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 and our families.
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.
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
Semester 1
Repeating patterns with multiple elements and attributes (create, continue and name)
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
Semester 2
Addition and subtraction to 20
Change in quantity to 20
Direct measurement with non-standard units (uniform and non-uniform)
Comparison of 2D shapes and 3D objects
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.
Semester 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
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
Semester 2
Matter is useful because of its properties.
Specific properties of materials connected to the function of materials
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
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.
Semester 1
Our rights, roles and responsibilities are important for building strong communities.
Roles, rights and responsibilities in the local community.
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.
Semester 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.
Key events and developments in the local community and in local First Peoples communities.
Natural and human-made features of the local environment.
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.
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)
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 and our families.
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.
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
Semester 1
Repeating patterns with multiple elements and attributes (create, continue and name)
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
Semester 2
Addition and subtraction to 20
Change in quantity to 20
Direct measurement with non-standard units (uniform and non-uniform)
Comparison of 2D shapes and 3D objects
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.
Semester 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
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
Semester 2
Matter is useful because of its properties.
Specific properties of materials connected to the function of materials
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
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.
Semester 1
Our rights, roles and responsibilities are important for building strong communities.
Roles, rights and responsibilities in the local community.
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.
Semester 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.
Key events and developments in the local community and in local First Peoples communities.
Natural and human-made features of the local environment.
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.
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)
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