Outcome Chart - Saskatchewan - English Language Arts 7

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

In the elementary curriculum in Saskatchewan, learning objectives for media studies are included as a category within the supporting domain, Oracy and Literacy: Media. Media-related objectives can also be found within Speaking and Listening, Reading and Response to Literature, Writing, Educational Drama, Research and Presentation and Computer Applications.

Outcome Chart - Alberta - COM3005: Creative Writing

COM3005: Creative Writing

1. identify the different genres of media production; i.e., character development, film pre-visualization, product or service promotion, animation and interactive gaming

1.1 identify the elements of a written composition in each genre; e.g., written description, plot summary, concept development, structure, logic and sequence development

1.2 compare the writing requirements for each genre of media production; e.g., narrative point of view, fact, fiction

Outcome Chart - Manitoba - Interactive 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)

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

Curricular Competencies

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

Media Arts 11

Students are expected to be able to do the following:

Explore and create

Teens produce videos, share digital media literacy tips in Canada’s first Teen Fact-Checking Network

By Susana Mas, TFCN Manager 

The Teen Fact-Checking Network (TFCN) is an internationally renowned program that brings together teenagers to learn about digital media literacy with a focus on fact-checking skills.

Break the Fake: Correcting disinformation

Here are three ways to respond to false info online:

1. Ask a question

If the false info is coming from a friend or a family member, or you’re worried that your reply might help spread the false info, you can just ask a question like “Are you sure that’s true?” or “Is that source reliable?”.  

That nudges them to think more about whether what they're sharing is true, and shows other people that you don't agree with the bad info.

Research has found this works almost as well as correcting or debunking false information!

Prince Edward Island - English Language Arts 9

Reading and Viewing

GCO 4: Select, read, and view with understanding, a range of literature, information, media, and visual texts.

SCO 4: Respond literally, inferentially, and critically to the purpose, structure and characteristics of texts (narrative, expository, persuasive, poetry/lyrics, and visual/multimedia).

Quebec Competencies Chart - Finding and Authenticating Online Information on Global Development Issues

Quebec Competencies Chart - Finding and Authenticating Online Information on Global Development Issues

Outcome Chart - British Columbia - English 10 First Peoples: Writing

Big Ideas

• The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
• Texts are socially, culturally, geographically, and historically constructed.
• Self-representation through authentic First Peoples text is a means to foster justice.

Overall Expectations: Comprehending and Connect (reading, listening, viewing)