Appendix 1 - Curriculum Expectations

• A1. Creating and Presenting: apply the creative process to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas
  • A1.1 translate into movement sequences a variety of images and ideas from other classroom subjects, including the arts
  • A1.2 use dance language to explore, interpret and communicate ideas derived form a variety of literature sources
  • A1.4 use the element of relationship in short dance pieces to communicate an idea
• A2. Reflecting, Responding & Analysing:
  • A2.2 identify the elements of dance in their own and others' dance pieces and explain how they help communicate a message
  • A2.3 identify and give examples of their strengths and areas for growth as dance creators and audience members

• B1. Creating and Presenting: apply the creative process to drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories
  • B1.1 actively engage in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places
    B1.3 plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role
• B2. Reflecting, Responding & Analysing:
  • B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others' drama works

A. Literacy Connections and Applications

• A1. Transferable Skills: demonstrate an understanding of how the seven transferable skills (critical thinking and problem solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital literacy) are used in various language and literacy contexts
  • A1.1 Receptive and Expressive Communication: explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms
• A2. Digital Media Literacy: demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media
  • A2.4 Forms, Conventions, and Techniques: demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts
  • A2.5 Media, Audience, and Production: demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production
• A3. Applications, Connections, and Contributions: apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations
  • A3.2 Identity and Community: demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts

B. Foundations of Language

• B2. Language Foundations for Reading and Writing: demonstrate an understanding of foundational language knowledge and skills, and apply this understanding when reading and writing
  • B2.3 Reading Fluency: Accuracy, Rate, and Prosody: read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

C. Comprehension: Understanding and Responding to Texts

• C1. Knowledge about Texts: apply foundational knowledge and skills to understand a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, and demonstrate an understanding of the patterns, features, and elements of style associated with various text forms and genres
  • C1.1 Using Foundational Knowledge and Skills to Comprehend Texts: read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
• C2. Comprehension Strategies: apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, in order to understand and clarify the meaning of texts
  • C2.5 Monitoring of Understanding: Making Connections: describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them
  • C2.6 Summarizing: Identifying Relevant Information and Drawing Conclusions: summarize the main idea of a text and the supporting details in sequence, and draw a well-supported conclusion
• C3. Critical Thinking in Literacy: apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts
  • C3.2 Making Inferences: make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts
  • C3.4 Analyzing Cultural Elements of Texts: identify cultural elements that are represented in various texts, including, norms, values, artifacts, sports, and music, investigate the meanings of these elements, and make connections to their lived experience and culture
  • C3.5 Perspectives within Texts: identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience
  • C3.6 Analysis and Response: explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed
  • C3.8 Reflecting on Learning: identify the critical thinking skills they used to analyze and evaluate various texts, and explain how these skills have helped them better understand the texts

D. Composition: Expressing Ideas and Creating Texts

• D2. Creating Texts: apply knowledge and understanding of various text forms and genres to create, revise, edit, and proofread their own texts, using a variety of media, tools, and strategies, and reflect critically on created texts
  • D2.4 Point of View and Perspective: identify the point of view, implicit and explicit perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives