Ministry of Education
and Training
Curriculum Expectations
Kindergarten
for
English Language
Mathematics
Science and Technology
Personal and Social Development
The Arts
1998
English Language Expectations
Page 1
Kindergarten
OverallOverall
Expectation
Expectation
Ke1
Ke2
Ke3
Ke4
Ke5
• communicate
• communicate
effectively
• communicate
by
effectively
listening
effectively
by
and
listening
speaking;
by and
listening
speaking;
and speaking;
• demonstrate
• demonstrate
understanding
• demonstrate
understanding
of a variety
understanding
ofofa written
variety
of materials
a
of variety
written of
materials
written materials
that are read
that to
are them
that
read are
(e.g.,
to them
read
stories,
to
(e.g.,
them
poems,
stories,
(e.g.,
informational
poems,
stories, informational
poems, informational
materials); materials);materials);
• make sense
• make
of simple
sense
• make
written
of simple
sense
materials
of
written
simple
(e.g.,
materials
written
familiar
materials
(e.g.,
words,
familiar
(e.g.,words,
familiar words,
signs, labels),
signs,
using
labels),
signs,
reading
using
labels),
strategies
reading
usingthat
strategies
reading
are appropriate
strategies
that are appropriate
that
for are appropriate
for
for
beginners; beginners;beginners;
• communicate
• communicate
thoughts
• communicate
and
thoughts
feelings,
and
thoughts
using
feelings,
writing
and using
feelings,
strategies
writing
using
strategies
writing strategies
that are appropriate
that are appropriate
for
thatbeginners;
are appropriate
for beginners;
for beginners;
• use and respond
• use and
to• respond
ause
variety
andtorespond
ofamedia
variety
to
materials.
of
a variety
media materials.
of media materials.
Oral Communication
Oral Communication
Ke6
Ke7
Ke8
Ke9
Ke10
Ke11
Ke12
Ke13
Ke14
– communicate
– communicate
needs
– communicate
to peers
needs and
to needs
peers
adultsto
and
(e.g.,
peers
adults
request
and(e.g.,
adults
request
(e.g., request
assistance assistance
with clothing);
assistance
with clothing);
with clothing);
– listen and
– respond
listen and
– to
listen
respond
others
andinto
respond
aothers
varietyto
inofothers
a contexts
variety
in a
of(e.g.,
variety
contexts
of (e.g.,
contexts (e.g.,
pay attention
paytoattention
the speaker;
pay to
attention
thetake
speaker;
turns
to thespeaking
take
speaker;
turnsin
take
speaking
a group);
turns in
speaking
a group);
in a group);
– follow simple
– follow
directions
simple
– follow
and
directions
simple
respond
directions
and
appropriately
respond
andappropriately
respond
to familiar
appropriately
to familiarto familiar
questions; questions;questions;
– describe
– personal
describe
– experiences
personal
describe personal
experiences
and retell
experiences
and
familiar
retell
stories,
and
familiar
retell stories,
familiar stories,
using appropriate
using appropriate
vocabulary
using appropriate
vocabulary
and basic
vocabulary
and
storybasic
structure
and
story
basic
(e.g.,
structure
story structure
(e.g.,
(e.g.,
beginning, beginning,
middle, end);
beginning,
middle, end);
middle, end);
– ask questions,
– ask questions,
express
– askfeelings,
questions,
expressand
feelings,
express
share ideas;
and
feelings,
shareand
ideas;
share ideas;
– use language
– use tolanguage
–connect
use language
tonew
connect
experiences
to new
connect
experiences
with
new
what
experiences
they
with whatwith
theywhat they
already know;
already know;
already know;
– listen and
– respond
listen and
– orally
listen
respond
toand
language
orally
respond
topatterns
language
orally to
in language
patterns
stories and
inpatterns
stories in
and
stories and
poems (e.g.,
poems
join in
(e.g.,
poems
when
jointhe
(e.g.,
in teacher
when
join the
inreads
when
teacher
repeated
thereads
teacher
parts
repeated
reads
of parts
repeated
of parts of
a story; echo
a story;
wordsecho
a and
story;
words
phrases;
echo
andwords
make
phrases;
and
up chants
make
phrases;
up
with
make
chants
the upwith
chants
the with the
teacher); teacher); teacher);
– demonstrate
– demonstrate
awareness
– demonstrate
awareness
of individual
awareness
of sounds
individual
ofand
individual
sounds
soundand
sounds
sound
and sound
patterns in patterns
languageinpatterns
(e.g.,
language
rhyme,
in language
(e.g.,
alliteration);
rhyme,
(e.g.,
alliteration);
rhyme, alliteration);
– use gestures,
– usetone
gestures,
– ofuse
voice,
gestures,
toneand
of voice,
other
tone non-verbal
and
of voice,
other and
non-verbal
means
othertonon-verbal
means to means to
communicate
communicate
more effectively.
communicate
more effectively.
more effectively.
Reading
Reading
Ke15
Ke16
Ke17
Ke18
Ke19
Ke20
Ke21
Ke22
Ke23
Ke24
–
listen –to stories,
listen– topoems,
listen
stories,to
and
poems,
stories,
non-fiction
and
poems,
non-fiction
materials
and non-fiction
for
materials materials
for
for
enjoyment enjoyment
and information;
enjoyment
and information;
and information;
– respond–appropriately
respond
– appropriately
respond
to a variety
appropriately
toofamaterials
variety
to of
aread
variety
materials
aloud
of materials
read
to aloudread
to aloud to
them (e.g.,them
frequently
(e.g.,
them
told
frequently
(e.g.,
stories,
frequently
told
familiar
stories,
told
poems,
familiar
stories,
letters);
poems,
familiarletters);
poems, letters);
– identify –favourite
identify–books
favourite
identify
and books
favourite
retell the
andbooks
stories
retell and
the
in their
retell
stories
own
thein stories
their own
in their own
words;
words; words;
– demonstrate
– demonstrate
understanding
– demonstrate
understanding
of a story
understanding
by
of making
a story of
by
predictions
amaking
story bypredictions
making predictions
(e.g., anticipating
(e.g., anticipating
what
(e.g.,
might
anticipating
what
happen
might
what
next;
happen
might
fillingnext;
happen
in the
filling
next
next;
in the
filling
next
in the next
word duringword
collaborative
during
word
collaborative
reading);
during collaborative
reading); reading);
– make connections
– make connections
–between
make connections
their
between
own experiences
their
between
own their
experiences
andown
those
experiences
and thoseand those
of storybook
of characters;
storybook
of storybook
characters;
characters;
– demonstrate
– demonstrate
awareness
– demonstrate
awareness
of someawareness
conventions
of some of
conventions
of
some
written
conventions
of writtenof written
materials (e.g.,
materials
text materials
(e.g.,
is written
text(e.g.,
from
is written
text
left to
isfrom
written
right;
leftwords
from
to right;
left
havewords
to right;
have
words have
spaces between
spaces them;
between
spaces
words
between
them;
are words
spelled
them;arewords
with
spelled
upperare with
spelled
andupperwithand
upper- and
lowercase letters);
lowercaselowercase
letters); letters);
– identify –some
identify
features
– some
identify
of features
books
someand
offeatures
books
other written
and
of books
other
materials
and
written
other
materials
written materials
(e.g., title, (e.g.,
illustrations),
title,(e.g.,
illustrations),
and
title,
use
illustrations),
these
and use
features
these
and to
use
features
help
these
them
to
features
help them
to help them
understandunderstand
the printed
understand
the
textprinted
(e.g.,
thetext
tellprinted
the
(e.g.,
story
text
tell in
(e.g.,
thea story
book
tell the
in
by astory
bookinbya book by
looking at the
looking
pictures);
atlooking
the pictures);
at the pictures);
– recognize
– that
recognize
words
– recognize
that
oftenwords
consist
that
often
of
words
beginning,
consist
often
of consist
beginning,
middle,ofand
beginning,
middle, and
middle, and
final sounds;
final sounds;
final sounds;
– identify –
most
identify
of the
–most
letters
identify
of of
the
most
the
letters
alphabet
of the
of the
letters
and
alphabet
of
demonstrate
the and
alphabet
demonstrate
and demonstrate
understanding
understanding
that letters
understanding
that
represent
letters
that
sounds
represent
lettersand
represent
sounds
that written
and
sounds
that and
written
that written
words convey
words
meaning
convey
words
(e.g.,
meaning
convey
read (e.g.,
meaning
short read
labels,
(e.g.,
short
familiar
read
labels,
short
signs;
familiar
labels,signs;
familiar signs;
use phonicsuse
to recognize
phonics
usetophonics
words);
recognize
to recognize
words); words);
– use language
– usepatterns
language
– use
(e.g.,
language
patterns
word (e.g.,
order)
patterns
word
and(e.g.,
order)
sound
word
and
patterns
order)
soundand
patterns
sound patterns
(e.g., rhyme)
(e.g.,
to identify
rhyme)
(e.g.,
words
to rhyme)
identify
andto
words
toidentify
predict
andwords
the
to predict
next
and
word.
to
thepredict
next word.
the next word.
WritingWriting
Ke25
Ke26
– write using
– write
a variety
–using
write
of
a variety
tools
using and
aof variety
tools
mediaand
of(e.g.,
tools
media
crayons,
and(e.g.,
media
crayons,
(e.g., crayons,
paper, computer,
paper, chalkboard,
computer,
paper, computer,
chalkboard,
colouredchalkboard,
markers,
colouredcardboard);
markers,
coloured cardboard);
markers, cardboard);
– write simple
– write
messages
–simple
writemessages
using
simple
a combination
messages
using a combination
using
of pictures,
a combination
of pictures,
of pictures,
symbols, letters,
symbols,
phonetic
symbols,
letters,spellings,
phonetic
letters, and
spellings,
phonetic
familiar
spellings,
and
words
familiar
(e.g.,
andwords
familiar
(e.g.,
words (e.g.,
grocery list;grocery
labels list;
for
grocery
alabels
block
list;
for
or labels
asand
block
construction,
forora sand
blockconstruction,
orsuch
sandasconstruction,
a such as asuch as a
zoo or a space
zoo or
station);
a space
zoo orstation);
a space station);
Ministry of Education and Training
English Language Expectations
Ke27
Ke28
Page 2
Kindergarten
– contribute
– words
contribute
or
– sentences
contribute
words or sentences
to
words
a class
or sentences
narrative
to a class(e.g.,
tonarrative
a class
an (e.g.,
narrative
an (e.g., an
account of account
a class of
nature
account
a class
trip)
ofnature
that
a class
istrip)
written
nature
that down
is
trip)
written
that
on ais
down
chart
written
on a
down
charton a chart
by the teacher;
by the teacher;
by the teacher;
– print most
– of
print
themost
letters
– print
of of
the
most
the
letters
alphabet,
of the
of the
letters
their
alphabet,
ofown
the name
alphabet,
their own
and their
nameown
andname and
names of family
namesmembers,
of names
family and
members,
of family
somemembers,
and
shortsome
words
and
short
(e.g.,
some
words
Mum,
short
(e.g.,
words
Mum,
(e.g., Mum,
cat).
cat).
cat).
Understanding
Understanding
of Media
ofMaterials
Media Materials
Ke29
Ke30
Ke31
Ke32
– use a –variety
use of
a– variety
media
use a(e.g.,
ofvariety
media
computer
of(e.g.,
media
software,
computer
(e.g., computer
tapes,
software, software,
tapes,
tapes,
filmstrips); filmstrips);filmstrips);
– use a – variety
use of
a– variety
materials
use aofvariety
to
materials
communicate
of materials
to communicate
information
to communicate
information
information
(e.g., illustrations,
(e.g., illustrations,
photographs,
(e.g., illustrations,
photographs,
posters,
photographs,
graphs);
posters, graphs);
posters, graphs);
– respond– to respond
media– materials
torespond
mediaverbally
to
materials
media
and
materials
verbally
non-verbally
and
verbally
non-verbally
(e.g.,
and non-verbally
(e.g.,
(e.g.,
describe feelings
describeabout
feelings
describe
a television
about
feelings
a show
television
aboutora video;
television
show move
or video;
show
to or
move
video;
to move to
recorded music;
recorded
paint
music;
recorded
pictures
paint
music;
in pictures
response
paintinpictures
toresponse
a filmstrip);
in response
to a filmstrip);
to a filmstrip);
– begin to
– distinguish
begin –to begin
distinguish
between
to distinguish
the
between
imaginary
the
between
and
imaginary
the
the real
imaginary
and the real
and the real
(e.g., between
(e.g.,folk
between
tales
(e.g.,and
folk
between
personal
tales folk
andnews;
tales
personal
between
and news;
personal
events
between
news;
in events
between
in events in
cartoons and
cartoons
eventsand
cartoons
in real
events
life).
and
in events
real life).
in real life).
Ministry of Education and Training
Mathematics Expectations
Page 1
Kindergarten
OverallOverall
Expectation
Expectation
Km1
Km2
Km3
Km4
Km5
Km6
Km7
• demonstrate
• demonstrate
understanding
• demonstrate
understanding
of setsunderstanding
andofwhole
sets and
numbers;
of whole
sets and
numbers;
whole numbers;
• measure• and
measure
compare
• and
measure
the
compare
length,
and the
compare
weight,
length,
mass,
theweight,
length,
capacity,
mass,
weight,
capacity,
mass, capacity,
and temperature
and temperature
of and
objects,
temperature
ofand
objects,
demonstrate
of and
objects,
demonstrate
awareness
and demonstrate
awareness
of
awareness
of
of
the passage
theofpassage
time;the of
passage
time; of time;
• identify •theidentify
characteristics
• the
identify
characteristics
ofthetwo-dimensional
characteristics
of two-dimensional
shapes
of two-dimensional
andshapes and
shapes and
three-dimensional
three-dimensional
objects;
three-dimensional
objects; objects;
• recognize• and
recognize
use •patterns;
recognize
and use patterns;
and use patterns;
• collect, display,
• collect,
and
•display,
collect,
interpret
and
display,
data
interpret
in and
daily
data
interpret
activities;
in daily
data
activities;
in daily activities;
• show willingness
• show willingness
to• persevere
show willingness
to in
persevere
solving
to persevere
problems;
in solving in
problems;
solving problems;
• seek further
• seek
information,
•further
seekinformation,
further
assistance,
information,
assistance,
or materials
assistance,
or when
materials
or materials
when
when
necessary.necessary.
necessary.
NumberNumber
Sense and
Sense
Numeration
and Numeration
Km8
Km9
Km10
Km11
Km12
Km13
– sort and
– classify
sort and
– objects
sort
classify
and
intoobjects
classify
sets according
into
objects
sets into
to
according
specific
sets according
to specificto specific
characteristics,
characteristics,
andcharacteristics,
describe
and those
describe
and characteristics
describe
those characteristics
those
(e.g.,characteristics
(e.g.,
(e.g.,
colour, size,
colour,
shape);
size,
colour,
shape);
size, shape);
– match objects
– match
by objects
one-to-one
– match
byobjects
one-to-one
correspondence
by one-to-one
correspondence
(e.g.,
correspondence
one cup
(e.g., one(e.g.,
cup one cup
to one saucer);
to one saucer);
to one saucer);
– estimate– and
estimate
count
– to
and
estimate
identify
countand
sets
to identify
count
with more,
tosets
identify
with
fewer,
sets
more,
or with
the
fewer,
more,
or fewer,
the
or the
same number
same
of number
objects;
sameofnumber
objects;of objects;
– count orally
– count
to 30,
–orally
and
count
touse
30,
orally
cardinal
and
to use
30,
and
cardinal
and
ordinal
use and
cardinal
numbers
ordinal
andnumbers
ordinal numbers
during playduring
and daily
play
during
classroom
and play
daily and
classroom
routines
daily (e.g.,
classroom
routines
identify
(e.g.,
routines
first,
identify
(e.g.,first,
identify first,
second, and
second,
third places
and
second,
third
in aplaces
and
race);
third
in a
places
race);in a race);
– recognize
– and
recognize
write
– numerals
recognize
and writefrom
and
numerals
1write
to 10;
numerals
from 1 to 10;
from 1 to 10;
–
demonstrate
–
demonstrate
awareness
–
demonstrate
awareness
of addition
awareness
of and
addition
subtraction
of and
addition
subtraction
in and subtraction
in
in
everyday activities
everyday(e.g.,
everyday
activities
in sharing
(e.g.,
activities
crayons).
in sharing
(e.g., incrayons).
sharing crayons).
Measurement
Measurement
Km14
Km15
Km16
Km17
Km18
– use simple
– use
measurement
simple
– usemeasurement
simple
terms measurement
correctly
terms (e.g.,
correctly
terms
tall/short,
(e.g.,
correctly
tall/short,
(e.g., tall/short,
big/small, empty/full,
big/small,big/small,
empty/full,
heavy/light,
empty/full,
heavy/light,
tomorrow/yesterday);
heavy/light,
tomorrow/yesterday);
tomorrow/yesterday);
– order two
– or
order
more
two
– objects
order
or more
two
according
objects
or more
to
according
objects
size or according
mass
to size(e.g.,
ortomass
size (e.g.,
or mass (e.g.,
the Three Bears);
the Three the
Bears);
Three Bears);
– use non-standard
– use non-standard
– measuring
use non-standard
measuring
devices appropriately
measuring
devices appropriately
devices
(e.g., appropriately
(e.g.,
(e.g.,
string, scoops,
string,
sugar
scoops,
string,
cubes,
sugar
scoops,
sand
cubes,
timer);
sugar
sand
cubes,
timer);
sand timer);
– use some
– use
standard
some
– use
measuring
standard
some measuring
standard
devices appropriately
measuring
devices appropriately
devices
(e.g., appropriately
(e.g.,
(e.g.,
tape measure,
tapebalance
measure,
tape
scale,
measure,
balance
thermometer,
scale,
balance
thermometer,
scale,
clock);thermometer,
clock); clock);
– identify the
– identify
values–the
ofidentify
some
values
coins.
the
of values
some coins.
of some coins.
Spatial Spatial
Sense and
Sense
Geometry
and Geometry
Km19
Km20
Km21
–
use –language
use – language
accurately
use language
accurately
to describe
accurately
to basic
describe
tospatial
describe
basic spatial
basic spatial
relationships
relationships
(e.g., above/below,
relationships
(e.g., above/below,
near/far,
(e.g., above/below,
in/out);
near/far, in/out);
near/far, in/out);
–
identify– and
identify
sort
– three-dimensional
and
identify
sort and
three-dimensional
sortobjects
three-dimensional
(e.g.,
objects
cans,(e.g.,
objects
cans,
(e.g., cans,
blocks, balls,
blocks,
cones);
balls,
blocks,
cones);
balls, cones);
–
identify– and
identify
sort
– two-dimensional
and
identify
sort and
two-dimensional
sort
shapes
two-dimensional
(e.g.,
shapes
circle,
(e.g.,
shapes
circle,
(e.g., circle,
square, rectangle,
square, triangle).
rectangle,
square, rectangle,
triangle). triangle).
Patterning
Patterning
Km22
Km23
– identify– andidentify
reproduce
– and
identify
reproduce
simple
andpatterns
reproduce
simple(e.g.,
patterns
simple
red (e.g.,
blocks
patterns
red (e.g.,
blocksred blocks
alternating alternating
with blue alternating
blocks;
with blue
clap-clap-stamp);
blocks;
with blue
clap-clap-stamp);
blocks; clap-clap-stamp);
–
create – andcreate
extend
– and
create
simple
extend
and
patterns
simple
extend
using
patterns
simple
a variety
using
patterns
a
of using
variety a ofvariety of
materials or
materials
actionsmaterials
or
(e.g.,
actions
popsicle
or (e.g.,
actions
sticks,
popsicle
(e.g.,
pebbles,
sticks,
popsicle
stickers,
pebbles,
sticks, stickers,
pebbles, stickers,
counters). counters).counters).
