Understanding context Defining Making Sharing Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task Core Communication Creative Thinking Positive Personal and Cultural Identity Personal Awareness and Responsibility skills they have using different forms of technology i.e. knitting, writing, coding, typing, sewing, building (carpentry), painting, gardening, baking, crafting etc. Provide each student with an opportunity to demonstrate their unique skill and explain the technology that they use. They can share any tips they have for the skill and provide classmates an opportunity to try it for themselves if feasible. Once all students have presented their skills offer them the option to either further develop their existing skill or practice a new one. Have them set a goal regarding the selected skill. Design Skills and Technologies > On the new artifact, click the Speech Bubble and add a reflection + Tag “ADST” + Tag “Technologies” Discuss the skill you shared with the class Where did you learn this skill? Who taught you? What technologies does it require? How can you further develop this skill? Why may others want to learn this skill? Add Box > My Goals > Personal > Other > ADST > Action Plan Example: Set a goal to improve your existing skill or practice a new one you learned from a classmate With the help of your teacher or on your own, write an Action Plan to help you achieve your ADST goal Write reflections to track your progress implementing your goal How have you developed your chosen skill? How can you use this skill in the future? What other skills may you want to learn? Arts Education CAREER EDUCATION BIG IDEA 1: Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community. Competencies Learning Opportunities AAM Portfolio Activity
Competencies Learning Opportunities AAM Portfolio Activity Curricular Exploring and Creating Explore relationships between identity, place, culture, society, and belonging through the arts Demonstrate an understanding and appreciation of personal, social, culture, historical, and environmental contexts in relation to the arts Reasoning and Reflecting Examine relationships between the arts and the wider world Communication and Documentation Demonstrate increasingly sophisticated application and/or engagement of curricular content Core Communication Creative Thinking Critical Thinking Positive Personal and Cultural Identity Personal Awareness and Responsibility Empower students to keep an “Arts Blog” where they can reflect on their strengths in drama/music/art, a strategy or skill they have recently learned, and areas for improvement or further learning. Teacher’s Note: Have students create classroom blogs, not public ones. Be sure to protect the privacy and safety of the students. Add Box > Add Journal + Tag “Blog” Write or talk about the blog you created: How do you enjoy keeping a blog? How does a blog help you organize your ideas? Does your blog represent who you are? CAREER EDUCATION BIG IDEA 3: Practicing respectful, ethical, inclusive behavior prepares us for the expectations of the workplace. Competencies Learning Opportunities AAM Portfolio Activity
respect, inclusivity, and other positive behaviours in diverse, collaborative learning, and work environments Demonstrate leadership skills through collaborative activities in the school and community Question self and others about the reciprocal relationship between self and community Set realistic short- and learning goals, define a path, and monitor progress Core Communication Personal Awareness and Responsibility Social Responsibility team reach their current goals and set new ones. Have the groups create action plans to track their progress on achieving their goals. At the end of each month, have the current leader present on the accomplishments of the team. Teacher note: The groups are not competing against one another, they are all working to achieve their own goals. Check in with weekly team reflections to track your progress Why is it important to set goals? What is the purpose of creating a plan for your goals? Why is it important to work with a team? What are the traits of a good leader? Did your team accomplish your goal this month? Why or why not? How can you improve as a team next month? CAREER EDUCATION BIG IDEA 5: Safe environments depend on everyone following safety rules. Competencies Learning Opportunities AAM Portfolio Activity Curricular Appreciate the importance of respect, inclusivity, and other positive behaviours in diverse, collaborative learning, and work environments Demonstrate leadership skills through collaborative activities in the school and community Demonstrate safety skills in an Have students help you create a code of conduct for the classroom. All students will be expected to understand, respect, and follow the classroom rules that they helped make. Define the terms policies and procedures as they relate to the work place. Discuss how Add Box > School > Work Habits > Other > Following Policies and Procedures > On the new artifact, click the Speech Bubble and add a reflection + Tag “Career Education” Discuss the importance of not only knowing, but following policies and procedures/a code of conduct Why do we have a code of conduct/policies and procedures? Who is the code of conduct meant to protect? Why is it important to know, understand, and follow the code of conduct? term
experiential learning environment Core Communication Critical Thinking Personal Awareness and Responsibility Social Responsibility this code of conduct reflects Workplace policies for different jobs. Why is it important that everyone knows their rights and responsibilities? Who are you impacting when you are not being safe? Whose responsibility is it to make sure that you are being safe? Whose responsible for your safety? Who can you report unsafe practices to? Who is impacted by unsafe behaviour? How can you support others in following the code of conduct? Where should the code of conduct be located? Why? CAREER EDUCATION BIG IDEA 6: New experiences, both within and outside of school, expand our career skill set and options. Competencies Learning Opportunities AAM Portfolio Activity Curricular Recognize personal preferences, skills, strengths, and abilities and connect them to possible career choices Appreciate the importance of respect, inclusivity, and other positive behaviours in diverse, collaborative learning, and work environments Demonstrate leadership skills through collaborative activities in the school and community Question self and others about the reciprocal relationship between self and community Use entrepreneurial and innovative thinking to solve problems Host the elementary equivalent of a career fair event at your school. Have intermediate students create booths to exhibit their interests and skills. They can educate the event goers about the actual skill and encouraging them to try it for themselves. Have students create an interactive booth that identifies the skill and provides evidence of their involvement with it (i.e. a soccer table where a student can show attendees how to juggle, a craft table with samples of the students work Add Box > About Me > My Strengths > On the new artifact, click the Speech Bubble and add a reflection + Tag “Career Education” + Tag “Skill Share” Discuss your experience hosting a booth at the fair What skill did you present? How did you display your skill? How can you work to continually improve this skill? How may this skills help you in a future job? What other skills would you like to try? Add Box > My Goals > Personal > Career Education > Action Plan Example: Set a goal to try a new skill With the help of your teacher, create an Action Plan to help you achieve your Identity goal. Check-in with your goal regularly to track your progress in trying new things and developing new skills.
