This is a brief outline of some of the themes and activities we will be covering this year.

Language Arts- French

We are using a series of books acquired through "Active Young Readers". The children read books which are of interest to them at their own level. They respond personally to these books both orally and in writing. Please fill in their reading logs in the evening the same way you did last year. The reading log is found in their home-work duo tangs. Books will be sent home in zip-lock bags. Please return them as soon as they are completed.

In our language program, children are encouraged to develop their listening, reading and writing skills. They are also learning to speak publicly and to make presentations. They learn to retrieve information from various sources including the Internet. They will learn to persuade, give directions, give their opinion. imagine fantasy characters; and play with words, riddles and charades. They will read different genres of books and learn about and become illustrators and authors.

We are using "Write Traits" and the Lucy Calkins series for writing. and there will be a huge focus on writing this year. These programs help children to write using organization, ideas, voice, sentence fluency, conventions, and word choice. We will be working on much the same skills in both languages.There will also be a huge focus on speaking , vocabulary development and comprehension.

Because the children have been in French Immersion for their first three years, there are some skills we have to go over as far as word study is concerned, specifically because some sounds differ depending on the language used.

Math

In Math, the program "Chenelière Mathématiques" is used along with the Provincial Math Guide. These sources are used to help achieve the outcomes outlined in the Math Guide. It is a language based program that teaches children strategies in problem solving and helps them learn to think about and write about their process. The units we will cover are:

September to Christmas...

numbers to 9999 (Number Sense, Patterns)
addition and subtraction to 18- by heart (Mental Math)
adding and subtracting 3 digit numbers with and without regrouping (Operations)

January to March

multiplication and division facts (Operations)
decimals and fractions (Number Sense)
telling time to 5 minute intervals (Measurement)

April to June

measurement (length and area)
problem solving/ probability / graphing
geometric solids

Mental Math Skills will be developed and worked on each day throughout the year.

Science

In Science, we use the Pan-Canadian activity and language based program Called "Pan-Canadien Place aux Sciences", which helps to attain the outcomes outlined in the provincial Science guide. The program is used to foster children's ability to learn Science through first hand observations of the natural environment and manipulation of materials. Children are naturally interested in the world around them and this program uses this natural curiosity to its advantage. Through questioning, the program helps provide practical opportunities for scientific experience and research. The units we will cover are:

Plant growth and changes (En pleine croissance)
Exploring soils (Dans le sol)
Materials and Structures (Tout debout)
Force and movement (Le force et le movement)

Health

In Health, we foster the development of a positive self-image and an acceptance and appreciation of others. We develop an understanding and an acceptance of our own feelings and we learn constructive ways of handling them. We develop a respect for our own bodies based on the knowledge, its structures, functions, growth and the factors related to its health and safety.

self-esteem
nutrition
personal safety
dental health
feelings
drug awareness
cleanliness
conflict resolution
peace / values education

Social Studies

communities in Nova Scotia (place)
Rights and responsibilities of the child
mapping skills
Canada / provinces
types of terrain
festivals around the world- cultures(people)
pioneers
human needs
time lines
Citizenship
Heritage

CURRICULUM OUTCOMES FOR GRADE THREE

Language Arts

General Curriculum Outcomes	Specific Curriculum Outcomes Students will be expected to
GCO 1: Students will speak and listen to explore, clarify, extend, and reflect on their thoughts, ideas, feelings, and experiences.	1.1 describe, share, and discuss thoughts, feelings, and experiences and consider others' ideas 1.2 ask and respond to questions to clarify information and to explore possibilities or solutions to problems 1.3 express and explain opinions and respond to the questions and reactions of others 1.4 listen critically to others' ideas and opinions
GCO 2: Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.	2.1 participate in conversation, small-group and whole-group discussion, understanding when to speak and when to listen 2.2 adapt volume, projection, facial expression, gestures, and tone of voice to the speaking occasion 2.3 give and follow instructions and respond to questions and directions 2.4 engage in and respond to a variety of oral presentations and other texts
GCO 3: Students will interact with sensitivity and respect, considering the situation, audience, and purpose.	3.1 use basic courtesies and conventions of conversation in group work and co-operative play 3.2 identify some forms of oral language that are unfair to particular individuals and cultures and use vocabulary that shows respect for all people 3.3 demonstrate a growing awareness that different kinds of language are appropriate to different situations
GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.	4.1 select, independently and with teacher assistance, texts appropriate to their interests and learning needs 4.2 read widely and experience a variety of children's literature 4.3 use pictorial, typographical, and organizational features of written text to determine content, locate topics, and obtain information 4.4 use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning -prediction the basis of what would make sense, what would sound right, and what the print suggests (semantics, syntax, graphophonics) -monitor reading by cross-checking the various cues (Did that make sense? Did it sound right? If that were "fire" would it have a "t" at the end?) 4.5 use a variety of self-correcting strategies (e.g., rereading, reading on and trying to think about what would make sense, trying to find a little word in the big word) 4.6 read silently, vocalizing only when a major problem with word recognition or meaning occurs 4.7 visually survey the text when reading and abandon finger pointing unless a problem occurs 4.8 word solve by using analogy with known words; knowledge of affixes, roots, or compounds; an syllabication 4.9 use blending as one strategy for decoding words 4.10 recognize a wide variety of sight words 4.11 use a dictionary 4.12 identify main idea and supporting details of a text 4.13 identify principles of order in text (time, cause and effect, space) 4.14 interpret figurative language 4.15 use clues from the text and personal experiences to gain an understanding of character 4.16 recognize different emotions and empathize with literary characters 4.17 recognize the elements of a story or plot 4.18 use prereading/previewing strategies, such as -predicting what the text will be about based on its title and pictures, as well as their personal experiences with the topic -making connections between what they read and their own experiences and knowledge -setting their own purposes for reading/viewing -asking themselves questions about what they want to find out 4.19 use during reading/viewing strategies, such as -verifying and adjusting predictions/making further predictions -making connections between what they read and their own experiences and knowledge -visualizing characters, settings, and situations (making pictures in their minds) 4.20 use after-reading/viewing strategies such as -reflecting about the text -responding to the text (through talking, writing, or some other means of representation) -asking questions about the text 4.21 describe their own reading and viewing processes and strategies
GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.	5.1 answer, with assistance, their own questions and those of others by seeking information from a variety of texts -identify their own personal and learning needs for information -generate their own questions as a guide for research -use a range of print and non-print materials to meet their needs -use basic reference materials and a database of electronic search -reflect on their own research process
GCO 6: Students will be expected to respond personally to a range of texts.	6.1 make personal connections to texts and describe, share, and discuss their reactions and emotions 6.2 express and explain opinions about texts and types of texts, and the work of authors and illustrators, demonstrating and increasing awareness of the reasons for their opinions
GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.	7.1 question information presented in print and visual texts -use a personal knowledge base as a frame of reference 7.2 identify some different types of print and media texts -recognize some of their language conventions and text characteristics -recognize that these conventions and characteristics help them understand what they read and view 7.3 respond critically to texts -formulate questions as well as understandings -identify the point of view in a text and demonstrate an awareness of whose voices/positions are and are not being expressed -discuss the text from the perspective of their own realities and experiences -identify instances of prejudice, bias, and stereotyping
GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.	8.1 use writing and other forms of representation to -formulate questions -generate and organize language and ideas -discover and express personal attitudes and opinions -express feelings and imaginative ideas -record experiences -explore how and what they learn 8.2 explore, with assistance, ways for making their own notes 8.3 experiment with language choices in imaginative writing and other ways of representing
GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.	9.1 create written and media texts using a variety of forms -experiment with a combination of writing with other media to increase the impact of their presentations 9.2 demonstrate some awareness of purpose and audience -make choices about form for a specific purpose/audience -realize that work to be shared with an audience needs editing 9.3 consider their readers'/listeners'/viewers' questions, comments, and other responses in assessing their work and extending their learning
GCO 10: Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.	10.1 experiment with a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies -use a variety of prewriting strategies for generating and organizing ideas for writing (e.g., brain-storming, webbing, story mapping, reading, researching, interviewing, reflecting) -use appropriate drafting techniques (focussing on getting ideas on paper, taking risks with temporary spelling when necessary, experimenting with new forms/techniques, keeping audience in mind, using a word processor to compose) -use revision techniques to ensure writing makes sense and is clear for the audience (e.g., reading/ rereading, adding ideas, crossing out repetition or unnecessary information, sequencing ideas/ information, rearranging, using feedback from conferences to help revise) -use editing strategies (e.g., checking punctuation and language usage; checking spelling by circling words that don't look right, trying them another way, and checking with a resource such as dictionary; using an editing checklist) -use appropriate techniques for publishing/ presenting (e.g., a word processor to publish; illustrations, charts, and diagrams to enhance writing where appropriate; sharing writing/ representing orally; publishing on-line; submitting work to school/district newsletter) 10.2 use some conventions of written language -punctuation and capitalization of written language -capitals for proper names, titles, places, days, months, holidays, beginning of sentences -use periods at the ends of sentences and for abbreviations -use commas in a series and in dates -use apostrophes for possessives and contractions -use question marks and quotation marks -language structure -make subjects and verbs agree -begin to use simple paragraphing -use a variety of simple and more complex sentence structures -use pronouns appropriately -spelling -use meaning and syntax patterns as well as sound cues -use a range of spelling strategies -spell many words conventionally -use a variety of strategies to edit for spelling (identifying misspelled words, trying them another way, and using another resource to check them out) 10.3 demonstrate engagement with the creation of pieces of writing and other representation -engage in writing/representing activities for sustained periods of time -work willingly on revising and editing for an audience -demonstrate pride and sense of ownership in writing/representing efforts 10.4 experiment with technology in writing and other forms of representing -use a tape recorder to tape dramatic presentations, readings of published work, and retellings -use a simple word processing program to draft, revise, edit, and publish -use a drawing program (computer software) -with assistance, use a database, CD-ROM, and the Internet as resources for finding information (prewriting strategy) -with assistance use the Internet to communicate 10.5 select, organize, and combine relevant information, with assistance, from at least two sources, without copying verbatim, to construct and communicate meaning

Health

General Curriculum Outcomes	Specific Curriculum Outcomes Students will be expected to
The Body: Growth and Development
GCO A: Students will be expected to demonstrate knowledge of the body, body functions, and growth and development.	A1.1 identify the parts of the tooth A2.1 demonstrate a knowledge of how the sense organs function A2.2 demonstrate an understanding of the functions of tooth groups
Strategies for Healthy Living
GCO B: Students will be expected to demonstrate knowledge, skills, and attitudes that contribute to active, healthy living.	B1.1 demonstrate an appreciation for the sensory and nutritional value of fresh and freshly prepared foods B1.2 identify ways that family, friends, and culture influence their food choices B1.3 demonstrate an ability to plan regular, balanced meals and snacks B1.4 identify foods and beverages that contribute to the healthy development of teeth B2.1 identify reasons why alcohol and tobacco are unsafe for children B3.1 identify and practise strategies for protecting their sense organs B3.2 identify and practise ice and water safety precautions B3.3 demonstrate a knowledge of safety practices in the home B3.4 demonstrate an awareness of their right to protect themselves from abusive situations and identify strategies for doing so B3.5 demonstrate that they are able to use the 911 emergency service B3.6 describe what to do when lost in the woods B4.1 identify community-wide strategies for preventing childhood diseases and compare the prevalence of these diseases in Canada with other countries B5.1 demonstrate strategies for dealing with stressful situations B6.1 identify and practise safe food-handling strategies B7.1 participate in a broad range of physical activities they enjoy B7.2 assess levels of physical activity B7.3 demonstrate an awareness of the role of fitness in self-esteem
Values and Practices for Healthy Living
GCO C: Students will be expected to demonstrate knowledge of factors that contribute to healthy living values and practices.	C1.1 identify ways they can contribute to the needs of their families C1.2 demonstrate an awareness of the way family ties and identities extend across generations C2.1 identify community groups and services that support healthy active living C3.1 demonstrate an awareness of the effect of human behaviour on their immediate natural environment C4.1 demonstrate an awareness of conditions in the environment that support the healthy growth of plants C4.2 demonstrate an awareness of ways they can contribute to the health of the natural environment C5.1 demonstrate an awareness of services and facilities provided for people with diverse needs in their community
Strategies for Positive Personal Development and Healthy Relationships
GCO D: Students will be expected to demonstrate the knowledge, skills, and attitudes necessary to live happily and productively as an individual, within a family, and within the community.	D1.1 identify ways in which they are both like and unlike others D1.2 identify ways to balance the need for friendship and acceptance with the need to make their own decisions D2.1 demonstrate thoughtful and caring behaviours at school and at home D2.2 demonstrate an awareness of gender-related issues in the classroom and school D3.1 demonstrate an awareness of peer support and influence D4.1 identify and apply decision-making strategies D4.2 identify and examine common reasons some people make potentially harmful lifestyle choices

Mathematics

General Curriculum Outcomes	Specific Curriculum Outcomes Students will be expected to
GCO A: Students will demonstrate number sense and apply number theory concepts.	A1 compare and order whole numbers to thousands A2 estimate the size of numbers to the nearest ten or hundred A3 use simple fractions to describe situations A4 demonstrate an understanding of base-10 groupings (units, tens, hundreds, thousands) A5 record, model, and interpret numbers up to and including the thousands A6 read numbers in several ways A7 extend the place-value system to model and record numbers involving tenths A8 order and compare decimals to tenths
GCO B: Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations.	B1 recognize several meanings for multiplication B2 recognize several meanings for division B3 recognize the relationship between multiplication and division B4 solve and create problems involving addition and/or subtraction B5 solve and create problems involving multiplication and division with small numbers B6 add and subtract with and without regrouping (up to and including three-digit numbers) B7 recognize principles of multiplication and division B8 relate multiplication and division facts B9 continue to estimate in addition and subtraction situations B10 begin to estimate in multiplication and division situations B11 mentally add and subtract two-digit and one-digit numbers B12 mentally add and subtract rounded numbers B13 use technology to solve problems involving larger numbers
GCO C: Students will explore, recognize, represent, and apply patterns and relationships, both informally and formally.	C1 recognize the pattern implicit in the place-value system C2 recognize and create geometric patterns C3 use and recognize the patterns in a multiplication table C4 record a repeated addition pattern using multiplicative notation C5 recognize the meaning of open sentences of the forms: a x b = a x = c x b = c
GCO D: Students will demonstrate an understanding of and apply concepts and skills associated with measurement.	D1 estimate and measure length in metres, decimetres, and centimetres D2 estimate and measure capacity in millilitres and litres D3 estimate and measure mass in grams and kilograms D4 estimate and measure area in non-standard units and square centimetres D5 solve problems involving kilometres D6 use appropriate units for capacity and mass D7 read digital and analog clocks to the nearest five minutes D8 continue to solve a wide variety of measurement problems
GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.	E1 continue their development of spatial sense with emphasis on perceptual constancy E2 recognize and represent angles that are less than/more than right angles E3 recognize, name, describe, and represent congruent angles and congruent polygons E4 recognize, name, describe, and represent kite, and some concave, convex, and regular polygons E5 recognize, name, describe, and represent different prisms and pyramids E6 cut and assemble net patterns for pentagonal and hexagonal prisms and pyramids E7 build skeletons of various prisms and pyramids to focus on edges and vertices E8 predict the results of combining triangles and/or quadrilaterals E9 find the lines of reflective symmetry of polygons E10 recognize, name, describe, and represent half and quarter turns of 2-D figures E11 recognize and identify various polygons, prisms, and pyramids in real-world contexts E12 make the connection for rectangles between the arrays of squares forming them and the describing of their dimensions
GCO F: Students will solve problems involving the collection, display, and analysis of data.	F1 select appropriate strategies for collecting, recording, organizing, and describing relevant data F2 interpret and create pictographs in which each symbol represents more than one item F3 create bar graphs using simple scales F4 implement plans with respect to the collection of data
GCO G: Students will represent and solve problems involving uncertainty.	G1 predict and record results in experiments using spinners, coins, dice, coloured cubes, and other simple equipment