Data Management
Data Management
and Probability
and Probability
Km24
Km25
Km26
Km27
– place some
– place
specific
some
– place
types
specific
some
of objects
types
specific
(e.g.,
of objects
types
shoes,
of(e.g.,
objects
favourite
shoes,
(e.g.,
favourite
shoes, favourite
foods) on concrete
foods) ongraphs
foods)
concrete
and
on graphs
concrete
pictographs;
and
graphs
pictographs;
and pictographs;
– compare– information
compare
– information
compare
on objects,
information
on
using
objects,
twooncategories
using
objects,
two using
categories
(e.g., two categories
(e.g.,
(e.g.,
rough, smooth);
rough, smooth);
rough, smooth);
– use simple
– use
grids
simple
–correctly
usegrids
simple
(e.g.,
correctly
grids
in games
(e.g.,
correctly
such
in games
(e.g.,
as bingo,
insuch
games
as bingo,
such as bingo,
tick-tack-toe);
tick-tack-toe);
tick-tack-toe);
– use language
– useoflanguage
probability
– use language
of probability
(e.g., chance,
of probability
(e.g.,
might,
chance,
(e.g.,
lucky).
might,
chance,
lucky).
might, lucky).
Ministry of Education and Training
Science and Technology Expectations
Page 1
Kindergarten
OverallOverall
Expectation
Expectation
Ks1
Ks2
Ks3
Ks4
Ks5
• demonstrate
• demonstrate
curiosity
• demonstrate
and
curiosity
a willingness
and
curiosity
a willingness
to
andexplore
a willingness
toand
exploreto and
explore and
experiment;experiment;
experiment;
• demonstrate
• demonstrate
understanding
• demonstrate
understanding
of andunderstanding
careoffor
and
thecare
natural
of for
andthe
world;
care
natural
for the
world;
natural world;
•
demonstrate
•
demonstrate
an• awareness
demonstrate
an awareness
of the
an awareness
characteristics
of the characteristics
of the
and characteristics
and
and
functions offunctions
some common
functions
of somematerials;
common
of some materials;
common materials;
• demonstrate
• demonstrate
understanding
• demonstrate
understanding
of strategies
understanding
of for
strategies
planning
of strategies
forand
planning
for and
planning and
organizing; organizing;organizing;
• recognize
• and
recognize
use• some
recognize
and common
use some
andforms
use
common
some
of technology.
forms
common
of technology.
forms of technology.
Exploration
Exploration
and Experimentation
and Experimentation
Ks6
Ks7
Ks8
Ks9
Ks10
Ks11
Ks12
Ks13
Ks14
Ks15
Ks16
–
describe
– some
describe
– natural
describe
someoccurrences,
natural
some occurrences,
natural
using occurrences,
theirusing
own their
using
owntheir own
observations
observations
(e.g., sprouting
observations
(e.g.,ofsprouting
seeds;
(e.g., opening
sprouting
of seeds;
of of
opening
buds;
seeds;
falling
ofopening
buds; falling
of buds; falling
of leaves inofautumn);
leaves of
in leaves
autumn);
in autumn);
– describe
– some
describe
differences
– some
describe
differences
between
some differences
living
between
and living
between
non-living
andliving
non-living
and non-living
things (e.g.,
things
animals
(e.g.,
things
grow
animals
(e.g.,
and grow
need
animals
and
food,
grow
need
water,
and
food,
and
need
water,
sun,
food,and
water,
sun, and sun,
whereas rocks
whereas
do not);
rocks
whereas
do not);
rocks do not);
– describe–local
describe
natural
– local
describe
habitats
natural
local
(e.g.,
habitats
natural
ponds,
(e.g.,
habitats
nests,
ponds,
trees);
(e.g.,
nests,
ponds,
trees);
nests, trees);
– identify– patterns
identify
– and
patterns
identify
cyclesand
patterns
in the
cycles
and
natural
in cycles
the
world
natural
in (e.g.,
the world
natural
(e.g.,
world (e.g.,
pattern of petals
patternonofapattern
petals
flower;on
oflife
petals
a flower;
cycleonoflife
aaflower;
butterfly);
cycle of
lifeacycle
butterfly);
of a butterfly);
–
describe
–
describe
characteristics
–
describe
characteristics
of characteristics
naturalof materials
natural
of materials
natural
and
materials
and
and
demonstrate
demonstrate
understanding
demonstrate
understanding
of some
understanding
basic
of some
concepts
basic
of some
related
concepts
basic
to concepts
related to related to
them (e.g., them
wet and
(e.g.,
dry
them
wet
sand,
(e.g.,
andwater,
dry
wetsand,
and
leaves);
dry
water,
sand,
leaves);
water, leaves);
– describe– the
describe
functions
– the
describe
offunctions
common
the functions
ofobjects
common
of
found
objects
common
at home
found
objects
at home
found at home
and at school
and(e.g.,
at school
tools,
and at
(e.g.,
cooking
school
tools,
(e.g.,
utensils,
cooking
tools,
toys);
utensils,
cooking toys);
utensils, toys);
– identify –energy
identify
sources
– energy
identify
used
sources
energy
by familiar
used
sources
by
tools
familiar
used
or toys
bytools
familiar
(e.g.,
or toys
tools(e.g.,
or toys (e.g.,
electricity, wind,
electricity,
batteries);
electricity,
wind, batteries);
wind, batteries);
– experiment
– experiment
with simple
– experiment
with
machines
simple
with
(e.g.,
machines
simple
pump,
machines
(e.g.,
ramp,
pump,
marble
(e.g.,
ramp,
pump,
marble
ramp, marble
run);
run);
run);
– make a –specific
make plan
a– specific
make
(e.g., aI’m
plan
specific
going
(e.g.,plan
toI’m
build
going
(e.g.,
a tower
I’m
to build
going
to hold
a to
tower
buildtoahold
tower to hold
up my ramp),
up my
describe
ramp),
up the
my
describe
steps,
ramp), and
the
describe
steps,
carry the
out
andsteps,
the
carry
plan;
and
out the
carry
plan;
out the plan;
– make –
appropriate
make –appropriate
observations
make appropriate
observations
about observations
results
about
or results
findings
aboutorresults
findings
or findings
(e.g., comment
(e.g., on
comment
the
(e.g.,
difficulty
comment
on theof difficulty
aon
task
theor
of
difficulty
the
a task
effectiveness
of
or athe
task
effectiveness
or the effectiveness
of a strategy);
of a strategy);
of a strategy);
– demonstrate
– demonstrate
awareness
– demonstrate
awareness
of the need
awareness
offor
the
recycling.
need
of for
therecycling.
need for recycling.
