| Curricular Competency |
Narrate stories, both orally and in writing |
Japanese 11 |
Thinking and communicating |
| Keyword: Narrate |
Elaboration: Use expressions of time and transitional words to show logical progression.Use multiple time frames. |
| Keyword: stories |
Elaboration: Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. |
|
| Curricular Competency |
Use various strategies to increase understanding and produce oral and written language |
Japanese 11 |
Thinking and communicating |
| Keyword: strategies |
Elaboration: For example:rephrase in Japanese to compensate for unknown expressionsmake personal notes to use as a reference for oral and written productionactively review common, useful expressions and patterns to refine communication |
|
| Curricular Competency |
Recognize how choice of words affects meaning |
Japanese 11 |
Thinking and communicating |
|
| Curricular Competency |
Analyze cultural points of view in texts |
Japanese 11 |
Thinking and communicating |
|
| Curricular Competency |
Demonstrate degrees of formality in speech and writing to reflect different purposes |
Japanese 11 |
Thinking and communicating |
| Keyword: purposes |
Elaboration: e.g., to convince, inform, entertain |
|
| Curricular Competency |
Derive meaning in speech and a variety of other texts and contexts |
Japanese 11 |
Thinking and communicating |
| Keyword: texts |
Elaboration: “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
| Keyword: contexts |
Elaboration: e.g., differing in terms of audience, purpose, setting, formality/informality |
|
| Big Ideas |
Tools and technologies can influence people’s lives. |
Media Design 11 |
No CCG |
|
| Big Ideas |
Personal design choices require self-exploration, evaluation, and the refinement of skills. |
Media Design 11 |
No CCG |
|
| Big Ideas |
Design for the life cycle includes consideration of social and environmental impacts. |
Media Design 11 |
No CCG |
| Keyword: environmental impacts |
Elaboration: including manufacturing, packaging, disposal, and recycling considerations |
|
| Content |
appropriate use of technology, including digital citizenship, etiquette, and literacy |
Media Design 11 |
No CCG |
|
| Content |
design presentation skills for potential clients |
Media Design 11 |
No CCG |
|
| Content |
design for the life cycle |
Media Design 11 |
No CCG |
| Keyword: design for the life cycle |
Elaboration: taking into account economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials |
|
| Content |
key characteristics and artistic styling in media artworks to explore multiple viewpoints and to explore the First Peoples perspectives in Canada |
Media Design 11 |
No CCG |
| Keyword: perspectives |
Elaboration: will vary depending on the traditions and practices of local First Peoples and individual’s views |
|
| Content |
standards-compliant technology |
Media Design 11 |
No CCG |
| Keyword: standards-compliant |
Elaboration: for example, layout conventions, mark-up language, current web standards, or other digital media compliance requirements |
|
| Content |
media production through various stages of project development to enhance or change the project |
Media Design 11 |
No CCG |
| Keyword: media production |
Elaboration: pre-production, production, and post-production |
|