Appendix 1 - Curriculum Expectations / Attentes du programme scolaire

A1. Creating and Presenting: apply the creative process to the composition of dance phrases, using the elements of dance to communicate feelings and ideas

• A1.1 imitate movements found in their natural environment in a variety of ways and incorporate them into a dance phrase
• A1.2  use dance as a language to represent ideas from diverse literature sources, with a focus on time and energy

A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

• A2.1 demonstrate an understanding of how the elements of dance can be used in their own and others' dance phrases to illustrate or explore learning in other subject areas
• A2.2:  identify, using dance vocabulary, the elements of dance used in their own and others' dance phrases and explain their purpose
• 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 dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories

• B1.1 engage in dramatic play and role play, with a focus on exploring themes, ideas, characters and issues from imagination or in stories from diverse communities, times, and places
• B1.2 demonstrate an understanding of how the element of time and place can support the development of role
• B1.3 plan and shape the direction of a dramatic play or role play by building on their own and others' ideas, both in and out of role
• B1.4 communicate feelings and ideas to a familiar audience using audio, visual, and/or technological aids to support or enhance their drama work

B2. Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas and understandings in response to dramatic works and experiences

• B2.1 express thoughts, feelings and ideas about a variety of drama experiences and performances
• B2.2 identify and give examples of their strengths, interests, and areas for growth as drama participants and audience members

B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms and styles from the past and present, and their social and/or community contexts

• B3.2 demonstrate an awareness of ideas and emotions expressed in drama works form communities around the world

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 identify 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
• 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
  • A3.1 Cross-Curricular and Integrated Learning apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life
  • A3.2 Identity and Community demonstrate an understanding of the 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 culturally responsive and relevant texts
  • A3.3 First Nations, Métis, and Inuit Perspectives and Ways of Knowing identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

B. Foundations of Language

• B1. Oral and Non-Verbal Communication apply listening, speaking, and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences
  • B1.1 Effective Listening Skills use effective listening skills, including asking questions to clarify information and ideas, in formal and informal contexts and for various purposes, including in small- and large-group conversations and various classroom activities
  • B1.2 Listening Strategies for Comprehension select and use a variety of listening strategies before, during, and after listening to comprehend information communicated orally and non-verbally, recognize when a message is difficult to understand, and develop an appropriate response
  • B1.3 Speaking Purposes and Strategies identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including establishing a rapport with the audience, to communicate clearly and coherently
  • B1.4 Oral and Non-Verbal Communication Strategies identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and demonstrate an understanding of how these strategies can contribute to the meaning being conveyed
  • B1.5 Word Choice, Syntax, and Grammar in Oral Communication use appropriate word choice, including new vocabulary, grammar, and cohesive sentences when speaking and communicating ideas in various contexts, to support audience comprehension
• B2. Language Foundations for Reading and Writing demonstrate an understanding of foundational language knowledge and skills, and apply this understanding when reading and writing
  • B2.4 Vocabulary demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use morphological knowledge to analyze and understand new words in context
  • B2.5 Reading Fluency: Accuracy, Rate, and Prosody read words, complex sentences, and paragraphs in a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and read aloud using varied 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
  • C1.6 Point of View identify the narrator’s point of view, including first person or third person, in a variety of texts, and suggest alternative points of view to tell each story
  • C1.7 Indigenous Context of Various Text Forms read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators and demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
• 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
  • C3.5 Perspectives within Texts identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience
  • C3.6 Analysis and Response describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility
  • C3.7 Indigenous Contexts identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences
  • C3.8 Reflecting on Learning identify thinking skills that have helped them analyze and better understand various texts

D. Composition: Expressing Ideas and Creating Texts

• D1. Developing Ideas and Organizing Content plan, develop ideas, gather information, and organize content for creating texts of various forms, including digital and media texts, on a variety of topics
  • D1.1 Purpose and Audience identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning
  • D1.2 Developing Ideas generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas
• 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
  • D2.1 Producing Drafts draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
  • D2.3 Voice demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic

A. STEM Skills and Connections

A3. Applications, Connections, and Contributions demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences

• A3.1 describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems
• A3.2 investigate how science and technology can be used with other subject areas to address real-world problems
• A3.3 analyse contributions to science and technology from various communities

B. Life Systems:

B1. Relating Science and Technology to Our Changing World assess ways in which plants are beneficial to society and the environment, and ways in which human activity has an impact on plants and plant habitats

• B1.1 assess ways in which plants are important to humans and other living things, taking different perspectives into consideration, and identify ways in which humans can protect native plant species and their habitats
• B1.2 assess ways in which human activities have an impact on plants and plant habitats, and identify personal actions that they could take to minimize harmful effects and enhance positive ones

B2. Exploring and Understanding Concepts demonstrate an understanding of characteristics and uses of plants and of plants’ responses to the natural environment

• B2.1 describe the basic needs of plants, including the need for air, water, light, heat, nutrients, and space, and identify environmental conditions that may threaten plant survival
• B2.2 identify different parts of plants, including the root, stem, flower, stamen, pistil, leaf, seed, cone, and fruit, and describe how each part contributes to plants’ survival within their environment
• B2.4 investigate ways in which a variety of plants adapt and/or react to their environment and to changes in their environment
• B2.6 describe ways in which people, including Indigenous peoples, from various cultures around the world use plants for food, shelter, medicine, and clothing
• B2.8 describe ways in which plants and animals, including humans, depend on each other