Curriculum mapping

British Columbia

Applied Design, Skills and Technologies

Grade 7

Big Ideas

Complex tasks require the acquisition of additional skills.
Complex tasks may require multiple tools and technologies.

Curricular Competency

Applied Design

Ideating: Evaluate personal, social, and environmental impacts and ethical considerations
Prototyping: Identify and use sources of information
Testing: Test the first version of the product or the prototype; Gather peer and/or user and/or expert feedback and inspiration; Make changes, troubleshoot, and test again
Making: Identify and use appropriate tools, technologies, and materials for production
Sharing: Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space

Applied Technologies

Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Identify how the land, natural resources, and culture influence the development and use of tools and technologies

Content

Digital Literacy

Internet safety
digital self-image, citizenship, relationships, and communication
legal and ethical considerations, including creative credit and copyright, and cyberbullying

Media Arts

media technologies and techniques to capture, edit, and manipulate images, sounds, and text for specific purposes
influences of digital media for the purpose of communication and self-expression

Grade 8

Big Ideas

Complex tasks require the acquisition of additional skills.
Complex tasks may require multiple tools and technologies.

Curricular Competency

Applied Design

Ideating: Evaluate personal, social, and environmental impacts and ethical considerations
Prototyping: Identify and use sources of information
Testing: Test the first version of the product or the prototype; Gather peer and/or user and/or expert feedback and inspiration; Make changes, troubleshoot, and test again
Making: Identify and use appropriate tools, technologies, and materials for production
Sharing: Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space

Applied Technologies

Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Identify how the land, natural resources, and culture influence the development and use of tools and technologies

Content

Digital Literacy

elements of digital citizenship
ethical and legal implications of current and future technologies

Media Arts

issues in ethical media practices, including cultural appropriation, moral copyright, reproduction, and privacy
influences of digital media, including on communication and self-expression

Grade 9

Big Ideas

Social, ethical, and sustainability considerations impact design.
Complex tasks require different technologies and tools at different stages.

Curricular Competency

Applied Design

Understanding context:Engage in a period of research and empathetic observation in order to understand design opportunities
Prototyping: Identify and use sources of inspiration and information
Making: Identify and use appropriate tools, technologies, materials, and processes for production
Sharing: Critically reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space

Applied Technologies

Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks
Evaluate the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Evaluate how the land, natural resources, and culture influence the development and use of tools and technologies

Content

Information and Communications Technologies

relationships between technology and social change
strategies to manage and maintain personal learning networks, including content consumption and creation

Media Arts

digital and non-digital media technologies, their distinguishing characteristics and uses
standards-compliant technology
ethical, moral, legal considerations and regulatory issues
specific features and purposes of media artworks from the present and the past to explore viewpoints, including those of First Peoples
specific purposes of media use in the social advocacy of First Peoples in Canada
influences of digital media in society

Career Education

Grade 7

Big Ideas

Our personal digital identity forms part of our public identity.

Curricular Competency

Question self and others about how their personal public identity can have both positive and negative consequences
Recognize the influence of peers, family, and communities on career choices and attitudes towards work

Content

Personal Development
Connections to Community
Life and Career Plan

Grades 8/9

Big Ideas

The value of work in our lives, communities, and society can be viewed from diverse perspectives.
Our career paths reflect the personal, community, and educational choices we make.

Curricular Competency

Use self-assessment and reflection to develop awareness of their strengths, preferences, and skills
Recognize the impact of personal public identity in the world of work
Recognize and explore diverse perspectives on how work contributes to our community and society
Appreciate the value of a network of resources and mentors to assist with career exploration
Question self and others about the role of family expectations and traditions, and of community needs in career choices

Content

Personal Development
Connections to Community
Life and Career Plan

English Language Arts

Grade 7

Big Ideas

Language and text can be a source of creativity and joy.
Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
Exploring and sharing multiple perspectives extends our thinking.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competency

Comprehend and connect (reading, listening, viewing)

Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
Recognize how language constructs personal, social, and cultural identity
Construct meaningful personal connections between self, text, and world
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view

Create and communicate (writing, speaking, representing)

Exchange ideas and viewpoints to build shared understanding and extend thinking
Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
Transform ideas and information to create original texts

Content

Strategies and processes

Reading strategies
Metacognitive strategies
Writing processes

Grade 8

Big Ideas

Language and text can be a source of creativity and joy.
Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
People understand text differently depending on their worldviews and perspectives.
Texts are socially, culturally, and historically constructed.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competency

Comprehend and connect (reading, listening, viewing)

Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
Recognize how language constructs personal, social, and cultural identity
Construct meaningful personal connections between self, text, and world
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view

Create and communicate (writing, speaking, representing)

Exchange ideas and viewpoints to build shared understanding and extend thinking
Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
Transform ideas and information to create original texts

Content

Strategies and processes

Reading strategies
Metacognitive strategies
Writing processes

Grade 9

Big Ideas

Language and text can be a source of creativity and joy.
Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
People understand text differently depending on their worldviews and perspectives.
Texts are socially, culturally, and historically constructed.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

Curricular Competency

Comprehend and connect (reading, listening, viewing)

Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
Recognize how language constructs personal, social, and cultural identity
Construct meaningful personal connections between self, text, and world
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view

Create and communicate (writing, speaking, representing)

Exchange ideas and viewpoints to build shared understanding and extend thinking
Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
Transform ideas and information to create original texts

Content

Strategies and processes

Reading strategies
Metacognitive strategies
Writing processes

Science

Grade 7

Curricular Competency

Processing and analyzing data and information: Apply First Peoples perspective and knowledge
Evaluating: Demonstrate an awareness of assumptions and bias in their own work and secondary sources
Applying and innovating: Contribute to care for self, others, community, and world through personal or collaborative approaches; Transfer and apply learning to new situations
Communicating: Express and reflect on a variety of experiences and perspectives of place

Grade 8

Curricular Competency

Processing and analyzing data and information: Apply First Peoples perspective and knowledge
Evaluating: Demonstrate an awareness of assumptions and bias in their own work and secondary sources
Applying and innovating: Contribute to care for self, others, community, and world through personal or collaborative approaches; Transfer and apply learning to new situations
Communicating: Express and reflect on a variety of experiences and perspectives of place

Grade 9

Curricular Competency

Processing and analyzing data and information: Apply First Peoples perspective and knowledge
Evaluating: Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources; Consider the changes in knowledge over time as tools and technologies have developed
Applying and innovating: Contribute to care for self, others, community, and world through personal or collaborative approaches; Transfer and apply learning to new situations; Consider the role of scientists in innovation
Communicating: Express and reflect on a variety of experiences and perspectives of place

Social Studies

Grade 7

Curricular Competency

Significance
Evidence

Content

Scientific, philosophical, and technological developments

Grade 8

Big Ideas

Exploration, expansion, and colonization had varying consequences for different groups
Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions

Curricular Competency

Evidence
Continuity and change
Ethical judgement

Content

Scientific and technological innovations
Philosophical and cultural shifts

Grade 9

Big Ideas

Emerging ideas and ideologies profoundly influence societies and events
Collective identity is constructed and can change over time

Curricular competency

Ethical judgement

Content:

Imperialism and colonialism on Indigenous peoples in Canada and around the world

Manitoba

Career Development Application

Grade 9 (Senior 1) Career Development: Life/Work Exploration

Items marked with an * apply if students complete the Indigenous Role Models learning activity within the lesson

General Learning Outcome D: Locate and effectively use life/work information.
2.D.1 - Identify role models and their personal attributes.*
General Learning Outcome G: Understand the changing nature of life/work roles.
2.G.2 - Identify stereotypes, biases, and discriminatory behaviours that may limit opportunities for people in certain work roles.*
2.G.3 - Identify and investigate advantages and challenges of entering non-traditional work.*

Grade 10 (Senior 2) Career Development: Life/Work Planning

General Learning Outcome E: Understand the relationship between work and society/economy.
2.E.3 - Describe how the community, the economy, and technological advances have an impact on work and work roles.
General Learning Outcome G: Understand the changing nature of life/work roles.
2.G.1 - Compare how work and occupational roles have changed.
General Learning Outcome I: Make life/work enhancing decisions.
3.I.5 - Develop some occupational choices that reflect the changing world of work.

Grade 11 (Senior 3) Career Development: Life/Work Building

General Learning Outcome D: Locate and effectively use life/work information.
2.D.4 - Examine how individuals in various work roles serve as sources of information, role models, and/or mentors.*
General Learning Outcome E: Understand the relationship between work and society/economy.
2.E.1 - Analyze how local and global trends have an impact on work and learning opportunities.
General Learning Outcome G: Understand the changing nature of life/work roles.
2.G.1 - Examine the opportunities and challenges of participating in a non-traditional employment role.*

Grade 12 (Senior 4) Development: Life/Work Transitioning

General Learning Outcome G: Understand the changing nature of life/work roles.
2.G.2 - Examine the opportunities and obstacles related to non-traditional work roles.*

Computer Science (Vocational)

Grade 10 (Senior 1)

General Learning Outcome 1: Human Relations: Students will demonstrate tolerance, teamwork, leadership, and responsible, ethical, and moral behaviour.
Teamwork 1.1.1 - Develop interpersonal and communication skills by working in groups, thinking in collaboration with others, and communicating information among group members
Society and the Environment 1.2.1 - Describe the evolution of communication and information technologies.
Ethical Behaviour 1.3.1 - Discuss the effects of computer crime, hacking, plagiarizing code, software piracy, virus distribution, and willful destruction of data.
Ethical Behaviour 1.3.2 - Demonstrate responsible security practices while using computers and networks.
General Learning Outcome 2: Literacy and Communication: Students will demonstrate effective communication skills in listening, speaking, reading, writing, viewing, and representing.
Careers 2.3.1 - Explore careers in information and communication technologies that relate to computer science.
General Learning Outcome 4: Technology: Students will develop the abilities to use, manage, and understand information and communication technologies by exploring programming languages and computer-controlled devices.
Programming Standards and Conventions 4.1.2 - Explain the need for programming standards and conventions.

Grade 11 (Senior 3)

General Learning Outcome 1: Human Relations: Students will demonstrate tolerance, teamwork, leadership, and responsible, ethical, and moral behaviour.
Society and the Environment 1.2.1 - Describe the evolution of communication and information technologies, focusing on the history of software and the evolution of computer programming languages up to the present day.

Grade 12 (Senior 4)

General Learning Outcome 1: Human Relations: Students will demonstrate tolerance, teamwork, leadership, and responsible, ethical, and moral behaviour.
Society and the Environment 1.2.1 - Examine current trends and predictions for the future of information and communication technologies.
Society and the Environment 1.2.2 - Discuss current issues relating to the impact of information and communication technologies on the environment and on society.
General Learning Outcome 4: Technology: Students will develop the abilities to use, manage, and understand information and communication technologies by exploring programming languages and computer-controlled devices.
Programming Standards and Conventions 4.1.2 - Research current programming standards and conventions.

English Language Arts

Grades 7 and 8

Language as Power and Agency
Elements:
Recognize and analyze inequities, viewpoints, and bias in texts and ideas.
Investigate complex moral and ethical issues and conflicts.
Contemplate the actions that can be taken, consider alternative viewpoints, and contribute other perspectives.
Grade Band Descriptors:
Learners are recognizing that one’s identities are influenced by various factors and change over time and contexts.
Learners understand that texts and information represent and promote particular beliefs, values, and ideas.
Learners are exploring multiple perspectives, points of view, and interpretations.
Learners are exploring their own voices to transform their identities, tell their personal narratives, and critically view their own and others’ texts.
Learners are collaborating to investigate challenging social issues, moral dilemmas, and possibilities for social justice.
Language as Exploration and Design
Elements:
Study topics and ideas
Interpret and integrate information and ideas from multiple texts and sources.
Invent, take risks, and reflect to create possibilities
Grade Band Descriptors:
Learners are participating in, extending, and discussing creative processes for designing.
Learners are selecting, assessing, and organizing a variety of sources and information for different purposes.
Learners are reconstructing, manipulating, and remixing existing texts or sets of text to create new ideas, forms, purposes, and messages.

Learners are tapping into and combining experiences with ideas, images, and sounds from various sources to create something new.

Grade 9 (Senior 1)

General Learning Outcome 1: Explore thoughts, ideas, feelings, and experiences.
Express Ideas 1.1.1 - Question and reflect on personal responses, predictions, and interpretations. Apply personal viewpoints to diverse situations or circumstances.
Develop Understanding 1.2.1 - Reflect on new understanding in relation to prior knowledge and identify gaps in personal knowledge.
Explain Opinions 1.2.2 - Review and refine personal viewpoints through reflection, feedback, and self-assessment.
Combine Ideas 1.2.3 - Structure and restructure ideas and information to extend current understanding and to broaden personal perspectives of the world.
Extend Understanding 1.2.4 - Consider diverse opinions, explore ambiguities, and assess whether new information clarifies understandings.
General Learning Outcome 3: Manage ideas and information.
Use Personal Knowledge 3.1.1 - Determine depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research.
Ask Questions 3.1.2 - Develop focused questions to establish a purpose for reading, listening, and viewing information sources
Participate in Group Inquiry 3.1.3 - Generate and access ideas in a group and use a variety of methods to focus and clarify inquiry or research topics
Evaluate Information 3.3.3 - Distinguish between fact and theory and between main and supporting information to evaluate usefulness, relevance, and completeness; address information gaps for particular forms, audiences, and purposes.
Develop New Understanding 3.3.4 - Reflect on new knowledge and its value to self and the wider community.
General Learning Outcome 5: Celebrate and build community.

Items marked with an * apply if students complete the Indigenous Role Models learning activity within the lesson

Compare Responses 5.2.1 - Recognize that differing perspectives and unique reactions enrich understanding.
Relate Texts to Culture 5.2.2 - Explain ways in which oral, literary, and media texts reflect topics and themes in life.*

Grade 10 (Senior 2)

General Learning Outcome 1: Explore thoughts, ideas, feelings and experiences.
Express Ideas 1.1.1 - Consider the potential of emerging ideas through a variety of means to develop tentative positions.
Consider Others’ Ideas 1.1.2 - Seek and consider others’ ideas through a variety of means to expand understanding.
Develop Understanding 1.2.1 - Clarify and shape understanding by assessing connections between new and prior knowledge, ideas, and experiences.
General Learning Outcome 3: Manage ideas and information.
Use Personal Knowledge 3.1.1 - Determine inquiry or research focus based on personal knowledge and interests and on others’ expertise.
Ask Questions 3.1.2 - Formulate questions to focus and guide inquiry or research.
Evaluate Information 3.3.3 - Evaluate information for completeness, accuracy, usefulness, and relevance.
Develop New Understanding 3.3.4 - Integrate new information with prior knowledge to draw logical conclusions and to refine understanding; consider alternative ways of reaching inquiry or research goals.
General Learning Outcome 5: Celebrate and build community.
Cooperate with Others 5.1.1 - Make and encourage contributions to assist in developing group ideas; take responsibility for developing and expressing viewpoints.

Grade 11 (Senior 3)

General Learning 1: Explore thoughts, ideas, feelings and experiences.
Express Ideas 1.1.1 - Connect ideas, observations, opinions, and emotions through a variety of means to develop a train of thought and test tentative positions.
Develop Understandings 1.2.1 - Examine and adjust initial understanding according to new knowledge, ideas, experiences, and responses from others.
Combine Ideas 1.2.3 - Combine ideas and information through a variety of means to clarify understanding when generating and responding to texts.
Extend Understanding 1.2.4 - Extend understanding by exploring and acknowledging multiple perspectives and ambiguities when generating and responding to texts.
General Learning Outcome 3: Manage ideas and information.
Evaluation Information 3.3.3 - Evaluate information for completeness, accuracy, currency, historical context, relevance, and balance of perspectives.
Develop New Understanding 3.3.4 - Explain the importance of new understanding to self and others.
General Learning Outcome 5: Celebrate and build community.
Cooperate with Others 5.1.1 - Use language to build and maintain collaborative relationships; take responsibility for respectfully questioning others’ viewpoints and requesting further explanation.

Grade 12 (Senior 4)

General Learning Outcome 1: Explore thoughts, ideas, feelings and experiences.
Express Ideas 1.1.1 - Weigh and assess the validity of a range of ideas, observations, opinions, and emotions to reconsider and/or affirm positions.
Consider Others’ Ideas 1.1.2 - Invite diverse and challenging ideas and opinions through a variety of means to facilitate the re-examination of one's own ideas and positions.
Develop Understanding 1.2.1 - Explain how new knowledge, ideas, experiences, and perspectives reshape knowledge, ideas, and beliefs.
Explain Opinions 1.2.2 - Explore the strengths and limitations of various viewpoints on an issue or topic and identify aspects for further consideration.
Extend Understanding 1.2.4 - Extend breadth and depth of understanding by considering various experiences, perspectives, and sources of knowledge when generating and responding to texts.
General Learning Outcome 3: Manage ideas and information.
Use Personal Knowledge 3.1.1 - Consider your own and others’ expertise to explore breadth and depth of knowledge, and focus inquiry or research based on parameters of task.
Evaluate Information 3.3.3 - Evaluate information for completeness, accuracy, currency, historical context, relevance, balance of perspectives, and bias.
Develop New Understanding 3.3.4 - Assess the effect of new understanding on self and others; evaluate the effect of inquiry or research plans and procedures on conclusions.
General Learning Outcome 5: Celebrate and build community.

Items marked with an * apply if students complete the Indigenous Role Models learning activity within the lesson

Cooperate with Others 5.1.1 - Encourage differing viewpoints to extend breadth and depth of individual and group thought.
Appreciate Diversity 5.2.3 - Analyze ways in which languages and texts reflect and influence the values and behaviours of people and diverse communities.*

Indigenous (Aboriginal) Languages and Cultures

Most items marked with an * apply if students complete the Indigenous Role Models learning activity within the lesson as different role models will share different insights.

Grades 7 and 8

General Learning Outcome 4 - Cultural and Linguistic Diversity - students will explore and value cultural and linguistic diversity and gain intercultural knowledge, skills, and attitudes to be respectful and contributing members of society.
4.1.2 G-8 - Students will discuss ways in which Indigenous peoples apply traditional values in their lives (e.g., offering gifts).*
4.1.3 A-8 - Students will describe the accomplishments of, and the recognition received by, Indigenous artists (e.g., musicians, singers, actors, dancers, writers).*
4.1.3 C-8 - Students will discuss contributions of Aboriginal role models in a variety of areas (e.g., sports, politics, health, education).*
4.2.3 G-8 - Students will discuss significant sustainability issues/ problems in Canada.*

4.3.2 F-8 - Students will describe influences (e.g., culture, time, place, cross-cultural interactions, media, governance) that create differences in world views.*

Grades 9 and 10 (Senior 1 and 2)

General Learning Outcome 4 - Cultural and Linguistic Diversity - students will explore and value cultural and linguistic diversity and gain intercultural knowledge, skills, and attitudes to be respectful and contributing members of society.*
4.1.1 F-10 - Students will compare and contrast economic and educational opportunities for Indigenous peoples in urban and rural communities in Manitoba.*
4.1.1 G-10 - Students will identify reasons for the movement of Indigenous peoples between rural and urban areas.*
4.1.2 E-10 - Students will give reasons why it is important for contemporary Indigenous peoples to maintain or re-establish traditional values in their lives.*
4.1.2 F-10 - Students will discuss ways of preserving and transmitting Indigenous cultural identity.*
4.1.3 B-10 - Students will research and present information on the life and work of Indigenous artists (e.g., authors, musicians, playwrights, actors, dancers).*
4.2.3 C-10 - Students will investigate and debate issues related to environmental stewardship and sustainability in North America.*.

Grades 11 and 12 (Senior 3 and 4)

General Learning Outcome 4 - Cultural and Linguistic Diversity - students will explore and value cultural and linguistic diversity and gain intercultural knowledge, skills, and attitudes to be respectful and contributing members of society.
4.1.2 C-12 - Students will research and discuss the extent to which traditional teachings and ceremonies are practised in contemporary Indigenous life.*
4.1.2 E-12 - Students will explore and discuss the role of traditional and contemporary spiritual beliefs and practices of Indigenous cultures.*
4.1.3 B-12 - Students will identify and discuss the roles and achievements of prominent Indigenous people in Canada (e.g., politicians, doctors, lawyers, educators).*
4.1.3 D-12 - Students will research and discuss how people and events have influenced the life of an Indigenous role model.*
4.2.3 E-12 - Students will research and give examples of practices that contribute to the sustainability of the Earth.*
4.2.3 F-12 - Students will analyze local, national, and global issues from a sustainability perspective, focusing on human health and quality of life.*
4.4.1 D-12 - Students will interpret and use a variety of verbal and nonverbal communication techniques in a variety of contexts.*
4.4.1 E-12 - Students will interpret and use a variety of social conventions in a variety of situations.*

Information and Communication Technology

Grades 7-12 Literacy with ICT Across the Curriculum

General Learning Outcomes:

Question and Plan:
Q-1.1 - Recalls and/or records prior knowledge. Constructs questions with assistance.
Q-1.2 - Constructs simple questions. Makes predictions, hunches, educated guesses, and hypotheses.
Q-1.3 - Identifies information needs and constructs complex questions.
Q-1.4 - Evaluates questions, and adjusts them, as needed, throughout the inquiry process.
Produce to Show Understanding:
P-1.1 - Uses given criteria to produce work.
P-1.2 - Participates in establishing criteria for own work.
P-2.1 - Uses a given format to demonstrate learning.
P-3.1 - Edits work based on feedback from teacher and/or peers, according to established criteria, conventions, and/or standards.

Enduring Understandings:

Digital Citizenship: Students understand that living, learning, and working in an interconnected digital world includes using AI tools responsibly. They develop and protect a positive digital identity, make safe and ethical choices when interacting with AI systems, and respect the rights of others when creating or adapting AI-generated content. They manage personal information carefully, recognize that their inputs and creations may have lasting impacts, and understand that AI and other technologies collect and use data in ways that can influence online experiences.

Music

Grades 7 and 8

General Learning Outcome 1: Making: The learner develops language and practices for making music.

M-M4:The learner develops listening competencies for making music.
K-8 M-M4.1 - The learner is able to listen with discrimination and purpose to: understand various cultural/historical/social contexts, music styles, genres, traditions, and so on, support enjoyment and understanding of music, make and interpret music expressively and creatively, and inform music analysis, interpretation, appreciation, and evaluation.
General Learning Outcome 2: Creating: The learner generates, develops, and communicates ideas for creating music
M-CR1: The learner generates ideas for creating music using a variety of sources.
5-8 M-CR1.1 - The learner is able to draw inspiration from personal experiences and relevant sources (e.g., feelings, memories, imagination, observations, associations, cultural traditions, responses to current events, social, political, historical, and environmental issues).
General Learning Outcome 3: Connecting: The learner develops understanding about the significance of music by making connections to various contexts of times, places, social groups, and cultures.
M-C1 - The learner experiences and develops an awareness of people and practices from various times, places, social groups, and cultures.
5-8 M-C1.1 - The learner is able to identify, describe, and compare music experienced from different times, places, social groups, and cultures (include music from past and present and from global, Canadian, and Manitoban cultures, including First Nations, Inuit, and Métis).
M-C3 - The learner demonstrates an understanding of the roles, purposes, and meanings of music in the lives of individuals and in communities.
5-8 M-C3.4 - The learner is able to demonstrate an appreciation of music as a means of experiencing the world and understanding the perspectives of others.
5-8 M-C3.5 - The learner is able to demonstrate an understanding of ways in which music reflects, influences, and shapes issues and events, as well as traditions, values, beliefs, and identities of individuals and groups.

Grades 9-12 (Senior 1-4)

General Learning Outcome 2: Creating: The learner generates, developers, and communicates ideas for creating music.
M-CR1 - The learner generates ideas from a variety of sources for creating music.
The learner generates ideas from a variety of sources for creating music by drawing inspiration from personal experiences and relevant sources (e.g., feelings, memories, imagination, observations, associations, cultural traditions, responses to current events, social, political, historical, and environmental issues, curriculum studies, experiences with music).
General Learning Outcome 3: Connecting: The learner develops understanding about the significance of music by making connections to various times, places, social groups, and cultures.
M-C1 - The learner develops understanding about people and practices in music.
The learner develops understandings about people and practices in music by exploring a range of music works, forms, genres, styles, traditions, innovations, and performance practices from various times, places, social groups, and cultures (including First Nations, Métis, and Inuit).
The learner develops understandings about people and practices in music by investigating contributors to music from a range of contexts (e.g., musician, composer, arranger, advocate, educator, historian, critic).
The learner develops understandings about people and practices in music by Q engaging with local, Manitoban, and Canadian contributors and contributions to music (e.g., music artists, groups, events, community and cultural resources, innovations) to expand learning opportunities.
M-C2 - The learner develops understanding about the influence and impact of music.
The learner develops understandings about the influences and impact of music by examining the impact of context (e.g., personal, social, cultural, political, economic, geographical, environmental, historical, technological) on music and music artists.
The learner develops understandings about the influences and impact of music by exploring how music and music artists influence and are influenced by other arts disciplines and subject areas.
M-C3 - The learner develops understandings about the roles, purposes, and meanings of music.
The learner develops understandings about the roles, purposes, and meanings of music by analyzing the multiple roles and purposes of music for individuals and society (e.g., celebration, persuasion, education, commemoration, entertainment, commentary, recreation, communal events, therapy, religious/artistic/cultural expression).
General Learning Outcome 4: Responding: The learner uses critical reflection to inform music learning and to develop agency and identity.
M-R4 - The learner applies new understandings about music to construct identity and to act in transformative ways.
The learner applies new understandings about music to construct identity and to act in transformative ways by justifying own interpretations, decisions, preferences, evaluations, and possible changes in previous thinking.
The learner applies new understandings about music to construct identity and to act in transformative ways by making informed judgments and choices for independent decision making, evaluation, and action.
The learner applies new understandings about music to construct identity and to act in transformative ways by applying beliefs and understandings about music in purposeful, autonomous ways to inform a sense of being and agency in the world.
The learner applies new understandings about music to construct identity and to act in transformative ways by identifying ways that music contributes to personal, social, cultural, and artistic identity.

Science

Grade 7

Cluster 1 - Interactions within Ecosystems
7-1-05 - Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems.
7-1-06 - Identify environmental, social, and economic factors that should be considered in the management and preservation of ecosystems.

Grade 10 (Senior 2)

Cluster 1: Dynamics of Ecosystems
S2-1-02 - Discuss factors that may disturb biogeochemical cycles.
S2-1-10 - Investigate how human activities affect an ecosystem and use the decision-making process to propose a course of action to enhance its sustainability.
Cluster 4: Weather Dynamics
S2-4-07 - Investigate and evaluate evidence that climate change occurs naturally and can be influenced by human activities.
S2-4-08 - Discuss potential consequences of climate change.

Grade 11 (Senior 3) Current Topics in the Sciences

General Learning Outcome A - Nature of Science and Technology - Differentiate between science and technology, recognizing their strengths and limitations in furthering our understanding of the world, and appreciate the relationship between culture and technology.
A2 - Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena.
A3 - Identify and appreciate the manner in which history and culture shape a society’s philosophy of science and its creation or use of technology.
A4 - Recognize that science and technology interact and evolve, often advancing one another.
General Learning Outcome B - Science, Technology, Society, and the Environment - Explore problems and issues that demonstrate interdependence among science, technology, society, and the environment.
B1 - Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.
B2 - Recognize that scientific and technological endeavours have been, and continue to be, influenced by human needs and by societal and historical contexts.
B4 - Demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers.
B5 - Identify and demonstrate actions that promote a sustainable environment, society, and economy, both locally and globally.
General Learning Outcome C - Scientific and Technological Skills and Attitudes - Demonstrate appropriate inquiry, problem-solving, and decision-making skills and attitudes for exploring scientific and/or technological issues and problems.
C5 - Work cooperatively with others and value their ideas and contributions.

Grade 12 (Senior 4) Interdisciplinary Topics in Science

General Learning Outcome A - Nature of Science and Technology - Differentiate between science and technology, recognizing their respective strengths and limitations in furthering our understanding of the material world, and appreciate the relationship between culture and the development of technologies.
A1 - Identify and appreciate the manner in which history, circumstance, and culture shape the science of a society and its creation or use of technologies.
A3 - Examine and analyse an instance, either historical or present-day, where ‘revolutionary’ scientific change altered the fundamentals of a discipline, a research programme, or the behaviour within a scientific community.
General Learning Outcome B - Science, Technology, Society and the Environment - Explore problems and issues that demonstrate interdependence among science, technology, society and the environment within the context of sustainability.
B1 - Identify and explore a current STSE issue.
B2 - Recognize that decisions reflect values and consider their own values and those of others when making a decision.
B3 - Evaluate implications of possible alternatives or positions related to an STSE issue.
General Learning Outcome C - Scientific and Technological Skills and Attitudes - Demonstrate appropriate inquiry, problem-solving, and decision-making skills and attitudes, for exploring scientific and/or technological issues and problems.
C19 - Ellicit, clarify and respond to questions, ideas, and diverse points of view in discussions.
C22- Value skepticism, honesty, accuracy, precision, perseverance, and openmindedness as scientific and technological habits of mind.
C23 - Demonstrate a continuing, more informed interest in science and science related careers and issues.
C24 - Be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment.
General Learning Outcome D - Essential Science Concepts - Explore, understand and use scientific knowledge in a variety of contexts.
D2 - Integrate knowledge from various disciplines beyond the natural sciences, as necessary, in order to complement and represent the scientific worldview.

Social Studies

Grade 7

Cluster 0: Social Studies Skills
Communication:
7-S-404 Elicit and clarify questions and ideas in discussions.
Cluster 2: Global Quality of Life
7-VC-001 Respect the inherent dignity of all people.
7-VC-004 Be willing to take action to support quality of life for people around the world.
7-VI-005 Respect others’ rights to express their points of view.
7-VE-016 Appreciate that quality of life is not solely determined by access to wealth, resources, and technologies.
Cluster 3: Ways of Life in Asia, Africa, or Australasia
7-VI-006 Be willing to broaden personal perspectives and experiences beyond the familiar.
Cluster 4: Human Impact in Europe
7-VE-017 Be willing to consider the consequences of their consumer choices.

Grade 8

Cluster 0: Social Studies Skills
Communication:
8-S-404 Elicit and clarify questions and ideas in discussions.
Cluster 1: Understanding Societies Past and Present
8-VL-008 Appreciate the importance of sustaining the natural environment for future societies.

Grade 9: Social Studies: Canada in the Contemporary World

Cluster 0: Social Studies Skills
Active Democratic Citizenship:
9-S-107 Make decisions that reflect social responsibility.
Critical and Creative Thinking Skills:
9-S-301 Analyze the context of events, accounts, ideas, and interpretations.
9-S-302 Draw conclusions and make decisions based on research and various types of evidence.
9-S-303 Reconsider personal assumptions based on new information and ideas.
9-S-306 Analyze prejudice, racism, stereotyping, and other forms of bias in the media and in other information sources.
Communication
9-S-404 Elicit, clarify, and respond to questions, ideas, and diverse points of view in discussions.
Identity, Culture, and Community:

Items marked with an * apply if students complete the Indigenous Role Models learning activity within the lesson

KI-017 Give examples of ways in which First Nations, Inuit, and Métis peoples are rediscovering their cultures.*

Grade 10: Social Studies: Geographic Issues of the 21st Century

Cluster 0: Social Studies Skills
Active Democratic Citizenship:
10-S-107 Make decisions that reflect social responsibility.
Critical and Creative Thinking Skills:
10-S-301 Analyze the context of events, accounts, ideas, and interpretations.
10-S-302 Draw conclusions and make decisions based on research and various types of evidence.
10-S-303 Reconsider personal assumptions based on new information and ideas.
10-S-306 Analyze prejudice, racism, stereotyping, and other forms of bias in the media and in other information sources.
Communication:
10-S-400 Listen to others to understand their perspectives
Cluster 3: Food From the Land:
VL-005 Respect the Earth as a complex environment in which humans have important responsibilities.
Cluster 4: Industry and Trade:
KE-049 Identify current issues related to industry and trade.
KG-039 Define the concept of globalization and identify related social issues.
VG-008 Be willing to consider the social and environmental impacts of their consumer choices.

Grade 12 Global Issues: Citizenship and Sustainability

Media

Essential Questions:
How does the media influence, affect, and control us?
How has this influence changed through time?
Does the media create or reflect our world?
What is the impact of new and alternative media?
How does media literacy help us to become critical thinkers and responsible citizens?
Enduring Understandings:
Bias: All sources of information reflect a particular perspective; some may contain bias that influences interpretation. Critical thinking is required to evaluate the credibility and reliability of information. Understanding bias helps citizens make informed decisions and challenge misinformation.
Media Literacy: Media messages are constructed and can shape perceptions of individuals, communities, and global events. Digital media requires critical analysis to identify purpose, target audience, and underlying assumptions. In a globalized, digital society, media literacy is essential for effective and responsible citizenship.
Social Media: Social media amplifies both accurate and inaccurate information on a global scale. The ease of creating and sharing content increases the need for critical media literacy. Social media platforms use algorithms, which sometimes incorporate AI, to filter, promote, or suppress content, influencing public discourse and shaping narratives. Digital citizenship requires understanding the ethical implications of creating, sharing, and consuming social media content.

Grade 12: Current Topics in First Nations, Metis and Inuit Studies

Items marked with an * apply if students complete the Indigenous Role Models learning activity within the lesson

Essential Questions:
Who are the First Nations, Métis, and Inuit peoples of Canada?*
What are the issues facing First Nations, Métis, and Inuit peoples in Canada today, and why should they matter to Canadians?*
Why is the preservation of Indigenous cultures vital for both Indigenous and other citizens of contemporary Canada?*
How do First Nations, Métis, and Inuit cultures combine tradition and adaptation to meet the challenges of today and to ensure a better tomorrow?*
Enduring Understandings:
Understanding of and respect for First Nations, Métis, and Inuit peoples begin with knowledge of their pasts.*
First Nations, Métis, and Inuit peoples want to be recognized for their contributions to Canadian society and to share in its successes.*

Visual Arts

Grades 7 and 8

General Learning Outcome 4: Responding: The learner uses critical reflection to inform visual arts learning and to develop agency and identity.
VA-R1 - The learner generates initial reactions to art experiences.
K-8 VA-R1.2 - The learner is able to make personal connections to previous experiences with visual art and other art forms.
VA-R2 - The learner observes and describes art experiences.
K-8 VA-R2.1 - The learner is able to discern details about art elements, principles, techniques, and media.
K-8 VA-R2.4 - The learner is able to demonstrate the understanding that detailed observation and reflection inform artistic thinking, appreciation, and production (e.g., use detailed observations of others’ art to develop and design own creative work).
VA-R3 - The learner analyzes and interprets art experiences.
K-8 VA-R3.1 - The learner is able to analyze how art elements are related, organized, and used to communicate meaning.
K-8 VA-R3.2 - The learner is able to share and justify interpretations of own and others’ artworks.
K-8 VA-R3.3 - The learner is able to examine others’ interpretations to understand diverse perspectives and inform new thinking about art.
VA-R4 - The learner constructs meaning and applies new understandings from art experiences.
5-8 VA-R4.2 - The learner is able to recognize and respect that individuals and groups may have different preferences, ideas, interpretations, opinions, and evaluations about art.
5-8 VA-R4.4 - The learner is able to identify ways that art contributes to personal, social, cultural, and artistic identity.

Grades 9-12 (Senior 1-4)

General Learning Outcome 4: Responding - The learner uses critical reflection to inform learning and to develop agency and identity.
VA-R1 - The learner generates initial reactions to art experiences.
The learner generates initial reactions to art experiences by suspending judgment and taking time to deeply perceive artworks and art experiences before forming opinions, interpretations, and evaluations.
The learner generates initial reactions to art experiences by making personal connections to previous experiences with visual arts and other art forms.
The learner generates initial reactions to art experiences by expressing first impressions (e.g., thoughts, feelings, intuitions, associations, questions, experiences, memories, stories, connections to other disciplines) evoked by artworks and art experiences as a starting point for critical analysis and reflection.
VA-R3 - The learner analyzes and interprets arts experiences.
The learner analyzes and interprets arts experiences by connecting analysis evidence to initial reactions and personal associations to form interpretations about meaning and intent.
The learner analyzes and interprets arts experiences by examining a range of interpretations to understand that unique perspectives and lenses (e.g., social, cultural, historical, political, disciplinary) affect interpretation and appreciation.
The learner analyzes and interprets arts experiences by refining ideas and igniting new thinking through listening to others, critical dialogue, questioning, and research.
VA-R4 - The learner applies new understandings about visual arts to construct identity and to act in transformative ways.
The learner applies new understandings about visual arts to construct identity and to act in transformative ways by justifying own interpretations, decisions, preferences, evaluations, and possible changes in previous thinking.
The learner applies new understandings about visual arts to construct identity and to act in transformative ways by recognizing and respecting that individuals and groups may have different opinions, interpretations, preferences, and evaluations regarding art experiences.
The learner applies new understandings about visual arts to construct identity and to act in transformative ways by identifying ways that the arts contribute to personal, social, cultural, and artistic identity.

Ontario

Art

Grade 7 Visual Arts

General Learning Outcome D3 - Exploring Forms and Cultural Contexts - Students will demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

D3.2 - Students will demonstrate an understanding of the function of visual and media arts in various contexts today and in the past, and of their influence on the development of personal and cultural identity.

Grade 8 Visual Arts

D3.2 - Students will identify and analyse some of the social, political, and economic factors that affect the creation of visual and media arts and the visual and media arts community.

Grade 9 and 10 Integrated Arts

General Learning Outcome A1 - The Creative Process - Students will apply the creative process to create integrated art works/productions, individually and/or collaboratively.

A1.1 - Students will use a variety of strategies (e.g., brainstorming with a partner, word webs, mind maps) to generate ideas to address an integrated arts challenge, individually and/or collaboratively.
A1.3 - Students will use the appropriate stages of the creative process to produce and present preliminary integrated art works, individually and/or collaboratively, in response to creative challenges.

General Learning Outcome B2 - The Function of the Arts in Society - Students will demonstrate an understanding of various functions of the arts in past and present societies.

B2.2 - Students will communicate an understanding of the ability of the arts to inform and instruct and to contribute to social change.

General Learning Outcome B3 - Values and Identity - Students will demonstrate an understanding of how creating, presenting, and analysing artworks has affected their understanding of personal, community, and cultural values and of Canadian identity.

B3.1 - Students will describe how creating, presenting, and analysing a variety of art works has affected their personal values and their awareness of the values of their community and culture and those of other cultures.

Grade 11 and 12 Exploring and Creating in the Arts

General Learning Outcome A3 - Tools, Techniques, and Technologies - Students will use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity.

A3.2 - Students will use technologies, tools, and techniques associated with more than one arts discipline to create integrated art works/productions that demonstrate creativity and/or innovation.

General Learning Outcome B2 - The Function of the Arts in Society - Students will explain and assess the functions and impact of the arts in past and present societies.

B2.1 - Students will explain various functions of the arts in society, with reference to both past and present societies.
B2.2 - Students assess, on the basis of research, the ability of the arts to inform and instruct and to contribute to social change

Computer Science

Grade 10 Digital Technology and Innovations in the Changing World Strand A: Computational Thinking and Making Connections

General Learning Outcome A2 - Digital Technology and Society - Students will demonstrate an understanding of important social, cultural, economic, environmental, and ethical issues, as well as contributions and innovations involving diverse local and global communities, related to digital technology.

A2.1 - Students will investigate current social, cultural, economic, environmental, and ethical issues related to digital technology that have personal, local, and global impacts, taking various perspectives into account.
A2.2 - Students will analyze personal and societal safety and cybersecurity issues related to digital technology, and identify measures and technologies that can help mitigate related concerns for individuals and communities.
A2.4 - Students will investigate how to identify and address bias involving digital technology.

Strand B: Hardware, Software, and Innovations

General Learning Outcome B1 - Understanding Hardware and Software - Students will demonstrate an understanding of the functions and features of the hardware and software they encounter in their everyday life.

B1.2 - Students will describe the functions and features of various connected devices associated with digital technologies they encounter in their everyday life.

General Learning Outcome B3 - Cybersecurity and Data - Students will demonstrate an understanding of safe and effective practices related to data and cybersecurity in various contexts.

B3.2 - Students will apply safe and effective security practices, including practices to protect their privacy, when using digital technology in various contexts.

General Learning Outcome B4 - Innovations in Digital Technology - Students will investigate current and emerging innovations in digital technology, including automation and artificial intelligence, and assess their benefits and limitations.

B4.1- Students will investigate current innovations, including automation and artificial intelligence systems, and assess the impacts of these technologies on everyday life.

Grade 11 Introduction to Computer Science (University Preparation) - General Outcome D1 - Students will describe policies on computer use that promote environmental stewardship and sustainability.

D1.1 - Students will describe the negative effects of computer use on the environment and on human health.

General Outcome D2 - Students will describe policies on computer use that promote environmental stewardship and sustainability.

D2.1 - Students will demonstrate an understanding of emerging areas of research in computer science.

Grade 11 Introduction to Computer Programming (College Preparation) General Learning Outcome D1 - Students will describe computer use policies that promote environmental stewardship and sustainability.

D1.1 - Students will describe negative effects of computer use on the environment.

General Learning Outcome D2 - Students will describe and apply procedures for safe computing to safeguard computer users and their data.

D2.1 - Students will explain the need for an acceptable-use policy for using computers at school and at work.

General Learning Outcome D3 - Students will explain key aspects of the impact that emerging technologies have on society.

D3.1 - Students will explain how emerging technologies can affect personal rights and privacy.
D3.2 - Students will describe some emerging technologies and their implications for, and potential uses by, various members of society.
D3.3 - Students will describe some of the solutions to complex problems affecting society that have been or are being developed through the use of advanced computer programming and emerging technologies.

Grade 12 Computer Science (University Preparation)

General Learning Outcome D1 - Students will assess strategies and initiatives that promote environmental stewardship with respect to the use of computers and related technologies.

D1.1 - Students will outline strategies to reduce the impact of computers and related technologies on the environment.

General Learning Outcome D2 - Students will analyse ethical issues and propose strategies to encourage ethical practices related to the use of computers.

D2.1 - Students will investigate and analyse an ethical issue related to the use of computers.
D2.3 - Students will outline and apply strategies to encourage ethical computing practices at home, at school, and at work.

General Learning Outcome D4 - Students will research and report on different areas of research in computer science, and careers related to computer science.

D4.2 - Students will investigate a topic in theoretical computer science.

Grade 12 Computer Programming (College Preparation)

General Learning Outcome D1 - Students will analyse and apply strategies that promote environmental stewardship with respect to the use of computers and related technologies.

D1.1 - Students will outline and apply strategies to reduce the impact of computers and related technologies on the environment.

General Learning Outcome D2 - Students will analyse ethical issues and propose strategies to encourage ethical practices related to the use of computers.

D2.1 - Students will investigate and describe an ethical issue related to the use of computers.
D2.3 - Students will outline and apply strategies to encourage ethical computing practices at home, at school, and at work.

General Learning Outcome D3 - Students will investigate and report on emerging computer technologies and their potential impact on society and the economy.

D3.2 - Students will investigate and report on innovations in information technology.

Computer Technology

Grade 11 Computer Technology

General Learning Outcome C1 - Students will describe environmental issues related to the widespread use of computer technology.

C1.1 - Students will describe the effects of computer technology on the environment.
General Learning Outcome C2 - Students will describe societal issues related to the widespread use of computer technology.
C2.1 - Students will describe the benefits of computer technology for society.
C2.2 - Students will describe the drawbacks of computer technology for society.

General Learning Outcome D1 - Students will identify and follow computer-related safety practices.

D1.2 - Students will describe issues related to Internet safety.
General Learning Outcome D2 - Students will describe ethical and security issues related to the use of computers.
D2.2 - Students will explain how copyright legislation applies to computer software and media content.
D2.3 - Students will explain the importance of passwords, security software updates, and protection of personal information and client data.

Grade 11 Computer Engineering Technology (University/College Preparation) - General Learning Outcome C1 - Students will describe environmental issues related to the widespread use of computers and associated technologies. - C1.1 - Students will describe the effects of computer technology on the environment.

General Learning Outcome C2 - Students will describe societal issues related to the widespread use of computers and associated technologies.

C2.1 - Students will describe the benefits of computer and electronic technology for society.
C2.2 - Students will describe the drawbacks of computer and electronic technology for society.

General Learning Outcome D2 - Students will describe ethical and security issues related to the use of computers.

D2.2 - Students will explain the importance of and comply with software licensing legislation (e.g., copyright and patent acts).
D2.3 - Students will explain the importance of security for confidential data and other sensitive electronic information.

Grade 12 Computer Technology (Workplace Preparation)

General Learning Outcome C1 - Students will describe environmental issues related to the widespread use of computer technology, and apply strategies to reduce environmental harm from computer use.

C1.1 - Students will assess the effects of computer technology on the environment.

General Learning Outcome C2 - Students will describe societal issues related to the widespread use of computer technology.

C2.1 - Students will analyse the benefits of computer technology for society.
C2.2 - Students will analyse the drawbacks of computer technology for society.

Grade 12 Computer Engineering Technology (University/College Preparation) - General Learning Outcome C1 - Students will analyse environmental issues related to the widespread use of computers and associated technologies.

C1.1 - Students will assess the effects of computer and electronics technology on the environment.
General Learning Outcome C2 - Students will analyse societal issues related to the widespread use of computers and associated technologies. C2.1 - Students will assess the benefits of computer and electronic technology for society.
C2.2 - Students will assess the drawbacks of computer and electronic technology for society.

General Learning Outcome D2 - Students will describe ethical and security issues related to the use of computers and related technology.

D2.3 - Students will describe methods to safeguard confidential data and other sensitive electronic information

English Language Arts

Grade 7

Items marked with an * are covered If students are participating in the Indigenous Role Model learning activity.

General Learning Outcome A2 - Digital Media Literacy - Students will demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media.

A2.2 - Students will demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission.
A2.3 - Students will conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations.

General Learning Outcome A3 - Applications, Connections, and Contributions - Students will apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations.

A3.2 - Students will demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts.*

Grade 8

A2.2 - Students will demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission.
A2.3 - Students will conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations.

A3.2 - Students will demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts.*

Grade 9

Items marked with an * are covered If students are participating in the Indigenous Role Model learning activity.

A2.2 - Students will demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission.
A2.3 - Students will conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations.

A3.2 - Students will demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts. *

General Learning Outcome B1 - Oral and Non-Verbal Communication - Students will apply listening, speaking, and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences.

B1.1 - Students will evaluate and use various effective listening skills to enhance comprehension, including paraphrasing, asking open-ended questions, making relevant responses in group discussions, and reflecting on what has been said, and use these skills in formal and informal contexts and for various purposes.

Grade 10 English (Academic, Applied)

General Learning Outcome 1 - Listening to Understand - Students will listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

1.1 - Students will identify the purpose of a variety of listening tasks and set goals for specific tasks.

General Learning Outcome 2 - Speaking to Communicate - Students will use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

Grade 11 English (University Preparation, College Preparation, Workplace Preparation)

General Learning Outcome 1 - Listening to Understand - Students will listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

1.1 - Students will identify the purpose of a range of listening tasks and set goals for specific tasks.

General Learning Outcome 2 - Speaking to Communicate - Students will use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

Grade 12 English (University Preparation, College Preparation, Workplace Preparation)

General Learning Outcome 1 - Listening to Understand - Students will listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

1.1 - Students will identify the purpose of a wide range of listening tasks and set goals for specific tasks.

General Learning Outcome 2 - Speaking to Communicate - Students will use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

First Nations, Metis, and Inuit Studies

Grade 11 Contemporary First Nations, Metis, and Inuit Issues and Perspectives (University/College Preparation)

Items marked with an * are covered If students are participating in the Indigenous Role Model learning activity.

General Learning Outcome B2 - Cultural Revitalization and Cultural Continuity - Students will demonstrate an understanding of key issues, developments, and challenges relating to First Nations, Métis, and Inuit cultural revitalization and cultural continuity. *

General Learning Outcome B3 - Cultural Understanding and Cultural Leadership - Students will explain how Indigenous individuals, communities, and nations in Canada self-identify and are identified by others, analysing the influences and/or consequences of racism, stereotyping, contemporary culture, and cultural leadership. *
General Learning Outcome C2 - Community Aspirations, Development, and Leadership - Students will demonstrate an understanding of key issues associated with contemporary First Nations, Métis, and Inuit community aspirations, development, and leadership. *

Grade 11 World Views and Aspirations of First Nations, Métis, and Inuit Communities in Canada (College Preparation and Work Preparation)

General Learning Outcome D3 - Aspirations and Social Action - Students will demonstrate an understanding of how key First Nations, Métis, and Inuit aspirations for communities, for Canada, and for global society reflect traditional and contemporary beliefs and values, and analyse the role of social action in supporting those goals. *

Media Arts

Grade 10

General Learning Outcome A1 - The Creative Process - Students will apply the creative process to create media art works, individually and/or collaboratively.

A1.1 - Students will use a variety of strategies to generate ideas, individually and/or collaboratively, for solutions to creative challenges.

General Learning Outcome A3 - Using Technologies, Tools, and Techniques - Students will apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.

A3.1 - Students will explore a variety of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works.
A3.3 - Students will communicate personal messages by creating and presenting media art works using a variety of approaches and techniques.

Grade 11 (University/College Preparation)

General Learning Outcome A1 - The Creative Process - Students will apply the creative process to create media art works, individually and/or collaboratively.

A1.1 - Students will use a variety of strategies to investigate creative challenges and generate innovative ideas, individually and/or collaboratively, for addressing them.

A3.1 - Students will explore a wide range of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works.

Grade 11 (Open)

General Learning Outcome A1 - The Creative Process - Students will apply the creative process to create media art works, individually and/or collaboratively.

A1.1 - Students will use a variety of strategies to generate and explore ideas, individually and collaboratively, for solutions to creative challenges.

A3.1 - Students will explore a variety of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works.
A3.3 - Students will communicate a personal message or an opinion on an issue of personal concern by creating and presenting media art works using a variety of techniques, tools, and/or technologies.

Grade 12 (University/College Preparation)

General Learning Outcome C2 - Contexts and Influences - Students will demonstrate an understanding of the sociocultural and historical contexts of media arts.

C2.2 - Students will investigate and explain in detail the history and development of a range of media arts technologies.

General Learning Outcome C3 - Responsible Practices - Students will demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

C3.2 - Students will demonstrate an understanding of ethical and legal issues in media arts, including issues related to intellectual property, social conflict, and discrimination.
C3.3 - Students will identify and apply responsible environmental practices associated with the media arts workplace.

Grade 12 (Workplace Preparation)

A3.1 - Students will explore and refine their use of a variety of traditional and emerging technologies, tools, and techniques, and apply them to produce effective media art works.

General Learning Outcome C2 - Contextual Study: demonstrate an understanding of the history and function of media arts in the workplace.

C2.2 - Students will analyse, on the basis of research, the history of media art works developed for the workplace.

General Learning Outcome C3 - Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

C3.2 - Students will explain and apply ethical and legal practices related to the media arts workplace.
C3.3 - Students will identify and apply responsible environmental practices associated with the media arts workplace.

Music

Grade 7

General Learning Outcome C3 - Exploring Forms and Cultural Contexts - Students will demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts.

C3.1 - Students will analyse the influences of music and the media on the development of personal and cultural identity.
C3.2 - Students will analyse some historical, cultural, and technological influences on style, genre, and innovation in music

Grade 8

C3.1 - Students will analyse some of the social, political, and economic factors that affect the creation of music.

Grade 9

General Learning Outcome A3 - Techniques and Technologies - Students will use a variety of techniques and technological tools when performing music and composing and/or arranging music.

A3.3 - Students will use current technology when practising, performing, composing, and/or arranging music.

General Learning Outcome B2 - Music and Society - Students will demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities or cultures.

B2.3 - Students will identify and describe ways in which art music reflects the society in which it was created and how it has affected that culture or community.

General Learning Outcome C3 - Conventions and Responsible Practices - Students will demonstrate an understanding of responsible practices and performance conventions relating to music.

C3.3 - Students will identify ethical and legal responsibilities associated with music.

Grade 10

General Learning Outcome A3 - Techniques and Technologies - Students will use a variety of techniques and technological tools when performing music and composing and/or arranging music.

A3.3 - Students will use current technology when practising, performing, composing, and/or arranging music.

General Learning Outcome C3 - Conventions and Responsible Practices - Students will demonstrate an understanding of responsible practices and performance conventions relating to music.

C3.3 - Students will demonstrate an understanding of ethical and legal practices relating to music, with reference to both consumers and producers of music.

Grade 11 (University/College Preparation)

General Learning Outcome A3 - Techniques and Technologies - Students will use a range of techniques and technological tools in a variety of applications relating to music.

A3.3 - Students will use a variety of current technologies in various applications related to music, including composing, arranging, performing, and/or recording music.

General Learning Outcome C3 - Conventions and Responsible Practices - Students will demonstrate an understanding of conventions and responsible practices relating to music.

C3.3 - Students will demonstrate an understanding of ethical and legal practices with reference to both consumers and producers of music, with particular emphasis on copyright issues.

Grade 12 (University/College Preparation)

General Learning Outcome A3 - Techniques and Technologies - Students will use a range of techniques and technological tools in a variety of applications related to music.

A3.3 - Students will use a variety of current technologies with increasing skill when practising, performing, composing, arranging, or recording music.

General Learning Outcome B3 - Skills and Personal Growth - Students will demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development.

B3.1 - Students will analyse and assess the impact of the study of music on their self-awareness, their expressive capabilities, their awareness of social issues, and their understanding of others.

Grade 12 (Workplace Preparation)

General Learning Outcome A3 - Techniques and Technologies - Students will use a range of techniques and technological tools in a variety of applications related to music.

A3.2 - Students will use current technology in a variety of applications related to music.

General Learning Outcome B2 - Music and Society - Students will demonstrate an understanding of the function of and social/cultural influences on music.

B2.2 - Students will analyse factors, including social and cultural factors, that influence the creation and consumption of music.

General Learning Outcome C3 - Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices relating to music.

C3.3 - Students will demonstrate an understanding of legal and ethical issues related to music, with respect to consumers and producers.

Science

Grade 7

Strand A: STEM Skills and Connections

A2 - Coding and Emerging Technologies - Students will use coding in investigations and to model concepts, and assess the impact of coding and of emerging technologies on everyday life and in STEM-related fields.

A2.2 - Students will identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades.

A3 - Applications, Connections, and Contributions - Students will demonstrate an understanding of the practical applications of science and technology, and of contributions to science and technology from people with diverse lived experiences.

A3.1 - Students will describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems.

Strand B: Life Systems - Interactions in the Environment

B1 - Relating Science and Technology to Our Changing World - students will assess the impact of human activities and technologies

on the environment, and analyse ways to mitigate negative impacts and contribute to environmental sustainability.

B1.1 - Students will assess the impact of various technologies on the environment.
B1.2 - Students will assess the effectiveness of various ways of mitigating the negative and enhancing the positive impact of human activities on the environment.

Grade 8

Strand A: STEM Skills and Connections

A2.2 - Students will identify and describe impacts of coding and of emerging technologies, such as artificial intelligence

systems, on everyday life, including skilled trades.

A3.1 - Students will describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems.

Grade 9

Strand A: STEM Skills, Careers, and Connections

A2 - Applications, Careers, and Connections - Students will analyse how scientific concepts and processes can be applied in practical ways to address real-world issues and in various careers, and describe contributions to science from people with diverse lived experiences.

A2.2 - Students will describe how scientific innovations and emerging technologies, including artificial intelligence systems, impact society and careers.
A2.3 - Students will analyse how the development and application of science is economically, culturally, and socially contextualized, by investigating real-world issues.
A2.4 - Students will apply scientific literacy skills when investigating social and environmental issues that have personal, local, and/or global impacts.

Strand B: Biology

B1 - Relating Science to Our Changing World - Students will assess impacts of climate change on ecosystem sustainability and on various communities, and describe ways to mitigate these impacts.

B1.1 - Students will assess impacts of climate change on the sustainability of local and global ecosystems, describe local or global initiatives for combating climate change, and identify solutions to address some of the impacts.

Grade 11 Environmental Science (University/College Preparation) - General Learning Outcome B1 - Students will analyse social and economic issues related to an environmental challenge, and how societal needs influence scientific endeavours related to the environment.

B1.1 - Students will analyse, on the basis of research, social and economic issues related to a particular environmental challenge. - B1.2 - Students will analyse ways in which societal needs or demands have influenced scientific endeavours related to the environment.

General Learning Outcome B3 - Students will demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge about them.

B3.1 - Students will identify some major contemporary environmental challenges (artificial intelligence), and explain their causes and effects.
B3.5 - Students will describe a variety of human activities that have led to environmental problems and/or contributed to their solution.

Grade 11 Environmental Science (Workplace Preparation)

General Learning Outcome B1 - Students will analyse selected current environmental problems in terms of the role human activities have played in creating or perpetuating them, and propose possible solutions to one such problem.

B1.1 - Students will propose possible solutions, on the basis of research, to a current practical environmental problem that is caused, directly or indirectly, by human activities.

General Learning Outcome D1 - Students will evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their impact on personal lifestyles, social attitudes, and the environment.

Social Studies

Grade 7 Geography

Strand A: Physical Patterns in a Changing World

General Learning Outcome A2 - Students will use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective.

A2.5 - Students will evaluate evidence and draw conclusions about the impact of natural events and/or human activities that change the physical environment.

Grade 9 Exploring Canadian Geography

Strand A: Geographic Inquiry and Skill Development

General Learning Outcome A1 - Geographic Inquiry - Students will use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography.

A1.3 - Students will apply critical-thinking skills to assess the credibility and biases of relevant sources from a wide variety of media forms, including print, online, and social media as well as content produced using current innovations and technologies, including artificial intelligence.

Strand B: Physical Geography and Physical Processes in Canada

General Learning Outcome B2 - Interactions between the Natural Environment and Human Activities - Students will analyze interrelationships between physical processes, phenomena, and events and the ways in which various communities in Canada respond to and interact with them.

B2.4 - Students will analyze environmental, economic, social, and/or political consequences for Canada of changes in some of the Earth’s physical processes, including the impact of climate change, and assess local and regional mitigation and adaptation strategies.

Saskatchewan

Arts Education

Grade 7

CP7.7 (Creative/Productive): Investigate improvisation using the voice, instruments, and a wide variety of sound sources from the natural and constructed environment.
CP7.8 (Creative/Productive): Investigate and manipulate elements of music and principles of composition including tension and resolution.
CR7.1 (Critical/Responsive): Respond to professional dance, drama, music, and visual art works using analysis, personal interpretation, and research.
CR7.2 (Critical/Responsive): Investigate and identify ways that the arts can communicate a sense of place.

Grade 8

CP8.8 (Creative/Productive): Investigate and make choices about musical structures in sound composition
CP8.9 (Creative/Productive): Compose sound compositions in response to social issues (e.g., poverty, racism, homophobia, sustainability, gangs).
CR8.2 (Critical/Responsive): Investigate and identify ways that today's arts expressions often reflect concern for social issues.
CH8.2 (Cultural/Historical): Analyze the influence of social issues on the work of contemporary First Nations, Métis, and Inuit artists, and share results.
CH8.3 (Cultural/Historical): Demonstrate understanding of how contemporary artists use and incorporate new technology into their work.

Grade 9

CP9.6 (Creative/Productive): Express perspectives and raise awareness about a topic of concern to youth in a collective creation.
CP9.7 (Creative/Productive): Use voice, instruments, and technologies to express musical ideas.
CP9.9 (Creative/Productive): Compose and perform sound compositions to express perspectives and raise awareness about a topic of concern to youth.
CR9.3 (Critical/Responsive): Investigate and identify how arts expressions can challenge thinking about values, ideas, and beliefs.
CH9.3 (Cultural/Historical): Investigate diversity of artistic ideas, styles, and media in contemporary arts expressions.
CH9.4 (Cultural/Historical): Create interdisciplinary arts expressions individually or through collaboration with peers, and examine the work of artists who create interdisciplinary expressions (e.g., sound and poetry, performance art, audio visual installations).

Grade 10

CP10.1 (Creative/Productive): Investigate creative processes for producing arts expressions.
CP10.3 (Creative/Productive): Experiment with ways of communicating ideas to others, creatively through the arts.
CH10.1(Cultural/Historical): Investigate how the arts can challenge, reinforce or draw attention to ideas, values and/or beliefs.
CR10.1(Critical Responsive): Examine various creative processes and ways of thinking.

Grade 11

CP20.1 (Creative/Productive): Apply creative processes for producing arts expressions within a local context.
CP20.2 (Creative/Productive): Design and produce, individually or collaboratively, a multidisciplinary arts expression.

Grade 12

CP30.1 (Creative/Productive): Create original work in selected arts disciplines, individually and/or collaboratively.
CP30.2 (Creative/Productive): Produce and present to an audience, an individually or collaboratively created multidisciplinary arts expression.
CH30.1 (Cultural/Historical): Create an arts expression to challenge, reinforce or draw attention to ideas or societal norms.

English Language Arts

Grade 7

CR7.1 (Comprehend and Respond): View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).
CR7.4 (Comprehend and Respond): View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos, and promotional materials.
CR7.7(Comprehend and Respond): Read independently and demonstrate comprehension of a variety of specialized information texts including non-fiction books, grade-level instructional materials, articles, reports, reference materials, instructions, advertising and promotional materials, and websites.
CC7.1 (Compose and Create): Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action), and efficacy (e.g., Building a Better World
CC7.8(Compose and Create): Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.
CC7.9 (Compose and Create): Experiment with a variety of text forms (e.g., meeting, presentation to adults, descriptive poem, opinion piece, a review, front page of a newspaper, short script) and techniques (e.g., dialogue, figurative language).

Grade 8

CR8.1(Comprehend and Respond): View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).
CR8.5 (Comprehend and Respond): Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter's point of view, values, and biases, stereotypes, or prejudices.
CC8.1(Compose and Create): Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One's Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points)

Grade 9

CP9.6 (Creative/Productive): Express perspectives and raise awareness about a topic of concern to youth in a collective creation.
CP9.7 (Creative/Productive): Use voice, instruments, and technologies to express musical ideas.
CP9.9 (Creative/Productive): Compose and perform sound compositions to express perspectives and raise awareness about a topic of concern to youth.
CR9.3 (Critical/Responsive): Investigate and identify how arts expressions can challenge thinking about values, ideas, and beliefs.
CH9.3 (Cultural/Historical): Investigate diversity of artistic ideas, styles, and media in contemporary arts expressions.
CH9.4 (Cultural/Historical): Create interdisciplinary arts expressions individually or through collaboration with peers, and examine the work of artists who create interdisciplinary expressions (e.g., sound and poetry, performance art, audio visual installations).

Grade 10

CR10.1(Comprehend and Respond): Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address: identity (e.g., Foundational Stories); social responsibility (e.g., Destiny and Challenges of Life); and social action (agency) (e.g., Human Existence).
CR10.4 (Comprehend and Respond): Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts.
CC10.1 (Compose and Create): Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Foundational Stories); social responsibility (e.g., Destiny and Challenges of Life); and social action (agency) (e.g., Human Existence).

Grade 11

CR 20.1(Comprehend and Respond): View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address: identity (e.g., Relationships with Family and Others); social responsibility (e.g., Evolving Roles and Responsibilities); and social action (agency) (e.g., The Past and the Present).
CR 20.4 (Comprehend and Respond): Read and demonstrate comprehension and appreciation of grade-appropriate informational (including instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First Nations, Métis, Saskatchewan, Canadian, and international texts.
CC 20.1 (Compose and Create): Create a range of visual, multimedia, oral, and written texts to explore: identity (e.g., Relationships with Family and Others); social responsibility (e.g., Evolving Roles and Responsibilities); and social action (agency) (e.g., The Past and the Present).

Grade 12

CR 30.4 (Comprehend and Respond): Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture.

Social Studies

Grade 9

IN9.2 (Interactions and Interdependence): Compare the factors that shape worldviews in a society, including time and place, culture, language, religion, gender identity, socio-economic situation, and education.

Creative Writing

Grade 11

CW20.9 Explore and share findings on a topic, issue or question related to concepts addressed in Creative Writing 20.

Media Studies

Grade 11

MS20.9 Explore and share findings on a topic, issue or question related to concepts addressed in Media Studies 20.

Practical Applied Arts

Grades 7-12

Career and Work Exploration

CWEX1: Investigate the career/life development process.
CWEX4: Types of Work
CWEX8: Career Pathways

Communication Media

CMEDO01: Communication Through Media