Film and Video Production

According to the Nova Scotia Department of Education document “Film and Video Production 12” (2003), “Film and Video Production is one of a group of innovative multidisciplinary course options that… draw from and contribute to students’ knowledge and skills in more than one discipline. Students synthesize and apply knowledge and skills acquired in other courses, including courses in English language arts, social studies, sciences, visual and performing arts, mathematics and technology… Film and Video Production 12 curriculum provides opportunities for students to deepen their understanding of the role of the arts in their community and the economy.” 

Career Education

The  British Columbia Career Education curriculum includes a number of media and digital literacy expectations in both the Curricular Competencies and Content, particularly relating to the Personal Development and Connections to Community strands.

Outcome Chart - Alberta - Social Studies Grade 8

This outcome chart contains Media literacy learning expectations from the Alberta social studies curriculum, with links to supporting resources on the MediaSmarts site.

Outcome Chart - Ontario - Geography CGF3M: Forces of Nature: Physical Processes and Disasters

This chart contains media-related learning outcomes from Ontario, Curriculum for Geography CGF3M: Forces of Nature: Physical Processes and Disasters, with links to supporting resources on the MediaSmarts site.

New Brunswick - Individual and Family Dynamics 120 (Grade 9)

Strand: Personal Growth and Development

Big Idea: Social Influences on Identities

Skill Descriptor:

Analyze how social media and technology influence personal identities.

Achievement Indicators:

Discuss how moderation and balance are important in using technology.

Examine how technology influences peer connectedness.

Examine how technology changes to influence thoughts and behaviours.

Compare online vs in-person interactions.

Outcome Chart - Nova Scotia - Visual Arts 11

Creating, Making and Presenting

Overall Expectations:

GCO 1: explore, challenge, develop and express ideas using the skills, language, techniques and processes of the arts

Specific Expectations:

CM 1.3 sustain a concept through diverse approaches and art media

Research and Evaluation - Our Approach

Through a community-based research approach, our projects honour participants’ diverse range of digital media literacy strengths, experiences and expertise. We design projects that create safe spaces for participants to share their thoughts, experiences, concerns and solutions about digital media literacy issues. We aim to empower participants by providing them with knowledge and skills that they can take with them as they continue to navigate the online world and digital technology.

Health Education Grades 1-10

In Saskatchewan Health Education, media components are included under the broader categories Body Image and Nutrition, Safety and Accident Prevention, Drug Addictions and Gambling, Healthy Eating, Family Structures, Roles, and Responsibilities, Protecting the Environment and the Health of People.

Talking to youth about forwarding sexts

As a parent, you may find some relief in learning that fewer youth take and send sexts (nude or semi-nude photos) than you may think. However, almost half of youth who have taken and sent a sext say that the recipient then forwarded that image to other people without their consent. This culture of sharing among youth is a major concern and can have devastating consequences for the person in the picture and the person who forwards it.