MyWorld - Curricular Connections

AlbertaBritish Columbia Manitoba New Brunswick Northwest Territories Newfoundland and Labrador Nova Scotia Nunavut Ontario Prince Edward Island Quebec Saskatchewan Yukon

ALBERTA

English Language Arts

Grade 7, 8, 9

  • listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences
  • listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts
  • listen, speak, read, write, view, and represent to manage ideas and information

Grade 10-1, 10-2, 20-1, 20-2, 30-1, 30-2

  • listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences
  • listen, speak, read, write, view, and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically, and creatively
    • evaluate the verisimilitude, appropriateness and significance of print and nonprint texts
  • listen, speak, read, write, view, and represent to manage ideas and information

Information and Communication Technology

Division 3, Division 4

  • Communicating, Inquiring, Decision Making and Problem Solving
  • Foundational Operations, Knowledge and Concepts

Health and Skills

Grade 7, 8

  • Understanding and expressing feelings
    • identify sources of stress in relationships, and describe positive methods of dealing with such stressors; e.g., change, loss, discrimination, rejection

Grade 9

  • Understanding and expressing feelings
    • analyze, evaluate and refine personal communication patterns

Career and Life Management

Grade 10, 20, 30

  • Personal Choices

Social Studies

Grade 7

  • Dimensions of Thinking
  • Develop skills of critical thinking and creative thinking:
    • determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue

Grade 8

  • Dimensions of thinking
  • Develop skills of critical thinking and creative thinking:
    • determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue
  • Research for deliberative inquiry
  • Communication

Grade 8 (Knowledge and Employability)

  • Skills and processes

Grade 9

  • Economic Growth: Differing Perspectives

Grade 10

  • Citizenship in Canada

Grade 10 (Knowledge and Employability)

  • Skills and Processes

Grade 20-1

  • Citizenship in Canada
  • Skill and Process Outcomes

Grade 20-2

  • Skill and Process Outcomes

Grade 23

  • Citizenship in Canada

Grade 33

  • Citizenship in Canada
  • Process Skills

BRITISH COLUMBIA

English Language Arts

Grade 7, 8, 9, 10, 11, 12

  • Reading and Viewing
  • Purposes (Reading and Viewing)
  • Strategies
  • Thinking (Reading and Viewing)
  • Features (Reading and Viewing)
  • Writing and Representing

Personal Planning

Grade 7

  • Making Plans and Decisions
    • It is expected that students will: display responsible decision making in relationships
  • Mental Well-being
    • It is expected that students will: identify the factors that affect their sense of self and their personal potential
  • Healthy Relationships
  • Child Abuse Prevention
    • It is expected that students will: describe indicators of both healthy and abusive relationships

Health and Career Education

Grade 8

  • Safety and Injury Prevention
    • It is expected that students will: propose strategies for the safe use of wireless and online communications (e.g., cell phones, Internet, PDAs)

Grade 9

  • Healthy Relationships
    • It is expected that students will: describe effective and appropriate responses to bullying, discrimination, harassment, and intimidation (e.g., recognizing discrimination when it occurs, encouraging communication and empathy, promoting responsibility and accountability, speaking up on behalf of others, identifying support services)

Planning 10

  • Health

Information Technology

Grade 8, 9, 10

  • Foundations
  • Process
  • Presentation

Grade 11, 12

  • The Nature of Information and Communications Technology
  • Gathering and Processing
  • New Technologies

Social Studies

Grade 7

  • Skills and processes of social studies

Grade 8

  • Applications of social studies

Grade 9, 10, 11

  • Skills and processes of social studies
    • apply critical thinking skills, including
      • questioning
      • comparing
      • summarizing
      • drawing conclusions
      • defending a position
    • demonstrate effective research skills, including
      • accessing information
      • assessing information
      • collecting data
      • evaluating data
      • organizing information
      • presenting information
      • citing sources
  • Applications of social studies

Civic Studies

Grade 11

  • Skills and processes of social studies

Literacy Foundations Language Arts

Literacy Foundations Language Arts Level 4

Reading and Viewing

  • read and demonstrate an understanding of a range of texts
  • read and demonstrate an understanding of the content presented in a variety of simple informational texts (e.g., diagrams, maps, newspaper articles, instructional material, reference material)
  • view and demonstrate an understanding of the meaning conveyed by a variety of visual texts (e.g., illustrations, diagrams, posters, broadcast media, films, videos)
  • during reading and viewing, construct meaning from texts
  • after reading and viewing, develop their understanding of the meaning conveyed in texts

Writing and Representing

  • communicate meaning by using conventions of writing and representing (i.e., generally accepted mechanics of language)

Literacy Foundations Language Arts Level 5

Reading and Viewing

  • read and demonstrate an understanding of a range of texts
  • read and demonstrate an understanding of the content presented in a variety of informational texts
  • view and demonstrate an understanding of the meaning conveyed by a variety of visual texts
  • after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts

Writing and Representing

  • communicate meaning by using conventions of writing and representing (i.e., generally accepted mechanics of language)
  • write a variety of creative and personalized multi-paragraph compositions (e.g., journals, stories, verse, memoirs, personal letters, blogs)

Literacy Foundations Language Arts Level 6

Reading and Viewing

  • read and demonstrate an understanding of a range of texts
  • read and demonstrate an understanding of the content presented in a variety of informational and persuasive texts
  • view and demonstrate an understanding of the meaning conveyed by a variety of visual media
  • after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts

Writing and Representing

  • communicate meaning by using conventions of writing and representing (i.e., generally accepted mechanics of language)
  • write a variety of creative and personalized multi-paragraph compositions (e.g., journals, stories, verse, memoirs, personal letters, narratives, blogs)

Literacy Foundations Language Arts Level 7

  • read and demonstrate an understanding of a range of texts,
  • read and demonstrate an understanding of the content presented in a variety of informational and persuasive texts
  • view and demonstrate an understanding of the meaning conveyed by a variety of visual media
  • after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts

Writing and Representing

  • enhance meaning and artistry by using conventions, forms, and structures of writing and representing, appropriate to purpose and audience
  • write a variety of personalized and creative texts for a range of purposes and audiences
  • write a variety of descriptive, narrative, and expository essays

Literacy Foundations Social Studies

Skills and Processes of Social Studies

  • apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, and defending, to a range of issues, situations, and topics
  • demonstrate effective research skills
  • demonstrate effective written, oral, and graphic communication skills
  • describe the attributes of active citizenship (e.g., ethical behaviour, open-mindedness, respect for diversity, and collaboration)

Literacy Foundations Information and Communications Technology

Internet and Electronic Communication

  • identify parts of a uniform resource locator (URL), including domain name and domain extension
  • differentiate between a web browser and a search engine
  • perform internet searches using keywords
  • follow hyperlinks in search results and navigate between open web pages
  • use basic web-based email functions (e.g., address line, subject line, send/reply, forward, reply all)
  • use a “favourites” or “bookmarks” function to create a list of frequently accessed web sites
  • explain the ethics involved when accessing, sharing, and processing information through email and the internet

MANITOBA

English Language Arts

Grade 7, 8

  • listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences
  • listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts
  • listen, speak, read, write, view, and represent to manage ideas and information

Senior 1, 2

  • listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts
  • listen, speak, read, write, view, and represent to manage ideas and information

Senior 3, 4

  • listen, speak, read, write, view, and represent to manage ideas and information

Physical Education/Health Education

Senior 1

  • Safety
  • Healthy lifestyle practices

Senior 2

  • Safety and responsibility

ATLANTIC PROVINCES

English Language Arts

Grade 7, 8

  • Speaking and Listening
  • Reading and Viewing
  • Writing and Other Ways of Representing

Grade 9

  • Reading and Viewing
    • Students will be expected to respond personally to a wide range of texts
    • Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies
    • Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre
  • Writing and Other Ways of Representing

Grade 10, 11, 12

  • Reading and Viewing

Social Studies

Grade 7, 8, 9

  • Individual Development and Identity
  • Individuals, Societies and Economic Decisions

Grade 10, 11, 12

  • Citizenship, Power and Governance
  • Groups and Institutions
  • Individual Development and Identity
  • Individuals, Societies and Economic Choices

NEW BRUNSWICK

Health

Grade 8

  • Caring for Yourself, Your Family and Your Community
  • Growth and Development

NEWFOUNDLAND AND LABRADOR

Health

Grade 7

  • Growth and Development
  • Safety and Environmental Health

Grade 8

  • Growth and Development

Grade 9

  • Personal Health
  • Growth and Development
  • Interpersonal Relationships

NOVA SCOTIA

Health

Grade 7

  • Personal Health
  • Growth and Development
  • Values and Practices for Healthy Living
  • Strategies for Positive Personal Development and Healthy Relationship

Grade 8, 9

  • Strategies for Healthy Living
  • Growth and Development
  • Strategies for Positive Personal Development and Healthy Relationship

PRINCE EDWARD ISLAND

Health

Grade 7

  • Self-Awareness and Acceptance
  • Growth and Development

Grade 8, 9

  • Growth and Development

NORTHWEST TERRITORIES

Health

Grade 7

  • Mental and emotional well being

English Language Arts 10-12 (Alberta)

NUNAVUT

English Language Arts

Grade 7-9 (Manitoba)

Grade 10-12 (Alberta)

Health (Nortwest Territories)

ONTARIO

English Language Arts

Grade 7

  • Understanding Media Texts
    • explain how a variety of media texts address their intended purpose and audience
    • interpret increasingly complex media texts, using overt and implied messages as evidence for their interpretations  
    • identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve  
  • Creating Media Texts
    • produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • identify what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/listeners/producers
    • explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Grade 8

  • Understanding Media Texts
    • explain how a variety of media texts address their intended purpose and audience
    • interpret increasingly complex media texts, using overt and implied messages as evidence for their interpretations  
    • demonstrate understanding that different media texts reflect different points of view and that some texts reflect multiple points of view dentify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve  
  • Creating Media Texts
    • produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • identify what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/listeners/producers
    • explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Grade 9 Academic

  • Understanding Media Texts
    • explain how both simple and complex media texts are created to suit particular purposes and audiences
    • interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey
    • evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose  
  • Creating Media Texts
    • produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • describe several different strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify several specific steps they can take to improve as media interpreters and producers
    • explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

Grade 9 Applied

  • Understanding Media Texts
    • explain how simple media texts and some teacher-selected complex media texts are created to suit particular purposes and audiences
    • interpret simple media texts and some teacher-selected complex media texts, identifying some of the overt and implied messages they convey
    • evaluate how effectively information and ideas are communicated in simple media texts and some teacher-selected complex media texts, and decide whether the texts achieve their intended purpose
    • identify the perspectives and/or biases evident in a few simple media texts and teacher-selected complex media texts and comment on any questions they may raise about beliefs, values, and identity  
  • Creating Media Texts
    • produce media texts for a few different purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • describe a few different strategies they used in interpreting and creating media texts and explain how these and other strategies can help them improve as media interpreters and producers
    • identify a few different skills in listening, speaking, reading, and writing that help them interpret and produce media texts

Grade 10 Academic

  • Understanding Media Texts
    • explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences
    • interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey
    • evaluate how effectively information, ideas, opinions, and/or issues are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose
    • identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power  
  • Creating Media Texts
    • produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify appropriate steps they can take to improve as media interpreters and producers
    • identify a variety of their skills in listening, speaking, reading, and writing and explain how the skills help them interpret and produce media texts

Grade 10 Applied

  • Understanding Media Texts
    • explain how both simple and complex media texts are created to suit particular purposes and audiences
    • interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey 
    • evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose 
    • identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, identity, and power   
  • Creating Media Texts
    • produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • describe several different strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify several specific steps they can take to improve as media interpreters and producers 
    • explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

Grade 11 University Preparation

  • Understanding Media Texts
    • explain how elements in increasingly complex or difficult media texts are designed to suit particular purposes and/or audiences 
    • analyse increasingly complex or difficult media texts to identify and interpret overt and implied messages in them
    • evaluate how effectively increasingly complex or difficult media texts  communicate  information, ideas, and opinions, and/or present issues and themes
    • analyse increasingly complex or difficult media texts to identify the perspectives and/or biases expressed in them and comment on what they suggest about values, identity, and/or power  
  • Creating Media Texts
    • produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts
    • identify a variety of strategies they used before, during, and after interpreting and creating media texts, explain which ones were most helpful, and identify challenges they face and steps they can take to improve as media interpreters and producers
    • explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

Grade 11 College Preparation

  • Understanding Media Texts
    • explain how elements in increasingly complex or difficult media texts are designed to suit particular purposes and/or audiences 
    • interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey
    • evaluate how effectively information, ideas, issues, and opinions are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose 
    • identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power  
  • Reading for Meaning
    • identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power  
  • Creating Media Texts
    • produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify appropriate steps they can take to improve as media interpreters and producers
    • explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

Grade 11 Media Studies

  • Understanding and Responding to Media Texts
    • identify and explain the purpose and audience of avariety of media texts  
    • identify and explain the messages in and meanings of media texts Deconstructing Media Texts identify the codes and conventions used in media texts and explain how they help to create meaning 
    • analyse how the language, tone, and point of view used in media texts work to influence the interpretation of messages   
  • Media and Society
    • Understanding Media Perspectives
      • analyse the representation of groups and individuals in media texts and comment on the perspectives, beliefs, or biases that are evident in the texts   
  • Producing and Reflecting on Media Texts
    • Metacognition
      • reflect on the strategies they used to evaluate media representations

Grade 12 University Preparation

  • Understanding Media Texts
    • interpret media texts, including complex or challenging texts, identifying and explaining with increasing insight the overt and implied messages they convey
    • evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including complex and challenging texts, and decide whether the texts achieve their intended purpose
    • identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power  
  • Creating Media Texts
    • produce media texts, including complex texts, for a variety of purposes and audiences, using the most appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • demonstrate insight into their strengths and weaknesses as media interpreters and producers, and practise the strategies they found most helpful when interpreting and creating particularly complex media texts to improve their skills
    • explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

Grade 12 College Preparation

  • Understanding Media Texts
    • interpret media texts, including complex or challenging texts, identifying and explaining with increasing insight the overt and implied messages they convey
    • evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including complex and challenging texts, and decide whether the texts achieve their intended purpose
    • identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power  
  • Reading for Meaning
    • identify and analyse the perspectives and/or biases evident in texts, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power  
  • Creating Media Texts
    • produce media texts, including complex texts, for a variety of purposes and audiences, using the most appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • explain which of a variety of strategies they found most helpful in interpreting and creating media texts, then evaluate their strengths and weaknesses as media interpreters and producers to help identify thesteps they can take to improve their skills
    • explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

Grade 12 Media Studies

  • Understanding Media Texts
    • analyse more challenging media texts to identify and interpret overt and implied messages in them
    • evaluate how effectively more challenging media texts communicate information, ideas, and opinions and/or present issues and themes
    • analyse more challenging media texts to identify the perspectives and/or biases expressed in them, and demonstrate insight into what they suggest about values, identity, and/or power   
  • Creating Media Texts
    • produce media texts for a wide variety of purposes and audiences, using the most appropriate forms, conventions, and techniques  
  • Reflecting on Media Literacy Skills and Strategies
    • identify a wide variety of  strategies they  used before, during, and after interpreting and creating media texts, explain which ones were most helpful, and identify challenges they face and steps they can take to extend and refine their skills as media interpreters and producers
    • explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts

Health and Physical Education

Grade 7

  • Critical and Creative Thinking
    • use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education
  • Understanding Health Concepts
    • Personal Safety and Injury Prevention
      • describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies
  • Making Healthy Choices
    • Personal Safety and Injury Prevention
      • assess the impact of different types of bullying or harassment (e.g., intimidation, ostracism, pressure to conform, gang activities) on themselves and others, and identify ways of preventing or resolving such incidents

Grade 8

  • Critical and Creative Thinking
    • use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education

Technological Education

Exploring Technologies 9

  • Technology, the Environment and Society
    • Overall Expectations
      • demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of representing cultural and social diversity in media productions 
    • Specific Expectations
      • demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions
      • describe legal concepts and issues relating to communications technology and media production
      • describe social and ethical issues relating to the use of communications technology

Communications Technology 10

  • Technology, the Environment and Society
    • Overall Expectations
      • demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of representing cultural and social diversity in media productions 
    • Specific Expectations
      • demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions
      • describe legal concepts and issues relating to communications technology and media production
      • describe social and ethical issues relating to the use of communications technology

Computer Technology 10

  • Technology, the Environment and Society
    • Overall Expectations
      • identify effects of the widespread use of computers and associated technologies on society 
    • Specific Expectations
      • identify some of the effects of the development of computer technology on society

Communications Technology 11 University/College

  • Technology, the Environment and Society
    • Overall Expectations
      • demonstrate an understanding of the social effects of current communications media technologies and the importance of respecting cultural and societal diversity in the production of media projects
    • Specific Expectations
      • Technology and society
        • demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions

Communications Technology Broadcast and Print Production 11

  • Technology, the Environment and Society
    • Overall Expectations
      • demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of respecting cultural and societal diversity in the production of media projects
    • Specific Expectations
      • Technology and Society
        • demonstrate an understanding of social standards and cultural sensitivity and  use appropriate and inclusive content, images, and language in communications media productions
        • identify legal and ethical issues related to communications media production

Communications Technology 12 University/College

  • Technology, the Environment and Society
    • Overall Expectations
      • demonstrate an understanding of the effects of communications technology and media activities on society and cultural diversity
    • Specific Expectations
      • Technology and Society
        • describe how cultural diversity can be reflected in media products evaluate the societal and cultural effects of converging and emerging technologies

Communications Technology Digital Imagery and Web Design 12

  • Technology, the Environment and Society
    • Overall Expectations
      • demonstrate an understanding of social effects and issues arising from the use of communications media technologies and the importance of respecting cultural and societal diversity in the production of media projects
    • Specific Expectations
      • Technology and Society
        • demonstrate an understanding of social standards and cultural sensitivity, and use appropriate and inclusive content, images, and language in communications media productions
        • identify legal and ethical issues applicable to communications media production

Computer and Information Science 11 University/College

  • Impact and Consequences
    • describe emergent technologies and their impact on society
  • Effects of information technology
    • explain how the pervasiveness of computer technology affects daily life describe how information is gathered using computers and how this can affect peoples’ privacy and right to information

Computer and Information Science 12 University/College

  • Describe issues related to the ethical use of computers
    • The ethical use of computers
      • explain the importance of the ethical use of computers in areas such as software piracy, privacy, and security describe the essential elements of a code of computing ethics and why it is important to have and follow such a code
      • analyse current media information relating to ethical issues in computing

Social Studies and Humanities

Law 11

  • The Evolving Nature of Law
    • evaluate the impact of scientific and/or technological change on the law (e.g., scientific advances related to human cloning ; Internet capability for down -loading music or conducting industrial espionage)

Canada and World Studies

Civics 10

  • Active Citizenship
    • Overall Expectations
      • apply appropriate inquiry skills to the research of questions and issues of civic importance
    • Specific Expectations
      • Inquiry Skills
        • formulate appropriate questions for inquiry and research; locate relevant information in a variety of sources (e.g., texts, reference materials, news media, maps, community resources, the Internet); and identify main ideas, supporting evidence, points of view, and biases in these materials
        • demonstrate an understanding of their responsibilities as local, national, and global citizens by applying their knowledge of civics, and skills related to purposeful and active citizenship, to a project of personal interest and civic importance (e.g., participating in food and clothing drives; visiting seniors; participating in community festivals, celebrations, and events; becoming involved in human rights, antidiscrimination, or antiracism activities)

QUEBEC

Secondary Curriculum Expectations: Cycle I and II

Cross-curricular Competencies

  • To use information
  • To solve problems
  • To exercise critical judgment
  • To be creative
  • To adopt effective work methods
  • To use information and communications technologies for learning purposes
  • To construct his/her identity
  • To work with others
  • To communicate appropriately

Broad Areas of Learning

  • Media Literacy
  • Environmental Awareness and Consumer Rights
  • Health and Well-Being
  • Citizenship and Community Life

English Language Arts

1. 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

2. 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

3. 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

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

Physical Education and Health

Adopts a healthy, active lifestyle

Analyzes the impact of certain personal lifestyle habits on own health and well-being

  • Keeps an open mind toward information on health and well-being
  • Consults relevant resources while maintaining a critical stance
  • Compiles observable facts on own lifestyle habits
  • Identifies which habits are conducive or detrimental to own health and well-being

Develops a plan designed to change some personal lifestyle habits

  • Identifies own tastes and aptitudes
  • Uses the human and material resources available at school, at home and in the community
  • Sets a realistic goal
  • Develops the strategy that seems most promising to change some personal lifestyle habits
  • Uses a planning tool
  • Assesses what personal choices demand and what they imply in terms of consequences

Evaluates own process and lifestyle habits

  • Records data concerning changes to personal lifestyle habits
  • Using tools, measures whether own fitness level has been maintained or improved
  • Evaluates own progress and determination in changing lifestyle habits, and the effectiveness of the plan in terms of health and well-being
  • Assesses own motivation and desire to apply what has been learned to different contexts
  • Critically examines the steps taken
  • Makes a decision based on own evaluation

Carries out the plan

  • Applies own strategy for doing regular physical activity and for integrating healthy lifestyle habits such as sleep and personal hygiene into his/her daily life
  • Perseveres in spite of difficulties encountered

SASKATCHEWAN

English Language Arts

Grade 7, 8

  • Comprehend and Respond
  • Compose and Create

Grade 10-A, 10-B, 20, 30-A, 30-B

  • Speaking
  • Listening
  • Writing Reading
  • Representing and Viewing

Media Studies 20

  • Module 1: Media Awareness
    • Exploration of other media and/or advertising
    • Exploring emerging communications technologies

Communication Production Technology 10/20/30

  • Module 1: Overview of Communication Production Technology (Core)
  • Module 3: Legal and Ethical Issues (Core)
  • Module 10: Effective Communication (Optional)

Health Education

Grade 7

  • Conflict resolution

Grade 9

  • Safety at School, at Home, and in the Community

YUKON

English Language Arts (British Columbia)

Health and Career Education (British Columbia)