The following tables summarize the transposition of the Ontario Elementary Curriculum through the lens of Neurodivergent (ND) Sovereignty, 4-Hall Math, and Systemic Auditing.
1. Core Subject Areas (Grades 1–8)
| Subject | Traditional Ontario Approach | Transposed ND / “4-Hall” Approach |
| Mathematics | Desktop manipulatives and abstract sums. | The Living Textbook: Architecture as a tool; using hallways for spatial sensing and systemic auditing. |
| Language | Social communication and expressive storytelling. | Neuro-Symbolic Processing: Decoding cultural colloquialisms as technical protocols and reverse-engineering linguistic “signals.” |
| Science & Tech | General inquiry and theoretical observation. | Systemic Auditing: Fact-checking school infrastructure (sound, light, electricity) as a “Lead Auditor.” |
| SSHG | Empathy-based history and personal identity. | Systemic Evolution: History as a series of “system reboots”; Geography as spatial logistics and “Social Exoskeletons.” |
| Arts | Performance and emotional self-expression. | Technical Design: Visual arts as blueprinting; Dance as somatic data science; Music as acoustic engineering. |
| Health & PE | Competitive sports and social compliance. | Biological Systems Management: Calibrating the body (HRI) and using movement for neurological regulation. |
| Indigenous Languages | Rote vocabulary and heritage stories. | Relational Logic: Using land-based verbs to audit ecological systems and using syllabics as mathematical logic gates. |
2. Early Years & Specialized Frameworks
| Framework | Key Focus Area | Transposed Implementation |
| Kindergarten | Problem Solving & Innovating | The Dynamic Learning Lab: Moving out of the classroom to test structural designs in open hallways. |
| Kindergarten | Self-Regulation | Physical Calibration: Using “Calibrated Walks” and architectural markers to reset the nervous system. |
| Indigenous TEK | Cultural Knowledge | Ecological Engineering: Auditing the health of the local environment using ancestral relational logic. |
| SEL Integration | Emotional Literacy | Incident Auditing: Converting “big feelings” into objective data points $(x, y)$ on a coordinate plane. |
3. Progression of Mastery (Grade Level Integration)
| Grade Level | Developmental Theme | Primary Mathematical Tool |
| Primary (1-3) | Initialization: System mapping and sensory data collection. | Sets & Logic: Sorting “Non-Volatile Memory” (safe items) vs. “Temporary Files.” |
| Junior (4-6) | Mapping & Defense: Building the “Policy Exoskeleton.” | Algebra & Geometry: Cartesian plotting of sensory incidents and scale drawing of “Safe Nodes.” |
| Intermediate (7-8) | Mastery & Contract: Professional portfolios and HRI consulting. | Statistics & Ratios: Calculating “Latency Ratios” (processing time) and auditing “Medical Model” data. |
4. Tactical Navigation (The “Policy Exoskeleton”)
| Tool / Concept | Traditional Interpretation | ND Strength-Based Reframing |
| Social Skills | Compliance (eye contact, turn-taking). | Minimum Viable Response (MVR): Calculating the most energy-efficient response to satisfy an interaction. |
| Sensory Meltdown | Behavioral outburst / Failure. | System Crash / Data Surge: An unoptimized response to a high-gain environmental input. |
| Hallway | Transition space / “No-go” zone. | The Hub: A central node for systemic supervision and autonomous engineering audits. |
| IEP Goals | Deficit reduction. | Sovereign Charter: A contract outlining the student’s “System Interoperability” requirements. |
(Google; Sadownik, 2026)
Transposing the Ontario Elementary Arts Curriculum with the “4-Hall Math” and “ND Ontario Math” philosophies transforms the Arts from an expressive, often social-heavy subject into a high-resolution technical discipline and a tool for systemic regulation.
In the traditional Arts curriculum (Dance, Drama, Music, Visual Arts), the focus is often on performance and emotional expression. Through the UVic academic community lens, the Arts become a “Sovereign Design Studio” where neurodivergent students use technical precision to interact with the world.
1. Visual Arts: From “Self-Expression” to “Architectural Blueprinting”
Standard Curriculum: Creating art to express feelings; exploring elements of design (line, shape, color).
Transposed (The “Living Textbook” Lens):
- Geometric Sovereignty: Visual Arts is reframed as Technical Design. Instead of drawing “how they feel,” students engage in Functional Design for the Hallway. They might design the “Permanent Measurement Tools” or “Geometric Grids” to be painted on floors.
- High-Resolution Detail: Leveraging the autistic strength of “bottom-up processing,” art projects focus on Micro-Detail Auditing. Students might use high-resolution logic to map the textures of the school building, treating the school’s architecture as the canvas.
- The “Design Studio” Hallway: One of the “4 Halls” is dedicated as a Fab Lab, where art is not a decorative “extra” but the engineering phase of a math project (e.g., building 3D models to solve spatial sense problems).
2. Dance: From “Performance” to “Somatic Calibration”
Standard Curriculum: Moving to music; expressing themes through dance; coordination and sequence.
Transposed (The “Math and Movement” Lens):
- Movement as a Calculator: Dance is transposed into Somatic Data Science. Students use their bodies to “calculate” spatial concepts. A dance sequence becomes a State Machine Diagram in motion—each step is a logical “signal” rather than just a graceful move.
- Proprioceptive Regulation: For ND students, dance serves as a Regulation Tool. The “Calibrated Walk” or “Number Line Hopscotch” in the hallway is treated as a choreographic performance that synchronizes the brain’s mathematical processing with the body’s physical position.
3. Music: From “Aesthetics” to “Acoustic Engineering”
Standard Curriculum: Singing/playing instruments; identifying rhythm and melody; responding to music.
Transposed (The “Neuro-Symbolic” Lens):
- Signal vs. Noise: Music is approached as Sound Engineering. Students might analyze the frequency and rhythm of the school environment (the “hum” of the lights, the “rhythm” of footsteps in the hallway) as a data set.
- Pattern Auditing: Instead of standard music appreciation, students perform a Systemic Audit of Sound Patterns. They might use software to decode the “Logic” of a composition, treating the score like a piece of code or a mathematical sequence (referencing the UVic “Appendix B: Submissive Sound” research).
4. Drama: From “Role Play” to “Sovereign Dyads & Protocol”
Standard Curriculum: Pretending to be characters; role-playing social situations; communicating through gesture.
Transposed (The “Sovereign Interaction” Lens):
- Protocol Mapping: Standard Drama often forces ND students into “social masking” (pretending to be neurotypical). The transposed model uses The Sovereign Dyad Framework. Drama becomes about mapping protocols for interaction—using “Robotic” or “Systemic” scripts to understand social mechanics without the pressure of “performing” neurotypicality.
- Environment Design: Drama is used to simulate the “Sovereign Reboot Protocol” (from the UVic site). Students act out the “State Machine” of a social system, using drama to deconstruct and “audit” how people interact with technology and each other.
Summary: The Transposed Arts Framework
| Arts Discipline | Traditional Ontario Focus | Transposed “4-Hall/ND” Focus |
| Visual Arts | Emotional Expression | Technical Blueprinting: Designing the school environment. |
| Dance | Performance/Rhythm | Somatic Data Science: Body movement as a logic-checker. |
| Music | Melody/Singing | Acoustic Engineering: Auditing sound patterns and signals. |
| Drama | Role-playing characters | Systemic Protocol: Mapping the “State Machine” of social interaction. |
The “4-Hall” Integration
In this model, the Arts are the “Connective Tissue” of the 4-Hall Math system. The hallway is decorated with student-led Technical Art (Blueprints), the transitions through the halls are Choreographed Movement (Data Collection), and the collaborative projects between students are Architectural Drama (Sovereign Dyads).
By transposing the Arts this way, the curriculum stops being a “sensory-overloading” performance and becomes a high-precision tool for neurodivergent sovereignty.