Use of Technology
Use of Technology
Ks17
Ks18
Ks19
Ks20
Ks21
–
use familiar
–
use technology
–familiar
use technology
familiar
appropriately
technology
appropriately
(e.g., appropriately
overhead
(e.g., overhead
(e.g., overhead
projectors, projectors,
cassette projectors,
recorders,
cassette recorders,
computers);
cassette recorders,
computers);
computers);
– identify –familiar
identify
technological
– familiar
identifytechnological
familiar
items and
technological
items
describe
andtheir
items
describe
use
and their
describe
use their use
in daily life in
(e.g.,
dailytelephone,
lifein(e.g.,
daily telephone,
life
videocassette
(e.g., telephone,
videocassette
recorder);
videocassette
recorder);recorder);
– make things
– make
using
–things
amake
variety
using
things
ofa tools
variety
usingand
aof variety
techniques
tools and
of tools
techniques
(e.g.,and techniques
(e.g.,
(e.g.,
hammer, screwdriver,
hammer, screwdriver,
hammer,
glue, stapler);
screwdriver,
glue, stapler);
glue, stapler);
– work with
– others
work with
in
– using
work
others
technology
with
in using
otherstechnology
(e.g.,
in using
share
technology
(e.g.,
tools;share
build
(e.g.,
tools;
share
buildtools; build
as a group;as
work
a group;
in pairs
aswork
a at
group;
the
in pairs
computer);
workatinthe
pairs
computer);
at the computer);
– demonstrate
– demonstrate
awareness
– demonstrate
awareness
that familiar
awareness
that
objects
familiar
that
areobjects
familiar
designed
are
objects
designed
are designed
to suit the human
to suit the
body
tohuman
suit
(e.g.,
the
body
mittens
human
(e.g.,
and
body
mittens
gloves;
(e.g.,and
mittens
tricycles).
gloves;
andtricycles).
gloves; tricycles).
Ministry of Education and Training
Personal and Social Development Expectations
Page 1
Kindergarten
OverallOverall
Expectation
Expectation
Kp1
Kp2
Kp3
Kp4
Kp5
Kp6
Kp7
• demonstrate
• demonstrate
a positive
• demonstrate
aattitude
positivetowards
a attitude
positive
themselves
towards
attitude themselves
towards
and
themselves
and
and
others;. others;. others;.
•
demonstrate
•
demonstrate
independence
•
demonstrate
independence
and independence
a willingness
and a willingness
and
to take
a willingness
to take to take
responsibility
responsibility
in learning
responsibility
in
and
learning
otherinactivities;
and
learning
other and
activities;
other activities;
• demonstrate
• demonstrate
an awareness
• demonstrate
an awareness
of health
an awareness
and
of health
safety and
of
practices;
health
safetyand
practices;
safety practices;
• perform •tasks
perform
requiring
• tasks
perform
balance
requiring
tasks
and
balance
requiring
co-ordination,
and
balance
co-ordination,
precision,
and co-ordination,
precision, precision,
and perceptual
and perceptual
skills;and perceptual
skills;
skills;
• identify and
• identify
use social
•and
identify
skills;
use social
and use
skills;
social skills;
• demonstrate
• demonstrate
awareness
• demonstrate
awareness
of their surroundings,
awareness
of their surroundings,
of both
their natural
surroundings,
both natural
both natural
and human-made;
and human-made;
and human-made;
• demonstrate
• demonstrate
awareness
• demonstrate
awareness
of patterns
awareness
of
in patterns
their daily
ofinpatterns
lives
their daily
in their
livesdaily lives
Self-Awareness
Self-Awareness
and Self-Reliance
and Self-Reliance
Kp8
Kp9
Kp10
Kp11
Kp12
Kp13
Kp14
– recognize
– personal
recognize
– strengths
recognize
personal and
personal
strengths
accomplishments
strengths
and accomplishments
and(e.g.,
accomplishments
(e.g.,
(e.g.,
ability to print
ability
their
toown
print
ability
name,
their
to print
own
count
their
name,
objects,
own
count
name,
sing
objects,
acount
song);
sing
objects,
a song);
sing a song);
– identify –andidentify
talk about
– and
identify
talk
their about
and
own talk
interests
theirabout
ownand
their
interests
preferences
own and
interests
preferences
and preferences
(e.g., favourite
(e.g.,activities,
favourite
(e.g., toys,
activities,
favourite
stories);
activities,
toys, stories);
toys, stories);
– express– their
express
own
– thoughts
their
express
own and
their
thoughts
share
own and
thoughts
experiences
shareand
experiences
(e.g.,
share experiences
(e.g.,
(e.g.,
contribute contribute
to the development
contribute
to the development
toof the
class
development
routines;
of class talk
of
routines;
class
about routines;
talk abouttalk about
experiences
experiences
at home;
experiences
describe
at home;a describe
at
science
home;discovery);
adescribe
science adiscovery);
science discovery);
– adapt –
readily
adapt
to– readily
new
adapt
situations
toreadily
new (e.g.,
situations
to new
feelsituations
(e.g.,
at ease
feel(e.g.,
with
at ease
feel with
at ease with
classroom classroom
visitors; enjoy
classroom
visitors;
participating
enjoy
visitors;
participating
inenjoy
school
participating
functions);
in school in
functions);
school functions);
– demonstrate
– demonstrate
self-reliance
– demonstrate
self-reliance
(e.g., dress
self-reliance
(e.g.,
themselves;
dress
(e.g.,
themselves;
know
dress themselves;
know
know
their address
theirand
address
telephone
their and
address
number;
telephone
and make
telephone
number;
decisions
make
number;
on
decisions
their
make decisions
on their on their
own; know own;
whenknow
to seek
own;
when
assistance);
know
to seek
when
assistance);
to seek assistance);
–
attempt– new
attempt
tasks
– new
attempt
willingly
tasksnew
(e.g.,
willingly
tasks
select
(e.g.,
willingly
andselect
complete
(e.g.,and
select
complete
and complete
challengingchallenging
activities;challenging
experiment
activities; activities;
experiment
with writing
experiment
with
words);
writing
with
words);
writing words);
– demonstrate
– demonstrate
self-control
– demonstrate
self-control
by following
self-control
byclassroom
following
by following
classroom
rules andclassroom
rules and rules and
routines inroutines
differentin
routines
contexts
different
in indifferent
contexts
the school
contexts
in the(e.g.,
school
in inthethe
(e.g.,
schoolin (e.g.,
the in the
classroom,classroom,
gym, library).
classroom,
gym, library).
gym, library).
Health and
Health
Physical
and Physical
ActivityActivity
Kp15
Kp16
Kp17
Kp18
Kp19
Kp20
Kp21
Kp22
Kp23
Kp24
Kp25
Kp26
– name body
– name
parts–body
and
name
talk
partsbody
about
and parts
talk
their about
and
function
talk
their
about
(e.g.,
function
eyes,
their (e.g.,
function
eyes,
(e.g., eyes,
teeth, ears,teeth,
nose);
ears,
teeth,
nose);
ears, nose);
– identify nutritious
– identify–
foods
nutritious
identify
(e.g.,nutritious
foods
healthy
(e.g.,
snacks);
foods
healthy
(e.g.,snacks);
healthy snacks);
– select clothing
– selectappropriate
–clothing
select appropriate
clothing
for the weather
appropriate
for the(e.g.,
weather
for mittens,
the (e.g.,
weather
mittens,
(e.g., mittens,
boots, raincoat);
boots, raincoat);
boots, raincoat);
– practise
– appropriate
practise
– appropriate
practise
personalappropriate
hygiene
personal(e.g.,
personal
hygiene
wash(e.g.,
hygiene
theirwash
(e.g.,
their
wash their
hands);
hands); hands);
–
identify
– safe
identify
–and safe
identify
unsafe
andsafe
situations,
unsafe
and situations,
unsafe
materials,situations,
materials,
and
materials,
and
and
equipment equipment
(e.g., equipment
dangers
(e.g.,
dangers
associated
(e.g.,
dangers
associated
with associated
handling
with
handling
with
handling
construction
construction
tools, using
construction
tools,
scissors,
using
tools,
playing
scissors,
using
on playing
scissors,
ladders);
onplaying
ladders);
on ladders);
– identify –andidentify
apply– and
basic
identify
apply
safety
and
basic
rules
apply
safety
(e.g.,
basic
rules
rules
safety
(e.g.,
related
rules
rules
to(e.g.,
related
rulesto related to
the school the
bus,school
traffic,
the
bus,
electrical
school
traffic,
bus,
appliances);
electrical
traffic, electrical
appliances);
appliances);
– identify– substances
identify
– substances
identify
that aresubstances
harmful
that areto that
harmful
the are
body
toharmful
(e.g.,
the body
to the
(e.g.,
body (e.g.,
cleaning products,
cleaningdrugs);
products,
cleaning products,
drugs); drugs);
–
demonstrate
–
demonstrate
understanding
–
demonstrate
understanding
that understanding
adultsthatmake
adults
that
most
make
adults most
make most
decisions regarding
decisions decisions
safety
regarding
rules,
regarding
safety
and rules,
seek
safety
and
assistance
rules,
seekand
assistance
when
seek assistance
when
when
needed (e.g.,
needed
from (e.g.,
parent,
needed
from
teacher);
(e.g.,
parent,
from
teacher);
parent, teacher);
– participate
– participate
willingly
– inparticipate
willingly
creative in
movement,
willingly
creativeinmovement,
dance,
creativeand
movement,
dance,
other and
dance,
other and other
daily physical
daily
activities;
physical
dailyactivities;
physical activities;
– use different
– usetypes
different
– of
useequipment
types
different
of equipment
types
and materials
of equipment
and with
materials
ease
and materials
with easewith ease
(e.g., climbers,
(e.g., riding
climbers,
(e.g.,
toys,
climbers,
riding
balls,toys,
paint
riding
balls,
brushes,
toys,paint
balls,
scissors,
brushes,
paint brushes,
scissors, scissors,
moulding clay);
moulding moulding
clay);
clay);
– demonstrate
– demonstrate
balance,
– demonstrate
ease,
balance,
and balance,
ease,
flexibility
andease,
inflexibility
movement
and flexibility
in movement
in movement
(e.g., in walking,
(e.g., in
running,
walking,
(e.g.,jumping);
inrunning,
walking,jumping);
running, jumping);
– demonstrate
– demonstrate
spatial
– demonstrate
awareness
spatial awareness
(e.g.,
spatialwhen
awareness
(e.g.,
riding
when
toys,
(e.g.,
riding
when
toys,
riding toys,
climbing steps).
climbing steps).
climbing steps).
Social Relationships
Social Relationships
Kp27
Kp28
Kp29
– act and talk
– act
in and
appropriate
–talk
actinand
appropriate
ways
talk with
in appropriate
peers
ways and
with ways
adults
peerswith
and
during
peers
adultsand
during
adults during
activity periods;
activity periods;
activity periods;
– demonstrate
– demonstrate
consideration
– demonstrate
consideration
for others
consideration
by
for helping
others for
by
them
others
helping
(e.g.,
bythem
helping
(e.g.,
them (e.g.,
assist with assist
clean-ups;
withassist
clean-ups;
help with
to care
clean-ups;
help
for to
materials);
care
help
fortomaterials);
care for materials);
– share –responsibility
share– responsibility
share
for planning
responsibility
for classroom
planning
for planning
classroom
events and
classroom
events and
events and
activities; activities; activities;
Ministry of Education and Training
Personal and Social Development Expectations
Kp30
Kp31
Kp32
Page 2
Kindergarten
– identify –feelings
identify
and
– feelings
identify
emotions
and
feelings
(e.g.,
emotions
anger,
and emotions
(e.g.,
excitement)
anger,
(e.g.,
excitement)
and
anger, excitement)
and
and
express them
express
in acceptable
them
express
in acceptable
ways;
them in acceptable
ways;
ways;
– use a variety
– useofa simple
–variety
use strategies
a
of variety
simple of
to
strategies
simple
solve social
strategies
to solve
problems
social
to solve
problems
social problems
(e.g., seek(e.g.,
assistance
seek
(e.g.,
assistance
from
seek
the assistance
teacher;
from thetalk
from
teacher;
about
the talk
teacher;
possible
abouttalk
possible
about possible
solutions); solutions);solutions);
–
recognize,
–
recognize,
in situations
–
recognize,
in situations
involving
in situations
others,
involvingadvances
involving
others, advances
orothers, advances
or
or
suggestionssuggestions
that threaten
suggestions
that their
threaten
that
safety
threaten
their
or safety
well-being
theiror safety
well-being
(e.g., or well-being
(e.g.,
(e.g.,
inappropriate
inappropriate
touching,
inappropriate
invitations
touching, touching,
to
invitations
accompany
invitations
to accompany
strangers).
to accompany
strangers).
strangers).
