A lifetime of optimal well-being is supported by prioritizing health and safety.
Guiding Question
How can taking responsibility impact safety?
Learning Outcome
Students analyze and explain responsibility and how it can impact personal and group safety.
Knowledge: Responsibility includes making decisions to ensure self or others are not in unsafe and uncomfortable situations.
This outcome chart contains media-related learning outcomes from the BC Physical and Health Education Grade 3 curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Manitoba Grade 6 Physical/Health Education curriculum, with links to supporting resources on the MediaSmarts site.
Outcome Chart - Ontario - Arts Education Grade 5
This section comprises a curricular overview (below), as well as information about professional development for media education, and about Ontario's provincial media education association, the Association for Media Literacy (AML), in the sidebar.
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
Outcomes
Analyze the relationship between marketing and business or organizational success.
Indicators
b. Describe the areas that marketing entails beyond selling and advertising.
e. Identify examples of commercial (e.g., Saskatchewan Roughriders) and social (e.g., ending mental health stigma or promoting the use of seatbelts) marketing.
In the Saskatchewan elementary English Language Arts curriculum, media-related objectives are provided under foundational objectives for speaking, listening, writing, reading, and representing and viewing.
The Newfoundland language arts curriculum includes expectations that incorporate media education themes. The curriculum document English Language Arts Grades 10-12 Overview (2001) includes a section that demonstrates the complementary relationship between media literacy and English language arts:
Today’s students live in an information and entertainment culture that is dominated by images, both moving and static.
Like the elementary English Language Arts curriculum, secondary level media-related objectives can be found in foundational outcomes for speaking, listening, writing, reading, and viewing and representing.