Curriculum Alignment

Alberta's ICT Program of Studies is designed to be infused across all subject areas rather than taught in isolation. YVIP directly addresses outcomes in all three ICT categories:

• Communicating, Inquiring, Decision Making and Problem Solving: Students use technology to access and evaluate information; use digital tools to communicate and collaborate; apply technology to solve authentic problems
• Foundational Operations, Knowledge and Concepts: Students demonstrate understanding of the nature and impact of technology; apply a moral and ethical approach to technology use; consider the societal impacts of digital tools — including AI
• Processes for Productivity: Students use digital tools to create, organize, and communicate original work; develop skills in multimedia composition, including audio production and code-based music creation

Grades 5–6 (K–6 Science Curriculum, 2023)

Alberta's K–6 Science Program of Study (2023) features Computer Science as one of its central organizing ideas, stating that "students will employ design processes in the creation of instructions, algorithms, and computational artifacts" and will "engage in coding activities and consider the impacts of computers, coding, and technology."

• Grade 5 — Computer Science: Students apply design processes when creating artifacts that can be used to solve problems; translate algorithms to code; design algorithms with loops using a visual programming language
• Grade 6 — Computer Science: Students work with more complex coding structures including conditional statements (if-then-else) and advanced loop constructs; consider the impact of technology on people and communities

YVIP's EarSketch environment, which uses Python or JavaScript, is a natural next step from the block-based coding introduced in Grades 5–6, making YVIP an ideal bridge for students entering Grade 7.

Grades 7–9 (Draft Science Curriculum)

The draft 7–9 Alberta Science curriculum continues to build computational thinking and technology literacy. While specific outcomes are still in development, YVIP's Music and Coding curriculum directly extends the coding, algorithm design, and technology ethics concepts introduced in K–6 Science.

Career and Technology Foundations (CTF) — Grades 7–9

CTF is Alberta's junior high equivalent of CTS, providing students with exploratory, project-based learning across technology and career pathways. YVIP's project-based structure — where students work through a multi-module coding and music creation project — fits naturally within the CTF framework, particularly in the Communication Technology and Design Studies pathways.

Career and Technology Studies (CTS) : Grades 10–12

Alberta's CTS Computing Science pathway is the strongest and most direct curricular connection for YVIP at the senior high level. The following courses align directly with what students do in EarSketch:

• CSE1010: Computer Science 1 — Introduction to algorithms as problem-solving tools; understanding the role of programming languages; exploring how code implements algorithms
• CSE1110: Structured Programming 1 — Writing structured programs using sequence, selection, and repetition; designing, coding, and debugging programs (directly mirrors YVIP Modules 2–5)
• CSE1120: Structured Programming 2 — Building on structured programming techniques to develop increasingly complex programs
• CSE2110: Procedural Programming 1 — Designing and implementing programs using functions and modular code (directly mirrors YVIP Modules 6–7 on custom functions)
• CSE3110: Iterative Algorithm 1 — Analyzing and implementing more complex iterative solutions; critiquing and refining code

Grades 7–9

Alberta's Junior High Music Program of Studies organizes outcomes around three roles: Creating, Responding, and Connecting. YVIP connects strongly to all three.

• Creating: Students experiment with sound and musical ideas; use technology as a tool in the creative process; compose and produce original music expressions
• Responding: Students analyze how music communicates meaning, emotion, and cultural perspective; explore how elements of music are used to express ideas
• Connecting: Students investigate works by First Nations, Métis, and Inuit artists; examine how music reflects social and cultural contexts; explore the relationship between music and social justice

Grades 10–12 : Music 10/20/30

• Creating: Students utilize technology to organize, express, and share musical ideas; document development of skills and techniques in a sustained artistic project; create original work individually or collaboratively
• Connecting: Students examine the influence of pop culture on societal norms; explore the work of First Nations and Métis artists who use their art to challenge or draw attention to contemporary issues; investigate the intersection of music, identity, and self-determination

Grades 7–9

Alberta's current Social Studies 7–9 curriculum has citizenship and identity at its core, with explicit attention to Indigenous perspectives, treaty relationships, and the impact of colonization.

• Grade 7 — Canada: Origins, Peoples and Perspectives: Students explore the distinct roles of Aboriginal, French, and British peoples in shaping Canada; examine how democratic processes impact citizenship and identity; investigate multiple perspectives on significant events and issues in Canadian history
• Grade 8 — Alberta: The Land, Histories and Stories: Students examine the relationship between Albertans and the land over time, including Indigenous relationships to land; explore the impacts of migration, settlement, and colonization on diverse communities; investigate how identity is shaped by place, culture, and history
• Grade 9 — Canada: Opportunities and Challenges: Students examine the rights and responsibilities of citizenship; analyze collective rights and identity in Canada, including the rights of First Nations, Métis, and Inuit peoples; explore issues of equity, justice, and belonging in Canadian society

Grades 10–12

• Social Studies 10-1: Students explore how individuals and collectives express identities through traditions, language, and the arts; examine imperialist policies and their legacies on Indigenous peoples; investigate the relationship between globalization, identity, and culture
• Social Studies 10-2: Students examine the consequences of imperialism in Canada for Indigenous peoples, including residential schools and the Indian Act; analyze efforts to address these consequences and promote reconciliation
• Social Studies 20-1 and 20-2: students explore the complexities of nationalism in Canadian and international contexts, including the origins of nationalism and its influence on regional, international, and global relations, with particular attention to how nationalism contributes to the citizenship and identities of peoples in Canada. A significant strand of both courses addresses Indigenous self-determination — exploring the ongoing pursuit of sovereignty and cultural identity by Indigenous peoples in Canada over time.
• Social Studies 30-1: students explore the relationship between identity and ideology, in order to assess the impacts of and reactions to the principles of liberalism — including Outcome 2.11, which asks students to analyze perspectives on the imposition of liberalism, specifically including Aboriginal experiences.
• Social Studies 30-2: examines competing ideologies and explores multiple perspectives on the relationships among individualism, liberalism, common good, and collectivism, encouraging students to respond to emergent global issues.
• Aboriginal Studies 10-20-30: Students value Aboriginal worldviews as valid ways of thinking and knowing; value storytelling as both a teaching tool and an art form; explore the wealth and diversity of Aboriginal languages, cultures, and artistic expression

Alberta's ELA curriculum is organized around five General Outcomes, all of which YVIP touches in meaningful ways.

• General Outcome 1 — Explore Thoughts, Ideas, Feelings and Experiences: Students use language to explore personal and community identity; make connections between their own experiences and broader social and cultural themes
• General Outcome 2 — Comprehend and Respond Personally and Critically: Students respond to oral, print, and media texts; discuss how texts reflect specific elements of cultures; analyze how music and media texts influence understanding of self and others; explore the relationship between voice, purpose, and audience
• General Outcome 4 — Enhance the Clarity and Artistry of Communication: Students develop voice in creative expression; use language and form to communicate ideas for a variety of purposes and audiences — directly supported by the lyric writing and messaging components of YVIP
• General Outcome 5 — Respect, Support and Collaborate with Others: Students explore how language and the arts build community and amplify diverse voices; engage in collaborative creative work with shared goals

The AI and Songwriting extension lesson also creates direct connections to media literacy outcomes across Grades 7–12, including evaluating the reliability and ethics of digital tools, understanding authorship and copyright, and analyzing the relationship between technology and creative expression.

ADST7/8 

• Big Idea: Complex tasks require the acquisition of additional skills (Module 5 & 6 within YVIP)
• Big Idea: Complex tasks may require multiple tools and technologies (Module 5 & 6 within YVIP)
• Applied Skills 7: Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed (Module 5 & 6 within YVIP)
• Applied Technologies 7: Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task (Module 5 & 6 within YVIP)
• Computers & Computational Devices 7: effective and efficient keyboarding techniques (Module 5 & 6 within YVIP)
• Media Arts 7: digital and non-digital media, and their distinguishing characteristics and uses; techniques for using images, sounds, and text to communicate information, settings, ideas, and story structure; 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 (Module 5 & 6 within YVIP)
  

Grade 11 Computer Programming

• Ways to modify existing code to meet a particular purpose 
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• ADST8 – Computational Thinking 
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Grade 7 

• Big Idea: Through art making, one’s sense of identity and community continually evolves (Module 6 within YVIP)
• Big Idea: Experiencing art challenges our point of view and expands our understanding of others (Module 6 within YVIP)
• Big Idea: Dance, drama, music, and visual arts are each unique languages for creating and communicating (Module 6 within YVIP)
• Big Idea: Engaging in the arts develops people’s ability to understand and express complex ideas (Module 6 within YVIP)
• Processes, materials, movements, technologies, tools, strategies, and techniques to support creative works (Module 4, 5 & 7 within YVIP)
• Symbolism and metaphor to explore ideas and perspective (Module 4, 5 & 7 within YVIP)
• Notation in music and dance to represent sounds, ideas, movement, elements, and actions (Module 4, 5 & 7 within YVIP)
• A variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places (Module 4, 5 & 7 within YVIP)

Grade 8 

• Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making (Module 4, 5 & 7 within YVIP)
• Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play (Module 5 & 6 within YVIP)
• Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences (Module 5 within YVIP)
• Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts (Module 4,5 & 6 within YVIP)
• Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas  (Module 4,5 & 6 within YVIP)
• Reflect on works of art and creative processes to understand artists motivations and meanings  (Module 4,5 & 6 within YVIP)
• Interpret works of art using knowledge and skills from various areas of learning  (Module 4,5 & 6 within YVIP)
• Respond to works of art using one’s knowledge of the world  (Module 4,5 & 6 within YVIP)
• Use the arts to communicate, respond to and understand environmental and global issues  (Module 4,5 & 6 within YVIP)
• Demonstrate increasingly sophisticated application and/or engagement of curricular content  (Module 4,5 & 6 within YVIP)
• Use the arts to communicate, respond to and understand environmental and global issues  (Module 4,5 & 6 within YVIP)
• Demonstrate increasingly sophisticated application and/or engagement of curricular content  (Module 4 & 5 within YVIP)
  

Grade 9 

• Big Idea: Identity is explored, expressed, and impacted through music experiences.  (Module 4,5 & 6 within YVIP)
• Big Idea: Music provides opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures.  (Module 4,5 & 6 within YVIP)
• Big Idea: Collaborative music experiences can build community and nurture relationships with others.  (Module 4 & 5 within YVIP)
• Big Idea: Music uses a unique sensory language for creating and communicating.  (Module 4,5 & 6 within YVIP)
• Demonstrate an understanding of personal, social, cultural, historical, and environmental contexts through a variety of musical experiences (Module 4,5 & 6 within YVIP)
• Reflect on musical performance to make connections to personal learning and experiences 
• Traditional and contemporary Aboriginal worldviews and cross-cultural perspectives communicated through song 
• Select and combine musical elements and techniques to interpret an idea or define style, creating a particular mood or effect (Module 6 within YVIP)
• Develop appropriate musical vocabulary, skills, and techniques (Module 6 within YVIP)
• Take musical risks to experience self-growth (Module 6 within YVIP)
• Describe, interpret, and consider how musicians use techniques, technology, and environments in composition and performance (Module 6 within YVIP)
• Develop, refine, document, and critically appraise ideas, processes, and technical skills to improve the quality of musicianship (Module 6 within YVIP)
• Demonstrate increasingly sophisticated application and/or engagement of curricular content (Module 6 within YVIP)
• Music elements, principles, techniques, vocabulary, notation, and symbols to define style and convey ideas, including but not limited to: beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form (music), texture (Module 6 within YVIP)
• Musical interpretation and choices impact performance (Module 6 within YVIP)
• The roles of performers and audiences in a variety of contexts (Module 6 within YVIP)
• Contributions of innovative musicians and composers from a variety of genres, communities, times, and places (Module 6 within YVIP)
  

Grade 10

• Big Idea: Individual and collective expression is rooted in history, culture, and community.  (Module 4,5 & 6 within YVIP)
• Big Idea: Music offers unique ways of exploring our identity and sense of belonging. (Module 4,5 & 6 within YVIP)
• Big Idea: Texts are socially, culturally, geographically, and historically constructed (Module 5 within YVIP)
• Big Idea: Language shapes ideas and influences others (Module 5 within YVIP)
• Techniques, vocabulary, technologies, and context relevant to a particular idiom or genre (Module 4 within YVIP)
• Express meaning, intent, and emotion through music (Module 5 within YVIP)
• Improvise and take creative risks in music (Module 5 within YVIP)
• Explore musical ideas by combining genres or styles (Module 4 & 5 within YVIP)
• Explore a variety of contexts and their influences on musical works, including place and time (Module 4 & 5 within YVIP)
• Develop and refine relevant technical skills and expressive qualities (Module 5 within YVIP)
• Explore music that reflects personal voice, story, and values (Module 5 within YVIP)
• Make connections with others on a local, regional, and global scale through music 
• Use technical knowledge and contextual observation to make musical decisions 
• Create artistic works to reflect personal voice, story, and values (Module 5 within YVIP)
  

Grade 11 Composition and Production 

• Big Idea: Composers and producers develop creative skill and proficiency through perseverance, resilience, and risk taking.  (Module 5 &6 within YVIP)
• Big Idea: Composers capture and reflect aspects of time, place, and community through music.  (Module 4, 5 & 6 within YVIP)
• Big Idea: Music composition and production provides an opportunity to represent our identity, context, and culture. (Module 4, 5 & 6 within YVIP)
• Big Idea: Music composition and production offers aesthetic experiences that can transform our perspective (Module 4 within YVIP)
• Big Idea: Explore and relate musical selections to personal, social, or cultural issues 
• Create, produce, reproduce, or manipulate music using available technologies (Module 6 within YVIP)
• Consider how the body and mind are engaged in musical production, performance, and composition (Module 6 within YVIP)
• Experiment with musical elements to achieve specific effects in composition (Module 6 within YVIP)
• Use musical forms and structures to express thoughts and emotions (Module 6 within YVIP)
• Analyze and interpret musicians’ use of technique, technology, and environment in musical composition and production, using musical language (Module 6 within YVIP)
• Express perspectives, personal voice, story, and cultural identity through music composition and production  (Module 5 & 6 within YVIP)
• Techniques and technical skills to support creative processes  (Module 5 within YVIP)
• A range of current technologies  (Module 5 within YVIP)
• Hardware and software used to create, record, and structure sound  (Module 5 within YVIP)
• Traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music  (Module 4 & 5 within YVIP)
• Share personal insights derived from listening to, composing, and performing music (Module 6 within YVIP)
• Demonstrate understanding of creative processes (Module 6 within YVIP)
• Explore personal, educational, and professional opportunities in music and music-related industries (Module 6 within YVIP)
• Combine technical knowledge and contextual observation to make musical decisions (Module 6 within YVIP)
• Musical elements, principles, vocabulary, symbols, and theory (Module 6 within YVIP)
  

Grade 11 Music 

• Big Idea: Music reflects aspects of time, place, and community. (Module 4,5 & 6 within YVIP)
• Big Idea: Contemporary music offers aesthetic experiences that can transform our perspective.  (Module 4 & 5 within YVIP)
• Big Idea: Enduring understanding of music is gained through perseverance, resilience, and risk taking (Module 6 within YVIP)
• Explore and relate musical selections to personal, social, or cultural issues  (Module 4 & 5 within YVIP)
• Techniques, vocabulary, technologies, and context relevant to a particular idiom or genre  (Module 4 & 5 within YVIP)
• Creative processes  (Module 4 & 5 within YVIP)
• Emerging and evolving trends in music  (Module 4 & 5 within YVIP)
• A variety of musical styles, genres, and traditions  (Module 4 & 5 within YVIP)
• Artists from a variety of genres and movements (Module 4 within YVIP)
• Traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music  (Module 4 & 5 within YVIP)
• History of a variety of musical genres (Module 4 within YVIP)
• Explore and relate musical selections to personal, social, or cultural issues  (Module 4 & 5 within YVIP)
• Use technical knowledge and contextual observation to make musical decisions (Module 4 within YVIP)
• Express meaning, intent, and emotion through music (Module 6 within YVIP)
• Improvise and take creative risks in contemporary music  (Module 6 within YVIP)
• Explore new musical ideas by combining genres or styles  (Module 6 within YVIP)
• Explore a variety of contexts and their influences on musical works, including place and time  (Module 6 within YVIP)
• Develop and refine technical and expressive skills  (Module 6 within YVIP)
• Analyze and interpret musicians’ use of technique, technology, and environment in musical composition, arranging, and performance, using musical language  (Module 6 within YVIP)
• Document and share musical works and experiences in a variety of contexts  (Module 6 within YVIP)
• Use musical vocabulary to communicate about contemporary music  (Module 6 within YVIP)
• Express personal voice, cultural identity, perspective, and values in musical study and performance  (Module 6 within YVIP)
• Demonstrate understanding of creative processes  (Module 6 within YVIP)
• Movement, sound, image, and form  (Module 6 within YVIP)
• Emerging and evolving trends in music  (Module 6 within YVIP)
• A variety of musical styles, genres, and traditions (Module 6 within YVIP)
• Artists from a variety of genres and movements (Module 6 within YVIP)
• Traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music (Module 6 within YVIP)
  

Grade 12 Composition and Production 

• Big Idea: Music communicates traditions, perspectives, worldviews, and stories.  (Module 4, 5 & 6 within YVIP)
• Big Idea: Composition and production can be adapted to facilitate limitless expression and meaning (Module 4, 5 & 6 within YVIP)
• Create, produce, reproduce, or manipulate music using available technologies (Module 4, 5 & 6 within YVIP)
• Explore new musical ideas by combining genres or styles (Module 4, 5 & 6 within YVIP)
• Use musical vocabulary based on context (Module 6 within YVIP)
• A range of current technologies (Module 5 within YVIP)
• Hardware and software used to create, record, and structure sound (Module 4 & 5 within YVIP)
• Traditional and contemporary First Peoples worldviews and cross-cultural perspectives, as communicated through music 
• Contributions of innovative artists from a variety of genres, contexts, periods, and cultures (Module 4 & 5 within YVIP)
• Examine how the body and mind work together to enhance musical composition, rehearsal, and performance (Module 6 within YVIP)
• Make connections through music composition and production on local, national, or global scales (Module 6 within YVIP)
• Evaluate personal, educational, and professional opportunities in music and music-related industries (Module 6 within YVIP)
• Investigate relationships between music and personal, social, or cultural change (Module 6 within YVIP)

Grade 12 Music 

• Big Idea: Music communicates traditions, perspectives, worldviews, and stories.  (Module 4 within YVIP)
• Big Idea: Creative and technical proficiency in music is transferable across different aspects of our lives.  (Module 4 & 5 within YVIP)
• Big Idea: Music can be adapted to facilitate limitless expression and meaning.  (Module 4 & 5 within YVIP)
• Purposeful choices enhance the quality, artistry, and authenticity of musical processes.  (Module 4 & 5 within YVIP)
• Contemporary music offers aesthetic experiences that can transform our perspective.  (Module 4 & 5 within YVIP)

Social Studies 7

• Geographic conditions shaped the emergence of civilizations
• Religious and cultural practices that emerged during this period have endured and continue to influence people
• Increasingly complex societies required new systems of laws and government
• Economic specialization and trade networks can lead to conflict and cooperation between societies

Social Studies 8

• Contacts and conflicts between peoples stimulated significant cultural, social, political change
• Human and environmental factors shape changes in population and living standards
• 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
  

Social Studies 9

• Emerging ideas and ideologies profoundly influence societies and events
• The physical environment influences the nature of political, social, and economic change
• Disparities in power alter the balance of relationships between individuals and between societies
• Collective identity is constructed and can change over time
  

Social Studies 11 

• Colonialism and contemporary issues for indigenous people in Canada and around the world (adapted from Contemporary Indigenous Studies 12) 
  

Contemporary Indigenous Studies 12 

• Big Idea: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism (Module 5 & 6 within YVIP)
• Big Idea: Indigenous peoples continue to advocate and assert rights to self-determination (Module 5 & 6 within YVIP)
• Big Idea: Reconciliation requires all colonial societies to work together to foster healing and address injustices (Module 5 & 6 within YVIP)
• Use indigenous principles of learning (holistic, experiential, reflective, and relational) to better understand connectedness and the reciprocal relationship of First Peoples to the land (Module 5 & 6 within YVIP)
• Varied identities and worldviews of indigenous peoples, and the importance of the interconnection of family, relationships, language, culture, and the land (Module 5 & 6 within YVIP)
• Factors that sustain and challenge the identities and worldviews of indigenous peoples (Module 5 & 6 within YVIP)
• Resilience and survival of indigenous peoples in the face of colonialism 
• Community development, partnerships, and control of economic opportunities (Module 5 & 6 within YVIP)
• Responses to inequities in the relationships of indigenous peoples with governments in Canada and around the world (Module 5 & 6 within YVIP)
• Restoring balance through truth, healing, and reconciliation in Canada and around the world (Module 5 & 6 within YVIP)

Social Justice 12 

• Big Idea: Social justice issues are interconnected (Module  5& 6 within YVIP)
• Big Idea: Individual worldviews shape and inform our understanding of social justice issues (Module 5 & 6 within YVIP)
• Big Idea: The causes of social injustice are complex and have lasting impacts on society (Module 5 & 6 within YVIP)
• Assess and compare the significance of people, places, events, or developments at particular times and places, and determine what is revealed about issues of social justice in the past and present (significance) (Module 5 & 6 within YVIP)
• Definitions, frameworks, and interpretations of social justice 
• Self-identity and an individual's relationship to others (Module 5 & 6 within YVIP)

ELA7 

• Big Idea: Language and text can be a source of creativity and joy. (Module 5 within YVIP)
• Big Idea: Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. (Module 5 within YVIP)
• Big Idea: Exploring and sharing multiple perspectives extends our thinking. (Module 5 within YVIP)
• Big Idea: Developing our understanding of how language works allows us to use it purposefully. (Module 5 within YVIP)
• Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts (Module 5 within YVIP)
• Recognize how language constructs personal, social, and cultural identity (Module 5 within YVIP)
• Construct meaningful personal connections between self, text, and world (Module 5 within YVIP)
• Language features, structures, and conventions (Module 5 within YVIP)
• Syntax and sentence fluency 
• Sonventions 

ELA8/ELA 9 

• Big Idea: Texts are socially, culturally, and historically constructed.  
• Big Idea: Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. (Module 5 within YVIP)
• Big Idea: People understand text differently depending on their worldviews and perspectives. (Module 5 within YVIP)
• Assess and refine texts to improve their clarity, effectiveness, and 
• Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking (Module 5 within YVIP)
• Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts (Module 5 within YVIP)
• Recognize how language constructs personal, social, and cultural identity (Module 5 within YVIP)
• Construct meaningful personal connections between self, text, and world (Module 5 within YVIP)
• Respond to text in personal, creative, and critical ways (Module 5 within YVIP)
• Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view (Module 5 within YVIP)
• Develop an awareness of the diversity within and across First Peoples societies represented in texts (Module 5 within YVIP)
• Recognize the influence of place in First Peoples and other Canadian texts (Module 5 within YVIP)
• Impact according to purpose, audience, and message 
• Language features, structures, and conventions 
• Syntax and sentence fluency 
• Conventions 

Grades 8 and 9 

• Use logic and reasoning, including coding 
• Demonstrate and apply working toward developing fluent and flexible thinking about number
• Use tools or technology to explore and create patterns and relationships, and test conjectures
• Connect mathematical concepts to each other and to other areas and personal interests
• Incorporate First Peoples 

Grades 10-12

• Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving
• Visualize to explore and illustrate mathematical concepts and relationships
• Apply flexible and strategic approaches to solve problems
• Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts
• Develop thinking strategies to solve puzzles and play games
• Explore, analyze, and apply mathematical ideas using reason, technology, and other tools
• Model with mathematics in situational contexts
• Think creatively and with curiosity and wonder when exploring problems

Grade 7-9

• Recognize personal preferences, understanding that learning is holistic, reflective, reflexive, experiential, and relational—focused on connectedness, reciprocal relationships, and a sense of place
• Question self and others about how their personal public identity, digital presence/footprint,  diction, body language, representing self and communities 
• Examine the importance of service learning and the responsibility of individuals to contribute to the community and the world 
• Appreciate the importance of respect, inclusivity, and other positive behaviours in diverse, collaborative learning, and work environments
• Use entrepreneurial taking risks in order to create opportunities
  and innovative original, creative; taking an existing idea and making it better
• Appreciate the value of new experiences,innovative
  original, creative; taking an existing idea and making it better

Grade 10-12

• Examine the influences of personal and public profiles on career-life opportunities
• Identify risks and appreciate benefits associated with personal and public digital footprints
• Consider the role of personal and employment networksin exploring career-life opportunities
• Apply a mentor’s guidance in career-life exploration
• Collaborate with supportive community members to explore the reciprocal influences of career-life choices
  

Grades 7&8

• GLO: C3, C5: Test a prototype or consumer product, using predetermined criteria
• GLO: C3, C4: Identify and make improvements to a prototype, and explain the rationale for the changes
• GLO: C3: Propose and justify a solution to the initial problem
  

Grades 9-12

Technology Education: provides the opportunity to solve problems, and tackle social justice themes through the power of coding and music production 

• GLO 3.1, 9.3.1.1 (Computer Science): Demonstrate awareness of the documentation process
•  GLO 3.1, 9.3.1.2 (Computer Science): Demonstrate the ability to create a record of the progress of the activity
•  GLO 3.4, 11C 3.4.1 (Computer Science): Demonstrate the ability to perform quality control on coding.
• GLO 6.1 11A 6.1.2 (Computer Science):Test the draft prototype of the project under development
• GLO 6.3 11C.6.3.9 (Computer Science): Use pre-existing functions and methods
• GLO 6.2 12.6.3.1 (Computer Science): Use code for the project under development (i.e., client website, app, game)
  

Senior level 2,3,4

• SLO.1.2.2 (Computer Science) Discuss current issues relating to the impact of information and communication technologies on the environment and on society.
• SLO 2.4.4 (Computer Science) Identify the primary reasons why projects succeed or fail
• SLO 4.5.1 (Computer Science) Create code that can be reused

Grade 7-12

Arts Education Music: creating original ideas through guidance of local artists, and bringing them to life through coding and  music production.

• Making (M-M1): playing, singing, producing, and/or reproducing sound and music to develop and refine technical skills and music artistry
• Making (M-M1): applying knowledge of sound-production tools and techniques appropriate to situated contexts
• Making (M-M2): listening critically with discrimination and purpose to situate and contextualize music (e.g., cultural/ideological/ historical/social contexts, music style, genre, tradition, praxis)
• Making (M-M3): selecting, adapting, manipulating, and combining music elements to communicate meaning and intent
• Creating (M-CR1): 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)

Grade 7&8

• S-102 (Socials): Make decisions that reflect fairness and equality in their interactions with others
• S-103 (Socials): Make decisions that reflect the principles of sustainable development
• KI-006 (Socials): Identify diverse cultural and social perspectives regarding quality of life

Grades 9-12

• S-202 (Socials): Select and use appropriate tools and technologies to accomplish tasks.
• S-303 (Socials): Reconsider personal assumptions based on new information and ideas.
• K1-017 (Socials): Give examples of ways in which First Nations, Inuit, and Métis peoples are
  rediscovering their cultures.
• K1-020 (Socials): Evaluate the influence of mass media and pop culture on individuals, groups, and
  communities.
• VH-101 (Socials): Appreciate that knowledge of the past helps to understand the present and prepare for the future

Grades 8,9, 10, 11, 12 

• 10E2.A.1 (Math): Analyze puzzles and games that involve spatial reasoning, using problem-solving strategies
• 11A.RP1 (Math): Research and give a presentation on a historical event or an area of interest that involves mathematics.
• 12E5.P.1 (Math): Demonstrate an understanding of the limitations of measuring instruments, including precision, accuracy, uncertainty, and tolerance.

Grades 9

• 1.A.5  Use computer-based activities to explore skills, learning styles, interests, and values
• 1.B.5  Describe and demonstrate the importance of working together with others
• 2.F.1  Recognize how families and team members depend on one another, work together, and share responsibilities

Grades 10

• 1.A.4  Discover the importance of developing a realistic and positive self-image and the consequences of an erroneous one
• 1.C.5  Demonstrate effective communication skills
• 2.E.3 Describe how the community, the economy, and technological advances have an impact on work
• 2.E.4 Evaluate how one can contribute to the community (e.g., family, school) through work
• 3.I.3  Demonstrate how own values and attitudes influence the decision-making process

Grades 11

• 1.B.1  Illustrate how we show respect for the feelings and values of others
• 1.B.4  Demonstrate openness to the diversity (of lifestyles, abilities, etc.) in the world
• 1.B.5  Identify various communication skills, and adopt those that are culturally appropriate
• 2.E.1 Analyze how local and global trends have an impact on work and learning opportunities

Grades 12

• 1.B.1 Integrate personal management skills such as time management, problem solving, stress management, and life/work balance into own life and work roles
• 2.G.1  Identify and summarize how to contribute to eliminating gender bias and stereotyping
• 3.H.3  Assess the value of lifelong learning

Grade 7 & 8

• A1.3 use an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems 
• A2.1 write and execute code in investigations and when modelling concepts, with a focus on planning and designing programs
• A2.2 identify and describe impacts of coding and of emerging technologies, such as artificial intelligence systems, on everyday life, including skilled trades
• A3.2 investigate how science and technology can be used with other subject areas to address real-world problems

Grade 9-12

Computer Technology: exploring how technology can benefit the community, by learning about social justice causes and coding stories via music 

• A1.3 (Computer Science) use video editing, audio editing, graphic arts, and publishing software correctly to perform basic production tasks or create simple products (e.g., use dissolves and fades, stop motion; add titles; create simple layouts, logos);
• B1.6 (Computer Science) use appropriate communication, time- management, and organizational strategies (e.g., active listening, scheduling, flow charts, meal plans) to facilitate the process of developing a product or service
• B3.2 (Computer Science) apply editing skills to integrate the components into a unified and effective production
• B5.1 (Computer Science)  use a procedural programming language to define constants and variables, write expressions and assignment statements, and specify the order in which the operations are performed in a program;
• C2.1 (Computer Science) demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions
• C2.5 (Computer Science) describe how social and economic factors influence the development and use of technology

Grade 7 and 8

• C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from diverse cultures, styles, and historical periods
• C1.2 apply the elements of music when singing and/or playing, composing, and arranging music, using them for specific effects and clear purposes 
• C1.3 create musical compositions in a variety of forms for specific purposes and audiences
• C2.2 analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create 
• C3.1 analyse the influences of music and the media on the development of personal and cultural identity
• C3.2 analyse some historical, cultural, and technological influences on style, genre, and innovation in music

Grade 9 and 10

Music Arts/ integrated:  applying the creative process to create music through coding, while using tools and technology to enhance the learning experience 

• A1.2 (Integrated Arts):use exploration, input, and reflection to develop, revise, and refine plans for integrated art works/productions, individually and/or collaboratively
• A3.1 (Media Arts): explore a variety of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works
• A3.2 (Integrated Arts): use technologies, tools, and techniques associated with more than one arts discipline to create integrated art works/productions that demonstrate creativity
• A3.3 (Integrated Arts): use current technology when practicing, performing, composing, and/or arranging music
• B2.1 (Integrated Arts): describe the role of the arts as a vehicle for both cultural expression and the individual expression of the artist, with reference to works from both the past and the present
• B3.1 (Integrated Arts):communicate an understanding of the ability of the arts to inform and instruct and to con- tribute to social change
• B3.2 (Integrated Arts): demonstrate an understanding of how exploring the arts has affected their perception and understanding of Canadian identity
• B4.3 (Integrated Arts):identify opportunities for continuing engagement in artistic and cultural endeavors beyond the classroom, and communicate their findings
  

Grade 11 and 12

Music Arts/ integrated:  applying the creative process to create music through coding, while using tools and technology to enhance the learning experience 

• A1.4 (Integrated Arts): exhibit or perform media art works, individually and/or collaboratively, using a variety of methods that are appropriate for their work
• A2.2 (Integrated Arts): research how artists have modified existing art works to create new art works
• B1.2 (Integrated Arts): interpret a variety of art works using the critical analysis process, and reflect on and explain how their interpretation of specific art works has changed over the course of this process
• B3.1 (Integrated Arts): analyze how creating, presenting, and analyzing a variety of art works has affected their personal values and their understanding of the values of their community and culture and those of other cultures
• C2.3 (Integrated Arts): demonstrate an understanding of how past and present social, economic, and/or political factors have affected artistic form and content
• A1.5 (Integrated Arts): use an appropriate tracking tool (e.g., a sketchbook, a journal, storyboards, a checklist, production notes, a“making-of”video) to produce a detailed record of their application of the creative process, and use this record to determine, through reflection, how effectively they applied this process

Grade 7 and 8

• A1.1 analyse key similarities and differences in social values and aspects of life between people in present-day Canada and some different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800
• A1.2 analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges
• A1.3 analyse the displacement experienced by various groups and communities, including First Nations, Métis, and Inuit communities, who were living in or who came to Canada between 1713 and 1800
• A2.1 formulate questions to guide investigations into perspectives of different groups and communities, including First Nations, Métis
• A3.3 identify key political and legal changes that occurred in and/or affected Canada during this period 
• B2.7 communicate the results of their inquiries using appropriate vocabulary 

Grades 9-12

• B1.2 (Equity Studies): explain how gender norms are socially constructed and may be culturally specific
• B3.3 (EDS): demonstrate an understanding of various ways in which media and popular culture can be used to raise awareness of equity and social justice issues
• D3.4 (Equity Studies): implement their initiative using appropriate planning, organizational, evaluation, and communication skills
• A1.1 (EDS): explore a variety of topics related to equity, diversity, and/or social justice
• C1.1 (EDS): describe the ongoing challenges and struggles facing various racial, cultural, or national minority groups in Canada, including Aboriginal people and newcomers
• C1.3 (EDS): describe various racial, cultural, and national communities’ contributions to and influence on Canadian life and society 
• C3.2 (EDS): describe forms of social activism, including those unique to contemporary society
• C2.1 (EDS): evaluate the achievements of a range of individual Canadians 
• C3.2 (EDS): describe the ways in which Aboriginal peoples in Canada and other indigenous groups around the world (e.g., the Innu of Labrador, the Lubicon Cree of Alberta, Guyanese indigenous peoples, the Basque people of Spain and France) have used laws or international attention to try to effect changes in domestic policy with respect to social justice issues

YVIP will help teachers cover the following specific expectations:

• A1.1 Apply computational thinking concepts and practices when planning and designing computational artifacts
• A1.2 Use a variety of tools and processes to plan, design, and share algorithms and computational artifacts
• A1.3 Develop computational artifacts for a variety of context and purposes that support the needs of diverse users and audiences
• A2.1 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
• A3.1 investigate how digital technology and programming skills can be used within a variety of disciplines in real-world applications
• A3.2 investigate ways in which various industries, including those that involve skilled trades, are changing as a result of digital technology and programming innovations
• A3.3 investigate various career options related to digital technology and programming, and ways to continue their learning in these areas
• B2.1 use file management techniques, including those related to local and cloud storage, to organize, edit, and share files
• B2.2 identify and use effective research practices and supports when learning to use new hardware or software
• B4.3 investigate emerging innovations related to hardware and software and their possible benefits and limitations with reference to everyday life in the future
• C1.1 use appropriate terminology to describe programming concepts and algorithms
• C1.2 describe simple algorithms that are encountered in everyday situations
• C1.3 identify various types of data and explain how they are used within programs
• C1.4 determine the appropriate expressions and instructions to use in a programming statement, taking into account the order of operations
• C1.5 identify and explain situations in which conditional and repeating structures are required
• C2.1 use variables, constants, expressions, and assignment statements to store and manipulate numbers and text in a program
• C2.2 write programs that use and generate data involving various sources and formats
• C2.4 write programs that include sequential, selection, and repeating events
• C2.6 interpret program errors and implement strategies to resolve them
• C2.7 write clear internal documentation and use coding standards to improve code readability
• C3.1 analyze existing code to understand the components and outcomes of the code
• C3.3 write subprograms, and use existing subprograms, to complete program components
• C3.4 write programs that make use of external or add-on modules or libraries
• C3.5 explain the components of a computational artifact they have created, including considerations for reuse by others

Grade 9

• A1.1 (NAC10): Analyze how First Nations, Métis, and Inuit arts disciplines are connected to the traditional territories now called Canada, drawing on evidence from a variety of regions and cultures
• A1.3 (NAC10): Analyze the relationship between human society and the natural world expressed by pre contact First Nations and Inuit artists and early Métis artists, drawing on evidence from several different art forms
• A1.4 (NAC10): Identify and explain various ways in which First Nations, Métis, and Inuit artists are reclaiming a personal connection to the land and/or the natural world through their work, drawing on evidence from specific art works
• A2.3 (NAC10): Explain how the form, materials, and/or techniques used in various First Nations, Métis, and Inuit art works/productions have been selected by the artist(s) to express a perspective or communicate a message about gender and gender roles
• A3.1 (NAC10): Explain how the concepts of sovereignty, self-governance, and nationhood are expressed through a variety of First Nations, Métis, and Inuit art forms
• B1.2 (NAC10): Individually and/or collaboratively, use exploration, input, and reflection to develop, revise, and refine plans for art works, including integrated art works/productions, that explore or reflect First Nations, Métis, and Inuit perspectives 
• B2.3 (NAC10): Modify the elements and/or principles of an existing art work/production to acknowledge First Nations, Métis, or Inuit perspectives
• B3.1 (NAC10): Use media/materials, tools, and/or techniques associated with traditional First Nations, Métis, or Inuit art forms
• B4.3 (NAC10): Modify an art work/production to suit a target audience 
• B4.1 (NAC10): Apply current technologies to present integrated art works/productions
• C1.2 (NAC10): Demonstrate an understanding of elements, principles, and other key concepts associated with various arts disciplines, as reflected in First Nations, Métis, and Inuit art forms
• C4.2 (NAC10): Describe various ways in which First Nations, Métis, and Inuit artists are incorporating new technologies into traditional art forms
• D1.3 (NAC10): Analyze various social and/or political messages communicated by the work of emerging and established First Nations, Métis, and Inuit artists 
• D2.2  (NAC10): Analyze the role of art in supporting recon- ciliation and justice for First Nations, Métis, and Inuit communities within Canadian society, drawing on evidence from several different art forms and arts disciplines

Grade 10 (NAC20)

• A1.1 (NAC20): Use appropriate terminology in their investi- gations when referring to Indigenous peoples, nations, traditional territories, customs, traditions, and artefacts in Canada
• A1.2 (NAC20): Analyze how various factors have influenced changes over time in terminology used to identify/refer to Indigenous peoples and individuals in Canada
• A1.9. (NAC20): Communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose
• C2.1 (NAC20): Describe how Indigenous peoples and European explorers/colonists perceived each other during this period
• E1.1  (NAC20): Analyze the impact of the Indian Act on First Nations communities and individuals during this period
• E1.4 (NAC20): Analyze how some key social, cultural, economic, and political events, issues, and developments affected Inuit communities during this period
• E3.5 (NAC20):  Analyze some issues, trends, and developments in the arts and popular culture that are relevant to Indigenous peoples during this period, including the cultural contributions of some Indigenous individuals in Canada 

Grades 7 and 8

• C3.1 solve problems and create computational representations of mathematical situations by writing and executing efficient code, including code that involves events influenced by a defined count and/or subprogram and other control structures
• C3.2 read and alter existing code, including code that involves events influenced by a defined count and/or subprogram and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code

Grades 9-12 

• Make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports)
• Communicate mathematical thinking orally, visually, and in writing, using mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

Grades 11 and 12

• A2.1 explore a variety of topics that relate to the cooperative education experience and the particular sector or area of focus of the experience
• C1.1 identify and explore a variety of topics, issues, and/or processes related to the cooperative education experience 
• D2.1 identify the attributes and skills needed to be an effective leader 

Grade 9

• A1.1 (TAS1O) investigate and describe fundamental technological concepts, and explain how they are relevant to developing products and/or services in a variety of broad-based technology areas
• A1.2 (TAS1O) apply an understanding of fundamental technological concepts, design considerations, and science, technology, engineering, and mathematics (STEM) concepts as appropriate in developing projects involving the creation of products and/or services
• A1.4 (TAS1O) communicate design ideas for various purposes and audiences, using appropriate industry terminology
• A1.7 (TAS1O) collect and synthesize information from a variety of sources, including people with diverse perspectives and from various communities, such as First Nations, Métis, and Inuit, to inform their projects
• A3.1 (TAS1O) identify challenges they encounter in the process of developing their projects and apply critical thinking skills to address these challenges
• A3.2 (TAS1O) analyze the performance of products and/or service delivery using appropriate criteria
• B3.1 (TAS1O) explore a variety of roles, responsibilities, and opportunities related to current and emerging careers in technological fields, including a variety of broad-based technology areas, and the skilled trades

Grade 10

• A1.1 (TAS2O) apply an understanding of fundamental technological concepts, and evaluate their significance in developing products and/or services in a variety of broad-based technology areas
• A1.2 (TAS2O) apply an understanding of fundamental technological concepts, design considerations, and science, technology, engineering, and mathematics (STEM) concepts as appropriate in developing projects involving the creation of products and/or services
• A1.4 (TAS2O) communicate design ideas for various purposes and audiences, using appropriate industry terminology and industry-standard formats and techniques
• A1.7 (TAS2O) collect and synthesize information from a variety of sources, including people with diverse perspectives and from various communities, such as First Nations, Métis, and Inuit, to inform their projects
• A3.1 (TAS20) identify challenges they encounter in the process of developing their projects and apply critical thinking skills to address these challenges and minimize the probability of their reoccurrence
• B3.1 (TAS2O) explore a variety of roles, responsibilities, and opportunities related to current and emerging careers in technological fields, including a variety of broad-based technology areas, and the skilled trades

