Subject area descriptions are based on what students are expected to learn (provincial learning outcomes). Classroom programming may vary to accommodate local situations such as second language learners, multi-grade classrooms, and students with special needs. As well, subjects may be combined through integrated themes. Parents are encouraged to discuss specific details about their child's programming with the classroom teacher.

In all grades, students develop skills in literacy and communication, working with others, solving problems, and using technology.

 

Music

Students begin to develop the foundation for future musical involvement through a wide range of musical experiences.

Kindergarten students:

• Participate in musical experiences such as walking a steady beat, singing along with others, joining in singing games, listening to music that expresses different moods, playing simple rhythm and melody instruments, and so on.

Visual Arts

Kindergarten programming encourages exploration and invention in the visual arts.

Kindergarten students:

• Make art by drawing, painting, moulding clay, weaving or stitching with fibres and fabrics, constructing three-dimensional objects, and so on.
• Begin to develop an appreciation of art through viewing classroom displays of prints and posters, their own and others' work, and natural and crafted objects around them.

Arts Education K-8...

For more information...

Top of Page

In the study of English language arts, 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 Kindergarten, students can do many of the following learning activities/tasks:

• Talk and think about their own experiences, stories, and new ideas; and listen actively to others' ideas and feelings to help set classroom and personal learning goals.
• Learn that objects, things, and "talk" can be represented through pictures and print; enjoy hearing an adult read aloud picture books, chants, songs, and nursery rhymes; and talk about or show what they have seen and heard from print and videos.
• Help to ask good questions for class projects; and find answers from own experiences, others, objects, pictures, books, and videos.
• Know that messages are created through talking, drawing, singing, and writing; and share "stories" and ideas with classmates.
• Learn to participate in making class plans; and think of ways to help others.

English Language Arts K-8...

For more information...

Top of Page

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.

Kindergarten students:

Patterns and Relations	Sort collections of objects. Identify, describe, and create patterns from real life.
Statistics and Probability	With help, collect information, display it on object graphs, and compare data. Talk about something happening using the words: never, sometimes, or always.
Shape and Space	Demonstrate awareness of measurement. Sort, classify, and build real-world objects. Describe, orally, the position of objects.
Number	Describe, orally, and compare quantities (0 to 10). Demonstrates awareness of addition and subtraction.

Mathematics K-8...

For more information...

Top of Page

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.	Kindergarten students: Recognize concepts related to cooperative play; personal and general space (moving without bumping); body awareness; quick and slow speeds; stop and start signals; and moving around, over, under, and between objects. Explore the basic movement skills (e.g., running, hopping, jumping, underhand throwing, catching, striking, bouncing, kicking, balancing) by participating in a variety of physical activities.
2. Fitness Management
The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.	Kindergarten students: Participate in physical activities for enjoyment and fitness development.
3. Safety
The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.	Kindergarten students: Recognize and follow safety rules related to physical activities, footwear, and playgrounds. Identify safety symbols and rules related to traffic, school buses, poisons and chemicals, stoves, sharp utensils, bathtubs, and waterfronts. Identify where to go and whom to ask for help in the community.
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.	Kindergarten students: Identify personal characteristics, behaviours, feelings, and emotions related to getting along with others. Identify ways to listen attentively, avoid danger, and seek help. Identify behaviours that are safe/healthy or unsafe/unhealthy.
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.	Kindergarten students: Identify daily habits (including daily physical activity, personal and dental hygiene, healthy eating, and adequate sleep/rest) for healthy living. Identify helpful and harmful substances. Identify body parts and the right to privacy (e.g., washrooms).

Note: In Kindergarten, the health topics that contain potentially sensitive content are substance use and abuse prevention and 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...

For more information...

Top of Page

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.

Kindergarten students develop an understanding of science concepts in the following units (thematic clusters):

• Trees
• Colours
• Paper

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.
• Observe, using a combination of senses.
• Construct an object or device to solve a problem, based on specific criteria.

Science K-8...

For more information...

Top of Page

Social studies is the study of people in relation to each other and to the world in which they live.  In Manitoba, social studies comprises the disciplines of history and geography, draws upon the social sciences, and integrates relevant content from the humanities. As a study of human beings in their physical, social, and cultural environments, social studies examines the past and present, and looks toward the future. Social studies helps students acquire the skills, knowledge, and values necessary to become active democratic citizens and contributing members of their communities, locally, nationally, and globally.

Kindergarten students explore who they are in relation to others in their world. They become aware of how people live, play, and work together in order to meet their basic needs. Students are encouraged to express interest in the experiences of others and discover their connections to the people around them. As they explore their social and natural environments, they become aware that they live in a country called Canada, and begin to see themselves as part of a larger world.

Being Together

Cluster 1: Me
Students explore what makes them unique, considering their abilities and interests, and identify groups and places that are important to them. They also examine rules and responsibilities and study basic needs.

Cluster 2: The People around Me
Students identify the people who care for them and influence their lives. They explore different ways of cooperating, communicating, and solving problems in order to live and work together with others. Students also begin to examine time by investigating recurring events in their lives.

Cluster 3: The World around Me
Students study the world around them, exploring the physical environment of their local neighbourhood and learning that they live in a country called Canada. They learn that although all people have the same basic needs, they have different ways of meeting those needs.

Go to Kindergarten Social Studies Curriculum...

Social Studies K-8...

Social Studies Home Page...

Top of Page