Gr2curric Req

GRADE2
CurriculumPackage
(September2010)
For ease of reference, this Grade 2 Curriculum Package compiles all Prescribed Learning Outcomes and Suggested Achievement Indicators from within each subject-based Integrated Resource Package (IRP) into one comprehensive document. www.bced.gov.bc.ca/irp
TABLEOFCONTENTS
TABLEOFCONTENTS
INTRODUCTION
Introduction ........................................................................................................................................................ 5 RequiredAreasofStudy............................................................................................................................ 5 HowtoUsethisDocument....................................................................................................................... 5
GRADE2PRESCRIBEDCURRICULA
DailyPhysicalActivity..................................................................................................................................... 7 EnglishLanguageArts ...................................................................................................................................... 9 ArtsEducation................................................................................................................................................. 25 Dance ........................................................................................................................................................25 Drama.......................................................................................................................................................29 Music....................................................................................................................................................... 33 VisualArts............................................................................................................................................. 37
HealthandCareerEducation.........................................................................................................................43 Mathematics..................................................................................................................................................... 47 PhysicalEducation......................................................................................................................................... 57 Science................................................................................................................................................................61 SocialStudies....................................................................................................................................................65
Forthecompletecurriculumgotowww.bced.gov.bc.ca/irp/irp.htm
INTRODUCTION
hisdocumentprovidesbasicinformation abouttheprovincialcurriculum requirementsforGrade2studentsin BritishColumbia.Thefulltextofall provinciallyprescribedcurriculaisavailable onlineatwww.bced.gov.bc.ca/irp/irp.htm
HOWTOUSETHISDOCUMENT
ForeachrequiredareaofstudyforGrade2, thePrescribedLearningOutcomesand correspondingSuggestedAchievementIndicators arepresentedinaseriesoftables. PrescribedLearningOutcomes PrescribedLearningOutcomesarecontentstandards fortheprovincialeducationsystem;theyarethe prescribedcurriculum.Clearlystatedand expressedinmeasurableandobservableterms, prescribedlearningoutcomessetouttherequired attitudes,skills,andknowledgewhatstudents areexpectedtoknowandbeabletodobythe endofthespecifiedsubjectandgrade. Schoolsareresponsibleforensuringthatall PrescribedLearningOutcomesforeachrequired areaofstudyaremet;however,schoolshave flexibilityindetermininghowdeliveryofthe curriculumcanbesttakeplace. Itisexpectedthatstudentachievementwillvary inrelationtothelearningoutcomes.Evaluation, reporting,andstudentplacementwithrespectto theseoutcomesaredependentontheprofessional judgmentandexperienceofteachers,guidedby provincialpolicy. Allprescribedlearningoutcomescompletethe stem,Itisexpectedthatstudentswill. PrescribedLearningOutcomesarepresented bycurriculumorganizer(andsuborganizer asapplicable),andforsomesubjectsarecoded alphanumericallyforeaseofreference;however, thisarrangementisnotintendedtoimply arequiredinstructionalsequence.
REQUIREDAREASOFSTUDY
AsstatedintheRequiredAreasofStudyInAn EducationalProgramOrder (www.bced.gov.bc.ca/legislation/schoollaw/ e/m29595.pdf),eachschoolyearaboardmust offertoallstudentsinGrade2aneducational programthatmeetsallthePrescribedLearning Outcomessetoutintheapplicableeducational programguidein EnglishLanguageArts,orinthecaseofa studentenrolledinafrancophoneeducational program,FrenchLanguageArts SocialStudies Mathematics Science PhysicalEducation ArtsEducation:Dance,Drama,Music andVisualArts HealthandCareerEducation DailyPhysicalActivity
INTRODUCTION
SuggestedAchievementIndicators SuggestedAchievementIndicatorsinrelationto eachPrescribedLearningOutcomeareincludedto supporttheassessmentofprovinciallyprescribed curricula. Achievementindicatorssupporttheprinciplesof assessmentforlearning,assessmentaslearning, andassessmentoflearning.Theyprovideteachers andparentswithtoolsthatcanbeusedtoreflect onwhatstudentsarelearning,aswellasprovide studentswithameansofselfassessmentand waysofdefininghowtheycanimprovetheirown achievement. SuggestedAchievementIndicatorsdescribewhat evidencetolookfortodeterminewhetherornot thestudenthasfullymettheintentofthelearning outcome.Sinceeachachievementindicator presentsonlyoneaspectofthecorresponding learningoutcome,theentiresetofachievement indicatorscanassistteacherswhendetermining whetherstudentshavefully metthelearningoutcome. Achievementindicatorsarenotmandatory;they aresuggestionsonly,providedtoassistinthe assessmentofhowwellstudentsachievethe PrescribedLearningOutcomes.
DAILYPHYSICALACTIVITYGRADE2
DAILYPHYSICALACTIVITYGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

PrescribedLearningOutcomes SuggestedAchievementIndicators
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill:
StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
participateinphysicalactivities participateindailyphysicalactivities foraminimumof30minutes participateinphysicalactivityinblocksofatleast10minutes duringeachschoolday atatime,totallingaminimumof30minutesperday participateinarangeofendurance participateinphysicalactivitiesthathelpdeveloptheir activities cardiovascularendurance participatedailyinenduranceactivities(e.g.,briskwalking, swimming,cycling,jogging,soccer,aerobics,dancing,cross countryskiing,relaygames,taggames) participateinarangeofstrength participateinactivitiesthathelpdeveloptheirstrength activities participatedailyinactivitiesthathelptodevelopthestrength ofdifferentmusclegroups(e.g.,ropeclimbing,pushups, racquetandballgames,corestrengthtraining,skating) participateinarangeofflexibility participateinactivitiesthathelpdeveloptheirflexibility activities participatedailyinactivitiesthathelptodevelopthe flexibilityofdifferentpartsofthebody(e.g.,stretches,pilates, dancing)
ENGLISHLANGUAGEARTSGRADE2
ENGLISHLANGUAGEARTSGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators
ORALLANGUAGE(Purposes)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A1 use speaking and listening to interact with others for the purposes of contributing to a class goal exchanging ideas on a topic making connections completing tasks engaging in play
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share ideas relevant to class activities and discussions (e.g.,

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A2 use speaking to explore, express, and present ideas, information, and feelings, by staying on topic in a focussed discussion recounting experiences in a logical sequence retelling stories, including characters, setting, and plot reporting on a topic with a few supporting facts and details sharing connections made
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structured A/B partners, informal partner-talk, brainstorming) use conversational language, including increasingly specific vocabulary, to describe objects, events, and feelings share connections between their own and others ideas and experiences ask pertinent questions to clarify or extend understanding, or to ask for assistance use language to discuss steps needed to negotiate and complete tasks in partner and group activities suggest solutions for problems in the classroom, stories, or real-life situations listen respectfully and respond appropriately to others contributions (e.g., take conversational turns as speaker and listener) use speaking and listening to sustain imaginative play determine a purpose for speaking and presenting (e.g., to tell a story, show-and-tell) share and explain information about topics of interest, objects, events, and feelings with some detail offer opinions and provide reasons tell and retell a story in a coherent sequence generally stay on topic when discussing presented information provide an introduction to the topic and supporting details speak clearly and at an appropriate pace for informal and formal presentations
PrescribedLearningOutcomes A3 listen attentively for a variety of purposes and demonstrate comprehension, by retelling or paraphrasing information shared orally following three- and four-step instructions asking for clarification and explanation sharing connections made
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SuggestedAchievementIndicators determine a purpose for listening (e.g., to learn a new fact, to find out what happens, to learn a different viewpoint, to carry out instructions, to solve problems, for enjoyment) repeat and discuss information from listening, ask questions, and represent ideas expressed join in choral refrain (e.g., poem, chant) following oral instructions and demonstrations to complete a multi-step task (e.g., following three-step directions, retell main points) demonstrate attentive listening in nonverbal ways (e.g., nod to show agreement, show responsive facial expressions) listen without distracting or interrupting in most situations (e.g., put up hand to ask questions or make comments, wait turn to speak) ask speaker for clarification when needed
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ORALLANGUAGE(Strategies)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A4 use strategies when interacting with others, including accessing prior knowledge making and sharing connections asking questions for clarification and understanding taking turns as speaker and listener
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refer to relevant texts they have read, heard, or viewed, or

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make connections to personal and shared ideas and

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contribute relevant experiences to the topic or task
experiences by talking in pairs (e.g., listen and add to partners ideas) follow classroom guidelines for interacting (e.g., respectful listening, accepting differing opinions) ask questions to confirm and extend understanding balance role of self as speaker and listener and follow the rules of conversation
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PrescribedLearningOutcomes A5 use strategies when expressing and presenting ideas, information, and feelings, including accessing prior knowledge organizing thinking by following a framework or rehearsing clarifying and confirming meaning predicting what the audience needs to know for understanding adjusting volume and tone to the needs of the audience A6 use strategies when listening to make and clarify meaning, including making a prediction focussing on the speaker asking questions recalling main ideas
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SuggestedAchievementIndicators talk about what they already know about the topic and what the audience needs to know engage in self-talk or rehearsal to clarify and confirm thoughts and ideas (e.g., out-loud repetition, itemization) ask and answer questions to focus topics, clarify understanding, or identify information needs practise answering questions about the topic prior to presentation present information in a clear and logical manner adjust volume and tone of voice as appropriate (e.g., reduce volume in pairs or small group activities, speak loudly enough for others to hear when sharing information)
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make predictions before and during listening based on prior

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knowledge ask a question related to the topic ask speaker for clarification recall information or ideas in a variety of ways (e.g., retell one or two main points, repeat a familiar message using clear and precise language, draw a picture, act out a sequence of events) summarize what a speaker has said to confirm or clarify meaning
ORALLANGUAGE(Thinking)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A7 demonstrate enhanced vocabulary knowledge and usage
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talk about new words and ideas with others show expanding use of vocabulary related to specific subject
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demonstrate vocabulary development using familiar words

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show expanding use of descriptive vocabulary identify and use language to compare and contrast items and
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introduced in texts
ideas (e.g., same as, different from)
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PrescribedLearningOutcomes A8 engage in speaking and listening activities to develop a deeper understanding of texts (e.g., listening to the telling of a story from an oral tradition, listening to information text from science or social studies)
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A9 use speaking and listening to develop thinking, by acquiring new ideas making connections inquiring comparing and contrasting summarizing
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A10 reflect on and assess their speaking and listening, by referring to class-generated criteria setting a goal for improvement making a simple plan to work on their goal
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SuggestedAchievementIndicators make reasonable predictions about what to expect of a text make personal connections with a text (e.g., how their family compares with a family in a story) and elaborate when prompted show a knowledge of story structure by describing characters and events (e.g., answer who, what, where, and why questions; identify beginning, middle, and end of story) make inferences about characters feelings or the story problem select a personally significant idea from a text and describe why it is significant participate in creative retelling of a familiar text (e.g., participate in a circular storytelling activity, demonstrating ability to add appropriate story details) describe main ideas in an information text and ask questions that have not been answered by text engage in inquiry activities (e.g., pose questions; KnowWonder-Learn) and speculate on what is not known (e.g., provide possible answers to I wonder if) make new connections to ideas, self, and world identify similarities and differences in information from more than two sources provide an example of cause and effect suggest alternative ideas when problem solving draw simple inferences about situations (e.g., explain possible decisions they might make as the main character) recognize differing viewpoints, with teacher support provide input to create class-generated criteria about what makes an effective speaker or listener use the class-generated criteria to review speaking and listening activities and identify one or more personal strengths talk about how listening to discussions/presentations has added to their understanding describe their own behaviours and feelings they experienced during the speaking/listening activity (e.g., comfort level, audience response, emotional control over voice) engage in self-assessment of oral presentations (e.g., rating performance using happy faces or non-complex rubrics) provide ideas on ways to work toward a personal goal (e.g., speak clearly, face the audience, use interesting words, do not interrupt)
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ORALLANGUAGE(Features)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A11 use the features of oral language to convey and derive meaning, including text structure grammar and usage enunciation receptive listening posture
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sequence ideas logically when speaking stay focussed on the topic use statements, commands, and questions; may occasionally
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A12 recognize the structures and patterns of language in oral texts, including word families root words rhyme structural sequencing cues
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make some errors in syntax or word choice express ideas in sentences that make sense, and use simple connecting words to link ideas in speech (e.g., and, then, so) use pronouns appropriately (errors do not interfere with meaning) present ideas clearly (e.g., speak loudly enough, face audience) focus on the speaker when listening identify words they know that fall into the same word family or root word as a new word they encounter identify common word endings, onsets, and rimes auditorily discriminate and orally manipulate sounds to decode unknown words (e.g., isolating, blending, and segmenting, including substituting, deleting, and adding sounds) identify rhyming words in simple poems or songs identify story openings (e.g., Once upon a time) and endings (e.g., and they lived happily ever after.)
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READINGANDVIEWING(Purposes)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 read fluently and demonstrate comprehension of gradeappropriate literary texts (e.g., stories, legends, poems)
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read grade-appropriate literary texts independently and

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B2
read fluently and demonstrate comprehension of gradeappropriate information texts

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B3
read and reread just-right texts independently for 15 to 20 minutes daily for enjoyment and to increase fluency and comprehension
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B4
view and demonstrate comprehension of visual texts (e.g., signs, illustrations, diagrams)
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collectively, with accuracy, comprehension, and fluency, including expression and a sense of phrasing (e.g., three or more words at a time in meaningful phrases) engage in shared reading activities (e.g., buddy, readers theatre, varied forms of choral reading) retell main story events in sequence, through discussion, drawing, or other forms of representation make inferences about characters (e.g., feelings, motivation) and events, and draw conclusions describe similarities and differences among texts and among genres change voice inflection in response to written cues, punctuation marks, or words that evoke emotion read grade-appropriate information texts independently and collectively, with accuracy, comprehension, and fluency, including expression and a sense of phrasing use basic text features (e.g., titles, captions, illustrations, contents page) to help locate information record some accurate information under categories or headings provided by teacher (e.g., food, habitat) demonstrate understanding of various information texts by retelling key points; may rely on words from the text reread to locate specific information (prompted and unprompted) follow simple written directions (e.g., to recreate a simple craft, follow a recipe, follow a shape of the day plan) share information learned choose a just-right text on their own read silently, showing sustained focus for increasingly longer periods of time (e.g., 15 to 20 minutes) read and reread selected passages to an adult, peer, or buddy and receive feedback read just-right texts aloud with fluency, expression, and comprehension show engagement in reading, and describe self as a reader discuss the purposes of particular images or media texts (e.g., to inform, entertain, persuade), with teacher support identify main ideas or key information from visual texts recall or locate some specific details in response to questions or tasks
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READINGANDVIEWING(Strategies)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B5 use strategies before reading and viewing, including accessing prior knowledge to make connections making predictions asking questions setting a purpose
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use prior knowledge and experiences to connect with a topic

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B6
use strategies during reading and viewing to construct, monitor, and confirm meaning, including predicting and making connections visualizing figuring out unknown words self-monitoring and self-correcting retelling and beginning to summarize
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or idea in response to questions about what they already know or in response to pictures or verbal prompts (e.g., What does this remind you of?) use prior reading and viewing experiences to make predictions and connections (e.g., look at cover, illustrations, headings, and knowledge of the author) ask questions using visuals or prior knowledge that relate to the topic monitor and self-correct by rereading, reading-on (i.e., reading past an unknown word and coming back to it), using context and picture cues, sounding out the word, looking for the little word in the big one state a purpose for reading or viewing the selection (e.g., finding information, enjoying the story, remembering the events, learning about the character) use knowledge of oral language to predict words when reading identify reading strategies good readers or viewers use during reading (e.g., chunking text, reading on, asking questions, using graphophonics to decode unknown words, rereading to confirm meaning, checking whether text sounds right, looks right, and makes sense) describe or sketch a mental image formed while reading a text use pictures, diagrams, charts, graphs, context cues, sense of story, and prior knowledge to make ongoing predictions and confirm meaning combine graphophonic cues (looks right), semantic cues (makes sense), and syntactic cues (sounds right) to decode new words recognize an increasing number of high-frequency words (i.e., up to 300) discuss and summarize at intervals what they are reading and viewing complete a graphic organizer during a reading or viewing experience, with teacher support
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PrescribedLearningOutcomes B7 use strategies after reading and viewing to confirm and extend meaning, including rereading or re-viewing discussing with others retelling and beginning to summarize sketching writing a response
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SuggestedAchievementIndicators reread text or re-view to find additional ideas/information to answer a question retell main events in correct sequence (e.g., recall important images/facts about a topic through dramatization, painting, dance, or other forms of representation) generate questions and discussion related to the text compare ideas to predictions made earlier about the text make connections (text-to-text, text-to-self, text-to-world) and discuss with others discuss the authors message and main idea sketch and write a response
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READINGANDVIEWING(Thinking)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B8 respond to selections they read or view, by expressing an opinion supported with reasons making text-to-self, text-totext, and text-to-world connections
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express opinions in response to stories, information texts,

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B9
read and view to expand knowledge, by predicting and connecting comparing and inferring inquiring and generalizing
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poems, performances create a representation including detail (e.g., draw a picture, dramatize a section, create a new page for a story) identify connections between illustrations (e.g., diagrams, charts, graphs) and text create a written response to text, making personal connections (text-to-self), connections to other texts (text-to-text) and related events (text-to-world) identify how story events or characters are the same as or different from their own experiences (text-to-self) after predicting two possible endings, choose one and give reasons to support choice identify and develop thoughtful connections text-to-self, textto-text (e.g., similarities and/or differences), and text-to-world compare the qualities of two characters make inferences in response to the teacher (e.g., I think the author wrote this book because) after reading and viewing, generate questions that remain unanswered and speculate how to find answers make generalizations about story structures or familiar genre (e.g., There is often a hero in a story and a problem that needs to be solved.)
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PrescribedLearningOutcomes B10 reflect on and assess their reading and viewing, by referring to class-generated criteria setting a goal for improvement making a simple plan to work on their goal
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SuggestedAchievementIndicators suggest characteristics of good readers and viewers (e.g., are able to select just-right texts; monitor, self-correct and read fluently; make connections; predict) describe strategies good readers use (e.g., chunk, look at pictures to confirm, reread when it does not make sense) identify some strategies they use before and during reading to figure out words and confirm meaning reflect on their reading or viewing to identify a strategy (e.g., keep a metacognitive log of their reading progress) they could use more often or dont yet use set a goal for their future reading (e.g., read with expression, visualize) choose books they can read and want to read; explain why a chosen book is a just-right text
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READINGANDVIEWING(Features)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B11 recognize and derive meaning from the structures and features of texts, including concepts about print and concepts about books elements of stories (e.g., character, setting, problem, solution) text features the vocabulary associated with texts (e.g., pictures, headings, table of contents, key facts)
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explain in own words the meaning and the role of an author,

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the title, and illustrator (i.e., concepts about print and concepts about books) recognize and comprehend basic print conventions and frequently used text features (e.g., period, exclamation mark, question mark, quotation marks, bold face, capitalized words such as STOP) identify characteristics of stories (e.g., beginning, middle, and end; basic story elements such as character, setting, events, problem or conflict, solution) demonstrate awareness of the purpose of text features (e.g., book cover, story summary, headings) recognize that information texts do not need to be read sequentially but can be accessed for specific information use subject-specific vocabulary to talk about reading and viewing (e.g., illustrations, heading, table of contents)
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PrescribedLearningOutcomes B12 use knowledge of word patterns, word families, and letter-sound relationships to decode unknown words and recognize an increasing number of highfrequency words
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SuggestedAchievementIndicators combine graphophonic cues (looks right), semantic cues (makes sense), and syntactic cues (sounds right) to decode new words use knowledge of oral language to predict words when reading apply phonic rules and generalizations to read unfamiliar words in context use knowledge of word parts, contractions, and compound words to read unfamiliar words in context recognize an increasing number of high-frequency words (i.e., up to 300 words)
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WRITINGANDREPRESENTING(Purposes)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C1 create personal writing and representations that express connections to personal experiences, ideas, likes and dislikes, featuring ideas developed through the use of relevant details that connect to a topic sentence fluency using some variety in sentence length and pattern developing word choice by using some varied and descriptive language developing voice by showing some evidence of individuality a logical organization
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create personal writing and representations (e.g., free writes,

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reading response, journal entries, story descriptions, personal letters, and may include impromptu writing) that demonstrate the following criteria Meaning in Performance Standards/Ideas in Traits of Writing. The writing/representation: makes sense and focuses on a central idea, image, or feeling offers a series of related details that reflect something learned or experienced (e.g., response to a guest speaker, poem read to class) includes a number of sentences on one topic features text and pictures working harmoniously to enhance the topic but writing can be understood without visual support Style in Performance Standards/Sentence Fluency, Word Choice and Voice in Traits of Writing. The writing/representation: shows beginning use of book language rather than talk written down features a few choice words, details, and some interesting images shows some evidence of individuality in text and pictures captures a general mood such as happy, sad, or mad evidences some variety in sentence beginnings Form in Performance Standards/Organization in Traits of Writing. The writing/representation: uses genre or form appropriate to purpose and audience uses text structures appropriate to form or genre shows beginning use of effective transitions between words and between ideas features paragraphs although paragraph divisions may be inconsistent generally includes an ending See Features section for additional criteria relating to features and conventions.
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PrescribedLearningOutcomes C2 create informational writing and representations about noncomplex topics and procedures, featuring ideas beginning to be developed through the use of relevant details sentence fluency using some variety of sentence length and an emerging variety in pattern developing word choice by using some content-specific vocabulary and details developing voice by showing how they think and feel about a topic an organization that includes a beginning that signals a topic and ideas that are generally logically sequenced
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SuggestedAchievementIndicators create informational writing and representations (e.g., expository writing such as lists, graphs, charts, reports, instructions, and may include impromptu writing) that demonstrate the following criteria Meaning in Performance Standards/Ideas in Traits of Writing. The writing/representation: makes sense and explains information shows some awareness of audience and addresses an increasing range of purposes (e.g., opinions, procedures, instructions, information) includes several sentences on one topic includes visual features (e.g., diagrams and illustrations) that support the written information, and are generally clear and connected to the text Style in Performance Standards/Sentence Fluency, Word Choice and Voice in Traits of Writing. The writing/representation: features some precise content area nouns (e.g., stamen) combined with generic nouns (e.g., flower); uses several active verbs contains a few choice words, interesting images, and some detail evidences a variety of sentence types, lengths, and structures such as simple and compound begins to show some evidence of individuality in text and illustrations Form in Performance Standards/Organization in Traits of Writing. The writing/representation: uses genre or form appropriate to purpose and audience uses text structures appropriate to form or genre begins to show awareness of form (e.g., instructions look like instructions) evidences a variety of leads features a generally logical sequence includes clear headings that are helpful for the reader features paragraphs, although paragraph divisions may be inconsistent includes a title that signals the topic frequently includes an ending See Features section for additional criteria relating to features and conventions.
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PrescribedLearningOutcomes C3 create imaginative writing and representations, sometimes based on models they have read, heard, or viewed, featuring ideas developed through the use of details that enhance the topic or mood sentence fluency using sentence variety, dialogue, phrases, and poetic language developing word choice by using some varied descriptive and sensory language developing voice by showing some evidence of individuality an organization that includes a well-developed beginning and logically ordered, imaginative ideas or details
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SuggestedAchievementIndicators create some types of imaginative writing and representations (e.g., expressive writing such as stories, plays, and poems, and may include impromptu writing) that demonstrate the following criteria Meaning in Performance Standards/Ideas in Traits of Writing. The writing/representation: makes sense and focusses on a central idea, image, or mood features a focussed topic that shows imagination includes, when in story form, characters, setting, and a situation that needs to be resolved when in poetic form, presents image or mood that is enhanced by relevant details includes a number of sentences or poetic lines on one topic features pictures and text working harmoniously to enhance the topic but writing can be understood without visual support Style in Performance Standards/Sentence Fluency, Word Choice and Voice in Traits of Writing. The writing/representation: demonstrates a sense of sentence pattern or poetic form, as appropriate, when read aloud includes simple and compound sentence structures that vary in length creates images through some experimentation with new and sensory words uses descriptive nouns (e.g., cedar) mixed with generic nouns (e.g., wood), and some powerful verbs (e.g., burst instead of broke) imitates features of writing from books read and stories heard shows some awareness of audience captures a general mood
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Form in Performance Standards/Organization in Traits of Writing. The writing/representation: uses genre or form appropriate to purpose and audience uses text structures appropriate to form or genre evidences the beginning of effective transitions between ideas (e.g., through the use of and, but, then) includes attempts to use a variety of sentence beginnings that signal the topic uses paragraphs in stories although paragraph divisions may be inconsistent; begins to show stanzas in poems but may not have logical division includes dialogue which is usually logical includes a title that is helpful for a reader See Features section for additional criteria relating to features and conventions.
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WRITINGANDREPRESENTING(Strategies)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C4 use strategies before writing and representing, including setting a purpose identifying an audience participating in developing class-generated criteria generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics
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contribute to class discussion to generate criteria about what

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C5 use strategies during writing and representing to express thoughts, including referring to class-generated criteria referring to word banks examining models of literature/visuals revising and editing
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makes good writing and representing (e.g., great story beginnings, narrowing the topic, examining anonymous writing samples) set a purpose for writing and representing, and identify an audience (e.g., thank-you note to a guest speaker, poem for a retiring teacher) generate ideas for writing and select a topic of personal interest (e.g., engage in brainstorming sessions and partnertalk) make visual and written plans (e.g., graphic organizer, storyboard) gather information in preparation for writing and representing by drawing on personal interest or prompts (e.g., talk with others; interview informed people; use books, labels, charts and diagrams; watch videos; sketch ideas; or make lists to sequence events) use webs, lists, or charts to prompt their writing think aloud while writing (e.g., voice thoughts while writing, writers mumble) improve organization while writing (e.g., use a classgenerated list of great leads to write a lead); ensure all ideas in the writing are connected to one main idea generate ideas while writing (e.g., ask others to listen and ask specific questions about the writing to determine what details need to be included) adjust writing to ensure that the form and tone are suitable for the intended audience (e.g., an invitation to a friend would have a welcoming tone) clarify word choice (e.g., make a list of sensory words related to the topic, refer to word banks or word walls, apply newly acquired vocabulary) create variety in sentence structures and patterns to develop sentence fluency (e.g., sentences of different lengths) use word processing and other software tools to write or represent thoughts
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PrescribedLearningOutcomes C6 use strategies after writing and representing to improve their work, including checking their work against established criteria revising to enhance a writing trait (e.g., ideas, sentence fluency, word choice, voice, organization) editing for conventions (e.g., capitals, punctuation, spelling)
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SuggestedAchievementIndicators talk about their writing and representing and the work of others check work against class criteria for writing (e.g., good word choice, descriptive ideas, powerful images, sentence variety, legibility) after checking work against criteria, select one area to revise engage in editing a piece of writing (e.g., using a proofreading guide with a buddy or independently; by reading work aloud; checking spelling by referring to word walls, personal dictionaries, and primary dictionaries) develop an understanding of the difference between editing and revising share and publish selected texts (e.g., oral presentations, stories, features in school newsletter)
T T T T T T
WRITINGANDREPRESENTING(Thinking)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C7 use writing and representing to express personal responses and opinions about experiences or texts
T T T T
C8 use writing and representing to extend thinking by presenting new understandings in a variety of forms (e.g., comic strip, poem, skit, graphic organizer)
T T T

T T T T T

T T
C9 reflect on and assess their writing and representing, by referring to class-generated criteria setting a goal for improvement making a simple plan to work on their goal
T T T T T

T T
write a response to an author or illustrator write or represent to express a response to a poem write a response in their journals to express an opinion use new vocabulary to create a response rewrite a scene from the perspective of one of the characters (e.g., rewrite the chimney scene in the Three Little Pigs from the perspective of the wolf) dramatize a story through a puppet play use a variety of graphic organizers to organize thoughts before writing identify strategies used at each stage of the writing process (e.g., partner-talk to generate ideas for writing, choosing words from a word wall) compare their own writing with class-generated criteria talk about their strengths and set goals for future writing and representing (e.g., complete a self-assessment rubric) give compliments and suggestions to each other about their work, based on the class-generated criteria demonstrate pride and satisfaction in their own writing and representing (e.g., take authors chair)
23
WRITINGANDREPRESENTING(Features)
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C10 usesomefeaturesand conventionsoflanguageto expressmeaningintheirwriting andrepresenting,including completesimplesentences, andbegintousecompound sentences someparagraphdivisions generallycorrectnoun pronounandsubjectverb agreement pastandpresenttenses capitallettersatthebeginning ofpropernounsandsentences periods,questionmarks,or exclamationmarksattheend ofsentences commastoseparateitemsina series wordsfromtheiroral vocabulary,personalword list,andclasslists spellingwordsofmorethan onesyllable,highfrequency irregularwords,andregular pluralsbyapplyingphonic knowledgeandskills andvisualmemory
T T T T T T T
StudentswhohavefullymetthePrescribedLearningOutcomeareable to: Grammar and Usage make complete sentences, use simple sentences, and begin to use compound sentences begin to use paragraph structures (e.g., paragraphs may be used but paragraph divisions may be inconsistent) use correct pronouns and verb forms; may have occasional errors use simple past and present tenses
T T T T
Punctuation and Capitalization use capital letters for names, places, and other proper nouns, (e.g., holidays, places, names, titles) and at the beginning of sentences use periods, questions marks, or exclamation marks appropriately at the end of sentences use commas after greetings and closures in friendly letters, and to separate words in a series
T T T
Suborganizer Features PLO C10 continued next page
24
PrescribedLearningOutcomes Suborganizer`FeaturesPLOC10 attemptingtospellunfamiliar wordsbyapplyingphonic knowledgeandskillsand visualmemory conventionalCanadian spellingofcommonwords lettersprintedlegibly, consistentinshapeandsize, withappropriatespacing betweenlettersandwords
SuggestedAchievementIndicators VocabularyandSpelling useconventionalCanadianspellingofcommonlyusedwords buildalargebankofinstantlyrecalledhighfrequencywords usespellingpatternsandstrategiessuchasphonic knowledge,inventedspelling,andvisualmemorywhen writingwordsofmorethanonesyllable,highfrequency irregularwords,regularplurals,andunknownwords usewordvarietyandattempttousenewlyacquired vocabulary applygraphophonicandphonicknowledgetowrite unfamiliarwordsandcheckspellingwithclassresources,such aslistsofwords/ideasandpersonaldictionary Presentation printlegiblyandcorrectlyformletters appropriatelyspacewrittenwork ensureheadingsandtitlesareclearandhelpfulforareader useillustrations,charts,anddiagramstosupportthetext usetitlestosummarizecontent usewordsandpicturestocreatemessage usemarginsandspacingappropriately
25
ARTSEDUCATION
DANCEGRADE2
ARTSEDUCATION:DANCEGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

CREATINGDANCE
Prescribed Learning Outcomes Suggested Achievement Indicators
Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:
Itisexpectedthatstudentswill: A1 moveexpressivelytoavarietyof soundsandmusic
moveexpressivelyinresponsetoavarietyofsoundsand
music(e.g.,adrumbeat,recordedmusic,poetryreadaloud, story)demonstrating responsetochangesinsound(e.g.,faster,slower,louder, softer) combinationsofmovements(e.g.,startingslowand graduallymovingfasterwithmusic) movetoexpressactions,ideas,events,orfeelingselicitedby avarietyofliveorrecordedmusic,poetry,stories,and pictures,representing storiesandcharacters(e.g.,fromimagination,fables, heroes) themes,topics,andevents(e.g.,Halloween,airandwater) patterns(e.g.,alternatingmovementsandshapes) useleadandfollowstrategies(e.g.,shadowing,echoing,call andresponse)todevelopamovementsequencewithpeers workcooperativelyingroupstocreatemovementsequences repeatandvarymovementstocreatesequences matcheachstageofthecreativeprocess(exploration, selection,combination,refinement,reflection)withan appropriatedescription listreasonswhythereareseveralstageswithinacreative process(e.g.,opportunitiestoexplorevariousideastosee whatworksbest,opportunitiestoimprove,opportunitiesto thinkaboutwhytheymadecertainchoicesandwhatthey woulddodifferentlynexttime)
A2 createmovementsequencesbased onpatterns,stories,andthemes
A3 identifythestagesofthecreative process
27
DANCEGRADE2
ELEMENTSOFDANCE
ARTSEDUCATION
Prescribed Learning Outcomes
Suggested Achievement Indicators

Itisexpectedthatstudentswill: B1 movesafelyinbothpersonal spaceandgeneralspaceduring danceactivities
consistentlyandindependentlyfindandstayintheirown
personalspacethroughoutdanceactivities participateinmovementexercisesinvolvingsharedspace andgeneralspace alone withapartner insmallgroups demonstratecontrolandcoordinationneededtoavoid collisionswhenmoving identifyrulesandguidelinesforsafeparticipationindance (e.g.,respectyourself,respectothers,respectthespace safedistancefromwall,removeshoeswhenenteringthe dancespace,wearappropriateattire,avoidobjectspresentin theroom) demonstrate movementsatdifferentlevels(e.g.,high,low,medium) movementsindifferentdirections(e.g.,forward, backward,sideways) movementsalongavarietyofpathways(e.g.,zigzag, straight,curved,spiral,followinglinesofthefloor) avarietyofbodyshapesinpartnerwork(e.g.,mirroring partnersmovement,makingoppositeshapestopartner; large/small,flat/jagged,pointy/curved,wide/thin) avarietyofdynamics(e.g.,rangeofanimalmovements birdflying,dinosaurstomping,snakeslithering,rabbit hopping) leadmovementexplorations(e.g.,followtheleaderin partnersorsmallgroups) performlocomotorandnonlocomotormovementsin responseto rhythmicpattern(e.g.,longshortshortshort) 3 4 6 metre(e.g., 2 4 , 4 , 4 , 8 )
B2 moveinavarietyoflevels, pathways,dynamics,and directions,usingavarietyofbody shapes
B3 moveintimetoavarietyof rhythms,metres,andtempi
tempo(e.g.,slow,moderate,fast,veryfast) followingteachermodelling,repeatmovementstocreatea simplechoreographicform(e.g.,ABA,ABBA,ABC)
28
ARTSEDUCATION
CONTEXT
DANCEGRADE2
Prescribed Learning Outcomes
Suggested Achievement Indicators

Itisexpectedthatstudentswill: C1 identifysimilaritiesand differencesamongdances
comparetwoormoredancesfromdifferingsocialorcultural
contextsintermsofcharacteristicssuchas tempo groupings(e.g.,partners,group,solo) costumesandregalia withreferencetoparticulardanceperformancestheyhave viewedorparticipatedin,identifyarangeofreasonsfor dance,including tocelebrateimportantlifeevents torememberandtellstories toexpressfeelings tohavefunandbeactive toentertain
C2 describeavarietyofreasons peopledance
PRESENTINGANDPERFORMING
Prescribed Learning Outcomes Suggested Achievement Indicators
Itisexpectedthatstudentswill: D1 demonstratewillingnessto rehearseandperformdance D2 demonstrateappropriate performanceskillsinarangeof dancesettings
demonstratewillingnesstoparticipateinrehearsalsand
performances(e.g.,demonstratingpreparednessand attentiveness) demonstrateappropriateaudienceskillstoexpressrespect, appreciation,orenjoymentforaperformance(e.g., constructivefeedback,praiseandsupport,attentiveviewing, followattentivelywhenotherstudentsleadactivities) identifyhowdifferentperformanceeventsrequiredifferent audienceskills(e.g.,danceperformanceandassemblies requireattentivequietfocus,cheeringisfunatsportsevents) demonstrateperformanceskillsappropriatetothesetting (e.g.,payingattentiontomusic/soundcues,notwavingat audience,nottalkingonandbackstage,activeand appropriateparticipation,appropriateentrancesandexits, stayingincharacter)
29
ARTSEDUCATION
DRAMAGRADE2
ARTSEDUCATION:DRAMAGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

EXPLORINGANDCREATING
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:
Itisexpectedthatstudentswill: A1 shareideasthatcanbeusedina dramawork
generateideasfordramawork(e.g.,throughwordwebs,
journaling,groupdiscussions,drawings) demonstratewillingnesstocontributeideas(e.g.,develop avocabularyoffeelingswordsandphrasestodescribe increasinglyspecificemotions) demonstratewillingnesstoworkwithothers offerandacceptfeedback makesuggestionsabouthowanactivitymightdevelop orwhattodonext makechoiceswithinadefinedframework(e.g.,choosingto beascientist,alion,alumberjack;depictingenvironments suchasanattic,aswamp,aspaceship) usedramatocreatestories(e.g.,basedonfamiliarand imaginedstories,retellfromtheperspectiveofdifferent characters,createnewendingsorbeginnings) exploresituationsinrole,includingwho,what,where,and withwhom usedramatomakeconnectionsbetweenimaginedandreal lifesituations demonstratetheabilitytodescribetheirthoughtsand feelingsatspecificmomentsinthedrama(e.g.,inresponseto teacherpromptsorquestions) demonstratewillingnesstoexploreideasthroughdrama gamesandactivities(e.g.,createactiontoaccompanya name) demonstratewaystoshowcooperativeeffortindrama work,suchasby workingwithavarietyofclassmates beingwillingtosharetheirthoughts,feelings,andideas recognizingthatdifferentpeoplereacttothesameevent indifferentways supportingandrespectingclassmatesthoughts,feelings, abilities,ideas,andefforts includingallstudentsincreatingthedrama exploringwaystosolvegroupproblems
A2 useimaginationandexploration tocreatedrama
A3 demonstratecooperativeeffortin dramawork
31
DRAMAGRADE2
ARTSEDUCATION
PrescribedLearningOutcomes A4 reflectonclassroomdrama experiences
SuggestedAchievementIndicators respondtoteacherpromptstoreflectduringandafterdrama experiences(e.g.,Whydoyouthinktheravendidthat? Tellmeaboutatimeyoufeltlikethegirlinthestory.) shareresponsestoclassroomdramaexperiences(e.g.,orally, written,visually),including whatideastheyheardorsaw whattheythoughtabouttheirexperiences
DRAMAFORMS,STRATEGIES,ANDSKILLS
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
Itisexpectedthatstudentswill: B1 usevoicetoexpressarangeof ideasandfeelingswhileworking inrole
useavarietyofvocalelementstocommunicatearangeof
ideasandfeelingswhileinrole,suchas loud/softcontrast(e.g.,agrandfatherscoldinga disobedientchild,chantingtheirnamesinawhisper) pitchandtimbre(e.g.,asmallchild,agiant,acreature fromouterspace) clarity(e.g.,muffledtospeakasiftheywereunderwater, enunciatedtogivedirections) usemovementelementstodepictroles(e.g.,ageniegoing backintothebottle,amermaidlearningtowalkonlandfor thefirsttime,anicesculpturemelting) usebodylanguageandmovementtoconveytension(e.g., searchingforsomeoneinthedark,movingthroughanarrow cave,standinginacrowdedbus) individuallyandingroups,createtableauxtorepresent relationshipsbetweenthecharactersinastory expresstheideasandfeelingsofacharacterwhileinrole (e.g.,speakinginroleinresponsetoteacherquestionssuch asWhatareyouthinkingrightnow?) createsoundscapestorepresentasettingorenvironment (e.g.,soundsofadarkandstormynight,abarnyard,abeach, acarnival) reflectonconnectionsbetweenimaginedandreallife situations(e.g.,inresponsetoateacherposedpromptsuch asIwonderiftherearetimesinourliveswhenwefeltas confusedasthegiantdid?)
B2 usemovementandtheirbodiesto expressarangeofideasand feelingswhileworkinginrole
B3 useavarietyofdramaformsto representideasandfeelings
32
ARTSEDUCATION
DRAMAGRADE2
PrescribedLearningOutcomes B4 participatesafelyindrama environments
SuggestedAchievementIndicators findandstayintheirownpersonalspacethroughout activitiesasrequired participatesafelyinindividual,group,andclassmovement andvoiceexplorations identifyrulesandguidelinesforsafeparticipationindrama (e.g.,respectotherspersonalspaces,usevoicesafelyto avoidstrain)
CONTEXT
Itisexpectedthatstudentswill: C1 identifyavarietyofpurposesof drama
provideexamplesofhowdramaisusedto
tellandexplorestoriesaboutthepastandfuture remembereventsthathavehappenedinthepast celebratespecialevents communicateaspectsofculture(e.g.,traditions, cautionarytales) entertain
Itisexpectedthatstudentswill: D1 demonstratetheabilitytopresent dramaworkwhileinrole
demonstrateconcentrationandengagementtosustainbelief
inandmaintainaroleforshortperiodsoftime sustainattentionwhenothersaretakingonarole showinterestandcuriosityaboutavarietyofroles applyvocalandmovementelementstoportrayandinterpret acharacter(e.g.,amagicianwhohaslosthermagic,achild venturingintoadarkforest) applysimpleproductionelementstosupportengagementin role(e.g.,usingascarftorepresentababy,wearingahatto representaking)
33
DRAMAGRADE2
ARTSEDUCATION
PrescribedLearningOutcomes D2 respondtospecificaspectsofa dramaperformance
SuggestedAchievementIndicators demonstrateappropriateaudienceengagementandresponse duringinformalsharing/presentationandformal performances(e.g.,listenattentively,dontdistractthe performers,sendthankyoucards) reflectonandrespondtospecificaspectsofadramaworkor performance(e.g.,Myfavouritepartoftheperformance was____because_____.Thehathelpedmebelieveinthe characterbecause_____.Themagicianwassosadandthat mademethinkof_____.) demonstrateawarenessthatothershavedifferentresponses toaperformance commentconstructivelyonownwork
34
ARTS EDUCATION
MUSIC GRADE 2
ARTSEDUCATION:MUSICGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

EXPLORINGANDCREATING
Itisexpectedthatstudentswill: A1 singandplayclassroom repertoire
participateinavarietyofclassroomsongsandsinginggames
(e.g.,thematicsongs,singinggamesfromarangeofcultures)
playclassroominstruments(e.g.,rhythmsticks,bells,body
percussion,barredinstruments,foundinstruments)in responsetomodelledexamples addsimplerhythmicormelodicostinatitoasong performclassroomrepertoire,demonstratingtheuseof specificelementsofexpression,including tempo(faster,slower) dynamics(loud,soft) articulation(legato,staccato) timbre(voices,differentinstruments,environmental sounds) usestories,pictures,movement,etc.tocommunicate personalthoughts,images,andfeelings describehowtempo,dynamics,articulation,andtimbre affectthoughts,images,andfeelings(e.g.,Ithoughtitwas excitingwhenthebrasscamein.Thepartthatgotsofter remindedmeofmycatfallingasleep.) demonstratewillingnesstosharetheirresponsestomusic experiences(e.g.,withapartner,insmallgrouporwhole classdiscussion) recognizethatothersmayhaveadifferentresponsetothe samemusicexperience usesimpleimprovisationstrategiestocreatemusic(e.g., questionandanswerresponses,variation,movement) demonstratetempo,dynamics,articulation,andtimbre throughsong,movementandnonpitchedinstruments(e.g., createinterludesforpoems,createanewendingfora familiarstory)
A2 representpersonalthoughts, images,andfeelingsexperienced inclassroomrepertoire

A3 createsoundstoaccompany stories,nurseryrhymes,orsongs
35
MUSICGRADE2
ELEMENTSANDSKILLS
ARTSEDUCATION
PrescribedLearningOutcomes
SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:
Itisexpectedthatstudentswill: B1 performrhythmicpatternsand sequencesfromclassroom repertoire
playrhythmicpatternsusingaccentedbeats(e.g.,accenting
thefirstbeat,accentingtheoffbeat) maintainarepeatedrhythmicpatterninasimpletexture (e.g.,speechorinstrumentalostinato) usebarredinstruments,bodypercussion,voice,ornon pitchedinstrumentstoproducerhythm participateinsingingclassroomrepertoire(e.g.,singing games,folksongs,cumulativerepetitivesongs) singintune usehandsignals,movement,songmapping,orpitchladders toshowmelodicdirection singmelodiesinageappropriateranges(e.g.,lessthanone octaveCtoF) maintainamelodyorrepeatedmelodicpatterninasimple texture(e.g.,rounds,partnersongs,simpleostinati) recogniseandperformasimplemelodicphrasefrom notation(e.g.,choosethecorrectphraseoutoftwoorthree writtenones) recognizeanddemonstrateasimplerhythmicphrasefrom notationusingeighth,quarter,andhalfnotesandrests(e.g., findthecorrectpatternoutoftwoorthreewrittenones) useinventednotation(e.g.,geometricshapes,numbers, pictures,gestures)orstandardnotationtorepresentsimple 4 metressuchas 2 4 and 4 standardnotationtorepresentmelody
B2 singsimplesongs
B3 representmetre,rhythmic patterns,andmelody
useinventednotation(e.g.,songmaps,gestures,solfa)or identifyconnectionsbetweeninventednotationandstandard
notationforsimplerhythmicpatterns(e.g.,rhythmsyllables ta=,ti=) identifyexamplesofsimpleforminlisteningrepertoire(e.g., identifyandlabeltheAandBphrasesinasimpleABAform)
36
ARTS EDUCATION
PrescribedLearningOutcomes B4 usetempo,dynamics, articulation,andtimbrein classroomrepertoire
MUSIC GRADE 2
SuggestedAchievementIndicators describechangesintempoinselectionsfromclassroom listeningrepertoire(e.g.,gettingfaster,slowingdown) maintaintempowhilesingingandplaying describedynamicsinselectionsfromclassroomlistening repertoire(e.g.,soft,loud) identifyexamplesofarticulation(e.g.,smooth,jumpy) inclassroomlisteningrepertoire recognizedifferenceintimbreinclassroominstruments andlisteningrepertoire(e.g.,pitchedandnonpitched instruments) playorsingclassroomrepertoire,usingspecificelements ofexpression,including tempo(fast,slow) dynamics(loud,soft) articulation(smooth,choppy) holdandplayclassroominstrumentscorrectly demonstratepropercareandstorageofinstrumentsand equipment demonstraterespectfortheirpersonalhealthandwellbeing inmusicactivities(e.g.,preventingvoicestrainorhearing loss)
B5 demonstrateappropriateuseof classroominstruments
CONTEXT
Itisexpectedthatstudentswill: C1 participateinmusicactivities fromavarietyofhistorical, cultural,andsocialcontexts
identifyhistorical,cultural,andsocialcontextsofmusicfrom
classroomrepertoire
discussavarietyofpurposesofmusic(e.g.,familyevents,
celebrations,entertainment,nationalanthems,seasonal songs) identifysoundsandmusicintheirschoolandcommunity (e.g.,environmentalsounds,livemusic,recordedmusic inarangeofmedia) activelyengageinactivitiesrelatedtomusicfromavariety ofhistorical,cultural,andsocialcontexts(e.g.,workingwith aguestperformer,participatinginasoundwalktolistento allthesoundsintheneighbourhood,creatingamovement sequenceinresponsetolisteningexperiences,attending schoolwidemusicevents,singingorplayingataschool assembly)
37
MUSICGRADE2
ARTSEDUCATION
Itisexpectedthatstudentswill: D1 demonstrateappropriate performanceskillsinarangeof musicsettings
participateinrehearsalsandperformances(e.g.,prepared,
attentive) demonstraterespectforthecontributionsofothers (e.g.,constructivefeedback,praiseandsupport,attentive listening) demonstrateperformanceskillsappropriatetothesetting (e.g.,payingattentiontoconductor,notwavingataudience, nottalkingonstage,activeparticipation,appropriateentries andexits,followingcues) demonstratewaystoshowengagementwithand appreciationformusicperformances(e.g.,listening attentively,clappingalongwhenappropriate,notdistracting performers) listappropriateaudienceskillsforaspecificevent(e.g., symphonyconcert,assemblies,sportsevents) reflectonspecificaspectsofamusicworkorperformance (e.g.,Myfavouritepartoftheperformancewas____ because_____.) demonstrateawarenessthatothersmayhavedifferent responsestothepresentationorperformance
D2 respondtospecificaspectsofa musicworkorperformance
38
ARTS EDUCATION
VISUAL ARTS GRADE 2
ARTSEDUCATION:VISUALARTSGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

CREATIVEPROCESSES
Itisexpectedthatstudentswill: A1 useavarietyofimagesourcesto createimages,includingfeelings, imagination,memory,and observation
nameandapplyexamplesofhowfeelingscanbeusedto
createimages(e.g.,feelingexpressedinEmilyCarrforest images) nameandapplyexamplesofhowimaginationcanbeused tocreateimages(e.g.,storybookpictures,fantasyworld) nameandapplyexamplesofhowmemorycanbeusedto createimages(e.g.,afieldtriptoanAboriginalfriendship centreorartgallery,afamilyvacation) nameandapplyexamplesofhowobservationcanbeused tocreateimages(e.g.,landscapes,stilllife,RobertBateman animalimages) viewanddescribeimagesusingsimplification (e.g.,TedHarrisonprints) createanimageusingsimplificationasanimage developmentstrategy(e.g.,makeastencilorsilhouette tocreateananimalshape) createanimageusingabstractionasanimagedevelopment strategy(e.g.,usesimpleshapestocreateapicturefrom animagesuchasthepapercutoutsofHenriMatisse) createimagesfeaturingcolour(e.g.,primarycolours, secondarycolours,warmandcoolcolours) createimagesfeaturingline(e.g.,thick,thin,contour) createimagesfeaturingshape(e.g.,triangles,circles,squares, organicshapes) createimagesfeaturingpattern(e.g.,alternatingand repeatingshapes,alternatingandrepeatingcolours) createimagesdepictingsymmetricalbalance (e.g.,butterfly,mask)
A2 createimagesusingtheimage developmentstrategiesof simplificationandabstraction
A3 createimagesfeaturingoneor morevisualelementsand principlesofdesignincluding colour line shape texture pattern symmetricalbalance
39
VISUALARTSGRADE2
PrescribedLearningOutcomes A4 experimentwithmaterials, technologies,andprocessesto createparticulareffects
ARTSEDUCATION
A5 create2Dand3Dimages tocommunicateexperiences, moods,andstories toillustrateanddecorate thatrepresentapointintime thatrepresentspecificplaces basedoneventsorissuestopics intheirschoolandcommunity
SuggestedAchievementIndicators viewavarietyofimagesandidentify materialsused(e.g.,oilpaint,pastel,pencil,charcoal,clay) technologiesused(e.g.,computer,paintbrush,fingers, sewingmachine) processesused(e.g.,painting,drawing,photography,) comparetheeffectsofmaterials,technologies,andprocesses usedintwoormoreselectedimages(e.g.,splatterpaintingof JacksonPollockvs.paintbrushusebyEmilyCarr,printsvs. sculpturesofanimals) exploreandexperimentwitharangeofmaterials, technologies,andprocessestocreateimages createimagestocommunicatetheirownexperiences(e.g., firstdayatschool,belongingtoclub,abirthdayparty) createimagestodepictamood(e.g.,brightcoloursto indicatehappiness) createimagesthattellknownstories(e.g.,fromliterature, familystories) createimagesthatrepresentapointintime(e.g.,theviewout theirwindowinspring,aholiday) createimagesthatrepresentspecificplaces(e.g.,alocal landmark,afavouriteplaceinthehome) createimagesthatrepresenteventsortopicsintheirschool orcommunity(e.g.,schoolsportsday,CanadaDayparade, recyclingprogram,friendship)
SKILLSANDSTRATEGIES
Itisexpectedthatstudentswill:
B1 describeandapplyimage describeexamplesofsimplificationandabstractioninimages developmentstrategiesincluding viewedintheclass,school,andcommunity(e.g.,Georgia simplification OKeefesflowerpaintings,Inuitanimalcarvingsandprints) abstraction createimagesthatdemonstratetheuseofsimplification and/orabstractiontoproduceaparticulareffect(e.g., simplifiedflowersinthestyleofGeorgiaOKeefe,simplified animalshapes) useappropriateterminology(e.g.,simplification, imagination,mood,sense)todescribeimagedevelopment
40
ARTS EDUCATION
PrescribedLearningOutcomes B2 describeandapplytheuseof specificelementsandprinciples inimages,including colour shape line pattern symmetricalbalance
VISUAL ARTS GRADE 2

