CC A30.1
Create a range of visual, multimedia, oral, and written texts that explore:
  • identity (e.g., Define the Individual, Negotiate the Community),
  • social responsibility (e.g., Shift Centres, Blur Margins), and
  • social action (agency) (e.g., Understand Beliefs, Initiate Action).
Indicators for this outcome
(a)

Create a range of visual, oral, multimedia, and written texts that include the following:

  • A clear thesis or main idea
  • Details that logically and effectively support the thesis or main idea
  • Style, voice, format, and organizational pattern appropriate to purpose and audience
  • Unity, coherence, and emphasis
  • A plausible and effective conclusion.
(b)

Develop independently an inquiry project relating to a particular topic or issue with reference to purpose and audience and employing a variety of research tools and resources:

  • Consider own and others' expertise to explore breadth and depth of knowledge and focus inquiry or research based on parameters of task
  • Formulate inquiry or research questions, and refine them through reflection and discussion of topic, purpose, and context
  • Consider whether thesis claim is personally relevant, interesting, and meaningful; relevant and meaningful to the audience; aligned with purpose and goals; logical; and can be supported
  • Develop and select from a repertoire of inquiry strategies, and adjust plan according to needs (audience, purpose, context)
  • Evaluate and select ideas and information from prior knowledge of inquiry or research topic appropriate for audience, purpose, and perspective or focus
  • Use a variety of digital and informational resources (e.g., human, libraries, databases, networks, video) to gather, evaluate, and synthesize information and perspectives to create and communicate knowledge to achieve purpose and suit audience
  • Evaluate factors that affect the credibility, authenticity, accuracy, and bias of information sources
  • Evaluate information for completeness, accuracy, currency, historical context, relevance, balance of perspectives, and bias
  • Organize and reorganize information and ideas to clarify thinking and to achieve desired effect
  • Incorporate, strategically, source material in a variety of ways including directly quoting, paraphrasing, summarizing, and using ellipses and brackets, and document sources accurately.
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Opportunities to Address Substance Misuse in Curriculum
This document outlines curricular opportunities to address substance misuse in various subject areas and grades. Suggested curriculum outcomes are identified and, if applicable, supporting indicators are noted.
Media and Formats : Document
Price : Free
free
canadiancontent
saskatchewancontent
Record posted/updated: April 18, 2019
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This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.
(More information)
Media and Formats : Document
Price : Free
free
canadiancontent
saskatchewancontent
fnmicontent
Record posted/updated: February 13, 2019