Kindergarten Ministry of Education BC

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
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
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.
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
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement
foreachcorrespondingPrescribedLearningOutcome.
Itisexpectedthatstudentswill:
participateinphysicalactivities
foraminimumof30minutes
duringeachschoolday
StudentswhohavefullymetthePrescribedLearningOutcome
areableto:
participateindailyphysicalactivitiesthatareschoolbased
participateinphysicalactivityinblocksofatleast10minutes
participateinarangeofendurance
activities
participateinarangeofstrength
activities
participateinarangeofflexibility
activities
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)
ENGLISHLANGUAGEARTSKINDERGARTEN
ENGLISHLANGUAGEARTS
KINDERGARTEN
ORALLANGUAGELEARNINGANDEXTENDINGTHINKING
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievementfor
eachcorrespondingPrescribedLearningOutcome.
StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
A1 usespeakingandlisteningwhen
engaginginexploratoryand
imaginativeplayto
expressthemselves
askforassistance
exchangeideas
experimentwithnewideasor
materials
usestorylanguageinimaginativeplay(e.g.,Onceupona
A2 engageinspeakingandlistening
activitiestoshareideasabout
pictures,stories,information
text,andexperiences
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
A3 demonstrateuseofsocial
languagetointeract
cooperativelywithothers
andtosolveproblems
A4 demonstratebeingagood
listenerforasustainedperiodof
time
A5 demonstratebeingagood
speaker(includingsustaining
conversationonafamiliartopic)
A6 useorallanguagetoexplain,
inquire,andcompare
10
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
A7 experimentwithlanguageand
demonstrateenhanced
vocabularyusage
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
A8 connectwhatisalreadyknown
withnewexperiencesduring
speakingandlisteningactivities
describehownewexperiencesconnecttowhatisalreadyknown
(e.g.,Thisremindsmeof)
shareexperiencesandinterestswithclassmates(e.g.,showand
A9 askquestionstoconstruct
andclarifymeaning
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
11
FEATURESOFORALLANGUAGE
A10
usemeaningfulsyntaxwhen
speaking(e.g.,includea
subjectandverb,andsimple
connectingwordswhen
needed)
speakusingthesyntaxneededtoconveyintendedmeaning(e.g.,
A11 speakclearlyenoughtobe
understoodbypeersandadults
A12 demonstrateauditory
discriminationandorally
manipulatesoundsinwords
(i.e.,usephonological
awareness)
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)
12
LEARNINGREADING(ANDVIEWING)ANDEXTENDINGTHINKING
B1 demonstrateawarenessofthe
connectionbetweenreading,
writing,andorallanguage
StudentswhohavefullymetthePrescribedLearningOutcomeareable
to:
understandthatwecanreadtalkthathasbeenwritten
down
orallydescribethemessageoffamiliarandsimple
B2 respondtoliteraturethrougha
varietyofactivities(e.g.,role
playing,art,music,choral
reading,talking)
B3 engageinreadingor
readinglikebehaviour
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
13
STRATEGIESFORLEARNINGTOREADANDVIEW
StudentsbeginKindergartenwithdifferentexperiences,andlearnina
varietyofwaysandatdifferentrates.Consideringthesefactors,andthe
importanceofteacherdiscretion,thefollowingsuggestedindicatorsmay
beusedtoassessstudentachievementforeachcorrespondingPrescribed
LearningOutcome.
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,
B6 engageindiscussionsandcreate
representationsafterreadingand
viewingtoreflectonthetextto
confirmmeaning
14
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
FEATURESOFREADINGANDVIEWING
LearningOutcome.
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
15