Science

General Curriculum Outcomes	Specific Curriculum Outcomes Students will be expected to
STSE/Knowledge GCO 1: Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. (STSE) GCO 3: Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. (Knowledge) Skills GCO 2: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. Attitudes GCO 4: Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.	Life Science: Plant Growth and Changes Investigating Germination and Growing Conditions for Plants •place seeds in groups according to one or more attributes (202-2) •ask questions to investigate related to growing conditions for plants (200-1) •make predictions about which conditions will be the best for plant growth (200-3) •make and record relevant observations and measurements of plant growth during their investigations (201-5) •construct and label bar graphs that show plant growth under different conditions (202-4) •draw inferences that identify and investigate life needs of plants and describe how plants are affected by the conditions in which they grow (100-29) •identify and describe parts of plants and their general function (100-28, 203-2) •identify and suggest explanations for patterns and discrepancies in the growth rate of similar plants grown in varying conditions (202-5) The Life Cycle of a Plant •observe and describe changes, using written language, pictures, and charts, that occur through the life cycle of a flowering plant (100-30, 201-5) •estimate measurements of the plant as it grow (201-6) Uses for Plants •describe ways in which plants are important to living things and the environment (102-12) •identify parts of different plants that provide humans with useful products, and describe the preparation that is required to obtain these products and how our supply of useful plants is replenished (102-13) •respond to the ideas and actions of others and acknowledge their ideas about the uses and replenishing of plants (203-5) Earth and Space Science: Exploring Soils Investigating Soils Composition •ask questions and make predictions that lead to exploration and investigation about the composition of soil (200-1, 200-3) •explore and describe a variety of soils and find similarities and differences among them (100-36) •investigate and describe soil components using appropriate tools such as spoons, magnifying glasses, jars, and filters (100-37, 201-3) •make and record observations and measurements in investigations related to soil composition (201-5) •propose an answer to initial question related to soil composition based on their investigations (202-7) Water Absorption of Soils •describe the effect of moisture on characteristics of the soils (100-38a) •make predictions about the absorption of water by different types of soil that lead to exploration and investigation (200-3) •compare the absorption of water by different soils (100-38b) •construct and label bar graphs to show the amount of water absorbed by the different soil samples (202-4) •place containers of soil in order of their ability to absorb water (202-2) •communicate procedures and results of investigations related to test water absorption of soils, using drawings, demonstrations, and/or written and oral descriptions (203-3) Moving Water and Soil •observe and describe the effects of moving water on different types of soils (100-39) Interactions of Living Things and Soils •investigate and describe how living things affect and are affected by soils (100-35) •identify and use a variety of sources of science information to gather information about how living things affect and are affected by soils (201-7) Technological Products and Processes Related to Soil •demonstrate and describe ways of using earth materials to make useful objects (101-12) •communicate questions, ideas, and intentions while using earth materials to make useful objects (203-1)
	Physical Science: Invisible Forces Magnetic Forces investigate to identify and group materials that can be magnetized and materials that are attracted by magnets, and distinguish these from materials that are not attracted to magnets (100-31, 202-2) investigate the polarity of a magnet, determine the orientation of its poles, and demonstrate that opposite poles attract and like poles repel (100-32) follow a simple procedure where instructions are given one step at a time to increase and test the strength of a temporary magnet by stroking it or storing it next to a stronger magnet (201-1) identify problems to be solved related to magnetizing materials (200-2) identify familiar uses of magnets (102-14) make predictions about the number of objects that can be picked up by a magnet under different conditions (200-3) make and record relevant observations in investigations on the number of objects that can be picked up by a magnet under different conditions, and use the observations to make inferences/predictions, based on the observed pattern(s) (200-3) •identify conditions that affect the force of magnets (100-33, 201-5) •prepose answers to questions raised related to magnetizing materials (202-7) •in cooperative groups, construct and evaluate a toy that is moved by attractive or repulsive magnetic forces (201-3, 202-8, 203-5) Electrostatic Forces (Forces Arising from Static Electricity) •describe and demonstrate ways to use everyday materials to produce static electric charges, and describe how charged materials interact (attract, repel) (101-8, 203-3) •identify materials to be used to investigate conditions affective the force of static electricity, and suggest ways to use them in their investigations (202-7) •make and record relevant observations in investigations related to identify conditions that affect the force of static electricity, and draw simple conclusions that identify these conditions (100-33, 201-5, 202-7) •identify new questions from what has been learned about static electricity (202-9) •describe examples of the effects of static electricity in their daily lives, and identify ways in which static electricity can be used safely or avoided (102-15)
	Physical Science: Materials and Structures Proposing Solutions to Building Challenges •identify problems to be solved while creating structures (200-2) •describe the properties of some common materials, and evaluate their suitability for use in building structures (100-34) •investigate ways to join materials and identify the most appropriate methods for the materials to be joined (101-11) •identify shapes that are part of natural and human-built structures, and describe ways these shapes help provide strength, stability, or balance (102-16) •identify materials that could be used to solve the problem posed, and suggest a plan for how they will be used (200-5) Creating Solutions to Structural Challenges •safely use appropriate tools for cutting, shaping, making holes, and assembling materials (101-10, 201-3) •follow given safety procedures and rules while constructing structures and explain why they are needed (201-8) •estimate measurements in order to select the required materials for the structure (201-6) •manipulate materials purposefully in order to create the structure (201-2) •respond to the ideas of partners while constructing the structure, acknowledge their ideas and contributions, and make changes in the structure as deemed necessary (203-5) Evaluating the Structural Solution •test the strength and stability of personally build structures, and identify ways of modifying a structure to increase its strength, stability, form, and function (101-9, 202-8) •identify materials or parts of a structure that failed and suggest why (202-5) •evaluate simple structures to determine if they are effective and safe, if they make efficient use of materials, and if they are appropriate to the user and the environment (102-17) •illustrate their construction process, using drawings with explanations, demonstrations, and written and/or oral descriptions, and describe the structures and components of structures they have built (203-2, 203-3)

