Transferable Skills

Starting in 2018-2019, Ontario students are assessed on Transferrable Skills such as critical thinking, global citizenship, communication and collaboration. According to the document Transferable Skills (n.d.),

Intellectual Property Ethics

Some of the most common ethical decisions youth face online revolve around intellectual property, but teaching kids to respect intellectual property can be particularly challenging because they may not see this as an ethical issue.

Talking to Youth about Online Gambling

Research shows that only a third of parents have discussed gambling with their children, perhaps because parents are generally unaware of their kids’ participation in these sorts of activities. It’s important to talk about it, though: research has found that family members' views about gambling are a major influence on how likely youth are to gamble.

Religions Education

Many curricular expectations in Newfoundland and Labrador Religious Education courses relate to media and digital literacy. The following excerpts from Ethics and Philosophy 2101 (2010) detail how media and digital literacy have been integrated into the curriculum:

Applied Design, Skills and Technologies

In 2016, British Columbia launched a new  Applied Design, Skills, and Technologies curriculum which it describes as “an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communication Technology, and Technology Education; and from new and emerging fields.  It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.”

Technological Education 9-10

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:

Technology Education

The Nova Scotia English technology education curriculum includes expectations that incorporate digital literacy. The curriculum document Foundation for the Atlantic Canada English Language Arts Curriculum: Technology Education (2001) includes a section that demonstrates the complementary relationship between digital literacy and technology education:

Computer Studies

Many curricular expectations in Ontario Computer Studies courses relate to media and digital literacy. The following excerpt from Computer Studies, Grades 10 to 12 (2008) detail how media and digital literacy have been integrated into the curriculum:

Narratives of violence against women and diverse communities

Popular culture, news media, and the way we consume violence on social media all play significant roles in shaping and reinforcing narratives of violence against women and diverse communities.