How does identifying relationships between study objects in Kindergarten lead to competencies in identifying and addressing issues?

Students in Kindergarten learn about how issues are addressed through understanding relationships and general rules for behavior in human communities.

In Social Studies, children “identify work done in their community” including the work done by community helpers. Students might also learn about services which people provide to domestic and wild animals, or to keep human spaces (e.g. parks) clean, perhaps even to restore aras through replanting of trees. Some groups of students might learn about the work done by people to help those who are homeless.

Students “describe their roles and responsibilities as members of the classroom and school community” and “identify the purpose of classroom and school expectations” in the Government portion of the Social Studies curriculum. There are similar prescribed learning outcomes in other curricula such as, “ identify a variety of jobs and responsibilities they have at home and at school” and “identify safety guidelines for participating in physical activity”. Students in Kindergarten are expected to demonstrate understanding of the importance of human systems (governance) by altering and changing their behavior. Students are not expected to generate their own ideas for appropriate rules based on observations of the way that people relate to each other in the environment at this stage.

In the Fine Arts, students “demonstrate an awareness that an image can be an original artwork or a reproduction”. A teacher might use this PLO to explore social media and the transit of concepts via exploration of patterns in visual images.