Quebec Competencies Chart - Making Media for Democratic Citizenship

Author: This unit was created for MediaSmarts by Media Educator, Maureen Baron
Level: Grade 12
Lesson Length: Five to six days
Subject Area: International development and the media
Lesson Link: ;

Description: In this five- or six-day unit, students create a video podcast to present balanced, unbiased perspectives on global development issues. They voice their perspectives through the language, codes and conventions of a visual medium.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To use creativity
  • To adopt effective work methods
  • To use information and communication technologies (ICT)
  • To construct his/her identity
  • To cooperate with others
  • To communicate appropriately
  • Media Literacy
  • Citizenship and Community Life

This lesson satisfies the following Competencies from the Quebec Education Program:

English Language Arts

Uses language/talk to communicate and learn

Establishes a repertoire of resources for communicating and learning in specific contexts

  • Investigates the affordances of spoken language as a mode of communication
  • Examines some of the aesthetic qualities of spoken language
  • Develops rhetorical strategies to achieve specific purposes
  • Examines the affordances of genres
  • Extends the range of strategies for collecting the data needed for use in specific genres

Participates in the social practices of the classroom and community in specific contexts

  • Investigates the uses of spoken language in the school and community
  • Plans and carries out independent units of study
  • Conducts exploratory ethnographic research
  • Organizes and maintains an integrated profile of work over the cycle
  • Engages in a process of self-evaluation and reflection
  • Confers with the teacher in regular and ongoing evaluation conferences

Interacts with peers and teacher in specific contexts

  • Collaborates with peers to construct knowledge about how things are done
  • Participates in collaborative action research groups using an inquiry process
  • Applies procedural and meaningmaking strategies to achieve a purpose
  • Contributes to team efforts as an interactive and critical listener

Reads and listens to written, spoken and media texts

Integrates reading profile, stance and strategies to make sense of a text in a specific context

  • Reads for pleasure and to learn
  • Draws on prior experience and the features of a genre to make sense of a text
  • Adjusts reading strategies and stance to the context
  • Develops research and organizational strategies for working with information

Talks about own response to a text within a classroom community

  • Deepens own meaning(s) of a text in discussions with other readers
  • Situates meanings within own experiences and the world of the text, in order to transform initial readings into more conscious interpretations
  • Considers possible reasons for own responses and the responses of others to clarify and reshape the relationship between self as reader and the text
  • Shares Integrated Profile in teacher-student conferences

Interprets the relationship(s) between reader, text and context in light of own response(s)

  • Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed
  • Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations
  • Constructs interpretations that embody both own world and the world of the text

Produces texts for personal and social purposes

Extends repertoire of resources for producing texts

  • Immerses self in texts to learn how they are constructed
  • Investigates the codes and conventions of various genres
  • Creates criteria for what makes text(s) effective
  • Examines the affordances of different modes and genres to make production decisions
  • Uses models of different texts to apply chosen features in own work
  • Applies codes and conventions of written and media language
  • Compares own style in relation to other writers/producers
  • Develops standards for using language responsibly to represent people, events and ideas

Constructs a relationship between writer/producer, text and context

  • Understands that all texts are constructed in specific contexts for specific audiences and purposes
  • Researches as a writer/producer to become more informed, to create authentic contexts and to characterize an audience
  • Assumes various roles in own productions
  • Analyzes the elements of the context and shapes the text accordingly
  • Examines the differences between producing texts for public and private spaces.

Adapts a process to produce texts in specific contexts

  • Participates both individually and collaboratively in different recursive phases of the production process
  • Confers regularly with peers and teacher throughout the production process
  • Uses feedback strategies to improve own productions and support peers
  • Reflects on own development as a writer/producer over time
  • Monitors own learning
  • Cultivates a variety of media and writerly practices
  • Explores a variety of avenues for wider publication

Visual Arts

Creates media images

Uses ideas to create a media production

  • Is open to a stimulus for creation
  • Is receptive to ideas, images, emotions, sensations and impressions evoked by the stimulus
  • Takes into account the characteristics of the target audience
  • Keeps a record of his/her ideas
  • Explores various ways of conveying ideas through images and adapting them to the target audience
  • Chooses ideas and plans a media creation project

Shares his/her experience of media creation

  • Considers his/her creative intention and progress
  • Identifies the important elements of his/her experience and its characteristics
  • Makes comparisons with his/her previous learning
  • Identifies what he/she has learned and the methods used

Uses transforming gestures and elements of media language

  • Experiments with methods of materializing his/her ideas
  • Makes use of his/her memory of transforming gestures and knowledge of media language
  • Chooses the most meaningful gestures and elements for his/her creative intention
  • Develops methods of using these gestures and elements in order to adapt them to the target audience

Structures his/her media production

  • Applies the results of his/her experiments
  • Shapes the material and language elements and organizes them on the basis of the message to be conveyed
  • Validates the media impact of the visual message on a control group
  • Reviews his/her choices of material and language
  • Makes adjustments
  • Refines certain elements, if necessary


Creates dramatic works

Applies ideas for the creation of a dramatic work

  • Is open to a stimulus for creation
  • Is receptive to ideas, images, emotions, sensations or impressions evoked by the stimulus
  • Keeps records of his/her ideas
  • Explores various ways of conveying creative ideas through dramatic action
  • Chooses dramatic actions for their interest
  • Plans a creative project

Shares his/her dramatic creation experience

  • Analyzes his/her creative intention and process
  • Keeps records of his/her ideas
  • Identifies the important elements of his/her experience and its characteristics
  • Makes comparisons with previous knowledge
  • Identifies what he/she has learned and the methods used

Presents his/her dramatic creation

  • Remains attentive to classmates
  • Adjusts his/her actions to those of classmates
  • Takes advantage of unexpected occurrences
  • Respects conventions concerning unified performance
  • Validates the clarity of the creative intention
  • Reconsiders and confirms artistic choices
  • Plans necessary adjustments

Uses elements of dramatic language

  • Experiments with elements of dramatic language
  • Makes use of his/her dramatic experiences
  • Chooses the most meaningful elements in relation to his/her creative intention and perfects methods for using these elements

Organizes his/her dramatic creation

  • Experiments with ways of linking dramatic scenes
  • Organizes the dramatic material based on the creative intention
  • Reviews his/her dramatic choices after considering the character of the work
  • Establishes conventions concerning unified performance
  • Refines certain elements of his/her creation, if necessary

Performs dramatic works

Becomes familiar with the dramatic content of the work

  • Immerses himself/herself in the work and identifies elements of dramatic language
  • Recognizes the meaning and, if applicable, the historical or sociocultural aspects that may affect the performance
  • Experiments with various ways of conveying the dramatic content of the work
  • Uses performance strategies

Shares his/her performance experience

  • Analyzes his/her communicative purpose and progress and the development of his/her understanding of the work, if applicable
  • Identifies the important elements of his/her experience and its characteristics
  • Compares with his/her previous learning
  • Identifies what he/she has learned and the methods used

Respects the conventions regarding unified performance

  • Establishes conventions regarding unified performance
  • Listens to others
  • Puts established conventions into practice
  • Adjusts his/her performance to that of others
  • Updates the elements of dramatic language selected

Uses elements of dramatic language

  • Experiments with elements of dramatic language related to the characters, action and meaning of the work
  • Makes use of sensory and emotional resources and experiences
  • Uses observation to improve his/her performance
  • Adapts elements of the dramatic language selected to bring out the characters, action and meaning of the work
  • Links dramatic actions

Becomes familiar with the expressive nature of the work

  • Experiments with the expressive elements of the work
  • Adapts these elements to the performance or to the author’s intention, if applicable
  • Makes use of expressive resources
  • Selects elements of dramatic language to match the nature of the work and his/her communication intention

Ethics and Religious Culture

Reflects on ethical questions

Analyzes a situation from an ethical point of view

  • Describes a situation and puts it into context
  • Formulates a related ethical question
  • Compares points of view
  • Explains tensions or conflicting values
  • Compares the situation with similar situations
  • Compares his/her analysis of the situation with that of his/her classmates

Examines a variety of cultural, moral, religious, scientific or social references

  • Finds the main references present in different points of view
  • Looks for the role and the meaning of these references
  • Considers other references
  • Compares the meaning of the main references in different contexts

Evaluates options or possible actions

  • Suggests options or possible actions
  • Studies the effects of these options or actions on oneself, others or the situation
  • Chooses options or actions that foster community life
  • Reflects on the factors that influenced these choices

Engages in dialogue

Organizes his/her thinking

  • Identifies the subject of dialogue
  • Makes connections between prior knowledge and new knowledge
  • Distinguishes between what is essential and what is secondary in the different points of view expressed
  • Takes stock of his/her reflections

Develops a substantiated point of view

  • Uses his/her resources and looks for information about the subject of dialogue
  • Develops further his/her understanding of different points of view
  • Imagines various hypotheses
  • Fleshes out a point of view
  • Anticipates objections and necessary clarifications
  • Validates his/her point of view
  • Reflects on his/her process

Interacts with others

  • Develops an awareness of his/her reaction to the subject of dialogue
  • Looks for conditions that foster dialogue
  • Expresses his/her point of view and pays attention to others’ views
  • Explains different points of view, using relevant and coherent arguments
  • Asks for clarification
  • Implements means to overcome obstacles to dialogue