Appendix 1 // Annexe 1 - Curriculum Expectations

Overall Expectations

Dance

A.1 Creating and Presenting: apply the creative process to the composition of dance phrases, using the elements of dance to communicate feelings and ideas

• A1.1 use movements that are part of their daily experience in a variety of ways in dance phrases
• A1.2  use dance as a language to express feelings and ideas suggested by songs, stories and poems, with a focus on the element of body, particularly body shapes
• A1.3 create dance phrases using a variety of ways to connect movements
• A1.4 use varied and/or contrasting body shapes to communicate different types of messages

A.2 Reflecting, Responding and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

• A2.1 describe differences they observe when various movements from daily life are used as the basis or stimulus for movements in a dance phrase
• A2.3 identify and give examples of their strengths and areas for growth as dance creators and audience members

Drama

B.1 Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas and stories

• B1.1 engage in dramatic play and role play with a focus on exploring a variety of sources from diverse communities, times and places
• B1.2 demonstrate an understanding of the element of character by adopting thoughts, feelings and gestures relevant to the role being played
• B1.3 plan and shape dramatic play by building on the ideas of others, both in and out of role

B.2 Reflecting, Responding and Analysing: apply the critical analysis process to communicate  feelings, ideas, and understandings in response to a variety of drama works and experiences

• B2.1 express feelings and ideas about a drama experience or performance in a variety of ways

Language (2009 Curriculum)

Oral Communication

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

• 1.2 demonstrate an understanding of appropriate listening behaviour by using listening strategies in a few different situations
• 1.4 demonstrate an understanding of the information and ideas of oral texts by retelling the story or restating the information, including the main idea
• 1.5 use stated and implied information and ideas in oral texts, initially with support and direction, to make simple inferences and reasonable predictions
• 1.8 begin to identify, with support and direction, who is speaking in an oral text and the point of view expressed by the speaker

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

• 1.4 demonstrate an understanding of the text by retelling the story or restating information from the text, including the main idea
• 1.6 extend understanding of text by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them

Writing

1. generate, gather and organize ideas and information to write for an intended purpose and audience.

• 1.4 sort ideas and information for their writing in a variety of ways, with support and direction

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

• 2.1 write short texts using a few simple forms
• 2.2 begin to establish a personal voice in their writing by using pictures and words that convey their attitudes or feelings towards the subject or audience
• 2.5 begin to identify, with support and direction, their point of view about the topic  

Media Literacy

1. demonstrate an understanding of a variety of media texts.

• 1.2 identify overt and implied messages, initially with support and direction, in simple media texts
• 1.5 begin to identify, with support and direction, whose point of view is presented in a simple media text

2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

3. create a variety of media texts for different purposes and audiences, using appropriate techniques.

• 3.4 produce short media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

Social Studies: Community Roles / Heritage & Citizenship

1. identify people with whom they have significant relationships, and the rules and responsibilities associated with people, places, and events in their lives and communities

Specific Expectations by Lesson