Many curricular expectations in Newfoundland and Labrador Religious Education courses relate to media and digital literacy. The following excerpts from Ethics and Philosophy 2101 (2010) detail how media and digital literacy have been integrated into the curriculum:
Students are expected to be able to do the following:
Health and well-being
related to their personal health and well-being
Participation
Media Education in the English Language Arts Curriculum, Grades 10-12
Media outcomes are integrated throughout the English Language Arts 10-12 curriculum. In addition to including media texts as part of listening and speaking, reading and writing, and viewing and representing outcomes, the curriculum broadens and more clearly defines text and context to reflect media culture.
The following excerpts from English Language Arts (Senior High) (2001) details this broadened definition:
Broadening the Definition of “Text”
Screen time is a common topic for parents to try and manage today. Are we allowing too much? How do we make it safe? We will ask our friends and fellow parents for their thoughts or advice or learn tips from resources (like MediaSmarts!) to help us navigate this new aspect of parenting. When I was my kids’ age, we were just loading Netscape 2.0 onto our computers, and we’d check our ICQ messages before putting in a VHS to watch a movie or playing some Super Mario RPG. The online world is so different now.
This chart contains media-related learning outcomes from Ontario, Curriculum for Law CLU3E: Understanding Canadian Law in Everyday Life, with links to supporting resources on the MediaSmarts site.
Overall Expectations: Demonstrate critical, creative, and innovative thinking
A lifetime of optimal well-being is supported by prioritizing health and safety.
Guiding Question
In what ways might risk influence the outcome of an action?
Learning Outcome
Students examine risk and identify the factors that influence action.
Knowledge
Risk is the overall assessment and identification of hazards related to personal safety and vulnerability.
In Manitoba, media components are included in the Visual Arts curriculum in the Understanding Art in Context strand. The document The Arts in Education (2003) states, "The arts can help students become more deeply aware of their own lives and cultures and create a larger, more conscious context for the plethora of media images, sounds, and messages that surround us."
The Atlantic Provinces technology education curriculum includes expectations that incorporate digital and media education themes. The curriculum document Foundation for the Atlantic Canada Technology Education Curriculum includes a section that demonstrates the complementary relationship between digital and media literacy and technology education:
The focus of this curriculum is the development of students’ technological literacy, capability, and responsibility (International Technology Education Association, 1996).
This outcome chart contains media-related learning outcomes from the Northwest Territories Grade 7 Health Education curriculum, with links to supporting resources on the MediaSmarts site.