
– combine and emphasize
particular visual elements
and principles of art and
design
create variations of an image
through manipulations of
particular elements or principles
of art and design
116 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
VISUAL ARTS – GRADE 9
MATERIALS, TECHNOLOGIES, PROCESSES (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






apply vocabulary for materials,
processes, and technologies
used in 2-D and 3-D image
development
analyse the contribution of
materials, processes, and
technologies to the meaning and
function of an image and
evaluate the appropriateness of
their use
evaluate the skills and
techniques associated with the
use of particular materials and
processes in a given work
identify tools and equipment
used to create images
demonstrate an awareness of
safety and environmental
considerations related to
materials, technologies, and
processes
demonstrate respect for their
own work and the work of
others
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 117
VISUAL ARTS – GRADE 9
FINE ARTS
MATERIALS, TECHNOLOGIES, PROCESSES (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





use a variety of materials,
technologies, and processes,
alone and in combination, to
make personally meaningful
images
select materials, technologies,
and processes appropriate for a
planned work
use, care for, and maintain
materials, technologies, and
work space in a safe and
environmentally sensitive
fashion
invent and construct a tool for
creating images
demonstrate a willingness to try
unfamiliar materials and
processes and adapt familiar
materials for unfamiliar uses
118 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm