Health and Physical Education 1-8
In Ontario, media components are included throughout the Healthy Living Strand of the Health and Physical Education Curriculum, Grades 1-8.
In Ontario, media components are included throughout the Healthy Living Strand of the Health and Physical Education Curriculum, Grades 1-8.
In the Ontario Grade 11 Health for Life curriculum, media literacy outcomes are included under the broader categories Determinants of Health and Community Health.
On the left you will find the outcome chart containing media-related learning expectations from the Health for Life curriculum, with links to supporting resources on the MediaSmarts site. Teachers should also note that individual lessons often satisfy a number of expectations.
The Ontario mathematics curriculum includes expectations that incorporate media education themes. The grade curriculum document Mathematics (2007) includes a section that explains how mathematical concepts such as probability can be applied to media criticism:
The Ontario social sciences curriculum includes expectations that incorporate media education themes. The grade curriculum document Social Sciences and Humanities (2013) includes a section that demonstrates the complementary relationship between the critical thinking approach of media education and social sciences:
The Ontario social sciences curriculum includes expectations that incorporate media education themes. The curriculum document: Social Sciences and Humanities (2013) includes a section that demonstrates the complementary relationship between the critical thinking approach of media education and social sciences:
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in four distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Nine and Ten curriculum document Technological Education includes information on how media literacy is relevant to the content of these courses:
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in three distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Eleven and Twelve curriculum document Technological Educationincludes information on how media literacy is relevant to the content of these courses:
The Manitoba Ministry of Education defines Career Development in this way:
The new realities of the contemporary workplace and the contemporary worker have changed our perception and use of the concept of career. Career development is now viewed as complex and multidimensional, involving growing through life and work - an interweaving of learning, experiencing, living, working, changing, and identifying and discovering pathways. Thus career development can be seen as the creation of an individual's life/work designs.
Social justice activists and writers have built on Peggy McIntosh’s original essay on privilege in 1988, by adding to and modifing the original list to highlight how privilege is not merely about race or gender, but that it is a series of interrelated hierarchies and power dynamics that touch all facets of social life: race, class, gender, sexual orientation, religion, education, gender identity, age, physical ability, passing, etc. These categories will be further discussed below.