LEARNINGWRITING(ANDREPRESENTING)ANDEXTENDINGTHINKING
LearningOutcome.
C1 createsimplemessagesusinga
combinationofpictures,
symbols,letters,andwords
toconveymeaning
writeandrepresentforavarietyofpurposesandindifferent
C2 recognizethatwritingcanbe
talkwrittendownandthat
printcarriesaconstantmessage
C3 showaninterestin,anda
positiveattitudetoward,writing
andrepresenting
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
16
STRATEGIESFORLEARNINGTOWRITEANDREPRESENT
C4 engageindiscussionsbefore
writingandrepresentingto
generateideaswhenresponding
totextandclassroom
experiences(e.g.,observing,
listening,usingtheothersenses,
drawing,brainstorming,listing,
webbing,partnertalk)
to:
begintoputideasintowordsduringsharedwriting,
interactivewriting,andteacherledconversations
offerideasforcollaborativewriting
engageinshortbrainstormingsessions(e.g.,listing,webbing,
makingcharts)
shareexperiencesandinterestswithadultsorinpartnertalk
draworsketchideasinresponsetoapromptfromtheteacher
usepersonalexperienceandenvironmentasstimulifor
C5 expressmeaningduringwriting
andrepresentingbyusing
inventedspellingandcopying
existingwords/representations
C6 engageindiscussionsafter
writingorrepresentingabout
theexperienceofwritingor
representingandsharework
withothers
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
17
FEATURESOFWRITINGANDREPRESENTING
LearningOutcome.
C7 printmostofthelettersofthe
alphabet,ownname,andafew
simplewords,andrecorda
prominentsoundinaword
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
18
ARTSEDUCATION
DANCEKINDERGARTEN
ARTSEDUCATION:
DANCEKINDERGARTEN
CREATINGDANCE
Prescribed Learning Outcomes
Suggested Achievement Indicators
Thefollowingsetofindicatorsmaybeusedtoassessstudent
achievementforeachcorrespondingPrescribedLearningOutcome.
areableto:
A1 moveexpressivelytoavarietyof
soundsandmusic
A2 createmovementsthatrepresent
characters,themes,andtopics
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)
19
DANCEKINDERGARTEN
ARTSEDUCATION
ELEMENTSOFDANCE
areableto:
B1 movesafelyinbothpersonal
spaceandgeneralspaceduring
danceactivities
findandstayintheirownpersonalspace(e.g.,thespace
bubblethatapersonoccupies)throughouttheactivity
performmovementssafelyindifferentwayswithout
touchingothersorfallingdown
adjusttheirpositioninresponsetoteachersuggestionsas
requiredforsafety
B2 moveinavarietyoflevels,
pathways,anddirections,usinga
varietyofbodyshapes
B3 moveintimetoasteadybeat
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)
CONTEXT
areableto:
C1 participateindanceactivitiesfora participateindanceactivitiesforavarietyofpurposes,
varietyofpurposes
including
totellstories
toexpressfeelings
tohavefun
forcelebration(e.g.,folkdances,weddings)
20
ARTSEDUCATION
DANCEKINDERGARTEN
PRESENTINGANDPERFORMING
areableto:
D1 demonstratewillingnessto
performdance
participatewillinglyindanceactivities
presentdanceforothersininformalorformalsettings(e.g.,
D2 demonstrateappropriate
performanceskillsindance
settings
smallgroupsintheclassroom,foranotherKindergarten
class,forparents)
identifyanddemonstrateappropriateandpositivewaysan
audiencemembercanexpressrespectorenjoymentfora
performance(e.g.,focustheirattentionontheperformance,
clapattheend,dontdistractperformers)
demonstraterespectforthecontributionsofothersinvarious
dancesituations(e.g.,waitquietlyfortheirturn)
whenperforming,stayfocussedontheirroleasadancer
(e.g.,trytheirbesttoperformitaspractised,dontfiddle
withcostume)
21
ARTSEDUCATION
DRAMAKINDERGARTEN
ARTSEDUCATION:
DRAMAKINDERGARTEN
EXPLORINGANDCREATING
areableto:
A1 demonstrateengagementin
dramaactivities
whenperforming,stayfocussedontheirroleasadancer
A2 exploreandimaginestoriesby
takingonroles
A3 demonstratewillingnessto
participateandcooperatein
dramaactivities
(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
23
DRAMAKINDERGARTEN
ARTSEDUCATION
DRAMAFORMS,STRATEGIES,ANDSKILLS
areableto:
B1 usevoiceinavarietyofwaysto
exploreideasandfeelings
usevocalelements(e.g.,loud,soft,tone)toexploreavariety
B2 usemovementandtheirbodiesto
exploreideasandfeelings
B3 movesafelyinbothpersonaland
generalspacewhilecreating
drama
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)
bubblethatapersonoccupies)throughoutdrama
explorations
respondtodirectionsrelatedtomovement(e.g.,freeze,stop,
start,slowmotion,inyourownspace)
performavarietyofmovementsindividuallyandingroups
CONTEXT
areableto:
C1 participateindramaactivities
fromavarietyofcontexts
engageindramaactivitiesfromavarietyofcontexts
asparticipant
asaudiencemember(e.g.,performancesofolderclasses,
visitingensembles)
- 24 -
ARTSEDUCATION
DRAMAKINDERGARTEN
areableto:
D1 participateinandsharedrama
work
D2 respondtoadramapresentation
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
25
ARTSEDUCATION
MUSICKINDERGARTEN
ARTSEDUCATION:MUSICKINDERGARTEN
EXPLORINGANDCREATING
areableto:
A1 singandplayclassroom
repertoire
participateinavarietyofclassroomsongsandsinginggames
playclassroominstruments(e.g.,rhythmsticks,bells,body
A2 representpersonalthoughts,
images,andfeelingsexperienced
inclassroomrepertoire
A3 createsoundstoaccompany
stories,nurseryrhymes,orsongs
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
27
MUSICKINDERGARTEN
ARTSEDUCATION
ELEMENTSANDSKILLS
areableto:
B1 respondtobeatinmusic
clapormoveintimetothebeatinaselectedpieceofmusic
movefreelytoexpressastory,images,orfeelingsevokedby
B2 demonstraterhythmicpatterns
fromclassroomrepertoire
echosimplerhythmicpatternsorwordrhythms(e.g.,March
musicwithoutabeat
B3 singshortmelodies
B4 distinguishonemelodyfrom
another
B5 usevoiceorinstrumentsto
exploreelementsofexpression
28
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)
ARTSEDUCATION
MUSICKINDERGARTEN
CONTEXT
areableto:
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)
areableto:
D1 demonstrateappropriate
performanceskillsinmusic
settings
demonstrateperformanceskillsappropriatetothesetting
D2 respondtoamusicwork
(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.)
29
ARTSEDUCATION
VISUALARTSKINDERGARTEN
PRESCRIBEDLEARNINGOUTCOMESAND
SUGGESTEDACHIEVEMENTINDICATORS
CREATIVEPROCESSES
areableto:
A1 useimagination,observation,and
storiestocreateimages
identifysourcesusedinspecificexamplesofothersimages
A2 createimages
usingtheimagedevelopment
strategyofelaboration
thatfeaturecolour,line,or
shape
thatusetheprincipleofpattern
A3 experimentwithavarietyof
materials,technologies,and
processestomakeimages
(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
31
ARTSEDUCATION
A4 create2Dand3Dimages
thatrepresentideasand
concepts
inresponsetoexperiences
inresponsetoobjectsandother
images
createimagesthatrepresenttheconceptsofplaceandtime
(e.g.,seasons,selfportraitatcurrentage,afavouriteplace,
theviewfromtheirwindow)
createimagesthatrepresenttheirresponsetovarious
experiences(e.g.,naturewalks,presentationsbyElders,
showandtell,musicordanceperformances)
createimagesthatrepresenttheirresponsetootherimages
theyhaveviewed(e.g.,artworkswithintheschool,
illustrationsfrompicturebooks)
SKILLSANDSTRATEGIES
areableto:
B1 identifyandapply
theimagedevelopment
strategyofelaboration
thevisualelementsofcolour,
shape,andline
theprincipleofpattern
identifyexamplesofcolourandexploretheirusestocreate
images(e.g.,varietyofblues)
identifyexamplesofshapeandexploretheirusestocreate
images(e.g.,geometricshapes,organicshapes)
identifyexamplesoflineandexploretheirusesindrawing
B2 identifyandapplyavarietyof
materials,technologies,and
processestocreateimages
(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)
32
ARTSEDUCATION
CONTEXT
areableto:
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
areableto:
D1 respondtoartworks
viewanddiscussavarietyoftheirownandothersartworks
demonstraterespectfortheworkofselfandothersthrough
thoughtfulresponse(e.g.,discussions,drawing)
33
HEALTHANDCAREEREDUCATIONKINDERGARTEN
HEALTHANDCAREEREDUCATION
KINDERGARTEN
PRESCRIBEDLEARNINGOUTCOMESAND
GOALSANDDECISIONS
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
to:
B1 identifytheirpersonalskillsand
interests(e.g.,thingstheyare
goodat,thingstheyliketodo)
identifyavarietyofthingsthattheyaregoodat
identifyavarietyofthingsthattheyliketodo
identifyavarietyofthingsthattheycandonowthatthey
B2 identifyavarietyofjobsand
responsibilitiestheyhaveat
homeandatschool(e.g.,clean
uptoys,obeyplaygroundrules)
couldntdobefore(e.g.,printownname,dressthemselves,
brushteeth)
namejobsandresponsibilitiestheyhaveathome(e.g.,clean
uptoys,makebed,settable)
namejobsandresponsibilitiestheyhaveatschool(e.g.,clean
upclassroom,followdirections,obeyplaygroundrules)
35
HEALTH
HealthyLiving
C1 identifypracticesthat
contributetohealth,including
healthyeating,regular
physicalactivity,emotional
healthpractices,anddisease
preventionpractices
HealthyRelationships
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)
C2 identifythoughtful,caring
behavioursinfamilies(e.g.,
nurture,guidance,love)
nametheprimaryresponsibilitiesofafamily(e.g.,nurture,
C3 demonstrateanunderstanding
ofappropriatewaystoexpress
feelings
C4 differentiatebetweenpositive
andnegativebehavioursin
relationships
36
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)
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
C8 identifywaystoavoidhazards
andpotentiallydangerous
situationsinthehome,at
school,ontheroad,andinthe
community
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,
SubstanceMisusePrevention
C10 differentiatebetweensafeand
unsafesubstancesintermsof
theirpotentialtobenefitor
harmthebody(e.g.,
prescriptionmedicinecan
benefitthebodyifused
properly,anyunknown
substancecanbedangerous)
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
38
MATHEMATICSKINDERGARTEN
NUMBER
PRESCRIBEDLEARNINGOUTCOMES
A1 saythenumbersequenceby1s
startinganywherefrom1to10and
from10to1
[C,CN,V]
ableto:
namethenumberthatcomesafteragivennumber,oneto
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]
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
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T]
[V]
Technology
Visualization
39
PATTERNSANDRELATIONS(PATTERNS)
foreachcorrespondingprescribedlearningoutcome.
Studentswhohavefullymettheprescribedlearningoutcomeareableto:
B1 demonstrateanunderstandingof
repeatingpatterns(twoorthree
elements)by
identifying
reproducing
extending
creating
patterns,usingmanipulatives,
sounds,andactions
[C,CN,PS,V]
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)
C1 usedirectcomparisontocompare
twoobjectsbasedonasingle
attributesuchaslength(height),
mass(weight),andvolume
(capacity)
[C,CN,PS,R,V]
[C] Communication
[CN] Connections
40
ableto:
comparethelength(height)oftwogivenobjectsand
explainthecomparisonusingthewordsshorter,longer
(taller),oralmostthesame
comparethemass(weight)oftwogivenobjectsandexplain
thecomparisonusingthewordslighter,heavier,oralmost
thesame
comparethevolume(capacity)oftwogivenobjectsand
explainthecomparisonusingthewordsless,more,bigger,
smaller,oralmostthesame
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T]
[V]
Technology
Visualization
SHAPEANDSPACE(3DObjectsand2DShapes)
C2 sort3Dobjectsusingasingle
attribute
[C,CN,PS,R,V]
C3buildanddescribe3Dobjects
[CN,PS,V]
ableto:
sortagivensetoffamiliar3Dobjectsusingasingle
attribute,suchassizeorshape,andexplainthesortingrule
determinethedifferencebetweentwogivenpresortedsets
byexplainingasortingruleusedtosortthem

createarepresentationofagiven3Dobjectusingmaterials,
suchasmodellingclayandbuildingblocks,andcompare
therepresentationtotheoriginal3Dobject
describeagiven3Dobjectusingwordssuchasbig,little,
round,likeabox,andlikeacan
[C] Communication
[CN] Connections
[ME] Mental
Mathematicsand
Estimation
[PS] ProblemSolving
[R] Reasoning
[T]
[V]
Technology
Visualization
41
PHYSICALEDUCATIONKINDERGARTEN
PHYSICALEDUCATION
KINDERGARTEN
ACTIVELIVING
Knowledge
A1 identifybenefitsofregular
participationinphysicalactivity
(e.g.,itsfun,ithelpsthemgrow
strong,itkeepstheheart
healthy)
A2 identifyphysicalactivitiesthey
enjoydoing
A3 identifytheimportanceoffood
asfuelforphysicalactivity
Participation
A4 participatedaily(e.g.,fivetimes
aweek)inmoderatetovigorous
physicalactivities
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.,

nutritious food provides fuel and energy to move and play actively)
based on class discussions and other activities, list potential
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
43
MOVEMENTSKILLS
B1 performmovementsin
personalspacewhile
maintainingcontrol
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
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
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
Itisexpectedthatstudents
will:
C1 identifysafetyguidelinesfor
participatinginphysical
activity(e.g.,follow
instructions,staywithin
boundaries,useequipment
onlywithsupervision
identifyspecificsafetyguidelinesforparticipatinginphysical
C2 followrulesanddirections
whenparticipatinginphysical
activities(e.g.,stoponsignal,
listentoinstructionsbefore
beginningactivity)
C3 workcooperativelywithpeers
duringphysicalactivity(e.g.,
respectingotherspersonal
space,notpushingorshoving)
activityintheclassroomorotherdefinedspacesuchasa
multipurposeroom(e.g.,listentoandfollowinstructions,move
desksandotherobstaclesoutoftheway)
activityinthegymnasium(e.g.,listentoandfollowinstructions,
donttouchequipmentwithoutinstructionandsupervision,
wearappropriateclothing,knowhowtomoveoutofharms
way)
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)
45
SCIENCEKINDERGARTEN
SCIENCEKINDERGARTEN
PROCESSESOFSCIENCE
describewhattheyobserve(e.g.,studentsays,IseeIhearIt
usethefivesensestomake
observations
feelsIttastesItsmells)
identify,withguidance,thepropertiesofanobject(e.g.,colour,
sharewithothersinformation
obtainedbyobserving
shape,texture,hardness)
recognizewhichbodypartwouldbeusedtogatherspecific
sensoryinformation(e.g.,tofindoutifaballissoft,Iwould
usemyhand;tofindoutifitisred,Iwouldusemyeyes)
orallycommunicateobservationsusinglearnedvocabulary
workcollaborativelywithotherswhilesharing(e.g.,listening,
encouragingeachother,sharingobservations)
drawfeaturesofitemsobserved(e.g.,twodifferentplants
growingintheschoolyard)
LIFESCIENCE:CHARACTERISTICSOFLIVINGTHINGS
listavarietyoffeatures(e.g.,colourandsize)oflocalplantsand
describefeaturesoflocalplants
andanimals(e.g.,colour,shape,
size,texture)
animals
illustratelocalplantsandanimalsinavarietyofways(e.g.,
painting,collages,sculptures)
compare local plants
describesimilaranddifferentfeatures(e.g.,colour,shape,size,
compare common animals
groupplantsonthebasisoftheirfeatures
describesimilaranddifferentfeatures(e.g.,size,outersurface
texture)oftwolocalplants
suchasfeathers,skin,scales)ofcommonanimals
sortandclassifyavarietyofanimals(e.g.,wildanimalsand
pets)
47
SCIENCEKINDERGARTEN
PHYSICALSCIENCE:PROPERTIESOFOBJECTSANDMATERIALS
areableto:
accuratelysortmaterialsbycolour,size,shape,texture,and
describepropertiesofmaterials,
includingcolour,shape,texture,
size,andweight
identifymaterialsthatmakeup
familiarobjects
describewaystorethink,refuse,
reduce,reuse,andrecycle
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
askspecificquestionsrelatedtotheirimmediateenvironment
demonstratetheabilityto
observetheirsurroundings
describefeaturesoftheir
immediateenvironment
(e.g.,Wheredidtherainwatergo?)
accuratelydescribeandillustratetwoormorefeaturesoftheir
surroundings(e.g.,textureofsoil,weatherconditions)
tellaboutfeaturestheyobserve(e.g.,Ifoundalong,thinleafor
around,shinyrock.)
withpeersupport,identifyspecificchangesintheirimmediate
environment(e.g.,changesinweatherobservedoveraone
weekperiod)
48
SOCIALSTUDIESKINDERGARTEN
SKILLSANDPROCESSESOFSOCIALSTUDIES
A1 participatecooperativelyin
groups
to:
withteacherprompts,demonstratewillingnesstoshareand
A2 gatherinformationfrom
personalexperiences,oral
sources,andvisual
representations
A3 presentinformationusingoralor
visualrepresentations
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)
49
IDENTITY,SOCIETY,ANDCULTURE
StudentswhohavefullymetthePrescribedLearningOutcomeareableo:
B1 demonstrateanawarenessofthe
conceptofchange
B2 identifygroupsandplacesthat
arepartoftheirlives
identifychangesintheirlives(e.g.,startingschool,growing
B3 identifysimilaritiesand
differencesamongfamilies
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)
50
GOVERNANCE
areableto:
C1 describetheirrolesand
responsibilitiesasmembersof
theclassroomandschool
community
withteachersupport,identifyanddiscussavarietyofroles
C2 identifythepurposeof
classroomandschool
expectations
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)
ECONOMYANDTECHNOLOGY
to:
D1 identifyindividualhumanneeds
usepicturesanddiscussiontoidentifybasichumanneeds,
D2 identifyworkdoneintheir
community
D3 identifyexamplesof
technologiesusedintheirlives
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)
51
HUMANANDPHYSICALENVIRONMENT
E1 identifycharacteristicsof
differentlocalenvironments
areableto:
fromphotographsorotherimages,identifynatural
E2 demonstrateresponsible
behaviourincaringfortheir
immediateenvironment
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)
52

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KINDERGARTEN

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

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

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

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

Suggested Achievement Indicators

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

Suggested Achievement Indicators

Suggested Achievement Indicators

Suggested Achievement Indicators

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

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

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

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

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

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

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

situations at home (e.g., avoiding hazards such as sharp

situations at school (e.g., following playground rules,

situations on the road and in community (e.g., keeping safe

give reasons why food is important for physical activity (e.g.,

based on class discussions and other activities, list potential

consequences of not providing enough nutritious food, water, and

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

compare local plants

compare common animals

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

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

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

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