Curriculum Connections

Oral Communication

B2. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

Reading and Literature Studies

C2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

Writing

D1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience.

D2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience.

Healthy and Active Living Education

Living Skills

1. Demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands.

Healthy Living

C1. Demonstrate an understanding of factors that contribute to healthy development.

C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being.

C3. Demonstrate the ability to make connections that relate to health and well-being - how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Equity Studies & Gender Studies

Research and Inquiry Skills

A1. Exploring: explore topics related to gender studies, and formulate questions to guide their research.

Foundations

B1. The Social Construction of Gender: demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience.

B2. Power Relations, Sex, and Gender: analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts.

B3. Representations of Gender: analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations.

Gender Issues and Gender Related Policy in Context

C2. Local and Global Challenges: analyse a range of social, political, economic, and environmental issues relating to gender in Canadian and global contexts.

C3. Gender-Based Violence and Its Prevention: demonstrate an understanding of homophobic and gender-based violence in both Canadian and global contexts, and of violence-prevention strategies.

Implementing Change

D3. Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an issue related to gender equity or gender-based violence awareness/prevention.

Equity, Diversity, and Social Justice

Research and Inquiry Skills

A1. Exploring: explore topics related to equity, diversity, and/or social justice, and formulate questions to guide their research.

Foundations

B1. The Social Construction of Identity: demonstrate an understanding of how identity is socially constructed and internalized, and of the impact of social norms and stereotypes.

B2. Power Relations: demonstrate an understanding of the dynamics of power relations in various social contexts.

B3. Social Awareness and Individual Action: demonstrate an understanding of the impact individual action can have on equity, social justice, and environmental issues, and of how the media can create awareness of these issues.

Equity, Social Justice, and Change

C1. Ethnocultural Diversity in Canada: describe challenges faced by various racial, cultural, and national communities in Canada and the contributions these communities have made to this country.

C2. Equity and Social Justice in Canada: demonstrate an understanding of a range of historical and contemporary Canadian equity and social justice issues.

C3. Social Activism: demonstrate an understanding of how social activism can be used to support equity and social justice objectives.

Dance

A1. The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary.

A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations.

Drama

A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works.

A2. Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources.

B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ drama works.

B2. Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities.

C1. Concepts and Terminology: demonstrate an understanding of the nature and functions of drama forms, elements, conventions, and techniques, including the correct terminology for the various components.

Media Arts

A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively.

A2. The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts).

A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.

B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works.

B2. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values.