GRADE 2

Introduction

This booklet is designed to give an overview of all the learning targets for students in Grade 2 throughout the year. The aim is that by the end of their year in Grade 2, every student at BWYA will be able to achieve all of the outcomes identified in this booklet. However, these standards are by no means meant to limit a student’s achievement, with all students encouraged to extend themselves to learn and grow to their potential.

The standards identified in this booklet come from highly respected curricula from around the world and were chosen because they are developmentally appropriate and sequentially build on each other from year to year. Teaching goals, assessments and student reports at the BWYA primary school all align to these standards, and these standards also align to those used in the BWYA secondary school.

It is hoped that this booklet will enhance parents’ understanding of what their child should be learning during Grade 2 and enable parents to better partner with the school in seeing their child be successful. Both parents and teachers are able to refer to the standards during conversations and then plan future growth goals in line with the standards’ expectations. Through this, everyone can work together in unity for the benefit of the child.

The standards for Grade 2 cover the following learning areas:

English Language Arts

English Language Arts

The BWYA English Language Arts Standards come from the United States Common Core Standards.

Reading: Literature
  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • Describe how characters in a story respond to major events and challenges.
  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
  • By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Information Texts
  • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • Describe how characters in a story respond to major events and challenges.
  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
  • By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Foundation Skills
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Read with sufficient accuracy and fluency to support comprehension.
Writing
  • Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
  • Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  • With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • Recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
  • Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
  • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
  • Demonstrate understanding of word relationships and nuances in word meanings.
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Mathematics

Mathematics

The BWYA Mathematics Standards come from the United States Common Core Standards.

Overview

In Grade 2, instructional time should focus on four critical areas: 

  • Extending understanding of base-ten notation;
  • Building fluency with addition and subtraction;
  • Using standard units of measure;
  • Describing and analyzing shapes.
  • (1) Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).

  • (2) Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.

  • (3) Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.

  • (4) Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

Operations and Algebraic Thinking
  • Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
  • Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
  • Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Number and Operations in Base 10
  • Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
  • Count within 1000; skip-count by 5s, 10s, and 100s.
  • Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
  • Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
  • Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • Add up to four two-digit numbers using strategies based on place value and properties of operations.
  • Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
  • Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
  • Explain why addition and subtraction strategies work, using place value and the properties of operations.
Measurement and Data
  • Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
  • Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
  • Estimate lengths using units of inches, feet, centimeters, and meters.
  • Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  • Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
  • Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
  • Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
  • Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
  • Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
  • Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Geometry
  • Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
  • Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Science and Engineering

Science and Engineering

The BWYA Science and Engineering Standards come from the US Next Generations Science Standards.

Overview

The performance expectations in second grade help students formulate answers to questions such as: “How does land change and what are some things that cause it to change? What are the different kinds of land and bodies of water? How are materials similar and different from one another, and how do the properties of the materials relate to their use? What do plants need to grow? How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials.

Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

The crosscutting concepts of patterns; cause and effect; energy and matter; structure and function; stability and change; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas.

In the second grade performance expectations, students are expected to demonstrate grade- appropriate proficiency in developing and using models, planning and carrying out investigations, analysing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information.

Students are expected to use these practices to demonstrate understanding of the core ideas.

Science Knowledge
  • Physical Science
  • Life Science
  • Earth and Space Science
  • Engineering, Technology and Applications of Science
Science Skills
  • Asking Questions and Defining Problems
  • Developing and Using Models
  • Planning and Carrying Out Investigations
  • Analyzing and Interpreting Data
  • Using Mathematics and Computational Thinking
  • Constructing Explanations and Designing Solutions
  • Engaging in Arguments from Evidence
  • Obtaining, Evaluating and Communicating Information

Grade 2 Achievement Standards

  • Plan and conduct an investigation to describe and classify different kinds of materials by their observable Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
  • Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
  • Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
  • Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
  • Plan and conduct an investigation to determine if plants need sunlight and water to grow.
  • Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
  • Make observations of plants and animals to compare the diversity of life in different habitats.
  • Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  • Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Units of Inquiry

Units of Inquiry

The BWYA Units of Inquiry Standards come from the International Primary Curriculum.

Subject Areas
  • History
  • Society
  • Geography
  • International Mindedness
Knowledge Standards
  • Know about the main events, dates and characteristics of the past societies they have studied.
  • Know about the lives of people in those periods.
  • Know about the main similarities and differences between the past societies they have studied.
  • Know that they belong to different groups, have different home countries and different nationalities.
  • Know that different groups have different purposes.
  • Know that people within groups have different outlooks, characteristics and purposes.
  • Know that they have rights and responsibilities.
  • Know that people in different countries have different traditions, celebrations and ways of living.
  • Know about ways of keeping healthy and safe through diet, clothing, exercise, hygiene and the observance of reasonable rules.
  • Know how particular localities have been affected by natural features and processes.
  • Know how particular localities have been affected by natural features and processes.
  • Know how the nature of particular localities affect the lives of people.
  • Know about the weather and climatic conditions in the host country and how they affect the environment and the lives of people living there.
  • Know about some of the similarities and differences between the different home countries and between them and the host country.
  • Know about ways in which these similarities and differences affect the lives of people.
Skill Standards
  • Be able to give some reasons for particular events and changes.
  • Be able to gather information from simple sources.
  • Be able to use geographical terms.
  • Be able to describe the main geographical features of the area immediately surrounding the school.
  • Be able to make simple maps and plans of familiar locations.
  • Be able to use maps at a variety of scales to locate the position and geographical features of particular localities.
  • Be able to use secondary sources to obtain geographical information.
  • Be able to express views on the features of an environment and the way it is being harmed or improved.
  • Be able to communicate their geographical knowledge and understanding to ask and answer questions about geographical and environmental features.
  • Be able to identify activities and cultures which are different from but equal to their own.
Understanding Standards
  • Understand that the past can be considered in terms of different time periods.
  • Understand that the past has been recorded in a variety of different ways.
  • Understand that people can affect their own health and safety.
  • Understand that people’s health and safety can be affected by a variety of factors including food, climate, rules, and the availability of resources.
  • Understand that celebrations are influenced by a variety of factors including beliefs and history.
  • Understand how places fit into a wider geographical context.
  • Understand that the quality of the environment can be sustained and improved.

Chinese Studies

Chinese Studies

The BWYA Chinese Studies Standards come from the Chinese National Curriculum.

识字和写字
  • 喜欢学习汉字,有主动识字的愿望。
  • 掌握汉字的基本笔画和常用的偏旁部首,能按笔顺规则用硬笔写字,注意间架结构,初步感受汉字的形体美。
  • 写字姿势要正确,字要写得规范、端正、整洁、努力养成良好的写字习惯。
  • 学习独立识字,能借助汉语拼音认读汉字,用音序检字法查字典。
阅读
  • 喜欢阅读,感受阅读的乐趣,初步养成爱护图书的习惯。
  • 学习用普通话正确、流利、有感情的朗读课文,学习默读。
  • 结合上下文和生活实际了解课文中词句的意思,在阅读中积累词语,借助读物中的图画阅读。
  • 阅读浅近的童话、寓言、故事,向往美好的情境,关心自然和生命,对感兴趣的人物和事件有自己的感受和想法,并乐于与人交流。
  • 诵读儿歌,童谣和浅近的古诗,展开想象,获得初步的情感体验,感受语言的优美。
  • 认识课文中出现的常用标点符号,在阅读中体会句号、问号、感叹号所表达的不同语气。
  • 积累自己喜欢的成语和格言警句。背诵优秀诗文,课外阅读总量不少于3万字。
习作
  • 对写话有兴趣,写自己想说的话。
  • 在写话中乐于运用阅读和生活中学到的词语。
  • 学习使用逗号、句号、问号、感叹号。
口语交际
  • 能认真听别人讲话,努力了解讲话的主要内容。
  • 能完整的讲述小故事,能简要讲述自己感兴趣的见闻。
  • 与别人交谈,态度自然大方,有礼貌。
  • 有表达的自信心,积极参加讨论,善于发表自己的意见。

The BWYA Music Standards come from the US National Association for Music Education.

Creating
  • Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
  • Generate musical patterns and ideas within the context of a given tonality (such as major and minor) and meter (such as duple and triple).
  • Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.
  • Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.
  • Interpret and apply personal, peer, and teacher feedback to revise personal music.
  • Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.
Performing
  • Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.
  • Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
  • When analyzing selected music, read and preform rhythmic patterns and melodic phrases using iconic and standard notation.
  • Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
  • Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
  • Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.
  • Perform music for a specific purpose with expression and technical accuracy.
  • Perform appropriately for the audience and purpose.
Responding
  • Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
  • Describe how specific music concepts are used to support a specific purpose in music.
  • Demonstrate knowledge of music concepts and how they support creators’/ performers’ expressive intent.
  • Apply personal and expressive preferences in the evaluation of music for specific purposes.
Connecting
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Visual Arts

Visual Arts

The BWYA Visual Arts Standards come from the US National Art Education Association.

Creating
  • Brainstorm collaboratively multiple approaches to an art or design problem.
  • Make art or design with a variety of materials and tools, exploring personal interests, questions, and curiosities.
  • Experiment with various materials and tools to explore personal interests in a work of art or design, using developmentally appropriate craftsmanship.
  • Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.
  • Repurpose objects to create something new.
  • Discuss and reflect with peers about choices made in creating artwork.
Presenting
  • Categorize artwork based on a theme or concept for an exhibit.
  • Distinguish between different materials or artistic techniques for preparing artwork for presentation.
  • Analyze how art exhibited in traditional and emerging presentation spaces contributes to communities.
Responding
  • Categorize images based on determined key information and relevant details.
  • Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.
  • Interpret art by identifying the suggested mood and describing relevant subject matter while using appropriate art vocabulary.
  • Use art vocabulary to express preferences about artwork.
Connecting
  • Create art about events in home, school, or community life.
  • Compare and contrast purposes of artwork from various cultures, times, and places.

The BWYA Drama Standards come from the US Educational Theatre Association’s Core Theatre Standards.

Creating
  • Propose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Collaborate with peers to conceptualize costumes and props in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama). 
  • Collaborate with peers to devise meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Contribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama). 
Performance
  • Interpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Alter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., (e.g., process drama, story drama, creative drama). 
  • Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Explore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Contribute to group guided drama experiences (e.g., process drama, story drama, creative drama) and informally share with peers. 
Responding
  • Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Explain how personal preferences and emotions affect an observer’s response in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance. 
  • Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama). 
  • Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
  • Collaborate on a scene in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events. 
  • Describe how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama). 
Connecting
  • Relate character experiences to personal experiences in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama). 
  • Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama, story drama, creative drama). 

Physical Education

Physical Education

The BWYA Physical Education Standards come from the Shape America Grade Level Outcomes.

Overview

By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement concepts in dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and others in physical activities; and identify the benefits of a physically active lifestyle.

Motor Skills and Movement Patterns
  • Skips using a mature pattern. 
  • Runs with a mature pattern. 
  • Travels showing differentiation between jogging and sprinting. 
  • Demonstrates 4 of the 5 critical elements for jumping and landing in a horizontal plane using a variety of one- and two-foot take-offs and landings. 
  • Demonstrates 4 of the 5 critical elements for jumping and landing in a vertical plane. 
  • Performs a teacher- and/or student- designed rhythmic activity with correct response to simple rhythms. 
  • Balances on different bases of support, combining levels and shapes. 
  • Balances in an inverted position with stillness and supportive base. 
  • Transfers weight from feet to different body parts/bases of support for balance.
  • Rolls in different directions with either a narrow or curled body shape. 
  • Differentiates among twisting, curling, bending and stretching actions. 
  • Combines balances and transfers into a three-part sequence (i.e., dance, gymnastics). 
  • Throws underhand using a mature pattern. 
  • Throws overhand, demonstrating 2 of the 5 critical elements of a mature pattern. 
  • Catches a self-tossed or well-thrown large ball with hands, not trapping or cradling against the body. 
  • Dribbles in self-space with preferred hand demonstrating a mature pattern. 
  • Dribbles using the preferred hand while walking in general space. 
  • Dribbles with the feet in general space with control of ball and body. 
  • Volleys an object upward with consecutive hits. 
  • Strikes an object with a short-handled implement, using consecutive hits.
  • Strikes a ball off a tee or cone with a bat, using correct grip and side orientation/proper body orientation. 
  • Jumps a self-turned rope consecutively forwards and backwards with a mature pattern.
  • Jumps a long rope 5 times consecutively with student turners.
Movement and Performance
  • Combines locomotor skills in general space to a rhythm. 
  • Combines shapes, levels and pathways into simple travel, dance and gymnastics sequences.
  • Varies time and force with gradual increases and decreases. 
Physical Activity and Fitness
  • Describes large-motor and/or manipulative physical activities for participation outside physical education class (e.g., before and after school, at home, at the park, with friends, with the family). 
  • Engages actively in physical education class in response to instruction and practice. 
  • Recognizes the use of the body as the body as resistance (e.g., holds body in plank position, animal walks) for developing strength. 
  • Identifies physical activities that contribute to fitness. 
  • Recognizes the “good health balance” of good nutrition with physical activity. 
Responsible Personal and Social Behaviour
  • Practices skills with minimal teacher prompting. 
  • Accepts responsibility for class protocols with behavior and performance actions. 
  • Accepts specific corrective feedback from the teacher. 
  • Works independently with others in partner environments. 
  • Recognizes the role of rules and etiquette in teacher-designed physical activities. 
  • Works independently and safely in physical education. 
  • Works safely with physical education equipment. 
Values Physical Activity
  • Recognizes the value of “good health balance”.
  • Compares physical activities that bring confidence and challenge.
  • Identifies physical activities that provide self-expression (e.g., dance, gymnastics routines, practice tasks in games environments).

Schoolwide Learner Outcomes

Schoolwide Learner Outcomes

The BWYA Schoolwide Learner Outcomes were developed by Beijing World Youth Academy.

Respect

We show respect in the way we treat others and are tolerant of our differences

International Mindedness

We show our international-mindedness in the way we work to make our school, community, and world a better place.

Fairness

We show our fairness in the way we share, listen, stay open-minded, and play by the rules.

Caring

We show that we are caring in the way that we are kind, compassionate, and happy to help.

Resilience

We show our resilience in the way that we persevere, believe in ourselves, and always do our best.

Adaptability

We show our adaptability in the way that we are flexible, abide by local rules and customs, and practice ‘give and take’.

Knowledge

We show our knowledge by having inquiring minds, and by striving to be independent learners that are happy to engage socially and intellectually.