British Columbia - Statistics 12

Big Ideas

  • Statistics plays an integral role in research, decision making, and policy in society.
  • The research question and practical and ethical issues determine whether a statistical study should be observational or experimental.
  • Statistical analysis allows us to explore, describe, model, and explain variation.
  • We can develop statistical thinking to help make inferences intuitive.
  • Statistical findings gain value through effective communication.

Curricular Competency

Students a

British Columbia - Economics 12

Big Ideas

Financial and economic literacy promotes the financial and economic well-being of both individuals and businesses.

Business creates opportunities to enable change.

Tools and technologies can be adapted for specific purposes.

Curricular Competency

Students are expected to be able to do the following:

Applied skills:

Evaluate safety issues for themselves, co-workers, and users in both physical and digital environments

British Columbia - Engineering 11

Big Ideas

Design for the life cycle includes consideration of social and environmental impacts.

Personal design interests require the evaluation and refinement of skills.

Tools and technologies can be adapted for specific purposes.

Curricular Competency

Students are expected to be able to do the following

Applied design:

British Columbia - Technology Explorations 10

Big Ideas

User needs and interests drive the design process.

Social, ethical, and sustainability considerations impact design.

Technologies help us accomplish many specific tasks in our lives.

Curricular Competency

Students are expected to be able to do the following:

Applied design

Prince Edward Island - English Language Arts 7

Reading and Viewing

GCO 4: Select, read, and view with understanding, a range of literature, information, media, and visual texts.

SCO 4: Respond literally, inferentially, and critically to the purpose, structure and characteristics of texts (narrative, expository, persuasive, poetry/lyrics, and visual/multimedia).

Prince Edward Island - English Language Arts 8

Reading and Viewing

GCO 4: Select, read, and view with understanding, a range of literature, information, media, and visual texts.

SCO 4: Respond literally, inferentially, and critically to the purpose, structure and characteristics of text, demonstrating increasing knowledge of genre and form (narrative, expository, persuasive, poetry/lyrics, and visual/multimedia).

Prince Edward Island - English Language Arts 9

Reading and Viewing

GCO 4: Select, read, and view with understanding, a range of literature, information, media, and visual texts.

SCO 4: Respond literally, inferentially, and critically to the purpose, structure and characteristics of texts (narrative, expository, persuasive, poetry/lyrics, and visual/multimedia).

English Language Arts 7-9 Overview

In Prince Edward Island, “English language arts encompasses the experience, study, and appreciation of language, literature, media, and communication.” The curriculum defines a text as “any language event, whether oral, written, visual, or digital. In this sense, a conversation, a poem, a novel, an online exchange, a poster, a music video, or a multimedia production are all considered texts.

Prince Edward Island - English Language Arts 471A/B (Grade 10)

Reading and Viewing

SCO 5: Use personal strategies after reading to interpret the meaning of text.

Students who have achieved this outcome should be able to:

a. describe personal reactions

b. retell and summarize events and/or information

d. distinguish main ideas and supporting details

e. make text to self, text to text, and text to world connections

h. generate questions for further reflection or research

i. reflect on meaning making-processes

Prince Edward Island - English Language Arts 571A/B (Grade 11)

Reading and Viewing

SCO 5: Use personal strategies after reading to interpret the meaning of text.

Students who have achieved this outcome should be able to:

a. describe personal reactions

b. retell and summarize events and/or information

d. distinguish main ideas and supporting details

e. make text to self, text to text, and text to world connections

h. generate questions for further reflection or research

i. reflect on meaning making-processes