Appendix 1 // Annexe 1 - Curriculum Expectations

Detailed Explanation of Curriculum Expectations

Drama

B1. Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories

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

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

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

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

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

Dance

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

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

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

• A2.1 Reflecting, Responding, and Analysing: demonstrate an understanding of how the elements of dance can be used in their own and others' dance phrases to illustrate or explore learning in other subject areas
• A2.2:  Reflecting, Responding, and Analysing: identify, using dance vocabulary, the elements of dance used in their own and others' dance phrases and explain their purpose
• A2.3: Reflecting, Responding, and Analysing: identify and give examples of their strengths and areas for growth as dance creators and audience members

Language

Oral Communication:

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

• Oral Communication 1.6 : extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience, to other texts and to the world around them
• Oral Communication 1.8: identify the point of view in different types of oral texts and cite words, phrases, ideas and information from the texts that confirm their identification

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

• Oral Communication 2.4: choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style, to communicate their meaning accurately and engage the interest of their audience
• Oral Communication 2.5: identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning

Reading:

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

• Reading 1.5: make inferences about texts using stated and implied ideas from the texts as evidence

Writing:

1.

• Writing 1.2: generate ideas about a potential topic, using a variety of strategies and resources

2.

• Writing 2.2: establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling towards the subject
• Writing 2.3: use words and phrases that will help convey their meaning as specifically as possible
• Writing 2.5: identify their point of view and other possible points of view on the topic, and determine if their information supports their own view

Science and Technology - Grade 3

Understanding Life Systems:

1. assess ways in which plants have an impact on society and the environment, and ways in which human activity has an impact on plants and plant habitats

• Understanding Life Systems 1.1: assess ways in which plants are important to humans and other living things, taking different points of view into consideration, and suggest ways in which humans can protect plants
• Understanding Life Systems 1.2: assess the impact of different human activities on plants, and list personal actions that they can engage in to minimize harmful effects and enhance good effects

2. investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow

• Understanding Life Systems 2.1: investigate ways in which the characteristics of plants relate to the environment in which they grow
• Understanding Life Systems 2.4: investigate ways in which a variety of plants adapt and/or react to their environment, using a variety of methods
• Understanding Life Systems 2.6: use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, adaptation, and germination, in oral and written communication

3. demonstrate an understanding that plants grow and change and have distinct characteristics

• Understanding Life Systems 3.4: describe how most plants get energy to live directly from the sun and how plants help other living things to get energy from the sun
• Understanding Life Systems 3.6: describe ways in which plants and animals depend on each other