Curricula Kinder Eng

KINDERGARTEN
CurriculumPackage
(September2010)
For ease of reference, this Grade Kindergarten Curriculum Package compiles all Prescribed Learning Outcomes and Suggested Achievement Indicators from within each subject-based Integrated Resource Package (IRP) into one comprehensive document. www.bced.gov.bc.ca/irp
TABLEOFCONTENTS
TABLEOFCONTENTS
INTRODUCTION
Introduction ........................................................................................................................................................ 5 RequiredAreasofStudy........................................................................................................................... 5 HowtoUsethisDocument....................................................................................................................... 5
KINDERGARTENPRESCRIBEDCURRICULA
DailyPhysicalActivity..................................................................................................................................... 7 EnglishLanguageArts ...................................................................................................................................... 9 ArtsEducation................................................................................................................................................. 19 Dance ........................................................................................................................................................19 Drama.......................................................................................................................................................23 Music....................................................................................................................................................... 27 VisualArts............................................................................................................................................. 31
HealthandCareerEducation.........................................................................................................................35 Mathematics..................................................................................................................................................... 39 PhysicalEducation......................................................................................................................................... 43 Science................................................................................................................................................................47 SocialStudies................................................................................................................................................... 49
Forthecompletecurriculumgotowww.bced.gov.bc.ca/irp/irp.htm
INTRODUCTION
hisdocumentprovidesbasicinformation abouttheprovincialcurriculum requirementsforKindergartenstudents inBritishColumbia.Thefulltextofall provinciallyprescribedcurriculaisavailable onlineatwww.bced.gov.bc.ca/irp/irp.htm
HOWTOUSETHISDOCUMENT
ForeachrequiredareaofstudyforKindergarten, thePrescribedLearningOutcomesand correspondingSuggestedAchievementIndicators arepresentedinaseriesoftables. PrescribedLearningOutcomes PrescribedLearningOutcomesarecontentstandards fortheprovincialeducationsystem;theyarethe prescribedcurriculum.Clearlystatedand expressedinmeasurableandobservableterms, prescribedlearningoutcomessetouttherequired attitudes,skills,andknowledgewhatstudents areexpectedtoknowandbeabletodobythe endofthespecifiedsubjectandgrade. Schoolsareresponsibleforensuringthatall PrescribedLearningOutcomesforeachrequired areaofstudyaremet;however,schoolshave flexibilityindetermininghowdeliveryofthe curriculumcanbesttakeplace. Itisexpectedthatstudentachievementwillvary inrelationtothelearningoutcomes.Evaluation, reporting,andstudentplacementwithrespectto theseoutcomesaredependentontheprofessional judgmentandexperienceofteachers,guidedby provincialpolicy. Allprescribedlearningoutcomescompletethe stem,Itisexpectedthatstudentswill. PrescribedLearningOutcomesarepresentedby curriculumorganizer(andsuborganizeras applicable),andforsomesubjectsarecoded alphanumericallyforeaseofreference;however, thisarrangementisnotintendedtoimplya requiredinstructionalsequence.
REQUIREDAREASOFSTUDY
AsstatedintheRequiredAreasofStudyInAn EducationalProgramOrder (www.bced.gov.bc.ca/legislation/schoollaw/ e/m29595.pdf),eachschoolyearaboardmust offertoallstudentsinKindergartenan educationalprogramthatmeetsallthePrescribed LearningOutcomessetoutintheapplicable educationalprogramguidein EnglishLanguageArts,orinthecaseofa studentenrolledinafrancophoneeducational program,FrenchLanguageArts SocialStudies Mathematics Science PhysicalEducation ArtsEducation:Dance,Drama,Music andVisualArts HealthandCareerEducation DailyPhysicalActivity
INTRODUCTION
SuggestedAchievementIndicators SuggestedAchievementIndicatorsinrelationto eachPrescribedLearningOutcomeareincludedto supporttheassessmentofprovinciallyprescribed curricula. Achievementindicatorssupporttheprinciplesof assessmentforlearning,assessmentaslearning, andassessmentoflearning.Theyprovideteachers andparentswithtoolsthatcanbeusedtoreflect onwhatstudentsarelearning,aswellasprovide studentswithameansofselfassessmentand waysofdefininghowtheycanimprovetheirown achievement. SuggestedAchievementIndicatorsdescribewhat evidencetolookfortodeterminewhetherornot thestudenthasfullymettheintentofthelearning outcome.Sinceeachachievementindicator presentsonlyoneaspectofthecorresponding learningoutcome,theentiresetofachievement indicatorscanassistteacherswhendetermining whetherstudentshavefullymetthelearning outcome. Achievementindicatorsarenotmandatory;they aresuggestionsonly,providedtoassistinthe assessmentofhowwellstudentsachievethe PrescribedLearningOutcomes.
DAILYPHYSICALACTIVITYKINDERGARTEN
DAILYPHYSICALACTIVITY KINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill:
StudentswhohavefullymetthePrescribedLearningOutcome areableto:
participateinphysicalactivities foraminimumof30minutes duringeachschoolday
participateindailyphysicalactivitiesthatareschoolbased participateinphysicalactivityinblocksofatleast10minutes
atatime,totallingaminimumof30minutesperday(students inhalfdayKindergartenprogramswillbeexpectedto participateinphysicalactivitiesforaminimumof15minutes duringeachschoolday) participateinphysicalactivitiesthathelpdeveloptheir cardiovascularendurance participatedailyinenduranceactivities(e.g.,briskwalking, swimming,cycling,jogging,soccer,aerobics,dancing,cross countryskiing,relaygames,taggames) participateinactivitiesthathelpdeveloptheirstrength participatedailyinactivitiesthathelptodevelopthestrength ofdifferentmusclegroups(e.g.,ropeclimbing,pushups, racquetandballgames,corestrengthtraining,skating) participateinactivitiesthathelpdeveloptheirflexibility participatedailyinactivitiesthathelptodevelopthe flexibilityofdifferentpartsofthebody(e.g.,stretches,pilates, dancing)
participateinarangeofendurance activities
participateinarangeofstrength activities
participateinarangeofflexibility activities
ENGLISHLANGUAGEARTSKINDERGARTEN
ENGLISHLANGUAGEARTS KINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

ORALLANGUAGELEARNINGANDEXTENDINGTHINKING
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievementfor eachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A1 usespeakingandlisteningwhen engaginginexploratoryand imaginativeplayto expressthemselves askforassistance exchangeideas experimentwithnewideasor materials A2 engageinspeakingandlistening activitiestoshareideasabout pictures,stories,information text,andexperiences StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
usestorylanguageinimaginativeplay(e.g.,Onceupona
time,Long,longago)
communicateneedstopeersandadults(e.g.,askforassistance
withmaterials,requesthelpwhenproblemsarise)
usetalktosupportimaginativeplay(e.g.,involvingmulti
purposeprops)
assumethevoiceofacharacter(s)inroleplay(e.g.,usingpuppets,
retellingTheThreeLittlePigs) imitatedifferentlanguageforms(e.g.,storytelling,newstelling) activelyparticipateinclassroomlanguageactivitiesbyasking questions,predicting,expressingfeelings,sharingideas,and makingpersonalconnections listenandrespondappropriatelytocontextualquestions(e.g., Wereadabouthowanimalsgetreadyforwinter.Howdobears getreadyforwinter?Howdoyougetreadyforwinter?) giveideasthatrelatetowhatisbeingdiscussed describeexperiencesandretellfamiliarstoriesbyusingbasic storystructureterminology(e.g.,beginning,middle,end) begintousethelanguageofwho,what,when,where instoryretelling sequencemainideas/events listenandrespondorallytolanguagepatternsinstoriesand poems(e.g.,joininwhenteacherreads,repeatpartsofastory, echowordsandphrases,makeupchantswiththeteacher,chime induringpoemsorreadalouds)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PrescribedLearningOutcomes A3 demonstrateuseofsocial languagetointeract cooperativelywithothers andtosolveproblems SuggestedAchievementIndicators begintousepolitesociallanguageappropriately(e.g.,hello, please,thankyou) frequentlydemonstrateacceptablewaysofgainingattention (e.g.,initiateconversations,taketurnsinstructuredactivities, askquestions,raisehandtoberecognizedbeforespeaking) demonstratecourteouslisteningandspeaking,withteacher support,asappropriatetoculturalcontextandindividualneeds (e.g.,taketurnsasspeakerandlistenerinconversation) uselanguageratherthanactionstonegotiatesituations begintounderstandsomedifferencesbetweenlanguageusedat homeandlanguageusedintheclassroom/school(e.g.,Lineup isacommonphraseusedatschoolbutrarelyathome) begintoshowunderstandingoflanguagethatishurtfulor unfairtoothers givereasonswhylisteningisimportant(e.g.,tolearn,soyou knowwhattodonext,tohearstories,tolearnnewwords,forfun) listenattentivelyforsustainedperiodsoftime(e.g.,focuson thespeaker) respondtopromptssuchasremindercuesandinformalsymbols (e.g.,stopsignasasignaltostoptalkingandlistenclosely) askappropriatequestionsand/orgiveappropriatecommentsin responsetowhathasbeenheard begintoaskforclarificationwhenthemeaningisnotclear followshorttwostepdirections usegesturesandothernonverbalmeanstocommunicatemore effectively(e.g.,nodtoshowagreement) givereasonswhyspeakingisimportant(e.g.,peoplewillbeable tounderstandyourideas) sustainconversationonafamiliartopicforshortperiodsoftime andstayontopic taketurnstalking begintouseappropriategestures,toneofvoice,andvolume generallyspeakclearlyandfluently usecompletesentenceswhennecessaryorappropriate usetalktoexplainproducts,representations,andactions(e.g., drawings,structures,models) usetalktoclarifyideasorexperiences(e.g.,selftalk,self correction) askquestionstobuildunderstanding distinguishbetweenimaginarycontextandreallife(e.g.,fairy taleascomparedtonewsofreallifeevents;eventsincartoons andeventsinreallife) uselanguagetoconnectnewexperiencestowhatisalready known identifywhenasimplesentencefailstomakesense showanunderstandingofdirectcauseandeffect(e.g.,IfIuse myumbrellawhenitisrainingthenIwillnotgetwet.) comparepredictionswithwhatactuallyoccursinastoryorevent
A4 demonstratebeingagood listenerforasustainedperiodof time
A5 demonstratebeingagood speaker(includingsustaining conversationonafamiliartopic)
A6 useorallanguagetoexplain, inquire,andcompare
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PrescribedLearningOutcomes A7 experimentwithlanguageand demonstrateenhanced vocabularyusage SuggestedAchievementIndicators demonstrateaninterestinandwillingnesstouseandexperiment withlanguage(e.g.,trytopronounceoruseanewwordor grammaticalconstruction;choosetoengageindramaorplay centreactivities;makeupchants,rhymes,ornonsensepoems) usenewlylearnedvocabularyinownspeech(e.g.,afterlistening tonewvocabularyinstoriesandinstructionandafterlisteningto wordsusedinmultiplecontextstounderstandtheiruse) begintousedescriptivewordstodescribeownfeelingsandthe feelingsofothers classifyobjects,pictures,andwords(e.g.,tableandchairare furniture,applesandbreadarefood) usewordstodescribepeople,places,andthings(e.g.,size,colour, shape,location,actions) classifyobjects,pictures,andwords(e.g.,people,places,things, shapes,colours,foods)anddiscusssimilarities,differences,and namesofcategories uselanguage,characters,oreventsfrompriorexperiencesin informalplayanddramaactivities
STRATEGIESFORORALLANGUAGE
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievementfor eachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A8 connectwhatisalreadyknown withnewexperiencesduring speakingandlisteningactivities StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
describehownewexperiencesconnecttowhatisalreadyknown
(e.g.,Thisremindsmeof)
shareexperiencesandinterestswithclassmates(e.g.,showand
tell,explainaschoolexperiencethathashappenedrecently, explainaneventorobjectthatisdistantintimeorplace) uselanguagefrompriorevents/experiencesininformalplayand dramaactivities spontaneouslyofferconnectionstonewideasorwords(e.g.,This lookslike) makepredictionsandcommentontheiraccuracy askrelevantquestionstodeepencomprehension(e.g.,Iwonder ifquestions) begintoaskrelevantquestionsbefore,during,andafterthe teacherreadsabookaloud developsimplehypothesesandtestthemout(e.g.,Thebean seedwillsproutfasterinsoilthanonpapertowel.) begintorecognizethedifferencebetweenquestionsand comments
A9 askquestionstoconstruct andclarifymeaning
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FEATURESOFORALLANGUAGE
PrescribedLearningOutcomes
SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievementfor eachcorrespondingPrescribedLearningOutcome.
Itisexpectedthatstudentswill: A10 usemeaningfulsyntaxwhen speaking(e.g.,includea subjectandverb,andsimple connectingwordswhen needed)
StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
speakusingthesyntaxneededtoconveyintendedmeaning(e.g.,
usuallyusecompletesentenceformatinsteadofmehungryor hesad) useconnectingwordstocombineideas(e.g.,tellsimplestories, connectingideaswithwordssuchasthen,and,but,or) tellsimplestories,connectingideaswithandthen begintousemorecomplexsentenceconnectingwords(e.g., because,if,when,after,before) frequentlyusecommongrammaticalrulesbutmay overgeneralizeintheirapplication(e.g.,goedforwent,geeses forgeese,themdidit) pronouncemostsoundscorrectlyalthoughsomeerrorsmay stilloccur frequentlyuseappropriatevolume,tone,pace,andintonation usesound/worddiscriminationto indicatewhenwordsorsoundsarethesameordifferent(e.g., cat/cat=same;cat/car=different) identifywhichwordisdifferentwhengivenachoiceofthree (e.g.,bat,hat,bat) tellthedifferencebetweensinglespeechsounds(e.g.,which soundisdifferent)whengivenachoiceofthree(e.g.,s,s,k) identifyalliteration userhymingto identifywhetherwordsrhyme produceawordthatrhymeswithanother useblendingto orallyblendtwowordsintoacompoundword orallyblendsyllables(monkey)oronsetrimes(milk)into awholeword orallyblendtwotothreeseparatephonemesintoaone syllableword(e.g.,me:me;up:up;sat:sat) usesegmentationto claporcountthewordsinathreetosixwordsentence(e.g., Thedogcanrun.) claporcountthesyllablesinaonetothreesyllableword(e.g., dinosaur,recycle) identifytwowordsinacompoundword identifythefirstsoundandendingsoundinaonesyllable word(e.g.,/p/inpatforbeginning) segmentindividualsoundsinatwoandthreephoneme onesyllableword(e.g.,run:r/u/n)
A11 speakclearlyenoughtobe understoodbypeersandadults A12 demonstrateauditory discriminationandorally manipulatesoundsinwords (i.e.,usephonological awareness)
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LEARNINGREADING(ANDVIEWING)ANDEXTENDINGTHINKING
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 demonstrateawarenessofthe connectionbetweenreading, writing,andorallanguage StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
understandthatwecanreadtalkthathasbeenwritten
down
orallydescribethemessageoffamiliarandsimple
environmentalprint(e.g.,canpointtoanexitsignandgive themeaning) identifyconnectionsbetweenaphotoorillustrationandtext pointtowordswhenreadingandviewingtext(e.g.,theirown writingorwordsdisplayedinclassroom) locateaspecific(generallyfamiliar)word slowdowntheiroralpacewhentheteacherisscribingtheir words showenthusiasmfor,orenjoymentof,reading(e.g.,choose andreadand/orviewavarietyoftextsthatinterestthem) identifyfavouritetextsandsharetheinformationintheirown words connectinformationandeventsintextstoself,personal experiences,andtoothertexts,includingmediatexts(e.g., televisionshowsandmovies) createarepresentation(e.g.,drawapicture,dramatize feelings,createanewpageforastory) makeconnectionsbetweenliteraryexperiencesand imaginativeplay(e.g.,puppets,housekeepingcentre,dressup centre) listentostories,poems,andinformationtextsforenjoyment andinformation selectbooksforpleasurefromtheclassroom,library,and home toshareortohavesomeonereadtothem selfselecttextsonthebasisofinterestorfamiliarity modelorroleplayreadingbyreadingfrommemoryorby inventingmeaning readsilentlyorviewabook(s)forashort,sustainedperiodof time(e.g.,fiveminutes) begintotrackprintwhenreadingearlyemergentpattern books,rereadingtheirownwriting,orfollowingatextthat someoneisreading talkaboutselfasareader
B2 respondtoliteraturethrougha varietyofactivities(e.g.,role playing,art,music,choral reading,talking)
B3 engageinreadingor readinglikebehaviour
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STRATEGIESFORLEARNINGTOREADANDVIEW
PrescribedLearningOutcomes SuggestedAchievementIndicators StudentsbeginKindergartenwithdifferentexperiences,andlearnina varietyofwaysandatdifferentrates.Consideringthesefactors,andthe importanceofteacherdiscretion,thefollowingsuggestedindicatorsmay beusedtoassessstudentachievementforeachcorrespondingPrescribed LearningOutcome. Itisexpectedthatstudentswill: B4 indiscussions,usestrategies beforereadingandviewingto enhancecomprehension, including accessingpriorknowledge predicting makingconnections askingquestions B5 indiscussions,usestrategies duringreadingandviewingto monitorcomprehension, including predictingandconfirming unknownwordsandevents byusinglanguagepatterns andpictures makingpicturesintheir heads(visualizing) askingthequestion, Doesthatmakesense? BytheendofKindergarten,studentswhohavefullymetthePrescribed LearningOutcomeareableto:
usepictures,thetitle,andinformationaboutthetextto
predictwhatthetextwillbeabout,withteachersupport
answerthequestion,Whatdoyoualreadyknowabout? askquestionstogaininformation sequentiallylookatpicturesinthetexttobuildschemafor

