English LA-Immersion
Français langue seconde - immersion
Mathematics
Physical Education/Health Education
Science
Social Studies
In the French Immersion Program, students are encouraged to participate in daily classroom activities in French to learn the language as well as the knowledge, skills, and attitudes pertaining to the different subject areas. Expectations increase as students progress in the program.
In all grades, students develop skills in literacy and communication, working with others, solving problems, and using technology.
The Arts plastiques [visual arts] and Éducation musicale [music] programs enable students to develop a variety of artistic knowledge, skills and attitudes.
Music
By the end of Grade 2, students should be able to
- name the elements of musical language;
- recognize certain musical elements such as repetition and contrast, the canon form, loud and soft volume, slow and rapid tempo, high and low register, the source of sound, the instruments and sounds around them, and tonal contrast;
- strike a beat and reproduce simple rhythm patterns;
- produce simple melodies and sound effects vocally or by playing simple instruments;
- invent simple symbol systems to represent the elements of musical language;
- express the emotions evoked by sound experiences.
Visual Arts
The Visual Arts program allows Kindergarten to Grade 8 students to express their ideas through images and then respond to them. Students also respond to other students' images as well as those of artists.
In making their images, students work with different themes in order to observe different aspects of the world around them, and to acquire:
- gestures related to different techniques (drawing, painting, collage, engraving, printing and sculpture) and
- structural elements of form (dot, line, texture, colours and volume) as well as spatial organization.
Visual art techniques and language explored from K to Grade 3 are basically the same, but the materials and the processes used become more complex over the years. For example, materials explored in drawing are charcoal, wax crayons, felt pens, oil and dry pastels, and watercolour crayons.
The Grades 1 to 4 English LA-Immersion Curriculum has been adapted to meet the specific needs of the French Immersion Program. Transfers from the student's first language to the second language help learners make the connections between the two languages. Interference may be evident as a result of second language learning. Early Years students learn to listen, speak, view, represent, read, and write at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.
At the end of Grade 2, students can do many of the following activities/tasks :
- talk and think about what they, and others, can do to set and keep track of new learning goals;
- discover ways to understand, word-solve meaning from, and practise reading and viewing a variety of "just-right" books, chants, poems, magazines, articles, and videos independently; and show connections to feelings, own experiences, and ideas;
- ask questions to learn more about own or class topics/projects; follow directions to find answers from sources such as elders, libraries, tables of contents, pictures, multimedia materials, and so on;
- use their talking, drawing, and writing to say something to someone; and think about what their ideas look or sound like to others by changing their words, pictures, or presentation;
- participate in large and small groups to work co-operatively.
The students will develop their language skills by listening, speaking, reading, writing, and showing a positive attitude towards learning French.
At the end of Grade 2, students will be able to understand, interpret and respond to a variety of oral and written messages by:
- identifying the topic or theme of a short illustrated text and responding by expressing feelings and preferences;
- following simple illustrated printed directions.
They will be able to generate, create and express ideas in a variety of ways such as:
- writing sentences with a model or a pattern to conclude a story;
- using familiar words;
- asking and answering simple questions.
Français langue seconde - immersion K-8...
From Kindergarten to Grade 12, students use seven critical processes to build their understanding of mathematics and to support lifelong learning:
- Communication—showing learning orally, through diagrams, and in writing.
- Connections—making connections among everyday situations, other subject areas, and mathematics concepts.
- Estimation/Mental Mathematics—developing understanding of numbers and quantities.
- Problem Solving—investigating problems, including those with multiple solutions.
- Reasoning—justifying thinking.
- Technology—using technology to enhance problem solving and encourage discovery of number patterns.
- Visualization—drawing on mental images to clarify concepts.
Grade 2 students:
| Patterns and Relations |
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| Statistics and Probability |
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| Shape and Space |
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| Number |
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In the combined physical education/health education curriculum, students from Kindergarten to Grade 12 develop the knowledge, skills, and attitudes for leading physically active and healthy lifestyles. The curriculum content highlighted for each grade is organized within five general learning outcomes (GLOs), which are the same for each grade.
| General Learning Outcomes (GLOs) | Content Highlights |
|---|---|
| 1. Movement | |
| The student will demonstrate competency in selected movement skills and knowledge of movement development and physical activities with respect to different types of learning experiences, environments, and cultures. | Grade 2 students:
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| 2. Fitness Management | |
| The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being. | Grade 2 students:
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| 3. Safety | |
| The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living. | Grade 2 students:
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| 4. Personal and Social Management | |
| The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others. | Grade 2 students:
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| 5. Healthy Lifestyle Practices | |
| The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality. | Grade 2 students:
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Note: In Grade 2, the health topic that contains potentially sensitive content is human sexuality in GLO 5. Prior to teaching the content, schools are expected to communicate appropriate information to parents, including a parental option. A parental option means that parents may choose a school-based or alternative delivery (e.g., home, professional counselling).
Physical Education/Health Education K-8...
In the Kindergarten to Grade 12 science classroom, students are actively engaged in "doing" science and developing related skills and attitudes, as well as extending their understanding of science concepts. In addition, they make links between science and daily life and appreciate both the power and limitations of science.
Grade 2 students develop an understanding of science concepts in the following units (thematic clusters):
- Growth and Changes in Animals
- Properties of Solids, Liquids, and Gases
- Position and Motion
- Air and Water in the Environment
These topic areas serve as contexts for students to develop the following skills, attitudes, and understanding about the nature of science:
- Recognize that learning can come from observing and investigating.
- With teacher guidance, use tools to observe, measure, and construct.
- Construct an object or device to solve a problem, based on specific criteria.
Communities in Canada
Grade 2 students explore life in Canada, beginning with a study of their own community and moving outward to other communities. They become aware of their Canadian heritage as they discover stories of their local community's past and present. They explore ways in which people interact with the natural environment and come to understand the nature of communities. Students enhance their awareness of the cultural and geographic diversity of Canada through the study of an Aboriginal community and one other Canadian community. Through this exploration, students discover the diversity and commonalities that link Canadian communities.
Cluster 1: Our Local Community
Students focus on various aspects of communities. They locate their local communities on a map and explore the influence of the natural environment, important people and leaders, and cultural groups in
their communities. Through stories of their local community, past and present, students become aware of their identity and heritage. They also consider their personal contributions to leadership and peaceful
conflict resolution.
Cluster 2: Communities in Canada
Students enhance their awareness of the cultural and geographic diversity of Canada through the study of one Aboriginal community and one other Canadian community. They explore natural and constructed
features of communities and examine concepts related to natural resources, work, goods, and services, and how these factors shape life in communities. They also discover how communities have changed over
time.
Cluster 3: The Canadian Community
Students explore different aspects of Canada, including national symbols, the origins of place names, and the presence and influence of diverse languages and cultural communities. They examine the diverse
yet similar aspects of the Canadian community and how people in communities meet their needs. They also locate Canada on a map and consider connections that link Canada to other countries.
Go to Grade 2 Social Studies Curriculum...
English LA-Immersion
Français langue seconde - immersion
Mathematics
Physical Education/Health Education
Science
Social Studies
