dear parents and guardians: expectations for grade 1 · pdf fileuide durham district school...

Parent’s Guide

Durham DistrictSchool Board

1GRADEThe OntarioCurriculum

Expectations

for Grade 1

These curriculum expectationshave been taken directly from the

as of , published by theMinistry of Education. Theexpectations are separated bygrade to offer parents easy accessto this information.

The achievement charts identifyfour categories of knowledge andskills. The achievement chart is astandard province-wide guide to beused by teachers to guide thedevelopment of assessment tasksand tools, help teachers to planinstruction and assist in providingmeaningful feedback to students.Level 3 is the provincial standard.

Ontario Curriculum, Grades 1-8;

June 2010

Dear Parents and Guardians:

At the Durham District School Board we believe that parents andguardians are partners in learning and we value involvement inyour children’s education. To support you, and in turn ourstudents, we have prepared this clear and concise version of thecurriculum expectations. This publication offers you a completeguide to the new Ontario Curriculum’s learning expectations forGrade One.

The curriculum implemented in Durham District School Boardschools includes general and specific expectations of knowledge andskills required of students in Grade One through to Grade Eight.There are eight separate publications, covering the expectations foreach grade. By being familiar with the curriculum expectations, youcan see what your child is learning in each grade and work withteachers to improve your child’s academic success.

We also welcome you in our schools and encourage you toparticipate in parent-teacher conferences and school events, and tobe active on school councils. Most of all, we urge you to provideyour children with encouragement and support to be successful inschool.

It is our hope that you will find the grade-by-grade curriculumguides helpful. Parents can also find further information on theBoard's Website, www.durham.edu.on.ca in the "Parents"menu.

If you have questions or if you would like to discuss the curriculumexpectations, we encourage you to contact your child's teacher or theschool principal. Together, we can work in cooperation to ensurestudent success.

Sincerely,

Martyn BeckettDirector of Education

1

The Importance of Literacy andLanguage

Language development is central to students’ intellectual, social, and

emotional growth, and must be seen as a key element of the curriculum.

When students learn to use language in the elementary grades, they do

more than master the basic skills. They learn to value the power of

language and to use it responsibly. They learn to express feelings and

opinions and, as they mature, to support their opinions with sound

arguments and research. They become aware of the many purposes for

which language is used and the diverse forms it can take to

appropriately serve particular purposes and audiences.

They develop an awareness of how language is used in different formal

and informal situations. In sum, they come to appreciate language both

as an important medium for communicating ideas and information and

as a source of enjoyment.

The expectations for Grades 1 to 3 focus on the foundational

knowledge and skills that students need in order to establish a strong

basis for language development. These include students’ oral language,

prior knowledge and experience, understanding of concepts about print,

phonemic awareness, understanding of letter-sound relationships,

vocabulary knowledge, semantic and syntactic awareness, higher order

thinking skills, and capacity for metacognition.

Oral Communication:Grade 1

Overall ExpectationsBy the end of Grade 1, students will:

listen in order to understand andrespond appropriately in a varietyof situations for a variety ofpurposes

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Specific ExpectationsBy the end of Grade 1, students will:

Listen to Understand

Purpose

Active Listening Strategies

Comprehension Strategies

Demonstrating Understanding

Making Inferences/Interpreting Texts

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identify purposes for listening in a fewdifferent situations, formal andinformal

demonstrate an understanding ofappropriate listening behaviour byusing active listening strategies in afew different situations

identify a few listening comprehensionstrategies and use them before, during,and after listening in order tounderstand and clarify the meaning oforal texts, initially with support anddirection

demonstrate an understanding of theinformation and ideas in oral texts byretelling the story or restating theinformation, including the main idea

use stated and implied information andideas in oral texts, initially withsupport and direction, to make simpleinferences and reasonable predictions

Extending Understanding

Analysing Texts

Point of View

extend understanding of oral texts byconnecting the ideas in them to theirown knowledge and experience; toother familiar texts, including print andvisual texts; and to the world aroundthem

identify words or phrases that indicatewhether an oral text is fact or fiction,initially with support and direction

begin to identify, with support anddirection, who is speaking in an oraltext and the point of view expressed bythe speaker

Presentation Strategies�

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begin to identify some of thepresentation strategies used in oraltexts and explain how they influencethe audience

Overall Expectations

Specific Expectations


By the end of Grade 1, students will:

use speaking skills and strategiesappropriately to communicate withdifferent audiences for a variety ofpurposes



reflect on and identify theirstrengths as listeners and speakers,areas for improvement, and thestrategies they found most helpfulin oral communication situations

Speak to Communicate

Purposeidentify a few purposes for speaking

demonstrate an understanding ofappropriate speaking behaviour in afew different situations, includingpaired sharing and small - and largegroup discussions

communicate ideas and informationorally in a clear, coherent manner

choose appropriate words tocommunicate their meaning accuratelyand engage the interest of theiraudience

begin to identify some vocal effects,including tone, pace, pitch, andvolume, and use them appropriately tohelp communicate their meaning

identify some non-verbal cues,including facial expression, gestures,and eye contact, and use them in oralcommunications, appropriately andwith sensitivity towards culturaldifferences, to help convey theirmeaning

use one or more appropriate visual aids

Interactive Strategies

Clarity and Coherence

Appropriate Language

Vocal Skills and Strategies

Non-Verbal Cues

Visual Aids


Reflect on Oral Communication

Metacognition

Interconnected Skills

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begin to identify, with support anddirection, a few strategies they foundhelpful before, during, and afterlistening and speaking

begin to identify how their skills asviewers, representers, readers, andwriters help them improve their oral

Reading: Grade 1Overall ExpectationsBy the end of Grade 1, students will:

read and demonstrate anunderstanding of a variety ofliterary, graphic, and informationaltexts, using a range of strategies toconstruct meaning

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Read for Meaning

Variety of Texts

Purpose

Comprehension Strategies

Demonstrating Understanding

Making Inferences/Interpreting Texts

Extending Understanding

Analysing Texts

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read a few different types of literarytexts

identify a few different purposes forreading and choose reading materialsappropriate for those purposes

identify a few reading comprehensionstrategies and use them before, during,and after reading to understand texts,initially with support and direction

demonstrate understanding of a text byretelling the story or restatinginformation from the text, includingthe main idea

use stated and implied information andideas in texts, initially with support anddirection, to make simple inferencesand reasonable predictions about them

extend understanding of texts byconnecting the ideas in them to theirown knowledge and experience, toother familiar texts, and to the worldaround them

identify the main idea and a fewelements of texts, initially with supportand direction

Responding to and Evaluating Texts

Point of View

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express personal thoughts and feelingsabout what has been read

begin to identify, with support anddirection, the speaker and the point ofview presented in a text and suggest apossible alternative perspective

2



verall Expectations



recognize a variety of text forms,text features, and stylistic elementsand demonstrate understanding ofhow they help communicatemeaning



use knowledge of words and cueingsystems to read fluently


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Understand Form and Style

Read With Fluency

Text Forms

Text Patterns

Text Features

Elements of Style

Analysing Texts

identify and describe the characteristicsof a few simple text forms, with afocus on literary texts such as a simplefictional story

recognize simple organizationalpatterns in texts of different types andexplain, initially with support anddirection, how the patterns help readersunderstand the texts

identify some text features

identify some simple elements of style,including voice and word choice, andexplain, initially with support anddirection, how they help readersunderstand texts

identify the main idea and a fewelements of texts, initially with supportand direction

automatically read and understandsome high-frequency words and wordsof personal interest or significance, in avariety of reading contexts to thereader

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Reading Familiar Words




reflect on and identify theirstrengths as readers, areas forimprovement, and the strategiesthey found most helpful before,during, and after reading


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Reflect on Reading Skills andStrategies

Metagognition


begin to identify, with support anddirection, a few strategies they foundhelpful before, during, and afterreading

explain, initially with support anddirection, how their skills in listening,speaking, writing, viewing, andrepresenting help them make sense ofwhat they read

Writing: Grade 1

Research�

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gather information to support ideas forwriting in a variety of ways and/orfrom a variety of sources

sort ideas and information for theirwriting in a variety of ways, withsupport and direction

identify and order main ideas andsupporting details, initially withsupport and direction, using simplegraphic organizers

determine, after consultation with theteacher and peers, whether the ideasand information they have gathered aresuitable for the purpose

Classifying Ideas

Organizing Ideas

Review


generate, gather, and organize ideasand information to write for anintended purpose and audience

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Develop and Organize Content

Purpose and Audience

Developing Ideas

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identify the topic, purpose, audience,and form for writing, initially withsupport and direction

generate ideas about a potential topic,using a variety of strategies andresources

Producing Drafts

Spelling Familiar Words

Spelling Unfamiliar Words

Vocabulary

Punctuation

Grammar

I, you,he, she, it, we, they

Proofreading

Publishing

Producing Finished Works

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produce revised draft pieces of writingto meet criteria identified by theteacher, based on the expectations

spell some high-frequency wordscorrectly

spell unfamiliar words using a varietyof strategies that involve understandingsound-symbol relationships, wordstructures, and word meanings

confirm spellings and word meaningsor word choice using one or tworesources

use punctuation to help communicatetheir intended meaning, with a focus onthe use of: a capital letter at thebeginning of a sentence; a period,question mark, or exclamation mark atthe end

use parts of speech appropriately tocommunicate their meaning clearly,with a focus on the use of: nouns fornames of people, places, and things;the personal subject pronouns

; verbs to tell whatthey do and feel; some adjectives; andsimple prepositions of place

proofread and correct their writingusing a simple checklist or a fewguiding questions posted by the teacherfor reference

use some appropriate elements ofeffective presentation in the finishedproduct, such as print, different fonts,graphics, and layout

produce pieces of published work tomeet criteria identified by the teacher,based on the expectations




use editing, proofreading, andpublishing skills and strategies,and knowledge of languageconventions, to correct errors,refine expression, and present theirwork effectively


Apply Knowledge of LanguageConvention and Present WrittenWork EffectivelyOverall Expectations



draft and revise their writing, usinga variety of informational, literary,and graphic forms and stylisticelements appropriate for thepurpose and audience


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Use Knowledge of Form and Style inWriting

Form

Voice

Word Choice

Sentence Fluency

Point of View

Preparing for Revision

Revision

write short texts using a few simpleforms

begin to establish a personal voice intheir writing by using pictures andwords that convey their attitude orfeeling towards the subject or audience

use familiar words and phrases toconvey a clear meaning

write simple but complete sentencesthat make sense

begin to identify, with support anddirection, their point of view and onepossible different point of view aboutthe topic

identify elements of their writing thatneed improvement, including content,organization, and style, using feedbackfrom the teacher and peers

make simple revisions to improve thecontent, clarity, and interest of theirwritten work, using a few simplestrategies

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Reading Unfamiliar Words�

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predict the meaning of and solveunfamiliar words using different typesof cues, including:• semantic (meaning) cues• syntactic (language structure) cues• graphophonic (phonological and

graphic) cues

read appropriate, familiar texts at asufficient rate and with sufficientexpression to convey the sense of thetext to the reader

Reading Fluently




reflect on and identify theirstrengths as writers, areas forimprovement, and the strategiesthey found most helpful at differentstages in the writing process


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Reflect on Writing Skills andStrategies

Metacognition


Portfolio

identify some strategies they foundhelpful before, during, and afterwriting

describe, with prompting by theteacher, how some of their skills inlistening, speaking, reading, viewing,and representing help in theirdevelopment as writers

select pieces of writing they think showtheir best work and explain the reasonsfor their selection




demonstrate an understanding of avariety of media texts


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Understand Media Texts


Making Inferences/Interpreting Messages

Responding to and Evaluating Texts

Audience Responses

Point of View

identify the purpose and intendedaudience of some simple media texts

identify overt and implied messages,initially with support and direction, insimple media texts

express personal thoughts and feelingsabout some simple media works

describe how different audiences mightrespond to specific media texts

begin to identify, with support anddirection, whose point of view ispresented in a simple media text andsuggest a possible alternativeperspective

Media Literacy:Grade 1

4


reflect on and identify theirstrengths as media interpreters andcreators, areas for improvement,and the strategies they found mosthelpful in understanding andcreating media texts

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Reflect on Media Literacy Skills andStrategies

Metacognition


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identify, initially with support anddirection, what strategies they foundmost helpful in making sense of andcreating media texts

begin to explain, initially with supportand direction, how their skills inlistening, speaking, reading, andwriting help them to make sense of andproduce media texts

Production Perspectives

Form

Conventions and Techniques

Producing Media Texts

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identify, with support and direction,who makes some of the simple mediatexts with which they are familiar, andwhy those texts are produced

identify some of the elements andcharacteristics of a few simple mediaforms

identify, initially with support anddirection, the conventions andtechniques used in some familiar mediaforms

identify conventions and techniquesappropriate to the form chosen for amedia text they plan to create

produce some short media texts forspecific purposes and audiences, usinga few simple media forms andappropriate conventions and techniques






identify some media forms andexplain how the conventions andtechniques associated with them areused to create meaning



create a variety of media texts fordifferent purposes and audiences,using appropriate forms,conventions, and techniques


Understand Media Forms,Conventions, and Techniques

Create Media Texts


Form

Conventions and Techniques

identify the topic, purpose, andaudience for media texts they plan tocreate

identify an appropriate form to suit thepurpose and audience for a media textthey plan to create

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Achievement Chart - Language, - Grades 1-8

� uses planning skillswith limitedeffectiveness

� uses planning skillswith considerableeffectiveness

� uses planning skillswith someeffectiveness

� uses planning skillswith a high degree ofeffectiveness

Use of planning skills(e.g., generating ideasgathering information,focusing research,organizing information)

Use of processing skills(e.g., making inferences,interpreting, analysing,detecting bias,synthesizing, evaluating,forming conclusions)

Use of critical/creativethinking processes(e.g., reading process,writing process, oraldiscourse, research,critical/creative analysis,critical literacy,metacognition, invention)

� uses processing skillswith limitedeffectiveness

� uses critical/creativethinking processes withlimited effectiveness

� uses processing skillswith considerableeffectiveness

� uses critical/creativethinking processes withconsiderableeffectiveness

� uses processing skillswith someeffectiveness

� uses critical/creativethinking processes withsome effectiveness

� uses processing skillswith a high degree ofeffectiveness

� uses critical/creativethinking processes witha high degree ofeffectiveness

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and thecomprehension of its meaning and significance (understanding)

The student:

Knowledge of content(e.g., forms of text;strategies associated withreading, writing,speaking, and listening;elements of style;terminology;conventions)

� demonstrates limitedknowledge of content

� demonstrates limitedunderstanding ofcontent

� demonstrates someknowledge of content

� demonstrates someunderstanding ofcontent

� demonstratesconsiderableknowledge of content

� demonstratesconsiderableunderstanding ofcontent

� demonstrates thoroughknowledge of content

� demonstrates thoroughunderstanding ofcontent

Thinking The use of critical and creative thinking skills and/or processes

The student:

Understanding ofcontent(e.g., concepts, ideas,opinions; relationshipsamong facts, ideas,concepts, themes)

Categories Level 2 Level 4Level 1 Level 3

6

� transfers knowledgeand skills to newcontexts with limitedeffectiveness

�makes connectionswithin and betweenvarious contexts withlimited effectiveness

� transfers knowledgeand skills to newcontexts withconsiderableeffectiveness

�makes connectionswithin and betweenvarious contexts withconsiderableeffectiveness

� transfers knowledgeand skills to newcontexts with someeffectiveness

�makes connectionswithin and betweenvarious contexts withsome effectiveness

� transfers knowledgeand skills to newcontexts with a highdegree of effectiveness

�makes connectionswithin and betweenvarious contexts with ahigh degree ofeffectiveness

Transfer of knowledgeand skills

tonew contexts

(e.g., concepts,strategies, processes)

Communication fordifferent audiences andpurposes

visual, and writtenforms including mediaforms

(e.g., use ofappropriate style, voice,point of view, tone) inoral,

Use of conventions(e.g., grammar, spelling,punctuation, usage)vocabulary, andterminology of thediscipline in oral, visual,and written formsincluding media forms

Making connectionswithin and betweenvarious contexts (e.g.,between the text andpersonal knowledge orexperience, other texts,and the world outside theschool; betweendisciplines)

� communicates fordifferent audiences andpurposes with limitedeffectiveness

� uses conventions,vocabulary, andterminology of thediscipline with limitedeffectiveness

� communicates fordifferent audiences andpurposes withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology of thediscipline withconsiderableeffectiveness

� communicates fordifferent audiences andpurposes with someeffectiveness

� uses conventions,vocabulary, andterminology of thediscipline with someeffectiveness

� communicates fordifferent audiences andpurposes with a highdegree of effectiveness

� uses conventions,vocabulary, andterminology of thediscipline with a highdegree of effectiveness

Communication The conveying of meaning through various forms

Application The use of knowledge and skills to make connections within and between various contexts

The student:

The student:

Expression andorganization of ideasand information

in oral,visual, and writtenforms including mediaforms

(e.g.,clear expression, logicalorganization)

Application ofknowledge and skills

in familiarcontexts

(e.g., concepts, strategies,processes)

� expresses andorganizes ideas andinformation withlimited effectiveness

� applies knowledgeand skills in familiarcontexts with limitedeffectiveness

� applies knowledgeand skills in familiarcontexts withconsiderableeffectiveness

� applies knowledgeand skills in familiarcontexts with someeffectiveness

� applies knowledgeand skills in familiarcontexts with a highdegree of effectiveness

� expresses andorganizes ideas andinformation with someeffectiveness

� expresses andorganizes ideas andinformation withconsiderableeffectiveness

� expresses andorganizes ideas andinformation with a highdegree of effectiveness


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Getting Involved

Play the game “Concentration” using hand-made cards. For example,for number sense and numeration use cards such as these:

***21

The Importance of Mathematics

Since mathematics is a key element of the curriculum, parents, students, and teachers need to understand whymathematics is important. When students learn mathematics, they do more than master basic skills; they acquirea concise and powerful means of analysis, problem solving, and communication.

Competence using mathematical language, structures, and operations within mathematical processes will helpstudents to reason, justify their conclusions, and express ideas clearly. Students need to be able to usemathematics in connection with technology, their daily lives and eventually, in the workplace.

Mathematics is an essential learning tool. As students identify relationships between mathematical concepts andeveryday situations, and make connections between mathematics and other subjects, they gain the ability toextend and apply their knowledge in other curriculum areas (such as science, music and language).”

� apply developing problem-solving strategies as they pose and solve problems and conductinvestigations, to help deepen their mathematical understanding;

� demonstrate that they are reflecting on and monitoring their thinking to help clarify theirunderstanding as they complete an investigation or solve a problem (e.g., by explainingothers why they think their solution is correct);

� make connections among simple mathematical concepts and procedures, and relatemathematical ideas to situations drawn from everyday contexts;

� create basic representations of simple mathematical ideas (e.g., using concrete materials;physical actions, such as hopping or clapping; pictures; numbers; diagrams; inventedsymbols), make connections among them, and apply them to solve problems;

� communicate mathematical thinking orally, visually, and in writing, using everyday language,a developing mathematical vocabulary, and a variety of representations.

� select and use a variety of concrete, visual, and electronic learning tools and appropriatecomputational strategies to investigate mathematical ideas and to solve problems;

� apply developing reasoning skills (e.g., pattern recognition, classification) to make andinvestigate conjectures (e.g., through discussion with others);

Grade 1: Mathematical Process Expectations

Throughout Grade 1, students will:

The mathematical process expectations are to be integrated into student learning associated with all the strands.

Problem Solving

Reflecting

Connecting

Representing

Communication

Selecting Tools andComputational Strategies

Reasoning and Proving

8

= 3

Measurement: Grade 1

Number Sense andNumeration: Grade 1

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count forward by 1’s, 2’s, 5’s, and 10’s to100, using a variety of tools and strategies(e.g., move with steps; skip count on anumber line; place counters on ahundreds chart; connect cubes to showequal groups; count groups of pennies,nickels, or dimes);

solve a variety of problems involving theaddition and subtraction of wholenumbers to 20, using concrete materialsand drawings (e.g., pictures, numberlines) ( Miguel has 12cookies. Seven cookies are chocolate.Use counters to determine how manycookies are not chocolate.);solve problems involving the addition andsubtraction of single-digit wholenumbers, using a variety of mentalstrategies (e.g., one more than, one lessthan, counting on, counting back,doubles);add and subtract money amounts to 10¢,using coin manipulatives and drawings.

count backwards by 1’s from 20 and anynumber less than 20 (e.g., countbackwards from 18 to 11), with andwithout the use of concrete materials andnumber lines;count backwards from 20 by 2’s and 5’s,using a variety of tools (e.g., numberlines, hundreds charts);use ordinal numbers to thirty-first inmeaningful contexts (e.g., identify thedays of the month on a calendar).

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Operational Sense

Sample problem:


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estimate, measure, and describe length,area, mass, capacity, time, andtemperature, using non-standard units ofthe same size;compare, describe, and order objects,using attributes measured in non-standardunits.


Quantity Relationships

Counting

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represent, compare, and order wholenumbers to 50, using a variety of tools(e.g., connecting cubes, ten frames,base ten materials, number lines,hundreds charts) and contexts (e.g.,real-life experiences, number stories);read and print in words whole numbersto ten, using meaningful contexts (e.g.,storybooks, posters);demonstrate, using concrete materials,the concept of conservation of number(e.g., 5 counters represent the number5, regardless whether they are closetogether or far apart);relate numbers to the anchors of 5 and10 (e.g., 7 is 2 more than 5 and 3 lessthan 10);identify and describe various coins(i.e., penny, nickel, dime, quarter, $1coin, $2 coin), using coinmanipulatives or drawings, and statetheir value (e.g., the value of a penny isone cent; the value of a toonie is twodollars);represent money amounts to 20¢,through investigation using coinmanipulatives;estimate the number of objects in a set,and check by counting (e.g.,“I guessedthat there were 20 cubes in the pile. Icounted them and there were only 17cubes. 17 is close to 20.”);compose and decompose numbers upto 20 in a variety of ways, usingconcrete materials (e.g., 7 can bedecomposed using connecting cubesinto 6 and 1, or 5 and 2, or 4 and 3);divide whole objects into parts andidentify and describe, throughinvestigation, equal-sized parts of thewhole, using fractional names (e.g.,halves; fourths or quarters).

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� demonstrate, using concrete materials,the concept of one-to-onecorrespondence between number andobjects when counting;

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construct, using a variety of strategies,tools for measuring lengths, heights, anddistances in non-standard units (e.g.,footprints on cash register tape or onconnecting cubes);estimate, measure (i.e., by minimizingoverlaps and gaps), and describe area,through investigation using non- standardunits (e.g.,“It took about 15 index cards tocover my desk, with only a little bit ofspace left over.”);estimate, measure, and describe thecapacity and/or mass of an object, throughinvestigation using non-standard units(e.g.,“My journal hasthe same mass as 13 pencils.” “The juicecan has the same capacity as 4pop cans.”);estimate, measure, and describe thepassage of time, through investigationusing non-standard units (e.g., number ofsleeps; number of claps; number of flips ofa sand timer);read demonstration digital and analogueclocks, and use them to identifybenchmark times (e.g., times for breakfast,lunch, dinner; the start and end of school;bedtime) and to tell and write time to thehour and half-hour in everyday settings;name the months of the year in order, andread the date on a calendar;relate temperature to experiences of theseasons (e.g.,“In winter, we can skatebecause it’s cold enough for there to beice.”).

compare two or three objects usingmeasurable attributes (e.g., length, height,width, area, temperature, mass, capacity),and describe the objects using relativeterms (e.g., , , , ,

; “If I put an eraser, a pencil, and ametre stick beside each other, I can seethat the eraser is shortest and the metrestick is longest.”);compare and order objects by theirlinear measurements, using the samenon-standard unit (Using a length of string equal to thelength of your forearm, work with apartner to find other objects that areabout the same length.);use the metre as a benchmark formeasuring length, and compare themetre with non-standard units (

In the classroom, use a metrestick to find objects that are taller thanone metre and objects that are shorterthan one metre.);describe, through investigation usingconcrete materials, the relationshipbetween the size of a unit and thenumber of units needed to measurelength ( Compare thenumbers of paper clips and pencilsneeded to measure the length of thesame table.).

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Measurement Relationships

taller heavier faster biggerwarmer

Sample problem:

Sampleproblem:

Sample problem:


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read, represent, compare, and orderwhole numbers to 50, and use concretematerials to investigate fractions andmoney amounts;demonstrate an understanding ofmagnitude by counting forward to 100and backwards from 20;solve problems involving the additionand subtraction of single-digit wholenumbers, using a variety of strategies.


Attributes, Units, and MeasurementSense�

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demonstrate an understanding of the useof non-standard units of the same size(e.g., straws, index cards) for measuring( Measure the lengthof your desk in different ways; forexample, by using several different non-standard units or by startingmeasurements from opposite ends of thedesk. Discuss your findings.);estimate, measure (i.e., by placing non-standard units repeatedly, withoutoverlaps or gaps), and record lengths,heights, and distances (e.g., a book isabout 10 paper clips wide; a pencil isabout 3 toothpicks long);

Sample problem:

9

Patterning &Algebra: Grade 1


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identify common two-dimensionalshapes and three-dimensional figures andsort and classify them by their attributes;*compose and decompose common two-dimensional shapes and three-dimensional figures;describe the relative locations of objectsusing positional language.

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Geometric Properties

Geometric Relationships

identify and describe common two-dimensional shapes (e.g., circles,triangles, rectangles, squares) and sortand classify them by their attributes(e.g., colour; size; texture; number ofsides), using concrete materials andpictorial representations (e.g.,“I put allthe triangles in one group. Some arelong and skinny, and some are shortand fat, but they all have three sides.”);trace and identify the two-dimensionalfaces of three-dimensional figures,using concrete models (e.g.,“I can seesquares on the cube.”);identify and describe common three-

dimensional figures (e.g., cubes, cones,cylinders, spheres, rectangular prisms)and sort and classify them by theirattributes (e.g., colour; size; texture;number and shape of faces), usingconcrete materials and pictorialrepresentations (e.g.,“I put the conesand the cylinders in the same groupbecause they all have circles onthem.”);describe similarities and differencesbetween an everyday object and athree-dimensional figure (e.g.,“A waterbottle looks like a cylinder, except thebottle gets thinner at the top.”);locate shapes in the environment thathave symmetry, and describe thesymmetry.

compose patterns, pictures, anddesigns, using common two-dimensional shapes (Create a picture of a flower usingpattern blocks.);

Sample problem:

* For the purposes of student learning in Grade 1, “attributes”refers to the various characteristics of two-dimensional shapes andthree-dimensional figures, including geometric properties.Students learn to distinguish attributes that are geometric propertiesfrom attributes that are not geometric properties in Grade 2.

Geometry & SpatialSense: Grade 1

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identify and describe shapes withinother shapes (e.g., shapes within ageometric design);build three-dimensional structures usingconcrete materials, and describe thetwo- dimensional shapes the structurescontain;cover outline puzzles with two-dimensional shapes (e.g., pattern blocks,tangrams) ( Fill in theoutline of a boat with tangram pieces.).

Sample problem:

Location and Movement�

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describe the relative locations of objectsor people using positional language(e.g., , , , ,

, , , , ,, );

describe the relative locations of objectson concrete maps created in theclassroom ( Work withyour group to create a map of theclassroom in the sand table, usingsmaller objects to represent theclassroom objects. Describe where theteacher’s desk and the bookshelves arelocated.);create symmetrical designs and pictures,using concrete materials (e.g., patternblocks, connecting cubes, paper forfolding), and describe the relativelocations of the parts.

over under above below in frontof behind inside outside besidebetween along

Sample problem:


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�

identify, describe, extend, and createrepeating patterns;demonstrate an understanding of theconcept of equality, using concretematerials and addition and subtractionto 10.


Patterns and Relationshipsidentify, describe, and extend, throughinvestigation, geometric repeatingpatterns involving one attribute (e.g.,colour, size, shape, thickness,orientation);identify and extend, throughinvestigation, numeric repeating patterns(e.g., 1, 2, 3, 1, 2, 3, 1, 2, 3,... );describe numeric repeating patterns in ahundreds chart;identify a rule for a repeating pattern(e.g., “We’re lining up boy, girl, boy,girl, boy, girl.”);

� create a repeating pattern involving oneattribute (e.g., colour, size, shape,sound) (Sample problem: Use beads tomake a string that shows a repeatingpattern involving one attribute.);represent a given repeating pattern in avariety of ways (e.g., pictures, actions,colours, sounds, numbers, letters)(Sample problem: Make an ABA, ABA,ABA pattern using actions like clappingor tapping.).

create a set in which the number ofobjects is greater than, less than, orequal to the number of objects in a givenset;demonstrate examples of equality,through investigation, using a “balance”model ( Demonstrate,using a pan balance, that a train of 7attached cubes on one side balances atrain of 3 cubes and a train of 4 cubes onthe other side.);

�

�

�

�

Expressions and Equality

Sample problem:

determine, through investigation using a“balance” model and whole numbers to10, the number of identical objects thatmust be added or subtracted to establishequality ( On a panbalance, 5 cubes are placed on the leftside and 8 cubes are placed on the rightside. How many cubes should you takeoff the right side so that both sidesbalance?).

Sample problem:

10

Data Management &Probability: Grade 1


�

�

�

collect and organize categoricalprimary data and display the data usingconcrete graphs and pictographs,without regard to the order of labels onthe horizontal axis;read and describe primary datapresented in concrete graphs andpictographs;describe the likelihood that everydayevents will happen.


Collection and Organization Data

Probability

�

�

�

�

demonstrate an ability to organizeobjects into categories by sorting andclassifying objects using one attribute(e.g., colour, size), and by describinginformal sorting experiences (e.g.,helping to put away groceries)( Sort a collection ofattribute blocks by colour. Re-sort thesame collection by shape.);collect and organize primary data (e.g.,data collected by the class) that iscategorical (i.e., that can be organizedinto categories based on qualities suchas colour or hobby), and display thedata using one-to-one correspondence,prepared templates of concrete graphsand pictographs (with titles and labels),and a variety of recording methods(e.g., arranging objects, placingstickers, drawing pictures, making tallymarks) ( Collect andorganize data about the favourite fruitthat students in your class like to eat.).

read primary data presented inconcrete graphs and pictographs, anddescribe the data using comparativelanguage (e.g., more students chosesummer than winter as their singlefavourite season);pose and answer questions aboutcollected data ( Whatwas the most popular fruit chosen bythe students in your class?).

Sample problem:

Sample problem:

Sample problem:

Data Relationships

� describe the likelihood that everydayevents will occur, using mathematicallanguage (i.e., , ,

, , )(e.g.,“It’s unlikely that I will win thecontest shown on the cereal box.”).

impossible unlikelyless likely more likely certain


� uses planning skillswith limitedeffectiveness



� uses planning skillswith a high degreeof effectiveness

Use of planning skillsunderstanding theproblem (e.g.,formulating andinterpreting theproblem, makingconjectures)making a plan forsolving the problem

�

�

Use of processing skills*carrying out a plan(e.g., collecting data,questioning, testing,revising, modelling,solving, inferring,forming conclusions)looking back at thesolution (e.g.,evaluatingreasonableness,making convincingarguments, reasoning,justifying, proving,reflecting)

�

�




� uses processing skillswith a high degreeof effectiveness


The student:

Knowledge of content(e.g., facts, terms,procedural skills, useof tools)

Understanding ofmathematical concepts

Use of critical/creativethinking processes* (e.g.,problem solving, inquiry)


� demonstrates limitedunderstandingof concepts

� uses of critical/creativethinking process withlimited effectiveness

� uses of critical/creativethinking process withconsiderableeffectiveness

� uses of critical/creativethinking process withsome effectiveness

� uses of critical/creativethinking process with ahigh degree ofeffectiveness


� demonstrates someunderstandingof concepts


� demonstratesconsiderableunderstandingof concepts

� demonstratesthorough knowledgeof content

� demonstratesthoroughunderstandingof concepts

Thinking The use of critical and creative thinking skills and/or processes*

The student:

* The processing skills and critical/creative thinking processes in the Thinking category include some but not all aspects of thedescribed in the Ministry document. Some aspects of the mathematical processes relate to the other categories of the achievement chart.

mathematical processes

Achievement Chart - Mathematics, Grades 1-8

11

� communicates fordifferent audiencesand purposes withlimited effectiveness









� communicates fordifferent audiencesand purposes withconsiderableeffectiveness

� communicates fordifferent audiencesand purposes withsome effectiveness


Communication fordifferent audiences (e.g.,peers, teachers) andpurposes (e.g., to presentdata, justify a solution,express a mathematicalargument) in oral, visual,and written forms

Transfer of knowledgeand skills to new contexts

Use of conventions,vocabulary, andterminology of thediscipline (e.g., terms,symbols) in oral, visual,and written forms

Making connectionswithin and betweenvarious contexts (e.g.,connections betweenconcepts, representations,and forms withinmathematics; connectionsinvolving use of priorknowledge andexperience; connectionsbetween mathematics,other disciplines, and thereal world)







The student:

The student:

Expression andorganization of ideas andmathematical thinking(e.g., clarity ofexpression, logicalorganization), using oral,visual, and written forms(e.g., pictorial, graphic,dynamic, numeric,algebraic forms; concretematerials)

Application ofknowledge and skills infamiliar contexts

� expresses andorganizes mathematicalthinking with limitedeffectiveness

� applies knowledgeand skills in familiarcontexts with limitedeffectiveness

� applies knowledgeand skills in familiarcontexts withconsiderableeffectiveness

� applies knowledgeand skills in familiarcontexts with someeffectiveness

� applies knowledge andskills in familiarcontexts with a highdegree of effectiveness

� expresses andorganizes mathematicalthinking with someeffectiveness

� expresses andorganizes mathematicalthinking withconsiderableeffectiveness

� expresses andorganizes mathematicalthinking with a highdegree of effectiveness

12


The Goals of the Science and Technology ProgramA scientifically and technologically literate person is one who can read and understand common media reports about

science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-

making activities that involve science and technology.

The Ontario Curriculum, Grades 1–8: Science and Technology, 2007

Science Co-ordinators’ and Consultants’Association of Ontario (SCCAO) and Science Teachers’Association of Ontario(STAO/APSO), “Position Paper: The Nature of Science” (2006), p. 1

During the twentieth century, science and technology played an increasingly important role in the lives of all Canadians.

Science and technology underpin much of what we take for granted, including clean water, the places in which we live

and work, and the ways in which we communicate with others. The impact of science and technology on our lives will

continue to grow. Consequently, scientific and technological literacy for all has become the overarching objective of

science and technology education throughout the world.

Achievement of both excellence and equity underlies the three major goals of the science and technology program at the

elementary level. Accordingly, outlines the skills and

knowledge that students will develop, as well as the attitudes that they need to develop in order to use their knowledge and

skills responsibly. The three goals are the following:

1.

2.

3.

to relate science and technology to society and the environment

to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problemsolving

to understand the basic concepts of science and technology

Fundamental ConceptsFundamental concepts are key ideas that provide a framework for the acquisition of all scientific and technologicalknowledge. They also help students to integrate scientific and technological knowledge with knowledge in other subjectareas, such as mathematics and social studies.

These fundamental concepts are described in the following chart.

Fundamental Concepts

Matter Matter is anything that has mass and occupies space. Matter has particular structural and behavioural

characteristics.

Energy

Systems andInteractions

Structureand Function

Change andContinuity

SustainabilityandStewardship

13

Energy comes in many forms, and can change forms. It is required to make things happen (to do work).Work is done when a force causes movement.

A system is a collection of living and/or non-living things and processes that interact to perform some

function. A system includes inputs, out-puts, and relationships among system components. Natural and

human systems develop in response to, and are limited by, a variety of environmental factors.

This concept focuses on the interrelationship between the function or use of a natural or human-made object

and the form that the object takes.

Sustainability is the concept of meeting the needs of the present without compromising the ability of future

generations to meet their needs.

Stewardship involves understanding that we need to use and care for the natural environment in a responsible

way and making the effort to pass on to future generations no less than what we have access to ourselves.

Values that are central to responsible stewardship are: using non-renewable resources with care; reusing and

recycling what we can; switching to renewable resources where possible.

Change is the process of becoming different over time, and can be quantified.

Continuity represents consistency and connectedness within and among systems over time. Interactions

within and among systems result in change and variations in consistency.

Understanding Life SystemsNeeds and Characteristics of Living Things


1.

2.

3.

assess the role of humans in maintaininga healthy environment;

investigate needs and characteristics ofplants and animals, including humans;

demonstrate an understanding of thebasic needs and characteristics of plantsand animals, including humans.


Relating Science and Technology toSociety and the Environment

1.1 identify personal action that theythemselves can take to help maintain ahealthy environment for living things,including humans (e.g., walk to schoolinstead of being driven in the car; becareful what they put down the drain at

Understanding LifeSystems - Needs andCharacteristics of LivingThings: Grade 1

home; practise cleanliness to reduce thespread of germs when helping in thekitchen; show care and concern for allliving things)

describe changes or problems thatcould result from the loss of some kinds ofliving things that are part of everyday life(e.g., if we lost all the cows, all the insects,all the bats, all the trees, all the grasses),taking different points of view intoconsideration (e.g.,the point of view offarmers, children, parents)

follow established safety proceduresand humane practices during science andtechnology investigations (e.g., show careand concern when handling animals)

investigate and compare the basic needsof humans and other living things, includingthe need for air, water, food, warmth, andspace, using a variety of methods andresources (e.g., prior knowledge, personalexperience, discussion, books,videos/DVDs, CD-ROMs)

1.2

2.1

2.2


Developing Investigation and

Communication Skills

14

2.3

2.4

2.5

investigate and compare the physicalcharacteristics of a variety of plants andanimals, including humans (e.g., someplants produce flowers and some do not;most plants have roots; some animals havetwo legs, while others have four; allanimals have sense organs)

investigate the physical characteristicsof plants (e.g., basic parts, size, shape,colour) and explain how they help the plantmeet its basic needs (e.g., roots anchor theplant and help provide the plant with foodand water; some plants have brightlycoloured flowers to attract bees), using avariety of methods and resources (e.g.,direct observation of live plants in theclassroom and in the school yard, priorknowledge, personal experience, diagramsand/or charts)

investigate characteristics of parts ofthe human body, including the five senseorgans, and explain how thosecharacteristics help humans meet theirneeds and explore the world around them(e.g., our hands have fingers and a thumbthat are flexible to allow us to pick up food;our legs have the two biggest bones in ourbodies, to carry us around to do the thingswe need to do; our tongue has bumps thathelp us to determine if our food is too hot,too cold, or tastes bad; our ears are shapedlike cones to catch sounds that warn us that

Big IdeasFundamentalConcepts

Sustainability

and Stewardship

Living things grow, take in food to create energy, make waste, and reproduce.

Plants and animals, including people, are living things.

Living things have basic needs (air, water, food, and shelter) that are met from theenvironment.

Different kinds of living things behave in different ways.

All living things are important and should be treated with care and respect.

(Overall expectations 2 and 3)


(Overall expectations 1, 2, and 3)



Patterning &Algebra: Grade 1

danger is near and to hear the beautifulsounds of nature), using a variety ofmethods and resources (e.g., observation ofthemselves and other animals, outdoorexperiences, prior knowledge, personalexperience, diagrams and/or charts)

use appropriate science and technologyvocabulary, including investigation,explore, needs, space, and food, in oral andwritten communication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., create adiorama to illustrate the basic needs ofplants and animals, including humans)

2.6

2.7


Understanding Basic Concepts

3.1

3.2

identify environment as the area inwhich something or someone exists or lives

identify the physical characteristics(e.g., size, shape, colour, common parts) of

15

Understanding BasicConcepts: Grade 1

a variety of plants and animals (e.g.,sunflowers are tall, with a long stalk,leaves, and big, round, yellow flowers withhundreds of seeds; dogs can be big orsmall, come in many shapes and colours,have four legs, and usually have a tail andare covered with fur)

identify the location and function ofmajor parts of the human body, includingsense organs (e.g., lungs are in my chestand are used for breathing; teeth are in mymouth and are used for eating; hair is onmy head for protection from the cold; earsare on the sides of my head and are used forhearing)

describe the characteristics of a healthyenvironment, including clean air and waterand nutritious food, and explain why it isimportant for all living things to have ahealthy environment

describe how showing care and respectfor all living things helps to maintain ahealthy environment (e.g., leaving all livingthings in their natural environment; feedingbirds during cold winter months; helping toplant and care for plants in the gardens that

3.3

3.4

3.5

attract birds and butterflies; caring for theschool and the school-yard as anenvironment)

identify what living things provide forother living things (e.g.,trees produce theoxygen that other living things breathe;plants such as tomatoes and apple trees andanimals such as cows and fish provide foodfor humans and for other animals; a treestump provides a home for a chipmunk;porcupines chew off the tips of hemlocklimbs, providing food for deer in winter)

describe how the things plants andanimals use to meet their needs are changedby their use and are returned to theenvironment in different forms (e.g., thefood animals eat and the water they drinkare returned to the earth as scat and urine)

3.6

3.7

Big IdeasFundamentalConcepts

Structure andFunction

Objects have observable characteristics and are made from materials.

Materials have specific properties.

An object is held together by its structure.

The materials and structure of an object determine its purpose.

Humans make choices related to their use of objects and materials that have a direct

effect on the environment.

(Overall expectation 3)





Matter

Understanding Structures and MechanismsMaterials, Objects, and Everyday Structures

UnderstandingStructures andMechanisms -Materials, Objects,and EverydayStructures: Grade 1

2.3

2.4

2.5

2.6

3.1

3.2

3.3

3.4

3.5

3.6

3.7

investigate, through experimentation,the properties of various materials (e.g., thebest materials for absorbing or repellingwater, for flexibility, for strength: theflexibility of plastic makes plastic wrapuseful for covering food in order to keep itfresh; the impermeability of rubber enablesrubber boots to keep feet dry)

use technological problem-solvingskills and knowledge acquired fromprevious investigations, to design, build,and test a structure for a specific purpose(e.g., a tent, a model of a swing set or otherplayground equipment, a bird feeder, awigwam for people who need to movethroughout the year)

use appropriate science and technologyvocabulary, including experiment, explore,purpose, rigid, flexible, solid, and smooth,in oral and written communication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., orallyexplain their choices of materials anddesign decisions when presenting theirstructures)

describe objects as things that are madeof one or more materials

describe structures as supportingframeworks

describe materials as the substancesfrom which something is made

describe the function/purpose of theobservable characteristics (e.g., texture,height, shape, colour) of various objectsand structures, using information gatheredthrough their senses (e.g., sandpaper isrough to help take the rough edges offwood; a traffic light is tall so it can beeasily seen; a stop sign is the same shapeand colour in many countries around theworld to make it easily recognizable)

identify the materials that make upobjects and structures (e.g., wood, plastic,steel, paper, polystyrene foam, cloth)

distinguish between objects (includingstructures) and materials found in nature(e.g., tree: sap) and those made by humans(e.g., toy: plastic)

describe the properties of materials thatenable the objects and structures made from









1.

2.

3.

assess the impact on people and theenvironment of objects and structures andthe materials used in them;

investigate structures that are built for aspecific purpose to see how their designand materials suit the purpose;

demonstrate an understanding thatobjects and structures have observablecharacteristics and are made from materialswith specific properties that determine howthey are used.


1.1

1.2

Developing Investigation andCommunication Skills

2.1

2.2

identify the kinds of waste produced inthe classroom, and plan and carry out aclassroom course of action for minimizingwaste, explaining why each action isimportant

assess objects in their environment thatare constructed for similar purposes (e.g.,chairs at home and at school; differentkinds of shoes; different kinds of floorcoverings) in terms of the type of materialsthey are made from, the source of thesematerials, and what happens to theseobjects when they are worn out or nolonger needed

follow established safety proceduresduring science and technologyinvestigations (e.g., wear safety goggleswhen using saws and hammers)

investigate characteristics of variousobjects and structures, using their senses

them to perform their intended function

list different kinds of fasteners (e.g.,tape, glue, button, zipper), and describe theuses of each

identify the sources in nature of somecommon materials that are used in makingstructures (e.g., paper and rubber comefrom trees; plastic comes from petroleum;steel comes from metals and minerals in theground)

3.8

3.9

16

17

Understanding Matterand Energy - Energyand our Lives: Grade 1



2.1

2.2

2.3

2.4

2.5

2.6

follow established safety proceduresduring science and technologyinvestigations (e.g., keep work spaces neatand tidy by putting all tools, materials, andequipment back where they belong)

investigate how the sun affects the air,land, and/or water, using a variety ofmethods (e.g., standing outside on a sunnyand a cloudy day and noting thedifferences; putting a dish of water in thesun and the shade and observing whathappens) and resources (e.g., books,videos/DVDs, CD-ROMs, the Internet)

design and construct a device that usesenergy to perform a task (e.g., a kite thatflies using the wind; a musical instrumentthat uses human energy to make sounds)

investigate and compare seasonaldifferences in the ways we use energy andthe types of energy we use (e.g., we keepwarm in winter by wearing a sweater andusing furnaces and wood stoves; we staycool in summer by sitting in the shade orgoing to places that are air conditioned; weadjust the amount of light we need byopening or closing the curtains and turninglights on or off)

use scientific inquiry/experimentationskills, and knowledge acquired fromprevious investigations, to explore theeffects of light and heat from the sun (e.g.,by growing plants in the presence andabsence of sunlight; by feeling thetemperature of dark papers that have beenin the sun and in the shade; by covering aportion of a piece of coloured paper andexposing the paper to the sun)

investigate how the sun’s energy allowshumans to meet their basic needs, including





1.

2.

3.

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

investigate how different types of energyare used in daily life;

demonstrate an understanding thatenergy is something that is needed to makethings happen, and that the sun is theprincipal source of energy for the earth.


1.1

1.2

describe their own and their family’suses of energy (e.g., to operate lights, videogames, cars, computers); identify ways inwhich these uses are efficient or wasteful,taking different points of view intoconsideration (e.g., the point of view of aparent, a sibling, a member of theirextended family); suggest ways to reducepersonal energy consumption; and explainwhy it is important for people to makethese choices.

describe how the everyday lives ofdifferent people and other living thingswould be affected if electrical energy wereno longer available (e.g., families, farmers,businesses and stores, a company thatoffers alternative energy sources such assolar-powered devices, the plants in ahydroponic greenhouse, the tropicalanimals in a Canadian zoo)

the need for food (e.g., trace the flow ofenergy from the sun, which provides energyto plants, which make food for animals toeat, and then from plants and animals,which provide food for humans to eat)

use appropriate science and technologyvocabulary, including explore, investigate,design, energy, and survival, in oral andwritten communication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., use labelleddiagrams to show what happened whenplants were grown in varying lightconditions)

demonstrate an understanding thatenergy is what makes the things they do orsee happen

demonstrate an understanding that thesun, as the earth’s principal source of energy,warms the air, land, and water; is a source oflight for the earth; and makes it possible togrow food

identify food as a source of energy forthemselves and other living things

identify everyday uses of varioussources of energy (e.g., food to help animals,including humans, survive and move; naturalgas to heat homes and schools; petroleum topower cars and buses; electricity to powerlights; batteries to power toys)

demonstrate an understanding thathumans get the energy resources they needfrom the world around them (e.g., the wood,oil, and gas to heat our homes and cook ourfood) and that the supply of many of theseresources is limited so care needs to be takenin how we use them

2.7

2.8

3.1

3.2

3.3

3.4

3.5



14

Patterning &Algebra: Grade 1Big Ideas

FundamentalConcepts

Energy Everything that happens is a result of using some form of energy.

The sun is the principal source of energy for the earth.

Humans need to be responsible for the way in which we use energy.

(Overall expectations 1,2,and 3)



Sustainability

and Stewardship

Understanding Matter and EnergyEnergy in our Lives

Patterning &Algebra: Grade 1Big Ideas

FundamentalConcepts

Change and

Continuity

Changes occur in daily and seasonal cycles.

Changes in daily and seasonal cycles affect living things.



Understanding Earth and Space SystemsDaily and Seasonal Changes

Understanding Earthand Space Systems -Daily and SeasonalChanges: Grade 1

being used. At night in winter, when peopleget home from work and school, they allturn on appliances at around the same time[peak hours],which puts a strain on thepower supplies. In summer, people increasetheir use of water to wash their cars andwater their lawns and gardens; unless thereis plenty of rain, this usage of water puts astrain on water supplies. In winter, it isharder for birds that do not migrate andanimals that do not hibernate to find foodand water. Some plants die when summer isover; others undergo changes, such aslosing their leaves and going dormant untilspring. The Anishinaabe people tell theirstories only in the winter when there issnow on the ground.)

follow established safety proceduresduring science and technologyinvestigations (e.g., never look directly atthe sun; wear a hat and sunscreen whenworking outdoors)

investigate the changes in the amountof light from the sun that occur throughoutthe day and year (e.g., compare the amountof light observed at bedtime during summervacation with the amount observed atbedtime during winter vacation)

investigate the changes in the amountof heat from the sun that occur throughoutthe day and in the various seasons (e.g., usetheir prior experience of the sun’s warmth,and measure, record, and compare outdoortemperatures at different times of day andin different months of the year)

use scientific inquiry/research skills,including generating questions andknowledge acquired from previousinvestigations, to identify daily and/orseasonal changes and their effects (e.g., the



2.1

2.2

2.3

2.4





1.

2.

3.

assess the impact of daily and seasonalchanges on living things, includinghumans;

investigate daily and seasonal changes;

demonstrate an understanding of whatdaily and seasonal changes are and of howthese changes affect living things.


1.1

1.2

assess the impact of daily and seasonalchanges on human outdoor activities (e.g.,farming, gardening, swimming, skating,soccer) and identify innovations that allowfor some of these activities to take placeindoors out of season (e.g., greenhousesallow farming and gardening to happen incold weather; arenas can make ice in allseasons for skating and hockey; communitycentres can provide warm places in allseasons for swimming)

assess ways in which daily andseasonal changes have an impact on societyand the environment (e.g., In winter, somepeople suffer from seasonal disordersbecause there is less light from the sun thanin summer. When the weather gets cold,people turn on heat in their homes; whenthe weather gets hotter they turn on fans, airconditioners, and pool heaters and pumps,all of which means that more energy is

sun shines during the day, and the moonand stars are visible at night; leaves changecolour in the fall; there are fewer birds inwinter; dogs’ fur gets thicker in winter;trees and flowers bloom in spring)

use appropriate science and technologyvocabulary, including investigate,temperature, hibernate, dormant, energy,and survival, in oral and writtencommunication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., contribute toa class book about their observations ofseasonal changes; keep a weekly pictorialjournal in which they record and describethe weather through the seasons)

identify the sun as Earth’s principalsource of heat and light

define a cycle as a circular sequence ofevents

describe changes in the amount of heatand light from the sun that occurthroughout the day and the seasons

describe and compare the four seasons(e.g., in terms of amount of daylight, typeof precipitation, temperature)

describe changes in the appearance orbehaviour of living things that areadaptations to seasonal changes (e.g., infall, some plants shed their leaves and somebirds migrate; in winter some animalschange colour)

describe how humans prepare forand/or respond to daily and seasonalchanges (e.g., by wearing appropriateclothing, carrying an umbrella, turning onan air conditioner or heater)

2.5

2.6

3.1

3.2

3.3

3.4

3.5

3.6



18

Achievement Chart - Science and Technology, - Grades 1-8

� uses initiating andplanning skills andstrategies with limitedeffectiveness

� uses initiating andplanning skills andstrategies withconsiderableeffectiveness

� uses initiating andplanning skills andstrategies with someeffectiveness

� uses initiating andplanning skills andstrategies with a highdegree of effectiveness

Use of initiating andplanning skills andstrategies(e.g., formulatingquestions, identifying theproblem, developinghypotheses, scheduling,selecting strategies andresources, developingplans)

Use of processing skillsand strategies(e.g., performing andrecording, gatheringevidence and data,observing, manipulatingmaterials and usingequipment safely, solvingequations, proving)

Use of critical/creativethinking processes,skills, and strategies(e.g., analysing interpreting,problem solving, evaluating,forming and justifyingconclusions on the basisof evidence)

� uses processing skillsand strategies withlimited effectiveness

� uses critical/creativethinking processes,skills, and strategieswith limitedeffectiveness

� uses processing skillsand strategies withconsiderableeffectiveness

� uses critical/creativethinking processes,skills, and strategieswith considerableeffectiveness

� uses processing skillsand strategies withsome effectiveness

� uses critical/creativethinking processes,skills, and strategieswith someeffectiveness

� uses processing skillsand strategies with ahigh degree ofeffectiveness

� uses critical/creativethinking processes,skills, and strategieswith a high degree ofeffectiveness


The student:

Knowledge of content(e.g., facts; terminology;definitions; safe use oftools, equipment, andmaterials)









Thinking and Investigation - The use of critical and creative thinking skills and inquiry and problem solvingskills and/or processes

The student:

Understanding ofcontent(e.g., concepts, ideas,theories, principles,procedures, processes)



The student:

Expression andorganization of ideasand information

in oral,visual, and/or writtenforms

(e.g.,clear expression, logicalorganization)

(e.g., diagrams,models)





19

� communicates fordifferent audiencesand purposes withlimited effectiveness

� transfers knowledgeand skills to unfamiliarcontexts with limitedeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith limitedeffectiveness

� transfers knowledgeand skills to unfamiliarcontexts withconsiderableeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith considerableeffectiveness

� transfers knowledgeand skills to unfamiliarcontexts with someeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith someeffectiveness

� transfers knowledgeand skills to unfamiliarcontexts with a highdegree of effectiveness

�makes connectionsbetween science,technology, society,and the environmentwith a high degree ofeffectiveness


� communicates fordifferent audiencesand purposes withsome effectiveness


Communication fordifferent audiences

andpurposes

in oral,visual, and/or writtenforms

(e.g., peers, adults)(e.g., to inform,

to persuade)

Transfer of knowledgeand skills

tounfamiliar contexts

(e.g., concepts andprocesses, safe use ofequipment and technology,investigation skills)

Use of conventions,vocabulary, andterminology of thediscipline in oral, visual,and/or written forms(e.g., symbols, formulae,scientific notation, SIunits)

Making connectionsbetween science,technology, society, andthe environment(e.g., assessing the impactof science and technologyon people, other livingthings, and the environment)



� uses conventions,vocabulary, andterminology of thediscipline with someeffectiveness�


Communication (continued)


The student:

The student:

Application ofknowledge and skills

in familiar contexts

(e.g., concepts andprocesses, safe use ofequipment and technology,investigationskills)

� applies knowledge andskills in familiarcontexts with limitedeffectiveness

� applies knowledge andskills in familiarcontexts withconsiderableeffectiveness

� applies knowledge andskills in familiarcontexts with someeffectiveness


20


� proposes courses ofpractical action oflimited effectiveness

� proposes courses ofpractical action ofconsiderableeffectiveness

� proposes courses ofpractical action ofsome effectiveness

� proposes highlyeffective courses ofpractical action

Proposing coursesof practical action todeal with problemsrelating to science,technology, society,and the environment

Getting Involved

Encourage your child to ask questions about the world.Stimulate your child’s interest in current events and issues.Become familiar with the course expectations to better discuss your child’swork.Communicate regularly with your child’s teacher.Encourage your child to participate in activities that develop responsiblecitizenship.

The Importance ofSocial Studies

Students, their parents, friends, teachers and all citizens

are part of a variety of communities from local to global

in scale. Social studies courses allow students to

discover and appreciate the various heritages and nature

of citizenship within these communities. Through the

year students gain a knowledge of key social studies

concepts, including change, culture, environment,

power and basic economic forces within the

marketplace. They learn about Canada and the role of

citizens in a democratic society and its connections

around the globe. This social studies course also helps

students acquire skills of inquiry and communication

through field studies, research projects, the use of maps,

globes and models, and the consideration of various

forms of historical evidence. Students apply these skills

to develop an understanding of Canadian identity and

democratic values, to evaluate different points of view,

and to examine information critically in order to solve

problems and make decisions on issues that are relevant

to their lives.

21

Heritage & Citizenship:Relationships, Rules &Responsibilities: Grade 1

Canada & WorldConnections - The LocalCommunity: Grade 1

Overview:

Students identify the relationships, rules,and responsibilities in their home, school,and community in order to understand thebasis of citizenship. They draw conclusionsabout why rules and responsibilities areimportant in the relationships of their dailylives. Students also explain how and whyrelationships, rules, and responsibilities maychange over time, and in different places.


� identify people with whom they havesignificant relationships, and the rulesand responsibilities associated withpeople, places, and events in their livesand communities;use a variety of resources and tools togather, process, and communicateinformation about the rules peoplefollow in daily life and theresponsibilities of family members andother people in their school andcommunity;explain how and why

�

� relationships,rules and responsibilities may changeover time, and in different places.


� recognize that communities consist ofvarious physical features andcommunity facilities that meet humanneeds;use a variety of resources and tools togather, process, and communicateinformation about the distinguishingphysical features and communityfacilities in their area;describe how people in the communityinteract with each other and the physicalenvironment to meet human needs.

�

�

Overview:

Students investigate the physical featuresand community facilities in their local area.Using basic techniques of inquiry andmapping, they investigate how people liveand interact within their community. Asthey learn more about these interactions,students begin to recognize the role thatcommunity plays in meeting human needs.

22

� uses planing skills withlimited effectiveness




Use of planning skills(e.g., Focusing research,gathering information,organizing an inquiry,asking questions, settinggoals)

Use of processing skills(e.g., analyzing,generating, integrating,synthesizing, evaluating,detecting point of viewand bias)

Use of critical/creativethinking processes (e.g.,Inquiry process, problem-solving process, decision-making process, researchprocess)





� uses processing skillwith someeffectiveness





The student:

Knowledge of content(e.g., facts, terms,definitions)

Expression andorganization of ideas andinformation (e.g., clearexpression, logicalorganization) in oral,visual, and written forms

�

�

demonstrates limitedknowledge of content

demonstrates limitedunderstanding ofcontent












The student:

Achievement Chart for Social Studies, History, and Geography - Grades 1-8

Understanding of content(e.g., Concepts, ideas,theories, procedures,processes,methodologies, and/ortechnologies)


The student:

23










Transfer of knowledgeand skills (e.g.,concepts, procedures,methodologies,technologies) to newcontexts

Use of conventions

vocabulary,and terminology of thediscipline in oral, visual,and written forms

(e.g.,conventions of form, mapconventions),

Making connectionswithin and betweenvarious contexts (e.g.,Past, present, and future;environment; social;cultural; spatial; personal;multidisciplinary)







The student:

The student:

Communication fordifferent audiences (e.g.,peers, adults) andpurposes (e.g., to inform,to persuade) in oral,visual, and written forms

Application ofknowledge and skills(e.g., Concepts,procedures, processes,and/or technologies) infamiliar contexts









24


The Importanceof Health &PhysicalEducation in theCurriculum

The health and physical education

curriculum helps students develop

an understanding of what they need

in order to make a commitment to

lifelong healthy, active living and

develop the capacity to live

satisfying, productive lives.

Healthy, active living benefits both

individuals and society in many

ways – for example, by increasing

productivity and readiness for

learning, improving morale,

decreasing absenteeism, reducing

health-care costs, decreasing anti-

social behaviour such as bullying

and violence, promoting safe and

healthy relationships, and

heightening personal satisfaction.

Research has shown a connection

between increased levels of physical

activity and better academic

achievement, better concentration,

better classroom behaviour, and

more focused learning. Other

benefits include improvements in

psychological well-being, physical

capacity, self-concept, and the

ability to cope with stress. The

expectations that make up this

curriculum also provide the

opportunity for students to develop

social skills and emotional well-

being. This practical, balanced

approach will help students move

successfully through elementary and

secondary school and beyond. In

health and physical education,

students will learn the skills needed

to be successful in life as active,

socially responsible citizens.

25

Living Skills: Grade 1

Overall Expectations:

Specific Expectations:



� demonstrate personal and interpersonalskills and the use of critical and creativethinking processes as they acquireknowledge and skills in connection withthe expectations in the Active Living,Movement Competence, and HealthyLiving strands for this grade.

Personal Skills:

Interpersonal Skills:

Critical and Creative Thinking:

�

�

�

�

�

use self-awareness and self-monitoringskills to help them understand theirstrengths and needs, take responsibilityfor their actions, recognize sources ofstress, and monitor their own progress,as they participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy livinguse adaptive, management, and copingskills to help them respond to thevarious challenges they encounter asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy living

communicate effectively, using verbal ornon-verbal means, as appropriate, andinterpret information accurately as theyparticipate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy livingapply relationship and social skills asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy living to help them interactpositively with others, build healthyrelationships, and become effectivegroup or team members

use a range of critical and creativethinking skills and processes to assistthem in making connections, planningand setting goals, analysing and solvingproblems, making decisions, andevaluating their choices in connectionwith learning in health and physicaleducation

Active Living: Grade 1

Overall Expectations:By the end of Grade 1, students will:

�

�

�

participate actively and regularly in awide variety of physical activities andidentify how regular physical activitycan be incorporated into their dailylives;demonstrate an understanding of theimportance of being physically activeand apply physical fitness concepts andpractices that contribute to healthy,active living;demonstrate responsibility for their ownsafety and the safety of others as theyparticipate in physical activities.

Specific Expectations:By the end of Grade 1, students will:

�

�

�

�

�

�

�

�

actively participate in a wide variety ofprogram activities, according to theircapabilities, while applying behavioursthat enhance their readiness and abilityto take partdemonstrate an understanding of factorsthat contribute to their personalenjoyment of being active as theyparticipate in a wide variety ofindividual and small-group activitiesidentify a variety of ways to bephysically active at school and at home

Daily physical activity (DPA):participate in sustained moderate tovigorous physical activity, withappropriate warm-up and cool-downactivities, to the best of their ability for aminimum of twenty minutes each daydemonstrate an understanding of howbeing active helps them to be healthyidentify the physical signs of exertionduring a variety of physical activities

demonstrate behaviours and applyprocedures that maximize their safetyand that of others during physicalactivityidentify environmental factors that posesafety risks during their participation inphysical activity, and describe ways ofpreparing themselves to enjoy outdooractivities safely

Physical Fitness:

Safety:

MovementCompetence: Skills,Concepts, andStrategies: Grade 1





�

�

perform movement skills, demonstratingawareness of the basic requirements ofthe skills and applying movementconcepts as appropriate, as they engagein a variety of physical activities;apply movement strategiesappropriately, demonstrating anunderstanding of the components of avariety of physical activities, in order toenhance their ability to participatesuccessfully in those activities.

�

�

�

�

�

�

�

perform a variety of static balances,using different body parts at differentlevelsdemonstrate the ability to move and stopsafely and in control, with an awarenessof people and equipment around themperform a variety of locomotormovements, travelling in differentdirections and using different body partssend objects of different shapes andsizes at different levels and in differentways, using different body partsreceive objects of different shapes andsizes at different levels and in differentways, using different body parts

demonstrate an understanding thatdifferent physical activities havedifferent components, and apply thisunderstanding as they participate in andexplore a variety of individual andsmall-group activitiesapply a variety of simple tactics toincrease their chances of success whileparticipating in and exploring physicalactivities

Movement Strategies:

Healthy Living:Grade 1





�

�

�

�

�

�

�

�

demonstrate an understanding of factorsthat contribute to healthy development;demonstrate the ability to apply healthknowledge and living skills to makereasoned decisions and take appropriateactions relating to their personal healthand well-being;demonstrate the ability to makeconnections that relate to health andwell-being – how their choices andbehaviours affect both themselves andothers, and how factors in the worldaround them affect their own and others’health and well-being.

demonstrate an understanding ofessential knowledge and practices forensuring their personal safety

describe how the food groups inCanada’s Food Guide (i.e., vegetablesand fruit, grain products, milk andalternatives, meat and alternatives) canbe used to make healthy food choicesknow and recognize cues to hunger,thirst, and the feeling of fullness, andexplain how they can use these cues todevelop healthy eating habits

demonstrate the ability to recognizecaring behaviours and exploitivebehaviours and describe the feelingsassociated with eachapply their knowledge of essentialsafety practices to take an active role intheir own safety at school

Understanding Health Concepts:Healthy Eating� explain why people need food to have

healthy bodies

Personal Safety and Injury Prevention

Healthy Eating


Making Healthy Choices:

Making Connections for HealthyLiving:By the end of Grade 1, students will:


Substance Use, Addictions, andRelated Behaviours

�

�

demonstrate an understanding of how tostay safe and avoid injuries tothemselves and others in a variety ofsituations, using knowledge aboutpotential risks at home, in thecommunity, and outdoors

identify habits and behaviours (e.g.,excessive screen time or video gameusage, smoking) that can be detrimentalto health, and explain how people can beencouraged to adopt healthieralternatives

26

� uses planing skills withlimited effectiveness




Useofplanningskills(e.g.,identifyingtheproblem,formulatingquestionsandideas,gatheringandorganizinginformation;developing fitnessplans;selectingstrategies)

Use of processing skills(e.g., synthesizinginformation, evaluatingrisk and determiningappropriate safetymeasures, revising fitnessgoals, detecting bias)

Use of critical/creativethinking processes (e.g.,goal setting, decisionmaking, problem solving;analysing movementskills, strategizing,reflecting on learning anddetermining steps forimprovement, critiquing)










The student:

Knowledge of content(e.g., facts, definitions,skills, principles andstrategies, safe practicesand procedures)

Expression andorganization of ideas andinformation in oral,visual,and/or written forms (e.g.,demonstrations, role plays,conferences,presentations, posters,pamphlets, journals)














The student:

Achievement Chart for Health and Physical Education - Grades 1-8

Understanding of content(e.g., processes,techniques, ideas,relationships betweenconcepts)


The student:


Communication fordifferent audiences (e.g.,peers, teammates, adults)and purposes (e.g., toinform, instruct, promote)and in oral, visual, and/orwritten forms


� communicates fordifferent audiences andpurposes withconsiderableeffectiveness



27









Transfer of knowledgeand skills to new contexts(e.g., transfer ofmovement skills,strategies, and tacticsfrom a familiar physicalactivity to a new activity,transfer of planning skillsto contexts such asfitness, healthy eating,healthy sexuality)

Making connectionswithin and betweenvarious contexts (e.g.,between activeparticipation, learning inthe health and physicaleducation program, andhealthy, active living;between health andphysical education,other subjects, andpersonal experiences inand beyond school)



The student:

The student:

Use of health andphysical educationconventions, vocabulary,and terminology (e.g.,using and interpretingsignals and bodylanguage; using correctterminology to discussparts of the body, health-related componentsof fitness, phases ofmovement [preparation,execution, follow-through]) in oral, visualand/or written forms

Application of knowledgeand skills (e.g.,movementskills, concepts,principles, strategies;training principles; healthconcepts; safe practices;personal and interpersonalskills, includingteamwork, fair play,etiquette, leadership) infamiliar contexts (e.g.,physical activities, healthyliving discussions)

� uses conventions,vocabulary, andterminology withlimited effectiveness





� uses conventions,vocabulary, andterminology with someeffectiveness

� uses conventions,vocabulary, andterminology withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology with ahigh degree ofeffectiveness


28

29

Health and Physical Education: Strands, Subgroups, and Living Skills

Movement Competence: Skills, Concepts, Strategies

Healthy Living

Active Living

Active Participation�

�

Regular participation, variety,lifelong activityEnjoyment, motivation

Physical Fitness� Fitness development throughdaily physical activity, personalfitness plans

Safety� Personal safety and safety of

others during physical activity

Movement Skills and Concepts�

�

�

Movement skills – stability, locomotion, manipulationMovement concepts – body awareness, effort, spatialawareness, relationshipsMovement principles

Movement Strategies�

�

Components of physical activitiesStrategies and tactics in all physicalactivities

Understanding HealthConcepts� Understanding the factors that

contribute to healthy growthand development

Making Healthy Choices�Applying health knowledge,

making decisions aboutpersonal health and well-being

Making Connections forHealthy Living�Making connections to link

personal health and well-beingto others and the world aroundthem

Living Skills

Personal Skills�

�

�

�

�

�

�

�

Self-awarenessand self-monitoring skillsAdaptive,management, andcoping skills

CommunicationskillsRelationship andsocial skills

PlanningProcessingDrawingconclusions/presenting resultsReflecting/evaluating

Interpersonal Skills

Critical and Creative

Thinking

Expectations in the Healthy Living strand focus on the following four health topics. Positivebehaviours in relation to each topic area contribute to overall mental health and emotionalwell-being.

Healthy EatingPersonal Safety and Injury PreventionSubstance Use, Addictions, and Related BehavioursHuman Development and Sexual Health

�

�

�

�

Mental Healthand Emotional

Well-being

Physical Literacy

Individuals who are physically literatemove with competence in a wide varietyof physical activities that benefit thedevelopment of the whole person.

Health Literacy

Health literacy involves the skills neededto get, understand and use information tomake good decisions for health. TheCanadian Public Health Association’sExpert Panel on Health Literacy definesit as the ability to access, understand,evaluate and communicate informationas a way to promote, maintain andimprove health in a variety of settingsacross the life-course.

Education in the arts is essential to students’

intellectual, social, physical, and emotional growth

and well-being. Experiences in the arts – in dance,

drama, music, and visual arts – play a valuable role

in helping students to achieve their potential as

learners and to participate fully in their community

and in society as a whole. The arts provide a

natural vehicle through which students can explore

and express themselves and through which they

can discover and interpret the world around them.

Participation in the arts contributes in important

ways to students’ lives and learning – it involves

intense engagement, development of motivation

and confidence, and the use of creative and

Challenging

and

Inspiring

Feedback

(from Peers and Teacher)

and Reflection

Imagining

and

Generating

Planning

and

Focusing

Exploring

and

Experimenting

Producing

Preliminary

Work

Revising

and

Refining

Presenting,

Performing,

and Sharing

Reflecting

and

Evaluating

The Creative Process

30

dynamic ways of thinking and knowing. It is well

documented that the intellectual and emotional

development of children is enhanced through study

of the arts. Through the study of dance, drama,

music, and visual arts, students develop the ability

to think creatively and critically. The arts nourish

and stimulate the imagination, and provide

students with an expanded range of tools,

techniques, and skills to help them gain insights

into the world around them and to represent their

understandings in various ways. Study of the arts

also provides opportunities for differentiation of

both instruction and learning environments.

