Social Studies Grades Overview

Many of the Core Concepts of Social Studies Education K-12 in Saskatchewan relate to media education, such as Culture, Diversity, Identity, Technology and Values.

Click on a grade level under Social Studies Education for a list of media-related outcomes and links to supporting resources from the MediaSmarts site. (Note: as many of our lessons can be adapted to suit different grade levels, specific lessons may be listed for more than one grade. Teachers should also note that individual lessons often satisfy a number of learning outcomes.)

Physical and Health Education

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.

Arts Education

Media components are found in all three goals of the Saskatchewan Arts Education curriculum: Creative/Productive, Critical/Responsive strand and Cultural/Historical.

Literacy with ICT Across the Curriculum Overview

“Literacy with Information and Communication Technology (LwICT) means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT safely, responsibly and ethically.

Health Education Grades 1-10

In Saskatchewan Health Education, media components are included under the broader categories Body Image and Nutrition, Safety and Accident Prevention, Drug Addictions and Gambling, Healthy Eating, Family Structures, Roles, and Responsibilities, Protecting the Environment and the Health of People.

Social Studies

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:

Elementary Cycle Two

In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle Two,

Elementary Cycle Three

In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle Three,

Elementary Cycle One

In the Quebec elementary English Language Arts curriculum, representing literacy in different media is a core competency. According to the End-of-Cycle-Outcomes for Cycle One,

Technological Education 11-12

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: