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Kindergarten

 

PROGRAM

 

 

 

Children's early learning experiences have a profound effect on their development. Early experiences are crucial to the future well-being of the child and establish the foundation for competencies that will affect later learning and behaviour. Prior to coming to school, children have been learning in a variety of environments in their homes, in child care and community settings. Children arrive at school with different backgrounds and experiences and at different stages of development. Positive early experiences with school are of paramount importance to young children.

 

They thrive within class-rooms that can meet their physical and developmental needs and provide a secure, respectful, and nurturing environment. To give each child the best start possible it is essential that Kindergarten programs provide a variety of learning opportunities and experiences based on assessment information and the needs and interests of the children. Although the Kindergarten years are

 

Critical in laying the foundations

 For a continuum of learning,

Kindergarten is an

 

Important period of life that has value in and of itself. Teachers, early childhood educators, members of the com-munity, and families must work together to provide challenging and engaging learning experiences that will build students' confidence, encourage them to continue to see learning as both enjoy-able and useful, and provide a strong foundation for their future intellectual, physical, and social development.

 

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PERSONAL & SOCIAL DEVELOPMENT

• demonstrate a sense of identity and a positive self-image;

  • demonstrate a beginning understanding of the diversity in individuals, families, schools, and the wider community;

  • demonstrate independence, self-regulation and a willingness to take responsibility in learning and other activities;

 

  • demonstrate independence, self-regulation and a willingness to take responsibility in learning and other activities;

 

  • demonstrate an ability to use

Problem-solving skills in a variety of contexts;

 

  • identify and use social skills in play and other contexts;

 

  • demonstrate an awareness of their surroundings

 

  •  

LANGUAGE

  • communicate by talking and by listening and speaking to others for a variety of purposes and in a variety of contexts;

 

  • demonstrate understanding and critical awareness of a variety of written materials that are read by and with the teacher;

 

  • use reading strategies that are appropriate for beginning readers in order to make sense of a variety of written materials;

 

  • communicate in writing, using strategies that are appropriate for beginners;

 

  • Demonstrate a beginning under-standing and critical awareness of media texts.

 

 

MATHEMATICS

  • demonstrate an understanding of number, using concrete materials to explore and investigate counting, quantity, and number relationships;

 

  • measure and compare length, mass, capacity, area, temperature of objects/materials, and the passage of time, using non-standard units, through free exploration, focused exploration, and guided activity;

 

  • describe, sort, classify, and com-pare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation;

Explore, recognize, describe, and create patterns, using a variety of materials in different contexts;

 

• sort, classify, and display a variety of concrete objects, collect data, begin to read and describe dis-plays of data, and begin to explore the concept of probability in everyday contexts.

 

 

 

SCIENCE

  • demonstrate an awareness of the natural and human-made environment through hands-on investigations, observation, questioning, and sharing of their findings;

 

  • conduct simple investigations through free exploration, focused exploration, and guided activity, using inquiry skills (observing, questioning, planning an investigation, carrying out the investigation, and communicating findings);

  • Demonstrating an understanding on the natural world and the need to care for and respect the environment.Use technological problem-solving skills and free exploration, focused exploration and guided activity.

 

HEALTH AND PHYSICAL ACTIVITY

 

  • demonstrate an awareness of health and safety practices for themselves and others and a basic awareness of their own well-being;

 

  • participate willingly in a variety of activities that require the use of both large and small muscles;

 

  • develop control of large muscles (gross-motor control) in a variety of contexts;

 

  • Develop control of small muscles (fine-motor control) in a variety of contexts.

 

 

THE ARTS

 

  • demonstrate an awareness of themselves as artists through engaging in activities in visual arts, music, drama, and dance;

 

  • demonstrate basic knowledge and skills gained through expo-sure to the arts and activities in the arts;

 

  • use problem-solving strategies when experimenting with the skills, materials, processes, and techniques used in the arts both individually and with others;

 

  • Express responses to a variety of art forms, including those from other cultures.

 

 

 

 

Grade 1

 

CURRICULUM

 

 

 

LANGUAGE ARTS:

 

Oral Communication

 

  • listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

 

  • use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

 

  • Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

 

Reading

 

  • read and demonstrate an under-standing of literary, graphic, and informational texts, using appropriate strategies to construct meaning;

 

  • recognize text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

 

  • use knowledge of words and systems to read fluently;

 

  • Identify, their strengths as readers and areas for improvement and the strategies they found most helpful before, during, and after reading.

 

 

Writing

 

  • generate, gather, and organize ideas and information to write for an intended purpose and audience;

 

  • draft and revise their writing, using a

Variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

 

  • use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions to correct errors, refine e

 

  • expression, and present their work effectively;

 

  • Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

 

Media Literacy

 

  • demonstrate an understanding of a variety of media texts;

 

  • identify some media forms and explain how they use conventions and techniques to construct meaning;

 

  • create a variety of media works for different purposes and audiences, using appropriate forms, conventions, and techniques;

 

  • Identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media works.

 

MATHEMATICS:

 

Number Sense & Numeration

 

  • read, represent, compare, and order whole numbers to 50, and use concrete materials to investigate fractions and money amounts;

 

  • demonstrate an understanding of magnitude by counting forward to 100 and backwards from 20;

 

• solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies.

 

Measurement

  • estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-standard units of the same size;

 

  • Compare, describe, and order objects, using attributes measured in non-standard units.

 

 

Geometry & Spatial Sense

 

  • identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes;

 

  • compose and decompose common two-dimensional shapes and three-dimensional figures;

 

  • Describe the relative locations of objects using positional language.

 

Patterning & Algebra

 

  • identify, describe, extend, and create repeating patterns;

 

  • demonstrate an understanding of the concept of equality, using concrete materials and addition and subtraction to 10

 


 

Data Management &

Probability

 

• collect and organize categorical primary data

And display the data using

 

Concrete graphs and pictographs, with-

 

Out regard to the order of labels on the

 

Horizontal axis;

• read and describe primary data presented in concrete graphs and pictographs;

 

• describe the likelihood that everyday

 

Events will happen.

 

 

 

 

 

 

To gather, process, and communicate information about the distinguishing physical features and community facilities in their area;

 

• describe how people in the community interact with each other and the physical environment to meet human needs

 

 

SCIENCE & TECHNOLOGY:

 

Understanding Life

Systems

 

  • assess the role of humans in maintaining a healthy environment;

 

  • investigate needs and characteristics of plants and animals, including humans;

 

  • demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans

 

Understanding Structures

And Mechanisms

(Materials, Objects, and

Everyday Structures)

 

  • assess the impact on people and the environment of objects and structures and the materials used in them;

 

  • investigate structures that are built for a specific purpose to see how their design and materials suit the purpose;

 

  • Demonstrate an understanding that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used.

 

Understanding Matter and

Energy (Energy in Our

Lives)

 

• assess uses of energy at home, at school, and in the community, and   suggest ways to use less energy;

 

  • investigate how different types of energy are used in daily life;

 

Demonstrate an understanding that energy is something that is needed to make things happen, and that the sun is the principal source of energy for the earth   

Understanding Earth and

Space Systems (Daily and

Seasonal Changes)

 

  • assess the impact of daily and seasonal changes on living things, including humans;

 

  • investigate daily and seasonal changes;

 

  • Demonstrate an understanding of what daily and seasonal changes are and of how these changes affect living things.

 

SOCIAL STUDIES:

Heritage & Citizenship:

Relationships, Rules &

Responsibilities

 

  • identify people with whom they have significant relationships, and the rules and responsibilities associated with people, places, and events in their lives and communities;

 

  • use a variety of resources and tools to gather, process, and communicate information about the rules people follow in daily life and the responsibilities of family members and other people in their school and community;

 

  • Explain how and why relationships, rules, and responsibilities may change over time, and in different places.

 

Canada and World

Connections: The Local

Community

 

  • recognize that communities consist of various physical features and community facilities that meet human needs;

  • use a variety of resources and tools

 

 

HEALTH & PHYSICAL EDUCATION:

 

Physical Literacy

 

  • Move efficiently, creatively, competently and with enthusiasm.

 

  • Develop skills and attitudes to lead healthy lifestyles, and also assist others in acquiring these skills.

 

Health Literacy

 

• Develop skills to access, understand, evaluate and communicate information as a way to promote, maintain and improve health in a variety of set-tings across the life-course.

 

THE ARTS:

 

Visual Arts

 

  • Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

 

  • Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

 

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community

 

 

 

 

Grade 2

 

CURRICULUM

 

 

 

LANGUAGE ARTS:

 

Oral Communication

 

  • listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

 

  • use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

 

  • Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

 

Reading

 

  • read and demonstrate an understanding of literary, graphic, and informational texts,

 

Using appropriate strategies to construct meaning;

 

  • recognize text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

 

  • use knowledge of words and systems to read fluently;

 

  • Identify, their strengths as readers and areas for improvement and the strategies they found most helpful before, during, and after reading.

 

Writing

 

  • generate, gather, and organize ideas and information to write for an intended purpose and audience;

 

  • draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for

The purpose and audience;

 

  • use editing, proofreading, and publishing skills and strategies, and knowledge of language

 

 

Conventions to correct errors, refine expression, and present their work effectively;

 

• reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

 

Media Literacy

 

  • demonstrate an understanding of a variety of media texts;

 

  • identify some media forms and explain how they use conventions

 

And techniques to construct meaning;

 

  • create a variety of media works for different purposes and audiences, using appropriate forms, conventions, and techniques;

 

  • Identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media works.

 

MATHEMATICS:

 

Number Sense and

Numeration

 

  • read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100 cents;

 

  • demonstrate an understanding of magnitude by counting for-ward to 200 and backwards from 50, using multiples of various numbers as starting points;

 

  • Solve problems involving the addition and subtraction of one and two-digit whole numbers, using a variety of strategies, and investigate multiplication and division.

 

 

Measurement

 

  • estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units;

 

  • Compare, describe, and order objects, using attributes measured in non-standard units and standard units.

 

Geometry & Spatial Sense

 

  • identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric proper-ties;

 

  • compose and decompose

 

Two-dimensional shapes and three-dimensional figures;

 

• describe and represent the relative locations of objects, and represent objects on a map.

 

Patterning and Algebra

 

  • identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns;

 

  • Demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition and subtraction to 18.

 

Data Management &

Probability

 

  • collect and organize categorical or discrete primary data and dis-play the data using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed;

 

  • read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers;

 

  • Describe probability in everyday situations and simple games.

 

 

 

 

SCIENCE & TECHNOLOGY:

 

Understanding Life

Systems (Growth and

Changes in Animals)

 

  • assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live;

     

  • investigate similarities and differences in the characteristics of various animals;

     

  • Demonstrate an understanding that animals grow and change and have distinct characteristics.

     

    Understanding Structures and Mechanisms (Movement)

     

  • assess the impact on society and the environment of simple machines and mechanisms;

     

  • investigate mechanisms that include simple machines and enable movement;

     

  • Demonstrate an understanding of movement and ways in which simple machines help to move objects.

     

    Understanding Matter and

    Energy (Properties of

    Liquids and Solids)

     

  • assess ways in which the uses of liquids and solids can have an impact on society and the environment;

     

  • investigate the properties of and interactions among liquids and solids;

     

    • demonstrate an under-standing of the properties of liquids and solids.

     

    Understanding Earth and Space Systems (Air and Water in the Environment)

     

    • assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the

 

Quality of air and water has an impact on living things;

 

  • investigate the characteristics of air and water and the visible/ invisible effects of and changes to air and/or water in the environment;

     

  • Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

     

    SOCIAL STUDIES:

     

    Heritage

     

    And Citizenship: Traditions

    & Celebrations

     

  • demonstrate an understanding that Canada is a country of many cultures;

     

  • use a variety of resources and tools to gather, process, and communicate information about similarities and differences among family traditions and celebrations;

     

  • Explain how the various cultures of individuals and groups con-tribute to the local community.

     

    Canada and World

    Connections: Features of

    Communities Around the

    World

     

  • demonstrate an understanding that the world is made up of countries, continents, and regions and that people's lifestyles may differ from country to country;

     

  • use a variety of resources and

 

Tools to gather, process, and communicate geographic information about the countries studied;

 

• explain how the environment affects people's lives and the ways in which their needs are met.

 

HEALTH & PHYSICAL EDUCATION:

 

Physical Literacy

 

  • Move efficiently, creatively, competently and with enthusiasm.

     

  • Develop skills and attitudes to lead healthy lifestyles, and also assist others in acquiring these skills.

     

    Health Literacy

     

    • Develop skills to access, under-stand, evaluate and communicate information as a way to promote, maintain and improve health in a variety of settings across the life-course.

     

    THE ARTS:

     

    Visual Arts

     

  • Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

     

  • Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

     

  • Exploring Forms and Cultural Contexts: demonstrate an under-standing of a variety of art forms, styles, and techniques from the past and present, and their social and/or community contexts.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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