| Curricular Competency |
Apply appropriate strategies in a variety of contexts in order to understand and produce a text |
Médias et communication numérique 11 |
Explore and Reflect |
|
| Curricular Competency |
Evaluate the relevance, accuracy, and reliability of texts in order to take a position or reach a decision |
Médias et communication numérique 11 |
Explore and Reflect |
| Keyword: reliability |
Elaboration: depends on the author, identification of the source, facts, the date, readability |
|
| Curricular Competency |
Recognize the type and intention of texts |
Médias et communication numérique 11 |
Explore and Reflect |
| Keyword: intention |
Elaboration: to inform, convince, persuade, entertain |
|
| Curricular Competency |
Identify and explore the problem statement in a text |
Médias et communication numérique 11 |
Explore and Reflect |
| Keyword: problem statement |
Elaboration: overview of all the links between the facts, characters, actors, and components of a given problem (e.g., agricultural pollution,
its impact on the health of waterways and people) |
|
| Curricular Competency |
Compare their personal values and points of view with those expressed in a text in order to call into question their own opinions |
Médias et communication numérique 11 |
Explore and Reflect |
|
| Curricular Competency |
Interpret sound effects, music, and images in the media to identify implicit and explicit messages |
Médias et communication numérique 11 |
Explore and Reflect |
| Keyword: Interpret |
Elaboration: seek to render understandable that which is complicated, ambiguous; find meaning |
|
| Curricular Competency |
Examine diverse points of view in Francophone and First Peoples cultures |
Médias et communication numérique 11 |
Explore and Reflect |
|
| Curricular Competency |
Interact with Francophones and have life experiences in the French-speaking world |
Médias et communication numérique 11 |
Explore and Reflect |
| Keyword: Interact with Francophones and have life experiences in the French-speaking world |
Elaboration: blogs, class or school visits (including online or virtual visits), concerts, discussions, festivals, films, correspondence, plays, social media, stores or restaurants offering service in French |
|
| Curricular Competency |
Grasp the importance of social, historical, and cultural contexts in approaching various texts |
Médias et communication numérique 11 |
Explore and Reflect |
| Keyword: Grasp |
Elaboration: fully understand |
| Keyword: social, historical, and cultural contexts |
Elaboration: understand that the author wrote from a perspective that was influenced by social, historical, and cultural factors (family, education, community, religion, immigration, values, perspectives, political events, economic situation); understand the link between text and context |
| Keyword: approaching |
Elaboration: tackle, present, and interpret |
| Keyword: texts |
Elaboration: oral, written, visual |
|
| Curricular Competency |
Interpret a text to identify implicit and explicit messages |
Médias et communication numérique 11 |
Explore and Reflect |
|
| Big Ideas |
Lifelong learning and active citizenship foster career-life opportunities for people and communities. |
Career-Life Connections |
No CCG |
| Keyword: career-life opportunities |
Elaboration: Sample questions to support inquiry-based learning:As lifelong learners, how do we reflect on formal and informal education/work experiences to enhance our career-life development?In an ever-changing world, how do we recognize and adjust to emerging career-life opportunities?In what ways can our passions lead to service for our communities? |
|
| Big Ideas |
A sense of purpose and career-life balance support well-being. |
Career-Life Connections |
No CCG |
| Keyword: well-being |
Elaboration: Sample questions to support inquiry-based learning:During career-life transitions, what personal tools and strategies can help us achieve and maintain a positive orientation toward the future?How can our values and goals guide us to find meaningful balance among multiple career-life roles?How do we capitalize on our strengths and interests to help us make meaningful contributions in the world? |
|
| Big Ideas |
Engaging in networks and reciprocal relationships can guide and broaden career-life awareness and options. |
Career-Life Connections |
No CCG |
| Keyword: Engaging in networks |
Elaboration: Sample questions to support inquiry-based learning:How do our communications and interactions represent who and how we want to be in the world?In what ways can we collaborate with people from our personal and educational/workplace networks to explore and further meaningful career-life opportunities?What role can mentors play in our career-life development and in advancing our career-life goals? |
| Keyword: reciprocal relationships |
Elaboration: with family, social groups, local community, post-secondary education communities, professional communities, digital communities, the global community |
|
| Big Ideas |
Career-life decisions influence and are influenced by internal and external factors, including local and global trends. |
Career-Life Connections |
No CCG |
| Keyword: Career-life decisions |
Elaboration: Sample questions to support inquiry-based learning:In what ways can we integrate knowledge of self and educational/labour market realities to pursue our preferred futures?How can our values and passions inform career-life decision making?How do we respectfully navigate competing social, familial, and cultural expectations as we pursue our preferred career-life pathways? |
| Keyword: internal and external factors |
Elaboration: For example, internal factors may include personal interests, abilities, and competencies, and external factors may include place-based, community, and digital influences and circumstances. |
| Keyword: local and global trends |
Elaboration: for example:sustainability and economic trendsshifts in societal norms, such as family roles and structures, living arrangements (e.g., with immediate or multi-generational family/families, on-reserve or off-reserve, alone, with friends, with partner), expectations for self-regulation of work/life balanceinfluence of place, such as urban, suburban, small town, rural, remotework options, such as entrepreneurship, flexible work schedules, working from home |
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| Big Ideas |
Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding. |
Career-Life Connections |
No CCG |
| Keyword: Career-life development |
Elaboration: Sample questions to support inquiry-based learning:How can intentional career-life development move us toward personally determined and evolving preferred futures?What personal tools and strategies can help us develop and commit to short-term goals and actions, while keeping us open to emerging possibilities?How do career-life roles and goals change throughout life? |
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