Outcome Chart – Ontario – English: Understanding Contemporary First Nations, Métis, and Inuit Voices – University Preparation Grade 11

Strand A. First Nations, Métis, and Inuit perspectives and text forms in Canada 

Overall Expectations: 

A2. Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and Inuit individuals, communities, and cultures in text forms created in Canada are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women; 

Outcome Chart – Ontario – English: Understanding Contemporary First Nations, Métis, and Inuit Voices – College Preparation Grade 11

Strand A. First Nations, Métis, and Inuit perspectives and text forms in Canada 

Overall Expectations: 

A2. Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and Inuit individuals, communities, and cultures in text forms created in Canada are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women; 

Outcome Chart – Ontario – English: Understanding Contemporary First Nations, Métis, and Inuit Voices – Workplace Preparation Grade 11

Strand A. First Nations, Métis, and Inuit perspectives and text forms in Canada 

Overall Expectations: 

A2. Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and Inuit individuals, communities, and cultures in text forms created in Canada are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women; 

Ontario

This section comprises a curricular overview (below), as well as information about professional development for media education, and about Ontario's provincial media education association, the Association for Media Literacy (AML), in the sidebar.

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Exploring Canadian Geography 1W, Grade 9

Strand A: Geographic Inquiry and Skill Development 

Overall Expectations: 

 A1. Geographic Inquiry 
use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography 

Specific Expectations: 

A1.2 select and organize relevant data and information on geographic issues from a variety of primary and secondary sources, ensuring that their sources reflect multiple and diverse perspectives 

Building the Entrepreneurial Mindset 10, grade 9

Strand A: Business Leadership, Project Management, and Connections 

Overall Expectations: 

A2. Business Technologies 

demonstrate an understanding of business-related digital technologies and use them in a way that respects their own and others’ online safety and data security to complete a variety of business-related tasks and projects 

Specific Expectations: 

Launching and Leading a Business 20, Grade 10

Strand A: Business Leadership, Project Management, and Connections 

Overall Expectations: 

A2. Business Technologies 

demonstrate an understanding of business-related digital technologies and use them in a way that respects their own and others’ online safety and data security to complete a variety of business-related tasks and projects 

Specific Expectations: 

Technology and the Skills Trades 9

Strand A: Design Processes and Related Skills 

Overall Expectations: 

A1. Initiating and Planning 

demonstrate an understanding of fundamental technological concepts and related skills by initiating and planning projects 

Specific Expectations: 

A1.1 investigate and describe fundamental technological concepts, and explain how they are relevant to developing products and/or services in a variety of broad-based technology areas 

Technology and the Skills Trades 10

Strand A: Design Processes and Related Skills 

Overall Expectations: 

A1. Initiating and Planning 

demonstrate an understanding of fundamental technological concepts and related skills by initiating and planning projects 

Specific Expectations: 

A1.1 apply an understanding of fundamental technological concepts, and evaluate their significance in developing products and/or services in a variety of broad-based technology areas