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Grade 2 learners explore the cultural and geographical diversity in Canada. They begin with their own community, past and present, including learning how people interact with the natural environment. They also learn about a First Nations, Métis, and Inuit community, and one other Canadian community. Learners come to understand the concept of community, including differences and similarities among Canadian communities. Through this exploration, learners discover the diversity and commonalities that link Canadian communities.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities, and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
Knowledge Learning Outcomes
2-KC-001 Recognize that all members of communities have responsibilities and rights.
2-KC-003 Describe Remembrance Day as a time to think about peace and war.
2-KI-004 Identify the defining characteristics of communities.
2-KI-005 Describe characteristics of their local communities (e.g., transportation, services, schools).
2-KI-006 Identify cultural groups in their local communities.
2-KI-007 Give examples of factors that shape who they are (e.g., language, family, community, traditions, gender, where they live).
2-KI-008 Recognize that stories of their Elders, groups, and communities help shape who they are.
2-KI-008A Recognize that their Elders, ancestors, and communities connect them to the past, present, and future.
2-KI-009 Describe groups with which they identify (e.g., cultural, linguistic, community, First Nation).
2-KI-010 Identify their heritage and culture.
2-KI-010A Identify their First Nations, Métis, or Inuit heritage and culture.
2-KI-010F Identify their francophone heritage and culture.
2-KL-016 Name natural resources in their local community.
2-KL-017 Give examples of ways in which the natural environment influences their communities.
2-KL-018 Locate their local community on a map of Canada.
2-KH-025 Relate stories of significant events and people in their local community’s past.
2-KH-025A Relate stories of significant events and people in their local First Nations, Métis, or Inuit community.
2-KH-025F Relate stories of significant events and people in their local francophone community.
2-KP-033 Identify leaders in their communities (e.g., mayor, reeve, chief, elders, community volunteers).
2-KP-034 Give examples of ways in which they may demonstrate leadership.
2-KP-035 Identify possible sources of conflict in groups and communities.
Values Learning Outcomes
2-VC-001 Value the contributions of individuals to their communities.
2-VC-002 Be willing to contribute to their groups and communities.
2-VI-005 Value their groups and communities.
2-VH-008 Value personal connections to stories of their community’s past.
2-VH-008A Value personal connections to stories of their First Nations, Métis, or Inuit community’s past.
2-VH-008F Value personal connections to stories of their francophone community’s past.
2-VP-011 Be sensitive to others when taking on leadership roles.
2-VP-012 Value peaceful, non-violent ways of resolving conflicts.
Knowledge Learning Outcomes
2-KI-012 Identify common features of Canadian communities (e.g., transportation, services, schools).
2-KL-019 Describe natural and constructed features of communities studied (e.g., landforms, climate, waterways; buildings, bridges).
2-KL-020 Give examples of natural resources in communities studied.
2-KL-021 Give examples of ways in which the natural environment shapes daily life in communities studied.
2-KL-022 Explain the importance of conserving or restoring natural resources.
2-KL-023 Locate communities studied on a map of Canada.
2-KH-026 Identify ways in which life in Canadian communities has changed over time.
2-KH-027 Recognize that First Nations and Inuit Peoples are Canada’s original peoples.
2-KH-028 Recognize that many people came to Canada from other parts of the world to establish communities.
2-KE-036 Give examples of goods produced in Canadian communities.
2-KE-037 Describe different types of work in Canadian communities studied.
Values Learning Outcomes
2-VI-006 Appreciate the diversity of ways of life in Canadian communities.
2-VI-006A Demonstrate interest in the shared experiences and stories of members of First Nations, Métis, and Inuit communities in Canada.
2-VI-006F Demonstrate interest in the shared experiences and stories of members of francophone communities in Canada.
2-VH-009 Value oral history as a way to learn about the land.
2-VE-013 Appreciate that their quality of life is enhanced by the work and products of other Canadian communities (e.g., West Coast lumber, Atlantic fish, Northern mines, Prairie grain).
Knowledge Learning Outcomes
2-KC-002 Identify significant Canadian and Manitoban symbols, buildings, and monuments (e.g., Canadian flag, Manitoba flag and floral emblem, Maple Leaf, beaver, buffalo, Manitoba Legislative Building, Parliament Buildings, National War Memorial, drums, inuksuit, Red River Cart, York Boat).
2-KI-011 Recognize the diversity that characterizes Canada (e.g., cultural, linguistic, geographic, artistic).
2-KI-013 Recognize that First Nations, Métis, Inuit, francophone, and other cultural communities are part of the Canadian community.
2-KI-014 Identify English and French as the two official languages of Canada.
2-KI-015 Recognize that a variety of languages are spoken in Canada.
2-KL-024 Locate Canada on a world map or globe.
2-KH-029 Describe the origins of a variety of place names in Canada.
2-KH-030 Give examples of the historical francophone influence on the Canadian community (e.g., place names, stories of historical figures, celebrations).
2-KG-031 Identify Canada as one of many countries in the world.
2-KG-032 Give examples of connections linking Canada to other countries (e.g., food, immigration, media).
2-KE-038 Give examples of needs common to all Canadians.
2-KE-039 Give examples of media influences on their choices and decisions.
Values Learning Outcomes
2-VC-003 Value being a member of the Canadian community.
2-VI-004 Be willing to consider diverse points of view.
2-VL-007 Appreciate diverse artistic representations of the land (e.g., poetry, painting, music).
2-VG-010 Value Canada’s global connections.
Skills for Active Democratic Citizenship
2-S-100 Cooperate and collaborate with others (e.g., make collective decisions, share responsibilities, seek agreement).
2-S-101 Resolve conflicts peacefully and fairly.
2-S-102 Interact fairly and respectfully with others.
2-S-103 Make decisions that reflect care, concern, and responsibility for the environment.
2-S-104 Consider the rights and opinions of others during interactions.
Skills for Managing Information and Ideas
2-S-200 Gather information from oral, visual, material, print, or electronic sources.
2-S-201 Organize and record information using visual organizers.
2-S-202 Use appropriate terms or expressions to describe periods of time.
2-S-203 Use tools and technologies to accomplish given tasks.
2-S-204 Use simple timelines to organize information chronologically.
2-S-205 Construct maps that include a title, a legend, and symbols.
2-S-206 Interpret maps that include a title, a legend, and symbols.
2-S-207 Use cardinal directions to describe location.
Skills for Critical and Creative Thinking
2-S-300 Formulate questions for research.
2-S-301 Consider advantages and disadvantages of solutions to a problem.
2-S-302 Use information or observation to form opinions.
2-S-303 Revise ideas and opinions based on new information.
Skills for Communication
2-S-400 Listen actively to others.
2-S-401 Use language that is respectful of others.
2-S-402 Express reasons for their ideas and opinions.
2-S-403 Present information and ideas orally, visually, concretely, or electronically.
2-S-404 Relate events and stories in chronological order.
Grade 2 - Curriculum Implementation Resources: Web Pages
