Kindergarten

As children progress through the Kindergarten program, they: 

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts 

3. identify and use social skills in play and other contexts 

4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts 

5. demonstrate an understanding of the diversity among individuals and families and within schools and the wider community 

22. communicate their thoughts and feelings, and their theories and ideas, through various art forms 

25. demonstrate a sense of identity and a positive self-image 

26. develop an appreciation of the multiple perspectives encountered within groups, and of ways in which they themselves can contribute to groups and to group well-being 

27. recognize bias in ideas and develop the self-confidence to stand up for themselves and others against prejudice and discrimination 

28. demonstrate an awareness of their surroundings 

29. demonstrate an understanding of the natural world and the need to care for and respect the environment 

30. demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts 

31. demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts

As children progress through the Kindergarten program, they: 

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts 

2. demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other endeavours 

3. identify and use social skills in play and other contexts 

4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts 

6. demonstrate an awareness of their own health and well-being 

7. participate actively and regularly in a variety of activities that require the application of movement concepts 

8. develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts 

22. communicate their thoughts and feelings, and their theories and ideas, through various art forms

As children progress through the Kindergarten program, they: 

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts 

9. demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts 

10. demonstrate literacy behaviours that enable beginning writers to communicate with others 

11. demonstrate an understanding and critical awareness of a variety of written materials that are read by and with their educators 

12. demonstrate an understanding and critical awareness of media texts 

14. demonstrate an awareness of the natural and built environment through hands on investigations, observations, questions, and representations of their findings 

15. demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships 

16. measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length, mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry and play-based learning

As children progress through the Kindergarten program, they: 

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts 

4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts 

6. demonstrate an awareness of their own health and well-being 

9. demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts 

10. demonstrate literacy behaviours that enable beginning writers to communicate with others 

13. use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating) 

14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings 

20. apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts 

22. communicate their thoughts and feelings, and their theories and ideas, through various art forms 

23. use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts 

24. use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)