In Ontario, media components are included in the English as a Second Language curriculum in the Social-Cultural Competence and Media Literacy strand. The document English as a Second Language and English Literacy Development (2007) identifies four overall expectations in this strand:
Indigenous education is the overarching incorporation of indigenous perspectives across Manitoba’s curriculum. Many curricular expectations in Manitoba Aboriginal Language and Studies courses relate to media and digital literacy. The following excerpt from Current Topics in First Nations, Metis and Inuit Studies (2011) detail how media and digital literacy have been integrated into the curriculum:
Career Development 10 “prepares students with broad strokes to prepare for the workplace.”[1] Alongside learning self-assessment and increasing their self-awareness, students will “examine the changing world of work and analyse ways they can be prepared for a future that is constantly evolving.”[2] Financial literacy makes up a large part of this course because students will be introduced to “budgeting, financial decision making and money management strategies…”[3] Career Development 11 carries on from its precursor, by “building on students’ developing personal and financial aw
In 2016, British Columbia rolled out a redesigned English Language Arts (ELA) curriculum, one that is centered on teaching that “questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens”.
In the working guide Journey On: Working Toward Communication and Information Technology Literacy, media-related outcomes are integrated throughout the curriculum.
According to this document:
Home Economics incorporates various media education themes, such as completing research, fostering human relationships, education about consumerism, and resource management. In the Intermediate Level Home Economics Program: Overview and Organization, the Canadian Home Economics Association defines the subject as:
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 Newfoundland language arts curriculum includes expectations that incorporate media education themes. The curriculum document English Language Arts Grade 9 Overview (2012) includes a section that demonstrates the complementary relationship between digital and media literacy and English language arts:
The following is reproduced from the document Curriculum Framework for English as an Additional Language (EAL) and Literacy, Academics and Language (LAL) Programming (2011):
The Nova Scotia English arts education curriculum includes expectations that incorporate media education themes. The curriculum document Foundation for the Atlantic Canada English Language Arts Curriculum: Arts Education (2001) includes a section that demonstrates the complementary relationship between media literacy and arts education: