Most of the time, young people use digital tools like smartphones and platforms or games and social networks to communicate with friends and family. Teens may also use online spaces to find support, community and mentorship. All of these are healthy ways to use technology, but it’s important for them to know that some online relationships are unhealthy.
Students will demonstrate competency in critical visual literacy.
SCO 1.1 Students will examine published graphic works.
This outcome chart contains media-related learning outcomes from the British Columbia Grade 8 Physical and Health Education curriculum with links to supporting resources on the MediaSmarts site
Students are expected to be able to do the following:
Understanding context
Defining
Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:
Comprehend and connect (reading, listening, viewing)
This outcome chart contains media-related learning outcomes from the Newfoundland and Labrador Grade 2 Health Education with links to supporting resources on the MediaSmarts site.
In the Northwest Territories Health Education, media literacy outcomes for are included under the broader categories of Mental and Emotional Well Being; Nutrition; Safety; Responsibilty; Family Life; and Alcohol and Other Drugs.
In the Newfoundland English as a second language curriculum, media literacy outcomes are included under the general outcomes requiring students to:
The Newfoundland family studies curriculum includes expectations that incorporate media education themes. The curriculum document Family Studies: Human Dynamics 2201 (2004) includes a section that demonstrates the complementary relationship between media literacy and family studies: