Outcome Chart - British Columbia - English Language Arts - Creative Writing 10

Curricular Competencies

Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:

The impact of stereotyping on young people

Generations of North American children have grown up watching “cowboys and Indians” films and TV shows and reading books such as The Adventures of Tom Sawyer and Little House on the Prairie. Popular films and novels reinforced the notion that Indigenous people existed only in the past—forever chasing buffalo or being chased by the cavalry. These images showed them as destined to remain on the margins of “real” society. Such impressions and childhood beliefs, set at an early age, are often the hardest to shake: as Anishinaabe writer Jesse Wente explains, “In the absence of appropriate representations of Indigenous Peoples in the media, misrepresentations become the accepted ‘truth.’”[1]

Indigenous People, Diversity in Media, Stereotyping

LOLs and OMGs: texting, sexting, and kids

Our kids are coming of age at a time that things like online shopping, Facetime, and texting are all normal everyday occurrences. Technology is enabling people to do some pretty amazing things, and even communicate in a whole new way using a new language. You may know this as texting.

Cell Phones and Texting, Parents, Sexual Exploitation

Outcome Chart - Manitoba - Career Development 9: Full Credit

Unit 1: Personal Management

Overall Expectations

GLO A: Build and maintain a positive self-image.

Specific Expectations

1.A.1 Recognize how positive characteristics are the basis of a positive self-image.

1.A.2 Describe and practise how self-image influences behaviour.

1.A.3 Describe and recognize how personal behaviours influence the feelings and behaviours of others.

1.A.4 Demonstrate behaviours that will build self-esteem in self and others.

Outcome Chart - British Columbia - English Language Arts - Spoken Language 10

Curricular Competencies

Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:

Digital Communications 11

Students are expected to be able to do the following:

Applied Design

Understanding context

  • Conduct user-centred research to understand design opportunities and barriers

Defining

Outcome Chart - Manitoba - Broadcast Media 35S

Common Outcomes

Students will…

3. Assess textual, numerical, aural, and visual information, as well as the source of the media, to determine context, perspective, bias, and/or motive. (G-3.2)

4. Self-assess ICT representations and go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion. (Pr-3.2)

Ontario - Language 7

This outcome chart contains media-related learning outcomes from the Ontario, Grade 7 Language curriculum, with links to supporting resources on the MediaSmarts site.

2SLGBTQ+ Representation in Other Media

2SLGBTQ+ people have been involved in producing their own media for as long as alternative media has existed, but with the advent of the electronic age and cheaper and more accessible electronic devices for production, there has been an explosion of 2SLGBTQ+-produced media of all kinds. The following section explores the ways that 2SLGBTQ+ people have sought to claim space for themselves within media and culture.

Blogging, Comics, Diversity in Media, 2SLGBTQ+ Representation, Stereotyping, Video Games

Outcome Chart - Ontario - Leadership and Peer Support 11 Open GPP3O

Personal Knowledge and Management Skills

Overall Expectations:

By the end of this course, students will:

  • explain how their personal characteristics and acquired skills may affect their interactions with others in leadership and peer support roles
  • identify and apply the personal-management skills and characteristics required to succeed in leadership and peer support roles;

Specific Expectations:

Personal Knowledge