Curriculum mapping

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

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

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

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

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

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.

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.

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.

Grade 11

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

Grade 11

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

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