The Importance of the Arts

Achievement Chart - The Arts, Grades 1–8

The student:

� demonstrateslimitedknowledge ofcontent

� demonstratessomeknowledge ofcontent

� demonstratesthoroughknowledge ofcontent

� demonstratessome understandingof content

� demonstratesconsiderableunderstandingof content

� demonstratesthoroughunderstandingof content


The student:

� uses planningskills withlimitedeffectiveness

� uses planningskills with someeffectiveness

� uses planningskills with ahigh degree ofeffectiveness

� uses processingskills withlimitedeffectiveness

� uses processingskills withsomeeffectiveness

� usesprocessingskills with ahigh degree ofeffectiveness

� usescritical/creativethinkingprocesses withlimitedeffectiveness

� usescritical/creativethinkingprocesses withsomeeffectiveness

31

Knowledge of content(e.g., facts, genres, terms,definitions, techniques,elements, principles, forms,structures, conventions)

Understanding of content(e.g., concepts, ideas,procedures, processes, themes,relationships among elements,informed opinions)

Use of planning skills(e.g., formulating questions,generating ideas, gatheringinformation, focusingresearch, outlining, organizingan arts presentation orproject, brainstorming/bodystorming, blocking,sketching, using visualorganizers, listing goals in arehearsal log, inventingnotation)

Use of processing skills(e.g.,analysing, evaluating,inferring, interpreting,editing, revising, refining,forming conclusions,detecting bias, synthesizing)

Use of critical/creativethinking processes(e.g., creative and analyticalprocesses, design process,exploration of the elements,problem solving, reflection,elaboration, oral discourse,evaluation, critical literacy,metacognition, invention,critiquing, reviewing)


� uses planningskills withconsiderableeffectiveness

� uses critical/creativethinkingprocesses withconsiderableeffectiveness

� uses critical/creative thinkingprocesses with ahigh degree ofeffectiveness

� demonstrateslimitedunderstanding ofcontent

� uses processingskills withconsiderableeffectiveness

� demonstratesconsiderableknowledge ofcontent

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the

comprehension of its meaning and significance (understanding)


The student:

Expression and organization ofideas and understandings in artforms

andin oral and written forms

, includingmedia/multimedia forms

,

(dance, drama, music, and thevisual arts)

(e.g.,expression of ideas and feelings usingvisuals, movements, the voice,gestures, phrasing, techniques)

(e.g.,clearexpression and logical organizationin critical responses to art works andinformed opinion pieces)

Use of conventions in dance,drama, music, and the visual arts

andarts vocabulary and terminologyin oral and written forms

(e.g., allegory, narrative or symbolicrepresentation, style, articulation,drama conventions, choreographicforms, movement vocabulary)


The student:

32


Application of knowledge andskills

in familiar contexts

(e.g., performance skills,composition, choreography,elements, principles, processes,technologies, techniques, strategies,conventions)(e.g., guided improvisation,performance of a familiar work, useof familiar forms)

Transfer of knowledge and skills

to new contexts(e.g., concepts, strategies, processes,techniques) (e.g., awork requiring stylistic variation, anoriginal composition, student-ledchoreography, an interdisciplinaryor multidisciplinary project)

Making connections within andbetween various contexts (e.g.,between the arts; between the artsand personal experiences and theworld outside the school; betweencultural and historical, global,social, and/or environmentalcontexts; between thearts and other subjects)

�makesconnectionswithin andbetween variouscontexts withlimitedeffectiveness

� transfersknowledge andskills to newcontexts withsomeeffectiveness

� appliesknowledge andskills in familiarcontexts withsomeeffectiveness

� uses conventions,vocabulary, andterminology ofthe arts with someeffectiveness

�communicates fordifferentaudiences andpurposes withsomeeffectiveness

� expresses andorganizes ideasandunderstandingswith someeffectiveness

� communicates fordifferentaudiences andpurposes withlimitedeffectiveness

� uses conventions,vocabulary, andterminology ofthe arts withlimitedeffectiveness

� expresses andorganizes ideasandunderstandingswith a high degreeof effectiveness

�expresses andorganizes ideasandunderstandingswith considerableeffectiveness

Communication for differentaudiences

and purposesthrough the arts

andin oral and written forms

(e.g., peers, adults,younger children)

(e.g., dramapresentations, visual arts exhibitions,dance and music performances)

(e.g.,debates, analyses)

� uses conventions,vocabulary, andterminology of thearts withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology of thearts with a highdegree ofeffectiveness

� appliesknowledge andskills in familiarcontexts withlimitedeffectiveness

� applies knowledgeand skills infamiliar contextswith considerableeffectiveness

�

to newcontexts withlimitedeffectiveness

transfersknowledge andskills

� transfersknowledge andskills to newcontexts withconsiderableeffectiveness

� transfers knowledgeand skills to newcontexts with a highdegree ofeffectiveness

� applies knowledgeand skills in familiarcontexts with a highdegree ofeffectiveness

� communicates fordifferent audiencesand purposes with ahigh degree ofeffectiveness

�makes connectionswithin and betweenvarious contextswith a high degreeof effectiveness

�makesconnections withinand betweenvarious contextswith considerableeffectiveness

�makesconnectionswithin andbetween variouscontexts withsomeeffectiveness

� communicates fordifferentaudiences andpurposes withconsiderableeffectiveness

� expresses andorganizes ideasandunderstandingswith limitedeffectiveness

Dance: Fundamental Concepts for Grade 1

Students in Grade 1 will develop understanding of the following concepts through participation in variousdance experiences (e.g., connecting and altering familiar movements), with particular emphasis on bodyand space.

body awareness (e.g., awareness of where one is in space in relation to objects in class, awarenessof position), use of body zones (e.g., whole body [versus various body parts], upper body only, lower bodyonly), use of body parts (e.g., arms, legs, head), body shapes (e.g., big, small, angular, twisted, curved,straight, closed), locomotor movements (e.g., galloping, skipping, rolling), non-locomotor movements(e.g., arm movements such as swimming/waving, hopping on one foot, jumping on two feet, kicking,bending knees, melting to the ground, stretching, growing, spinning, folding, bowing), body bases (e.g.,feet as body base, hands and knees as body base)

levels (e.g., low to high by reaching; high to low by falling, crouching), directions (e.g., forwards,backwards, sideways), general and personal

tempo (e.g., fast/slow, movement versus freeze), rhythm (e.g., even, uneven)

quality (e.g., melting, twitching, slumping, percussive, sustained [as in a held stretch])

with a partner (e.g., slow-motion mirroring)

ELEMENTS OF DANCE

•

•

•

•

•

body:

space:

time:

energy:

relationship:

Dance: Grade 1

Overal ExpectationsBy the end of Grade 1, students will:

applythe creative process to thecomposition of simple dancephrases, using the elements ofdance to communicate feelingsand ideas;

� Creating and Presenting: � Reflecting, Responding, andAnalysing: apply the criticalanalysis process to communicatetheir feelings, ideas, andunderstandings in response to avariety of dance pieces andexperiences;

� Exploring Forms and CulturalContexts: demonstrate anunderstanding of a variety ofdance forms and styles from thepast and present, and their socialand/or community contexts.

33


� Creating and Presenting:apply the creative process todramatic play and processdrama, using the elements andconventions of drama tocommunicate feelings, ideas,and stories;

Drama: Grade 1

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate feelings, ideas,and understandings inresponse to a variety of dramaworks and experiences;

�

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of drama andtheatre forms and styles fromthe past and present, and theirsocial and/or communitycontexts.

34


� Creating and Performing: applythe creative process to create andperform music for a variety ofpurposes, using the elements andtechniques of music;

Music: Grade 1

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate their feelings,ideas, and understandings inresponse to a variety of musicand musical experiences;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of musical genresand styles from the past andpresent, and their social and/orcommunity contexts.

Music: Fundamental Concepts for Grade 1

Students will be introduced to the elements of musicand related musical concepts that are appropriate forGrade 1. They will develop understanding of theseconcepts through participation in various musicalexperiences (e.g., listening, singing, moving, playingmusical instruments). These experiences will includereading simple rhythmic or stick notation whilelistening to the sounds it represents, interpretingsimple visual prompts (e.g., solfège hand signs*), andrepresenting elements with manipulatives (e.g.,Popsicle sticks, math cubes).

fast and slow ; rhythm versus beat;two and four beats per bar ( and metres);quarter note (oral prompt: “ta”), eighth note(s) (oralprompt: “ti-ti”), quarter rest; simple rhythmicostinato (e.g., “ta, ta, ti-ti, ta”)

tempi

ELEMENTS OFMUSIC• duration:

Students in Grade 1 will develop an understanding

of the following concepts through participation in

various drama experiences.

adopting the attitude, voice, oremotional state of a fictional character

ELEMENTS OFDRAMA

• role/character:

Drama: Fundamental Concepts for Grade 1

•

•

•

•

relationship:

time and place:

tension:

focus and emphasis:

listening and responding in role toother characters in role

pretending to be in the establishedsetting of the drama

being aware of a sense of mystery or of aproblem to be solved

being aware of the main ideaor issue in the drama

•

•

•

•

•

pitch:

dynamics and other expressive controls:

timbre:

texture/harmony:

form:

high and low sounds; unison; melodiccontour; simple melodic patterns using the notes“mi”, “so”, and “la” (e.g., the “so–mi–la–so–mi”pitch pattern in some children’s songs)

loud,soft; a strong sound for a note or beat (accent);smooth and detached articulation

vocal quality (e.g., speaking voice,singing voice), body percussion, sound quality ofinstruments (e.g., non-pitched and pitchedpercussion), environmental and found sounds

single melodic line in unison(monophony)

phrase, call and response

Visual Arts:

Grade 1

Overall ExpectationsBy the end of Grade 1, studentswill:

� Creating and Presenting:apply the creative process toproduce a variety of two- andthree-dimensional art works,using elements, principles,and techniques of visual artsto communicate feelings,ideas, and understandings;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of art forms, styles,and techniques from the pastand present, and their socialand/or community contexts.

Students in Grade 1 will develop understanding of the following concepts through participation in avariety of hands-on, open-ended visual arts experiences.

Students will develop understanding of all elements of design.jagged, curved, broken, dashed, spiral, straight, wavy, zigzag lines; lines in art and everyday

objects (natural and human-made)geometric and organic shapes and forms of familiar objects (e.g., geometric: circles,

blocks; organic: clouds, flowers)depiction of objects in the distance as smaller and closer to the top of the art paper; shapes

and lines closer together or farther apart; horizon line; spaces through, inside, and around shapesor objects

mixing of primary colours (red, yellow, blue); identification of warm (e.g., red, orange) andcool (e.g., blue, green) colours

textures of familiar objects (e.g., fuzzy, prickly, bumpy, smooth); changes in texture; a patternof lines to show texture (e.g., the texture of a snake’s skin); transfer of texture (e.g., placing a piece ofpaper over a textured surface and then rubbing the paper with wax crayon)

light, dark

Students will develop understanding of all principles of design (that is, contrast, repetition andrhythm, variety, emphasis, proportion, balance, unity and harmony, and movement), but the focusin Grade 1 will be on contrast.

light/dark; large/small; pure/mixed colour

ELEMENTS OF DESIGN

•

•

•

•

•

•

PRINCIPLES OF DESIGN

line:

shape and form:

space:

colour:

texture:

value:

• contrast:

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate feelings, ideas,and understandings in responseto a variety of art works and artexperiences;

35

Visual Arts: Fundamental Concepts for Grade 1

dear parents and guardians: expectations for grade 1 · pdf fileuide durham district school...

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