Page 34 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

THE ACHIEVEMENT CHART: First Nations, Métis, and Inuit Studies, Grades 9–12
Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
Categories*
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge of content (e.g., facts, terms, definitions, techniques, forms, conventions, principles, technologies)
demonstrates limited knowledge of content
demonstrates some knowledge of content
demonstrates considerable knowledge of content
demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, theories, interrelationships, procedures, processes, methodologies, relationship between theory and action)
demonstrates limited understanding of content
demonstrates some understanding of content
demonstrates considerable understanding of content
demonstrates thorough understanding of content
Thinking – The use of critical and creative thinking skills and/or processes
Categories
Level 1
Level 2
Level 3
Level 4
The student:
Use of planning skills (e.g., identifying problems; formulating questions; generating ideas; gathering and organizing data, evidence, and information; setting goals; focusing research; selecting strategies; using graphic organizers)
uses planning skills with limited effectiveness
uses planning skills with some effectiveness
uses planning skills with considerable effectiveness
uses planning skills with
a high degree of effectiveness
Use of processing skills (e.g., interpreting and analysing data, evidence, and information; synthesizing and evaluating data, evidence, and information; analysing maps; revising and refining; detecting point of view and bias; formulating conclusions)
uses processing skills with limited effectiveness
uses processing skills with
some effectiveness
uses processing skills with considerable effectiveness
uses processing skills with
a high degree of effectiveness
Use of critical/creative thinking processes (e.g., applying concepts of disciplinary thinking; research and inquiry, problem-solving, and decision-making processes; applying the design process; critiquing and reviewing)
uses critical/ creative thinking processes with limited effectiveness
uses critical/ creative thinking processes with some effectiveness
uses critical/ creative thinking processes with considerable effectiveness
uses critical/ creative thinking processes with
a high degree of effectiveness
Communication – The conveying of meaning through various forms
Categories
Level 1
Level 2
Level 3
Level 4
The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and written forms and/or in art forms
expresses and organizes ideas and information with limited effectiveness
expresses and organizes ideas and information with some effectiveness
expresses and organizes ideas and information with considerable effectiveness
expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade, to evoke an emotional or aesthetic response) in oral, visual, and written forms and/or art forms
communicates for different audiences and purposes
with limited effectiveness
communicates for different audiences and purposes
with some effectiveness
communicates for different audiences and purposes with considerable effectiveness
communicates for different audiences and purposes with a high degree of effectiveness
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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