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The mathematics curriculum is organized into four sections called “strands”. These are number concepts and operations, patterns and relations, shape and space, and statistics and probability.

Number Concepts and Operations

Students are expected to use numbers to describe quantities and represent numbers in a variety of ways. Students demonstrate an understanding of numbers including whole numbers, decimals and integers. In addition, students are expected to demonstrate an understanding of and proficiency with calculations and decide which arithmetic operation or operations can be used to solve a problem, apply arithmetic operations on decimals and integers and illustrate their use in solving problems. They are also expected to illustrate the use of rates, ratios, percentages, and decimals in solving problems.

Patterns and Relations

Students are expected to use patterns to describe the world and solve problems, to express patterns including those used in business and industry, in terms of variables and use expressions containing variables to make predictions. Students are expected to represent algebraic expressions in a variety of ways, use variables and use equations to express, summarize and apply relationships as problem-solving tools in a restricted range of contexts.

Shape and Space

First, students are expected to describe and compare everyday phenomena, using either direct or indirect measurement and to solve problems involving the properties of circles and their connections with angles and time zones. Second, students are expected to describe the characteristics of 3-D objects and 2-D shapes, analyze the relationship among them to link angle measures to the properties of parallel lines. Third, students are expected to create, analyze patterns and designs using congruency, translation, rotation, symmetry, and reflection.

Statistics and Probability

Students are expected to collect, display, and analyze data to make predictions about a population and to develop and implement a plan for the collection, display, and analysis of data, using measures of variability and central tendency. Students are also expected to use experimental or theoretical probability to create, represent, and solve problems involving uncertainty and probability.

English Language Arts:

The Program of Studies for English Language Arts is organized according to five general outcomes. Junior high school students engage all six language arts strands (listen, speak, read, write, view, and represent) as they study texts and as they create their own texts in relevant situations for a variety of purposes and audiences. All of the language arts outcomes are interrelated and interdependent; facility in one strengthens and supports facility in the others. Students will listen, speak, read, write, view, and represent to: 

  • Explore thoughts, ideas, feelings, and experiences; 
  • Comprehend and respond personally, critically and creatively to literature and other texts in oral, print, visual, and multimedia forms; 
  • Manage ideas and information; 
  • Create oral, print, visual, and multimedia texts and enhance the clarity and artistry of communication;  
  • Respect, support, and collaborate with others. 


Social studies offer students opportunities to develop the attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens. Recognition and respect for individual and collective identity is essential in a pluralistic and democratic society

Grade Seven

Comprehensive examination of Canadian history preceding and following Confederation. The concept of intercultural contact is introduced through an examination of migration and immigration. Grade 7 forms the foundation for the continued dialogue on citizenship and identity in Canada.

Grade Eight

Expands on the concept of intercultural contact and continues to develop historical thinking skills through an examination of past societies in different parts of the world.

Grade Nine

Focuses on citizenship, identity and quality of life and how they are impacted by political and legislative processes in Canada. The role of economic systems in Canada and the United States will be examined.


In science, students develop scientific literacy by gaining science related knowledge, skills and attitudes that help them understand and interpret the world around them. At each level of the Junior High program, students learn basic concepts from earth, physical and life sciences helping them become lifelong learners— maintaining their sense of wonder and curiosity about the world around them. 

Through hands-on activities, students develop the broad-based skills needed to identify and analyze problems, explore and test solutions, and seek, interpret, and evaluate information. With these skills students are preparing to critically address science-related economic, ethical, and environmental issues.

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