SuggestedAchievementIndicators describeexamplesoftheuseofcolour,shape,line,pattern, andsymmetryinimagesviewed createimagesthatdemonstratetheuseofcolourtoproduce aparticulareffect(e.g.,addingwhitetolightenacolour, contrastingcoloursofpaper) createimagesthatdemonstratetheuseofshapetoproduce aparticulareffect(e.g.,organicshapesinthestyleofHenri Matisse,geometricshapestocreatealandscape) createimagesthatdemonstratetheuseoflinetoproduce aparticulareffect(e.g.,continuouslinedrawing,lineinthe imagesofGuXiong) createimagesthatdemonstratetheuseofpatterntoproduce aparticulareffect(e.g.,weavinginCoastSalishstyle, printmaking) createimagesthatdemonstratetheuseofsymmetrical balancetoproduceaparticulareffect (e.g.,butterfly,humanface) useappropriateterminologytodescribethecharacteristics ofimages(e.g.,geometricandorganicshapes,symmetry) namecommonclassroomandhomematerialsthatcanbe usedtomakeimages(e.g.,crayons,paint,pens,fabric,clay, beads,chalk,pastels,tissuepaper) namecommonclassroomandtechnologiesthatcanbeused tomakeimages(e.g.,computers,paintbrushes,markers, scissors,cameras) namecommonclassroomandhomeprocessesthatcanbe usedtomakeimages(e.g.,drawing,painting,sewing, weaving,photography,collage,printmaking,assemblage) selectandapplyavarietyofmaterials,technologies,and processestocreateimages useappropriateterminologytoidentifythematerials, technologies,andprocessesusedtocreateparticularimages (e.g.,pastel,charcoal,photograph) identifysafetyconsiderationsfortheuseofmaterials, technologies,andprocesses(e.g.,usingscissorsandother cuttingtoolswithcare,obeyinghazardsymbols,askingfor helporsupervision) demonstrateenvironmentallyresponsibleuseofmaterials, technologies,andprocesses(e.g.,usingrecycledmaterials andfoundobjects,notdisturbingtheenvironmentwhen collectingnaturalmaterials) demonstrateappropriatesetup,use,cleanup,andstorage proceduresforclassroommaterials,technologies,and workspaces
B3 describeandapplyavarietyof materials,technologies,and processestocreateimages
B4 demonstratesafeand environmentallyresponsibleuse ofmaterials,technologies,and processes
41
VISUALARTSGRADE2
CONTEXT
ARTSEDUCATION
Itisexpectedthatstudentswill: C1 describeavarietyofreasons peoplemakeandusevisualarts
listreasonspeoplemakeandusevisualart(e.g.,forbeauty
andenjoyment,tocommunicateanidea,todecoratea functionalitem,toexpressamemory,toexpresscultural identity,advertising) identifyexamplesofvisualartintheirhomes,school,and community(e.g.,picturesonwalls,clothing,photographs, murals,statues) discusstheimportance,significance,orvalueofaselected artwork(e.g.,anartefactbroughtfromhome,family heirlooms,apaintingintheschool,imageswithpersonal associationsorsignificance) giveexamplesofhowvisualartscanexpresstheidentityof acommunity(e.g.,schoolortownsymbols,sportsteam logos,imagesofimportantlocallandmarksandgeographic features) viewexamplesofanddefineoriginalsandreproductions givereasonsforusingreproductionsofartworks(e.g.,soit canbeseenbymorepeopleinmorelocations,original artworksareoftenvaluable,originalsaresometimestoolarge orfragiletobemoved)
C2 identifydifferencesbetween originalartworksand reproductions
42
ARTS EDUCATION
EXHIBITIONANDRESPONSE
VISUAL ARTS GRADE 2
Itisexpectedthatstudentswill: D1 describetheirresponse toartworks
identifyvisualelements,principlesofdesign,andimage
developmentstrategiesusedinimagesviewed(e.g.,color, line,shape,texture,pattern,symmetry,simplification) suggestreasonsfortheuseofelementsandprinciplesintheir ownandothersworks(e.g.,colourchoicesinpicturesto createadesiredemotionaleffect,flowinglinescandepict smoothnessorpeacefulness,jaggedorsharplinescandepict angerorfear) identifymaterials,technologies,andprocessesusedin imagesviewed(e.g.,paint,wood,collage),anddescribetheir effects describetheelements,principles,imagedevelopment strategies,materials,technologies,andprocessestheyused intheirownwork(e.g.,Iusedthecolourspurpleandgreen inthispaintingbecause____.) viewanddiscussavarietyofdisplaysoftheirownand othersartworks demonstraterespectfortheworkofselfandothers
D2 displayindividualandgroup artworksinavarietyofways
43
HEALTHANDCAREEREDUCATIONGRADE2
HEALTHANDCAREEREDUCATIONGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

GOALSANDDECISIONS
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A1 identifythestepsneededto achieveagoal(e.g.,identifya goal,identifyactionsneededto reachthegoal,identifywhat successfulgoalachievement wouldlooklike) A2 identifyopportunitiestomake decisions(e.g.,healthyeating choices,recessactivities) StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
withteacherorpeersupport,identifyapersonalorgroupgoal
(e.g.,improveaskillsuchasrunningordrawing,classconduct, classfundraiser) identifytheactionsortasksneededtoreachtheidentifiedgoal (e.g.,practise,acquireinformation,askforassistance) identifywhatsuccessfulgoalachievementmightlooklike definedecisionasanopportunitytomakeachoiceamongtwoor moreoptions listavarietyofsituationswheretheycanmakedecisions(e.g., whattowear,whatgametoplayatrecess,choosingahealthy snack,whatbikeroutetotake) recognizethatthereareinstanceswheredecisionsneedtobe madebysomeoneelse(e.g.,teacher,parent,otherresponsible adult)
CAREERDEVELOPMENT
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 describewaysofcategorizing jobs(e.g.,indoor/outdoor, paid/unpaid,necessaryskills) StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
listavarietyofjobsandclassifytheminvariousways,suchas
wherethejobsaredone(e.g.,factory,farm,office,hospital, school,store,lab) indoorjobsandoutdoorjobs paidandunpaidjobs jobstheyseeintheircommunityandjobstheyseeinthe media skillsnecessarytodothejobs withpeerandteachersupport,nameeffectiveworkhabits (e.g.,listening,stayingontask,contributingideas,being preparedforactivities,settingpriorities,creativity,co operatingwithothers)
B2 identifyeffectiveworkhabits (e.g.,stayingontask,being prepared,cooperatingwith others)
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HEALTH
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
HealthyLiving describepracticesthatcontributetophysicalhealth(e.g., C1 describepracticesthatcontribute physicalactivity,healthyeating,sunprotection,insect tophysicalandemotionalhealth protection,oralhygiene,adequatesleep,extrarestwhensick, (e.g.,regularphysicalactivity, correctposturewhensittingandcarryingbookbags) healthyeating,healthy describepracticesthatcontributetoemotionalhealth(e.g., relationships) givingandreceivingcompliments,doingthingsforother people,takingpersonaltime,fosteringhealthyrelationships, gettingadequatesleep,participatinginabalanceofactivities, talkingtoatrustedfriendoradultwhenfeelingsador confused,recognizingownandothersfeelings,managing angerappropriately,learningfrommistakes) C2 identifyhealthyeatingpractices identifythekeyprovisionsofCanadasFoodGuidetoHealthy asdescribedinCanadasFood Eating,including GuidetoHealthyEating thecorrectnamesofthefourfoodgroups examplesoffoodsfromeachfoodgroup demonstratearecognitionthatfoodgroupshelppeopleplan balanced,healthyeating withteacherandpeersupport,listavarietyofhealthysnacks thatcanbeeatenatschoolorothersituations C3 describepracticesthathelpto demonstrateanawarenessthatgerms(virusesandbacteria) preventthespreadof canspreaddiseases communicablediseases(e.g., describeavarietyofpracticesindividualscanundertaketo handwashing,coveringmouth preventcontractingacommunicablediseases(e.g.,washing whencoughing,restingwhen handsoften,notsharingwaterbottlesoreatingutensils, sick,stayingawayfromothers coveringmouthwhencoughing,notsharinghatsorhair whensick) accessories,stayingawayfromotherswhensick,nottouching infectiousgarbagesuchasusedtissuesorbandages) describeavarietyofpracticesindividualscanundertaketo preventspreadingacommunicablediseases(e.g.,resting whensick,stayingoutofpublicplaceswhensick,washing handsafterblowingnose,discardingusedtissuessafely, coveringcuts) describeand,whereappropriate,giveexamplesof HealthyRelationships appropriatestrategiestocommunicateeffectivelyinavariety C4 describeappropriatestrategies ofsituationsinthehome,school,andcommunitysuchas forcommunicatingeffectively activelistening(e.g.,payingattention,notinterrupting) withothers(e.g.,activelistening, willingnesstoexpressfeelings,needs,andwants willingnesstoexpressfeelings) usingappropriateverbalcommunication(e.g.,I messages) discussingoptions askingforassistancewhennecessary
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PrescribedLearningOutcomes SuggestedAchievementIndicators C5 identifypositivewaystoinitiate identifypositivewaystomakenewfriends(e.g.,sharing, andmaintainhealthyfriendships listening,includingothers) identifypositivebehavioursthathelptomaintainfriendships (e.g.,loyalty,considerationofothersfeelings,honesty, respectingindividualdifferences) C5 assesstheirowninterpersonal createaselfinventoryoftheirinterpersonalskills(e.g., skillsastheyapplytobuilding listening,honesty,cooperation,selfcontrol,respect, andmaintainingpositive empathy,patience,inclusion,refusalskills,acceptingothers, relationshipswithfamilyand assertiveness,seekinghelp,angermanagement,winningand friends losinggracefully,conflictresolutionskills) setgoalsforimprovingselectedinterpersonalskills listsafeandappropriatewaysofbeingtouched(e.g.,hugs SafetyandInjuryPrevention thatarewelcome,handholding,medicalcheckups)and C6 demonstrateavoidanceand inappropriatewaysofbeingtouched(e.g.,hitting,pinches, assertivenessskillsthatmaybe kicks,unwantedtickling,touchesthatinvadepersonalspace, usedinabusiveorpotentially touchestoprivatebodypartsthatarenotforthepurposeof abusivesituations,including hygieneandhealth) usingastrongvoicetosay no,stop,Idontlikethis identifysituationsthatmaybeabusiveorthatmay compromisetheirpersonalsafety(e.g.,beinghitorkicked, callingoutforhelpandgetting beingtoldtokeepsecretsaboutinappropriatetouching,being awayifpossible askedtolookatortouchanolderpersonsprivatepartsor tellingatrustedadult,keep photographsofprivateparts,anolderpersontouchingor tellingatrustedadultuntil photographingyourprivatepartswhenitsnotforhealthor yougethelp hygienereasons,inappropriatesexuallanguage) notgivingoutpersonal practiseavoidanceandassertivenessskillssuchas informationwithoutyour usingastrongvoicetosayno,stop,Idontlikethis parentsknowledgeand callingoutforhelpandgettingawayifpossible permission tellingatrustedadult,keeptellingothertrustedadults untilyougethelp notgivingoutpersonalinformationtoanypeoplewithout yourparentsknowledgeandpermission,includingonthe Internet tellparentswhereyouareatalltimes listpeopletowhomtheycouldreportabusiveincidents(e.g., parent,elder,teacher,counsellor,childrenshelphotline,911)
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PrescribedLearningOutcomes SuggestedAchievementIndicators C7 describeappropriatewaysto listhazardoussituationsandtheirconsequencesinthehome, avoidorrespondtohazardous atschool,ontheroads,andinthecommunity andhighrisksituationsinthe explainwaysofcorrecting,avoiding,orpreparingfor home,atschool,ontheroad,and hazardoussituations inthecommunity athome(e.g.,cleaninguptoysfromfootspace,not overloadingelectricalplugs,homefireescapeplan,not givingoutpersonalinformation,telephonesafetyrules, supervisedInternetuse) atschool(e.g.,fireandearthquakedrills,bussafety,sports equipment,safeInternetuse,playgroundsafety,reporting suspiciousbehaviourontheschoolpropertyorinpublic places) ontheroad(e.g.,bikesafety,trafficsafety,passenger safety,pedestriansafety) inthecommunity(e.g.,avoidinghighriskareassuchas constructionsites,woodedareas,unknownhomesor buildings;avoidingunknownanimals;knowinghowto locatehelpwhenlostorseparatedfromadults) listwaysofgettinghelpinanemergency(e.g.,calling911, goingtoablockparenthouse,askingatrustedadultforhelp) name avarietyofunsafesubstancesthatcouldbeharmfulto SubstanceMisusePrevention thebody(e.g.,cigarettes,alcohol,pills,cleansers,secondhand C8 describethepotentialharm smoke,unknownsubstances) associatedwithvariousunsafe withteachersupport,listreasonsforavoidingharmfulor substances(e.g.,illness,burns) unknownsubstances(e.g.,illness,physicalharmsuchas burns,poisoning,braindamage,death) C9 demonstratewaysofrefusingor avoidingharmfulorunknown substances(e.g.,saynoand moveaway,refusetogoalong withideasyouarentsureof,tell atrustedadultifaconfusing situationarises)
describestrategiesforstayingawayfromharmfulsubstances
(e.g.,followingsafetyrulesaboutnottouching,smelling,or tastingharmfulorunknownsubstances;refusingtogoalong withideasyouarentsureof;refusinganysubstancefroma personyoudonotknow) practisewaysofrefusingunknownorpotentiallyharmful substances(e.g.,sayingnoandmovingaway,explaining whythesubstancecouldbeharmful,sayingImnot allowedorIdontwantto,tellinganadultifaconfusing situationarisesorifsomeoneisnotlisteningtothem)
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MATHEMATICSGRADE2
MATHEMATICSGRADE2 PRESCRIBEDLEARNINGOUTCOMESAND SUGGESTEDACHIEVEMENTINDICATORS

NUMBER
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS
Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: A1 saythenumbersequencefrom 0to100by 2s,5sand10s,forwardand backward,usingstarting pointsthataremultiplesof 2,5,and10respectively 10susingstartingpoints from1to9 2sstartingfrom1 [C,CN,ME,R] 100)isevenorodd [C,CN,PS,R] StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
extendagivenskipcountingsequence(by2s,5s,or10s)
forwardandbackward
skipcountby10s,givenanynumberfrom1to9asastarting
point
identifyandcorrecterrorsandomissionsinagivenskip
countingsequence
countagivensumofmoneywithpennies,nickelsordimes(to
100)
countquantityusinggroupsof2s,5s,or10sandcountingon A2 demonstrateifanumber(upto useconcretematerialsorpictorialrepresentationstodetermine

ifagivennumberisevenorodd
identifyevenandoddnumbersinagivensequence,suchasina
hundredchart
A3 describeorderorrelative positionusingordinal numbers(uptotenth) [C,CN,R] A4 representanddescribe numbersto100,concretely, pictorially,andsymbolically [C,CN,V]
sortagivensetofnumbersintoevenandodd indicateapositionofaspecificobjectinasequencebyusing
ordinalnumbersuptotenth
comparetheordinalpositionofaspecificobjectintwodifferent
givensequences
representagivennumberusingconcretematerials,suchasten
framesandbasetenmaterials
representagivennumberusingcoins(pennies,nickels,dimes,
andquarters)
representagivennumberusingtallies representagivennumberpictorially representagivennumberusingexpressions(e.g.,24+6,15+15,

4010)
readagivennumber(0100)insymbolicorwordform recordagivennumber(020)inwords
[C] Communication [CN] Connections
[ME] Mental Mathematicsand Estimation
[PS] ProblemSolving [R] Reasoning
[T] [V]
Technology Visualization
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MATHEMATICSGRADE2
PRESCRIBEDLEARNINGOUTCOMES A5 compareandordernumbers upto100 [C,CN,R,V] SUGGESTEDACHIEVEMENTINDICATORS orderagivensetofnumbersinascendingordescendingorder andverifytheresultusingahundredchart,numberline,ten framesorbymakingreferencestoplacevalue
A6 estimatequantitiesto100 usingreferents [C,ME,PS,R]
identifyerrorsinagivenorderedsequence identifymissingnumbersinagivenhundredchart identifyerrorsinagivenhundredchart estimateagivenquantitybycomparingittoareferent(known quantity) 10asareferent
estimatethenumberofgroupsofteninagivenquantityusing selectbetweentwopossibleestimatesforagivenquantityand
explainthechoice
A7 illustrate,concretelyand explainandshowwithcountersthemeaningofeachdigitfora pictorially,themeaningof given2digitnumeralwithbothdigitsthesame(e.g.,forthe placevaluefornumeralsto100 numeral22,thefirstdigitrepresentstwotenstwentycounters [C,CN,R,V] andtheseconddigitrepresentstwoonestwocounters)
countthenumberofobjectsinagivensetusinggroupsof10s
and1s,andrecordtheresultasa2digitnumeralunderthe headingsof10sand1s
describeagiven2digitnumeralinatleasttwoways(e.g.,24as
two10sandfour1s,twentyandfour,twogroupsoftenand fourleftover,andtwentyfourones)
illustrateusingtenframesanddiagramsthatagivennumeral
consistsofacertainnumberofgroupsoftenandacertain numberofones
illustrateusingproportionalbase10materialsthatagiven
numeralconsistsofacertainnumberoftensandacertain numberofones
explainwhythevalueofadigitdependsonitsplacement
withinanumeral A8 demonstrateandexplainthe effectofaddingzerotoor subtractingzerofromany number [C,R]
addzerotoagivennumberandexplainwhythesumisthe
sameastheaddend
subtractzerofromagivennumberandexplainwhythe
differenceisthesameasthegivennumber
[T] [V]
50
MATHEMATICSGRADE2
PRESCRIBEDLEARNINGOUTCOMES A9 demonstrateanunderstanding ofaddition(limitedto1and2 digitnumerals)withanswers to100andthecorresponding subtractionby usingpersonalstrategies foraddingandsubtracting withandwithoutthe supportofmanipulatives creatingandsolving problemsthatinvolve additionandsubtraction explainingthattheorderin whichnumbersareadded doesnotaffectthesum explainingthattheorderin whichnumbersare subtractedmayaffectthe difference [C,CN,ME,PS,R,V] A10 applymentalmathematics strategies,suchas usingdoubles making10 onemore,oneless twomore,twoless buildingonaknown double additionforsubtraction todeterminebasicaddition factsto18andrelated subtractionfacts [C,CN,ME,R,V] SUGGESTEDACHIEVEMENTINDICATORS modeladditionandsubtractionusingconcretematerialsor visualrepresentationsandrecordtheprocesssymbolically
createanadditionorasubtractionnumbersentenceandastory
problemforagivensolution
solveagivenprobleminvolvingamissingaddendanddescribe
thestrategyused
solveagivenprobleminvolvingamissingminuendor
subtrahendanddescribethestrategyused
matchanumbersentencetoagivenmissingaddendproblem matchanumbersentencetoagivenmissingsubtrahendor
minuendproblem
addagivensetofnumbersintwodifferentways,andexplain
whythesumisthesame, (e.g.,2+5+3+8=(2+3)+5+8or5+3+(8+2))
explainthementalmathematicsstrategythatcouldbeusedto
determineabasicfact,suchas doubles(e.g.,for4+6,think5+5) doublesplusone(e.g.,for4+5,think4+4+1) doublestakeawayone(e.g.,for4+5,think5+51) doublesplustwo(e.g.,for4+6,think4+4+2) doublestakeawaytwo(e.g.,for4+6,think6+62) making10(e.g.,for7+5,think7+3+2) buildingonaknowndouble(e.g.,6+6=12,so6+7=12+1 =13) additiontosubtraction(e.g.,for73,think3+?=7) useanddescribeapersonalstrategyfordeterminingasumto18 andthecorrespondingsubtraction
[T] [V]
51
MATHEMATICSGRADE2
PATTERNSANDRELATIONS(Patterns)
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 demonstrateanunderstandingof repeatingpatterns(threetofive elements)by describing extending comparing creating patternsusingmanipulatives, diagrams,sounds,andactions. [C,CN,PS,R,V] B2 demonstrateanunderstandingof increasingpatternsby describing reproducing extending creating patternsusingmanipulatives, diagrams,sounds,andactions (numbersto100) [C,CN,PS,R,V] StudentswhohavefullymetthePrescribedLearningOutcomeare ableto:
identifythecoreofagivenrepeatingpattern describeandextendagivendoubleattributepattern explaintheruleusedtocreateagivenrepeatingnon

numericalpattern
predictanelementinagivenrepeatingpatternusinga
varietyofstrategies
predictanelementofagivenrepeatingpatternandextend
thepatterntoverifytheprediction
identifyanddescribeincreasingpatternsinavarietyof
givencontexts(e.g.,hundredchart,numberline,addition tables,calendar,atilingpattern,ordrawings)
representagivenincreasingpatternconcretelyand
pictorially
identifyerrorsinagivenincreasingpattern explaintheruleusedtocreateagivenincreasingpattern createanincreasingpatternandexplainthepatternrule representagivenincreasingpatternusinganothermode (e.g.,colourtoshape)
solveagivenproblemusingincreasingpatterns identifyanddescribeincreasingpatternsinthe
environment(e.g.,house/roomnumbers,flowerpetals, bookpages,calendar,pinecones,leapyears)
determinemissingelementsinagivenconcrete,pictorialor
symbolicincreasingpatternandexplainthereasoning
[T] [V]
52
MATHEMATICSGRADE2
PatternsandRelations(VARIABLESANDEQUATIONS) PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
B3 demonstrateandexplainthe determinewhethertwogivenquantitiesofthesameobject meaningofequalityand (sameshapeandmass)areequalbyusingabalancescale inequalitybyusingmanipulatives constructanddrawtwounequalsetsusingthesameobject anddiagrams(0to100) (sameshapeandmass)andexplainthereasoning [C,CN,R,V] demonstratehowtochangetwogivensets,equalinnumber, tocreateinequality
choosefromthreeormoregivensetstheonethatdoesnot
haveaquantityequaltotheothersandexplainwhy B4 recordequalitiesandinequalities symbolicallyusingtheequal symbolorthenotequalsymbol [C,CN,R,V]
determinewhethertwosidesofagivennumbersentenceare
equal(=)ornotequal();writetheappropriatesymboland justifytheanswer
modelequalitiesusingavarietyofconcreterepresentations
andrecordtheequality
modelinequalitiesusingavarietyofconcreterepresentations
andrecordtheinequality
[T] [V]
53
MATHEMATICSGRADE2
SHAPEANDSPACE(Measurement)
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C1 relatethenumberofdaystoaweek andthenumberofmonthstoayear inaproblemsolvingcontext [C,CN,PS,R] StudentswhohavefullymetthePrescribedLearningOutcomeare ableto:
readadateonacalendar nameandorderthedaysoftheweek identifythedayoftheweekandthemonthoftheyearfor

anidentifiedcalendardate
communicatethattherearesevendaysinaweekand
twelvemonthsinayear
determinewhetheragivensetofdaysismoreorlessthana
week
identifyyesterdays/tomorrowsdate identifythemonththatcomesbeforeandthemonththat
comesafteragivenmonth
nameandorderthemonthsoftheyear solveagivenprobleminvolvingtimewhichislimitedtothe
numberofdaysinaweekandthenumberofmonthsina year C2 relatethesizeofaunitofmeasure tothenumberofunits(limitedto nonstandardunits)usedto measurelengthandmass(weight) [C,CN,ME,R,V]
explainwhyoneoftwogivennonstandardunitsmaybea
betterchoiceformeasuringthelengthofanobject
explainwhyoneoftwogivennonstandardunitsmaybea
betterchoiceformeasuringthemassofanobject
selectanonstandardunitformeasuringthelengthormass
ofanobjectandexplainwhyitwaschosen
estimatethenumberofnonstandardunitsneededfora
givenmeasurementtask
explainwhythenumberofunitsofameasurementwill
varydependingupontheunitofmeasureused C3 compareandorderobjectsby length,height,distancearound,and mass(weight)usingnonstandard units,andmakestatementsof comparison [C,CN,ME,R,V]
estimate,measure,andrecordthelength,height,distance
around,ormass(weight)ofagivenobjectusingnon standardunits
compareandorderthemeasureoftwoormoreobjectsin
ascendingordescendingorderandexplainthemethodof ordering
[T] [V]
54
MATHEMATICSGRADE2
PRESCRIBEDLEARNINGOUTCOMES C4 measurelengthtothenearestnon standardunitby usingmultiplecopiesofaunit usingasinglecopyofaunit (iterationprocess) [C,ME,R,V] SUGGESTEDACHIEVEMENTINDICATORS explainwhyoverlappingorleavinggapsdoesnotresultin accuratemeasures
countthenumberofnonstandardunitsrequiredto
measurethelengthofagivenobjectusingasinglecopyor multiplecopiesofaunit
estimateandmeasureagivenobjectusingmultiplecopies
ofanonstandardunitandusingasinglecopyofthesame unitmanytimes,andexplaintheresults
estimateandmeasure,usingnonstandardunits,agiven
lengththatisnotastraightline C5 demonstratethatchangingthe orientationofanobjectdoesnot alterthemeasurementsofits attributes [C,R,V]
measureagivenobject,changetheorientation,remeasure,
andexplaintheresults
SHAPEANDSPACE(3DObjectsand2DShapes)
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C6 sort2Dshapesand3Dobjects usingtwoattributesandexplainthe sortingrule [C,CN,R,V] StudentswhohavefullymetthePrescribedLearningOutcomeare ableto:
determinethedifferencesbetweentwogivenpresortedsets
andexplainthesortingrule
identifyandnametwocommonattributesofitemswithina
givensortedgroup
sortagivensetof2Dshapes(regularandirregular)
accordingtotwoattributesandexplainthesortingrule
sortagivensetof3Dobjectsaccordingtotwoattributes
andexplainthesortingrule
[T] [V]
55
MATHEMATICSGRADE2
C7 describe,compare,andconstruct3 Dobjects,including cubes spheres cones cylinders pyramids [C,CN,R,V]
sortagivensetof3Dobjectsandexplainthesortingrule identifycommonattributesofcubes,spheres,cones,
cylinders,andpyramidsfromgivensetsofthesame 3Dobjects
identifyanddescribegiven3Dobjectswithdifferent
dimensions
identifyanddescribegiven3Dobjectswithdifferent
orientations
createanddescribearepresentationofagiven3Dobject
usingmaterialssuchasmodellingclay
identifyexamplesofcubes,spheres,cones,cylinders,and
pyramidsfoundintheenvironment C8 describe,compare,andconstruct2 Dshapes,including triangles squares rectangles circles [C,CN,R,V] C9 identify2Dshapesaspartsof3D objectsintheenvironment [C,CN,R,V]
sortagivensetof2Dshapesandexplainthesortingrule identifycommonattributesoftriangles,squares,rectangles,
andcirclesfromgivensetsofthesametypeof2Dshapes
identifygiven2Dshapeswithdifferentdimensions identifygiven2Dshapeswithdifferentorientations createamodeltorepresentagiven2Dshape createapictorialrepresentationofagiven2Dshape compareandmatchagiven2Dshapesuchasatriangle, square,rectangle,orcircletothefacesof 3Dobjectsintheenvironment
namethe2Dfacesofagiven3Dobject
[T] [V]
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MATHEMATICSGRADE2

STATISTICSANDPROBABILITY(DataAnalysis)
PRESCRIBEDLEARNINGOUTCOMES SUGGESTEDACHIEVEMENTINDICATORS Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: D1 gatherandrecorddataaboutself andotherstoanswerquestions [C,CN,PS,V] StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
formulateaquestionthatcanbeansweredbygathering
informationaboutselfandothers
organizedataasitiscollectedusingconcreteobjects,tallies,
checkmarks,charts,orlists
D2 constructandinterpretconcrete graphsandpictographstosolve problems [C,CN,PS,R,V]
answerquestionsusingcollecteddata determinethecommonattributesofconcretegraphsby
comparingagivensetofconcretegraphs
determinethecommonattributesofpictographsby
comparingagivensetofpictographs
answerquestionspertainingtoagivenconcretegraphor
pictograph
createaconcretegraphtodisplayagivensetofdataand
drawconclusions
createapictographtorepresentagivensetofdatausing
onetoonecorrespondence
solveagivenproblembyconstructingandinterpretinga
concretegraphorpictograph
[T] [V]
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PHYSICALEDUCATIONGRADE2
PHYSICALEDUCATIONGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

ACTIVELIVING
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: Knowledge A1 describethepersonalbenefitsof regularparticipationinphysical activity(e.g.,itmakesbones stronger,itincreasesoverall heath,itsawaytomakenew friends) A2 A2describephysicalresponses thattakeplaceinthebody duringphysicalactivity(e.g., increasedheartrate,breathing becomesmorerapid,muscle
StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
namethreeormorebenefitsofregularparticipationinphysical
activity(e.g.,itsfun,itmakesbonesstronger,itincreasesoverall heath,itsawaytomakenewfriends) describebenefitstheyhavegainedfromparticipatinginphysical activity(e.g.,theirmuscleshavebecomestronger,theycanplay gamesbetterthantheyusedto,theygettospendtimewiththeir friends,theyfeelgoodaboutdoingsomethingwell) describephysicalresponsesthattakeplaceinthebodyduring physicalactivity,including heartrate breathing(e.g.,huffandpuff) bodytemperature perspiration independentlyidentifythelocationoftheheartbypointingtoit ontheirownbodies,onadiagram,oronamodel identifyatleasttwolocationsforfeelingthebeatoftheheart (e.g.,wrist,chest) describewhyfoodandwaterareimportantforphysicalactivity (e.g.,nutritiousfoodprovidesfuelandenergytomoveandplay actively,waterkeepsthebodyhydrated) describewhyadequatesleepisimportantforaphysicallyactive lifestyle basedonclassdiscussionsandotheractivities,listpotential consequencesofnotprovidingenoughnutritiousfood,water, andsleepforphysicalactivity(e.g.,notenoughenergy, becomingverytiredduringplay,becomingverythirsty) independentlyidentifyseveralphysicalabilitiestheywouldlike todevelopthemselves(e.g.,runningfast,skatingbackward, skippingdoublewithrope,balancingabeanbagonheadwhile walkinginastraightline,chinups)
A3 describetheimportanceoffood, water,andsleepasfuelfor physicalactivityy
A4 identifyphysicalabilitiesthey wouldliketodevelopy
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PrescribedLearningOutcomes Participation A5 participatedaily(e.g.,fivetimes aweek)inmoderatetovigorous physicalactivities SuggestedAchievementIndicators participatedailyinteacherledphysicalactivities(e.g.,invarious indoorandoutdoorschoollocationssuchastheclassroom, gymnasium,multipurposeroom,andschoolyard;incommunity facilitiessuchasrecreationcentres,swimmingpools,parks,and skatingrinks) participateinvigorousphysicalactivity(e.g.,resultingin increasedheartrate,huffingandpuffing,feelingwarm) participateinmoderatetovigorousphysicalactivities continuously,allowingforshortrecoveryperiodsasappropriate totheindividualstudent
MOVEMENTSKILLS
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: B1 movethroughgeneralspace, incorporatingdirectionalchange B2 demonstratepropertechnique forperformingspecificnon locomotormovementskills includingbutnotlimitedtothe following: rockandsway swing stepturn B3 demonstrateproperready positionforlocomotor movementskills StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
changedirectionwhilemovingtoconverge,avoid,orjoin
others(e.g.,folkdanceformations,partnertag,tumbling sequences,fourwheeledrollingscooters) demonstratepropertechniquefornonlocomotormovement skillssuch rockandswaymaintainaroundedbodypositionwhereit touchesthefloor;maintainastablebaseforswaying swing(e.g.,arms,legs)maintainsmooth,rhythmicaction, keepingswingingbodypartslooseandrelaxed;keepextent oftheswingthesameonbothsidesoftheswing stepturnsmoothandcontrolledsteppedturnusingboth feet,maintainingbalancethroughouttheturn demonstrateageneralreadypositionforlearnedlocomotor movementskills(e.g.,walk,run,skip,jump,hop,gallop) feetshoulderwidthapart,kneesbent,weightevenly distributedonballsoffeetwithheelsstillontheground,head upwitheyesfocussedontargetoractivity,handsinfrontat chestlevel(asapplicable)
60
PrescribedLearningOutcomes B4 demonstratepropertechnique forperformingspecific manipulativemovementskills includingbutnotlimitedtothe following: onehandedthrowunderhand twohandedcatchwithout trappingagainstbody SuggestedAchievementIndicators demonstratepropertechniqueformanipulativemovement skillsincludingaonehandedthrowunderhandwithavariety ofobjects(e.g.,feathers,scarves,beanbags,tennisballs,foam balls)drawarmbackinreadiness,bringarmforwardwhile transferringweighttoonoppositefoot,extendandrelease objectpointingatatarget,followthroughwitharmtoward target attemptthrowswithavarietyofobjects(e.g.,feathers,scarves, beanbags,foamballs)witheitherhand demonstratepropertechniqueformanipulativemovement skillsincludingcatchinganobject(e.g.,gatorballs,beachballs) usingtwohandswithouttrappingagainstbody trackobjectwitheyeswhenpreparingtoreceiveorblock
SAFETY,FAIRPLAY,ANDLEADERSHIP
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C1 demonstratesafebehaviours whenparticipatinginphysical activity(e.g.,listeningtoand followingdirections,staying withinactivityboundaries, participatinginappropriate warmupactivities,makingsure theactivityspaceisfreeof obstacles) C2 followestablishedprocedures anddirectionswhen participatinginphysicalactivity StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
describeanddemonstratesafeandcontrolledbehaviours
whenparticipatinginphysicalactivity(e.g.,stopandstarton signal,movewithoutinterferingwithothers,enterandexitin asafemanner)
independentlyfollowestablishedproceduresanddirections
whenparticipatinginphysicalactivities(e.g.,gettingtheballs fromstorage,lininguptouseequipment,stayingwithin boundaries,movingdesksorbenchestoclearactivityarea) setupandmanageowngamesasappropriate(e.g.,skipping games,targetgames workcooperativelywithothersduringphysicalactivity(e.g., shareequipment,spaceandideas;workwithavarietyof partnersandsmallgroups) demonstrateavarietyofwaystoshowrespectand encouragementtoothersduringphysicalactivity(e.g.,giving compliments,noputdowns)
C3 demonstraterespectforothers duringphysicalactivity(e.g., respectingvaryingabilitylevels, takingturns,giving encouragement)
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SCIENCEGRADE2
SCIENCEGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

PROCESSESOFSCIENCE
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill:
usetheirsensestointerpret observations
observe,record,andmakesensorycomparisons providecomprehensiveexplanationsbasedonobservations
madeorfactslearned(e.g.,Thebestshapeforaboatis) drawspecificconclusionsbasedonobservations(e.g.,wateris beingwastedprotectourwater) withteachersupport,observeandaccuratelyrecordaspecific process(e.g.,aplantdevelopingfromaseed) predictseverallikelyrecurrencesnotyetobservedinother, similarsituations(e.g.,afterseeinghowaplantdevelopsfrom aseed,recognizethatthesametypeofdevelopmentcanbe expectedfromother,differentplantseeds)
infertheprobableoutcomeofan eventorbehaviourbasedon observations
LIFESCIENCE:ANIMALGROWTHANDCHANGES
classifyfamiliaranimalsaccording describeandillustrateindetailtheappearanceandbehaviour tosimilaritiesanddifferencesin offamiliaranimals appearance,behaviour,andlife identifyandcomparesimilaritiesanddifferencesbetween cycles animals compareandillustratedifferenttypesofanimallifecycles describesomechangesthataffect accuratelylistagroupofanimalsthathibernate,migrate,or animals(e.g.,hibernation,m changecoattorespondtotheconditionsencounteredinthe describehowanimalsare differentseasons importantinthelivesof identifytheeffectsofadeclineinaspecificanimalpopulation AboriginalpeoplesinBC (e.g.,speciesextinction)
63
SCIENCEGRADE2
PrescribedLearningOutcomes describehowanimalsare importantinthelivesof AboriginalpeoplesinBC SuggestedAchievementIndicators identifyfromhistoricalsourceshowanimalswerepartofthe livesofAboriginalpeoples(e.g..,bear:furforwarmthduring thewinter;greaseforcookingandpersonalcare;bonesfor tools) illustrateindetailhowanimalshelptomeettheneedsoflocal Aboriginalpeoples(e.g.,sealoilandmeatontheWestCoast; eaglefeathersinceremonies) makeacomprehensivefoodwebofitemsthatcanbeobtained fromaparticularanimal(e.g.,leather,meat,milk) identifythingsthatareessentialforthesurvivalofananimal (e.g.,water,food,shelter) withteachersupport,illustratewaysinwhichanimals contributetotheenvironment(e.g.,interdependenceoffood chains;nutrientsforsoil)
describewaysinwhichanimals areimportanttootherliving thingsandtheenvironment
PHYSICALSCIENCE:PROPERTIESOFMATTER
identifythepropertiesofsolids, liquids,andgases
observeandaccuratelylistthepropertiesofeachstateof
matter(e.g.,solid:staysthesameshape,visible,youcanfeel it;liquid:changesshape,fillsandstaysinthebottomofa container,maybevisibleorinvisible;gas:changesshape,can escapefromacontainer,generallyinvisible) conductexperimentsonthepropertiesofwater(e.g.,freezing, melting,evaporation) observeandaccuratelyrecordchangesduring experimentsconductexperimentsonthepropertiesofwater (e.g.,freezing,melting,evaporation) describeindetailtheresultsoftheirobservationsand investigations interprettheirobservationsandanswerspecificquestions(e.g., Willcoldwaterfreezefasterthanhotwater?) conductexperimentsontheinteractionsofliquidsandsolids (e.g.,sink,float,ordissolve) observeandaccuratelyrecordchangesduringexperiments describeindetailtheresultsoftheirobservationsand investigations interprettheirobservationsandanswerspecificquestions (e.g.,Willsolidssink,float,ordissolveinaliquid?)
investigatechangestothe propertiesofmatterwhenitis heatedorcooled
investigatetheinteractionsof liquidsandsolids
64
SCIENCEGRADE2
PrescribedLearningOutcomes describeapplicationsofsimple andcompoundmachinesusedin dailylifeinBCcommunities SuggestedAchievementIndicators giveseveralexamplesofsomecommonheavymachinesthat containsimplemachines(e.g.,forklift,grader,crane,log loader) illustrateindetailhowacombinationofsimplemachinescan beusedtosolvevariousproblemsindailylife describethevariouswaysinwhichAboriginalpeoplesinBC haveusedmachinestomeetbasicandartisticneedsintheir dailylives
EARTHANDSPACESCIENCE:AIR,WATERANDSOIL
describephysicalpropertiesofair, water,andsoil distinguishwaysinwhichair, water,andsoilinteract explainwhyair,water,andsoil areimportantforlivingthings
listthepropertiesofair(e.g.,expandsorcontracts;generally
invisible)andwater(e.g.,changesstate,shapedbycontainer)
identifythemaincomponentsofsoil(e.g.,sand,rocks,clay) illustrateandaccuratelylabelthepartsofthewatercycle defineanddescribetheprocessesofevaporation,

condensation,anderosion
withteachersupport,createamicroenvironmentalsystem,
inferpossibleconsequencesofchangesinthatecosystem
describeindetailhowlivingthingsdependonair,water,
and/orsoil
65
SOCIALSTUDIESGRADE2
SOCIALSTUDIESGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