Awareness
Awareness
of Surroundings
of Surroundings
Kp33
Kp34
Kp35
Kp36
Kp37
Kp38
Kp39
Kp40
Kp41
– express– their
express
feelings
– their
express
of feelings
wonder
their of
and
feelings
wonder
curiosity
of and
wonder
about
curiosity
and
the about
curiosity
theabout the
world;
world;
world;
– describe– different
describe
–kinds
different
describe
of weather
kinds
different
ofand
weather
kinds
the of
ways
and
weather
inthewhich
ways
and the
in which
ways in which
people adapt
people
to the
adapt
people
weather
to the
adapt
(e.g.,
weather
tobythe
wearing
(e.g.,
weather
by
light
wearing
(e.g.,
clothing
bylight
wearing
in clothing
lightinclothing in
summer, heating
summer,
their
heating
summer,
houses
their
heating
in winter);
houses
their
in houses
winter);in winter);
– investigate
– investigate
and describe
– investigate
andfamiliar
describe
and
geographical
familiar
describegeographical
familiar
featuresgeographical
infeatures in
features in
their area (e.g.,
their area
ponds,
their
(e.g.,
fields,
area
ponds,
woods,
(e.g.,
fields,
ponds,
lakes);
woods,
fields,
lakes);
woods, lakes);
– identify –ways
identify
in which
– ways
identify
people
in which
ways
usepeople
inthe
which
natural
use
people
the
environment
natural
use theenvironment
natural environment
(e.g., people
(e.g.,
usepeople
lakes
(e.g.,
for
use
people
swimming,
lakes use
for swimming,
lakes
boating,
for and
swimming,
boating,
fishing,and
boating,
andfishing,
andand
fishing, and
for their water
for their
supply;
water
forfields
their
supply;
are
water
used
fields
supply;
forare
growing
fields
used for
are
food);
growing
used forfood);
growing food);
–
recognize
–
recognize
special
–
places
recognize
specialand
places
special
buildings
and
places
within
buildings
andtheir
buildings
within their
within their
community,community,
and describe
community,
and their
describe
and
function
describe
their (e.g.,
function
their
park,(e.g.,
function
store,
park,
(e.g.,
store,
park, store,
hospital, arena,
hospital,
public
arena,
hospital,
library);
public
arena,
library);
public library);
– talk about
– talk
timeabout
–in relation
talk
time
about
into relation
certain
time in to
events
relation
certain
ortoevents
activities
certainorevents
activities
or activities
(e.g., meals,
(e.g.,
the meals,
school
(e.g.,
the
day,
meals,
school
classroom
the
day,
school
classroom
routines,
day, classroom
bedtime);
routines, bedtime);
routines, bedtime);
–
identify– patterns
identify
– and
patterns
identify
cyclesand
patterns
in cycles
theirand
daily
in cycles
their
lives daily
in(e.g.,
their
livesdaily
(e.g.,
lives (e.g.,
changes in
changes
weather;
changes
in daily
weather;
in
or weather;
weekly
daily orevents;
daily
weeklyorclassroom
events;
weekly classroom
events; classroom
routines; the
routines;
water cycle);
the
routines;
water the
cycle);
water cycle);
– identify –some
identify
events
– some
identify
thatevents
occur
some
that
every
events
occur
yearthat
every
(e.g.,
occur
year
birthdays,
every
(e.g.,year
birthdays,
(e.g., birthdays,
holidays); holidays);holidays);
– identify– people
identify
who
– people
identify
help who
others
people
help
in who
the
others
help
community,
in others
the community,
and
in the community,
and
and
describe what
describe
they describe
what
do (e.g.,
theywhat
doctor,
do (e.g.,
theystore
do
doctor,
(e.g.,
clerk,store
doctor,
firefighter,
clerk,
store
firefighter,
clerk, firefighter,
police officer,
police
mailofficer,
carrier).
police
mail
officer,
carrier).
mail carrier).
Ministry of Education and Training
The Arts Expectations
Page 1
Kindergarten
OverallOverall
Expectation
Expectation
Ka1
Ka2
Ka3
Ka4
Ka5
Ka6
Ka7
Ka8
• express ideas
• express
and •feelings
ideas
express
and
through
ideas
feelings
and
a variety
through
feelings
ofamedia;
through
variety of
a variety
media; of media;
• experiment
• experiment
with techniques
• experiment
with techniques
and materials;
with techniques
and materials;
and materials;
• demonstrate
• demonstrate
basic
• knowledge
demonstrate
basic knowledge
and
basic
skills
knowledge
and
gained
skills
through
and
gained
skillsthrough
gained through
exposure toexposure
the arts exposure
to
and
the
activities
artstoand
the
inactivities
arts
the arts;
and in
activities
the arts;in the arts;
• co-operate
• co-operate
and collaborate
• co-operate
and collaborate
with and
others
collaborate
with
on artistic
others
with
projects;
on others
artisticon
projects;
artistic projects;
• communicate
• communicate
their
• responses
communicate
their responses
to music,
their responses
to
art,music,
drama,
toart,
music,
anddrama,
art,and
drama, and
dance;
dance; dance;
• demonstrate
• demonstrate
awareness
• demonstrate
awareness
of new abilities
awareness
of new
they
abilities
develop
of newthey
abilities
through
develop
theythrough
develop through
arts activities,
artsand
activities,
express
arts activities,
and
pride
express
in and
their
pride
express
owninwork;
their
pride
own
in their
work;own work;
• demonstrate
• demonstrate
awareness
• demonstrate
awareness
of someawareness
simple
of some
artof
simple
forms
someart
from
simple
forms art
from
forms from
various cultures;
various cultures;
various cultures;
• identify and
• identify
describe
•and
identify
some
describe
basic
and some
describe
elements
basic
some
ofelements
artbasic
forms.
elements
of art forms.
of art forms.
Creative
Creative
ActivityActivity
Ka9
Ka10
Ka11
Ka12
Ka13
Ka14
Ka15
Ka16
Ka17
Ka18
Ka19
Ka20
Ka21
Ka22
Ka23
– use pictures,
– usesculptures,
pictures,
– use sculptures,
pictures,
and collages
sculptures,
andtocollages
represent
and to
collages
ideas
represent
to represent
ideas
ideas
(e.g., select(e.g.,
pictures
select
(e.g.,
of pictures
happy
select
faces
ofpictures
happy
for a faces
of
collage);
happy
for afaces
collage);
for a collage);
– mix paint– tomix
create
paint
–new
mix
to create
colours
paint new
toand
create
colours
textures;
newand
colours
textures;
and textures;
– show skill
– in
show
cutting,
skill
– show
pasting,
in cutting,
skilland
inpasting,
cutting,
painting;
and
pasting,
painting;
and painting;
– use a variety
– useofa tools
variety
– use
andof
a materials
variety
tools and
of intools
materials
creating
and materials
in
artcreating
works inor
art
creating
works art
or works or
making presentations
making presentations
making
(e.g., musical
presentations
(e.g.,
instruments,
musical
(e.g.,instruments,
musical
props); instruments,
props); props);
– use familiar
– use
materials
familiar
– use
inmaterials
familiar
new ways
materials
in new
(e.g.,ways
paint
in new
(e.g.,
withways
natural
paint(e.g.,
withpaint
natural
with natural
materials); materials);materials);
– solve –
problems
solve –creatively
problems
solve problems
(e.g.,
creatively
make
creatively
(e.g.,
three-dimensional
make
(e.g.,
three-dimensional
make three-dimensional
constructions
constructions
with paper;
constructions
with
create
paper;
dance
with
create
paper;
patterns;
dance
create
make
patterns;
dance
musical
make
patterns;
musical
make musical
instruments);
instruments);
instruments);
– make preparations
– make preparations
– for
make
performances
preparations
for performances
(e.g.,
for make
performances
(e.g.,
a stage
make
for
(e.g.,
a stage
makefor
a stage for
puppets); puppets); puppets);
– decide who
– decide
will take
–
who
decide
each
will role
take
who
ineach
will
classroom
take
role each
in drama
classroom
role activities;
in classroom
drama activities;
drama activities;
– take turns
– working
take turns
–ontake
working
specific
turnson
tasks
working
specific
in making
ontasks
specific
things;
in making
tasks in
things;
making things;
– share materials
– shareinmaterials
–visual
sharearts
materials
in visual
activities;
arts
in visual
activities;
arts activities;
– perform–in perform
a group
– in(e.g.,
perform
a group
in ain (e.g.,
music
a group
inband,
a(e.g.,
music
puppet
in band,
a music
theatre,
puppet
band,theatre,
puppet theatre,
choir);
choir);
choir);
–
use their
–
use
creativity
–theiruse
in
creativity
movement,
their creativity
in movement,
mime,
in and
movement,
mime,
danceand
mime,
dance
and dance
activities (e.g.,
activities
invent
(e.g.,
activities
dances
invent
(e.g.,
using
dances
invent
familiar
using
dances
rhythms);
familiar
usingrhythms);
familiar rhythms);
–
adapt –songs,
adaptfingerplays,
– songs,
adapt fingerplays,
songs,
and rhymes
fingerplays,
and(e.g.,
rhymes
and
substitute
(e.g.,
rhymes
substitute
(e.g., substitute
different words
different
in familiar
words
different
songs);
in familiar
words insongs);
familiar songs);
– enact stories
– enact
from
–stories
their
enactfrom
own
stories
and
theirfrom
other
own their
and
cultures
own
other(e.g.,
and
cultures
other
folk (e.g.,
cultures
folk (e.g., folk
tales or nursery
tales or
rhymes);
nursery
tales orrhymes);
nursery rhymes);
– play the– parts
play ofthe
–characters
parts
play the
of characters
from
partsfolk
of characters
tales
from and
folk legends
from
tales folk
and
oftales
legends
andoflegends of
various countries
various (e.g.,
countries
various
Anansi
countries
(e.g.,
stories,
Anansi
(e.g.,
thestories,
Three
Anansithe
Billy
stories,
Three
Goats
the
Billy
Three
Goats
Billy Goats
Gruff).
Gruff). Gruff).
Response
Response
to Artworks
to Artworks
Ka24
Ka25
Ka26
Ka27
– identify –feelings
identify
evoked
– feelings
identify
by evoked
art
feelings
forms
byevoked
(e.g.,
art forms
happiness
by art
(e.g.,
forms
happiness
while
(e.g., happiness
while
while
listening to listening
a song; sadness
to
listening
a song;
while
tosadness
a song;
looking
while
sadness
at alooking
picture);
while
atlooking
a picture);
at a picture);
– move in– response
move –in toresponse
move
the tempo
in response
to the
and tempo
mood
to the
and
of tempo
music
moodand
(e.g.,
of music
mood of
(e.g.,
music (e.g.,
fast, slow, fast,
dreamy,
slow,
or
fast,
dreamy,
scary
slow,
music);
or
dreamy,
scary music);
or scary music);
– select pieces
– select
of their
pieces
– select
ownofart
pieces
their
for own
portfolio
of their
art for
collections;
own
portfolio
art forcollections;
portfolio collections;
– show appreciation
– show –appreciation
ofshow
folk appreciation
songs
of folk
and songs
dances
of folk
and
from
songs
dances
various
andfrom
dances
various
from various
countries. countries.countries.
Knowledge
Knowledge
of Elements
of Elements
and Forms
and Forms
Ka28
Ka29
Ka30
Ka31
Ka32
Ka33
– identify –elements
identify
– of
elements
identify
visual images,
elements
of visualsuch
of
images,
visual
as colours
such
images,
as
and
colours
such asand
colours and
variations in
variations
shape and
variations
in shape
size; and
in shape
size; and size;
– recall and
– repeat
recall and
familiar
– recall
repeat
songs,
and
familiar
repeat
dance
songs,
familiar
steps,
dance
songs,
and steps,
rhymes;
dance
andsteps,
rhymes;
and rhymes;
– name different
– namemovements
–different
name movements
different
they canmovements
do
they
(e.g.,
can gallop;
they
do (e.g.,
can
hopdo
gallop;
(e.g.,hop
gallop; hop
on one foot);
on one foot);
on one foot);
– demonstrate
– demonstrate
understanding
– demonstrate
understanding
of rhythmic
understanding
ofpatterns
rhythmic
of
(e.g.,
patterns
rhythmic
clap (e.g.,
patterns
clap(e.g., clap
on the beat);
on the beat);
on the beat);
– name different
– nameelements
–different
nameinelements
different
performances
elements
in performances
(e.g.,
in performances
the stage,
(e.g., the (e.g.,
stage,the stage,
the characters,
the characters,
the audience);
the characters,
the audience);
the audience);
– identify –familiar
identify
instruments
– familiar
identifyinstruments
familiar
by sound
instruments
(e.g.,
by sound
drum,
by
(e.g.,
piano,
sound
drum,
(e.g.,
piano,
drum, piano,
guitar);
guitar); guitar);
Ministry of Education and Training
The Arts Expectations
Ka34
Ka35
Page 2
Kindergarten
– describe– some
describe
aspects
– some
describe
of aspects
visual
some
artofaspects
forms
visualfrom
art
of visual
forms
a variety
art
fromforms
ofa variety
from of
a variety of
cultures (e.g.,
cultures
European
(e.g.,
culturesEuropean
paintings,
(e.g., European
paintings,
Inuit sculpture,
paintings,
Inuit sculpture,
African
Inuit sculpture,
African African
masks); masks); masks);
– use some
– use
simple
some
– terms
use
simple
some
correctly
terms
simple
(e.g.,
correctly
terms
names
(e.g.,
correctly
of musical
names
(e.g.,of names
musicalof musical
instruments;
instruments;
types ofinstruments;
arttypes
materials).
of art
types
materials).
of art materials).
Ministry of Education and Training