Alberta - English Language Arts Kindergarten
This outcome chart contains media-related learning outcomes from the Alberta, Kindergarten English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Alberta, Kindergarten English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Alberta, Grade 1 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Alberta, Grade 2 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Alberta, Grade 3 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning.
Guiding Question:
How can personal characteristics influence feelings and emotions?
Learning Outcome:
Children describe personal characteristics and explore feelings and emotions.
Knowledge:
Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning.
Guiding question: How can personal characteristics contribute to self-understanding?
Learning outcome: Students examine personal characteristics, feelings, and emotions and explore understandings of self.
Knowledge: Emotions show how an individual feels.
Exploration of life opportunities and virtues develops resilience and personal talents and promotes lifelong learning.
Guiding Question: How are roles connected to character development?
Learning Outcome: Students examine roles, responsibilities, and self-regulation and their connections to self-understanding.
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Time spent using devices is one of parents’ top concerns when it comes to their kids’ digital lives – and is the number one source of conflict between parents and children relating to technology use. It’s tempting for parents to act authoritatively and lay down the law on the number of hours their kids can spend on the computer, but in order to effectively address excessive use, there needs to be an active, voluntary commitment on the part of the young person to control their behaviour. Otherwise, kids will just find ways to work around their parents and be left to their own devices once they’re old enough to leave the house.
We don’t always hear the clock ticking when we’re online, and young people are no exception. Between doing research for homework, talking with friends, updating social media and playing games, it’s easy to see how kids and teens might lose track of time.