reading(e.g.,picturewalk)
usepictures,contextcues,senseofstory,languagepatterns,
andpriorknowledgetopredictandconfirmmeaningand identifywords fillinthenextwordduringcollaborativereading generatequestionstoclarifyandconfirmmeaning(e.g.,Does thismakesense?Whydid?) answerwho,where,what,why,andhowquestionsafter listeningtoasentenceorshortparagraph drawordescribeamentalimageformedwhileatextisread outloud describetheassociationbetweenpicturesandkeywordsin textandmatchpicturestoprint(onetoonematch) talkwithclassmatesaboutpicturesinabookandwhatthey mean identifyandrecallinformationthatdemonstratesasenseof thestory(e.g.,sequenceofevents,setting,maincharacters,the probleminthestoryandimportantfacts) makeconnectionsbetweenthemselvesortheirexperienceand thetext(e.g.,Thischaracterislikemebecause,Thisstory remindsmeof) sketchsomethingfromthestory participateindiscussionsaboutpredictionsmadeearlierby theclassaboutthetext explainwhattheylikeordislikeaboutacharacter findbasicinformationintheillustrationsandphotosto answerspecificquestions tellwhatthingswerelearnedfromthetextorrepresentation participateindiscussionsabouttheauthorsmessage
B6 engageindiscussionsandcreate representationsafterreadingand viewingtoreflectonthetextto confirmmeaning
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FEATURESOFREADINGANDVIEWING
PrescribedLearningOutcomes SuggestedAchievementIndicators StudentsbeginKindergartenwithdifferentexperiences,andlearnina varietyofwaysandatdifferentrates.Consideringthesefactors,andthe importanceofteacherdiscretion,thefollowingsuggestedindicatorsmay beusedtoassessstudentachievementforeachcorrespondingPrescribed LearningOutcome. Itisexpectedthatstudentswill: BytheendofKindergarten,studentswhohavefullymetthePrescribed LearningOutcomeareableto:
B7 demonstrateunderstandingof whenasked,explainthatwritingcarriesamessageandthat conceptsaboutprintand picturesanddrawingsalsosupportmeaning conceptsaboutbooks(e.g.,there movefingerfromlefttoright,toptobottom,when isadirectionalitytoprint;books reading/listening,todemonstratedirectionalityofprintand areforreading) whereitgenerallystartsonthepage demonstrateunderstandingthatlettersrepresentsoundsand thatwrittenwordsconveymeaning(e.g.,readshortlabels, familiarsigns) usesoundingouttodemonstratethatthesequenceofletters inawrittenwordrepresentsthesequenceofsounds(i.e., phonemes)inaspokenword(i.e.,alphabeticprinciple) identifytitle,author,andoftenillustrator(e.g.,canpointtothe titleandnameofauthor) trackwithfingerduringoralreadingbytheteacherorown reading,and/orbyhuggingaword(i.e.,putonefingerat thebeginningofthewordandanotherfingerattheendofthe word)toshowunderstandingoftheconceptofwords recognizesimplecommonpunctuation(e.g.,period,question mark,exclamationmark)andpointtoexamplesincontextof sharedreadingorsharedwriting B8 identifymostoftheletters namemostofthelettersofthealphabet(e.g.,befluently ofthealphabetandtheirsounds, familiarwithatleast20letters),upperandlowercase,no andafewhighfrequency matterwhatordertheycomein words,includingtheirnameand saythemostcommonsoundassociatedwithindividualletters namesofsignificantothers orgiveawordthatstartswiththatsound(i.e.,demonstrate understandingoftheonetoonerelationshipbetweenletter nameandaparticularsound) identifytheletterwhensomeoneproducesthecorresponding sound uselettersoundcorrespondencealongwithcontext(e.g., pictures)todecodesomewords identifysomecommonhighfrequencywords(e.g.,a,the,I, me,it,and,to,he,she,that,is,was),somefamiliarnames,and someenvironmentalprint(e.g.,stopsign) identifytherepeatedsoundandtheletterinaseriesofwords (e.g.,Bobbybouncesbluebasketballs.) identifythebeginningandendingsoundsofwords usepatternsoflanguage(e.g.,wordorder)andpatternsof sound(e.g.,rhyme)toidentifyandtopredictwords
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LEARNINGWRITING(ANDREPRESENTING)ANDEXTENDINGTHINKING
PrescribedLearningOutcomes SuggestedAchievementIndicators StudentsbeginKindergartenwithdifferentexperiences,andlearnina varietyofwaysandatdifferentrates.Consideringthesefactors,andthe importanceofteacherdiscretion,thefollowingsuggestedindicatorsmay beusedtoassessstudentachievementforeachcorrespondingPrescribed LearningOutcome. Itisexpectedthatstudentswill: C1 createsimplemessagesusinga combinationofpictures, symbols,letters,andwords toconveymeaning BytheendofKindergarten,studentswhohavefullymetthePrescribed LearningOutcomeareableto:
writeandrepresentforavarietyofpurposesandindifferent
forms,bothselfinitiatedandteacherguided(e.g.,stories, notes,labels,lists,onewordcaptionsforpictures) writeandrepresentusingavarietyoftoolsandmedia(e.g., crayons,paper,computer,chalkboard,colouredmarkers, cardboard) createanillustrationofsomethingtheyhavelearned begintohearandrecordsoundsinwords,relyingheavilyon themostobvioussound(s)inaword labelapicturewithwords useinventedspelling showanunderstandingthatwrittenwordsconveyameaning bywriting(unconventionally)orrepresenting,andtellabout themeaning voicethoughtswhilewriting showanunderstandingthatthesequenceoflettersina writtenwordrepresentsthesequenceofsounds(i.e., phonemes)inaspokenword(i.e.,alphabeticprinciple) demonstratetheconnectionbetweenreadingandwriting (e.g.,slowdownorallywhenteacherisscribingwords, demonstratingknowledgeoftheonetoonecorrespondence betweenaspokenandwrittenword) experimentwithnewlyacquiredvocabularyinwriting talkaboutwhypeoplewrite(e.g.,grocerylists,cardsto celebrateoccasions,stories) roleplaywritingmessagesforaspecificpurpose(e.g.,taking downatelephonemessage) orallycontributewordsorsentencestoaclassnarrativeasthe teacherwritesthemonachart choosetoshareownwriting showinterestinwritingduringchoicetime writespontaneouslyforselforchosenaudience participateinguidedwritingactivitiesusingavarietyof writingforms talkaboutselfasawriter
C2 recognizethatwritingcanbe talkwrittendownandthat printcarriesaconstantmessage
C3 showaninterestin,anda positiveattitudetoward,writing andrepresenting
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STRATEGIESFORLEARNINGTOWRITEANDREPRESENT
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C4 engageindiscussionsbefore writingandrepresentingto generateideaswhenresponding totextandclassroom experiences(e.g.,observing, listening,usingtheothersenses, drawing,brainstorming,listing, webbing,partnertalk) StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
begintoputideasintowordsduringsharedwriting,
interactivewriting,andteacherledconversations
offerideasforcollaborativewriting engageinshortbrainstormingsessions(e.g.,listing,webbing,
makingcharts)
shareexperiencesandinterestswithadultsorinpartnertalk draworsketchideasinresponsetoapromptfromtheteacher usepersonalexperienceandenvironmentasstimulifor

writingandrepresenting(e.g.,triptothepostofficeorthe library,fieldtripstoenjoynature) contributeideastosharedwritingactivities(e.g.,writinga thankyoucardinresponsetoafieldtriporavisittotheclass) begintocreatefamiliarformsofwritingandrepresenting (e.g.,grocerylists,letters,stories,environmentalsigns,and greetingcards) createmessagesthatcontainshortfamiliarwords, phoneticallyspelledwordsorpartsofwords,and/orwords usinginventedspelling contributeideas,words,orimagestocollaborativeefforts; lookatletters,words,orvisualsaroundtheroom(e.g.,word walls,lists,environmentalprint)andcopyinown writing/representing labelpicturesusinginventedspellingorbycopyingwords generatewritingbyrepeatingthesamebeginningpatterns, usingsampleframesormodelsprovidedbytheteacher(e.g., Ilike) duringsharedwritingexperiences,makeoralcontributions thatshowadevelopingawarenessofstories,poems,and informationalwriting(e.g.,usestorylanguageinstories,use patterninpoems,contributeafactininformationalwritingor representations) communicateacompletethoughtusingprintingand illustrations talkabouttheirwritingandrepresenting readbackwhattheyhavewrittenorrepresentedtoclarify meaning showenjoymentinsharingworkwithothers chooseafavouritepieceofwritingandrepresentingfortheir portfolio
C5 expressmeaningduringwriting andrepresentingbyusing inventedspellingandcopying existingwords/representations
C6 engageindiscussionsafter writingorrepresentingabout theexperienceofwritingor representingandsharework withothers
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FEATURESOFWRITINGANDREPRESENTING
PrescribedLearningOutcomes SuggestedAchievementIndicators StudentsbeginKindergartenwithdifferentexperiences,andlearnina varietyofwaysandatdifferentrates.Consideringthesefactors,andthe importanceofteacherdiscretion,thefollowingsuggestedindicatorsmay beusedtoassessstudentachievementforeachcorrespondingPrescribed LearningOutcome. Itisexpectedthatstudentswill: C7 printmostofthelettersofthe alphabet,ownname,andafew simplewords,andrecorda prominentsoundinaword BytheendofKindergarten,studentswhohavefullymetthePrescribed LearningOutcomeareableto:
demonstratemotorskillsneededtoprint printtheirownnameandthenamesofsomefamilymembers
orfriends usuallyprintfromlefttorightandfromtoptobottom distinguishbetweenlettersandnumbersandbetweenletters andwords orallyexplainandrecognizethatwordsconsistofaseriesof lettersseparatedbyaspace(printingmayshowaspace betweenwordlikeclusters) printmostlettersrecognizably(e.g.,somelettersmaybe poorlyformedand/orreversed;mayuseupperandlowercase lettersindiscriminately) spellsomeshort,familiarwordsconventionally (e.g.,me,you,I) printusinginventedspellingandorallydescribetoothers whathasbeenwritten identifyaprominentsoundinaword(usuallythebeginning sound)whenthewordissegmentedbytheteacher;recordan approximationofthesound(e.g.,kforclean) showanunderstandingthatthesamearrangementsofletters alwaysconstructthesameword
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ARTSEDUCATION
DANCEKINDERGARTEN
ARTSEDUCATION: DANCEKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

CREATINGDANCE
Prescribed Learning Outcomes Suggested Achievement Indicators
Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:
Itisexpectedthatstudentswill: A1 moveexpressivelytoavarietyof soundsandmusic
moveexpressivelyinresponsetoavarietyofsoundsand
music(e.g.,adrumbeat,recordedmusic,poetryreadaloud), demonstrating responsetothefeelingofthemusic(e.g.,excited,sad) responsetothesoundcues(e.g.,loud,soft,fast,slow, stop,start) varietyofmovements(e.g.,slithering,jumping,twirling) inresponsetoteacherpromptsorbasedonmovement modelledbytheteacher,movetoexpressevents,actions, ideas,orfeelingselicitedbyavarietyofliveorrecorded music,poetry,stories,andpictures,representing characters(e.g.,fromstories) themesandtopics(e.g.,celebrations,transportation,trees; physicalpropertiesofobjectsfurry,sticky,prickly)
A2 createmovementsthatrepresent characters,themes,andtopics
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DANCEKINDERGARTEN
ELEMENTSOFDANCE
Prescribed Learning Outcomes
ARTSEDUCATION
Suggested Achievement Indicators

Itisexpectedthatstudentswill: B1 movesafelyinbothpersonal spaceandgeneralspaceduring danceactivities
findandstayintheirownpersonalspace(e.g.,thespace
bubblethatapersonoccupies)throughouttheactivity
performmovementssafelyindifferentwayswithout
touchingothersorfallingdown
adjusttheirpositioninresponsetoteachersuggestionsas
requiredforsafety B2 moveinavarietyoflevels, pathways,anddirections,usinga varietyofbodyshapes
followthemovementsofaleadertoexploremovement,
includingavarietyof locomotormovements(e.g.,crawling,galloping, slithering) nonlocomotormovements(e.g.,grow,melt) levels(e.g.,high,low,medium) directions(e.g.,forward,backward,sideways) bodyshapes(e.g.,long,short,wide,narrow) demonstrateanunderstandingofdirectionaltermsrelatedto movementsuchasbehind,infrontof,beside(e.g.,respond appropriatelytoverbalinstructionssuchasstandinfrontof theredline) travelintimewithmusicthathasaclear,steadybeat followingsuggestionsfromteacher,movevariouspartsof theirbodiesintimetoabeat(e.g.,claphands,swingarms, nodheads,stampfeet)
B3 moveintimetoasteadybeat
CONTEXT
Itisexpectedthatstudentswill:
C1 participateindanceactivitiesfora participateindanceactivitiesforavarietyofpurposes, varietyofpurposes including totellstories toexpressfeelings tohavefun forcelebration(e.g.,folkdances,weddings)
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ARTSEDUCATION
DANCEKINDERGARTEN
PRESENTINGANDPERFORMING
Itisexpectedthatstudentswill: D1 demonstratewillingnessto performdance
participatewillinglyindanceactivities presentdanceforothersininformalorformalsettings(e.g.,
smallgroupsintheclassroom,foranotherKindergarten class,forparents) identifyanddemonstrateappropriateandpositivewaysan audiencemembercanexpressrespectorenjoymentfora performance(e.g.,focustheirattentionontheperformance, clapattheend,dontdistractperformers) demonstraterespectforthecontributionsofothersinvarious dancesituations(e.g.,waitquietlyfortheirturn) whenperforming,stayfocussedontheirroleasadancer (e.g.,trytheirbesttoperformitaspractised,dontfiddle withcostume)
D2 demonstrateappropriate performanceskillsindance settings
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ARTSEDUCATION
DRAMAKINDERGARTEN
ARTSEDUCATION: DRAMAKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

EXPLORINGANDCREATING
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:
Itisexpectedthatstudentswill: A1 demonstrateengagementin dramaactivities
whenperforming,stayfocussedontheirroleasadancer
(e.g.,trytheirbesttoperformitaspractised,dontfiddle withcostume) demonstrateengagementindramaactivitiesby sharingideas(e.g.,workinginpairsorsmallgroups, largegroupdiscussions) listeningtotheideasofothers usedramaexplorationtoshowsequence(e.g.,beginning, middle,andendofstories) usedramaexplorationtodepictcharactersfromstories useimaginationandplaytoexploreanddepictideasofwho, where,andwithwhom demonstratewillingnesstoexploreideasthroughdrama gamesandactivities(e.g.,greetoneanotherinavarietyof waysshakehands,touchelbows,touchknees) demonstratewillingnesstoreflectandshare(e.g.,verbally, throughpictures)inpartnersandinsmallgroups whattheyexperiencedindramaactivities whatideastheyheardorsawindramaactivities theirthinkingandfeelingaboutwhattheydid,saw,and heardindramaactivities workcooperativelywithothersindramaactivitiesby listeningattentivelyandcourteously showinginterestandattention answeringquestionswithrelevantideas
A2 exploreandimaginestoriesby takingonroles
A3 demonstratewillingnessto participateandcooperatein dramaactivities
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DRAMAKINDERGARTEN
ARTSEDUCATION
DRAMAFORMS,STRATEGIES,ANDSKILLS
Itisexpectedthatstudentswill: B1 usevoiceinavarietyofwaysto exploreideasandfeelings
usevocalelements(e.g.,loud,soft,tone)toexploreavariety
of ideas(e.g.,walkingthroughaforestonadarkrainynight, beingtimidwithanewgroupofpeople,makingfriends onyourfirstdayofschool) feelings(e.g.,happyplayingontheplayground,nervous aboutgoingtothedentist) usetheirbodiestoexploreideasandfeelings(e.g.,creating largeandsmallbodyshapes,fastandslowmovements, gestures,heavyandlightmovements,straightandrounded movements) usetheirbodiestoexploremovementintheirownspace (e.g.,paintingalargepicture,floatingonclouds,sittingona boat) usemovementelementstoexploreshapes(e.g.,round, jagged)andspaces(e.g.,movementinalarge,openspacevs. inaconfined,narrowspace) exploretravellingmovement(e.g.,walkingonareallywindy day,walkingthroughamudpit,soaringlikeabird,moving likeagiant) findandstayintheirownpersonalspace(e.g.,thespace bubblethatapersonoccupies)throughoutdrama explorations respondtodirectionsrelatedtomovement(e.g.,freeze,stop, start,slowmotion,inyourownspace) performavarietyofmovementsindividuallyandingroups
B2 usemovementandtheirbodiesto exploreideasandfeelings
B3 movesafelyinbothpersonaland generalspacewhilecreating drama
CONTEXT
Itisexpectedthatstudentswill: C1 participateindramaactivities fromavarietyofcontexts
engageindramaactivitiesfromavarietyofcontexts
asparticipant asaudiencemember(e.g.,performancesofolderclasses, visitingensembles)
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ARTSEDUCATION
DRAMAKINDERGARTEN
Itisexpectedthatstudentswill: D1 participateinandsharedrama work
demonstratewillingnesstoparticipateinandinformally
presentdramawork(e.g.,inpartners,smallgroups,whole class) demonstraterespectforthecontributionsofothersindrama presentations identifyanddemonstratepositivewaysanaudiencemember expressesrespect(e.g.,listeningattentively,applauding appropriately,notwavingatorcallingouttopresenters, thankingperformers) usestories,pictures,ormovementtocommunicatepersonal thoughts,images,andfeelingsexperiencedinresponseto drama
D2 respondtoadramapresentation
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ARTSEDUCATION
MUSICKINDERGARTEN
ARTSEDUCATION:MUSICKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

EXPLORINGANDCREATING
SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:
Itisexpectedthatstudentswill: A1 singandplayclassroom repertoire
participateinavarietyofclassroomsongsandsinginggames playclassroominstruments(e.g.,rhythmsticks,bells,body
percussion,foundinstruments)inresponsetomodelled examples exploreavarietyoftempi,dynamics,andtimbres usestories,pictures,movement,etc.tocommunicate personalthoughts,images,andfeelings demonstratewillingnesstosharetheirresponsestomusic experiences(e.g.,withapartner,insmallgrouporclass discussions) explorearangeofsoundstheycancreateoruseinresponse toastory,nurseryrhyme,orsong(e.g.,environmental sounds,foundsound,bodypercussion,instruments,voice) selectandusevoice,instruments,bodypercussion, environmentalsounds,ormovementtorepresentobjects, naturalelements,orcharacters
A2 representpersonalthoughts, images,andfeelingsexperienced inclassroomrepertoire
A3 createsoundstoaccompany stories,nurseryrhymes,orsongs
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MUSICKINDERGARTEN
ELEMENTSANDSKILLS
ARTSEDUCATION
Itisexpectedthatstudentswill: B1 respondtobeatinmusic
clapormoveintimetothebeatinaselectedpieceofmusic movefreelytoexpressastory,images,orfeelingsevokedby
musicwithoutabeat
B2 demonstraterhythmicpatterns fromclassroomrepertoire
echosimplerhythmicpatternsorwordrhythms(e.g.,March
andputthebeatinyourfeet.Nowstopmarching,andclap toputtherhythminyourhands.) performrhythmicpatternsfromclassroomrepertoire(e.g., song,poem,chant)usingbodypercussion,voice,ornon pitchedinstruments anticipatethebeginningandendofselectedrhythmic sequencesthroughmovementandbodypercussion participateinclassroomsingingactivities(e.g.,singing games,nurseryrhymesongs,folksongs,cumulative repetitivesongs) demonstratethedifferencebetweenspeakingvoicesand singingvoices differentiatebetweenhigherandlowerpitches(e.g.,using handsignals,bodymovement,voice) withteachersupport,identifyandusewaystodistinguish onemelodyfromanother,suchas guessingsongssungwithvocablesinsteadoflyrics performingactionsongs showmelodicdirectionusinghandsignals,body movements,orsongmaps respondtoteacherdirectionstosingorplaysoftlyorloudly respondtoteacherdirectionstosingorplayquickeror slower explorevariationsintimbre(e.g.,playguessinggames incorporatingvoices,instruments,animalsounds,found sounds)
B3 singshortmelodies
B4 distinguishonemelodyfrom another
B5 usevoiceorinstrumentsto exploreelementsofexpression
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ARTSEDUCATION
CONTEXT
MUSICKINDERGARTEN
Itisexpectedthatstudentswill: C1 participateinmusicactivities fromavarietyofhistorical, cultural,andsocialcontexts
discussavarietyofreasonspeoplemakemusicinfamilies
andcommunities(e.g.,seasonal,celebratory) participateinmusicactivitiesfromavarietyofhistorical, cultural,andsocialcontexts(e.g.,poems,songs,singing games,movement,listening,guestperformer) reflectonexperiencesinmusicfromavarietyofcontexts (e.g.,questioning,classdiscussion,drawing)
Itisexpectedthatstudentswill: D1 demonstrateappropriate performanceskillsinmusic settings
demonstrateperformanceskillsappropriatetothesetting
(e.g.,payingattentiontoconductor,nottalkingonstage) demonstratewillingnesstoparticipateinclassroomand schoolmusicexperiences(e.g.,participatinginsimpleand familiaractivities,sharingtheirworkwithothers) demonstraterespectforthecontributionsofothers(e.g., followattentivelywhenotherstudentsleadactivities,wait quietlyfortheirturn) demonstrateappropriatewaystoshowengagementand responsetoperformances(e.g.,listeningtoandwatching performers,notinterrupting) usestories,pictures,ormovementtocommunicatepersonal thoughts,images,andfeelingsexperiencedinresponsetoa liveorrecordedmusicperformance(e.g.,Drawapictureto showthemusicyoujustheard.Tellastoryaboutthesong wejustsang.)
D2 respondtoamusicwork
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ARTSEDUCATION
VISUALARTSKINDERGARTEN
VISUALARTSKINDERGARTEN PRESCRIBEDLEARNINGOUTCOMESAND SUGGESTEDACHIEVEMENTINDICATORS