Social Studies

General Curriculum Outcomes

Specific Curriculum Outcomes

Citizenship, Power, and Governance

GCO: Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance.

Culture and Diversity

GCO: Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

Individuals, Societies, and Economic Decisions

GCO: Students will expected to demonstrate the ability to make responsible economic decisions as individuals and as members of society.

Interdependence

GCO: Students will be expected to demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment--locally, nationally, and globally--and the implications for a sustainable future.

People, Place, and Environment

GCO: Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

Time, Continuity, and Change

GCO: Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.

Conceptual Organizer: Provincial Identity

Students will be expected to

Unit One: Place

3.1.1 identify, name and locate their province in the Atlantic region, Canada, North America, and the world

3.1.2 identify and describe major physical features, climates, and vegetation of their province and region (Atlantic Canada)

3.1.3 demonstrate an understanding of where people live and how people make a living in their province

Unit Two: Peoples

3.2.1 recognize that people living in their province have diverse cultural backgrounds and appreciate that all groups of people contribute to the cultural diversity of their province

3.2.2 recognize that all cultural groups within your province value ideas, actions, traditions, and beliefs

3.2.3 identify and take actions to promote positive interactions between people

Unit Three: Citizenship

3.3.1 recognize that in their province people organize themselves into governments to meet needs and wants

3.3.2 demonstrate an understanding of what makes a good citizen and the rights and responsibilities of citizens in a democracy

3.3.3 demonstrate an understanding of how people of all ages can play a role as active citizens

Students will be expected to

Unit Four: Heritage

3.4.1 demonstrate an understanding that many individuals, groups, and events have contributed to the development of their provincial identity throughout its history

Visual Arts

General Curriculum Outcomes	Specific Curriculum Outcomes Students will be expected to
Making
GCO 1: Students will explore and manipulate a range of materials, demonstrating an ability to express themselves.	1.1.1 express personal feelings, ideas and understandings through art-making 1.2.1 use various materials and processes exploring possibilities and limitations 1.3.1 use a combination of the visual elements and principles of art and design in art-making
GCO 2: Students will use a range of independent and collaborative art-making strategies.	2.1.1 work individually and with others throughout the creative art-making process
Looking
GCO 3: Students will examine a broad range of artworks through time and cultures.	3.1.1 demonstrate an awareness of a broad variety of art forms 3.2.1 demonstrate an appreciation of art in world cultures 3.3.1 describe a variety of reasons for which people create art 3.4.1 explore images using technology
GCO 4: Students will interact with sensitivity to and respect for their own artwork and that of others.	4.1.1 celebrate with pride and respect their own work and that of others 4.2.1 share thoughts and ideas about artworks 4.3.1 recognize that there are many ways of perceiving and knowing
Reflecting
GCO 5: Students will bring personal meaning to artwork and communicate their discoveries.	5.1.1 recognize art as a way of expressing ideas and points of view 5.2.1 ask questions about and respond to art in various ways 5.3.1 develop an awareness of cultural/historical influences on artworks and the lives of artists
GCO 6: Students will demonstrate an awareness and appreciation of art as a lifelong process.	6.1.1 demonstrate sensitivity towards the natural and built environment 6.2.1 investigate the role of the media 6.3.1 investigate art and artists within their community

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