Passport to the Internet - Curricular Connections

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

Alberta

Career and Technology 5

CTF is exploring interests, passions and skills while making personal connections to career possibilities

  • I explore my interests and passions while making personal connections to career possibilities.
  • I use skills/technologies associated with occupational areas.
  • I follow safety requirements associated with occupational areas and related technologies.

CTF is designing, creating, appraising and communicating responses to challenges

  • I problem solve in response to challenges.
  • I design in response to challenges.
  • I adapt to change and unexpected events.
  • I make decisions in response to challenges.
  • I appraise product(s), performance(s) or service(s) created in response to challenges.
  • I appraise the skills/technologies I use in response to challenges.
  • I communicate my learning.

CTF is working independently and with others while exploring careers and technology

  • I describe how my actions affect learning.
  • I develop skills that support effective relationships.
  • I collaborate to achieve common goals.

Career and Technology 6

CTF is exploring interests, passions and skills while making personal connections to career possibilities

  • I explore my interests and passions while making personal connections to career possibilities.
  • I use skills/technologies associated with occupational areas.
  • I follow safety requirements associated with occupational areas and related technologies.

CTF is designing, creating, appraising and communicating responses to challenges

  • I problem solve in response to challenges.
  • I design in response to challenges.
  • I adapt to change and unexpected events.
  • I make decisions in response to challenges.
  • I appraise product(s), performance(s) or service(s) created in response to challenges.
  • I appraise the skills/technologies I use in response to challenges.
  • I communicate my learning.

CTF is working independently and with others while exploring careers and technology

  • I describe how my actions affect learning.
  • I develop skills that support effective relationships.
  • I collaborate to achieve common goals.

Career and Technology 7

CTF is exploring interests, passions and skills while making personal connections to career possibilities

  • I explore my interests and passions while making personal connections to career possibilities.
  • I use skills/technologies associated with occupational areas.
  • I follow safety requirements associated with occupational areas and related technologies.

CTF is designing, creating, appraising and communicating responses to challenges

  • I problem solve in response to challenges.
  • I design in response to challenges.
  • I adapt to change and unexpected events.
  • I make decisions in response to challenges.
  • I appraise product(s), performance(s) or service(s) created in response to challenges.
  • I appraise the skills/technologies I use in response to challenges.
  • I communicate my learning.

CTF is working independently and with others while exploring careers and technology

  • I describe how my actions affect learning.
  • I develop skills that support effective relationships.
  • I collaborate to achieve common goals.

Career and Technology 8

CTF is exploring interests, passions and skills while making personal connections to career possibilities

  • I explore my interests and passions while making personal connections to career possibilities.
  • I use skills/technologies associated with occupational areas.
  • I follow safety requirements associated with occupational areas and related technologies.

CTF is designing, creating, appraising and communicating responses to challenges

  • I problem solve in response to challenges.
  • I design in response to challenges.
  • I adapt to change and unexpected events.
  • I make decisions in response to challenges.
  • I appraise product(s), performance(s) or service(s) created in response to challenges.
  • I appraise the skills/technologies I use in response to challenges.
  • I communicate my learning.

CTF is working independently and with others while exploring careers and technology

  • I describe how my actions affect learning.
  • I develop skills that support effective relationships.
  • I collaborate to achieve common goals.

English Language Arts 4

Listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences

Discover and Explore

  • share personal responses to explore and develop
  • understanding of oral, print and other media texts
  • discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts
  • select preferred forms from a variety of oral, print and other media texts

Clarify and Extend

  • identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • explain how the organizational structure of oral, print and other media texts can assist in constructing and confirming meaning

Respond to Texts

  • experience oral, print and other media texts from a variety of cultural traditions and genres
  • identify and discuss favourite authors, topics and kinds of oral, print and other media texts
  • discuss a variety of oral, print or other media texts by the same author, illustrator, storyteller or filmmaker
  • make general evaluative statements about oral, print and other media texts
  • connect the thoughts and actions of characters portrayed in oral, print and other media texts to personal and classroom experiences
  • identify the main events in oral, print and other media texts; explain their causes, and describe how they influence subsequent events
  • compare similar oral, print and other media texts and express preferences, using evidence from personal experiences and the texts
  • support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts
  • explain how language and visuals work together to communicate meaning and enhance effect

Understand Forms and Techniques

  • describe and compare the main characteristics of a variety of oral, print and other media texts
  • identify how specific techniques are used to affect viewers’ perceptions in media texts
  • recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey meaning

English Language Arts 5

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • describe ways that personal experiences and prior knowledge contribute to understanding new ideas and information

Respond to Texts

  • experience oral, print and other media texts from a variety of cultural traditions and genres
  • express points of view about oral, print and other media texts
  • compare characters and situations portrayed in oral, print and other media texts to those encountered in the classroom and community
  • describe characters’ qualities based on what they say and do and how they are described in oral, print and other media texts

Understand Forms and Techniques

  • identify and discuss similarities and differences among a variety of forms of oral, print and other media texts
  • identify the main characteristics of familiar media and media texts
  • identify sections or elements in print or other media texts, such as shots in films or sections in magazines

Create Original Text

  • use texts from listening, reading and viewing experiences as models for producing own oral, print and other texts
  • experiment with modeled forms of oral, print and other media texts to suit particular audiences and purposes
  • use structures encountered in texts to organize and ideas in own oral, print and other media texts
  • use own experience as a starting point and source of information for fictional oral, print and other media texts

English Language Arts 6

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • combine personal experiences and the knowledge and skills gained through previous experiences with oral, print and other media texts to understand new ideas and information
  • apply knowledge of organizational structures of oral, print and other media texts to assist with constructing and confirming meaning
  • identify and use the structural elements of texts, such as magazines, newspapers, newscasts and news features, to access and comprehend ideas and information

Respond to Texts

  • experience oral, print and other media texts from a variety of cultural traditions and genres
  • explain own point of view about oral, print and other media texts
  • make connections between own life and characters and ideas in oral, print and other media texts
  • discuss common topics or themes in a variety of oral, print and other media texts
  • discuss the author’s, illustrator’s, storyteller’s or filmmaker’s intention or purpose
  • observe and discuss aspects of human nature revealed in oral, print, and other media texts, and relate them to those encountered in the community
  • comment on the credibility of characters and events in oral, print and other media texts, using evidence from personal experiences and the texts
  • discuss how detail is used to enhance character, setting, action and mood in oral, print and other media texts

Understand Forms and Techniques

  • identify key characteristics of a variety of forms or genres of oral, print and other media texts
  • discuss the differences between print and other media versions of the same texts
  • explore techniques, such as visual imagery, sound, flashback and voice inflection, in oral, print and other media texts
  • identify strategies that presenters use in media texts to influence audiences

Listen, speak, read, write, view, and represent to manage ideas and information

Plan and Focus

  • distinguish among facts, supported inferences and opinions

English Language Arts 7

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • select and focus relevant ideas from personal experiences and prior knowledge to understand new ideas and information

Respond to Texts

  • experience oral, print and other media texts from a variety of cultural traditions and genres
  • justify own point of view about oral, print and other media texts, using evidence from texts
  • express interpretations of oral, print, and other media texts in another form or genre
  • compare the choices and behaviours of characters portrayed in oral, print and other media texts with those of self and others
  • identify and explain the usefulness, effectiveness and limitations of various forms of oral, print and other media texts
  • reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities

Understand Forms and Techniques

  • identify various forms and genres of oral, print and other media texts and describe key characteristics of each
  • identify the characteristics of different types of media texts
  • explain how sound and image work together to create effects in media texts
  • explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks

Create Original Text

  • create oral, print and other media texts that are unified by point of view, carefully developed plot and endings
  • consistent with previous events create a variety of oral, print and other media texts to explore ideas related to particular topics or themes

English Language Arts 8

Listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences

Discover and Explore

  • review, reread and reflect on oral, print and other media texts to explore, confirm or revise understanding
  • discuss and respond to ways that forms of oral, print and other media texts enhance or constrain the development and communication of ideas, information and experiences
  • pursue personal interest in specific genres by particular writers, artists, storytellers and filmmakers

Listen, speak, read, write, view, and represent to manage ideas and information

Select and Focus

develop and use criteria for evaluating the usefulness, currency and reliability of information for a particular research project

Health and Life Skills 4

Safety And Responsibility

It is expected that students will:

  • describe and demonstrate passive, aggressive and assertive behaviours; e.g., assertive strategies for use in dealing with bullies
  • expand practices that provide safety for self and others; e.g., develop guidelines for safe use of technology/chat lines

Information and Communication Technology Division 2

Communicating, Inquiring, Decision Making and Problem Solving

C-3 Students will critically assess information accessed through the use of a variety of technologies.

  • identify and distinguish points of view expressed in electronic sources on a particular topic
  • recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

Foundational Operations, Knowledge and Concepts

F-2 Students will understand the role of technology as it applies to self, work and society.

  • assess the personal significance of having limitless access to information provided by communication networks, such as the Internet
  • describe, using examples, how communication and information networks, such as the telephone and the Internet, create a global community

F-3 Students will demonstrate a moral and ethical approach to the use of technology.

  • comply with the acceptable use policy of the school and school authority for Internet and networked services, including software licensing agreements
  • respect the privacy and products of others
  • use electronic networks in an ethical manner
  • comply with copyright legislation

F-4 Students will become discerning consumers of mass media and electronic information.

  • recognize that graphics, video and sound enhance communication
  • describe how the use of various texts and graphics can alter perception
  • discuss how technology can be used to create special effects and/or to manipulate intent through the use of images and sound

Information and Communication Technology Division 3

Communicating, Inquiring, Decision Making and Problem Solving

C-2 Students will seek alternative viewpoints, using information technologies.

  • access diverse viewpoints on particular topics by using appropriate technologies
  • assemble and organize different viewpoints in order to assess their validity
  • use information technology to find facts that support or refute diverse viewpoints

C-3 Students will critically assess information accessed through the use of a variety of technologies.

  • evaluate the authority and reliability of electronic sources
  • evaluate the relevance of electronically accessed information to a particular topic

Social Studies 4

Communication

Overall Expectations

4.S.9 Develop skills of media literacy

Specific Expectations

  • compare information on the same issue or topic from print media, television, photographs and the Internet
  • examine diverse perspectives regarding an issue presented in the media
  • identify and distinguish points of view expressed in electronic sources on a particular topic

Social Studies 5

Canada: Shaping an Identity

Dimensions of Thinking

Students will develop skills of critical thinking and creative thinking to:

  • analyze significant local and current affairs from a variety of sources, distinguishing between fact and opinion
  • evaluate ideas, information and positions from multiple perspectives
  • seek responses to inquiries from various authorities through electronic media and recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

Research

Students will apply the research process to:

  • cite references as part of research
  • access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs)

Communication

Students will demonstrate skills of oral, written and visual literacy:

  • identify and distinguish points of view expressed in electronic sources on a particular topic
  • extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail

Social Studies 7

Dimensions of Thinking

Overall Expectations

7.S.9 develop skills of critical thinking and creative thinking

Specific Expectations

  • determine the validity of information based on context, bias, source, objectivity, evidence
  • and/or reliability to broaden understanding of a topic or an issue
  • evaluate, critically, ideas, information and positions from multiple perspectives
  • demonstrate the ability to analyze local and current affairs
  • re-evaluate personal opinions to broaden understanding of a topic or an issue
  • generate creative ideas and strategies in individual and group activities
  • access diverse viewpoints on particular topics, using appropriate technologies

Research for Deliberative Inquiry

Overall Expectations

7.S.7 apply the research process

Specific Expectations

  • develop a position that is supported by information gathered through research
  • draw conclusions based upon research and evidence
  • determine how information serves a variety of purposes and that the accuracy or relevance of
  • information may need verification
  • organize and synthesize researched information
  • formulate new questions as research progresses
  • integrate and synthesize concepts to provide an informed point of view on a research question or an issue
  • practise the responsible and ethical use of information and technology
  • include and organize references as part of research
  • plan and conduct a search, using a wide variety of electronic sources
  • demonstrate the advanced search skills necessary to limit the number of hits desired for
  • online and offline databases; for example, the use of “and” or “or” between search topics and the choice of appropriate search engines for the topic
  • develop a process to manage volumes of information that can be made available through electronic sources
  • evaluate the relevance of electronically accessed information to a particular topic
  • make connections among related, organized data and assemble various pieces into a unified message
  • refine searches to limit sources to a manageable number

Communication

Overall Expectations

7.S.9 Develop skills of media literacy

Specific Expectations

  • analyze the impact of television, the Internet, radio and print media on a particular current
  • affairs issue
  • detect bias on issues presented in the media
  • examine techniques used to enhance the authority and authenticity of media messages
  • examine the values, lifestyles and points of view represented in a media message
  • identify and distinguish points of view expressed in electronic sources on a particular topic
  • recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

Social Studies 8

Dimensions of Thinking

Develop skills of critical thinking and creative thinking:

  • analyze the validity of information based on context, bias, source, objectivity, evidence and reliability to broaden understanding of a topic or an issue evaluate
  • ideas, information and positions from multiple perspectives
  • demonstrate the ability to analyze local and current affairs
  • access diverse viewpoints on particular topics by using appropriate technologies

Research for Deliberative Inquiry

Apply research processes:

  • determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification
  • practise the responsible and ethical use of information and technology
  • plan and conduct a search, using a wide variety of electronic sources

Atlantic Provinces

ELA 4-6

Overall Expectations

  • communicate information and ideas effectively and clearly, and to respond personally and critically
  • select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies
  • respond personally to a range of texts
  • respond critically to a range of texts, applying their understanding of language, form, and genre

Specific Expectations

  • demonstrate an understanding that particular forms of writing and other ways of representing require the use of specific features, structures, and patterns
  • compare their own thoughts and beliefs to those of others
  • consider information from alternative perspectives
  • use technology with increasing proficiency to create, revise, edit, and publish texts
  • use a range of reference texts and a data base or an electronic search to facilitate the selection process with increasing independence, answer their own questions and those of others by selecting relevant information from a variety of texts

ELA 7

Reading and Viewing

Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre.

  • extend personal response to print and non-print texts by explaining in some detail initial or basic reactions to those texts
  • make evaluations or judgments about texts and learn to express personal points of view
  • recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
  • develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning, construction and understanding
  • recognize that personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
  • become aware of how and when personal background influences meaning, construction, understanding, and textual response
  • recognize that there are values inherent in a text, and begin to identify those values
  • explore how various cultures and realities are portrayed in media texts

ELA 8

Reading and Viewing

Overall Expectations

Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

Specific Expectations

  • Evaluate the reliability of information from various sources
  • Compare information from a variety of sources
  • Use effective research approaches and strategies

Overall Expectations

Students will be expected to respond critically to a range of texts, applying their understanding of language, form and genre.

Specific Expectations

  • Recognize that texts can be biased
  • Demonstrate an awareness that values and personal experiences influence understanding of and critical responses to texts
  • Describe the portrayal of culture and reality in texts

Social Studies 4 to 6

Individual Development and Identity

Overall Expectations

Students will be expected to demonstrate how personal development and identity are shaped by society and how individuals help shape society.

Specific Expectations

  • examine the influence of peers on one’s individual actions
  • discuss why and how stereotyping, discrimination, and pressures to conform can emerge and how that affects an individual

Individuals, Societies and Economic Choices

Overall Expectations

Students will be expected to demonstrate the ability to make economic choices as individuals and as members of society based on their understanding of economic concepts, principles and systems.

Specific Expectations

  • identify various factors that influence consumer choice

Social Studies 7 to 9

Individual Development and Identity

Overall Expectations

Students will be expected to demonstrate how personal development and identity are shaped by society and how individuals help shape society.

Specific Expectations

  • examine how advertisers and propagandists can use the various forms of the media to promote their interests
  • examine the influence of peer groups on the development of self

Technology Education 4-6

Technological Responsibility

Overall Expectations

Students will be expected to demonstrate an understanding of the consequences of their technological choices

Specific Expectations

Demonstrate a growing awareness of the rights and responsibilities of others and self when using technological resources

Demonstrate an understanding of health and safety rules and standards

Identify risks that might be present if specific technological actions are taken, and explore ways to manage them

Demonstrate respect for the rights and responsibilities of others and self when using technological resources

Demonstrate increasing awareness of healthy and safe practices when engaging in technological activity

Demonstrate increasing awareness of the need to take proper measures to manage technological risk

Technology Education 7-9

Technological Responsibility

Overall Expectations

Students will be expected to demonstrate an understanding of the consequences of their technological choices

Specific Expectations

Demonstrate a growing awareness of the rights and responsibilities of others and self when using technological resources

Demonstrate an understanding of health and safety rules and standards

Identify risks that might be present if specific technological actions are taken, and explore ways to manage them

Demonstrate respect for the rights and responsibilities of others and self when using technological resources

Demonstrate increasing awareness of healthy and safe practices when engaging in technological activity

Demonstrate increasing awareness of the need to take proper measures to manage technological risk

Demonstrate an understanding of the nature and purpose of legal and ethical rules and principles

Develop personal rules of conduct that ensure healthy and safe practices

Develop and demonstrate risk-management strategies for a variety of technological activities

British Columbia

Applied Design, Skills and Technologies 6-7

Curricular Competencies

Applied Skills

Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments

Identify the skills required for a task and develop those skills as needed

Applied Design, Skills and Technologies 6-7

Curricular Competencies

Applied Skills

Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments

Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed

Content

Digital Literacy

Internet safety

digital self-image, citizenship, relationships, and communication

legal and ethical considerations, including creative credit and copyright, and cyberbullying

search techniques, how search results are selected and ranked, and criteria for evaluating search results

Applied Design, Skills and Technologies 8

Curricular Competencies

Applied Skills

Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments

Content

Digital Literacy

Internet safety

elements of digital citizenship

ethical and legal implications of current and future technologies

strategies for curating personal digital content, including management, personalization, organization, and maintenance of digital content; e-mail management; and workflow

search techniques, how search results are selected and ranked, and criteria for evaluating search results

Career Education 4-5

Curricular Competencies

Recognize the intersection of their personal and public digital identities and the potential for both positive and negative consequences

Demonstrate respect for differences in the classroom

Demonstrate safe behaviours in a variety of environments

Queston self and others about the role of technology in the changing workplace

Appreciate the influence of peer relationships, family, and community on personal choices and goals

Career Education 8-9

Curricular Competencies

Question self and others about how individual purposes and passions can support the needs of the local and global community when considering career choices

Demonstrate respect, collaboration, and inclusivity in working with others to solve problems

Demonstrate safety skills and appreciate the importance of workplace safety

Question self and others about the role of family expectations and traditions, and of community needs in career choices

Apply a variety of research skills to expand their knowledge of diverse career possibilities and understand career clusters

Digital Literacy 3-5

Research and Information Literacy

Overall Expectations

Students apply digital tools to gather, evaluate, and use information.

Specific Expectations

Information Literacy: A digitally literate person uses the Internet to do research in an effective and responsible manner.

The student:

  • understands that anyone can publish on the Web, so not all sites are equally trustworthy.
  • determines criteria for rating informational websites and apply them to an assigned site and understands that all websites are not equally good sources of information.
  • knows strategies to increase the accuracy of his/her keyword searches and is able to make inferences about the effectiveness of the strategies.
  • understands the importance of citing all sources when they do research and is able to write bibliographical citations for online sources.

Information Processing And Management: A digitally literate person uses technology to improve his/her ability to gather, organise, analyse and judge the relevance and purpose of digital information.

The student:

  • understands and interprets data, and reports results.
  • judges the validity of content found on the Internet, how to find appropriate material, and what sources can be trusted.

Critical Thinking, Problem Solving, and Decision Making

Overall Expectations

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Specific Expectations

Specialized And Advanced Skills For Learning: A digitally literate person uses ICT to improve his/her learning performance.

The student:

collects and analyzes data to identify solutions and/or make informed decisions.

is able to build meaningful knowledge through interaction with digitally available resources

Digital Citizenship: Internet Safety

Overall Expectations

Internet Safety: A digitally literate person stays safe on the Internet by employing strategies such as distinguishing between inappropriate contact and positive connections.

Specific Expectations

The student:

understands that he/she should stay safe online by choosing websites that are good for him/her to visit, and avoids sites that are not appropriate for him/her.

Digital Citizenship: Privacy and Security

Overall Expectations

A digitally literate person knows how to protect his/her privacy, respects the privacy of others, and employs strategies to maintain information and data security online.

Specific Expectations

The student:

  • understands that he/she should stay safe online by choosing websites that are good for him/her to visit, and avoids sites that are not appropriate for him/her. understands not to reveal private information to a person they know only online.
  • knows how to create secure passwords in order to protect their private information and accounts online.
  • knows what spam is, the forms it takes, and can identify strategies for dealing with it.
  • understands that children’s websites must protect their private information and how to identify these secure sites by looking for their privacy policies and privacy seals of approval.

Digital Citizenship: Relationships and Communications

Overall Expectations

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Specific Expectations

A digitally literate person understands the risks and benefits of developing online relationships and uses technology to communicate effectively and respectfully.

The student understands what it means to be responsible and respectful of his/her offline and online communities as a way to learn how to be a good digital citizen.

The student demonstrates responsibility and respectfulness in his/her online communications and communities.

Digital Citizenship: Cyberbullying

Specific Expectations

A digitally literate person recognizes cyberbullying and knows how to deal with it.

The student understands how it feels to be cyberbullied, how cyberbullying is similar to or different than in-person bullying, and strategies for handling cyberbullying when it arises.

The student understands that he/she may get online messages from other kids that can make him/her feel angry, hurt, sad, or fearful.

Digital Citizenship: Digital Footprint and Reputation

Specific Expectations

A digitally literate person is aware that his/her activities on the internet leave a permanent “digital footprint” or “trail” and behaves accordingly.

Digital Citizenship: Balanced Attitude Towards Technology

Specific Expectations

A digitally literate person demonstrates an informed, open-minded and balanced attitude towards information society and the use of digital technology, is curious, aware of opportunities and new developments, and is comfortable to explore and exploit them

The student understands that the digital environment can make things better or worse depending on how we use it.

Digital Literacy 6-9

Research and Information Literacy

Overall Expectations

Students apply digital tools to gather, evaluate, and use information.

Specific Expectations

Information Literacy: A digitally literate person uses the Internet to do research in an effective and responsible manner.

The student:

  • understands that anyone can publish on the Web, so not all sites are equally trustworthy.
  • evaluates and selects information sources and digital tools based on the appropriateness to specific tasks.
  • understands that to conduct effective and efficient online searches, he/she must use a variety of searching strategies.

Information Processing And Management: A digitally literate person uses technology to improve his/her ability to gather, organise, analyse and judge the relevance and purpose of digital information.

The student:

  • compares, contrasts, and synthesizes information from diverse sources (triangulates information) before it is used in a knowledge-making process.
  • gathers relevant digital information, e.g. other users’ experiences, and assesses the quality of goods based on that information.

Critical Thinking, Problem Solving, and Decision Making

Overall Expectations

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Specific Expectations

Specialized And Advanced Skills For Learning: A digitally literate person uses ICT to improve his/her learning performance.

The student:

  • uses digital technology to identify and define authentic problems and significant questions for investigation.
  • uses digital technology to plan and manage activities to develop a solution or complete a project.
  • creates knowledge representations (e.g. mind maps, diagrams) using digital media.

Digital Citizenship: Internet Safety

Overall Expectations

Internet Safety: A digitally literate person stays safe on the Internet by employing strategies such as distinguishing between inappropriate contact and positive connections.

Specific Expectations

The student:

acknowledges the benefits of online talk and messaging, but knows how to handle situations or online behavior which may make them feel uncomfortable.

Digital Citizenship: Privacy and Security

Overall Expectations

A digitally literate person knows how to protect his/her privacy, respects the privacy of others, and employs strategies to maintain information and data security online.

Specific Expectations

The student:

  • knows strategies for guarding against identity theft and scams that try to access his/her private information online.

Digital Citizenship: Relationships and Communications

Overall Expectations

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Specific Expectations

is aware of the benefits of online communication and able to handle situations of online behaviour that may make him or her uncomfortable.

Digital Citizenship: Cyberbullying

Specific Expectations

A digitally literate person recognizes cyberbullying and knows how to deal with it.

  • distinguishes good-natured teasing from cyberbullying.
  • understands the difference between being a passive bystander and an active intervener in cyberbullying situations.

Digital Citizenship: Digital Footprint and Reputation

Specific Expectations

A digitally literate person is aware that his/her activities on the internet leave a permanent “digital footprint” or “trail” and behaves accordingly.

  • is aware that he/she has a digital footprint and that this information can be searched, copied, and passed on, and that he/she can take some control based on what he/she posts online.

Digital Citizenship: Self-Image and Identity

Specific Expectations

A digitally literate person understands the nature of self-image and identity in the online environment, how our perceptions of others and our social values may be manipulated, and that people may not be what or whom they appear to be online.

The student

  • understands the social nature of digital media and technologies, and has basic vocabulary and knowledge for discussing the media landscape.
  • is aware of his/her media habits and the array of media he/she uses on a weekly basis, and the role of digital media in his/her life.
  • understands that presenting themselves in different ways online carries both benefits and risks.
  • is aware of the gender stereotypes that exist in video games, virtual worlds and elsewhere on the Internet.

Digital Citizenship: Creative Credit and Copyright

Specific Expectations

A digitally literate person respects other’s ownership of their digital creations.

The student understands copyright and licence rules, fair use, and the rights he/she has as a creator.

Digital Citizenship: Balanced Attitude Towards Technology

Specific Expectations

A digitally literate person demonstrates an informed, open-minded, and balanced attitude towards information society and the use of digital technology, is curious, aware of opportunities and new developments, and is comfortable to explore and exploit them.

The student

  • exhibits a positive attitude toward using technology that supports collaboration, learning, and productivity.
  • has a positive, but realistic attitude towards the benefits and risks associated with information technologies.
  • assesses and reduces/avoids technology related threats to his/her health.
  • has a general level of confidence to experiment with new technologies, but also to reject inappropriate technologies.
  • manages the potentially distracting aspects of working digitally.
  • exhibits a positive attitude towards learning about emerging digital technologies.

Understanding And Awareness of the Role of ICT in Society

Use in Everyday Life: A digitally literate person integrates technologies into the activities of everyday life.

The student:

  • is able to download and access different information types from the Internet.
  • searches, collects, process, evaluates, shares, and stores data and information using various devices, applications, or cloud services.
  • participates in society through online engagement in democratic actions (e.g.lobbying, petitions, parliament)

Informed Decision Making: A digitally literate person is aware of most relevant or common technologies and is able to decide upon the most appropriate technology according to the purpose or need at hand.

The student:

  • selects and uses applications effectively and productively (e.g. chooses the most appropriate technologies according to the task)
  • understands the potential of digital devices and resources for her/his schoolwork.

Learning About And With Digital Technologies: A digitally literate person actively and constantly explores emerging technologies, integrates them in his/her environment and uses them for lifelong learning.

The student:

  • uses ICT resources to safely expand his/her own knowledge and connect to the world.
  • learns how to work with any new digital technology by trying it out, and using its internal guidance and help.
  • adapts smoothly to new technology, and learns how to use them, and integrates them into his/her environment.
  • self-monitors personal goals and diagnoses deficiencies of digital competence required for reaching these goals.

Technology Operations and Concepts

Specific Expectations

A digitally literate person understands the broader context of use and development of information and communication technology.

The student

  • understands the role of ICT in everyday life, in social life and at work.
  • is aware of environmental issues related to the use of digital technologies.

ELA 4

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Develop a variety of reading strategies and critical thinking skills to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning and develop thinking and comprehension

Explore a rich variety of texts, including story, to deepen learning and develop a broader understanding of self, family, community, and the world

Appreciate the universal importance of story in Aboriginal and other cultures

Explore the ways language can be manipulated and used for specific purposes and audiences, including to evoke emotional responses

Think critically about ideas and information to deepen, extend, and transform understanding

Consider different perspectives, beliefs and points of view in Aboriginal, Canadian, and other cultural texts

Develop an understanding of how literary elements, devices, and language features enhance meaning

Evaluate the accuracy, reliability, and relevance of information

Support thinking using evidence, personal connections, and background knowledge

ELA 5

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Develop a variety of reading strategies and critical thinking skills to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning and develop thinking and comprehension

Explore a rich variety of texts, including story, to deepen learning and develop a broader understanding of self, family, community, and the world

Appreciate the universal importance of story in Aboriginal and other cultures

Explore the ways language can be manipulated and used for specific purposes and audiences, including to evoke emotional responses

Think critically about ideas and information to deepen, extend, and transform understanding

Consider different perspectives, beliefs and points of view in Aboriginal, Canadian, and other cultural texts

Develop an understanding of how literary elements, devices, and language features enhance meaning

Evaluate the accuracy, reliability, and relevance of information

Support thinking using evidence, personal connections, and background knowledge

ELA 6

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Apply a variety of reading and critical thinking strategies to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning, deepen thinking and comprehension, and promote inquiry

Read, view, and listen to a variety of text types and genres, including those of Aboriginal origin

Make meaningful personal connections with a variety of texts to increase understanding of self and others

Recognize and appreciate the power and beauty of language

Appreciate the universal importance of story in Aboriginal, Canadian, and other cultures

Consider multiple perspectives, voices, values, beliefs, and bias in texts from a variety of cultures, including Aboriginal ones

Examine texts that are representative of various social and historical contexts

Compare ideas and information in a variety of texts and genres to increase understanding and promote inquiry

Examine the ways in which people manipulate language for specific purposes, including to evoke emotional responses

Think critically about the accuracy, reliability, and relevance of information

Understand how literary elements, devices, and language features enhance meaning

Support thinking using relevant evidence, personal connections, and background knowledge

ELA 7

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Apply a variety of reading and critical thinking strategies to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning, deepen thinking and comprehension, and promote inquiry

Read, view, and listen to a variety of text types and genres, including those of Aboriginal origin

Make meaningful personal connections with a variety of texts to increase understanding of self and others

Recognize and appreciate the power and beauty of language

Appreciate the universal importance of story in Aboriginal, Canadian, and other cultures

Consider multiple perspectives, voices, values, beliefs, and bias in texts from a variety of cultures, including Aboriginal ones

Examine texts that are representative of various social and historical contexts

Compare ideas and information in a variety of texts and genres to increase understanding and promote inquiry

Examine the ways in which people manipulate language for specific purposes, including to evoke emotional responses

Think critically about the accuracy, reliability, and relevance of information

Understand how literary elements, devices, and language features enhance meaning

Support thinking using relevant evidence, personal connections, and background knowledge

ELA 8

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Identify and use reading strategies to increase comprehension

Make meaningful personal connections with ideas presented in a variety of texts to increase understanding of self and others

Engage actively as readers and listeners to construct meaning, deepen thinking and comprehension, and promote inquiry

Critically engage with text to appreciate the power and beauty of language

Appreciate the universal importance of story in Aboriginal and other cultures

Examine text in relation to social, historical, and cultural contexts

Demonstrate an understanding of how story supports the well-being of the self, the family, and the community in Aboriginal and other cultures

Analyze text to identify and appreciate values, beliefs, voice, bias, and perspectives in Aboriginal and other cultures

Examine ideas or information presented in a variety of texts to increase understanding

Analyze the ways language can be manipulated for specific purposes including ways to evoke emotional responses

Analyzing the accuracy, reliability, and relevance of information

Recognize literary elements, devices, and language features to interpret, analyze, and evaluate text

ELA Literacy Foundations 7

Reading and Viewing

Specific Expectations

  • view and demonstrate an understanding of the meaning conveyed by a variety of visual media (e.g., broadcasts, web sites, videos, DVDs, visual components of print media such as tables, graphics, illustrations, graphic novels, art work, photographs)
  • before reading and viewing, make predictions about the content and meaning of texts (e.g., textbooks, brochures, newspaper, web site, fiction, non-fiction) by
    • interpreting a task and setting the purpose
    • generating guiding questions
    • accessing prior knowledge to make connections
    • previewing text features
  • during reading and viewing, construct meaning from texts by
  • analysing the significance of the themes and diverse points of view
  • differentiating between main ideas and supporting details
  • refining predictions and generating additional questions
  • using syntactic and context cues to guide and inform their understanding (e.g., use knowledge of grammar, word order, and sentence structure to guide and inform their understanding of the text)
  • using text features to locate information and support comprehension (e.g., diagrams, headings, bold and italicized words, table of contents)
  • recognizing literary elements and devices (e.g., plot, conflict, character, setting, climax, resolution, theme)
  • making inferences and drawing conclusions
  • making relevant notes using logical categories (e.g., outlines, mind maps, timelines)
  • examining and comparing ideas and elements within and among texts
  • identifying bias, contradictions, distortions, and non-represented perspectives
  • self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, reread to clarify understanding, use context cues and resources such as a dictionary to figure out unfamiliar vocabulary)
  • self-monitoring and self-correcting (e.g., review, identify when meaning-making is breaking down, use context cues and resources to figure out unfamiliar vocabulary)
  • using graphic organizers to process, record, and demonstrate synthesis of information
  • making inferences and drawing conclusions
  • summarizing, synthesizing, paraphrasing, and applying new ideas (e.g., suggest an alternative
  • approach or conclusion, consider alternative interpretations, extend the story)
  • reflecting on purpose for reading, predictions, and questions made during reading
  • transforming existing ideas and information (e.g., consider alternatives, outcomes, or developments beyond the text)
  • identifying the importance and impact of cultural, social, political, and historical contexts (e.g., identify majority and minority perspectives, discern multiple meanings of words based on context)
  • after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts

Literacy Foundations – Information and Communications Technology

Internet and Electronic Communication

Specific Expectations

It is expected that students will:

  • 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
  • differentiate between post office protocol (POP) and web-based email accounts
  • use basic web-based email functions (e.g., address line, subject line, send/reply, forward, reply all)
  • establish a web-based email account
  • 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

Physical and Health Education 4

Curricular Competencies: Active Living

Specific Expectations

Participate safely in a variety of activities by following rules and guidelines

Curricular Competencies: Personal and Social Development

Specific Expectations

Describe strategies to overcome barriers when communicating information, ideas, or feelings about health

Describe interpersonal skills needed for positive relationships, such as communication skills, cooperation and understanding

Describe and demonstrate strategies to deal with interpersonal conflict and inappropriate behaviours, including bullying

Identify and describe sources of stress and/or anxiety

Content

Specific Expectations

Students will know and understand the following Content:

  • managing and expressing emotions in different situations
  • effects of nutritional choices
  • potentially harmful effects of substance use, and strategies for preventing or avoiding use
  • abusive or potentially abusive situations, including common lures or tricks used by potential abusers
  • potential risks for injury in a variety of settings
  • safe use of the Internet and social media

Physical and Health Education 5

Curricular Competencies: Healthy Choices

Specific Expectations

Identify and describe factors that influence goal-setting and decision-making

Describe ways to access information and support services for a variety of health topics

Describe strategies for identifying and responding to social pressures that could lead to taking risks

Describe and demonstrate strategies for removing or reducing risks to safety in a variety of settings

Curricular Competencies: Personal and Social Development

Specific Expectations

Apply appropriate strategies for responding to discrimination, stereotyping, and bullying

Demonstrate behaviours that contribute to a safe and caring school environment

Content

Students will know and understand the following content:

Effects on emotions on decision-making

Conflict resolution strategies

Safe use of the internet and social media

Physical and Health Education 6

Curricular Competencies: Active Living

Specific Expectations

Participate safely in a variety of activities by following rules and guidelines

Curricular Competencies: Healthy Choices

Specific Expectations

Identify and describe factors, including social pressures, that influence personal health choices, goal-setting and decision-making

Describe planning techniques to support goal attainment

Describe ways to access and evaluate information and support services for a variety of health topics

Describe strategies for avoiding unhealthy choices, including the harmful use of alcohol, tobacco, and other psychoactive substances

Describe safety strategies to avoid or respond to potentially unsafe, abusive or exploitive situations

Curricular Competencies: Personal and Social Development

Specific Expectations

Identify characteristics of healthy and unhealthy relationships

Describe strategies for identifying and managing mental wellness issues such as anxiety, stress, and depression

Describe strategies to overcome barriers when communicating information, ideas, or feelings about health and well-being

Apply appropriate strategies for responding to discrimination, stereotyping, and bullying

Demonstrate behaviours that contribute to a safe and caring school environment

Content

Students will know and understand the following content:

nutritional choices to support an active lifestyle

potential effects for themselves and others in the use of psychoactive substances

sources of support for people in abusive and exploitive situations

rights and protections related to discrimination and bullying, such as school codes of conduct, Human Rights Code, and the Charter of Rights and Freedoms

safe use of the Internet and social media

Physical and Health Education 7

Curricular Competencies: Healthy Choices

Specific Expectations

Identify and describe factors, including social pressures, that influence personal health choices, goal-setting and decision-making

Describe planning techniques to support goal attainment

Describe ways to access and evaluate information and support services for a variety of health topics

Describe strategies for avoiding unhealthy choices, including the harmful use of alcohol, tobacco, and other psychoactive substances

Describe safety strategies to avoid or respond to potentially unsafe, abusive or exploitive situations

Curricular Competencies: Personal and Social Development

Specific Expectations

Describe strategies for building and maintaining healthy interpersonal relationships

Describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships

Describe strategies for identifying and managing mental wellness issues such as anxiety, stress, and depression

Describe effective and appropriate responses to bullying, discrimination, harassment, and intimidation

Content

Students will know and understand the following content:

factors that influence personal health decisions, including the media and peers

practices that reduce the risk of acquiring or passing on sexually transmitted infections and other serious communicable illnesses

appropriate ways of expressing and respecting sexual feelings and choices

media and social influences related to substance use

influences on individual identities, including sexual identity, gender, values, and beliefs

characteristics of, and influences on, healthy and unhealthy relationships

influences on relationships

safe use of the Internet and social media

Physical and Health Education 8

Curricular Competencies: Personal and Social Development

Specific Expectations

Describe strategies for building and maintaining healthy interpersonal relationships

Describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships

Describe strategies for identifying and managing mental wellness issues such as anxiety, stress, and depression

Describe and demonstrate effective and appropriate responses to bullying, discrimination, harassment, and intimidation

Content

Students will know and understand the following content:

factors that influence personal health decisions, including the media and peers

short- and long-term consequences of contracting sexually transmitted infections

practices that reduce the risk of acquiring or passing on sexually transmitted infections and other serious communicable illnesses

influences on individual identities, including sexual identity, gender, values, and beliefs

safe use of the Internet and social media

Social Studies 4

Curricular Competencies

Specific Expectations

Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions)

Determine multiple causes and consequences of an event, decision, or development (cause and consequence)

Evaluate whether an event, decision, or action was fair from a particular perspective (ethical judgment)

Social Studies 5

Curricular Competencies

Specific Expectations

Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions)

Determine multiple causes and consequences of an event, decision, or development (cause and consequence)

Evaluate whether an event, decision, or action was fair from a particular perspective (ethical judgement)

Social Studies 5

Curricular Competencies

Specific Expectations

Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions)

Determine what is significant in an account, narrative, map, or text (significance)

Assess and compare the significance of people, places, events, and/or developments over time and place (significance)

corroborate inferences about the content and origins of multiple sources (evidence)

Recognize the positive and negative aspects of continuities and changes for different groups in the past and present (continuity and change)

Determine the long- and short-term causes and the intended and unintended consequences of an event, decision, or development (cause and consequence)

Explain different perspectives on a past or present event or issue, including how changing values, worldviews, and beliefs have influenced perspectives (perspective)

Recognize and classify different value judgments, including ethical judgments, in a variety of sources (ethical judgment)

Social Studies 6

Curricular Competencies

Specific Expectations

Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions)

Determine what is significant in an account, narrative, map, or text (significance)

Assess and compare the significance of people, places, events, and/or developments over time and place (significance)

corroborate inferences about the content and origins of multiple sources (evidence)

Recognize the positive and negative aspects of continuities and changes for different groups in the past and present (continuity and change)

Determine the long- and short-term causes and the intended and unintended consequences of an event, decision, or development (cause and consequence)

Explain different perspectives on a past or present event or issue, including how changing values, worldviews, and beliefs have influenced perspectives (perspective)

Recognize and classify different value judgments, including ethical judgments, in a variety of sources (ethical judgment)

Social Studies 7

Curricular Competencies

Specific Expectations

Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions)

Determine what is significant in an account, narrative, map, or text (significance)

Assess and compare the significance of people, places, events, and/or developments over time and place (significance)

corroborate inferences about the content and origins of multiple sources (evidence)

Recognize the positive and negative aspects of continuities and changes for different groups in the past and present (continuity and change)

Determine the long- and short-term causes and the intended and unintended consequences of an event, decision, or development (cause and consequence)

Explain different perspectives on a past or present event or issue, including how changing values, worldviews, and beliefs have influenced perspectives (perspective)

Recognize and classify different value judgments, including ethical judgments, in a variety of sources (ethical judgment)

Social Studies 8

Curricular Competencies

Specific Expectations

Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions)

Compare different interpretations and assessments of the significance of people, places, events, and/or developments over time and place (significance)

Ask questions and corroborate inferences about the content, origins, and purposes of multiple sources (evidence)

Determine key historical turning points that led to progress and decline for different groups (continuity and change)

Test and/or develop different geographic models and theories (continuity and change)

Determine and assess the long- and short-term causes and the intended and unintended consequences of an event, decision, or development (cause and consequence)

Explain different perspectives on past or present people, places, issues, and events, and distinguish between worldviews of today and the past (perspective)

Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment)

Make reasoned ethical judgments about controversial actions in the past and present after considering the context and standards of right and wrong (ethical judgment)

Literacy Foundations Social Studies

Skills and Processes of Social Studies

Specific Expectations

It is expected that students will:

  • apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, and defending, to a range of issues, situations, and topics
    • demonstrate effective research skills, including:
    • accessing information
    • assessing and identifying sources of information
    • collecting data
    • evaluating data
    • organizing information
    • presenting information
  • describe the attributes of active citizenship (e.g., ethical behaviour, open-mindedness, respect for diversity, and collaboration)

Manitoba

Aboriginal Languages and Studies 3-4

GLO 3: Language Use in Context

Overall Expectations

3.3.3 Safety and Well-Being

Specific Expectations

3.3.3: D-4

give examples of real violence (e.g., schoolyard fight, bullying) and fictional violence (e.g., in cartoons, video games), and describe their influence on well-being

3.3.3: E-4

identify ways to avoid dangerous and/or inappropriate situations for self and/or others in a variety of contexts

Aboriginal Languages and Studies 5-6

GLO 3: Language Use in Context

Overall Expectations

3.3.3 Safety and Well-Being

Specific Expectations

3.3.3: A-6

list available community supports that promote safety, health, and well-being

3.3.3: C-6

give examples of safe and unsafe situations at home, at school, and in the community (e.g., playgrounds, babysitting, Internet use) while caring for self and others

3.3.3: D-6

describe safety guidelines and the use of strategies to deal with incidents or accidents in a variety of situations

ELA 4

Listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences

Discover and Explore

  • describe and reflect upon personal observations and experiences to reach tentative conclusions
  • collect and explain preferences for particular forms of oral, print and other media texts

Clarify and Extend

  • connect new information and experiences with prior knowledge to construct meaning in different contexts
  • express new concepts and understanding in own words and explain their importance
  • reflect on ideas and experiences to clarify and extend understanding

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • make and record connections between personal experiences, prior knowledge, and a variety of texts
  • use textual cues to construct and confirm meaning

Respond to Texts

  • experience texts from a variety of genres and cultural traditions; share responses to a variety of texts
  • identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in a variety of oral, print and other media texts
  • identify mood evoked by a variety of oral, print and other media texts

Understand Forms and Techniques

  • distinguish similarities and differences among a variety of forms of texts
  • explain connections between events and the roles of main characters in a variety of texts, and identify how these texts may influence people’s behaviours

Create Original Text [such as paintings and drawings, dramatizations, oral stories…] to

  • communicate and demonstrate understanding of forms and meanings

ELA 5

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • describe and build upon connections between previous experiences, prior knowledge, and a variety of texts
  • use a variety of comprehension strategies
  • use textual cues to construct and confirm meaning

Respond to Texts

  • experience texts from a variety of genres and cultural traditions; explain preferences for particular types of a variety of texts
  • compare the challenges and situations encountered in daily life with those experiences by people in other times, places, and cultures as portrayed in a variety of oral, print, and other media texts
  • identify descriptive and figurative language in a variety of oral, print, and other media texts

Understand Forms and Techniques

  • understand and use a variety of forms of texts identify key elements in a variety of texts, and explore their impact

Create Original Text [such as paintings and drawings, dramatizations, oral stories…] to

  • communicate and demonstrate understanding of forms and meanings

Listen, speak, read, write, view, and represent to manage ideas and information

Select and Process

  • recognize organizational patterns [such as main ideas and supporting details, explanation, comparison and contrast, and effect, sequence…] of oral, print, and other media texts to construct meaning; skim, scan and listen for key words and phrases

ELA 6

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • seek connections between previous experiences, prior knowledge, and a variety of texts
  • use comprehension strategies appropriate to the type of text and purpose
  • use textual cues to construct and confirm meaning

Respond to Texts

  • seek opportunities to experience texts from a variety of genres and cultural traditions; explain preferences for a variety of texts
  • discuss own and others’ understanding of various community and cultural traditions in various times and places as portrayed in a variety of oral, print, and other media texts
  • identify descriptive and figurative language in a variety of oral, print and other media texts and discuss how it enhances understanding of people, places and actions

Understand Forms and Techniques

  • seek opportunities to experience texts from a variety of genres and cultural traditions; explain preferences for a variety of texts
  • discuss own and others’ understanding of various community and cultural traditions in various times and places as portrayed in a variety of oral, print, and other media texts
  • identify descriptive and figurative language in a variety of oral, print and other media texts and discuss how it enhances understanding of people, places and actions

Create Original Text [such as paintings and drawings, dramatizations, oral stories…] to

  • communicate and demonstrate understanding of forms and meanings

ELA 7

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • explain connections between previous experiences, prior knowledge and a variety of texts
  • use comprehension strategies appropriate to the type of text and purpose
  • use textual cues to construct and confirm meaning and interpret texts

Respond to Texts

  • experience texts from a variety of genres and cultural traditions; discuss likes and dislikes for a variety of texts
  • compare own with others’ understanding of people, cultural traditions, and values portrayed in a variety of oral, print, and other media texts
  • identify language and visual images that create mood and evoke emotion in a variety of oral, print, and other media texts

Understand Forms and Techniques

  • explain preferences for particular genres of oral, print and other media texts
  • examine techniques of plot development [such as narrative hooks, conflict, resolution, surprise…] and of persuasion [such as testimonials, emotional appeals, bandwagon effects…] in oral, print, and other media texts
  • recognize uses and abuses of slang, colloquialism, and jargon
  • identify surprising and playful uses of language in oral, literary and media texts; explain ways in which figures of speech convey meaning
  • create original texts [such as cartoon sequences, dialogues, short stories, letters, video presentations…] to communicate and demonstrate understanding of forms and techniques

Create Original Text [such as paintings and drawings, dramatizations, oral stories…] to

  • communicate and demonstrate understanding of forms and meanings

ELA 8

Listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • make connections between previous experiences, prior knowledge and a variety of texts, and apply them to new contexts
  • use textual cues [such as the structures and elements of specific genres…] to make sense of familiar and unfamiliar texts and remember ideas

Respond to Texts

  • experience texts from a variety of genres [such as magazine articles, diaries, drama, advertisements…] and cultural traditions; compare own interests in a variety of texts to those of others
  • discuss how similar ideas, people, experiences, and traditions are conveyed in a variety of oral, print, and other media texts
  • identify and describe techniques used to create mood in oral, print, and other media texts

Understand Forms and Techniques

  • demonstrate appreciation for the appropriate use of various genres of oral, print, and other media texts according to content, audience, and purpose
  • identify a variety of techniques [such as characterization, word choice, framing, angle…] used to create particular effects or to portray various cultures in oral, print, and other media texts
  • identify creative uses of language in popular culture [such as commercials, advertisements, rock videos…]; explain how imagery and figures of speech create tone and mood in texts

Create Original Text [such as paintings and drawings, dramatizations, oral stories…] to

  • communicate and demonstrate understanding of forms and meanings

Information Technology Literacy K-4

Develop knowledge, ability, and responsibility in the use of information technology

  • Use information technology to assist learning.
  • Use information technology-related vocabulary in context.

Acquire, organize, analyze, evaluate, and present information using appropriate information technology

  • Acquire information from electronic sources such as CD-ROMs and the Internet.

Use information technology to expand their range and effectiveness of communication

  • Communicate and share information electronically using information technologies such as the telephone, fax and local area network-based e-mail facilities.
  • Explore the capabilities of Internet-based e-mail.
  • Participate in teacher-guided online activities.

Understand the role and impact of information technology and apply ethical, responsible, and legal standards in its use

  • Use acceptable etiquette in electronic communication.
  • Explore the use of information technology in an appropriate, safe, and responsible manner.

ICT Across the Curriculum 4-6

Health and Safety Guidelines

Overall Expectations

Safety Guidelines

Specific Expectations

Managing Identity

understands that personal information shared online is public and permanent, and has implications on how one is perceived by others (e.g., considers protection of own and others’ identity when posting photos)

shows respectful behaviour when interacting with others online (e.g., uses respectful behaviour and language, considers reputation of others)

Managing Privacy

considers privacy of self and others when sharing personal information online (e.g., is aware of the danger of identity theft)

alerts the appropriate authorities regarding potential threats to privacy of self or others

reads and considers the terms of service before joining online networks and downloading information

considers the impact of sharing information (e.g., considers who will see the information, how it will be used, who will own it)

protects personal information (e.g., applies security tools, privacy settings, password management)

Dangerous Behaviours

recognizes the implications of being distracted while using technology (e.g., recognizes the dangers of texting while driving, the implications of inattention when caring for children/others, the importance of attentiveness to surroundings)

thinks critically when communicating with others online (e.g., assesses potential for cyber bullying, luring, threats to safety)

recognizes the consequences of engaging in risky or illegal behaviours (e.g., understands the legal implications of sending explicit messages, accessing/distributing child pornography, luring)

knows how and where to seek support when a risk is identified

Ethics and Responsibilities Guidelines

Respects privacy rights of self and others

(e.g., does not share personal information about others without permission, uses consent forms, obtains permission to take photographs, sets appropriate privacy settings in social media, follows the school’s/division’s acceptable use policies, understands terms of service used by various social media)

Respects the rights of others to have their own perspectives

(e.g., recognizes there are many points of view to consider, considers and tries to understand opinions/ideas of others)

Assesses the potential impact of decisions and actions on self, others, and society

(e.g., considers the appropriateness and relevance of own questions, assesses and expresses findings objectively and constructively, considers the potential for infringement on privacy, thinks about environmental issues)

ICT Across the Curriculum 7-8

Health and Safety Guidelines

Overall Expectations

Safety Guidelines

Specific Expectations

Managing Identity

understands that personal information shared online is public and permanent, and has implications on how one is perceived by others (e.g., considers protection of own and others’ identity when posting photos)

shows respectful behaviour when interacting with others online (e.g., uses respectful behaviour and language, considers reputation of others)

Managing Privacy

considers privacy of self and others when sharing personal information online (e.g., is aware of the danger of identity theft)

alerts the appropriate authorities regarding potential threats to privacy of self or others

reads and considers the terms of service before joining online networks and downloading information

considers the impact of sharing information (e.g., considers who will see the information, how it will be used, who will own it)

protects personal information (e.g., applies security tools, privacy settings, password management)

Dangerous Behaviours

recognizes the implications of being distracted while using technology (e.g., recognizes the dangers of texting while driving, the implications of inattention when caring for children/others, the importance of attentiveness to surroundings)

thinks critically when communicating with others online (e.g., assesses potential for cyber bullying, luring, threats to safety)

recognizes the consequences of engaging in risky or illegal behaviours (e.g., understands the legal implications of sending explicit messages, accessing/distributing child pornography, luring)

knows how and where to seek support when a risk is identified

Ethics and Responsibilities Guidelines

Respects privacy rights of self and others

(e.g., does not share personal information about others without permission, uses consent forms, obtains permission to take photographs, sets appropriate privacy settings in social media, follows the school’s/division’s acceptable use policies, understands terms of service used by various social media)

Respects the rights of others to have their own perspectives

(e.g., recognizes there are many points of view to consider, considers and tries to understand opinions/ideas of others)

Assesses the potential impact of decisions and actions on self, others, and society

(e.g., considers the appropriateness and relevance of own questions, assesses and expresses findings objectively and constructively, considers the potential for infringement on privacy, thinks about environmental issues)

Physical Education/Health Education 4

Healthy Lifestyle Practices

It is expected that students will:

  • demonstrate an understanding of food groups, serving numbers that support good health
  • use problem-solving strategies to reduce barriers to healthy eating, and improve food choices, if appropriate

Physical/Health Education 5

Safety

It is expected that students will:

  • describe examples of problems related to physical and verbal abuse with regard to safety of others
  • describe safety guidelines and the use of strategies to deal with bullies and harassment in a variety of situations
  • identify safety guidelines to protect self and others in potentially sexually abusive situations

Personal and Social Management

It is expected that students will:

  • identify how one’s self-concept and feelings are affected by others
  • identify the influence of self and others on setting priorities and making responsible personal decisions
  • identify misunderstandings and/or miscommunications related to messages in the media that could cause or affect conflict

Physical/Health Education 5

Healthy Living Practices

It is expected that students will:

  • identify the positive and negative influences of media an other sources on promoting active living

Physical/Health Education 8

Personal and Social Management

It is expected that students will:

  • examine the effects of stereotyping based on a variety of factors and ways to promote acceptance of self and others

Healthy Living Practices

It is expected that students will:

  • examine positive and negative health habits of daily living for self and/or others
  • determine the degree to which technology has had an impact on personal health

New Brunswick

Health Education 4

Strategies for Healthy Living

It is expected that students will:

demonstrate strategies for the management of a range of feelings and emotions

demonstrate a knowledge of the appropriate strategies for sharing and expressing feelings and emotions

demonstrate an awareness of the factors that influence responsible decision-making

Health Education 5

Strategies for Healthy Living

It is expected that students will:

demonstrate strategies for the management of a range of feelings and emotions

demonstrate a knowledge of the appropriate strategies for sharing and expressing feelings and emotions

demonstrate an awareness of the factors that influence responsible decision-making

ELA K-3

Overall Expectations

communicate information and ideas effectively and clearly, and to respond personally and critically

select, read, and view with understanding a range of literature, information, media, and visual texts

interpret, select, and combine information using a variety of strategies, resources, and technologies

respond critically to a range of texts, applying their understanding of language, form, and genre

Specific Expectations

describe, share, and discuss thoughts, feelings, and experiences and consider others’ ideas.

express and explain opinions and respond to the questions and reactions of others

make personal connections to texts and describe, share, and discuss their reactions and emotions.

ELA K-6

Overall Expectations

select, read, and view with understanding a range of literature, information, media, and visual texts

respond personally to a range of texts

Specific Expectations

compare their own thoughts and beliefs to those of others

consider information from alternative perspectives

Newfoundland and Labrador

Arts 4

Understanding and Connecting Contexts of Time, Place, and Community

Overall Expectations

Students will be expected to demonstrate critical awareness of and the value for the role of the arts in creating and reflecting culture.

Specific Expectations

Explore images from a variety of times and cultures to understand connections with their own time and place.

Examine artwork made for various purposes from past and present cultures.

Arts 5

Understanding and Connecting Contexts of Time, Place, and Community

Overall Expectations

Students will be expected to demonstrate critical awareness of and the value for the role of the arts in creating and reflecting culture.

Specific Expectations

Explore images from a variety of times and cultures to understand connections with their own time and place.

Arts 6

Understanding and Connecting Contexts of Time, Place, and Community

Overall Expectations

Students will be expected to demonstrate critical awareness of and the value for the role of the arts in creating and reflecting culture.

Specific Expectations

Explore images from a variety of times and cultures to understand connections with their own time and place.

Examine artwork made for various purposes from past and present cultures.

Career Development Intermediate

Overall Expectations

Students will be expected to enhance their knowledge of strategies for building and maintaining a positive self-image and understand its influence on building positive relationships in one’s life and work.

Students will be expected to link learning to one’s career building process

Students will be expected to learn to effectively locate, evaluate, interpret and use life/work information

Students will be expected to link lifestyles, life roles and life stages to life/work building while understanding and overcoming stereotypes/bias in life and work.

Students will be expected to engage in life/work decision making

Specific Expectations

Students will be expected to:

  • Evaluate the impact of one’s self-image on self and others
  • Explore the concept of diversity as it relates to respect, tolerance, flexibility and openness towards others
  • Explore the skills, knowledge and attitudes that are needed in specific work sectors and are best suited to adapt to changing work role requirements.
  • Assess life/work information and determine its pertinence for oneself
  • Identify stereotypes, biases and discriminatory behaviors that may limit opportunities for women and men in certain work roles.

ELA 4

Reading and Viewing: GCO3

Overall Expectations

Students will be expected to select, read and view with understanding a range of literature, information, media and visual text.

Specific Expectations

4.1 use cueing systems to construct meaning

4.2 identify and select appropriate texts

4.3 develop proficient reading and viewing skills

4.4 use text structures to construct meaning

4.5 use text features to construct meaning

4.6 use a variety of comprehension strategies

Reading and Viewing: GCO5

Overall Expectations

Students will be expected to interpret, select and combine information using a variety of strategies, resources and technology

Specific Expectations

5.1 demonstrate an understanding that information can be organized for a specific purpose

5.2 select sources of information based on inquiry questions

5.3 interpret relevant information from selected sources

5.4 organize relevant information from selected sources

5.5 share relevant information from selected sources

5.6 share relevant information from selected sources

Reading and Viewing: GCO7

Overall Expectations

Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre

Specific Expectations

7.1 analyze ideas, information and perspectives in text

7.2 engage in critical literacy and inquiry

7.3 discuss alternative points of view

7.4 analyze how language is used to influence ways of thinking

ELA 5

Reading and Viewing: GCO4

Overall Expectations

Students will be expected to select, read and view with understanding a range of literature, information, media and visual text.

Specific Expectations

4.1 use cueing systems to construct meaning

4.2 select appropriate texts

4.3 develop proficient reading and viewing skills

4.4 explain how text structures help readers construct meaning

4.5 explain how text features help readers construct meaning

4.6 use a variety of comprehension strategies

Reading and Viewing: GCO5

Overall Expectations

Students will be expected to interpret, select and combine information using a variety of strategies, resources and technology

Specific Expectations

5.1 create an inquiry question to gather information for various purposes

5.2 select information from a variety of sources

5.3 interpret relevant information from selected sources

5.4 organize relevant information from selected sources

5.5 evaluate information

5.6 share relevant information from selected sources

Reading and Viewing: GCO7

Overall Expectations

Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre.

Specific Expectations

7.1 ask critical questions of texts

7.2 analyze intended messages in texts

7.3 discuss alternative points of view

7.4 analyze how language is used to influence ways of thinking

NWT

ELA 4

Listen, Speak, Read, Write, View and Represent to Access and Explore Prior Knowledge and Experiences of Self and Others

Compare own and others’ understandings to reflect upon personal understands

Explain preferences for particular forms and genres of oral, print, and other media texts

Connect new information and experiences with prior knowledge to construct meaning in different contexts

Listen, Speak, Read, Write, View and Represent to Comprehend and Respond Personally and Critically to Oral, Print, and Other Media Texts, through a process

Summarize personal knowledge of a topic in categories to determine information needs in own and group inquiry

Formulate general and specific questions to identify information needs in own and group inquiry

Gather and record ideas and information using a plan for own and group inquiry

Use relevant information from a variety of sources to answer inquiry or research questions

Determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria

Use a variety of tools to access information and ideas; use visual and auditory cues to identify key ideas

Recognize organizational patterns in texts (oral, print, and other media) to construct meaning and gather information

Organize information and ideas into categories using a variety of strategies

Record information in own words; cite authors and titles alphabetically and provide publication dates of sources

Recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose

Assess information and knowledge gained through the inquiry or research process; generate new questions for further inquiry

ELA 5

Listen, Speak, Read, Write, View and Represent to Comprehend and Respond Personally and Critically to Oral, Print, and Other Media Texts, through a process

Use prior knowledge and connections between self and texts (oral, print, and other media) to expand personal understanding

Anticipate meaning of oral, print, and other media texts; select and use appropriate comprehension strategies to construct, confirm, revise, and explain understanding

Use textual cues to construct and confirm meaning in oral, print, and other media texts

Explore a variety of oral, print, and other media texts

Respond to oral, print, and other media texts creatively and critically

Identify bias and stereotype in texts (oral, print, and other media) to extend personal perspective of cultural representations and real life

Discuss the strengths and limits of various forms and genres of texts (oral, print, and other media)

Listen to, read, and view texts (oral, print, and other media) to understand how the techniques and elements interact to create effects

Explain how authors develop voice through vocabulary, descriptive and figurative language, techniques, and elements in a variety of oral, print and other media texts

Listen, speak, read, write, view and represent to plan and focus an inquiry or research and interpret and analyze information and ideas, through a process.

Summarize and focus personal knowledge of a topic to determine information needs in own and group inquiry

Formulate relevant questions to focus information needs in own and group inquiry

Use a combination of primary and secondary sources to answer inquiry or research questions

Recognize that information serves different purposes, and determine its usefulness for inquiry or research focus using pre-established criteria

Use a variety of tools to access information and ideas; use visual and auditory cues to identify relevant information

Use organizational patterns in texts (oral, print, and other media) to construct meaning and gather information

Organize information and ideas using a variety of strategies and techniques

Make notes on a topic, combining information from more than one source; reference sources appropriately

Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information

Relate gathered information to prior knowledge to reach conclusions or develop points of view; set goals for further inquiry

ELA 7

Listen, speak, read, write, view and represent to plan and focus an inquiry or research and interpret and analyze information and ideas, through a process.

Identify prior knowledge of, and prior experiences related to, a topic to choose a focus for own and group inquiry

Develop relevant questions to establish a purpose for seeking information on a topic in own and group inquiry

Create, follow, and reflect on a plan to collect, record, and synthesize information in own and group inquiry

Identify relevant primary and secondary sources to answer inquiry or research questions

Use criteria to evaluate usefulness and reliability of sources

Use text features and reference tools to identify relevant information

Use strategies to understand and relate information in texts (oral, print, and other media)

Record key ideas and details; cite sources appropriately

Identify relevance, importance, and gaps in information within and across sources

Incorporate new information with prior knowledge, and identify next steps in inquiry

Listen, speak, read, write, view and represent to celebrate and build community within the home, school, workplace and wider society

Make decisions collaboratively to follow or modify pre-established group processes in order to work in a variety of partnerships and groups

Identify and describe barriers to the acceptance or honouring of diversity

ELA 8

Listen, speak, read, write, view and represent to plan and focus an inquiry or research and interpret and analyze information and ideas, through a process

Identify prior knowledge of, and prior experiences and issues related to, a topic to choose a focus for own and group inquiry

Develop broad and specific questions to establish a purpose for seeking information on a topic in own and group inquiry

Create and/or adapt and reflect on a plan to collect, record, and synthesize information in own and group inquiry

Identify relevant primary and secondary sources to answer inquiry or research question

Develop and use criteria to evaluate usefulness and reliability of, and perspectives within, sources

Use text features and reference tools to identify relevant information

Select and use strategies to understand and relate information in texts (oral, print, and other media)

Record key ideas and details; cite sources appropriately

Explain relevance, importance, perspectives, and gaps in information within and across sources

Incorporate new information with prior knowledge, and adjust inquiry to reflect changing perspectives

Listen, speak, read, write, view and represent to celebrate and build community within the home, school, workplace and wider society

Make decisions collaboratively to modify or create group processes for specific purposes in order to work in a variety of partnerships and groups

Compare personal reactions to, and ways of thinking about, a variety of experiences and texts (oral, print, and other media) with those of others

Identify and describe social issues related to diversity

Health Education 4

Mental and Emotional Well-Being

It is expected that students will:

identify the possible effects of various choices

identify reasons for individual decisions

Nutrition

It is expected that students will:

describe some factors that affect food choices

Health Education 5

Mental and Emotional Well-Being

It is expected that students will:

  • identify advertising techniques used to persuade
  • practise designing an advertisement using one or more

Health Education 7

Nutrition

It is expected that students will:

  • explain how advertising affects food choices
  • identify various factors that influence food choices

Health Education 8

Nutrition

It is expected that students will:

  • identify factors that influence food choices and habits

Literacy with ICT 4-6

Cognitive Domain

Overall Expectations

Gathering and Making Sense

Specific Expectations

Finds/collects information from given media sources

Identifies sub-topics by using search engines that offer “related searches/ questions” and word “clouds”

Questions if information is real, useful, or is an advertisement

Records sources using ICT

Selects an ICT to record notes and categorize information

Collects/creates primary data using ICT

Overall Expectations

Produce to Show Understanding

Specific Expectations

Selects with guidance suitable applications and digital devices to show learning with text, graphs, pictures, sounds, and multimedia to a particular audience

Revises and edits electronic work for greater clarity and visual appeal according to the co-created task criteria

Overall Expectations

Communicating and Reflecting

Specific Expectations

Communicates learning with a face to face audience or audience from a distance using electronic communication devices

Discusses and receives feedback about ICT choices and future ICT options in guided conversations

Discusses captured primary data

Affective Domain

Overall expectations

Ethics and responsibility

Specific Expectations

Applies beliefs, rules, and guidelines that are created and held for fair, healthy, responsible, safe use of ICT

Explains consequences for unsafe and unfair use of ICT with special attention to online disrespect

Identifies possible health issues associated with using ICT

Overall Expectations

Social Implications

Specific Expectations

Understands the use of ICT for recreation, communication, education, collaboration, sales, health care, etc.

Chooses times and places to use ICT and explains choices

Understands how ICT influences relationships at school

Overall Expectations

Collaboration

Specific Expectations

Collaborates with others in various self-directed learning contexts to pose questions, share knowledge, suggest solutions, welcome individual expertise

Collaborates from a distance using tools such as email or wikis

Distinguishes between public/private

Overall Expectations

Metacognition, Motivation, Confidence

Specific Expectations

Recognizes ICT problems and asks for help from peers and teachers

Attempts to solve ICT problems with previous or new solutions

Social Studies 4

Communication

It is expected that students will:

use a variety of communication technologies to interact with others

Nova Scotia

ELA 4

Overall Expectations

Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

Specific Expectations

Students will:

  • identify examples of prejudice and stereotyping in oral language, and use language that shows respect for all people
  • answer, with assistance, their own and others’ questions by seeking information from a variety of texts
  • use a range of reference texts and a database or an electronic search to facilitate the selection process
  • respond critically to texts by
  • asking questions and formulating understandings
  • discussing texts from the perspective of their own experiences
  • identifying instances where language is being used, not only to entertain, but to manipulate, persuade, or control them
  • identifying instances of prejudice and stereotyping
  • create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic) and in a variety of forms

ELA 5

Overall Expectations

Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

Specific Expectations

Students will:

identify examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people

answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts

respond to personal, group, and instructional needs for information through accessing a variety of texts

respond critically to texts by

applying strategies to analyze a text

demonstrating growing awareness that all texts reflect a purpose and a point of view

identifying instances where language is being used to manipulate, persuade, or control them

identifying instances of opinion, prejudice, bias, and stereotyping

ELA 6

Overall Expectations

Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual 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.

Specific Expectations

Students will:

  • detect examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use bias-free language
  • recognize that facts can be presented to suit an author’s purpose and point of view
    • consider information from alternative perspectives
  • identify the conventions and structure of a variety of print and media texts and genres
  • respond critically to texts by
    • applying a growing range of strategies to analyze and evaluate a text
    • demonstrate growing awareness that all texts reflect a purpose and a perspective
    • recognizing when language is being used to manipulate, persuade, or control them
    • detecting prejudice, stereotyping, and bias
  • create written and media texts using an increasing variety of forms
    • demonstrate understanding that particular forms require the use of specific features, structures, and patterns

ELA 7

Overall Expectations

Students will be expected to

  • communicate information and ideas effectively and clearly, and to respond personally and critically
  • interact with sensitivity and respect, considering the situation, audience, and purpose
  • select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies
  • respond personally to a range of texts
  • respond critically to a range of texts, applying their understanding of language, form, and genre
  • use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination
  • create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
  • use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

Specific Expectations

Students will:

  • demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
  • recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate
  • become increasingly aware of and use periodically the many print and non-print avenues and sources (Internet, documentaries, interviews) through which information can be accessed and selected
  • make evaluations or judgments about texts and express personal points of view
  • find evidence and examples in texts to support personal views about themes, issues, and situations
  • recognize that print and media texts can be biased and become aware of some of the ways thatinformation is organized and structured to suit a particular point of view
  • recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
  • develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning construction and understanding
    • recognize that personal knowledge, ideas, values, perceptions, and points of view influence howwriters create texts
    • become aware of how and when personal background influences meaning construction, understanding, and textual response
    • recognize that there are values inherent in a text, and begin to identify those values
    • explore how various cultures and realities are portrayed in media texts
  • collect information from several sources (interviews, film, CD-ROMs, texts) and combine ideas in communication

ELA 8

Overall Expectations

Students will be expected to

  • communicate information and ideas effectively and clearly, and to respond personally and critically
  • interact with sensitivity and respect, considering the situation, audience, and purpose
  • select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies
  • respond personally to a range of texts
  • respond critically to a range of texts, applying their understanding of language, form, and genre
  • use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination
  • create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
  • use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

Specific Expectations

Students will:

  • recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate
  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs) sources for accessing and selecting information
  • recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information when answering questions and inquiries
  • expand on earlier abilities to respond critically to a range of texts in various ways
    • understand how personal knowledge, ideas, values, perceptions, and points of view influencehow writers create texts
    • recognize how and when personal background influences meaning construction, understanding,and textual response
    • describe how cultures and reality are portrayed in media texts
  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes
  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication

Health Education 4

Healthy Self

Demonstrate an awareness that values are an integral part in making healthy decisions and fostering healthy behavior.

Healthy Relationships

Identify components of a healthy relationship

Demonstrate an awareness of the link between positive self-identity and making healthy decisions that affect relationships and care of self

Health Education 5

Healthy Relationships

Examine relationships in their lives that promote positive health outcomes and those that interfere with learning, relationship building/friendship, or quality of life at home

Healthy Community

Assess sources of information via the internet for safety and reliability, and practise ways to enhance safe use of the internet

Healthy Education 6

Healthy Relationships

2.1 practise communication skills that keep relationships in their lives healthy, safe, and productive

2.2 create a personal value code of ethics on relationships within their lives

Healthy Community

3.3 respond to advertising of and communication about the use of alcohol, tobacco, gambling, caffeine, medicines, food, and natural/alternative health products and communicate these ideas within the school community

3.4 identify personal safety strategies to use when home alone and/or babysitting

3.5 demonstrate an awareness of health issues related to the overuse of networking devices and video gaming, and assess signs of concern in oneself or others

Health Education 7

Healthy Relationships

7.14 describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships

7.15 examine methods for contraception and the benefits/disadvantages of each method

Healthy Community

7.18 demonstrate an understanding that communities have resources that youth can access for help for a variety of health issues

7.19 recognize there are potential harms arising from use of alcohol, caffeine, and gambling along a continuum of use

7.20 analyze positive and negative outcomes of social networking and use of mobile devices

Health Education 8

Healthy Relationships

8.6 identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships

8.7 examine the role of bystander in cases where a peer/friend is experiencing emotional, physical, psychological harm and practise scenarios that show support and help

8.8 practise the ability to listen to a peer to understand another’s needs and circumstances, express understanding, and support them in getting help in relation to physical, mental, and social health concerns

Healthy Community

8.13 assess the benefits and risks of online technology and make healthy and responsible decisions that reduce the risk of exploitation and victimization

8.14 examine the media portrayal of sexual orientation

8.15 critically analyze industry’s impact on body image and healthy eating

8.16 examine the impacts of substance use and gambling, both legally sanctioned and illegal activities have on communities

Healthy Living 7

Overall Expectations

Students will be expected to

A. demonstrate positive self-identity that effectively enables them to manage their health, relationships, and interactions with the world

B. think critically and make informed decisions to enhance health of self, those around oneself, and within a global context

C. demonstrate effective communication and interpersonal skills that facilitate positive relationships between themselves and the world

Specific Expectations

Students will:

  • demonstrate an understanding of the aesthetic and ability factors that can influence one’s body image and how it can affect participation in physical activity
  • examine influences that impact one’s decision-making abilities about alcohol use
  • demonstrate an understanding of the risks associated with gambling, including no pay gambling sites and identify signs of concern among youth
  • differentiate between sexual orientation and gender identity
  • identify ways of maintaining sexual health
  • apply a series of decision-making steps to potential situations involving risk, including sexual
  • decision making and decision making in relation to the use of alcohol
  • demonstrate an understanding that mental health is an integral component of health, that there is no shame in expressing a need for mental health support, and to recognize safe people in their lives whom they can trust to help them
  • describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships
  • demonstrate an understanding that communities have resources that youth can access for help for a variety of health issues
  • recognize there are potential harms arising from use of alcohol, caffeine, and gambling along a continuum of use
  • analyze positive and negative outcomes of social networking and use of mobile devices

Healthy Living 8

Healthy Living

Overall Expectations

Students will be expected to

A. demonstrate positive self-identity that effectively enables them to manage their health, relationships, and interactions with the world

B. think critically and make informed decisions to enhance health of self, those around oneself, and within a global context

C. demonstrate effective communication and interpersonal skills that facilitate positive relationships between themselves and the world

Specific Expectations

Students will:

  • analyze the relationship between values and personal health practices
  • identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships
  • examine the role of bystander in cases where a peer/friend is experiencing emotional, physical, psychological harm and practise scenarios that show support and help
  • demonstrate an understanding that there are many factors that contribute to our health status
  • assess the benefits and risks of online technology and make healthy and responsible decisions that reduce the risk of exploitation and victimization
  • examine the media portrayal of sexual orientation
  • critically analyze industry’s impact on body image and healthy eating
  • examine the impacts of substance use and gambling, both legally sanctioned and illegal activities have on communities

Information and Communications Technology Integration 4-6

Specific Expectations

Students will:

  • safely use school media and computer equipment, and software to support their learning, with growing independence
  • demonstrate respect for the privacy and intellectual property of others, maintain their personal privacy and safety
  • begin to identify social and ethical issues associated with the global access and distribution of information; and to develop concern for the accuracy of information, personal privacy and safety when in electronic environments such as Internet, with the assistance of the teacher
  • identify changes in the ways that information is collected, represented and transmitted, and the impacts such changes have on individuals, communities, and cultures
  • identify and use the social conventions of online communication during Internet communication
  • identify and give specific examples where cultural values and experiences influence the information and entertainment products they use
  • include in their own work the copyrighted materials of others only when permission to do so has been received
  • conduct simple research, then plan and create a representation of their learning, such as a storyboard, a multimedia presentation, an audio recording, a web page, or a print publication independently and in collaboration with others
  • locate relevant information by using the appropriate organizational features of and search strategies applicable to books, other print, audio CDs, videos, computer software, multimedia, online periodicals, and the Internet, with some teacher assistance
  • use research information to support arguments, with teacher support

Information and Communications Technology Integration 7-9

Overall Expectations

Students will demonstrate expected performance levels in five IT-based learning outcome areas within the context of essential graduation learnings and outcomes specified for the public school program as a whole.

Specific Expectations

By the end of grade 9, in addition to the grade 6 outcomes, students will be expected to:

Concepts and skills associated with the safe, efficient operation of a range of information and communication technology

  • operate a wide variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision
  • use and create information texts in a range of media, using specialized text
  • features of those media to support the communication, with teacher assistance
  • work safely as they use ICT, applying basic troubleshooting techniques to assess
  • equipment and software problems that affect their use of ICT; then provide anecdotal
  • information which may be of help to maintenance technicians

The understanding associated with the use of ITC, which encourages in students a commitment to pursue personal and social good, particularly to build and improve their learning environments and to foster stronger relationships with their peers and others who support their learning.

  • demonstrate understanding of the nature of technology and its impacts on different societies and environments; using technology, in local and global contexts, with due regard for the legal and human rights of others
  • identify and demonstrate the values and techniques of mass media, popular culture, and electronic information environments, and evaluate the effects of these techniques
  • understand, model, and assume personal responsibility for the acceptable use of copyrighted and other information resources
  • demonstrate an understanding of, and a commitment to, accuracy,
  • ethical behaviour, and personal privacy and safety as they create and distribute information
  • about themselves, others, and curriculum topics under study
  • follow the Public School Program Network Access and Use Policy

Students’ organization, reasoning, and evaluation of their learning rationalize their use of information and communication technology.

  • assess the quality, comprehensiveness, biases, and perspectives of print, media and electronic resources for use in their curricular studies, with teacher guidance
  • critically evaluate how style, form, source, and medium influence the accessibility, validity, and meaning of information independently
  • accurately and independently cite information sources

Technology Education 7

Overall Expectations

Students will be expected to demonstrate an understanding of the history and evolution of technology, and of its social and cultural implications.

Students will be expected to demonstrate an understanding of the consequences of their technological choices.

Specific Expectations

Students will:

  • demonstrate an awareness of ethics and environmental responsibility in technological decision-making and work habits
  • demonstrate preparedness for technological problem solving

Technology Education 8

Overall Expectations

Students will be expected to demonstrate an understanding of the history and evolution of technology, and of its social and cultural implications.

Students will be expected to demonstrate an understanding of the consequences of their technological choices.

Specific Expectations

Students will:

  • demonstrate an awareness of ethics and environmental responsibility in technological decision-making and work habits
  • demonstrate safe and healthy practices with regard to materials, processes, and equipment
  • demonstrate effective use of a variety of communications technology media

Nunavut

Grade 4

Uquasiliriniq

Overall Expectations

Communication

Reflective & Critical Thinking

Aulajaaqtut

Overall Expectations

Wellness & Safety

Physical, social, emotional & cultural wellness

Grade 5

Uquasiliriniq

Overall Expectations

Communication

Reflective & Critical Thinking

Aulajaaqtut

Overall Expectations

Wellness & Safety

Physical, social, emotional & cultural wellness

Grade 6

Uquasiliriniq

Overall Expectations

Communication

Reflective & Critical Thinking

Aulajaaqtut

Overall Expectations

Wellness & Safety

Physical, social, emotional & cultural wellness

Grade 7

Uquasiliriniq

Overall Expectations

Communication

Reflective & Critical Thinking

Nunavusiutit

Overall Expectations

Civics & Economics

Aulajaaqtut

Overall Expectations

Wellness & Safety

Physical, social, emotional & cultural wellness

Grade 8

Uquasiliriniq

Overall Expectations

Communication

Reflective & Critical Thinking

Nunavusiutit

Overall Expectations

Civics & Economics

Aulajaaqtut

Overall Expectations

Wellness & Safety

Physical, social, emotional & cultural wellness

Ontario

Language 4

Understanding Media Texts

By the end of Grade 4, students will:

  • identify the purpose and audience for a variety of media texts
  • use overt and implied messages to draw inferences and construct meaning in media texts
  • express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions
  • explain why different audiences might respond differently to specific media texts
  • identify whose point of view is presented or reflected in a media text, citing supporting evidence from the text, and suggest how the text might change if a different point of view were used
  • identify who produces various media texts and the reason for their production

Understanding Media Forms, Conventions, and Techniques

By the end of Grade 4, students will:

  • identify elements and characteristics of some media forms
  • identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning

Language 5

Understanding Media Texts

By the end of Grade 5, students will:

  • identify the purpose and audience for a variety of media texts
  • use overt and implied messages to draw inferences and construct meaning in media texts
  • express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions
  • explain why different audiences might respond differently to the same media text
  • identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view, and, where appropriate, suggest how a more balanced view might be represented
  • identify who produces various media texts, the reason for their production, how they are produced, and how they are funded

Understanding Media Forms, Conventions, and Techniques

By the end of Grade 5, students will:

  • describe in detail the main elements of some media forms
  • identify the conventions and techniques used in some familiar media forms and explain how they help convey meaningmeaning and influence or engage the audience

Language 6

Understanding Media Texts

By the end of Grade 6, students will:

  • explain how a variety of media texts address their intended purpose and audience
  • interpret media texts, using overt and implied messages as evidence for their interpretations
  • evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts
  • explain why different audiences might have different responses to media texts
  • identify whose point of view is presented in a media text, identify missing or alternative points of view, and, where appropriate, determine whether the chosen view achieves a particular goal
  • identify who produces various media texts, the reason for their production, how they are produced, and how they are funded

Understanding Media Forms, Conventions, and Techniques

By the end of Grade 6, students will:

  • describe in detail the main elements of some media forms
  • identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience

Language 7

Understanding Media Texts

By the end of Grade 7, students will:

  • 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
  • evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts
  • explain why different audiences might have different responses to a variety of media texts
  • demonstrate understanding that different media texts reflect different points of view
  • identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve

Understanding Media Forms, Conventions, and Techniques

By the end of Grade 7, students will:

  • describe in detail the main elements of some media forms
  • identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience

Language 8

Understanding Media Texts

By the end of Grade 8, students will:

  • By the end of Grade 8, students will:
  •  
  • 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
  • evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts
  • explain why different audiences might have different responses to a variety of media texts
  • demonstrate understanding that different media texts reflect different points of view and that some texts reflect multiple points of view
  • identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the texts may involve

Understanding Media Forms, Conventions, and Techniques

By the end of Grade 8, students will:

  • explain how individual elements of various media forms combine to create, reinforce, and/or enhance meaning
  • identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience

Health and Physical Education Grade 4

Healthy Living

Overall Expectations

C1. Demonstrate an understanding of factors that contribute to healthy development

Specific Expectations

C1.1 identify the key nutrients (e.g., fat, carbohydrates, protein, vitamins, minerals) provided by foods and beverages, and describe their importance for growth, health, learning, and physical performance

C1.2 identify risks associated with communications technology (e.g., Internet and cell phone use, in­cluding participation in gaming and online communities and the use of text messaging), and describe precautions and strategies for using these technologies safely

C1.3 describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g., via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding

Healthy Living C2

Overall Expectations

C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being

Specific Expectations

C2.1 analyse personal food selections through self-monitoring over time, using the criteria in Canada’s Food Guide (e.g., food groups, portion size, serving size), and develop a simple healthy-eating goal appropriate to their age and activity level (e.g., eat breakfast every day; include at least one fruit or vegetable at each meal and snack; help with food shopping and meal preparation at home; plan a meal using the First Nation, Inuit, and Métis food guide)

C2.2 Apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations

Health and Physical Education Grade 5

Healthy Living

Overall Expectations

C1. Demonstrate an understanding of factors that contribute to healthy development

Specific Expectations

C1.1 Identify people (e.g., parents, guardians, neighbors, teachers, crossing guards, police, older students, coaches, elders) and supportive services that can assist with injury prevention, emergencies, bullying, and abusive and violent situations

Healthy Living C2

Overall Expectations

C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being

Specific Expectations

C2.1 explain how to use nutrition facts tables and ingredient lists on food labels to make healthier personal food choices

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, in­cluding conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies (e.g., having a plan and thinking before acting; looking confident; being aware of their surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses)

Healthy Living C3

Overall Expectations

C3. Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being

Specific Expectations

C3.1 describe how advertising and media influences affect food choices (e.g., TV commercials, product packaging, celebrity endorsements, product placements in movies and programs, idealized body images in movies and programs, magazine articles promoting fad diets), and explain how these influences can be evaluated to make healthier choices

C3.2 explain how a person’s actions, either in person or online, can affect their own and others’ feelings, self-concept, emotional well-being, and reputation (e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment [including online activities such as making sexual comments, sharing sexual pictures, or asking for such pictures to be sent]; positive actions such as praising, supporting, including, and advocating)

Health and Physical Education Grade 6

Healthy Living

Overall Expectations

C1. demonstrate an understanding of factors that contribute to healthy development;

Specific Expectations

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; im­proved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

Overall Expectations

C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;

Specific Expectations

C2.1 demonstrate the ability to make healthier food choices, using information about the role that different foods play as contributing or preventive factors in a variety of health disorders

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents

Overall Expectations

C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific Expectations

C3.1 demonstrate an understanding of personal and external factors that affect people’s food choices and eating routines (e.g., personal: likes and dislikes, busy schedules, food allergies or sensitivities, personal values, cultural practices or teachings; external: family budget, cost of foods, type of food available at home, at school, or in the community), and identify ways of encouraging healthier eating practices

Health and Physical Education Grade 7

Healthy Living

Overall Expectations

C3. Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being

Specific Expectations

C3.2 recognize the responsibilities and risks associated with caring for themselves and others (e.g., while babysitting, staying home alone, caring for pets, volunteering in the community, assisting someone with a disability, preparing meals, travelling to and from school and other locations), and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations (e.g., safe practices for preparing food; responses to allergic reactions, fire, sports injuries, dental emergencies, hypothermia, bullying)

C3.3 assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression, race, ethnicity or culture, men­tal health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes

Health and Physical Education Grade 8

Healthy Living

Overall Expectations

C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;

Specific Expectations

C2.1 evaluate personal food choices on the basis of a variety of criteria, including serving size, nutrient content, energy value, and ingredients (e.g., fats, carbohydrates, protein, vitamins and minerals, calories, additives, allergens), preparation method, and other factors that can affect health and well-being

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations

Overall Expectations

C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific Expectations

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice pro­grams, gay-straight student alliances)

Social Studies 4

Overall Expectations

Students will:

Use the social studies inquiry process to investigate some issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada

Specific Expectations

Students will:

  • gather and organize information and data from various sources to investigate issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada
  • interpret and analyse information and data related to their investigations, using a variety of tools

Social Studies 5

Overall Expectations

Students will:

use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues

Specific Expectations

Students will:

  • formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues
  • interpret and analyse information and data relevant to their investigations, using a variety of tools

Social Studies 6

Overall Expectations

Students will:

use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada

Specific Expectations

Students will:

  • formulate questions to guide investigations into global issues of political, social, economic, and/or environmental importance (e.g., child labour, dwindling oil supplies, ownership of and access to fresh water, climate change, food shortages, refugees, or natural disasters), their impact on the global community, and responses to the issues
  • gather and organize information on global issues of political, social, economic, and/or environmental importance, including their impact and responses to them, using a variety of resources and various technologies
  • interpret and analyse information and data relevant to their investigations, using a variety of tools

Prince Edward Island

Communication and information technology Grade 4

Computer Systems

B1.13 identify computer viruses, how they are transmitted and how anti-virus software is used to protect or clean a computer

B1.14 identify spam, popup ads, spyware and other invasive software coding

Social, Ethical and Health

E2.4 use electronic communication etiquette

E2.7 identify ethical issues involved with Internet content, awareness of inappropriate use of technology

E2.8 demonstrate caution before sending personal information over the internet

Internet

A3.1 Demonstrate awareness of the internet as a source of information

Use various tools (search engines and directories) and strategies necessary to carry out research

Database

A9.1 use an existing database to find information

A9.2 perform searches on a database file using logical and Boolean operators

Communication and information technology Grade 5

Computer Systems

B1.13 identify computer viruses, how they are transmitted and how anti-virus software is used to protect or clean a computer

B1.14 identify spam, popup ads, spyware and other invasive software coding

Social, Ethical and Health

E2.4 use electronic communication etiquette

E2.7 identify ethical issues involved with Internet content, awareness of inappropriate use of technology

E2.8 demonstrate caution before sending personal information over the internet

Internet

A3.1 Demonstrate awareness of the internet as a source of information

Use various tools (search engines and directories) and strategies necessary to carry out research

E3.1 critically evaluate information and its source based on pre-determined criteria

Database

A9.2 perform searches on a database file using logical and Boolean operators

Communication and information technology Grade 6

Computer Systems

B1.13 identify computer viruses, how they are transmitted and how anti-virus software is used to protect or clean a computer

B1.14 identify spam, popup ads, spyware and other invasive software coding

Social, Ethical and Health

E2.4 use electronic communication etiquette

E2.7 identify ethical issues involved with Internet content, awareness of inappropriate use of technology

E2.8 demonstrate caution before sending personal information over the internet

Internet

A3.1 Demonstrate awareness of the internet as a source of information

A.3.2 Use various tools (search engines and directories) and strategies necessary to carry out research

E3.1 critically evaluate information and its source based on pre-determined criteria

Database

A9.2 perform searches on a database file using logical and Boolean operators

Communication and information technology Grade 7

Computer Systems

B1.13 identify computer viruses, how they are transmitted and how anti-virus software is used to protect or clean a computer

B1.14 identify spam, popup ads, spyware and other invasive software coding

Social, Ethical and Health

E2.4 use electronic communication etiquette

E2.7 identify ethical issues involved with Internet content, awareness of inappropriate use of technology

Internet

A3.1 Demonstrate awareness of the internet as a source of information

A.3.2 Use various tools (search engines and directories) and strategies necessary to carry out research

E3.1 critically evaluate information and its source based on pre-determined criteria

Communication and information technology Grade 8

Computer Systems

B1.13 identify computer viruses, how they are transmitted and how anti-virus software is used to protect or clean a computer

B1.14 identify spam, popup ads, spyware and other invasive software coding

Social, Ethical and Health

E2.6 adhere to copyright and privacy laws, give credit to sources of information

Internet

A.3.2 Use various tools (search engines and directories) and strategies necessary to carry out research

E3.1 critically evaluate information and its source based on pre-determined criteria

Database

A9.2 perform searches on a database file using logical and Boolean operators

Health Education Grade 4

Wellness Choices: Safety and Responsibility

Overall Expectations

Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Specific Expectations

Describe and demonstrate an understanding of passive aggressive, and assertive behaviors

Expand practices that provide safety for self and others

Describe and demonstrate ways to assist with the safety of others

Relationship Choices: Understanding and Expressing Feelings

Overall Expectations

Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain healthy interactions.

Specific Expectations

Describe and demonstrate communication skills and behaviours that show respect for the feelings of others

Relationship Choices: Interactions

Specific Expectations

Identify changes that may occur in friendships, and explore strategies to deal with changes

Identify and describe ways to provide support to others

Demonstrate an understanding of effective communication skills and behaviours to reduce escalation of conflict

Health Education Grade 5

Wellness Choices: Safety and Responsibility

Overall Expectations

Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Specific Expectations

identify personal boundaries, and recognize that boundaries vary depending on the nature of relationship, situation, and culture

promote safety practices in the school and community

Relationship Choices: Interactions

Specific Expectations

Apply mediation skills when resolving conflicts

Health Education Grade 6

Wellness Choices: Safety and Responsibility

Overall Expectations

Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Specific Expectations

identify and communicate values and beliefs that affect healthy choices

analyse how laws, regulations, and rules contribute to health and safety practices

evaluate the impact of personal behaviour on the safety of self and others

demonstrate responsibility for, and skills related to, the safety of self and others

Relationship Choices: Interactions

Specific Expectations

develop strategies to maintain and enhance appropriate cross-age relationships

apply a variety of strategies for resolving conflict

Health Education Grade 7

Wellness Choices: Safety and Responsibility

Overall Expectations

Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Specific Expectations

demonstrate an understanding of the concept and possible consequences of various forms of harassment

analyse differing personal perspectives on safety

Relationship Choices: Interactions

Specific Expectations

examine the characteristics of healthy relationships, and develop strategies to build and enhance them

identify strategies for dealing assertively with conflict

Health Education Grade 7

Wellness Choices: Safety and Responsibility

Overall Expectations

Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Specific Expectations

demonstrate an understanding of the concept and possible consequences of various forms of harassment

analyse differing personal perspectives on safety

Relationship Choices: Interactions

Specific Expectations

examine the characteristics of healthy relationships, and develop strategies to build and enhance them

identify strategies for dealing assertively with conflict

Technological Education 4-6

Technological Responsibility

Overall Expectations

Students will be expected to demonstrate an understanding of the consequences of their technological choices

Specific Expectations

Demonstrate a growing awareness of the rights and responsibilities of others and self when using technological resources

Demonstrate an understanding of health and safety rules and standardsIdentify risks that might be present if specific technological actions are taken, and explore ways to manage them

Demonstrate respect for the rights and responsibilities of others and self when using technological resources

Demonstrate increasing awareness of healthy and safe practices when engaging in technological activity

Demonstrate increasing awareness of the need to take proper measures to manage technological risk

Quebec

Level: Elementary Cycles Two and Three
Subject Area: English Language Arts, Media Literacy, Health and Well-Being

Description: This interactive tutorial helps students develop the critical thinking skills they need to apply to their online experiences by enabling them to use popular online tools and Web sites in a secure and ethical manner, and to their full potential. Using simulations of the most popular Internet environments, this interactive resource teaches students about online safety, authenticating online information, recognizing online marketing ploys, protecting their privacy, managing online relationships and dealing with cyberbullying. The accompanying Teacher’s Guide features detailed instructions, backgrounders, and classroom activities and handouts. Passport to the Internet is a licensed resource, available as a stand-alone program or as a component of MNet’s Web Awareness Workshop Series.

Cross-curricular Competencies

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

Broad Areas of Learning

  • Media Literacy
  • Health and Well-Being

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

Competency 1: To Read and Listen to Literary, Popular and Information-Based Texts

Essential Knowledges:

  • Uses prior knowledge and personal experience of the content of a text
  • Use of pictures and other graphic representations to interpret texts
  • Makes connections to prior knowledge or to other texts
  • Uses different reading strategies according to the text type
  • Moves beyond the initial response through:
    • Responses to texts in a variety of ways that include talking, writing, the Arts, Media
    • Early attempts to explain own views of a text
    • Support for own views with references to the text in small and large group discussions
    • Discussions of structures and features of text and their impact on the reader
    • Discussion of the structures and features of a text and their influence on the meaning of a text
  • Sees a text as a construction through:
    • Identification of some of the ways in which information is presented in popular and information-based texts
  • Understands the influence of familiar structures and features on the meaning of text through:
    • Identification of some structures and features of familiar text types
  • Begins to identify the view of the world presented in a text through:
    • Making of inferences, when prompted, about the view of the world presented by the text
  • Recognizes self as a member of a reading audience

Competency 3: To Represent Her/His Literacy in Different Media

Essential Knowledges:

  • Uses a repertoire of strategies to unlock messages/meanings in various media texts:
    • Use own questions in order to predict and confirm
    • Draw on prior experience with familiar media texts to understand how they are constructed
    • Rereads/looks again in order to clarify and extend understanding of a text
  • Uses structures and features of texts:
    • Compare structures and features of familiar media texts
    • Uses visual texts to communicate information in group productions of media texts
    • Locates similar structures and features in media texts (i.e. a movie and a poster)
    • Uses familiar structures and features to respond to and produce media texts
    • Applies her/his understanding of the structures and features of a range of familiar (media) texts to unlock their messages/meanings
  • Makes meaning of a media text by:
    • drawing on prior knowledge
    • making connections to own experiences
    • returning to text
    • considering some of the functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
    • Using structures and features of the medium and text type in order to clarify meaning and explain her/his response, in collaboration with peers
    • Responding to messages on the computer
  • Consider some of the functions of the media through:
    • Recognizing and naming of familiar media: television, radio, film, magazine, video, Internet, CD-ROM, children’s magazines
    • Identifying her/his understanding of the messages/meanings of familiar media texts
    • Looking at some functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
    • Locating texts that entertain and inform by searching the Internet
    • Describing some of the features of media texts, with content aimed at viewers of the same age and younger, that entertain, inform and promote
  • Understands that texts are social and cultural products through:
    • Own response and responses of others:
      • Compares own response with those of peers in order to support and enrich own understanding
      • Explores, with guidance, some of the structures and features for communicating and presenting information in age-appropriate popular and information-based media texts
      • Explores how the structures and features of texts shape meaning for audience

Level: Secondary Cycle One
Subject Area: English Language Arts, Moral Education

Description: This interactive tutorial helps students develop the critical thinking skills they need to apply to their online experiences by enabling them to use popular online tools and Web sites in a secure and ethical manner, and to their full potential. Using simulations of the most popular Internet environments, this interactive resource teaches students about online safety, authenticating online information, recognizing online marketing ploys, protecting their privacy, managing online relationships and dealing with cyberbullying. The accompanying Teacher’s Guide features detailed instructions, backgrounders, and classroom activities and handouts. Passport to the Internet is a licensed resource, available as a stand-alone program or as a component of MediaSmarts Web Awareness Workshop Series.

Cross-curricular Competencies

  • To use information
  • To solve problems
  • To exercise critical judgment
  • To adopt effective work methods
  • To use information and communications technologies for learning purposes
  • 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

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

Competency Two: Represents his/her literacy in various media

Text, Audience, Producer

Textual Features, Codes and Conventions

  • Interprets media texts:
    • Identifies functions of media discourse: to entertain, to persuade, to promote, to inform
    • Confirms, by talking with peers and teacher, that a media text can contain more than one message
    • Identifies and discusses some of the ways in which pictures, illustrations, symbols and images enhance the message

Audience and Producer

  • Explores self as individual member of audience (use, personal biases, prior experiences) and as part of a larger target audience
  • Compares:
    • Own responses, reactions and consumption of media texts with those of peers and other age groups
  • Examines how media target specific audiences:
    • Identifies ways that different familiar audiences use the media
    • Identifies and generalizes aspects of familiar audiences
    • Explores how the structures and features of texts shape meaning for an audience
  • Discusses characteristics of producer:
    • Identifies connections made by producers between media texts, e.g. references to Disney in fast-food commercials
    • Identifies aspects of media industry related to marketing and promotion

Competency Three: Reads and listens to written, spoken and media texts

Reader’s Stance: Constructing a Reading of a Text

  • Focuses on the world of the text to construct an aesthetic reading of text
  • Focuses on making sense of information in a text to construct an efferent reading, e.g. reads print and visual information with the intention of remembering details/examples and/or of following instructions, rereads to verify meaning(s) s/he is making, relates to personal experience and prior knowledge
  • Focuses on the relationship between own world and world of the text to construct an interpretive reading, e.g. elaborates on story world or information in text, connects literature or nonfiction to life experience(s), recognizes familiar textual features, codes and conventions that confirm own meaning(s)/message(s)

Reading Strategies: Text Grammars (Structures, Features, Codes and Conventions)

  • Constructs meaning(s)/message(s) by reinvesting her/his knowledge of the text as social construct, i.e. language-in-use:
    • Draws on cues in familiar structures, features, codes and conventions to make sense of texts
    • Identifies connotation and denotation of words, images and their referents
  • Applies contextual understanding when meaning breaks down:– Socio-cultural: draws on understanding of values and beliefs to make sense of incidents, events or message(s)

Reader, Text, Context: Interpreting Texts

  • Interprets the text for a familiar audience by drawing associations between own world of personal experiences and knowledge and the world of the text by considering:
    • Features, codes and conventions of known text types/genres,
  • With guidance, examines text in its literary and/or socio-cultural context:
    • Identifies features, codes and conventions used to achieve a recognized social purpose and/or function and/or effect and impact on self as reader, e.g. in a popular television commercial, in a humorous text
  • Communicates interpretation(s) of a text in an individual voice, referring to prior experience, own reading profile and understanding of texts as social constructs:
    • Expresses own interpretation(s) with clarity, openness and confidence

Other subject-specific programs

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

Saskatchewan

Broad Areas of Learning K-12

Lifelong Learners

Overall Expectations

Students are curious, observant, and reflective as they imagine, explore, and construct knowledge. They demonstrate the understandings, abilities, and dispositions necessary to learn from subject discipline studies, cultural experiences, and other ways of knowing the world. Such ways of knowing support students’ appreciation of Indigenous worldviews and learning about, with, and from others. Students are able to engage in inquiry and collaborate in learning experiences that address the needs and interests of self and others. Through this engagement, students demonstrate a passion for lifelong learning.

Engaged Citizens

Overall Expectations

Students demonstrate confidence, courage, and commitment in shaping positive change for the benefit of all. They contribute to the environmental, social, and economic sustainability of local and global communities. Their informed life, career, and consumer decisions support positive actions that recognize a broader relationship with, and responsibility for, natural and constructed environments. Along with this responsibility, students recognize and respect the mutual benefits of Charter, Treaty, and other constitutional rights and relationships. Through this recognition, students advocate for self and others, and act for the common good as engaged citizens.

Cross-Curricular Competencies K-12

Developing Thinking

Overall Expectations

Think and learn contextually, think and learn creatively, think and learn critically

Specific Expectations

  • Apply prior knowledge, experiences, and the ideas of self and others in new contexts
  • Analyze connections or relationships within and/or among ideas, experiences, or natural and constructed objects
  • Recognize that a context is a complex whole made of parts
  • Analyze a particular context for the ways that parts influence each other and create the whole
  • Explore norms, concepts, situations, and experiences from several perspectives, theoretical frameworks, and worldviews.
  • Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events
  • Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts
  • Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry
  • Create or re-design objects, designs, models, patterns, relationships
  • Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena
  • Distinguish among facts, opinions, beliefs, and preferences
  • Apply various criteria to assess ideas, evidence, arguments, motives, and actions
  • Apply, evaluate, and respond to differing strategies for solving problems and making decisions
  • Analyze factors that influence self and others’ assumptions and abilities to think deeply, clearly, and fairly.

Developing Literacies

Overall Expectations

Construct knowledge related to various literacies

Explore and interpret the world using various literacies

Express understanding and communicate meaning using various literacies

Specific Expectations

Understand that literacies can involve words, images, numbers, sounds, movements, and other representations and that these can have different interpretations and meanings

Evaluate the ideas and information found in a variety of sources (e.g., people, databases, natural and constructed environments)

Access and use appropriate technologies to investigate ideas and deepen understanding in all areas of study.

Inquire and make sense of ideas and experiences using a variety of strategies, perspectives, resources, and technologies

Select and critically evaluate information sources and tools (including digital) based on the appropriateness to specific tasks

Use various literacies to challenge and question understandings and interpretations

Interpret qualitative and quantitative data (including personally collected data) found in textual, aural, and visual information gathered from various media sources

Use ideas and technologies in ways that contribute to creating new insight.

Create, compute, and communicate using a variety of materials, strategies, and technologies to express understanding of ideas and experiences

Respond responsibly and ethically to others using various literacies

Determine and use the languages, concepts, and processes that are particular to a discipline when developing ideas and presentations

Communicate ideas, experiences, and information in ways that are inclusive, understandable, and useful to others

Select and use appropriate technologies in order to communicate effectively and ethically.

Developing Social Responsibility

Overall Expectations

Use moral reasoning process

Understand, value, and care for others

Understand and value social, economic, and environmental interdependence and sustainability

Take social action

Specific Expectations

Evaluate the possible consequences of a course of action on self, others, and the environment in a particular situation

Consider the implications of a course of action when applied to other situations

Consistently apply fundamental moral values such as “respect for all”

Demonstrate a principle-based approach to moral reasoning

Examine how values and principles have been and continue to be used by persons and cultures to guide conduct and behaviour.

Demonstrate respect for and commitment to human rights, treaty rights, and environmental sustainability

Support individuals in making contributions toward achieving a goal

Take responsible action to change perceived inequities or injustice for self and others.

Career Education 6

Change and Growth

Overall Expectations

All students will develop career management competencies through an exploration of personal change and growth.

Specific Expectations

CG6.2 Analyze the benefits of developing personal competence in building healthy relationships (i.e., emotional, spiritual, mental, and physical).

Career Education 7

Change and Growth

Overall Expectations

All students will develop career management competencies through an exploration of personal change and growth.

Specific Expectations

CG7.2 Develop and demonstrate the behaviours and understandings needed for building healthy relationships (i.e., emotional, spiritual, mental, and physical).

ELA 4

Comprehend and Respond

Overall Expectations

Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity (e.g., Expressing Myself)
community (e.g., Building Community)
social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the impact on viewers.

Specific Expectations

Select and use pertinent before, during, and after strategies to construct meaning when viewing

Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when viewing.

View a multimedia presentation and identify how the language, visual, and multimedia features (e.g., sound, colour, movement) are used to persuade.

ELA 5

Comprehend and Respond

Overall Expectations

Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

identity (e.g., Exploring Heritage)
community (e.g., Teamwork)
social responsibility (e.g., What is Fair?).

View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

Specific Expectations

View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:

understanding, retelling, and explaining the ideas and information presented in the texts

analyzing the text structures and features

analyzing the texts and developing responses with evidence from the texts, personal experience, and research.

Compare individuals and situations portrayed in various texts (including First Nations and Métis resources) to those encountered in real life.

Recognize point of view and distinguish between fact and opinion.

Analyze visual texts (including First Nations and Métis art and other texts) as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

ELA 6

Comprehend and Respond

Overall Expectations

Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.

Specific Expectations

  • View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos and promotional materials.
  • View critically to understand and analyze opinions and messages presented in visual and multimedia texts.
  • Identify how a visual or multimedia (including digital) text was constructed, shaped, and produced.
  • Analyze and evaluate what was seen in visual and multimedia (including digital) texts considering elements, techniques, and overall effect.

ELA 7

Comprehend and Respond

Overall Expectations

Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.

Specific Expectations

  • View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos and promotional materials.
  • View critically to understand and analyze opinions and messages presented in visual and multimedia texts.
  • Identify how a visual or multimedia (including digital) text was constructed, shaped, and produced.
  • Analyze and evaluate what was seen in visual and multimedia (including digital) texts considering elements, techniques, and overall effect.

ELA 8

Comprehend and Respond

Overall Expectations

Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.

Specific Expectations

  • View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.
  • Demonstrate the behaviours of an effective and active viewer including formulating questions before viewing; viewing attentively; relating text to self, text to other texts, and text to world; recognizing main ideas and underlying messages and values; recognizing how images and other elements (e.g., data displays) are capturing and holding attention; identifying the impact the text is having on self; reflecting and reviewing in light of purpose.
  • Demonstrate ability to navigate and process information when viewing websites, films, videos, and presentations.
  • Identify the different techniques (including data displays) used in different media works (including digital) to impact viewers.
  • Identify creative uses of language in visual and multimedia texts including those associated with popular culture (e.g., animation, video, computer games).

Health Education 4

Develop the understanding, skills, and confidences necessary to take action to improve health

Overall Expectations

Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

Determine basic personal responsibility for safety and protection in various environments/situations

Specific Expectations

Describe and recommend healthy behaviours, including positive communication skills for getting along with others in play and competitive situations (e.g., an appreciation of silence as an opportunity to reflect and refrain from “jumping in”, analyzing and criticizing ideas and not the people offering them).

Recognize how various factors, including peer pressure, communication strategies, and assumptions affect relationships.

Investigate how effectively/ineffectively negotiated disagreements affect relationships.

Examine prior knowledge and new information related to safety (including cyber safety).

Explore critical safety needs (e.g., cyber, hunting, water, fire, biking) of self and others in local community.

Investigate common personal and community activities/ environments to identify those that involve greater safety risks.

Examine cyber safety etiquette and related safety risks and strategies.

Discuss various safety rules and practices related to community safety needs.

Examine one’s responsibility to use electronic networks in an ethical and safe manner.

Health Education 6

Develop the understanding, skills, and confidences necessary to take action to improve health

Overall Expectations

Analyze the connection between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.

Specific Expectations

Discuss criteria that can be used to determine if a health source is reliable

Define stereotyping (i.e., a set of characteristics or a fixed idea considered to represent a particular kind of person), prejudice (i.e., preconceived negative or hostile views toward a person or group of persons based on ignorance and stereotyping), and discrimination (i.e., unfair treatment of a person or group on the basis of prejudice).

Health Education 7

Develop the understanding, skills, and confidences necessary to take action to improve health

Overall Expectations

Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/ establish harmony when conflict arises.

Specific Expectations

Locate sources and evaluate information, according to specific criteria, about relationships and conflict

Analyze personal strategies for dealing with conflict (e.g., reduce/avoid barriers to communicating clearly and constructively)

Yukon

ELA 4

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Develop a variety of reading strategies and critical thinking skills to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning and develop thinking and comprehension

Explore a rich variety of texts, including story, to deepen learning and develop a broader understanding of self, family, community, and the world

Appreciate the universal importance of story in Aboriginal and other cultures

Explore the ways language can be manipulated and used for specific purposes and audiences, including to evoke emotional responses

Think critically about ideas and information to deepen, extend, and transform understanding

Consider different perspectives, beliefs and points of view in Aboriginal, Canadian, and other cultural texts

Develop an understanding of how literary elements, devices, and language features enhance meaning

Evaluate the accuracy, reliability, and relevance of information

Support thinking using evidence, personal connections, and background knowledge

ELA 5

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Develop a variety of reading strategies and critical thinking skills to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning and develop thinking and comprehension

Explore a rich variety of texts, including story, to deepen learning and develop a broader understanding of self, family, community, and the world

Appreciate the universal importance of story in Aboriginal and other cultures

Explore the ways language can be manipulated and used for specific purposes and audiences, including to evoke emotional responses

Think critically about ideas and information to deepen, extend, and transform understanding

Consider different perspectives, beliefs and points of view in Aboriginal, Canadian, and other cultural texts

Develop an understanding of how literary elements, devices, and language features enhance meaning

Evaluate the accuracy, reliability, and relevance of information

Support thinking using evidence, personal connections, and background knowledge

ELA 6

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Apply a variety of reading and critical thinking strategies to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning, deepen thinking and comprehension, and promote inquiry

Read, view, and listen to a variety of text types and genres, including those of Aboriginal origin

Make meaningful personal connections with a variety of texts to increase understanding of self and others

Recognize and appreciate the power and beauty of language

Appreciate the universal importance of story in Aboriginal, Canadian, and other cultures

Consider multiple perspectives, voices, values, beliefs, and bias in texts from a variety of cultures, including Aboriginal ones

Examine texts that are representative of various social and historical contexts

Compare ideas and information in a variety of texts and genres to increase understanding and promote inquiry

Examine the ways in which people manipulate language for specific purposes, including to evoke emotional responses

Think critically about the accuracy, reliability, and relevance of information

Understand how literary elements, devices, and language features enhance meaning

Support thinking using relevant evidence, personal connections, and background knowledge

ELA 7

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Apply a variety of reading and critical thinking strategies to increase comprehension and construct meaning

Engage actively as readers and listeners to construct meaning, deepen thinking and comprehension, and promote inquiry

Read, view, and listen to a variety of text types and genres, including those of Aboriginal origin

Make meaningful personal connections with a variety of texts to increase understanding of self and others

Recognize and appreciate the power and beauty of language

Appreciate the universal importance of story in Aboriginal, Canadian, and other cultures

Consider multiple perspectives, voices, values, beliefs, and bias in texts from a variety of cultures, including Aboriginal ones

Examine texts that are representative of various social and historical contexts

Compare ideas and information in a variety of texts and genres to increase understanding and promote inquiry

Examine the ways in which people manipulate language for specific purposes, including to evoke emotional responses

Think critically about the accuracy, reliability, and relevance of information

Understand how literary elements, devices, and language features enhance meaning

Support thinking using relevant evidence, personal connections, and background knowledge

ELA 8

Curricular Competencies: Comprehending and Connecting

Overall Expectations

Students will be able to develop the following curricular competencies using oral, written, visual, and digital texts.

Specific Expectations

Identify and use reading strategies to increase comprehension

Make meaningful personal connections with ideas presented in a variety of texts to increase understanding of self and others

Engage actively as readers and listeners to construct meaning, deepen thinking and comprehension, and promote inquiry

Critically engage with text to appreciate the power and beauty of language

Appreciate the universal importance of story in Aboriginal and other cultures

Examine text in relation to social, historical, and cultural contexts

Demonstrate an understanding of how story supports the well-being of the self, the family, and the community in Aboriginal and other cultures

Analyze text to identify and appreciate values, beliefs, voice, bias, and perspectives in Aboriginal and other cultures

Examine ideas or information presented in a variety of texts to increase understanding

Analyze the ways language can be manipulated for specific purposes including ways to evoke emotional responses

Analyzing the accuracy, reliability, and relevance of information

Recognize literary elements, devices, and language features to interpret, analyze, and evaluate text

Physical and Health Education 4

Curricular Competencies: Active Living

Specific Expectations

Participate safely in a variety of activities by following rules and guidelines

Curricular Competencies: Personal and Social Development

Specific Expectations

Describe strategies to overcome barriers when communicating information, ideas, or feelings about health

Describe interpersonal skills needed for positive relationships, such as communication skills, cooperation and understanding

Describe and demonstrate strategies to deal with interpersonal conflict and inappropriate behaviours, including bullying

Identify and describe sources of stress and/or anxiety

Content

Specific Expectations

Students will know and understand the following Content:

  • managing and expressing emotions in different situations
  • effects of nutritional choices
  • potentially harmful effects of substance use, and strategies for preventing or avoiding use
  • abusive or potentially abusive situations, including common lures or tricks used by potential abusers
  • potential risks for injury in a variety of settings
  • safe use of the Internet and social media

Physical and Health Education 5

Curricular Competencies: Healthy Choices

Specific Expectations

Identify and describe factors that influence goal-setting and decision-making

Describe ways to access information and support services for a variety of health topics

Describe strategies for identifying and responding to social pressures that could lead to taking risks

Describe and demonstrate strategies for removing or reducing risks to safety in a variety of settings

Curricular Competencies: Personal and Social Development

Specific Expectations

Apply appropriate strategies for responding to discrimination, stereotyping, and bullying

Demonstrate behaviours that contribute to a safe and caring school environment

Content

Students will know and understand the following content:

Effects on emotions on decision-making

Conflict resolution strategies

Safe use of the internet and social media

Physical and Health Education 6

Curricular Competencies: Active Living

Specific Expectations

Participate safely in a variety of activities by following rules and guidelines

Curricular Competencies: Healthy Choices

Specific Expectations

Identify and describe factors, including social pressures, that influence personal health choices, goal-setting and decision-making

Describe planning techniques to support goal attainment

Describe ways to access and evaluate information and support services for a variety of health topics

Describe strategies for avoiding unhealthy choices, including the harmful use of alcohol, tobacco, and other psychoactive substances

Describe safety strategies to avoid or respond to potentially unsafe, abusive or exploitive situations

Curricular Competencies: Personal and Social Development

Specific Expectations

Identify characteristics of healthy and unhealthy relationships

Describe strategies for identifying and managing mental wellness issues such as anxiety, stress, and depression

Describe strategies to overcome barriers when communicating information, ideas, or feelings about health and well-being

Apply appropriate strategies for responding to discrimination, stereotyping, and bullying

Demonstrate behaviours that contribute to a safe and caring school environment

Content

Students will know and understand the following content:

nutritional choices to support an active lifestyle

potential effects for themselves and others in the use of psychoactive substances

sources of support for people in abusive and exploitive situations

rights and protections related to discrimination and bullying, such as school codes of conduct, Human Rights Code, and the Charter of Rights and Freedoms

safe use of the Internet and social media

Physical and Health Education 7

Curricular Competencies: Healthy Choices

Specific Expectations

Identify and describe factors, including social pressures, that influence personal health choices, goal-setting and decision-making

Describe planning techniques to support goal attainment

Describe ways to access and evaluate information and support services for a variety of health topics

Describe strategies for avoiding unhealthy choices, including the harmful use of alcohol, tobacco, and other psychoactive substances

Describe safety strategies to avoid or respond to potentially unsafe, abusive or exploitive situations

Curricular Competencies: Personal and Social Development

Specific Expectations

Describe strategies for building and maintaining healthy interpersonal relationships

Describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships

Describe strategies for identifying and managing mental wellness issues such as anxiety, stress, and depression

Describe effective and appropriate responses to bullying, discrimination, harassment, and intimidation

Content

Students will know and understand the following content:

factors that influence personal health decisions, including the media and peers

practices that reduce the risk of acquiring or passing on sexually transmitted infections and other serious communicable illnesses

appropriate ways of expressing and respecting sexual feelings and choices

media and social influences related to substance use

influences on individual identities, including sexual identity, gender, values, and beliefs

characteristics of, and influences on, healthy and unhealthy relationships

influences on relationships

safe use of the Internet and social media

Physical and Health Education 8

Curricular Competencies: Personal and Social Development

Specific Expectations

Describe strategies for building and maintaining healthy interpersonal relationships

Describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships

Describe strategies for identifying and managing mental wellness issues such as anxiety, stress, and depression

Describe and demonstrate effective and appropriate responses to bullying, discrimination, harassment, and intimidation

Content

Students will know and understand the following content:

factors that influence personal health decisions, including the media and peers

short- and long-term consequences of contracting sexually transmitted infections

practices that reduce the risk of acquiring or passing on sexually transmitted infections and other serious communicable illnesses

influences on individual identities, including sexual identity, gender, values, and beliefs

safe use of the Internet and social media