A Multimodal Representation
of the Ontario Curriculum
How to access Ministry Curriculum Documents?
How are the Ministry Documents are organized?
- Oral Communication,
- Media Literacy.
- Number Sense and Numeration,
- Geometry and Spatial Sense,
- Patterning and Algebra,
- Data Management and Probability.
In the Science and Technology curriculum, the expectations are organized into four distinct strands:
- Understanding Life Systems,
- Understanding Structure and Mechanisms
- Understanding Matter and Energy
- Understanding Earth and Space Systems
Key Vocabulary Terms
- Broad areas of learning under a specific subject. For example, Language (subject), has four strands (broad area of learning): Reading, Writing, Oral Communication and Media Literacy. (p.8, Mathematics)
- Teacher's follow the curriculum document to ensure that skills are acquired by the end of each grade. (p.10, Science and Technology)
- Teachers carefully determine which teaching styles to apply ensure effective teaching. (p.22, Language)
Cross-Curricular and Integrated Learning
- Both teachers and students are able to use their skills in one subject area and apply it into two or more areas. (p.23, Language)
- By the end of each grade, students should be able to apply appropriate expectations. For example, in the Language Curriculum document: "By the end of grade 2, students will:
- 1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes..."(p.50, Language)
- Detailing the overall expectations with examples.
How are these documents made and who makes them?
How do overall expectations, fundamental concepts and specific expectations should drive lesson design?
Teacher prompts: Do any of the characters in this story remind you of someone you know? What do you think about the way this story ends?" (p.68, Language).
This is an example of a specific expectation, broken down into detail from the overall expectations. Open ended questions are provided to prompt teachers to help drive their lesson plan further and create purposeful lessons.
How is student learning in Ontario is assessed and evaluated?
Students are assessed using "day-to-day observations and conversations/conferences, demonstrations, projects, performances, and tests" (p. 18, Mathematics).
The evaluation process is primarily concentrated on student achievement, using the overall expectations as a guide. Teachers use achievement charts as a rubric to evaluate students (p. 22-23 Language, p. 26-27 Science and Technology & p. 17). Students are evaluated on a 1-4 level scale. An example of an achievement chart is found below:
How are teachers’ understanding of student learning is expected to be communicated?
Communication is key between the student, his/her guardian and the teacher to ensure that everyone is on the same page. Keeping an agenda is one simple way to communicate with parents along with; giving back students work provided with feedback, meetings with the parents and principal, and provincial report cards.
How do curriculum documents expect teachers to design learning experiences that are culturally responsive?
For example, in the Mathematics curriculum document (p.29) it states; "use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, culturally diverse materials).
The Ontario Ministry of Education supports antidiscrimination education and ensures that all students are receiving equal opportunities to have a positive, diverse, educational experience. (p.28, Mathematics)
Ontario Curriculum documents:
Science and Technology:
Ministry of Education Photo:
Two eyes and a magnifying glass looking at a book:
Language Achievement Chart:
Teacher, student cartoon image: