Curriculum Connections

At PAMA, our school programs strive to reach as many Ontario Curriculum Connections as possible. Our programs focus on the Arts; Science & Technology; and Social Studies Curriculum, while incorporating fun activities, new ideas and relevance.

When teachers register their classes for a program, they receive a Teacher Information Package containing the program outline, what to expect, goals and Ontario Curriculum Connections.

First Visit (Kindergarten – Grade 4) 

First visit provides a great introduction that combines overall expectations for Grades K to 4 including Specific Expectations; Knowledge of Elements; Creative Work and Critical Thinking. Students discuss the Elements of Design and how artists use them to create works of art. They learn art vocabulary and discuss how artists communicate feelings, tell stories, and convey ideas. Students are encouraged to describe how the ideas of different art works relate to their own knowledge and experience.

Curriculum links:

Kindergarten

  • 4.3 Belonging and contributing 

Grades 1 - 4, the arts – visual arts

  • D1. Creating and presenting
  • D2. Reflecting, responding, and analyzing 
  • D3. Exploring forms and cultural contexts

Art SmART (Grades 5 – 8)

Art SmART is a great opportunity to introduce discussions on art with your students and encourage them use their imagination and their critical thinking skills in deciding what they like/dislike and why. They use art vocabulary throughout their discussions and analyse how artists use Elements of Design to communicate feelings, tell stories and convey ideas. They are encouraged to describe how the ideas of a variety of art works relate to their own knowledge and experience.

Curriculum links:

The arts – visual arts

  • D1. Creating and presenting
  • D2. Reflecting, responding, and analyzing 
  • D3. Exploring forms and cultural contexts

Expressive Lines (Kindergarten – Grade 3)

Students develop an understanding of jagged, curved, broken, dashed, spiral, straight, wavy, horizontal, vertical, diagonal, zigzag lines; lines in art and everyday objects (natural and human-made). They use a variety of materials, tools, and techniques to respond to design challenges.

Curriculum links:

Kindergarten

  • 4.3 Belonging and contributing 

Grades 1 - 4, the arts – visual arts

  • D1. Creating and presenting

Texture (Kindergarten – Grade 3)

Students develop an understanding of textures of familiar objects (fuzzy, soft, rough tree bark etc.), changes in texture, and illusion of texture (patterns). They use a variety of materials, tools, and techniques to respond and experiment with design challenges.

Curriculum links:

Kindergarten

  • 4.3 Belonging and contributing 

Grades 1 - 4, the arts – visual arts

  • D1. Creating and presenting

Watercolours (Grades 4 – 8)

Students demonstrate an understanding of composition, using elements and principles of design, to create art works on a theme or topic. They will also use a variety of techniques to create a landscape or cityscape.

Curriculum links:

The arts – visual arts

  • D1. Creating and presenting

Clay (Grades 4 – 8)

Students will demonstrate an understanding of the medium of clay. They will also have an opportunity to learn about the cultural use of masks.

Curriculum links:

The arts – visual arts

  • D1. Creating and presenting

Printmaking (Grades 4 – 8)

Students use simple printmaking techniques, including collographs and relief, to create one-of-a-kind works of art. Students experiment with cutting and gouging a variety of lines and marks to enhance the background and negative space, and make a collograph to communicate personal experiences.

Curriculum links:

The arts – visual arts

  • D1. Creating and presenting

Names and Places in Peel (Grades 1 – 3)

Using basic techniques of inquiry and mapping, students will investigate how people live and interact within their community. As students learn more about these interactions, students will recognize the role that community plays in meeting basic human needs. Through identifying the physical and social need of residents in an area, students are encouraged to work on their research and communication skills by brainstorming and asking questions. They are also encouraged to use pictures, maps, and media sources in our museum to locate information about their local community.

Curriculum links:

Grade 1, social studies 

  • A. Heritage and identity: our changing roles and responsibilities
  • B. People and environments: the local community

Grade 2, social studies 

  • A. Heritage and identity: changing family and community traditions 

Grade 3, social studies

  • A. Heritage and identity: communities in Canada, 1780 – 1850  
  • B. People and environments: living and working in Ontario

Coming to Peel - Early Settlers (Grades 2 – 3)  

Where did early settlers immigrate from? Where did they go, and why did they choose Peel? Through inquiry, research and communications, students will look at primary sources to analyze and compare daily life from the 19th century to now. Students will also learn about transportation, climate, natural resources in Peel and the early trade between First Nations and settlers.

Curriculum links:

Grade 2 

  • Language - oral communication 
  • Social Studies - B. People and environments: global communities
    • B2. Inquiry

Grade 3 

  • Language - oral communication
  • Social Studies - A. Heritage and identity: communities in Canada, 1780 – 1850  
    • A1. Application, A2. Inquiry, A3. Understanding context

STEAM Powered (Grades 2 – 5)

Students learn about the six basic types of simple machines and how they help make work for humans easier.

Curriculum links:

  • Understanding structures and mechanisms

We Are Here (Grades 3, 5 – 8)

Students will investigate and describe the communities of early settlers and First Nations people in Upper Canada during the 19th century. They will research interactions between new settlers and existing communities of First Nations peoples and French settlers to identify factors that helped to shape the development of the various communities. Students are also encouraged to use proper vocabulary and learn the key aspects of life in selected First Nations, Inuit, and Métis communities.

Curriculum links:

Grade 3, social studies

  • A. Heritage and identity: communities in Canada, 1780 – 1850
    • A3. Understanding Context

Grade 5, social studies

  • A. Heritage and identity: First Nations and Europeans in New France and early Canada
    • A1. Application, A3. Understanding context 

Grade 6, social studies

  • A. Heritage and identity: communities in Canada, past and present
    • A2. Inquiry, A3. Understanding context

Grade 7, history

  • A. New France and British North America, 1713 – 1800
    • A3. Understanding historical context
  • B. Canada, 1800 – 1850: conflict challenges
    • B3. Understanding Historical Context

Grade 8, history

  • A. Creating Canada, 1850 – 1890
    • A3. Understanding historical context
  • B. Canada, 1890 – 1914: a changing society
    • B1. Application