Grade 9
Learning Pathway for HTS Families Big Ideas: Overarching Concepts That Frame Our Learning Discovering self, understanding individual strengths and the awareness of growth areas are fundamental components of the Grade 9 program. At HTS, we enable students to understand themselves and the connections to those around them to encourage self-reflection and exploration from diverse perspectives, to better understand their place in the world. These are some of the ideas that the Grade 9 year undertakes through many academic and non-academic opportunities. Exploring and understanding self • Effective communication, authentic interaction, intercultural understanding • Self-expression and collaborative engagement are vital for a deeper connection to ourselves as individuals • Enjoying physical activity and movement is important in creating a genuine enjoyment of activity • Values: our definitions of monstrosity reveal much about our values and our anxieties and fears Exploring and understanding others • Equity, diversity, inclusion • Stories have power, a social purpose, are created for a reason, and paying attention to the author matters • Learning about the formation and evolution of different objects helps us understand our place in the universe • Effective communication as a foundation builder for further interpersonal/personal life skills development Making connections to the world beyond • Financial responsibility and decision-making • Creating scientifically literate, global citizens • The sustainability of ecosystems and the planet is everyone’s responsibility • Spatial significance, patterns and trends • Geographic perspectives (social, economic, environmental, political) and sustainability • Climate change affects all communities • Static and current electricity has multiple social, economic & environmental applications, as a source of energy
Enduring Understandings What students will learn and understand in-depth? • I understand the inter-relationships between business functions to meet requirements of diverse stakeholders • I am a lifelong language learner who communicates effectively in any language beyond the classroom • I value the process of inquiry and appreciate collaborative learning • I use the engineering design process to solve real problems • I shift my mindset as the result of thinking “outside of the box” • I understand that being scientifically literate helps me be a more informed global citizen • We are responsible for preserving the earths’ ecosystem and must be mindful of our decisions • I demonstrate the ability to write in different styles and for different purposes to create powerful connections • I respect different beliefs, attitudes, perspectives and can respectfully disagree • I can move beyond superficial conclusions to better understand issues in Canada’s natural and human systems • I am able to see my place in the world as a global citizen through a geographic lens • I evaluate sources to detect accurate information to critically analyze issues • I understand that the creative process is a cycle of learning, experiencing, making and reflecting • I know that reflection is an integral part of learning in our outside of the classroom • I know how to apply creative thinking to further my learning and be a stronger problem-solver • I know who I am as a communicator and how to advocate my thoughts in a respectful manner