| Compétences disciplinaires |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking |
Writing 10 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language (e.g., paraphrasing and building on others’ ideas)disagreeing respectfullyextending thinking (e.g., shifting, changing) to broader contexts (e.g., social media, digital environments)collaborating in large and small groups |
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| Compétences disciplinaires |
Identify bias, contradictions, and distortions |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Examine how literary elements, techniques, and devices enhance and shape meaning and impact |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Explore how language reflects personal and cultural identities |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: how language reflects personal and cultural identities |
Elaboration: A person’s sense of identity is a product of linguistic factors or constructs, including oral tradition, story, recorded history, and social media; voice; cultural aspects; literacy history; and linguistic background (English as first or additional language). |
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| Compétences disciplinaires |
Recognize and appreciate how different forms, structures, and features of texts reflect diverse purposes, audiences, and messages |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Access information for diverse purposes and from a variety of sources to inform writing |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: strategies |
Elaboration: Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions. |
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| Compétences disciplinaires |
Construct meaningful personal connections between self, text, and world |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: meaningful personal connections between self, text, and world |
Elaboration: Writing can be a reflective and reflexive process, connecting individuals to others. |
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| Compétences disciplinaires |
Recognize and appreciate the diversity within and across First Peoples societies as represented in texts |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view |
Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Select and use media appropriate to purpose, audience, and context |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Assess and refine texts to improve clarity and impact |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: refine texts to improve clarity and impact |
Elaboration: creatively and critically manipulating appropriate elements, including language, for a desired effectconsciously and purposefully making stylistic choices |
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| Compétences disciplinaires |
Use writing and multimedia design processes to plan, develop, and create texts for a variety of purposes and audiences |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: writing and multimedia design processes |
Elaboration: There are various writing and/or design processes depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising, and/or editing.Multimedia design processes may include pre-writing and planning, drafting, or storyboarding; revising, editing, and publishing; choosing and employing apps, software programs, and/or digital tools; and developing or choosing colour schemes, appropriate formats, and/or layouts. |
| Keyword: audiences |
Elaboration: Students expand their understanding of the range of real-world audiences. These can include children, peers, and community members, as well as technical, academic, and business audiences. |
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| Compétences disciplinaires |
Use digital media to collaborate and communicate both within the classroom and beyond its walls |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
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