SKILLSANDPROCESSESOFSOCIALSTUDIES
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: StudentswhohavefullymetthePrescribedLearningOutcomeareableto:
A1 interpretsimplemapsusing usecardinaldirectionstoidentifyrelativelocationsonsimple cardinaldirections,symbols,and maps(e.g.,theschoolisnorthofthepark) simplelegends usecardinaldirectionstofollowasimplemaptoaspecific location interpretsymbolsandlegendsonmapstoidentifygiven locationsinthecommunity(e.g.,schools,roads,railways, playgrounds,museums) A2 createsimplemapsrepresenting createsimplemapsoffamiliarlocations(e.g.,theschooland familiarlocations grounds) usecardinaldirectionsintheirmapsoffamiliarlocations placeappropriatetitlesontheirmaps A3 gatherinformationfroma listavarietyofinformationsources(e.g.,library,classroom varietyofsourcesfor books,magazines,familymembers,computerresources,video, presentation personalexperiences) usesimplegraphicorganizers(e.g.,charts,webs,W5)torecord relevantinformationfromselectedsources drawsimpleinterpretationsfrompersonalexperiences,oral sources,andvisualandwrittenrepresentations A4 presentinformationusingoral, useselectedcommunicationforms(e.g.,presentationsoftware, written,orvisualrepresentations models,maps,oral,written)toaccomplishgivenpresentation tasks A5 selectasolutiontoaclassroom askrelevantquestionstoclarifyaclassroomorschoolproblem orschoolproblem brainstormandcompareavarietyofresponsestoagiven classroomorschoolproblem describewaystochoosearesponsetoaproblem(e.g.,votingor majorityrule,consensus,authorityrule) predictthepossibleresultsofvarioussolutionstoaproblem demonstratewillingnesstoconsiderdiversepointsofview individuallyorasagroup,selectaresponsetoaproblemand providereasonstosupporttheirchoice
67
SOCIALSTUDIESGRADE2
IDENTITY,SOCIETY,ANDCULTURE
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
B1 identifychangesthatoccurinthe describesomeoftheeventsandactivitiesuniquetoeach schoolandcommunity season throughouttheyear identifyeventsorcharacteristicsthatreflectchangesinthe community(e.g.,construction,realestatesigns,traffic patterns) B2 describewaysindividuals listandcarryoutspecificrolesandresponsibilitiesin contributetoacommunity classroomgroups(e.g.,groupleader,blackboardmonitor, helperoftheday) listwaysofparticipatingintheirschoolandcommunity(e.g., attendingschoolassemblies,helpinganeighbour,beinga readingbuddy,recycling,donatingtocharity,lookingafter theclasspetovertheholiday,litterpickup,plantingatreeor communitygarden,visitingaseniorshome) B3 identifyfactorsthatinfluence giveexamplesoffactorsthatcontributetotheiridentity(e.g., whotheyare age,language,family,community,traditions,gender,where theylive,storiesofthepast) demonstrateawarenessofthevarietyoftraditionsand celebrationsintheirschoolandcommunity identifyandsharestories,traditions,andcelebrationsoftheir community describewaysofdemonstratingrespectfortheirownand othersidentities(e.g.,standingstillduringthenational anthem,participatingwillinglyinculturalcelebrations, includingothersintheiractivities,notmakingfunof unfamiliarfoodorclothing)) B4 identifysignificantlanguageand identifyEnglishandFrenchasthetwoofficiallanguagesof culturalcharacteristicsof Canada,andgiveexamplesofhowthisisrepresented(e.g.,O Canadiansociety CanadahaslyricsinbothEnglishandFrench,bothlanguages appearonproductpackages) demonstrateawarenessthatavarietyoflanguagesarespoken inCanada demonstrateawarenessthatCanadaisamulticulturalsociety (e.g.,namediverseculturalgroupsrepresentedinCanada) giveexamplesofhowheritageisrepresentedintheirschool andcommunity(e.g.,thehistoryandsignificanceoflocal landmarks,buildings,streetnames,publicart) identifythemeaningofselectedCanadiansymbols(e.g., Canadianflag,mapleleaf,beaver,parliamentbuildings, inuksuit,poppy)
68
SOCIALSTUDIESGRADE2
GOVERNANCE
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: C1 distinguishtheirroles,rights, andresponsibilitieswithinthe classroomandschool StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
giveexamplesoftheirresponsibilitiesasamemberofthe
classroom(e.g.,participatinginmakingaclassroomdecision, workingcooperativelyingroups,respectingdiverse viewpointsandthecontributionsofpeoplewithdiverse abilities) discussanddescribetheirrolesandresponsibilitiesin addressingneedsorproblemsintheclassandschool(e.g., cleaningupclassroommesses) C2 describehowdecisionsaremade discussprocessesfordecisionmakingintheclassroomand ingroups,theclassroom,andthe school,suchasdecidingwhatgametoplayinPE,choosing school workinggroups,sharingclassroomsupplies,oractivity centres(e.g.,teacherdecides,takingturns,classroommeeting, showofhands)
ECONOMYANDTECHNOLOGY
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: D1 describeworkdoneintheschool StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
identifytypesofworkdonebypeopleintheschool(e.g.,
custodianskeeptheschoolwarm,clean,andsafe;teachers helpuslearn;parentvolunteershelpwithbreakfastandlunch programs) selectonejobdoneintheschoolanddescribehowitmeets peoplesneedsandwants givearangeofexamplesofthegoodsandservicesthatcanbe boughtandsoldusingmoney(e.g.,food,shelter, transportation,clothing,entertainment) describewaysinwhichspecifictechnologieshelppeople accomplishtasksandmakeworkeasieratschool(e.g.,for researchinginformation,forcreatingandpresenting information,forcommunicatingwithmanypeopleatonce,for assistingstudentswithspecialneeds)
D2 describethepurposeofmoney
D3 describehowtechnologyaffects individualsandschools
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SOCIALSTUDIESGRADE2
HUMANANDPHYSICALENVIRONMENT
PrescribedLearningOutcomes SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill: E1 locateonamaplandformsand bodiesofwateroflocaland nationalsignificance,including PacificOcean AtlanticOcean ArcticOcean VancouverIsland RockyMountains locallyrelevantexamples StudentswhohavefullymetthePrescribedLearningOutcomeareable to:
createamodelorotherrepresentationoflandformsand
bodiesofwater(e.g.,lakes,rivers,valleys,mountains,islands)
onmapsofBCandCanada,locatemajorlandformsand
bodiesofwater,including PacificOcean AtlanticOcean ArcticOcean VancouverIsland RockyMountains fromamap,model,orpictures,identifylandformsandbodies ofwateroflocalsignificance contributetoclassdiscussionsaboutenvironmentalissues (e.g.,pollution,overuseofnonrenewableresources) createalistofthingstheycandotopositivelyaffecttheirlocal environment(e.g.,notwastingwater,reusingpaper,litterless lunches,plantinggardensandtrees) providespecificexamplesfromthelocalcommunityto describehowthephysicalenvironmentinfluenceshuman activities(e.g.,recreationalactivities,clothing,shelter, transportationroutes)
E2 describetheirresponsibilityto thelocalenvironment
E3 describehowthephysical environmentinfluenceshuman activities
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GRADE2

hisdocumentprovidesbasicinformation abouttheprovincialcurriculum requirementsforGrade2studentsin BritishColumbia.Thefulltextofall provinciallyprescribedcurriculaisavailable onlineatwww.bced.gov.bc.ca/irp/irp.htm

DAILYPHYSICALACTIVITYGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

Thefollowingsetofindicatorsmaybeusedtoassessstudentachievement foreachcorrespondingPrescribedLearningOutcome. Itisexpectedthatstudentswill:

ENGLISHLANGUAGEARTSGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

share ideas relevant to class activities and discussions (e.g.,

refer to relevant texts they have read, heard, or viewed, or

make connections to personal and shared ideas and

contribute relevant experiences to the topic or task

make predictions before and during listening based on prior

demonstrate vocabulary development using familiar words

ideas (e.g., same as, different from)

read grade-appropriate literary texts independently and

read fluently and demonstrate comprehension of gradeappropriate information texts

use prior knowledge and experiences to connect with a topic

express opinions in response to stories, information texts,

explain in own words the meaning and the role of an author,

create personal writing and representations (e.g., free writes,

contribute to class discussion to generate criteria about what

Suborganizer Features PLO C10 continued next page

ARTSEDUCATION:DANCEGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

Itisexpectedthatstudentswill: A1 moveexpressivelytoavarietyof soundsandmusic

Prescribed Learning Outcomes

Suggested Achievement Indicators

Itisexpectedthatstudentswill: B1 movesafelyinbothpersonal spaceandgeneralspaceduring danceactivities

B2 moveinavarietyoflevels, pathways,dynamics,and directions,usingavarietyofbody shapes

tempo(e.g.,slow,moderate,fast,veryfast) followingteachermodelling,repeatmovementstocreatea simplechoreographicform(e.g.,ABA,ABBA,ABC)

Prescribed Learning Outcomes

Suggested Achievement Indicators

Itisexpectedthatstudentswill: C1 identifysimilaritiesand differencesamongdances

Itisexpectedthatstudentswill: D1 demonstratewillingnessto rehearseandperformdance D2 demonstrateappropriate performanceskillsinarangeof dancesettings

ARTSEDUCATION:DRAMAGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

Itisexpectedthatstudentswill: A1 shareideasthatcanbeusedina dramawork

PrescribedLearningOutcomes A4 reflectonclassroomdrama experiences

Itisexpectedthatstudentswill: B1 usevoicetoexpressarangeof ideasandfeelingswhileworking inrole

B2 usemovementandtheirbodiesto expressarangeofideasand feelingswhileworkinginrole

PrescribedLearningOutcomes B4 participatesafelyindrama environments

SuggestedAchievementIndicators findandstayintheirownpersonalspacethroughout activitiesasrequired participatesafelyinindividual,group,andclassmovement andvoiceexplorations identifyrulesandguidelinesforsafeparticipationindrama (e.g.,respectotherspersonalspaces,usevoicesafelyto avoidstrain)

Itisexpectedthatstudentswill: C1 identifyavarietyofpurposesof drama

Itisexpectedthatstudentswill: D1 demonstratetheabilitytopresent dramaworkwhileinrole

PrescribedLearningOutcomes D2 respondtospecificaspectsofa dramaperformance

ARTSEDUCATION:MUSICGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

Itisexpectedthatstudentswill: A1 singandplayclassroom repertoire

A2 representpersonalthoughts, images,andfeelingsexperienced inclassroomrepertoire

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:

Itisexpectedthatstudentswill: B1 performrhythmicpatternsand sequencesfromclassroom repertoire

Itisexpectedthatstudentswill: C1 participateinmusicactivities fromavarietyofhistorical, cultural,andsocialcontexts

Itisexpectedthatstudentswill: D1 demonstrateappropriate performanceskillsinarangeof musicsettings

VISUAL ARTS GRADE 2

ARTSEDUCATION:VISUALARTSGRADE2 PrescribedLearningOutcomesand SuggestedAchievementIndicators

Itisexpectedthatstudentswill: A1 useavarietyofimagesourcesto createimages,includingfeelings, imagination,memory,and observation

A2 createimagesusingtheimage developmentstrategiesof simplificationandabstraction

A3 createimagesfeaturingoneor morevisualelementsand principlesofdesignincluding colour line shape texture pattern symmetricalbalance

PrescribedLearningOutcomes A4 experimentwithmaterials, technologies,andprocessesto createparticulareffects

A5 create2Dand3Dimages tocommunicateexperiences, moods,andstories toillustrateanddecorate thatrepresentapointintime thatrepresentspecificplaces basedoneventsorissuestopics intheirschoolandcommunity

VISUAL ARTS GRADE 2

B3 describeandapplyavarietyof materials,technologies,and processestocreateimages

B4 demonstratesafeand environmentallyresponsibleuse ofmaterials,technologies,and processes

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto:

Itisexpectedthatstudentswill: C1 describeavarietyofreasons peoplemakeandusevisualarts

C2 identifydifferencesbetween originalartworksand reproductions

VISUAL ARTS GRADE 2

SuggestedAchievementIndicators Thefollowingsetofindicatorsmaybeusedtoassessstudent achievementforeachcorrespondingPrescribedLearningOutcome. StudentswhohavefullymetthePrescribedLearningOutcome areableto: