The Ontario Curriculum

GRADE 2

checklist format

compiled by: The Canadian Homeschooler

using the 2023 Ontario Curriculum Guidelines
 Content

Introduction .......................................................................... Page 3

Mathematics ........................................................................... Page 4

Language Arts ........................................................................... Page 9

Science & Technology ......................................................................... Page 16

Social Studies ........................................................................... Page 21

The Arts .......................................................................... Page 24

Health & Physical Education .......................................................................... Page 28

Ontario: Grade 2 – Page 2

 Introduction

Often in homeschooling, families opt to follow a similar plan as that of publicly schooled
children. This involves getting and understanding the governmental outlines for each
subject and seeing what they need to learn when.

In Ontario, the full curriculum outline is freely available through the Ministry of
Education's website (http://www.edu.gov.on.ca/eng/curriculum/), however it is broken
up into subjects, not by grades, which can prove to be a bit of a frustration.

I decided to pull together the curriculum into an easy-to-reference checklist format for
each grade, stripped down to the basics, in hopes that it will help families feel a little less
overwhelmed. I hope that it will help make planning a little more manageable. Although I
originally put this together for homeschoolers, it is a valuable tool for anyone interested in
seeing what kids are supposed to be learning at their grade level, and to evaluate what
their child already knows.

Below you will find all the expectations for Grade Two Mathematics, Language Arts,
Science, Social Studies, the Arts, Health & Physical Education in Ontario.

French as a second language isn't technically required until about the 4th grade, which is
why I haven't included it in this Grade 2 checklist. If you are interested in knowing what it
required for Immersion French at this level, please check the curriculum listed on the
Ministry website: http://www.edu.gov.on.ca/eng/curriculum/elementary/fsl18-
2013curr.pdf

At the time of creating this checklist, I used the most up-to-date versions of the
government curriculum for each subject (2023). I will attempt to edit and update the
checklist if and when there are changes made, but I make no promises that I will always
be able to keep up with it. Remember to keep an eye on the Ministry of Education's
website for the most up-to-date information.

Happy learning!

Lisa Marie Fletcher

The Canadian Homeschooler
(http://thecanadianhomeschooler.com)

Please note that this checklist is a free product and may be distributed freely to whomever
can use it.

Ontario: Grade 2 – Page 3

 Math

Social-Emotional Learning (SEL) Skills and the Mathematical Processes

By the end of Grade 2, students will: apply, to the best of their ability, a variety of social-emotional
learning skills to support their use of the mathematical processes and their learning in
connection with the expectations in the other five strands of the mathematics curriculum
Number
Section Specific Expectations
Number Sense
Whole Numbers
By the end of Grade 2,
□ Read, represent, compose, and decompose whole numbers up
students will:
to and including 200, using a variety of tools and strategies,
and describe various ways they are used in everyday life
-demonstrate an
understanding of
□ Compare and order whole numbers up to and including 200, in
numbers and make
various contexts
connections to the way
numbers are used in □ Estimate the number of objects in collections of up to 200 and
everyday life verify their estimates by counting
□ Count to 200, including by 20s, 25s, and 50s, using a variety of
tools and strategies
□ Describe what makes a number even or odd
Fractions
□ Use drawings to represent, solve, and compare the results of
fair-share problems that involve sharing up to 10 items among
2, 3, 4, and 6 sharers, including problems that result in whole
numbers, mixed numbers, and fractional amounts
□ Recognize that one third and two sixths of the same whole are
equal, in fair-sharing contexts

Operations
□ Use the properties of addition and subtraction, and the
By the end of Grade 2, relationships between addition and multiplication and
students will: between subtraction and division, to solve problems and check
calculations
-use knowledge of
numbers and operations □ Recall and demonstrate addition facts for numbers up to 20,
to solve mathematical and related subtraction facts

Ontario: Grade 2 – Page 4

problems encountered in □ Use mental math strategies, including estimation, to add and
everyday life subtract whole numbers that add up to no more than 50, and
explain the strategies used

□ Use objects, diagrams, and equations to represent, describe,

and solve situations involving addition and subtraction of
whole numbers that add up to no more than 100

□ Represent multiplication as repeated equal groups, including

groups of one half and one fourth, and solve related problems,
using various tools and drawings

□ Represent division of up to 12 items as the equal sharing of a

quantity, and solve related problems, using various tools and
drawings

Algebra
Section Specific Expectations
Patterns and Relationships
By the end of Grade 2, □ Identify and describe a variety of patterns involving geometric
students will: designs, including patterns found in real-life contexts

-identify, describe, □ Create and translate patterns using various representations,

extend, create, and make including shapes and numbers
predictions about a □ Determine pattern rules and use them to extend patterns,
variety of patterns, make and justify predictions, and identify missing elements in
including those found in patterns represented with shapes and numbers
real-life contexts
□ Create and describe patterns to illustrate relationships among
whole numbers up to 100
Equations and Inequalities
By the end of Grade 2, □ Identify when symbols are being used as variables, and
students will: describe how they are being used

-demonstrate an □ Determine what needs to be added to or subtracted from

understanding of addition and subtraction expressions to make them equivalent
variables, expressions, □ Identify and use equivalent relationships for whole numbers
equalities, and up to 100, in various contexts
inequalities, and apply
this understanding in
various contexts

Coding

Ontario: Grade 2 – Page 5

By the end of Grade 2, □ Solve problems and create computational representations of
students will: mathematical situations by writing and executing code,
including code that involves sequential and concurrent events
- solve problems and
create computational □ Read and alter existing code, including code that involves
representations of sequential and concurrent events, and describe how changes
mathematical situations to the code affect the outcomes
using coding concepts
and skills
Mathematical Modelling
By the end of Grade 2, □ This overall expectation has no specific expectations.
students will: Mathematical modelling is an iterative and interconnected
- apply the process of process that is applied to various contexts, allowing students
mathematical modelling to bring in learning from other strands.
to represent, analyse,
make predictions, and
provide insight into real-
life situations

Data
Section Specific Expectations
Data Literacy
By the end of Grade 2, Data Collection and Organization
students will:
□ Sort sets of data about people or things according to two
attributes, using tables and logic diagrams, including Venn and
- manage, analyse, and
Carroll diagrams
use data to make
convincing arguments □ Collect data through observations, experiments, or interviews
and informed decisions, to answer questions of interest that focus on two pieces of
in various contexts information, and organize the data in two-way tally tables
drawn from real life
Data Analysis
□ Identify the mode(s), if any, for various data sets presented in
concrete graphs, pictographs, line plots, bar graphs, and tables,
and explain what this measure indicates about the data
□ Analyse different sets of data presented in various ways,
including in logic diagrams, line plots, and bar graphs, by
asking and answering questions about the data and drawing
conclusions, then make convincing arguments and informed
decisions

Probability

Ontario: Grade 2 – Page 6

By the end of Grade 2, □ Use mathematical language, including the terms “impossible”,
students will: “possible”, and “certain”, to describe the likelihood of
complementary events happening, and use that likelihood to
- describe the likelihood make predictions and informed decisions
that events will happen,
and use that information □ Make and test predictions about the likelihood that the
to make predictions mode(s) of a data set from one population will be the same for
data collected from a different population

Spatial Sense
Section Specific Expectations
Geometric and Spatial Reasoning
By the end of Grade 2, Geometric Reasoning
students will:
□ Sort and identify two-dimensional shapes by comparing
number of sides, side lengths, angles, and number of lines of
- describe and represent
symmetry
shape, location, and
movement by applying □ Compose and decompose two-dimensional shapes, and show
geometric properties that the area of a shape remains constant regardless of how its
and spatial relationships parts are rearranged
in order to navigate the
□ Identify congruent lengths and angles in two-dimensional
world around them
shapes by mentally and physically matching them, and
determine if the shapes are congruent
Location and Movement
□ Create and interpret simple maps of familiar places
□ Describe the relative positions of several objects and the
movements needed to get from one object to another
Measurement
By the end of Grade 2, Length
students will:
□ Choose and use non-standard units appropriately to measure
lengths, and describe the inverse relationship between the size
- compare, estimate, and
of a unit and the number of units needed
determine
measurements in
various contexts □ Explain the relationship between centimetres and metres as
units of length, and use benchmarks for these units to estimate
lengths
□ Measure and draw lengths in centimetres and metres, using a
measuring tool, and recognize the impact of starting at points
other than zero
Time

Ontario: Grade 2 – Page 7

 □ Use units of time, including seconds, minutes, hours, and non-
standard units, to describe the duration of various events

Financial Literacy
Section Specific Expectations
Money and Finances
By the end of Grade 2, Money Concepts
students will:
□ Identify different ways of representing the same amount of
-demonstrate an money up to Canadian 200¢ using various combinations of
understanding of the coins, and up to $200 using various combinations of $1 and $2
value of Canadian coins and $5, $10, $20, $50, and $100 bills
currency
□

Ontario: Grade 2 – Page 8

 Language Arts

A: Literacy Connections and Applications

Section Specific Expectations
A1. Transferable Skills
By the end of Grade 2, □ identify how transferable skills can be used to support
students will: communication in various cultural, social, linguistic, and
domain-specific contexts, and apply them when reading,
-demonstrate an listening to, viewing, and creating texts of various forms
understanding of how
the seven transferable □ demonstrate an understanding of how transferable skills help
skills (critical thinking them to express their voice and be engaged in their learning
and problem solving;
innovation, creativity,
and entrepreneurship;
self-directed learning;
collaboration;
communication; global
citizenship and
sustainability; and
digital literacy) are used
in various language and
literacy contexts

A2. Digital Media Literacy

By the end of Grade 2, □ demonstrate an understanding of their rights and
students will: responsibilities when interacting online with appropriate
permission, and make decisions that contribute positively to
demonstrate and apply the development of their digital identity and those of their
the knowledge and skills communities
needed to interact safely
and responsibly in □ demonstrate an understanding of how to navigate online
online environments, environments safely, manage their privacy, and interact in a
use digital and media way that supports their well-being and that of others, including
tools to construct seeking appropriate permission
knowledge, and
demonstrate learning as □ gather, evaluate, and use information, considering various
critical consumers and perspectives, to construct knowledge and demonstrate
creators of media learning
□ demonstrate an understanding of the forms, conventions, and
techniques of digital and media texts, and apply this
understanding when analyzing texts

Ontario: Grade 2 – Page 9

 □ demonstrate an understanding of the interrelationships
between the form, message, and context of a text, the audience,
and the creator
□ use digital and media tools to support stages of the design
process and to develop creative solutions to authentic, real-
world problems
□ communicate and collaborate with various communities in a
safe, respectful, responsible, and inclusive manner when using
online platforms and environments, including digital and
media tools, and demonstrate cultural awareness with
members of the community
A3. Applications, Connections, and Contributions
By the end of Grade 2, □ apply the knowledge and skills developed in this grade to
students will: support learning in various subject areas and identify some
ways this learning can be used in everyday life
- apply language and
literacy skills in cross- □ demonstrate an understanding of the contributions, lived
curricular and integrated experiences, and perspectives of a diversity of individuals and
learning, and communities, including those in Canada, by exploring the
demonstrate an concepts of identity, self, and sense of belonging in culturally
understanding of, and responsive and relevant texts
make connections to, □ identify themes explored in First Nations, Métis, and Inuit
diverse voices, cultures to demonstrate an understanding of the varied
experiences, identities, perspectives, relationships, legacies, truths, and
perspectives, histories, ways of knowing, being, and doing
and contributions,
including those of First
Nations, Métis, and Inuit
individuals,
communities, groups,
and nations

Ontario: Grade 2 – Page 10

B. Foundations of Language
Section Specific Expectations
B1. Oral & Non-Verbal Communication

By the end of Grade 2, □ use effective listening skills, including listening attentively and
students will: asking relevant questions, in formal and informal contexts,
including conversations and classroom activities
apply listening, speaking,
and non-verbal □ identify and use listening strategies before, during, and after
communication skills listening to comprehend information communicated orally and
and strategies to non-verbally, and to recognize when a message is difficult to
understand and understand
communicate meaning □ identify the purpose and audience for speaking in formal and
in formal and informal informal contexts, and use appropriate speaking strategies,
contexts and for various including taking turns, understanding when to speak, and
purposes and audiences knowing how much to say, to communicate clearly and
coherently
□ identify and use oral and non-verbal communication strategies,
including expression, gestures, and body language, to interpret
or contribute to the meaning of messages being conveyed

□ use appropriate word choice, including new vocabulary,

grammar, and cohesive phrases and sentences when speaking
and communicating ideas, to support audience comprehension

B2. Language Foundations for Reading and Writing

By the end of Grade 2, □ Use phonics knowledge, including phonemic blending to read
students will: words and set for variability to correct approximations, and
phonemic segmentation to spell phonetically regular
- demonstrate an monosyllabic and multisyllabic words, in isolation and various
understanding of text contexts
foundational language
knowledge and skills, □ Use orthographic knowledge, including position-based
and apply this tendencies, to make a spelling choice or accurately pronounce
understanding when a word when reading
reading and writing □ use developing knowledge of the meanings of words and
common morphemes (i.e., bases, prefixes, and suffixes) to read
and spell words
□ demonstrate an understanding of a variety of words, acquire
and use explicitly taught vocabulary in various contexts,
including other subject areas, and use their developing
morphological knowledge to analyze and understand new
words in context

Ontario: Grade 2 – Page 11

 □ read words, sentences, and paragraphs in a variety of texts
fluently, with accuracy and appropriate pacing to support
comprehension, and read aloud with expression and
intonation
B3. Language Conventions for Reading and Writing
By the end of Grade 2, □ identify and construct declarative, imperative, interrogative,
students will: and exclamatory sentences, including compound sentences

demonstrate an □ demonstrate an understanding of the functions of parts of

understanding of speech in sentences, including abstract and collective nouns,
sentence structure, personal pronouns, forms of the verb “to be”, comparative and
grammar, cohesive ties, superlative adjectives, conjunctions, and recognition of the
and capitalization and words that adverbs modify, and use this knowledge to support
punctuation, and apply comprehension and communicate meaning clearly
this knowledge when □ use their understanding of the meaning and function of
reading and writing capitalization and punctuation to communicate clearly,
sentences, paragraphs, including capital letters for proper nouns, commas to separate
and a variety of texts items in lists, apostrophes for possessives, and quotation
marks for direct speech

C. Comprehension: Understanding and Responding to Texts

Section Specific Expectations
C1. Knowledge About Texts
By the end of Grade 2, □ read and comprehend short, simple texts, using knowledge of
students will: words, grammar, cohesive ties, sentence structures, and
background knowledge
-apply foundational
knowledge and skills to □ identify simple literary and informational text forms and their
understand a variety of associated genres
texts, including digital □ identify some text patterns, such as chronological order and
and media texts, by journal entry, and text features, including table of contents,
creators with diverse charts, and icons, associated with various text forms, and
identities, perspectives, explain how they help readers, listeners, and viewers
and experience, and understand the meaning
demonstrate an
understanding of the □ identify ways in which images, graphics, and visual design
patterns, features, and create, communicate, and contribute to meaning in a variety of
elements of style texts
associated with various □ identify some simple elements of style in texts, including voice,
text forms and genres word choice, word patterns, and sentence structure, and
describe how they help communicate meaning

Ontario: Grade 2 – Page 12

 □ identify the narrator’s point of view in a variety of texts,
including first person or third person, in simple texts, and
suggest an alternative point of view to tell the story
□ read, listen to, and view various forms of texts by diverse First
Nations, Métis, and Inuit creators to demonstrate
understanding of various aspects of First Nations, Métis, and
Inuit histories, cultures, relationships, communities, groups,
nations, and lived experiences
C2. Comprehension Strategies
By the end of Grade 2, □ activate prior knowledge, including knowledge gained from
students will: personal and text experiences, that they can use to understand
the topics of new texts
- apply comprehension
strategies before, during, □ identify purposes for engaging with texts, including enjoyment
and after reading, or finding information
listening to, and viewing □ make predictions using background knowledge, text features,
a variety of texts, and evidence from the text
including digital and
media texts, by creators □ use strategies such as rereading, visualizing, and asking
with diverse identities, questions, to monitor their understanding of simple texts
perspectives, and
experience, in order to □ identify connections between ideas expressed in simple texts
understand and clarify and their knowledges and lived experiences, the ideas in other
the meaning of texts familiar texts, and the world around them
□ identify the main idea in a simple text, and relate important
details in sequence
□ identify strategies, such as activating prior knowledge and
visualizing, that have helped them comprehend texts
C3. Critical Thinking in Literacy
By the end of Grade 2, □ identify simple literary devices, including consonance and
students will: simile, and describe how they help communicate meaning

-apply critical thinking □ make simple inferences, using stated and implied information
skills to deepen and ideas, to understand simple texts
understanding of texts, □ analyze simple texts, including literary and informational texts,
and analyze how various by identifying and sequencing important information and events
perspectives and topics
are communicated and □ identify some cultural elements represented in various texts,
addressed in a variety of including symbols and values, and explain how these elements
texts, including digital, contribute to the meaning
media, and cultural texts

Ontario: Grade 2 – Page 13

 □ identify explicit and implicit perspectives communicated in a
text, providing evidence, and describe how these perspectives
could influence an audience
□ express personal thoughts and feelings about ideas presented
in texts, such as ideas about diversity, inclusion, and
accessibility
□ identify some ways in which texts created by First Nations,
Métis, and Inuit individuals, communities, groups, or nations
communicate about historical periods, cultural experiences,
and events, and how they relate to current lived experiences
□ identify thinking skills that helped them understand simple
texts

D. Composition: Expressing Ideas and Creating Texts

Section Specific Expectations
D1. Developing Ideas and Organizing Content
By the end of Grade 2, □ identify the topic, purpose, and audience for various texts they
students will: plan to create

-plan, develop ideas, □ generate and develop ideas about given and chosen topics,
gather information, and using simple strategies, and drawing on various resources,
organize content for including their own lived experiences, and learning from other
creating texts of various subject areas
forms, including digital □ gather information and content relevant to a topic, using three
and media texts, on a or more sources
variety of topics
□ sort and sequence ideas and information, taking into account
the text form and genre to be used
□ identify the strategies that helped them to develop ideas for
texts
D2. Creating Texts
By the end of Grade 2, □ draft short texts of various forms and genres, including
students will: personal narratives, persuasive texts, and procedural texts,
using a variety of media, tools, and strategies
□ print legibly and fluently, with appropriate formation patterns,
size, placement, and spacing

Ontario: Grade 2 – Page 14

- apply knowledge and □ demonstrate a personal voice in their texts, using descriptive
understanding of various words to express their thoughts, feelings, and opinions about
text forms and genres to the topic
create, revise, edit, and
proofread their own
texts, using a variety of □ identify the point of view, including first person, used in their
media, tools, and/or texts
strategies, and reflect
critically on created text □ make revisions to texts using feedback from others, such as
adding or deleting sentences
□ make simple edits to draft texts, such as checking for errors in
capitalization, punctuation, and spelling
D3. Publishing, Presenting, and Reflecting
By the end of Grade 2, □ produce final texts using simple techniques, to achieve the
students will: intended effect

- select suitable and □ present the texts they have created using appropriate
effective media, strategies, including by reading aloud with expression
techniques, and tools to □ identify a few strategies they found helpful when presenting
publish and present final texts
texts, and critically
analyze how well the
texts address various
topics

Ontario: Grade 2 – Page 15

 Science & Technology

STEM Skills and Connections : Overall Expectations

Section Specific Expectations
STEM Investigation and Communication Skills
By the end of Grade 2, □ Use a scientific research process and associated skills to
students will: conduct investigations

-use a scientific research □ Use a scientific experimentation process and associated skills
process, a scientific to conduct investigations
experimentation □ Use an engineering design process and associated skills to
process, and an design, build, and test devices, models, structures, and/or
engineering design systems
process to conduct
investigations, following □ Follow established health and safety procedures during
appropriate health and science and technology investigations, including wearing
safety procedures appropriate protective equipment and clothing and safely
using tools, instruments, and materials
□ Communicate their findings, using science and technology
vocabulary and formats that are appropriate for specific
audiences and purposes
Coding and Emerging Technologies
By the end of Grade 2, □ Write and execute code in investigations and when modelling
students will: concepts, with a focus on decomposing problems into smaller
steps
-use coding in
investigations and to □ Identify and describe impacts of coding and of emerging
model concepts, and assess technologies on everyday life
the impact of coding and of
emerging technologies on
everyday life

Ontario: Grade 2 – Page 16

Applications, Connections, and Contributions
By the end of Grade 2, □ Describe practical applications of science and technology
students will: concepts in their home and community, and how these
- demonstrate an applications address real-world problems
understanding of the
practical applications of □ Investigate how science and technology can be used with other
science and technology, and subject areas to address real-world problems
of contributions to science
and technology from people □ Analyse contributions to science and technology from various
with diverse lived communities
experiences
Life Systems: Growth and Changes in Animals
Section Specific Expectations
Relating Science and Technology to Our Changing World
By the end of Grade 2, □ Examine impacts that animals can have on society and the
students will: environment, and describe some ways in which any negative
impacts can be minimized
-assess way in which
animals have an impact □ Assess impacts of various human activities on animals and the
on society and the places where they live, and describe practices that can
environment, and ways minimize negative impacts
in which humans have an
impact upon animals and
the places where they
live
Exploring and Understanding Concepts
By the end of Grade 2, □ Compare physical characteristics of various animals, including
students will: characteristics that are constant and those that change

- demonstrate an □ Describe the locomotion of various anima

understanding that □ Describe the life cycle of a variety of animals, including insects,
animals grow and amphibians, birds, and mammals
change and have distinct
characteristics □ Compare changes in the appearance and behaviour of various
animals as they go through a complete life cycle

Ontario: Grade 2 – Page 17

Matter and Energy: Properties of Liquids and Solids
Section Specific Expectations
Relating Science and Technology to Our Changing World
By the end of Grade 2, □ Assess practices related to the use, storage, and disposal of
students will: liquids and solids in the home in terms of the effects on
personal health and safety and on the environment, and
-assess ways in which suggest ways to improve these practices
liquids and solids and
their uses can have an □ Assess the impacts of changes of state of liquids and solids on
impact on society and humans and on environments
the environment
Exploring and Understanding Concepts
By the end of Grade 2, □ Identify various types of matter in natural and built
students will: environments as liquids or solids

- demonstrate an □ Describe the properties of liquids and solids

understanding of the □ Describe properties of liquid water and solid water, and
properties and physical identify the conditions that cause changes from one state to
changes of liquids and the other
solids
□ Describe some ways in which liquids and solids can be
combined to make useful mixtures
□ Classify solid objects and materials in terms of their buoyancy
and in terms of their ability to absorb or repel water
□ Explain the meaning of international symbols that give us
information on the safety of substances

Ontario: Grade 2 – Page 18

Structures and Mechanisms: Simple Machines & Movement
Section Specific Expectations
Relating Science and Technology to Our Changing World
By the end of Grade 2, □ Assess the impact of simple machines on the daily lives of
students will: people in various communities

-assess the impact of □ Assess the impact on the environment of technologies that use
simple machines on simple machines to facilitate movement
society and on the
environment
Understanding Basic Concepts
By the end of Grade 2, □ Describe different ways in which objects move
students will:
□ Identify ways in which the position of an object can be changed
- demonstrate an □ Identify the six basic types of simple machines: lever, inclined
understanding of plane, wedge, pulley, wheel and axle, and screw
movement and ways in
which simple machines □ Describe ways in which each type of simple machine is used in
help to move objects daily life to make tasks easier
□ Compare, qualitatively or quantitatively, the force required to
move an object using various simple machines to the force
required to move the object without using a simple machine

Ontario: Grade 2 – Page 19

Earth and Space Systems: Air and Water in the Environment
Section Specific Expectations
Relating Science and Technology to Our Changing World
By the end of Grade 2, □ Assess the impact of human activities on air and water, taking
students will: various perspectives into consideration, including those of
First Nations, Métis, and Inuit, and plan a course of action to
-assess ways in which protect the quality of the air and/or water in the local
the actions of humans community
have an impact on the
quality of air and water □ Assess their personal and household uses of water, and create
and create plans to a plan to use water responsibly
protect these resources □ Examine the availability of fresh water and drinking water
around the world, and describe the impact on communities
Exploring and Understanding Concepts
By the end of Grade 2, □ Demonstrate an understanding of the key properties of air and
students will: water

- demonstrate an □ Identify sources of water in the natural and built environments

understanding of the □ Describe the stages of the water cycle, including evaporation,
properties of air and condensation, precipitation, and collection
water, including water in
various states, and of □ Identify the three states of water in the environment, and
ways in which living describe how temperature changes affect the state of water
things depend on air and within the water cycle
water for their survival □ Describe ways in which living things, including humans,
depend on air and water

Ontario: Grade 2 – Page 20

 Social Studies

Heritage and Identity: Changing Family and Community Traditions

Section Specific Expectations
Application: Why Traditions Change
By the end of Grade 2, □ Compare ways in which some traditions have been celebrated
students will: over multiple generations in their family, and identify some of
-compare some the main reasons for changes in these traditions
significant traditions and
celebrations among □ Compare their family's structure and some of their traditions
diverse groups at and celebrations with those of their peer's families
different times, and □ Compare some of the past and present traditions of different
identify some of the ethno-cultural groups in their local community, and identify
reasons for the changes some of the main reasons for the change
in these
traditions/celebrations
Inquiry: Past and Present Traditions
By the end of Grade 2, □ Formulate questions to guide investigations into some of the
students will: past and present traditions and celebrations in their own
family and the communities to which they belong
- use the social studies
inquiry process to □ Gather and organize information on some of the past and
investigate some of the present traditions and celebrations within their family and the
past and present community to which they belong, using primary and/or
traditions and secondary sources that they have gathered themselves or that
celebrations within their have been provided to them
own family and the □ Analyse and construct simple maps as part of their
communities to which investigations into past and present traditions and
they belong celebrations in their local community
□ Interpret and analyse information relevant to their
investigations, using a variety of tools
□ Evaluate evidence and draw conclusions about past and
present traditions and celebrations in their own families and
the communities to which they belong
□ Communicate the results of their inquiries, using appropriate
vocabulary and formats
Understanding Context: Tradition and Heritage
By the end of Grade 2, □ Identify and describe different types of families
students will:

Ontario: Grade 2 – Page 21

 □ Identify some different groups in their community and
- describe some of the describe some of the ways in which they contribute to diversity
major groups in their in Canada
community, including
different types of □ Identify countries of personal or familial significance, and
families, and some of the locate them on a globe and/or print, digital, or interactive map
ways in which traditions □ Describe some significant traditions and celebrations of their
and heritage are passed families, their peers, and their own communities, as well as
on by such groups some other communities in Canada
□ Demonstrate an understanding of simple chronology by
identifying and organizing chronologically some important
events and people from multiple generations in their family
and/or community
□ Identify some way in which heritage is passed on through
various community celebrations and events
□ Identify some ways in which heritage is passed on through
various family celebrations and practices

People and Environments: Global Communities

Section Specific Expectations
Application: Variations in Global Communities
By the end of Grade 2, □ Compare selected communities from around the world,
students will: including their community, in terms of the lifestyles of people
in those communities and some ways in which the people meet
-Describe some their needs
similarities and
difference in the ways in □ Described some the ways in which two or more distinct
which people in two or communities have adapted to their location, climate, and
more communities in physical features
different parts of the □ Demonstrate an understanding of the importance of
world meets their needs sustainability in people's interrelationship with their natural
and have adapted to the environment and of some of the consequences of sustainable
location, climate, and and/or non-sustainable actions
physical features of their
regions
Inquiry: Natural Environments and Ways of Life
By the end of Grade 2, □ Formulate questions to guide investigations into some aspects
students will: of the interrelationship between the natural environment of
selected communities and the ways in which people live

Ontario: Grade 2 – Page 22

- use the social studies □ Gather and organize information and data about some
inquiry process to communities' locations, climate, and physical features, and the
investigate aspects of the ways of life of people in these communities
interrelationship
between the natural □ Analyse and construct simple maps to determine and illustrate
environment, including patterns in the interrelationship between the location of some
the climate, of selected communities and human activities in those communities
communities and the □ Interpret and analyse information relevant to their
way in which people in investigations, using a variety of tools
those communities live
□ Evaluate evidence and draw conclusions about some aspects of
the interrelationship between communities' natural
environment and the ways of life of people in those
communities
□ Communicate the results of their inquiries, using appropriate
vocabulary and format
Understanding Context: Physical Features and Communities
By the end of Grade 2, □ Demonstrate an understanding that there are a variety of
students will: countries, continents, physical features, and bodies of water
around the world and that their locations can be represented
- identify and locate in different ways
various physical features
and selected □ Identify continents, significant bodies of water, the equator,
communities around the poles, and hemispheres, using a globe, print, digital, or
world and describe some interactive maps, and/or mapping program
aspects of people's ways □ Identify cardinal directions on a map, and use these directions
of life in those when locating selected communities, countries, and/or
communities continents
□ Identify the location of selected countries, cities, and/or towns
around the world, and describe how their location and climate
are related
□ Demonstrate the ability to extract information on the location
and climate of a region from photographs and print, digital,
and/or interactive maps
□ Identify basic human needs, and describe some ways in which
people in communities around the world meet these needs
□ Describe selected communities around the world, with
reference to their major physical features, wildlife, and some
aspects of their culture
□ Describe similarities and differences between their community
and a community in a different region in the world

Ontario: Grade 2 – Page 23

 The Arts

Dance
Section Specific Expectations
Creating and Presenting
By the end of Grade 2, □ Develop short movement phrases inspired by a variety of
students will: activities in their community and incorporating different
pathways, directions, and shapes
-apply the creative
process to the □ Use dance as a language to represent the main ideas in poems
composition of simple and stories, with a focus on body and space
dance phrases, using the □ Create distinct beginnings and endings for dance phrases in a
elements of dance to variety of ways
communicate feelings
and ideas. □ Use a variety of locomotor and non-locomotor movements to
depict creatures and objects in the world around them
Reflecting, Responding, and Analysing
By the end of Grade 2, □ Describe the similarities between their own dance phrases and
students will: those of others

- apply the critical □ Identify, using dance vocabulary, the elements of dance in their
analysis process to own dance phrases and those of others, and describe how each
communicate their element is used to communicate meaning
feelings, ideas, and □ Identify and give examples of their strengths and areas for
understandings in growth as dance creators and audience members
response to a variety of
dance pieces and
experiences
Exploring Forms and Cultural Contexts
By the end of Grade 2, □ Describe, with teacher guidance, a variety of dances from
students will: different communities around the world that they have seen in
the media, at live performances and social gatherings, or in the
-demonstrate an classroom
understanding of a
variety of dance forms □ Identify and describe why people dance in daily life and
and styles from the past various contexts in which they do so
and present, and their
social and/or
community contexts

Ontario: Grade 2 – Page 24

Drama
Section Specific Expectations
Creating and Presenting
By the end of Grade 2, □ Engage in dramatic play and role play, with a focus on
students will: exploring main ideas and central character in stories from
diverse communities, times, and places
-apply the creative
process to dramatic play □ Demonstrate an understanding of the element of role by
and process drama, communicating thoughts, feelings, and perspectives
using the elements and appropriate to the role being played
conventions of drama to □ Plan and shape the direction of a dramatic play or role play,
communicate feelings, building on their own and others' ideas both in and out of role,
ideas, and stories with support
□ Communicate feelings and ideas to a familiar audience using a
several simple visual or technological aids to support and
enhance their drama work
Reflecting, Responding, and Analysing
By the end of Grade 2, □ Express thoughts, feelings, and ideas about drama experiences
students will: and performances in a variety of ways

-apply the critical □ Identify, using drama terminology, the elements and
analysis process to conventions of drama used in shared drama experiences and
communicate feelings, theatre and describe how they help communicate ideas and
ideas, and feelings and create interest
understandings in □ Identify and give example of their strengths, interests, and
response to a variety of areas for improvement as drama participants and audience
drama works and members
experiences
Exploring Forms and Cultural Contexts
By the end of Grade 2, □ Identify and describe a variety of drama and theatre forms
students will: they experience in their home, school, and community, and in
the media
- demonstrate an
understanding of a □ Demonstrate an awareness of some drama and theatre
variety of drama and traditions of communities around the world
theatre forms and styles
from the past and
present, and their social
and/or community
contexts

Ontario: Grade 2 – Page 25

Music
Section Specific Expectations
Creating and Presenting
By the end of Grade 2, □ Sing unison songs in tune and/or play simple melodies and
students will: accompaniments for music from a wide variety of cultures,
styles, and historical periods
-apply the creative
process to create and □ Apply the elements of music when singing, playing an
perform music for a instrument, and moving
variety of purposes, □ Create simple compositions for specific purpose and a familiar
using the elements and audience
techniques of music
□ Use the tools and techniques of musicianship in musical
performances
□ Use symbols to represent sounds and sounds to represent
musical symbols
Reflecting, Responding, and Analysing
By the end of Grade 2, □ Express personal responses to musical performances in a
students will: variety of ways

- apply the critical □ Describe ways in which the elements of music are used for
analysis process to different purposes in the music they perform, listen to, and
communicate their create
feelings, ideas, and □ Identify and give examples of their strengths and areas for
understandings in growth as musical performers, creators, interpreters, and
response to a variety of audience members
music and musical
experiences
Exploring Forms and Cultural Contexts
By the end of Grade 2, □ Identify reasons why people make music in their daily lives
students will: and describe contexts in which they make music

-demonstrate an □ Identify, through performing and/or listening to, a variety of

understanding of a musical forms or pieces from different communities, times, and
variety of musical places
genres and styles from
the past and present, and
their social and/or
community contexts

Ontario: Grade 2 – Page 26

Visual Arts
Section Specific Expectations
Creating and Presenting
By the end of Grade 2, □ Create two- and three-dimensional works of art that express
students will: feelings and ideas inspired by activities in their community or
observations of nature
-apply the creative
process to produce a □ Demonstrate an understanding of composition, using
variety of two- and principles of design to create narrative art works or art works
three-dimensional art on a theme or topic
works, using elements, □ Use elements of design in art works to communicate ideas,
principles, and messages, and understandings
techniques of visual arts
to communicate feelings, □ Use a variety of materials, tools, and techniques to respond to
ideas, and design challenges:
understandings □ drawing
□ mixed media
□ painting
□ printmaking
□ sculpture
Reflecting, Responding, and Analysing
By the end of Grade 2, □ Express their feelings and ideas about works of art
students will:
□ Explain how elements and principles of design are used to
- apply the critical communicate meaning or understanding in their own and
analysis process to others' art work
communicate their □ Demonstrate an awareness of signs and symbols encountered
feelings, ideas, and in their daily lives and in works of art
understandings in
response to a variety of □ Identify and document their strengths, their interests, and
art works and art areas for improvement as creators of art
experiences
Exploring Forms and Cultural Contexts
By the end of Grade 2, □ Identify and describe a variety of visual art forms they see in
students will: their home, at school, in their community, and in visual art
- demonstrate an experiences
understanding of a
variety of art forms, □ Demonstrate an awareness of a variety of works of art and
styles, and techniques artistic traditions from diverse communities, times, and places
from the past and present,
and their social and/or
community contexts

Ontario: Grade 2 – Page 27

 Health & Physical Education

Social-Emotional Learning Skills

Section Specific Expectations
Active Participation
By the end of Grade 2, Identification and Management of Emotions
students will: □ Apply skills that help them identify and manage emotions as
they participate in learning experiences in health and physical
-apply, to the best of education, in order to improve their ability to express their
their ability, a range of own feelings and understand and respond to the feelings of
social-emotional others
learning skills as they
Stress Management and Coping
acquire knowledge and
skills in connection with □ Apply skills that help them to recognize sources of stress and
the expectations in the to cope with challenges, including help-seeking behaviours, as
Active Living, Movement they participate in learning experiences in health and physical
Competence, and education, in order to support the development of personal
Healthy Living strands resilience
for this grade. Positive Motivation and Perseverance
□ Apply skills that help them develop habits of mind that support
positive motivation and perseverance as they participate in
learning experiences in health and physical education, in order
to promote a sense of optimism and hope
Healthy Relationships
□ Apply skills that help them build relationships, develop
empathy, and communicate with others as they participate in
learning experiences in health and physical education, in order
to support healthy relationships, a sense of belonging, and
respect for diversity
Self-Awareness and Sense of Identity
□ Apply skills that help them develop self-awareness and self-
confidence as they participate in learning experiences in health
and physical education, in order to support the development of
a sense of identity and a sense of belonging
Critical and Creative Thinking
□ Apply skills that help them think critically and creatively as
they participate in learning experiences in health and physical
education, in order to support making connections, analysing,
evaluating, problem solving, and decision making

Ontario: Grade 2 – Page 28

Active Living
Section Specific Expectations
Active Participation
By the end of Grade 2, □ Actively participate in a wide variety of program activities,
students will: according to their capabilities, while applying behaviours that
enhance their readiness and ability to take part
-participate actively and
regularly in a wide □ Demonstrate an understanding of factors that contribute to
variety of physical their personal enjoyment of being active as they participate in
activities and a wide variety of individual and small-group activities
demonstrate an □ Identify reasons for participating in physical activity every day
understanding of the
value of regular physical
activity in their daily
lives
Physical Fitness
By the end of Grade 2, □ Daily Physical Activity (DPA): participate in sustained
students will: moderate to vigorous physical activity, with appropriate warm-
up and cool-down activities, to the best of their ability for a
- demonstrate an minimum of twenty minutes each day
understanding of the
importance of being □ Describe different types of activities that improve the strength
physically active and of the heart and lungs
apply physical fitness □ Recognize their degree of exertion in physical activities by
concepts and practices using simple assessment methods, and identify factors that
that contribute to affect their performance level
healthy, active living
□ Participate in setting and achieving realistic personal and
group goals related to physical activity
Safety
By the end of Grade 2, □ Demonstrate behaviours and apply procedures that maximize
students will: their safety and that of others during physical activity

-demonstrate □ Identify ways of protecting themselves and others, including

responsibility for their those with medical conditions, from safety risks while
own safety and the participating in physical activities
safety of others as they
participate in physical
activities

Ontario: Grade 2 – Page 29

Movement Competence: Skills, Concepts, and Strategies
Section Specific Expectations
Movement Skills and Concepts
By the end of Grade 2, □ Perform a variety of static balances with and without
students will: equipment, using different body parts at different levels and
making different body shapes
- perform movement
skills, demonstrating □ Demonstrate the ability to jump, hop, and land safely and in
awareness of the basic control, taking off from one foot or from two feet
requirements of the □ Perform a variety of locomotor movements with and without
skills and applying equipment, travelling in different directions and at different
movement concepts as speeds, and using different pathways
appropriate, as they
engage in a variety of □ Send objects of different shapes and sizes at different levels
physical activities and in different ways, using different body parts
□ Receive objects of different shapes and sizes at different level
and in various ways, using different body parts
Movement Strategies
By the end of Grade 2, □ Demonstrate an understanding that different physical
students will: activities have different components, and apply this
understanding as they participate in and explore a variety of
- apply movement individual and small-group activities
strategies appropriately,
demonstrating an □ Apply a variety of simple tactics to increase their chances of
understanding of the success while participating in and exploring physical activities
components of a variety
of physical activities, in
order to enhance their
ability to participate
successfully in those
activities

Ontario: Grade 2 – Page 30

Healthy Living
Section Specific Expectations
Understanding Health Concepts
By the end of Grade 2, Personal Safety and Injury Prevention
students will: □ Demonstrate an understanding of practices that enhance
personal safety in the home, outdoors, and when online
-demonstrate an □ Identify common food allergies and sensitivities and the
understanding of factors reactions they might cause
that contribute to
healthy development Substance Use, Addictions, and Related Behaviours
□ Describe the differences between prescription medicines and
non-prescription medicines, giving examples of each, and
identify rules for the proper use of all medicines
Human Development and Sexual Health
□ Outline the basic stages of human development (e.g., infant,
child, adolescent, adult, older adult) and related bodily changes,
and identify factors that are important for healthy growth and
living throughout life
□ Demonstrate the ability to identify and appreciate aspects of
how their bodies work and describe what they can do to
ensure that they will continue to appreciate their bodies as
they grow and change
Mental Health Literacy
□ Demonstrate an understanding of how a person’s body and
brain respond to challenging or uncomfortable situations and
describe what they can do to feel better at those times
Making Healthy Choices
By the end of Grade 2, Healthy Eating
students will: □ Use Canada's Food Guide to assess the nutritional value of
meals, and identify food and beverage choices that enhance
- demonstrate the ability healthy growth and development
to apply health □ Demonstrate an understanding of how to make healthy food
knowledge social- choices for meals and snacks, considering the factors they can
emotional learning skills and cannot control
to make reasoned
decisions and take Personal Safety and Injury Prevention
appropriate actions □ Explain the importance of consent and demonstrate the ability
relating to their personal to stand up for themselves and others, to enhance well-being
health and well-being and safety
Human Development and Sexual Health
□ Demonstrate an understanding of and apply practices that
contribute to the maintenance of good oral health

Ontario: Grade 2 – Page 31

 Mental Health Literacy
□ Explain how understanding and being able to name their
feelings can help in knowing when they might need to get help
Making Connections for Healthy Living
By the end of Grade 2, Personal Safety and Injury Prevention
students will: □ Describe how to relate positively to family members,
caregivers, and other, and describe behaviours that can be
-demonstrate the ability harmful in relating to others
to make connections that
Substance Use, Addictions, and Related Behaviours
relate to health and well-
being – how their □ Describe methods that may be used instead of or in
choices and behaviours combination with medication to maintain good physical and
affect both themselves mental health and prevent or treat various health problems
and others, and how
factors in the world
around them affect their
own and others' health
and well-being

Ontario: Grade 2 – Page 32