CREATIVEPROCESSES
PrescribedLearningOutcomes SuggestedAchievementIndicators
Itisexpectedthatstudentswill: A1 useimagination,observation,and storiestocreateimages
identifysourcesusedinspecificexamplesofothersimages
(e.g.,stories,observation,imagination) createimagesinresponsetosomethingtheyobserved(e.g., touchingaleaf,watchingasoccergame) createimagesfromtheirimagination(e.g.,animaginary character,creature,orplace) createimagesthatillustrateastorytheyhaveheardor viewed,orthattellastoryoftheirown demonstrateanawarenessofthevarietyofimagesthatcan beproducedfromthesamesourceorsubject(e.g.,all studentsdrawpicturesinresponsetothesamestoryand identifysimilaritiesanddifferencesineachotherswork) additemssuchasbuttons,yarn,orfoundobjectstoadrawn orpaintedpicturetoenhancespecificcharacteristicsofthe image createimagesfeaturingcolour(e.g.,usingfavouritecolours, primarycolours,warmandcoolcolours) createimagesfeaturingline(e.g.,straight,wavy,curvy,thick, thin) createimagesfeaturingshape(e.g.,sameanddifferent geometricshapes) createimagesfeaturingpattern(e.g.,alternatingand repeatingshapes,alternatingandrepeatingcolours) usematerialssuchaspaint,pencils,crayons,fabric, modellingclay,andfoundobjectstocreateavarietyof images usetechnologiessuchascomputers,paintbrushes,scissors, andcamerastocreateavarietyofimages useprocessessuchaspainting,drawing,weaving,collage, printmaking,andassemblagetocreateavarietyofimages
A2 createimages usingtheimagedevelopment strategyofelaboration thatfeaturecolour,line,or shape thatusetheprincipleofpattern
A3 experimentwithavarietyof materials,technologies,and processestomakeimages
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PrescribedLearningOutcomes A4 create2Dand3Dimages thatrepresentideasand concepts inresponsetoexperiences inresponsetoobjectsandother images
ARTSEDUCATION
SuggestedAchievementIndicators createimagesthatrepresenttheconceptsofplaceandtime (e.g.,seasons,selfportraitatcurrentage,afavouriteplace, theviewfromtheirwindow) createimagesthatrepresenttheirresponsetovarious experiences(e.g.,naturewalks,presentationsbyElders, showandtell,musicordanceperformances) createimagesthatrepresenttheirresponsetootherimages theyhaveviewed(e.g.,artworkswithintheschool, illustrationsfrompicturebooks)
SKILLSANDSTRATEGIES
Itisexpectedthatstudentswill: B1 identifyandapply theimagedevelopment strategyofelaboration thevisualelementsofcolour, shape,andline theprincipleofpattern
identifyexamplesofcolourandexploretheirusestocreate
images(e.g.,varietyofblues)
identifyexamplesofshapeandexploretheirusestocreate
images(e.g.,geometricshapes,organicshapes)
identifyexamplesoflineandexploretheirusesindrawing
(e.g.,wavy,straight,curved) identifyexamplesofpatternsandexploretheirusestocreate images(e.g.,patternsofcoloursandshapes) describetheirimagesintermsofelementsandprinciples used(e.g.,circle,triangle,straightlines,coolcolours) nameandusecommonmaterialstomakeimages(e.g., crayons,paint,pens,fabric,foundobjects,modellingclay) nameandusecommontechnologiestomakeimages(e.g., computers,paintbrushes,scissors,cameras) nameandusecommonprocessestomakeimages(e.g., drawing,painting,weaving,photography,collage)
B2 identifyandapplyavarietyof materials,technologies,and processestocreateimages
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ARTSEDUCATION
CONTEXT
Itisexpectedthatstudentswill: C1 describevariouspurposesof visualarts
describereasonspeoplemakevisualimages(e.g.,forbeauty
andenjoyment,tocommunicateanidea,toillustrateastory) identifyexamplesofartathomeandschool(e.g.,pictureson walls,clothing,photographs,murals,statues) createartworksforaspecificpurpose(e.g.,totellastory,to showanimportantideaorevent)
EXHIBITIONANDRESPONSE
Itisexpectedthatstudentswill: D1 respondtoartworks
viewanddiscussavarietyoftheirownandothersartworks demonstraterespectfortheworkofselfandothersthrough
thoughtfulresponse(e.g.,discussions,drawing)
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HEALTHANDCAREEREDUCATIONKINDERGARTEN
HEALTHANDCAREEREDUCATION KINDERGARTEN PRESCRIBEDLEARNINGOUTCOMESAND SUGGESTEDACHIEVEMENTINDICATORS

GOALSANDDECISIONS
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A1 identifyopportunitiestomake choices A2 identifysourcesofsupportand assistanceforchildrenatschool StudentswhohavefullymetthePrescribedLearningOutcomeare ableto:
namechoicesthatcanbemadedailyoroncertainoccasions
(e.g.,whattowear,whichphysicalactivitytodo,whichfriend toplaywithatrecess,whichsnacktoeat) withteachersupport,createalistofpeopleintheschoolthat theycangotoforinformationorassistance(e.g.,teacher, playgroundsupervisor,classroomassistant,counsellor, principal,teacherlibrarian,custodian)
CAREERDEVELOPMENT
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 identifytheirpersonalskillsand interests(e.g.,thingstheyare goodat,thingstheyliketodo) StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
identifyavarietyofthingsthattheyaregoodat identifyavarietyofthingsthattheyliketodo identifyavarietyofthingsthattheycandonowthatthey

