In the NWT, students follow the same program of studies that can be found on the Alberta website.
In Alberta, the following strands in the Mathematics curriculum have connections to digital and media literacy:
K-9:
10-12:
Media components are found in all three goals of the Saskatchewan Arts Education curriculum: Creative/Productive, Critical/Responsive strand and Cultural/Historical.
In the Nova Scotia child studies curriculum, media literacy outcomes are included under the general outcomes requiring students to integrate knowledge, skills and practise required by caregivers to influence the welfare of children; explain the importance of providing healthy food choices for children; and explore how children develop and learn through daily experiences.
The British Columbia Science curriculum has a number of expectations relating to digital and media literacy, primarily in connection with recognizing and correcting for bias, testing hypotheses, and using digital media for scientific investigation.
“Science and technology both exist in a broader social, cultural, and economic context. They are affected by the values and choices of people and governments and in turn have a significant impact on local as well societal issues.” K-6 Science and Technology Curriculum (2004)
Media and digital literacy enable students understand the ways in which science and technology affect and are affected by their social contexts by helping them to develop critical thinking habits and skills and to interpret the ways in which they gain information about the world around them.
Outcome Chart - Alberta - COM1005: Visual Composition
This outcome chart contains media-related learning outcomes from the Newfoundland and Labrador Grade 6 Health Education curriculum, with links to supporting resources on the MediaSmarts site.
This lesson familiarises students with stereotypes and helps them understand the role that stereotypes play in television’s portrayal of life. The lesson begins with a discussion about the types of stereotypes that are common in media, why stereotypes are used in media, and the possible negative influences of stereotyping. Students will analyze a media character in terms of stereotypes and then create their own character as a way of demonstrating their awareness of stereotyping. To further increase their awareness of stereotypes, students will participate in a number of writing, drawing and viewing activities that include deconstructing segments from television programs, drawing stereotypical and non-stereotypical figures, and writing a poem about stereotypes.
In this lesson, students will write a news article by developing ‘lede paragraphs’ and by using the ‘inverted pyramid’ model. Once this is done, they will be given time during class to select topics, conduct research, write their articles and proof read and peer edit their own and other’s works.