Outcome Chart - Ontario - Communication

Overall Expectations:

Communication involves receiving and expressing meaning (e.g., through reading and writing, viewing and creating, listening and speaking) in different contexts and with different audiences and purposes. Effective communication increasingly involves understanding local and global perspectives and societal and cultural contexts, and using a variety of media appropriately, responsibly, safely, and with a view to creating a positive digital footprint

New Brunswick - English Language Arts 8

Strand: Interactions

Big Idea: Expression

Skill Descriptor:

Describe and communicate thoughts, feelings, and experiences as well as personal strengths

Achievement Indicators:

    Describe observations, understandings, viewpoints and perspectives

Speak Up! Your guide to changing the world, online and off

Thanks to the internet and social media like Instagram, Snapchat or TikTok, it’s easier than ever to share your views and encourage others to join you in making change. And, due to research conducted as part of the Digital Ecosystem Research Challenge (DERC), we know a lot about how some Canadians are using digital media to get involved in politics. This guide will help show you the ways you can use social networks to make your voice heard and make a difference.

British Columbia - English Language Arts 11-12 - English Composition 11

Curricular Competencies

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

Comprehend and connect (reading, listening, viewing)

Prince Edward Island - English Language Arts 571A/B (Grade 11)

Reading and Viewing

SCO 5: Use personal strategies after reading to interpret the meaning of text.

Students who have achieved this outcome should be able to:

a. describe personal reactions

b. retell and summarize events and/or information

d. distinguish main ideas and supporting details

e. make text to self, text to text, and text to world connections

h. generate questions for further reflection or research

i. reflect on meaning making-processes

Launching and Leading a Business 20, Grade 10

Strand A: Business Leadership, Project Management, and Connections 

Overall Expectations: 

A2. Business Technologies 

demonstrate an understanding of business-related digital technologies and use them in a way that respects their own and others’ online safety and data security to complete a variety of business-related tasks and projects 

Specific Expectations: 

Quebec Competencies Chart - The Impact of Gender Role Stereotypes

Quebec Competencies Chart - The Impact of Gender Role Stereotypes

How Do Canadians Get Their News?

If a news consumer reads a headline from The Globe and Mail while searching Google News, is the story from Google or The Globe? What about if a friend posts the story on Facebook; is the story from the friend, Facebook or The Globe? How can the complexities of what is meant by “source” in a converged news environment be accounted for?

Outcome Chart – Nova Scotia – English 12: African Heritage

The English 12: African Heritage course has the same Overall and Specific Expectations as the English Language Arts course “while encompassing the experience, study, and appreciation of language, literature, media, and communication from an African heritage perspective.”

These differences include: