“Students require an understanding of self as the basis for making healthy choices, having healthy interactions with others and using resources wisely, as well as for lifelong career development. They also require information, planning tools and processes to make decisions and develop action plans for effective life management.” Career and Life Management
In the Alberta Health and Life Skills K-9 Framework, media literacy is highlighted under the heading Program Rational and Philosophy in the section Responsible, Healthy Choices:
Many curricular expectations in B.C. Physical and Health Education courses relate to media and digital literacy. Media and digital literacy skills and concepts can be found in many of the Big Ideas, Curricular Competencies and specific course content.
Media components are included in the Northwest Territories Social Studies curriculum in the Managing Information and Ideas strand. The document Social Studies in the Northwest Territories – A Kindergarten to Grade 4 Overview includes the following among key social studies skills:
In Ontario, media components are included throughout the Healthy Active Living Education curriculum, especially within the Healthy Living Strand:
The Ontario Canadian and World Studies curriculum covers topics that pertain to media education. The Canadian and world studies program encompasses five subjects: economics, geography, history, law, and politics; all subjects that encompass media education themes. The grade eleven and twelve curriculum document, Canadian and World Studies, include the following goal:
In Ontario, media components are included throughout the Healthy Active Living Education curriculum, especially within the Substance Use and Abuse and Living Skills Strand:
Many curricular expectations in Alberta Ethics courses relate to media and digital literacy. The following excerpts from Ethics A.1 (Junior High) (1985) detail how media and digital literacy have been integrated into the curriculum:
The Nova Scotia mathematics curriculum includes expectations that incorporate media education topics. In particular, numerous courses have expectations relating to probability, which can be applied to representations of probability in media, and to bias in how data is collected and represented.
The British Columbia Arts Education curriculum promotes the development of artistic habits of mind, categorized as exploring and creating, reasoning and reflecting, and communicating and documenting. Digital media literacy is present throughout these curricular competencies, which include a focus on relationships between the arts and various cultures and societies, reflecting on and making connections between creative processes, and considering how audience negotiate meaning.