Grade 7

• A2.6 Innovation and Design - select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions
• A3.3 First Nations, Métis, and Inuit Perspectives and Ways of Knowing -analyze themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
• B2.2 Vocabulary - demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context
• C1.7 Indigenous Context of Various Text Forms - read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
• C3.4 Analyzing Cultural Elements of Texts - analyze cultural elements that are represented in various texts, including values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others
• D1.4 Organizing Content - classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium
• D2.4 Point of View and Perspective - identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives
• D3.1 Producing Final Texts - produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect

Grade 8

• A2.6 Innovation and Design - select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions
• A3.3 First Nations, Métis, and Inuit Perspectives and Ways of Knowing -analyze themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
• B2.2 Vocabulary - demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use consolidated morphological knowledge to analyze and understand new words in context
• C1.7 Indigenous Context of Various Text Forms - read, listen to, and view a wide variety of text forms by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
• C3.4 Analyzing Cultural Elements of Texts - analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text
• D1.4 Organizing Content - classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives
• D2.4 Point of View and Perspective - explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives
• D3.1 Producing Final Texts - produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect

Grade 9

• A2.6 (ENL1W) Innovation and Design - select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions
• A3.3 (ENL1W) First Nations, Métis, and Inuit Perspectives and Ways of Knowing - analyze themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
• B2.2 (ENL1W) Vocabulary - demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use consolidated morphological knowledge to analyze and understand new words in context
• C1.7 (ENL1W) Indigenous Context of Various Text Forms - read, listen to, and view a wide variety of text forms by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
• C3.4 (ENL1W) Analyzing Cultural Elements of Texts - analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text
• D1.4 Organizing Content - classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives
• D2.4 Point of View and Perspective - explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives
• D3.1 Producing Final Texts - produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect

Grade 10

Oral Communication

• 1.8 (ENG 2D/2P) Critical Literacy - identify and analyse the perspectives and/or- biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• 2.5 (ENG 2D/2P) Vocal Strategies - identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences

Reading + Literature Studies

• 1.8 (ENG 2D/2P) Critical Literacy - identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• 3.3 (ENG 2D/2P) Developing Vocabulary - identify and use a variety of strategies to expand vocabulary

Writing

• 2.5 (ENG 2D/2P) Critical Literacy - explain how their own beliefs, values, and experiences are revealed in their writing Interconnected Skills
• 4.2 (ENG 2D/2P) identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively

Media Studies

• 1.5 (ENG 2D/2P) Critical Literacy - identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power
• 3.4 (ENG 2D/2P) Producing Media Texts - produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques

Grade 11

• A1.3 (NBE 3U/C/E) Exploring Identities - identify and explain diverse themes, ideas, and issues related to First Nations, Métis, and Inuit identities, as reflected in various Indigenous text forms, and, as appropriate, in relevant non-Indigenous texts
• A3.1 (NBE 3U/C/E) Acknowledging - demonstrate an understanding of the challenges First Nations, Métis, and Inuit individuals and communities face and have faced in controlling their own narratives and resisting colonialist views, as revealed in text forms studied in this course
• B1.4 (NBE 3U/C/E) Culturally Appropriate Listening Practices - select and use culturally appropriate listening practices during oral teachings by First Nations, Métis, and Inuit speakers
• C1.8 (NBE 3U/C/E) Critical Literacy - identify and analyse the perspectives and/or biases evident in texts dealing with themes, ideas, and issues related to First Nations, Métis, and Inuit cultures, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power
• D2.5 (NBE 3U/C/E) Critical Literacy - explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing, and how these may either reflect or conflict with a First Nation, Métis, or Inuit world view
• E3.1 (NBE 3U/C/E) Purpose and Audience - describe the topic, purpose, and audience for media texts they plan to create on subject matter related to First Nations, Métis, and Inuit cultures
• E3.4 (NBE 3U/C/E) Producing Media Texts - produce media texts, including increasingly complex texts, on subject matter related to First Nations, Métis, and Inuit cultures, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
• E1.6 (NBE 3U/C/E) Production Perspectives - explain how production, marketing, financing, distribution, and legal/regulatory factors influence the First Nations, Métis, and Inuit media industry
• E5.2 (NBE 3U/C/E) Influence of Media Production - analyse the influence of contemporary First Nations, Métis, and Inuit media texts on identities and heritage in Canada

Grade 12

Oral Communication

• 1.8 (ENG 4U/4C/4E) Critical Literacy - identify and analyse in detail the perspectives and/or biases evident in oral texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power
• 2.5 (ENG 4U/4C/4E) Vocal Strategies - identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences

Reading + Literature Studies

• 1.8 (ENG 4U/4C/4E) Critical Literacy - identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power
• 3.3 (ENG 4U/4C/4E) Developing Vocabulary - regularly use a variety of strategies to explore and expand vocabulary, discerning shades of meaning and assessing the precision with which words are used in the texts they are reading

Writing

• 2.5 (ENG 4U/4C/4E) Critical Literacy - explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing

Media Studies

• 1.5 (ENG 4U/4C/4E) Critical Literacy - identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power
• P3.4 (ENG 4U/4C/4E) Producing Media Texts - produce media texts, including complex texts, for a variety of purposes and audiences, using the most appropriate forms, conventions, and techniques

Grade 7

Science education: learning how coding and science serve as the foundation of music making and producing (The aim of K-12 science education is to enable all Saskatchewan students to develop scientific literacy. Scientific literacy today embraces Euro-Canadian and Indigenous heritages, both of which have developed an empirical and rational knowledge of nature. Developing scientific and technological skills.)

• LT1.1 D (Life Sciences): Relate key aspects of Indigenous knowledge to their understanding of ecosystems  
• SE1.2 (Physical Science): Provide examples of how the senses are important to people in their hobbies and jobs
• DS1.1 (Earth and Space): Examine ways in which various cultures, including First Nations and Métis, represent daily and seasonal changes through oral traditions and artistic works

Grade 8

Technology in Science note: Technology-based resources are essential for instruction in the science classroom. Technology is intended to extend our capabilities and, therefore, is one part of the teaching toolkit.

• CS8.4 (Life Science): Examine First Nations and Métis perspectives on the interdependence and connectedness of human body systems and the sacredness of life
• WS8.2 (Earth and Space): Explain the meaning and significance of the forces that shape the landscape to First Nations and Métis people

Grade 9: Science Education: showcases the relationship between science and technology, and helps develop skills required for technological inquiry, problem solving, and communication.

• RE9.4 SI,DM (Life Science) Acknowledge differing cultural perspectives, including First Nations and Métis perspectives, regarding the sacredness, interconnectedness, and beginning of human life

Grade 10,11,12 : CS 20/30

Computer Science 20/30: this program helps students discover the “role and contributions of science and technology in their lives and to their community’s culture; and to be aware of the limits of science and technology as well as their impact on economic, political, environmental, cultural and ethical events.” (Curriculum Guide book) Including, planning and building a prototype or a plan of action to resolve the problem; and, testing, evaluating and refining the prototype or plan.

• CS20-CP1 (Computer Science): Explore the computational thinking concepts of decomposition, pattern recognition, abstraction and algorithm design
• CS20-CP1 (Computer Science): Analyze and implement programs with the goal of improving code to achieve the most elegant solution.
• CS20-CP2 (Computer Science): Discuss and implement appropriate coding style (e.g., indentation and comments) and naming conventions for the programming language used in Computer Science 20
• CS20-CP2 (Computer Science): Use pair programming to write and debug programs, with
  students experiencing both driver and navigator roles
• CS20-SD1 (Computer Science): Develop a coding project using the same or a different programming language than those used in Computer Science 20
• CS20-SD1(Computer Science): Examine an area of collaborative research between computer science and another field of study
• CS30-CP1(Computer Science): Critique third-party code (e.g., student, teacher or textbook
  programs) and make suggestions for improvement.
• CS30-CC1 (Computer Science): Create a program to sort data in an array using one or more
  sorting algorithms (e.g., selection, insertion and quicksort)

Grade 7

Music education: is creative and productive through music creation, promotes critical responsive learners via learning to code, and involves cultural/ historical learning. (The K-12 aim of the arts education curriculum is to enable students to understand and value arts expressions throughout life.)

• CP7.7 (Music): Experiment with the voice and instruments by creating and imitating sounds and apply these discoveries in own work
• CP7.7 (Music): Explore and determine appropriate sound sources, forms, and
• processes for creating music expressions
• CP7.8 (Music): Use inquiry in music to extend understanding of composition principles of tension and resolution
• CP.7.9 (Music): Describe how music is a unique means of communication and recognize the importance of musical expression in various world locales

Grade 8

Music Education: learning about genres of local and global music, music making, and producing, as well as relevant social justice issues 

• CP8.7 (Music): Improvise simple pieces around a given structure
• CP8.8 (Music): Demonstrate knowledge of how the elements and principles are used to create form and structure in music
• CP8.9 (Music): Generate and develop music ideas from a variety of sources regarding social issues of interest to students
• CH8.2 (Music): Research First Nations, Métis, and Inuit artists who use their art work to explore and comment on social issues (e.g., Susan Aglukark, Edward Poitras)
• CH8.2 (Music): Identify social factors that influence First Nations, Métis, and Inuit artists, their work, and careers (e.g., typecasting of actors, limited access to venues and markets)
• CH8.2 (Music): Investigate the work of artists that reflects a concern with historical events including Treaties and the impacts of colonization such as residential schools, racism, and marginalization

Grade 9

Music Education: learning about genres of local and global music, music making, and producing, as well as relevant social justice issues. In addition to this, taking a look at how artists and art make an impact in our world, and create social change

• P9.6 (Music): Use technology as a tool during the creative process and as part of a presentation, where appropriate
• CP9.7 (Music): Experiment with the voice and instruments by creating and
  imitating sounds and Use technology to explore and record improvisation
• CP9.8 (Music): Investigate ways that tempo, rhythm, melody, harmonic structure, or tonality can be used to express an idea or emotional quality in music
• CP9.9 (Music): Incorporate technology in innovative ways for creating and/ or documenting the creative process

Grade 10,11,12 : Music 10/20/30

Giving participants opportunities to perform, improvise, compose, research and experience music through one or more learning contexts or approaches, as well as learn more about Indigenous  ways of being and knowing.

• CP10.2 (Art): Create, individually or collaboratively, an arts expression using more than one art form and/or other discipline (e.g., arts, sciences, math)
• CH10.1 (Art): Examine arts expressions of First Nations and Métis artists whose work challenges or draws attention to contemporary issues of concern to Indigenous communities (e.g., treaty education outcome TPP10 – investigate issues related to resource development and treaties)
• CP20.2 (Music): Utilize technology as a tool to organize, express and share ideas
• CH20.1 (Music): Examine the influence of pop culture on societal norms
• CP30.1 (Music): Document development of skills and techniques in selected artistic project
• CP30.2 (Music) Create own work inspired by contemporary multidisciplinary work of others

Grade 7: an exploration of diverse cultural and artistic expressions

• IN7.1 (Socials): Examine the mission, goals, and structure of an organization whose mandate is national or international co-operation
• DR7.1 (Socials): Locate and identify Treaty territories on a map of Canada.
• DR7.2 (Socials): Explore the Treaty relationship and the values and beliefs associated with sharing the land

Grade 8

• IN8.1 (Socials): Analyze shared characteristics among First Nations, Inuit, and Métis cultures in Canada
• DR8.1 (Socials): Examine the influence of the land on the Canadian personality depicted in literary texts, songs, media presentations, visual art and dance, sport and recreation
• DR8.1 B (Socials): Analyze the relationship between the traditional Aboriginal concept of land (an animate being; the source of life) and the contemporary Western European notion of land (a resource to be owned and exploited) through the centuries
• DR8.1 E (Socials): Investigate the impact of land on the identity of First Nations, Métis, and Inuit peoples.
• DR8.2 (Socials): Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.
• RW8.1 (Socials): Recognize the impact of living in situations in which assets are collectively or communally owned (e.g., First Nations, Hutterian communities)

Grade 9

• IN9.1 (Socials): Analyze the effects of ethnocentrism on indigenous peoples.
• PA9.2 (Socials) Conduct an inquiry regarding the initial interaction of North American Aboriginal peoples with Europeans, comparing the worldviews of the two.

Level 10

• Unit 3  (History): ideological struggles between and among the social classes 
• Unit 1 (Native Studies): Value Aboriginal worldviews as valid ways of thinking and knowing and understand that worldviews underlie self- concept
• Unit 1 (Native Studies): Value storytelling both as a teaching tool and as an art form

Grade 11, 12: Level 20/30

• Unit 1 (Native Studies): Value storytelling both as a teaching tool and as an art form

Grade 8 and 9 

• N8.2.H (Math): Analyze choices and make decisions based upon percents and personal or community concerns and issues
• P8.2.F (Math): Identify, explain, and correct errors in a given solution of a linear equation.
• SP9.2.A (Math): Devise a project plan related to a situation relevant to self, family, or community 
• SP9.4.A (Math): Gather and document information regarding the significance and use of probability and statistics for at least one First Nation or Métis peoples from a variety of sources such as Elders and traditional knowledge keepers.
• SP9.4.B (Math): Compare the significance, representation, and use of probability and statistics for different First Nations and Métis peoples, and other cultures
  

Grade 10, 11, 12 

• FM20.1.F (Math): Organize and create a presentation (oral, written, multimedia, etc.) of the research findings and conclusions 

Grade 7

• CC7. 2 Analyze the contributions work makes to the individual and their community, including globally
• LW7.2 Investigate non-traditional work scenarios involving issues such as stereotyping and discrimination to assess the impact on life and work

Grade 8

• CC8.2 Determine the contributions that work and work alternatives such as volunteerism make to the community and identify their importance to society

Grade 9

• CG9.2 Appraise one's own abilities to respond positively to change and growth