Quebec Competencies Chart - Camera Shots
Quebec Competencies Chart - Camera Shots

Quebec Competencies Chart - Camera Shots

Overall Expectations
Health Guidelines
Specific Expectations
Physical Health
recognizes possible health issues and takes measures to prevent injuries while using technology (e.g., considers ergonomic factors, screen time, physical inactivity, sleep habits, eye strain, distracted behaviour, repetitive stress injury)
Social and Emotional Health

Outcome Chart - Ontario - Equity and Social Justice: From Theory to Practice 12 HSE4M

In this lesson, students learn about algorithms and AI, how they work, how they impact our lives on the internet, and ethical considerations. The lesson begins with a class discussion on algorithms. Students will discuss how AIs reinforce real-world biases, the difficulties in identifying how AIs make decisions, what information algorithms use to make choices, and how that information impacts the types of decisions AIs make. Finally, students will demonstrate their knowledge by researching and designing an infographic on a field that uses algorithms to make decisions. This lesson aims to build critical thinking skills by examining how AI algorithms work, investigating the biases and impacts of AI decision-making, and reflecting on how the implications to their own lives.

Outcome Chart - Manitoba - English as an Additional Language Senior Years

This outcome chart contains media-related learning outcomes from the Manitoba Aboriginal Languages and Studies 7-8 curriculum, with links to supporting resources on the MediaSmarts site.

Quebec Competencies Chart - Violence on Film

Students are expected to be able to do the following:
Understanding context
Defining

The Critical Thinking Across the Curriculum program provides teachers with a comprehensive approach to fostering critical thinking skills at all grade levels, with particular attention to addressing online misinformation and online hate through teaching critical thinking.

Outcome:
FL10.1: Explore how value systems, social factors, personal experiences and cultural backgrounds can influence financial decision-making.
Indicators:
(c) Explore how social influences and personal experiences shape one’s attitudes toward financial decision-making.
(f) Discuss how community and societal norms (e.g., expectations regarding gender roles) influence the financial well-being of self, family and community.