Outcome Chart - Alberta - Communications 2015 (Grade 10)

This outcome chart contains Media literacy learning expectations from the Alberta communications curriculum, with links to supporting resources on the MediaSmarts site.

Media Impact

Specific Expectations

1. analyze various media messages, e.g., radio, television, photography, Web or print, and describe the impact of the various messages from a personal, community and national perspective

  • 1.1 describe the various roles of media; e.g., advertising, role modelling, stereotyping, cultural representation, propaganda, consumerism
  • 1.2 identify a current issue of media interest and describe its impact from a personal, community or national perspective
  • 1.3 identify and describe the media format(s) used to present selected commercially produced messages and the impact of the media on the effectiveness of message delivery
  • 1.4 develop and apply criteria to compare the anticipated effectiveness of media selected for delivering the message to the actual effectiveness of the result (audience reaction)

2. design and produce a simple message, and communicate it through a specified media; e.g., print, audio, video, animation or combination

  • 2.1 develop a plan for producing a message in specified media or multimedia; e.g., consider target audience, intent of message, type of media
  • 2.2 use appropriate planning procedures for selected media; e.g., storyboard, script, outline, shot list, thumbnails, composites
  • 2.3 produce a specified media message from a personal, community or national perspective in one or more media formats; e.g., commercial or advertising layout, news item or interview (audio, video, print or combination), public service announcement, billboard design

3. identify copyright restrictions and permissions and put them into practice

4. present a selection of work completed in this course to an audience

  • 4.1 discuss work regarding:
    • 4.1.1 how the elements and principles of design help facilitate good composition in his or her work
    • 4.1.2 the technical and creative aspects of the work; e.g., quality, uniqueness
    • 4.1.3 areas of concern/difficulty (if applicable)
    • 4.1.4 meeting school and community standards; e.g., appropriate language
    • 4.1.5 the use of tools and equipment

6. demonstrate basic competencies

  • 6.1 demonstrate fundamental skills to:
    • 6.1.1 communicate
    • 6.1.2 manage information
    • 6.1.4 think and solve problems


Beyond Media Messages: Media Portrayal of Global Development

Bias in the News

Buy Nothing Day

Camera Shots

Celebrities and World Issues

Cinema Cops

Comparing Crime Dramas

Crime in the News

Free Speech and the Internet

How to Analyze the News

Magazine Production

Marketing to Teens: Alternate Ads

Marketing to Teens: Gender Roles in Advertising

Marketing to Teens: Gotta Have It! Designer & Brand Names

Marketing to Teens: Introduction

Marketing to Teens: Marketing Tactics

Marketing to Teens: Parody Ads

Marketing to Teens: Talking Back

Perceptions of Youth and Crime

Scripting a Crime Drama

Television Newscasts

The Front Page

Viewing a Crime Drama

Violence on Television

Watching the Elections

You Be the Editor