Shannen Worden

3.1 Developmental Understanding of the Junior

The following chart contains a brief overview of all the subjects and taught at the junior level
within Ontario schools.
Subject Strands Overall Expectations

Language (2006) Across grade 4,5 & 6 the The overall expectation is to “focus on students’ ability
language strands consist of: to use their knowledge and skills in listening,
-Oral Communication speaking, reading writing, viewing and representing to
-Reading understand, critically analyse, and communicate a
-Writing broad range of information and ideas from and about
-Media Literacy their multicultural, multimedia environment” (pg.77)

Math (2005) The strands covered in The general overall math expectations vary through
grades 4, 5 & 6 are: each of the strands listed. These expectations slowly
-Number Sense and build upon each of the strands each year by
Numeration increasing the level of difficulty using fractions,
-Measurement decimals, multi-digit numbers etc.
-Geometry and Spatial
Sense
-Patterning and Algebra
-Data Management and
Probability

Science & Grade 4:
Technology (2007) -Habitats and Communities
-Pulleys and Gears
-Light and Sound
-Rocks and Minerals
Grade 5:
-Human Organ Systems
-Forces Acting on Structures
and Mechanisms
-Properties of and Changes
in Matter
-Conservation of Energy and
Resources
The overall expectations for all strands within science
and technology are:
-Relating science and technology to society and the
environment
-Develop the skills, strategies and habits required for
scientific inquiry and technological problem solving
-Understand the basic concepts of science and
technology.
(pg. 6)

Grade 6:
-Biodiversity
-Flight
-Electricity and Electrical
Devices
-Space
 Shannen Worden

Social Studies Social Studies, grades 4, 5 &
(2018) 6 (pg.21):
-Heritage and Identity
-People and Environments
Overall Expectations for social studies are:
-Explain the importance of international cooperation in
addressing global issues, and evaluate the
effectiveness of selected actions by Canada and
Canadian citizens in the international arena.
-Use the social studies inquiry process to investigate
some global issues of political, social, economic,
and/or environmental importance, their impact on the
global community, and responses to the issues.
-Describe the significant aspects of the involvement of
Canada and Canadians in some regions around the
world, including the impact of this involvement.
(pg. 14)

The Arts (2009) Strands within The Arts All of the overall expectations for The Arts revolve
include (pg.18): around the creative process and the critical analysis
-Dance process. Through grades 4-6 we focus on the
-Drama “development of students’ knowledge and skills in the
-Music arts and their ability to use the arts to understand,
-Visual Arts explore, and communicate feelings and ideas from
and about their multicultural, multimedia environment.”
(pg.95). This is assessed through creating and
presenting, reflecting, responding and analysing, and
exploring forms and cultural contexts.

Health & Physical The strands for grades 4-6 in
Education (2019) Physical Education are:
-Socio-emotional Learning
Skills
-Active Living
-Movement Competence:
Skills, Concepts and
Strategies
-Healthy Living
The expectations for grades 4-6 “build on students’
experiences in the primary grades and further develop
the knowledge and skills they need for physical and
health literacy. Because the base of knowledge,
experience, and skills varies from student to student, it
is important for instruction to be differentiated to meet
a wide range of student needs. The emphasis in the
junior grades should be on building students’
understanding of themselves in relation to others.”
(pg.153)

French (2013) Within the Core French
program (grades 4-8) the
strands are as follows:
-Listening
-Speaking
-Reading
-Writing
Parents also have an
opportunity to register their
student in the Extended
French learning does not begin until you are in grade
4, if you are in the core french program. Students may
also be enrolled in the Extended French Program
(grades 4-8) or the French-Immersion Program
(grades 1-8).
The overall goals are as follows:
-use French to communicate and interact effectively in
a variety of social settings;
- learn about Canada, its two official languages, and
other cultures;
Shannen Worden

French Program (grades - appreciate and acknowledge the interconnectedness

4-8) and the and interdependence of the global community;
French-Immersion Program - be responsible for their own learning, as they work
(grades 1-8) independently and in groups;
- use effective language learning strategies;
- become lifelong language learners for personal
growth and for active participation as world citizens.

After reading through all of the curriculum documents, I have noticed that most speak to
supporting the 21st century learner, considerations for reaching all learners (accommodations,
modifications, ELL, alternative expectations), cross-curricular connections, assessment
recommendations, and achievement charts. I have also noticed that within some of the newer
curriculum documents you will see more of a socio-emotional connection discussing ways to
support mental health and awareness within the classroom.

What I have noticed that vastly varies from my intermediate/senior background is the extensive
amount of subjects and information each teacher must cover throughout the school year. This
must take up a very large amount of personal time for planning. How can one person be
expected to know and implement that amount of information!?! All of you primary and junior
teachers should definitely be listed under the category of superheroes.

Questions:
- What are some strategies you use to help your students manage all of the subject and
task transitions throughout the day?
- As a junior teacher, what are some strategies you use to organize your day in order to
meet all of the subject requirements?
- What supports are available to assist our vulnerable learners within the classroom?
- How are you able to adequately differentiate all of your lessons throughout the day to
support these vulnerable learners?