| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | K | 1st Grade | 2nd Grade | 3rd Grade | 4th Grade | 5th Grade | Unique units count | ||||||||||||||||||||
2 | Research skills | ||||||||||||||||||||||||||
3 | Ethical use of media/ information | 5 | 6 | 6 | 6 | 6 | 6 | 10 | |||||||||||||||||||
4 | Understand the impact of media representations and modes of presentation | 1 | 1 | 1 | 2 | 1 | 2 | 3 | |||||||||||||||||||
5 | Use media ethically to communicate, share and connect with others. | 2 | 3 | 3 | 2 | 3 | 2 | 5 | |||||||||||||||||||
6 | Differentiate reliable from unreliable resources | 4 | 4 | 4 | 4 | 4 | 5 | 5 | |||||||||||||||||||
7 | Information literacy | 12 | 11 | 10 | 12 | 9 | 12 | 21 | |||||||||||||||||||
8 | Data gathering and documenting - Record observations—drawing, charting, tallying—using emergent writing skills, when possible, to write comments, annotate images, and so on | 2 | 2 | 2 | 3 | 2 | 2 | 3 | |||||||||||||||||||
9 | Evaluating and communicating - Notice relationships and patterns | 1 | 0 | 1 | 1 | 0 | 1 | 4 | |||||||||||||||||||
10 | Evaluating and communicating - Acknowledge sources, for example, from a book, movie or peer | 1 | 0 | 1 | 0 | 0 | 0 | 2 | |||||||||||||||||||
11 | Evaluating and communicating - Present information in a variety of modalities | 4 | 1 | 2 | 1 | 1 | 2 | 6 | |||||||||||||||||||
12 | Synthesizing and interpreting - Use critical literacy skills to analyse and interpret information | 5 | 5 | 5 | 5 | 5 | 6 | 6 | |||||||||||||||||||
13 | Evaluating and communicating - Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions | 2 | 2 | 3 | 2 | 2 | 2 | 3 | |||||||||||||||||||
14 | Formulating and planning - Ask or design relevant questions of interest that can be researched | 3 | 3 | 4 | 3 | 3 | 5 | 6 | |||||||||||||||||||
15 | Data gathering and documenting - Gather information from a variety of sources (people, places, materials, literature) | 3 | 3 | 4 | 3 | 3 | 4 | 5 | |||||||||||||||||||
16 | Formulating and planning - Evaluate and select appropriate information sources and/or digital tools based on the task | 2 | 2 | 3 | 3 | 2 | 2 | 4 | |||||||||||||||||||
17 | Synthesizing and interpreting - Sort and categorize information: arrange information into understandable forms such as narratives, explanatory and procedural writing, tables, timelines, graphs and diagrams | 1 | 1 | 2 | 1 | 1 | 1 | 2 | |||||||||||||||||||
18 | Data gathering and documenting - Use all senses to observe and notice details | 1 | 1 | 1 | 3 | 1 | 1 | 3 | |||||||||||||||||||
19 | Formulating and planning - Select information sources and digital tools | 1 | 1 | 1 | 2 | 1 | 1 | 2 | |||||||||||||||||||
20 | Evaluating and communicating - Draw conclusions from relationships and patterns that emerge from data | 2 | 2 | 2 | 3 | 2 | 3 | 4 | |||||||||||||||||||
21 | Data gathering and recording - Use all senses to find and notice relevant details | 1 | 1 | 1 | 1 | 1 | 2 | 2 | |||||||||||||||||||
22 | Formulating and planning - Outline a plan for finding necessary information | 1 | 3 | 2 | 1 | 1 | 2 | 5 | |||||||||||||||||||
23 | Formulating and planning - Ask or express through play questions that can be researched | 1 | 0 | 0 | 1 | 0 | 0 | 2 | |||||||||||||||||||
24 | Synthesizing and interpreting - Sort and categorize information and materials; arrange into forms or order, for example, with graphs, marks or symbols using emergent writing skills | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||
25 | Evaluating and communicating - Understand the significance of academic integrity and intellectual property rights | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||
26 | Data gathering and recording - Gather information from a variety of primary and secondary sources | 3 | 5 | 3 | 5 | 3 | 5 | 9 | |||||||||||||||||||
27 | Evaluating and communicating - Present information in a variety of formats and platforms | 3 | 3 | 4 | 5 | 3 | 3 | 6 | |||||||||||||||||||
28 | Data gathering and recording - Record observations by drawing, note taking, charting, tallying, writing statements, annotating images | 7 | 7 | 8 | 8 | 7 | 7 | 9 | |||||||||||||||||||
29 | Synthesizing and interpreting - Analyse and interpret information | 2 | 1 | 1 | 2 | 1 | 2 | 4 | |||||||||||||||||||
30 | Media literacy | 8 | 7 | 7 | 9 | 6 | 7 | 14 | |||||||||||||||||||
31 | Draw connections among media resources | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||||||||||||||||||
32 | Communicate information and ideas effectively to multiple audiences using a variety of media and modalities | 2 | 2 | 3 | 3 | 2 | 2 | 4 | |||||||||||||||||||
33 | Communicate information and ideas using a variety of media (as their skills progress) | 1 | 0 | 1 | 0 | 0 | 0 | 2 | |||||||||||||||||||
34 | Compare, contrast and draw connections among (multi)media resources | 4 | 5 | 4 | 4 | 4 | 5 | 6 | |||||||||||||||||||
35 | Locate, organize, analyse, evaluate and synthesize information from a variety of trusted sources, social media and online networks | 2 | 3 | 2 | 4 | 2 | 2 | 5 | |||||||||||||||||||
36 | Use media to communicate, share and connect with others | 4 | 2 | 3 | 3 | 2 | 3 | 7 | |||||||||||||||||||
37 | Demonstrate awareness of media interpretations of events and ideas | 2 | 2 | 2 | 3 | 2 | 2 | 3 | |||||||||||||||||||
38 | Seek a range of perspectives from multiple and varied media sources | 4 | 4 | 4 | 5 | 4 | 5 | 6 | |||||||||||||||||||
39 | Thinking skills | ||||||||||||||||||||||||||
40 | Information transfer | 9 | 9 | 8 | 11 | 7 | 9 | 18 | |||||||||||||||||||
41 | Apply skills and knowledge in unfamiliar situations or outside of school | 5 | 3 | 4 | 3 | 3 | 3 | 6 | |||||||||||||||||||
42 | Use memory techniques to develop long-term memory | 0 | 0 | 0 | 1 | 0 | 0 | 1 | |||||||||||||||||||
43 | Make connections between units of inquiry | 3 | 2 | 3 | 3 | 2 | 3 | 6 | |||||||||||||||||||
44 | Transfer conceptual understandings across transdisciplinary themes and subjects | 4 | 5 | 5 | 5 | 4 | 6 | 9 | |||||||||||||||||||
45 | Help others develop conceptual understandings and skills | 1 | 1 | 1 | 2 | 1 | 1 | 2 | |||||||||||||||||||
46 | Combine knowledge, conceptual understandings and skills to create products or solutions. | 5 | 5 | 5 | 6 | 5 | 5 | 6 | |||||||||||||||||||
47 | Apply skills and knowledge in unfamiliar situations or outside of school | 0 | 1 | 1 | 1 | 0 | 1 | 4 | |||||||||||||||||||
48 | Make connections between units of inquiry and between subjects | 3 | 4 | 3 | 5 | 3 | 3 | 6 | |||||||||||||||||||
49 | Inquire in different contexts to gain different perspectives | 2 | 2 | 3 | 2 | 2 | 2 | 3 | |||||||||||||||||||
50 | Reflection and metacognition | 6 | 6 | 6 | 8 | 5 | 7 | 13 | |||||||||||||||||||
51 | Identify strengths and areas for improvement | 2 | 1 | 2 | 1 | 1 | 1 | 3 | |||||||||||||||||||
52 | Reflect on their learning by asking questions such as: What did I learn today? What don’t I yet understand? What questions do I have now? What can I already do? What will I work on next? What can I do to become a more effective learner? What factors are important for helping me learn well? Have I been a principled and balanced thinker? (for example, considering ethical, cultural and environmental implications) | 4 | 4 | 4 | 5 | 4 | 4 | 5 | |||||||||||||||||||
53 | Identify strengths and areas for improvement | 2 | 2 | 2 | 2 | 2 | 4 | 4 | |||||||||||||||||||
54 | Record thinking and reflection processes | 2 | 3 | 3 | 3 | 2 | 2 | 5 | |||||||||||||||||||
55 | Reflect on their learning by asking questions such as: What did I learn today? What don’t I yet understand? What questions do I have now? What can I already do? What will I work on next? | 3 | 2 | 2 | 3 | 2 | 3 | 5 | |||||||||||||||||||
56 | Consider new skills, techniques and strategies for effective learning | 2 | 2 | 3 | 3 | 2 | 3 | 5 | |||||||||||||||||||
57 | Critical thinking | 11 | 10 | 10 | 13 | 10 | 11 | 20 | |||||||||||||||||||
58 | Analysing - Synthesize new understandings by seeing relationships and connections | 4 | 3 | 3 | 4 | 3 | 4 | 6 | |||||||||||||||||||
59 | Analysing - Consider meaning taken from materials and events | 0 | 0 | 1 | 1 | 0 | 1 | 3 | |||||||||||||||||||
60 | Forming decisions - Draw conclusions and generalizations | 2 | 3 | 2 | 4 | 2 | 2 | 5 | |||||||||||||||||||
61 | Evaluating - Test generalizations, strategies or ideas | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||
62 | Evaluating - Identify obstacles and challenges | 2 | 2 | 3 | 2 | 2 | 3 | 4 | |||||||||||||||||||
63 | Evaluating - Evaluate evidence | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||
64 | Analysing - Observe carefully | 3 | 2 | 2 | 3 | 2 | 3 | 5 | |||||||||||||||||||
65 | Forming decisions - Revise understandings based on new information and evidence | 0 | 0 | 0 | 1 | 0 | 1 | 2 | |||||||||||||||||||
66 | Forming decisions - Propose and evaluate a variety of solutions | 0 | 0 | 0 | 1 | 0 | 0 | 1 | |||||||||||||||||||
67 | Analysing - Find unique characteristics | 0 | 0 | 1 | 1 | 0 | 0 | 2 | |||||||||||||||||||
68 | Analysing - Take knowledge or ideas apart by separating them into component parts | 0 | 0 | 0 | 1 | 0 | 0 | 1 | |||||||||||||||||||
69 | Forming decisions - Develop contrary or opposing arguments | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||||||||||||||||||
70 | Evaluating - Organize relevant information to formulate an argument | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||
71 | Evaluating - Evaluate evidence and arguments, and associated decisions | 2 | 2 | 2 | 3 | 2 | 2 | 3 | |||||||||||||||||||
72 | Evaluating - Synthesize new understandings by finding unique characteristics; seeing relationships and connections | 1 | 1 | 1 | 2 | 1 | 1 | 2 | |||||||||||||||||||
73 | Evaluating - Recognize unstated assumptions and biases | 0 | 0 | 1 | 0 | 0 | 0 | 1 | |||||||||||||||||||
74 | Analysing - Use models and simulations to explore complex systems and issues | 1 | 1 | 1 | 2 | 1 | 1 | 2 | |||||||||||||||||||
75 | Analysing - Observe carefully in order to recognize problems | 4 | 4 | 4 | 5 | 4 | 4 | 5 | |||||||||||||||||||
76 | Analysing - Consider meaning of materials | 0 | 0 | 0 | 0 | 0 | 2 | 2 | |||||||||||||||||||
77 | Evaluating - Consider ideas from multiple perspectives | 3 | 3 | 3 | 4 | 4 | 4 | 6 | |||||||||||||||||||
78 | Forming decisions - Revise understandings based on new information and evidence | 0 | 0 | 0 | 1 | 0 | 0 | 1 | |||||||||||||||||||
79 | Evaluating - Organize information | 2 | 1 | 1 | 3 | 1 | 1 | 4 | |||||||||||||||||||
80 | Evaluating - Test generalizations and conclusions | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |||||||||||||||||||
81 | Forming decisions - Draw conclusions and generalizations | 2 | 2 | 3 | 5 | 2 | 3 | 7 | |||||||||||||||||||
82 | Forming decisions - Apply rules, strategies and ideas from one context to another | 0 | 0 | 1 | 1 | 0 | 1 | 3 | |||||||||||||||||||
83 | Creative thinking | 10 | 8 | 8 | 11 | 8 | 9 | 19 | |||||||||||||||||||
84 | Considering new perspectives - Practise some “visible thinking” routines | 1 | 0 | 1 | 0 | 1 | 1 | 4 | |||||||||||||||||||
85 | Generating novel ideas - Make unexpected or unusual connections between objects and/or ideas | 1 | 1 | 1 | 2 | 1 | 2 | 3 | |||||||||||||||||||
86 | Considering new perspectives - Practise “visible thinking” strategies and techniques | 4 | 4 | 4 | 4 | 4 | 5 | 5 | |||||||||||||||||||
87 | Considering new perspectives - Generate metaphors and analogies | 1 | 1 | 1 | 2 | 1 | 1 | 2 | |||||||||||||||||||
88 | Considering new perspectives - Ask “what if” questions | 3 | 2 | 2 | 4 | 3 | 2 | 6 | |||||||||||||||||||
89 | Generating novel ideas - Practise “visible thinking” strategies and techniques | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||
90 | Considering new perspectives - Apply existing knowledge to design new products processes, media and technologies | 2 | 3 | 2 | 4 | 2 | 3 | 6 | |||||||||||||||||||
91 | Generating novel ideas - Make unexpected or unusual connections between objects and/or ideas | 0 | 0 | 0 | 1 | 0 | 0 | 1 | |||||||||||||||||||
92 | Generating novel ideas - Practice some “visible thinking” routines (Ritchhart, Church and Morrison 2011) | 0 | 0 | 0 | 0 | 0 | 1 | 1 | |||||||||||||||||||
93 | Generating novel ideas - Design improvements to existing products, processes, media and technologies | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||||||||||||||||||
94 | Considering new perspectives - Ask “what if” questions and generate testable hypotheses | 2 | 2 | 3 | 2 | 2 | 2 | 3 | |||||||||||||||||||
95 | Considering new perspectives - Seek information | 4 | 3 | 3 | 5 | 4 | 3 | 7 | |||||||||||||||||||
96 | Generating novel ideas -Use discussion and play to generate new ideas and investigations | 1 | 1 | 1 | 2 | 1 | 1 | 2 | |||||||||||||||||||
97 | Considering new perspectives - Practise flexible thinking - develop multiple opposing, contradictory and complementary arguments | 0 | 0 | 1 | 1 | 0 | 1 | 3 | |||||||||||||||||||
98 | Considering new perspectives - Consider multiple alternatives, including those that might be unlikely or impossible | 0 | 0 | 0 | 1 | 0 | 0 | 1 | |||||||||||||||||||
99 | Considering new perspectives - Consider alternative solutions, including those that might be unlikely or impossible, in play and other situations | 0 | 0 | 0 | 1 | 0 | 0 | 1 | |||||||||||||||||||
100 | Generating novel ideas - Use discussions and diagrams to generate new ideas and inquiries | 1 | 2 | 1 | 2 | 1 | 1 | 3 |