couldntdobefore(e.g.,printownname,dressthemselves, brushteeth) namejobsandresponsibilitiestheyhaveathome(e.g.,clean uptoys,makebed,settable) namejobsandresponsibilitiestheyhaveatschool(e.g.,clean upclassroom,followdirections,obeyplaygroundrules)
B2 identifyavarietyofjobsand responsibilitiestheyhaveat homeandatschool(e.g.,clean uptoys,obeyplaygroundrules)
35
HEALTH
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: HealthyLiving C1 identifypracticesthat contributetohealth,including healthyeating,regular physicalactivity,emotional healthpractices,anddisease preventionpractices StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
withteachersupport,nameavarietyofactivitiesthatpromote
physicalhealth(e.g.,eatingavarietyoffoodsfromeachofthe foodgroupsinCanadasFoodGuidetoHealthyEating,choosing healthysnacks,regularphysicalactivity,adequaterest,regular medicalanddentalcheckups,sunprotection,hygiene,getting freshair,oralhygiene) withteachersupport,namethingsthatpromoteemotional healthandhelpthemtofeelgoodaboutthemselves(e.g.,things youaregoodat,thingsyouliketodo,thingsthatmakeyoufeel uniqueandspecial,makingfriends) withteachersupport,namepracticesthathelppreventthe spreadofgerms(e.g.,washinghandsoften,coveringmouthand nosewhensneezingorcoughing,disinfectingcuts,notsharing waterbottles,avoidingothersbodyfluids,stayingawayfrom otherswhenyouarecontagious)
HealthyRelationships C2 identifythoughtful,caring behavioursinfamilies(e.g., nurture,guidance,love)
nametheprimaryresponsibilitiesofafamily(e.g.,nurture,
food,clothing,values,guidance) listthoughtful,caringbehavioursinfamilies(e.g.,love,helping, sharing,respect,havingfun,specialcareforpeoplewhenthey aresick) identifyavarietyoffeelings(e.g.,happiness,excitement,anger, sadness,hurt,gratitude,frustration) identifypossiblereasonsorcausesforvariousfeelings(e.g., birthdayparty,grandparentscomingtovisit,teasingandname calling,friendmovingaway) demonstrateawillingnesstoexpressfeelings(e.g.,verbal communication,drawingapicture) useappropriateterminologytoexpressfeelings(e.g.,Ifeel angry,Iamexcited) withteachersupport,identifyinappropriatewaystoexpress feelings(e.g.,pinching,hitting,kickingobjects,namecalling, intrudingonotherspersonalspace) identifywaysofmakingfriendsandbeingagoodfriend(e.g., sharing,listening,helping,showingrespectforothersfeelings andbelongings,noticingwhensomeonelooksunhappyorleft out) identifybehavioursthatarenegativeorhurtfulinrelationships (e.g.,teasing,lying,hitting,ignoring,excluding)
C3 demonstrateanunderstanding ofappropriatewaystoexpress feelings
C4 differentiatebetweenpositive andnegativebehavioursin relationships
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PrescribedLearningOutcomes SuggestedAchievementIndicators SafetyandInjuryPrevention withteachersupport,identifyprivatebodypartsasbeing C5 useappropriateterminologyto partsthatbelongtoyouandshouldntbetouchedbyorshown identifyfemaleandmale toothersexceptforhealthorhygienereasons privatebodyparts partsthatarecoveredbybathingsuitsorunderwear onadiagramormodel,usecorrectterminologytonamethe followingpartsoffemaleandmalebodies: nipples/breasts vulva/vagina penis testicles buttocks(bottom,bum) C6 differentiatebetween identifydifferentkindsoftouches(e.g.,hugs,hits) appropriateandinappropriate withteachersupport,identifysafe,welcome,andappropriate waysofbeingtouched(e.g., waysofbeingtouched(e.g.,hugs,handholding,medical appropriatetouchesthatfeel checkups) welcomeandsafe,medical withteachersupport,identifyinappropriatewaysofbeing checkups;inappropriate touched(e.g.,anytouchesyoudontlikeorwant,touchesthat touchesthathurt,touchesto hurtyousuchashittingorpinches,touchestoprivatepartsthat privateparts) arenotforthepurposeofhygieneorhealth,havingphotos takenofprivatebodypartsorlookingatphotosinvolvinga personsprivatebodyparts,touchesthatsomeoneasksyouto keepsecret) C7 identifywaystorespondto withteachersupport,identifywaystorespondtoinappropriate inappropriatetouchesand touchesoranyconfusingoruncomfortablesituations,including confusingoruncomfortable sayingnoorstop situations,including callingoutforhelp sayingnoorstop gettingawayifpossible callingoutforhelpand tellingatrustedadultandcontinuingtotelluntilsomeone gettingawayifpossible listensandtakesaction tellingatrustedadultand notkeepingasecretaboutthesituationevenifsomeoneasks continuingtotelluntil youto someonelistensandtakes identifypeoplewhocouldprovidehelpandsupportwhen action needed(e.g.,parent,relative,teacher,counselor,elder, notkeepingasecretaboutthe childrenshelphotline,911,blockparent) situationevenifsomeone recognizethatabuseisneverthefaultofthevictim asksyouto
37
PrescribedLearningOutcomes C8 identifywaystoavoidhazards andpotentiallydangerous situationsinthehome,at school,ontheroad,andinthe community SuggestedAchievementIndicators withteachersupport,listpotentiallyunsafesituationsinthe home,atschool,ontheroad,andinthecommunity(e.g., walkingalone,playingwithmatches,unsafeuseofscissors, playgroundequipment,exitingavehicle,unknownanimals, householdchemicals,secondhandsmoke,bodiesofwater, strangers,parkinglots,crossingthestreet,encountering infectiousgarbagesuchasusedcondomsorsyringes, unsupervisedInternetuse) withteachersupport,identifywaystoavoidoraddress potentiallyunsafesituations,suchas situations at home (e.g., avoiding hazards such as sharp tools, matches, candles, slippery floor surfaces, harmful cleaning products, plastic bags, drapery cords, medicines or vitamins, infectious materials) situations at school (e.g., following playground rules, wearing protective gear for physical activity, following classroom and school rules for moving through the school, reporting unsafe situations and unidentified strangers on school property, following safe hygiene practices) situations on the road and in community (e.g., keeping safe distances from strangers, using protective gear for recreational activities, wearing light-coloured clothing at night, following traffic rules, exiting from curb side of vehicle, knowing where and how to locate safe places and people when lost, following safe hygiene practices in public places, avoiding unknown substances and objects
C9 demonstrateanabilityto accessemergencyservices (e.g.,fire,police,ambulance)
nameemergencyservicesintheircommunity(e.g.,fire,police,
ambulance,searchandrescue)
usingamodelorplayphone,practiceemergencyreporting
proceduressuchasdialing911andtellingtheirname,address orphonenumber,locationofincident,whoiswiththem basedonclassactivitiesandadditionalinformation,namea varietyofsubstancesthatbenefitthebodywhenusedproperly andwithadultsupervision(e.g.,prescriptionmedicines, vitamins,coughsyrup,sunscreen) basedonclassactivitiesandadditionalinformation,namea varietyofsubstancesinthehome,school,andcommunity environmentthatcanbeharmfultothebody(e.g.,cleaning products,gasoline,paint,secondhandsmoke,alcohol,any unknownsubstance) recognizetheuniversalhazardousproductssymbolsfor poisonous,flammable,corrosive,andexplosivesubstances
SubstanceMisusePrevention C10 differentiatebetweensafeand unsafesubstancesintermsof theirpotentialtobenefitor harmthebody(e.g., prescriptionmedicinecan benefitthebodyifused properly,anyunknown substancecanbedangerous)
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MATHEMATICSKINDERGARTEN
MATHEMATICSKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

NUMBER
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A1 saythenumbersequenceby1s startinganywherefrom1to10and from10to1 [C,CN,V] StudentswhohavefullymetthePrescribedLearningOutcomeare ableto:
namethenumberthatcomesafteragivennumber,oneto
nine namethenumberthatcomesbeforeagivennumber,twoto ten recitenumbernamesfromagivennumbertoastated number(forwardonetoten,backwardtentoone)using visualaids lookbrieflyatagivenfamiliararrangementof1to5objects ordotsandidentifythenumberrepresentedwithout counting identifythenumberrepresentedbyagivendot arrangementonafiveframe constructasetofobjectscorrespondingtoagivennumeral namethenumberforagivensetofobjects holduptheappropriatenumberoffingersforagiven numeral matchnumeralswiththeirgivenpictorialrepresentations showagivennumberastwoparts,usingfingers,counters orotherobjects,andnamethenumberofobjectsineach part showagivennumberastwopartsusingpicturesandname thenumberofobjectsineachpart constructasettoshowmorethan,fewerthanorasmanyas agivenset comparetwogivensetsthroughdirectcomparisonand describethesetsusingwords,suchasmore,fewer,asmany as,orthesamenumber
A2 recognize,ataglance,andname familiararrangementsof1to5 objectsordots [C,CN,ME,V] A3 relateanumeral,1to10,toits respectivequantity [CN,R,V]
A4 representanddescribenumbers2to 10,concretelyandpictorially [C,CN,ME,R,V]
A5 comparequantities,1to10,using onetoonecorrespondence [C,CN,V]
[C] Communication [CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] ProblemSolving [R] Reasoning
[T] [V]
Technology Visualization
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PATTERNSANDRELATIONS(PATTERNS)
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingprescribedlearningoutcome. Itisexpectedthatstudentswill: B1 demonstrateanunderstandingof repeatingpatterns(twoorthree elements)by identifying reproducing extending creating patterns,usingmanipulatives, sounds,andactions [C,CN,PS,V] Studentswhohavefullymettheprescribedlearningoutcomeareableto:
distinguishbetweenrepeatingpatternsandnonrepeating
sequencesinagivensetbyidentifyingthepartthatrepeats copyagivenrepeatingpattern(e.g.,actions,sound,colour, size,shape,orientation)anddescribethepattern extendavarietyofgivenrepeatingpatternstotwomore repetitions createarepeatingpatternusingmanipulatives,musical instrumentsoractionsanddescribethepattern identifyanddescribearepeatingpatternintheclassroom,the schoolandoutdoors(e.g.,inafamiliarsong,inanursery rhyme)
SHAPEANDSPACE(Measurement)
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcomeare ableto:
Itisexpectedthatstudentswill: C1 usedirectcomparisontocompare twoobjectsbasedonasingle attributesuchaslength(height), mass(weight),andvolume (capacity) [C,CN,PS,R,V]
comparethelength(height)oftwogivenobjectsand
explainthecomparisonusingthewordsshorter,longer (taller),oralmostthesame comparethemass(weight)oftwogivenobjectsandexplain thecomparisonusingthewordslighter,heavier,oralmost thesame comparethevolume(capacity)oftwogivenobjectsand explainthecomparisonusingthewordsless,more,bigger, smaller,oralmostthesame
[T] [V]
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SHAPEANDSPACE(3DObjectsand2DShapes)
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C2 sort3Dobjectsusingasingle attribute [C,CN,PS,R,V] StudentswhohavefullymetthePrescribedLearningOutcomeare ableto:
sortagivensetoffamiliar3Dobjectsusingasingle
attribute,suchassizeorshape,andexplainthesortingrule
determinethedifferencebetweentwogivenpresortedsets
byexplainingasortingruleusedtosortthem createarepresentationofagiven3Dobjectusingmaterials, suchasmodellingclayandbuildingblocks,andcompare therepresentationtotheoriginal3Dobject describeagiven3Dobjectusingwordssuchasbig,little, round,likeabox,andlikeacan
C3buildanddescribe3Dobjects [CN,PS,V]
[T] [V]
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PHYSICALEDUCATIONKINDERGARTEN
PHYSICALEDUCATION KINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

