Specific Curriculum OutcomesFrameworkGrade 22013
TABLE OF CONTENTSTable of ContentsIntroduction. iiiCommunication and Information Technology .1English Language Arts .3Health .11Mathematics .13Music .15Physical Education .16Science .19Social Studies .23Visual Arts.24iiPEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 2
INTRODUCTIONIntroductionThis learning outcomes framework comprises a series of specific curriculum outcome statementsdescribing what knowledge, skills, and attitudes students are expected to demonstrate as a result oftheir cumulative learning experiences in their public school education. Through an ongoing process,the Department of Education and Early Childhood Development is developing a learning outcomesframework for each area of the public school program.This document provides an overview of the learning outcomes framework organized by grade level andsubject area. It is intended to serve as a brief survey of expected learning outcomes and as a tool to assist teachers in program planning. The connections among learning outcomes reflect natural affinitiesamong subject areas and facilitate the design of a balanced, integrated program.In designing appropriate learning experiences that enable students to achieve the expected learningoutcomes, teachers and administrators are expected to refer to foundation documents and relatedcurriculum guides. In planning the appropriate use of information technologies as tools for learningand teaching, teachers and administrators should also refer to the Journey On documents, located onthe Department of Education and Early Childhood Development website http://www.edu.pe.ca/journeyon/Foundation documents provide the framework for general and key-stage curriculum outcomes, outlinethe focus and key features of the curriculum, and describe contexts for learning and teaching. Curriculum guides elaborate on specific curriculum outcomes and describe other aspects of curriculum, suchas program design and components, instructional and assessment strategies, and resources.General curriculum outcomes are statements which identify what students are expected to know andbe able to do upon completion of study in a curriculum area. Key-stage curriculum outcomes are statements which identify what students are expected to know and be able to do by the end of Grades 3, 6,9, and 12 as a result of their cumulative learning experiences in a curriculum area. Specific curriculumoutcomes are statements which identify what students are expected to know and be able to do at aparticular grade level.The following overview of the learning outcomes framework notes general curriculum outcomes andspecific curriculum outcomes.Elementary Program ComponentsElementary schools must include, for all children in each year’s program for kindergarten throughGrades 1-6, health, language arts, mathematics, music, physical education, social studies, science, andvisual arts. The elementary program does not include technology education as a subject area; however,the general and key-stage curriculum outcomes for technology education included in this bookletprovide a framework for teachers of kindergarten through Grades 1-6 to use in integrating technologyeducation within learning experiences across the curriculum.PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 2iii
COMMUNICATION AND INFORMATION TECHNOLOGYCommunication and Information TechnologyGeneral TechnologyOutcomesSpecific Curriculum OutcomesComputer SystemStudents will be expected toGTO A - Technology Problem-SolvingStudents will be expected to design,develop, evaluate, and articulate technological solutions.GTO B - Technology SystemsStudents will be expected to operate andmanage technological systems.GTO C - History and Evolution ofTechnologyStudents will be expected to demonstratean understanding of the history and evolution of technology and of its social andcultural implications.GTO D - Technology and CareersStudents will be expected to demonstratean understanding of current and evolvingcareers and of the influence of technologyon the nature of work.GTO E - Technological ResponsibilityStudents will be expected to demonstratean understanding of the consequences oftheir technological choices.CODES USED IN CONTINUUM(A) AWARENESS LEVELThe student is exposed to the technologyas it is being used by others.(G) GUIDED LEVELThe student begins to use thetechnology with the help of others.(I) INDEPENDENT LEVELThe student uses technology withoutassistance.B1.1 (G) login, open and close a program; open, save, andmanage technological solutions, close file with a mouseB1.2 (A) demonstrate proper use of login numbers and names, set-upand change passwords, and be aware of implications ofmultiple loginsB1.4 (A) differentiate between “Save” and “Save as”B1.6 (A) have an understanding of file management (drives andfolders, rename, select, move, copy, paste, delete, display,format, backup, etc.)B1.13 (A) identify computer viruses, how they are transmitted andhow anti-virus software is used to protect or clean a computerB1.14 (A) identify SPAM, pop-up ads, spyware, and other invasivesoftware codingC1.1 (G) identify technologies that are found in everyday lifeSocial, Ethical, and HealthStudents will be expected toA2.1 (A) identify aspects of an ergonomic workstation (lighting, monitorangle, work placement, keyboard height, seat height, posture, etc.)B2.1 (A) demonstrate proper touch keyboarding techniques (i.e., homerow, quick key strokes, proper reaches)E2.1 (G) respect equipment and other student’s workE2.2 (G) work cooperatively at work stationE2.3 (G) adhere to Acceptable Use Agreement for work stations/network/InternetE2.8 (A) demonstrate caution before sending personal information overthe InternetE2.9 (A) follow publishing etiquette (suitable language, nodiscrimination, etc.) adhere to the guidelines for schoolweb pages as outlined by the PEI Department of EducationInternetStudents will be expected toA3.1 (A) demonstrate awareness of the Internet as a source of informationA3.2 (A) use various tools (search engines and directories) andstrategies necessary to carry out researchB3.1 (A) use the various browser navigation tools (back, forward, history)B3.2 (A) manage bookmarks/favouritesConcept MapsStudents will be expected toA4.1 (A)A4.3 (G)A4.4 (G)B4.1 (A)A4.5 (G)use brainstorming techniques to generate ideascategorize ideas graphicallycreate links between ideas; re-link or delete links between ideasadd fonts, graphics, sound, and colours to enhance ideaselaborate on ideas (i.e., adding notes, annotations, etc.)PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 21
COMMUNICATION AND INFORMATION TECHNOLOGYGeneral TechnologyOutcomesSpecific Curriculum OutcomesStudents will be expected toGraphicsStudents will be expected toA5.1 (A) create illustrations or graphics by using the various drawing toolsB5.1 (A) demonstrate various object editing features (i.e., select, unselect,resize, crop, area fill, add colour and pattern, size adjustmentusing the mouse or scale, various erasing techniques, objectorientation, change font and text size, colour or appearance,create text blocks, change text wrap selection and other textmanipulation functions)Word ProcessingStudents will be expected toA7.2 (G) identify examples of desktop publishing (i.e., newspaper,catalogue, ads, brochure)B7.1 (G) use a grade level appropriate word processor to create and editwritten workB7.2 (G) locate characters on a keyboard and identify functions of wordprocessing (i.e., cursor, insertion point, enter key, space bar,upper case, backspace, shortcut key)B7.4 (A) change font, size, colour, style (i.e., bold italics, underline,insert special characters, drop capitals)B7.7 (A) insert a graphic and manipulate (i.e., resize, add borders andfill, create text art)MultimediaStudents will be expected toB8.1 (A) navigate multimedia resources such as slide shows, onlineresources, or CD-ROM interactive educational activitiesDatabaseStudents will be expected toA9.1 (G) use an existing database (CD-ROM, MicroCat, Dynex,Internet search engine) to find information (sign up forProvincial Library Card - Abbycat)A9.2 (A) perform searches on a database file using logical and Booleanoperators (understands commands, scope, filters, and conditions)A9.5 (A) use databases to analyse data and look for trendsB9.1 (G) enter data into a pre-existing database, edit data, and useautomated textB9.4 (A) sort records alphabetically, numerically, and by multiple fieldsB9.5 (A) create a report from the entire database or selected recordsTelecommunicationsEmail:Students will be expected toB10.1 (G) send messagesB10.2 (G) open messagesWeb AuthoringStudents will be expected toA1.1 (A) identify web page creation possibilities2PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 2
ENGLISH LANGUAGE ARTSEnglish Language ArtsGeneral CurriculumOutcomesSpeaking and ListeningGCO 1: Students will speak and listento explore, extend, clarify, and reflecton their thoughts, ideas, feelings, andexperiences.Specific Curriculum OutcomesStudents will be expected to(Early)1.1express thoughts and feelings and describe experiences1.2ask and respond to questions to clarify information or gatherfurther information1.3express opinions and give simple explanations for some of theiropinions (I like . because)1.4listen to others’ ideas and opinions(Transitional)1.1describe, share, and discuss thoughts, feelings, and experiencesand consider others’ ideas1.2ask and respond to questions to clarify information and toexplore possibilities or solutions to problems1.3express and explain opinions and respond to the questions andreactions of others1.4listen critically to others’ ideas and opinionsGCO 2: Students will be able tocommunicate information and ideaseffectively and clearly, and to respondpersonally and critically.(Early)2.1sustain one-to-one conversations and contribute to small- andlarge-group interactions2.2use intonation, facial expressions, and gestures to communicateideas and feelings2.3respond to and give instructions or directions that include twoor three components2.4engage in informal oral presentations and respond to a varietyof oral presentations and other texts(Transitional)2.1participate in conversation, small-group and whole-groupdiscussion, understanding when to speak and when to listen2.2adapt volume, projection, facial expression, gestures, and toneof voice to the speaking occasion2.3give and follow instructions and respond to questions anddirections2.4engage in and respond to a variety of oral presentations andother textsGCO 3: Students will interact withsensitivity and respect, consideringthe situation, audience, andpurpose.(Early)3.1demonstrate a growing awareness of social conventions such asturn-taking and politeness in conversation and co-operative play3.2recognize some examples of unfair and hurtful vocabulary, andbegin to make vocabulary choices that affirm rather than hurtpeople3.3recognize that volume of voice needs to be adjusted according tothe situation (e.g., playground, classroom)PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 23
ENGLISH LANGUAGE ARTSGeneral CurriculumOutcomesSpecific Curriculum OutcomesStudents will be expected to(Transitional)3.1use basic courtesies and conventions of conversation in groupwork and co-operative play3.2identify some forms of oral language that are unfair toparticular individuals and cultures, and use vocabulary thatshows respect for all people3.3demonstrate a growing awareness that different kinds oflanguage are appropriate to different situationsReading and ViewingGCO 4: Students will be expected toselect, read, and view withunderstanding a range of literature,information, media, and visual texts.(Early)4.1regard reading/viewing as sources of interest, enjoyment, andinformation4.2expand their understanding of concepts of print- punctuation in text serves a purpose- upper- and lower-case letters have specific forms and functions(first word in sentences and proper names)4.3select independently, and with teacher assistance, texts appropriateto their interests and learning needs4.4use some features of written text to determine content, locatetopics, and obtain information4.5use a combination of cues (semantic, syntactic, graphophonic, andpragmatic) to sample, predict, and monitor/self-correct- predict on the basis of what makes sense, what sounds right, andwhat the print suggests- make meaningful substitutions- attempt to self-correct predictions that interfere with meaning- begin to monitor their own reading by cross-checking meaningcues with cues from beginning and last letters of the word (i.e.,Did it make sense? Did it sound rig
4 PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 2 General Curriculum Speciﬁ c Curriculum Outcomes Outcomes Students will be expected to Reading and Viewing GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. (Transitional)
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