Outcome Chart - Ontario - Computer Technology 10

This outcome chart contains media-related learning outcomes from the Ontario Curriculum for Computer Technology, Grade 10, with links to supporting resources on the MediaSmarts site.

Outcome Chart - British Columbia - Core French 10

This outcome chart contains media-related learning outcomes from the British Columbia, Core French 10 curriculum, with links to supporting resources on the MediaSmarts site.

Outcome Chart - Northwest Territories - Health Education Grade 3

This outcome chart contains media-related learning outcomes from the Northwest Territories Grade 3 Health Education curriculum, with links to supporting resources on the MediaSmarts site.

Outcome Chart - British Columbia - Mathematics 4

This outcome chart contains media-related learning outcomes from the BC Mathematics 4 curriculum, with links to supporting resources on the MediaSmarts site.

Outcome Chart - Ontario - Communications Technology 11 Workplace

This outcome chart contains media-related learning outcomes from the Ontario Curriculum for Communications Technology, Grade 11, with links to supporting resources on the MediaSmarts site.

How to discourage plagiarism

Somewhat surprisingly, it’s not only struggling students who plagiarize: indeed, it may be students who are under pressure to achieve who are more likely to engage in the subtler (and harder to detect) forms of plagiarism¹. Researchers have identified three situations where this is most likely: when students are under pressure (such as when work must be done with a tight deadline, or a work is particularly important for their grades); when students are not interested in the work; and when students feel that the assignment is unfair to the point where they have no hope of success without cheating².

Outcome Chart - Manitoba - Digital Filmmaking 25S

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)

Taking the Wheel

I’ve recently become the chauffeur for my son and his group of friends, as they go to for a weekly gaming afternoon/hangout at one boy’s house. It’s clear that my role as the driver is to be invisible – they talk and goof around with each other in the car as if I’m not there, and if I do interject in their conversation, there’s a moment when they all freeze, confused as to where this voice from above came from, before ignoring it and carrying on. I’m there to hover on the outside, not to get involved.