Overview of Learning Outcomes
Below is a list of the learning outcomes covered during the course of this year. The competencies are a continuum of development and will be developed throughout the year.
Below is a list of the learning outcomes covered during the course of this year. The competencies are a continuum of development and will be developed throughout the year.
LANGUAGE ARTS
The ideas, competencies and content in Language Arts are a continuum of development which will be developed over the course of the year.
Ideas:
Language and stories can be a source of creativity and joy
Stories help us learn about ourselves, our families and community
Stories can be told through pictures and words
Everyone can be a reader and can create stories
Everyone has a unique story
Playing with language helps us discover how language works
Listening and speaking builds our understanding and helps us learn
Show awareness of how story in First Peoples cultures connects people to family and community
Competencies (over the course of the year, your child will work to develop these skills)
Use play and other creative means to discover foundational concepts of print, oral and visual texts
Begin to use sources of information and prior knowledge to make meaning
Use age-appropriate reading, listening and viewing behaviours and strategies to make meaning from texts
Engage actively as listeners, viewers and readers, as appropriate, to develop understanding of self, identity and community
Use personal experience and knowledge to connect to text and make meaning
Recognize the importance of story in personal, family, and community identity
Recognize the structure and elements of story
Begin to recognize basic structures and organization of text
Show awareness of how story in First Peoples' cultures connects people to family and community
Exchange ideas and perspectives to build shared understanding
Create stories and other age-appropriate texts to deepen awareness of self, family and community
Plan and create a variety of communication forms for different purposes and audiences
Begin to communicate in print, using letters, words and sentences (applying some basic conventions of English spelling, grammar and punctuation)
Content:
Story/Text: elements of story, literary elements, vocabulary to talk about texts
Strategies: reading, oral language, metacognitive
Processes: writing
Language Features, Structures & Conventions: concepts of print, print awareness, letter-
sound correspondence, letter formation, sentence structure and grammar, conventions
MATH
The following competencies will be developed over the year as learners use them to explore and establish a conceptual understanding in mathematics.
Estimate reasonably
Develop mental math strategies and abilities to make sense of quantities
Use reasoning and logic to explore and make connections
Use multiple strategies to engage in problem solving
Engage in problem solving experiences that are connected to place, story and cultural practices relevant to the local community
Communicate in many ways to express, describe, explain and apply mathematical ideas
Describe, create and interpret relationships through concrete, pictorial and symbolic representations
Visualize and describe mathematical concepts
Connect mathematical concepts to each other and make mathematical connections to the real world
Share and reflect upon mathematical thinking
Draw upon local First Peoples knowledge to make connections to mathematical topics and concepts
Term 1
Repeating patterns with multiple elements and attributes (create, continue and name)
Increasing patterns (grade 2)
Analyzing data and chance
Concrete graphs using one-to-one correspondence
Likelihood of familiar life events using comparative language
Number represents and describes quantity
Number concepts to 20
Ways to make 10
Meaning of equality and inequality
Term 2
Addition and subtraction to 10
Change in quantity to 10
Place value up to 100
Term 3
Direct measurement with non-standard units (uniform and non-uniform)
Comparison of 2D shapes and 3D objects
Analyzing data and chance
Concrete graphs using one-to-one correspondence
Addition and subtraction to 20 (up to 100 for grade 2)
Change in quantity to 20
Place value up to 100
Financial literacy of coin combinations to 100 cents, and spending and saving (Grade 2)
SCIENCE
Learners will develop the following competencies as they explore a variety of concepts.
Demonstrate curiosity about the natural world
Observe objects and events in familiar contexts.
Ask questions about familiar objects and events
Make simple predictions about familiar objects and events
Make and record observations
Safely manipulate materials to test ideas and predictions
Make and record simple measurements using informal or non-standard methods
Experience and interpret the local environment
Sort and classify data and information using drawings or provided tables
Compare observations with predictions through discussion
Identify simple patterns and connections
Compare observations with those of others
Consider some environmental consequences of their actions
Take part in caring for self, family, classroom and school through personal approaches
Transfer and apply learning to new situations
Generate and introduce new or refined ideas when problem solving
Communicate observations and ideas using oral or written language, drawing or role-play
Express and reflect on personal experiences of place
Term 1
Observable patterns and cycles occur in the local sky and landscape
Common objects in the sky
Local patterns in events that occur on Earth and in the sky
Aboriginal knowledge of the sky and landscape
Term 2
Matter is useful because of its properties
Specific properties of materials connected to the function of materials
Water is essential to all living things, and it cycles through the environment
Materials can be changed through physical and chemical processes
Living things have features and behaviours that help them survive in their environment
Classification of living and non-living things
Structural features of living things in the local environment
Behavioural adaptations of animals in the local environment
Term 3
Light and sound can be produced and their properties can be changed
Natural and artificial sources of light and sound
Properties of light and sound that depend on their source and the objects they interact with
Living things have life cycles adapted to their environment
First Peoples use of their knowledge of life cycles
Forces influence the motion of an object
SOCIAL STUDIES
The following competencies will be developed over all three terms as learners use them to explore the big ideas and content.
Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
Explain the significance of personal or local events, objects, people and places
Ask questions, make inferences and draw conclusions about the content and features of different types of sources
Sequence objects, images and events and distinguish between what has changed and what has stayed the same
Recognize the causes and consequences of events, decisions, and developments in their lives
Explore different perspectives on people, places, issues and events in their lives
Identify fair and unfair aspects of events, decisions, and actions in their lives and consider appropriate courses of action
Term 1
Our rights, roles and responsibilities are important for building strong communities
Roles, rights and responsibilities in the local community
Individuals have rights and responsibilities as global citizens
Characteristics of the local community that provide organization and meet the needs of the community
Diverse cultures, backgrounds, and perspectives within the local and other communities
Term 2
We shape the local environment and the local environment shapes who we are and how we live
Relationships between a community and its environment
Diverse characteristics of communities and cultures in Canada and around the world, including Canadian First Peoples community and culture
Natural and human-made features of the local environment
Local actions have global consequences, and global actions have local consequences
Key events and developments in the local community and in local First Peoples communities
Term 3
Healthy communities recognize and respect the diversity of individuals and care for the local environment
Diverse cultures, backgrounds, and perspectives within the local and other communities
Canada is made up of many diverse regions and communities
ARTS
The following concepts will be covered throughout the school year:
People create art to express who they are as individuals and community
Engagement in the arts creates opportunities for enquiry through purposeful play
Dance, drama, music and visual arts express meaning in unique ways
People connect to others and share ideas through the arts
PHYSICAL EDUCATION (with Mrs. Pagnotta and Ms. Marlett)
Semester 1
Listen to and follow instructions
Demonstrate safe behaviours
Develop and display respectful behaviour when participating in activities with others
Develop and demonstrate sportsmanship, fair play, active participation, and effort
Move through space incorporating directional changes (forwards, backwards, sideways)
Locomotor skills: skip, run, sprint, start and stop positions, dodge, gallop, jump, hop, leap, roll
Non-locomotor skills: balancing, bending, twisting, lifting
Co-operative games and relays: tag, relays
Demonstrate proper technique for performing manipulative movement skills: one-handed throw underhand and overhand, two-handed catch without trapping against the body, one hand catching, ball handlingDevelop proper technique for performing manipulative movement skills:
Volleyball skills: bumping, setting, and serving a beach-ball/balloon
Striking with control: playground and small alligator balls thrown to partners
Participate in rhythmic activities: dancing
Identify opportunities to being physically active at school, at home, and in the community
Explore the relationships between food, hydration, and health
Identify opportunities to make choices that contribute to health and well-being
Semester 2
Listen to and follow instructions
Demonstrate safe behaviours
Develop and display respectful behaviour when participating in activities with others
Develop and demonstrate sportsmanship, fair play, active participation, and effort
Move through space incorporating directional changes (forwards, backwards, sideways)
Locomotor skills: skip, run, sprint, start and stop positions, dodge, gallop, jump, hop, leap, roll
Non-locomotor skills: balancing, bending, twisting, lifting
Co-operative games and relays: parachute activities, co-operative challenges, team games
Basketball skills: control of the ball, bouncing, throwing
Soccer skills: kicking at a target, control of the ball
Participating in individual and dual activities: jump rope, running, hula hoop
Participate in rhythmic activities: gymnastics
Identify opportunities to make choices that contribute to health and well-being
Identify sources of health information
Identify appropriate and inappropriate ways of being touched
The ideas, competencies and content in Language Arts are a continuum of development which will be developed over the course of the year.
Ideas:
Language and stories can be a source of creativity and joy
Stories help us learn about ourselves, our families and community
Stories can be told through pictures and words
Everyone can be a reader and can create stories
Everyone has a unique story
Playing with language helps us discover how language works
Listening and speaking builds our understanding and helps us learn
Show awareness of how story in First Peoples cultures connects people to family and community
Competencies (over the course of the year, your child will work to develop these skills)
Use play and other creative means to discover foundational concepts of print, oral and visual texts
Begin to use sources of information and prior knowledge to make meaning
Use age-appropriate reading, listening and viewing behaviours and strategies to make meaning from texts
Engage actively as listeners, viewers and readers, as appropriate, to develop understanding of self, identity and community
Use personal experience and knowledge to connect to text and make meaning
Recognize the importance of story in personal, family, and community identity
Recognize the structure and elements of story
Begin to recognize basic structures and organization of text
Show awareness of how story in First Peoples' cultures connects people to family and community
Exchange ideas and perspectives to build shared understanding
Create stories and other age-appropriate texts to deepen awareness of self, family and community
Plan and create a variety of communication forms for different purposes and audiences
Begin to communicate in print, using letters, words and sentences (applying some basic conventions of English spelling, grammar and punctuation)
Content:
Story/Text: elements of story, literary elements, vocabulary to talk about texts
Strategies: reading, oral language, metacognitive
Processes: writing
Language Features, Structures & Conventions: concepts of print, print awareness, letter-
sound correspondence, letter formation, sentence structure and grammar, conventions
MATH
The following competencies will be developed over the year as learners use them to explore and establish a conceptual understanding in mathematics.
Estimate reasonably
Develop mental math strategies and abilities to make sense of quantities
Use reasoning and logic to explore and make connections
Use multiple strategies to engage in problem solving
Engage in problem solving experiences that are connected to place, story and cultural practices relevant to the local community
Communicate in many ways to express, describe, explain and apply mathematical ideas
Describe, create and interpret relationships through concrete, pictorial and symbolic representations
Visualize and describe mathematical concepts
Connect mathematical concepts to each other and make mathematical connections to the real world
Share and reflect upon mathematical thinking
Draw upon local First Peoples knowledge to make connections to mathematical topics and concepts
Term 1
Repeating patterns with multiple elements and attributes (create, continue and name)
Increasing patterns (grade 2)
Analyzing data and chance
Concrete graphs using one-to-one correspondence
Likelihood of familiar life events using comparative language
Number represents and describes quantity
Number concepts to 20
Ways to make 10
Meaning of equality and inequality
Term 2
Addition and subtraction to 10
Change in quantity to 10
Place value up to 100
Term 3
Direct measurement with non-standard units (uniform and non-uniform)
Comparison of 2D shapes and 3D objects
Analyzing data and chance
Concrete graphs using one-to-one correspondence
Addition and subtraction to 20 (up to 100 for grade 2)
Change in quantity to 20
Place value up to 100
Financial literacy of coin combinations to 100 cents, and spending and saving (Grade 2)
SCIENCE
Learners will develop the following competencies as they explore a variety of concepts.
Demonstrate curiosity about the natural world
Observe objects and events in familiar contexts.
Ask questions about familiar objects and events
Make simple predictions about familiar objects and events
Make and record observations
Safely manipulate materials to test ideas and predictions
Make and record simple measurements using informal or non-standard methods
Experience and interpret the local environment
Sort and classify data and information using drawings or provided tables
Compare observations with predictions through discussion
Identify simple patterns and connections
Compare observations with those of others
Consider some environmental consequences of their actions
Take part in caring for self, family, classroom and school through personal approaches
Transfer and apply learning to new situations
Generate and introduce new or refined ideas when problem solving
Communicate observations and ideas using oral or written language, drawing or role-play
Express and reflect on personal experiences of place
Term 1
Observable patterns and cycles occur in the local sky and landscape
Common objects in the sky
Local patterns in events that occur on Earth and in the sky
Aboriginal knowledge of the sky and landscape
Term 2
Matter is useful because of its properties
Specific properties of materials connected to the function of materials
Water is essential to all living things, and it cycles through the environment
Materials can be changed through physical and chemical processes
Living things have features and behaviours that help them survive in their environment
Classification of living and non-living things
Structural features of living things in the local environment
Behavioural adaptations of animals in the local environment
Term 3
Light and sound can be produced and their properties can be changed
Natural and artificial sources of light and sound
Properties of light and sound that depend on their source and the objects they interact with
Living things have life cycles adapted to their environment
First Peoples use of their knowledge of life cycles
Forces influence the motion of an object
SOCIAL STUDIES
The following competencies will be developed over all three terms as learners use them to explore the big ideas and content.
Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
Explain the significance of personal or local events, objects, people and places
Ask questions, make inferences and draw conclusions about the content and features of different types of sources
Sequence objects, images and events and distinguish between what has changed and what has stayed the same
Recognize the causes and consequences of events, decisions, and developments in their lives
Explore different perspectives on people, places, issues and events in their lives
Identify fair and unfair aspects of events, decisions, and actions in their lives and consider appropriate courses of action
Term 1
Our rights, roles and responsibilities are important for building strong communities
Roles, rights and responsibilities in the local community
Individuals have rights and responsibilities as global citizens
Characteristics of the local community that provide organization and meet the needs of the community
Diverse cultures, backgrounds, and perspectives within the local and other communities
Term 2
We shape the local environment and the local environment shapes who we are and how we live
Relationships between a community and its environment
Diverse characteristics of communities and cultures in Canada and around the world, including Canadian First Peoples community and culture
Natural and human-made features of the local environment
Local actions have global consequences, and global actions have local consequences
Key events and developments in the local community and in local First Peoples communities
Term 3
Healthy communities recognize and respect the diversity of individuals and care for the local environment
Diverse cultures, backgrounds, and perspectives within the local and other communities
Canada is made up of many diverse regions and communities
ARTS
The following concepts will be covered throughout the school year:
People create art to express who they are as individuals and community
Engagement in the arts creates opportunities for enquiry through purposeful play
Dance, drama, music and visual arts express meaning in unique ways
People connect to others and share ideas through the arts
PHYSICAL EDUCATION (with Mrs. Pagnotta and Ms. Marlett)
Semester 1
Listen to and follow instructions
Demonstrate safe behaviours
Develop and display respectful behaviour when participating in activities with others
Develop and demonstrate sportsmanship, fair play, active participation, and effort
Move through space incorporating directional changes (forwards, backwards, sideways)
Locomotor skills: skip, run, sprint, start and stop positions, dodge, gallop, jump, hop, leap, roll
Non-locomotor skills: balancing, bending, twisting, lifting
Co-operative games and relays: tag, relays
Demonstrate proper technique for performing manipulative movement skills: one-handed throw underhand and overhand, two-handed catch without trapping against the body, one hand catching, ball handlingDevelop proper technique for performing manipulative movement skills:
Volleyball skills: bumping, setting, and serving a beach-ball/balloon
Striking with control: playground and small alligator balls thrown to partners
Participate in rhythmic activities: dancing
Identify opportunities to being physically active at school, at home, and in the community
Explore the relationships between food, hydration, and health
Identify opportunities to make choices that contribute to health and well-being
Semester 2
Listen to and follow instructions
Demonstrate safe behaviours
Develop and display respectful behaviour when participating in activities with others
Develop and demonstrate sportsmanship, fair play, active participation, and effort
Move through space incorporating directional changes (forwards, backwards, sideways)
Locomotor skills: skip, run, sprint, start and stop positions, dodge, gallop, jump, hop, leap, roll
Non-locomotor skills: balancing, bending, twisting, lifting
Co-operative games and relays: parachute activities, co-operative challenges, team games
Basketball skills: control of the ball, bouncing, throwing
Soccer skills: kicking at a target, control of the ball
Participating in individual and dual activities: jump rope, running, hula hoop
Participate in rhythmic activities: gymnastics
Identify opportunities to make choices that contribute to health and well-being
Identify sources of health information
Identify appropriate and inappropriate ways of being touched
