MyWorld - Curricular Connections

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

Division 3, Division 4

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

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

Grade 10, 20, 30

• Personal Choices

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

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

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

Grade 8, 9, 10

• Foundations
• Process
• Presentation

Grade 11, 12

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

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

Grade 11

• Skills and processes of social studies

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

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

Senior 1

• Safety
• Healthy lifestyle practices

Senior 2

• Safety and responsibility

ATLANTIC PROVINCES

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

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

Grade 8

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

NEWFOUNDLAND AND LABRADOR

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

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

Grade 7

• Self-Awareness and Acceptance
• Growth and Development

Grade 8, 9

• Growth and Development

NORTHWEST TERRITORIES

Grade 7

• Mental and emotional well being

NUNAVUT

ONTARIO

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

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

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

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)

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

• To use information
• To solve problems
• To exercise critical judgement
• 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 

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

• Uses language/talk to communicate and learn
• Represents his/her literacy in various media
• Reads and listens to written, spoken and media texts

• Constructs a moral frame of reference
• Takes a reflective stance on moral issues

SASKATCHEWAN

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)

Grade 7

• Conflict resolution

Grade 9

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

YUKON