ACTIVELIVING
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: Knowledge A1 identifybenefitsofregular participationinphysicalactivity (e.g.,itsfun,ithelpsthemgrow strong,itkeepstheheart healthy) A2 identifyphysicalactivitiesthey enjoydoing A3 identifytheimportanceoffood asfuelforphysicalactivity StudentswhohavefullymetthePrescribedLearningOutcome areableto:
basedonclassdiscussionsandactivities,nametwobenefitsof
regularparticipationinphysicalactivity(e.g.,itsfun,ithelps themgrowstrong)
namethreephysicalactivitiestheyenjoydoing(e.g.,playing
tag,climbingonplaygroundequipment,swimming)
give reasons why food is important for physical activity (e.g., based on class discussions and other activities, list potential
nutritious food provides fuel and energy to move and play actively) consequences of not providing enough nutritious food, water, and sleep for physical activity (e.g., not enough energy, becoming very tired during play, becoming very thirsty) participate daily in teacher-led physical activities (e.g., in various indoor and outdoor school locations such as the classroom, gymnasium, multipurpose room, and schoolyard; in community facilities such as recreation centres, swimming pools, parks, and skating rinks) participate in vigorous physical activity (e.g., resulting in increased heart rate, huffing and puffing, feeling warm) participateinmoderatetovigorousphysicalactivities continuously,allowingforrecoveryperiodsasappropriateto theindividualstudent
Participation A4 participatedaily(e.g.,fivetimes aweek)inmoderatetovigorous physicalactivities
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MOVEMENTSKILLS
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 performmovementsin personalspacewhile maintainingcontrol StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
findandstayintheirownpersonalspace(e.g.,thespace
bubblethatapersonoccupies,includingalllevels,pathways, anddirectionsbothnearandfarfromthebodyscentre) throughouttheactivity performmovementsindifferentwayswithouttouchingothers orfallingdown(e.g.,createletterswiththeirbodieswhile balancingononefoot,movearoundthespaceallottedforthe activitywithoutbumpingintoeachother) moveappropriatelyinresponsetoverbalinstructions, demonstratinganunderstandingofnamesofbodypartssuchas head,neck,shoulders,arms,hands,elbows,wrists,legs,knees, ankles,feet,chest,waist,hips,andback(e.g.,bendyourknees, handsonhips,balanceononefoot) stretch,bend,curl,and/ortwisttocreateshapesofvarioussizes withtheirbodies(e.g.,elephantwide;giraffestretched; snakenarrow;ballcurled;crossinghemispheresofthe bodyrightarmtoleftside,leftarmtorightside) maintainbalancewhilecreatingshapeswiththeirbodies(e.g., maketheshapeofletterswithbodyatdifferentlevelssuchas standingorcrouching) demonstrateandmaintainpropertechniqueforlocomotor movementskillsincludingthefollowing: walkforwardfootcontactswithgroundfromheeltotoe, alternatearmswing,straightback,chinup,andeyesforward runforwardruncontinuouslywithbodyleaningslightly forward,armsbentat90degreesandswinginginopposition, andfeetstrikingheeltotoe;maintaincontroloftheirbodies throughout jumporhopforwardusingacombinationoftakeoffsand landings(e.g.,1to1foot,1to2feet,2to1foot,2to2feet), swingarmsforwardforforceanddistance,landonballsof feet startandstoplocomotormovements(e.g.,walking,running, hopping)oncommand maintainpropertechniqueforlogrollsinonedirectionroll sidewaysrightorleft,keepingthebodyinastraightline maintainpropertechniqueforshoulderrollsinonedirection startingonhandsandknees,rollbodyforwardorbackward, maintainingroundedandrigidbodyposition
B2 usetheirbodiestocreate shapes(e.g.,bybending, curling,pulling,pushing, stretching,swinging,and/or twisting) B3 demonstratepropertechnique forperformingspecific locomotormovementskills includingbutnotlimitedto thefollowing: walk run jumporhop bodyroll(e.g.,logroll, shoulderroll)
44
PrescribedLearningOutcomes SuggestedAchievementIndicators B4 demonstratepropertechnique demonstratepropertechniqueformanipulativemovementskills forperformingspecific includingthefollowing: manipulativemovementskills rollorslideanobjectsuchasaballtowardastationarytarget includingbutnotlimitedto (e.g.,alineonthefloor,apylon),maintainingalowbody thefollowing: positionandastraddlestand(fortwohandedroll)orwith rollorslideanobject opposingfootforward,weightonforwardfoot(forone towardatarget handedrollorslide) carryanobject carryanobjectwhiletravelling(e.g.,walking,running) twohandedthrowofan withoutdroppingit,keepingeyesupandnotontheobject objectunderhandtowarda twohandedthrowofanobject(e.g.,abeanbag,abeachball) target underhandtowardastationarytargetdrawarmsbackin readiness;bringarmsforward,extendandreleaseobject pointingatatarget,followthroughwitharmtowardtarget trackobjectwitheyesthroughoutslide,roll,orthrow attemptonehandedrollsorslideswitheitherhand
SAFETY,FAIRPLAY,ANDLEADERSHIP
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
Itisexpectedthatstudents will:
C1 identifysafetyguidelinesfor participatinginphysical activity(e.g.,follow instructions,staywithin boundaries,useequipment onlywithsupervision
identifyspecificsafetyguidelinesforparticipatinginphysical
activityintheclassroomorotherdefinedspacesuchasa multipurposeroom(e.g.,listentoandfollowinstructions,move desksandotherobstaclesoutoftheway) identifyspecificsafetyguidelinesforparticipatinginphysical activityinthegymnasium(e.g.,listentoandfollowinstructions, donttouchequipmentwithoutinstructionandsupervision, wearappropriateclothing,knowhowtomoveoutofharms way) identifyspecificsafetyguidelinesforparticipatinginphysical activityontheschoolgrounds(e.g.,listentoandfollow instructions,staywithinboundaries,waitforyourturn) withoccasionalreminders,followestablishedrulesand directionswhenparticipatinginphysicalactivitiesinthe classroom,gymnasiumandontheschoolyard(e.g.,listentoand followtheteachersinstructions,followestablishedrulesfor participatinginallphysicalactivity,followactivityspecificrules anddirections,respondappropriatelytostopandstartsignals suchaswhistlesorhandclaps) workwillinglyandcooperativelywithpeersduringphysical activity(e.g.,acceptworkingwithdifferentpartners,share equipment,workcooperativelyinteamactivities,waitingfor turn,respectotherspersonalspace,expressemotions appropriately)
C2 followrulesanddirections whenparticipatinginphysical activities(e.g.,stoponsignal, listentoinstructionsbefore beginningactivity)
C3 workcooperativelywithpeers duringphysicalactivity(e.g., respectingotherspersonal space,notpushingorshoving)
45
SCIENCEKINDERGARTEN
SCIENCEKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

PROCESSESOFSCIENCE
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill:
usethefivesensestomake observations
describewhattheyobserve(e.g.,studentsays,IseeIhearIt
feelsIttastesItsmells)
identify,withguidance,thepropertiesofanobject(e.g.,colour,
shape,texture,hardness) recognizewhichbodypartwouldbeusedtogatherspecific sensoryinformation(e.g.,tofindoutifaballissoft,Iwould usemyhand;tofindoutifitisred,Iwouldusemyeyes) orallycommunicateobservationsusinglearnedvocabulary workcollaborativelywithotherswhilesharing(e.g.,listening, encouragingeachother,sharingobservations) drawfeaturesofitemsobserved(e.g.,twodifferentplants growingintheschoolyard)
sharewithothersinformation obtainedbyobserving
LIFESCIENCE:CHARACTERISTICSOFLIVINGTHINGS
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill:
describefeaturesoflocalplants andanimals(e.g.,colour,shape, size,texture) compare local plants
listavarietyoffeatures(e.g.,colourandsize)oflocalplantsand
animals
illustratelocalplantsandanimalsinavarietyofways(e.g.,
painting,collages,sculptures)
describesimilaranddifferentfeatures(e.g.,colour,shape,size,
texture)oftwolocalplants
compare common animals
groupplantsonthebasisoftheirfeatures describesimilaranddifferentfeatures(e.g.,size,outersurface
suchasfeathers,skin,scales)ofcommonanimals sortandclassifyavarietyofanimals(e.g.,wildanimalsand pets)
47
SCIENCEKINDERGARTEN
PHYSICALSCIENCE:PROPERTIESOFOBJECTSANDMATERIALS
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: describepropertiesofmaterials, includingcolour,shape,texture, size,andweight identifymaterialsthatmakeup familiarobjects describewaystorethink,refuse, reduce,reuse,andrecycle StudentswhohavefullymetthePrescribedLearningOutcome areableto:
accuratelysortmaterialsbycolour,size,shape,texture,and
mass(weight)
identify,illustrate,andlabelmaterialsintermsofproperties
(e.g.,soft/hard;smooth/rough) listmaterials(e.g.,wood,plastic,metal,paper)usedto constructatleastthreefamiliarclassroomitemssuchasdesks, garbagecans,andbooks identifythreeitemsthatcanberecycled(e.g.,paper,plastic, glass) withteachersupport,illustrate(e.g.,drawalargemural)ways inwhichaclassroomrecyclingcentrecanbeused
EARTHANDSPACESCIENCE:SURROUNDINGS
Prescribed KINDERGARTEN LearningOutcomes SuggestedAchievementIndicators
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: demonstratetheabilityto observetheirsurroundings StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
askspecificquestionsrelatedtotheirimmediateenvironment
(e.g.,Wheredidtherainwatergo?)
accuratelydescribeandillustratetwoormorefeaturesoftheir
surroundings(e.g.,textureofsoil,weatherconditions) tellaboutfeaturestheyobserve(e.g.,Ifoundalong,thinleafor around,shinyrock.) withpeersupport,identifyspecificchangesintheirimmediate environment(e.g.,changesinweatherobservedoveraone weekperiod)
describefeaturesoftheir immediateenvironment
48
SOCIALSTUDIESKINDERGARTEN
SOCIALSTUDIESKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

SKILLSANDPROCESSESOFSOCIALSTUDIES
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A1 participatecooperativelyin groups StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
withteacherprompts,demonstratewillingnesstoshareand
cooperatewithpeers(e.g.,sharingstoriesoftheirlivesand experiences) demonstrateactivelisteningskills withteachersupport,sharespaceandmaterialswithpeers (e.g.,takingturns) usetheirsenses(e.g.,sight,hearing,touch)togather information askpertinentquestionstogatherinformation accessinformationfromaudio,visual,material,orprint sources collectinformationfrompersonalexperiences,oralsources, andvisualrepresentations contributetoaclasscollectionofinformationonacommon topic withteachersupport,usesimplegraphicorganizers(e.g., Venndiagram,Tchart)toidentifysimilaritiesanddifferences identifyavarietyofwaysofcommunicating(e.g.,spoken language,facialexpression,signlanguage,pictures,song, dance,drama) presenttheirinformationorally(e.g.,showandtell,introduce theirpartner) createpicturestopresentinformation(e.g.,pictureoftheir immediateenvironmentsuchastheirclassroomoraroomin theirhome)
A2 gatherinformationfrom personalexperiences,oral sources,andvisual representations
A3 presentinformationusingoralor visualrepresentations
49
IDENTITY,SOCIETY,ANDCULTURE
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 demonstrateanawarenessofthe conceptofchange B2 identifygroupsandplacesthat arepartoftheirlives StudentswhohavefullymetthePrescribedLearningOutcomeareableo:
identifychangesintheirlives(e.g.,startingschool,growing
taller,birthofayoungersibling) identifyavarietyofgroupstowhichtheybelong(e.g.,family, friends,clan,class,sportsteams,Sparks/Beavers) giveexamplesofwaysinwhichpeoplecooperateinorderto livetogetherpeacefully(e.g.,sharing,takingturns,following rules,beingpolite) statethattheyliveinCanada identifyfamiliarplacesandlandmarksintheirschooland community(e.g.,Aboriginalfriendshipcentres,recreation centres,warmemorials,murals,libraries,firehalls,corner stores,placesofworship,playgrounds) identifythecaregiversintheirownfamilies identifythemakeupoftheirownfamilies(e.g.,numberof people,roles,relationships) listsimilaritiesanddifferencesbetweentheirownfamiliesand otherfamilies(e.g.,numberoffamilymembers,caregivers, rolesoffamilymembers)
B3 identifysimilaritiesand differencesamongfamilies
50
GOVERNANCE
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C1 describetheirrolesand responsibilitiesasmembersof theclassroomandschool community StudentswhohavefullymetthePrescribedLearningOutcome areableto:
withteachersupport,identifyanddiscussavarietyofroles
andresponsibilitiestheyhaveasmembersoftheclassroom andschoolcommunity(e.g.,treatingothersrespectfully, takingturns,followingclassroutines) identifypeoplewhomakedecisionsaboutwhathappensin theclassroomandatschool(e.g.,teacher,aides,principal, playgroundsupervisor) contributetodiscussionsaboutappropriateexpectationsfor conduct namesomeclassroomandschoolexpectations(e.g.,classroom entryandleavingroutines,snacktimeroutines,takingturns atstations) withteachersupport,identifythepurposeofspecific classroomandschoolexpectations(e.g.,tokeeppeoplesafe,to makethingsfair)
C2 identifythepurposeof classroomandschool expectations
ECONOMYANDTECHNOLOGY
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: D1 identifyindividualhumanneeds StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
usepicturesanddiscussiontoidentifybasichumanneeds,
includingfoodandwater,shelter,clothing,andsafetyand protection giveexamplesoftypesofworkintheirfamilies,schools,and communities(e.g.,growingfood,makingproducts,selling products,caringforothers,providingentertainment) usepicturesanddiscussiontoidentifyexamplesof technologiestheyuseatschoolandathome(e.g.,pencil, photocopier,computer,telephone,television,refrigerator, bicycle,assertivetechnologiesforpeoplewithspecialneeds)
D2 identifyworkdoneintheir community D3 identifyexamplesof technologiesusedintheirlives
51
HUMANANDPHYSICALENVIRONMENT
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: E1 identifycharacteristicsof differentlocalenvironments StudentswhohavefullymetthePrescribedLearningOutcome areableto:
fromphotographsorotherimages,identifynatural
characteristicsofthelocalphysicalenvironment(e.g., mountains,rivers,forests,marshes),andnamethemusing appropriateterminology fromphotographsorotherimages,identifyhumanbuilt characteristicsofthelocalphysicalenvironment(e.g.,roads, buildings,bridges),andnamethemusingappropriate terminology withteacherprompts,giveexamplesofhowdailylifeis influencedbytheenvironment(e.g.,weathereffectson recreationalactivitiesandclothing) onschoolandneighbourhoodwalksorfromimages,identify familiarplacesandlandmarksintheirschoolandcommunity demonstratecareandconcernfortheenvironmentintheir actions(e.g.,reduce,reuse,recycle;notdisturbingplantsand animalsintheirnaturalhabitats)

E2 demonstrateresponsible behaviourincaringfortheir immediateenvironment
52

Curricula Kinder Eng

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Curricula Kinder Eng

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KINDERGARTEN

hisdocumentprovidesbasicinformation abouttheprovincialcurriculum requirementsforKindergartenstudents inBritishColumbia.Thefulltextofall provinciallyprescribedcurriculaisavailable onlineatwww.bced.gov.bc.ca/irp/irp.htm

DAILYPHYSICALACTIVITY KINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

participateinphysicalactivities foraminimumof30minutes duringeachschoolday

ENGLISHLANGUAGEARTS KINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

A4 demonstratebeingagood listenerforasustainedperiodof time

A5 demonstratebeingagood speaker(includingsustaining conversationonafamiliartopic)

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievementfor eachcorrespondingPrescribedLearningOutcome.

Itisexpectedthatstudentswill: A10 usemeaningfulsyntaxwhen speaking(e.g.,includea subjectandverb,andsimple connectingwordswhen needed)

A11 speakclearlyenoughtobe understoodbypeersandadults A12 demonstrateauditory discriminationandorally manipulatesoundsinwords (i.e.,usephonological awareness)

B2 respondtoliteraturethrougha varietyofactivities(e.g.,role playing,art,music,choral reading,talking)

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

answerthequestion,Whatdoyoualreadyknowabout? askquestionstogaininformation sequentiallylookatpicturesinthetexttobuildschemafor

B6 engageindiscussionsandcreate representationsafterreadingand viewingtoreflectonthetextto confirmmeaning

C2 recognizethatwritingcanbe talkwrittendownandthat printcarriesaconstantmessage

C3 showaninterestin,anda positiveattitudetoward,writing andrepresenting

shareexperiencesandinterestswithadultsorinpartnertalk draworsketchideasinresponsetoapromptfromtheteacher usepersonalexperienceandenvironmentasstimulifor

C5 expressmeaningduringwriting andrepresentingbyusing inventedspellingandcopying existingwords/representations

C6 engageindiscussionsafter writingorrepresentingabout theexperienceofwritingor representingandsharework withothers

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

ARTSEDUCATION: DANCEKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

Itisexpectedthatstudentswill: A1 moveexpressivelytoavarietyof soundsandmusic

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

Suggested Achievement Indicators

Itisexpectedthatstudentswill: B1 movesafelyinbothpersonal spaceandgeneralspaceduring danceactivities

C1 participateindanceactivitiesfora participateindanceactivitiesforavarietyofpurposes, varietyofpurposes including totellstories toexpressfeelings tohavefun forcelebration(e.g.,folkdances,weddings)

Itisexpectedthatstudentswill: D1 demonstratewillingnessto performdance

D2 demonstrateappropriate performanceskillsindance settings

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

ARTSEDUCATION: DRAMAKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

Itisexpectedthatstudentswill: A1 demonstrateengagementin dramaactivities

A3 demonstratewillingnessto participateandcooperatein dramaactivities

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

Itisexpectedthatstudentswill: B1 usevoiceinavarietyofwaysto exploreideasandfeelings

B3 movesafelyinbothpersonaland generalspacewhilecreating drama

Itisexpectedthatstudentswill: C1 participateindramaactivities fromavarietyofcontexts

Itisexpectedthatstudentswill: D1 participateinandsharedrama work

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

ARTSEDUCATION:MUSICKINDERGARTEN PrescribedLearningOutcomesand SuggestedAchievementIndicators

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:

Itisexpectedthatstudentswill: A1 singandplayclassroom repertoire

A2 representpersonalthoughts, images,andfeelingsexperienced inclassroomrepertoire

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:

Itisexpectedthatstudentswill: C1 participateinmusicactivities fromavarietyofhistorical, cultural,andsocialcontexts

Itisexpectedthatstudentswill: D1 demonstrateappropriate performanceskillsinmusic settings

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

VISUALARTSKINDERGARTEN PRESCRIBEDLEARNINGOUTCOMESAND SUGGESTEDACHIEVEMENTINDICATORS

Itisexpectedthatstudentswill: A1 useimagination,observation,and storiestocreateimages

Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:

A2 createimages usingtheimagedevelopment strategyofelaboration thatfeaturecolour,line,or shape thatusetheprincipleofpattern

A3 experimentwithavarietyof materials,technologies,and processestomakeimages

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

PrescribedLearningOutcomes A4 create2Dand3Dimages thatrepresentideasand concepts inresponsetoexperiences inresponsetoobjectsandother images

Itisexpectedthatstudentswill: B1 identifyandapply theimagedevelopment strategyofelaboration thevisualelementsofcolour, shape,andline theprincipleofpattern

B2 identifyandapplyavarietyof materials,technologies,and processestocreateimages

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:

Itisexpectedthatstudentswill: C1 describevariouspurposesof visualarts

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

HEALTHANDCAREEREDUCATION KINDERGARTEN PRESCRIBEDLEARNINGOUTCOMESAND SUGGESTEDACHIEVEMENTINDICATORS

identifyavarietyofthingsthattheyaregoodat identifyavarietyofthingsthattheyliketodo identifyavarietyofthingsthattheycandonowthatthey