Core French CAREER EDUCATION BIG IDEA 1: Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community. Competencies Learning Opportunities AAM Portfolio Activity Curricular Comprehend high-frequency words and patterns in slow, clear speech and other simple texts Identify key information and some details in slow, clear speech and other simple texts Interpret non-verbal cues to increase understanding Use strategies to increase understanding Core Communication Creative Thinking Positive Personal and Cultural Identity In French, have students present 5 details about themselves that relate specifically to a job that they want to pursue (i.e. I love school, I like to help others learn etc. = teaching). Once they have finished sharing their five details of the rest of the class guess what profession they are considering. Keep a class chart with the different student traits and related jobs. Add Box > About Me > My Interests > On the new artifact, click the Speech Bubble and add a reflection + Tag “French” + Tag “Guess the Profession” In French, write your 5 interests/traits that relate to the profession you want to pursue How do these interests/traits relate to the job? Does anyone else want to pursue the same career? Is so, were the interests/traits you listed similar? What are some other jobs that are similar to this one that you may be interested in? Did any of the jobs that your peers presented about surprise you? Did any of them interest you? CAREER EDUCATION BIG IDEA 2: Our personal digital identity forms part of our public identity. Competencies Learning Opportunities AAM Portfolio Activity Curricular Begin to recognize the relationship between French letter patterns and pronunciation Comprehend high-frequency Have students present from the digital About Me portion of their portfolio. Discuss how the sections they choose to share will shape how the class identifies them. Have students present from the About Me section of their portfolio to the class in French. Before giving their presentations have them thoughtfully decide which three categories they want to talk about. Why are these categories important?
Comprehend high-frequency words and patterns in slow, clear speech and other simple texts Identify key information and some details in slow, clear speech and other simple texts Exchange ideas and information using complete sentences, orally and in writing Use visuals or technology to assist in communicating Interpret non-verbal cues to increase understanding Use strategies to increase understanding Understand simple stories Core Communication Creative Thinking Social Responsibility Once the group has completed their story have them take turns reading (or performing) it to the class. Why was it important to use everyone’s contributions and to make it work? Could you have thought of this story on your own? In a future job, when may you find that you are expected to use pre-determined materials that may not be your first choice? What will you do? CAREER EDUCATION BIG IDEA 4: Leadership represents good planning, goal-setting, and collaboration. Competencies Learning Opportunities AAM Portfolio Activity Curricular Recognize the relationship between pronunciation, including the role of intonation and tone of voice, and meaning Begin to recognize the relationship between French letter patterns and pronunciation In small groups, assign students a series of words which they will have to create actions for. They must work together to agree on an action for each word. Each student will have a chance to share one of the words and actions that the group Add Box > Add Media > Add Video > On the new artifact, click the Speech Bubble and add a reflection + Tag “French” + Tag “Vocabulary” Upload a video of you presenting your word with your groups action to the class What word did you present? What does it mean in English? What was the action your group made for it?
speech and other simple texts Identify key information and some details in slow, clear speech and other simple texts Exchange ideas and information using complete sentences, orally and in writing Use visuals or technology to assist in communicating Interpret non-verbal cues to increase understanding Use strategies to increase understanding Respond appropriately to questions, simple commands, and instructions Seek clarification of meaning using common statements and questions Core Communication Positive Personal and Cultural Identity have to make complete sense. The goal is increasing student confidence when taking chances experimenting with new languages. Ensure all students are aware that this is a safe practice space where students are expected to encourage one another to practice speaking. They are not to laugh at the efforts of their peers. Why is taking safe risks important in learning? How much easier is it to take safe risks when everyone else is doing the same? Why is it important to ensure a safe learning environment? CAREER EDUCATION BIG IDEA 6: New experiences, both within and outside of school, expand our career skill set and options. Competencies Learning Opportunities AAM Portfolio Activity Curricular Demonstrate awareness of Francophone and Francophone Metis communities across Canada In groups, have students research various Francophone celebrations. As a group, select one of the Add Box > Add Journal > On the new artifact, click the Speech Bubble and add a reflection + Tag “Traditions” + Tag “Celebrations” + Tag “Culture” Discuss the Francophone tradition that your group researched
Recognize that some Francophone communities are connected to First Peoples communities Identify and share information about a Francophone community in Canada Core Creative Thinking Critical Thinking Positive Personal and Cultural Identity traditions to celebrate as a class. Together, plan, decorate, and host the celebration. What key features are necessary? Who should be invited? What are you celebrating exactly? What is it a celebration of? How is it celebrated? Would you like participate in this celebration? Discuss the tradition your classroom community is going to work together to create and celebrate. How did your class decide what tradition to choose? How will you celebrate it? Add Box > Add Media > Add Picture/File > On the new artifact, click the Speech Bubble and add a reflection > + Tag “Traditions” + Tag “Culture” Upload a picture of the celebration you hosted What was the celebration called? What did it celebrate? How did it go? English Language Arts CAREER EDUCATION BIG IDEA 1: Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community. Competencies Learning Opportunities AAM Portfolio Activity Curricular Comprehend and Connect Access information and ideas for Invite a community member or family member into the classroom to discuss their occupation and encourage My Future > Explore Jobs > Add to Portfolio > On the new artifact, click the Speech Bubble and add a reflection + Tag “My Questions” Have students research and read about the
Curricular Comprehend and Connect Recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and messages Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts Recognize how language constructs personal, social, and cultural identity Construct meaningful personal connections between self, text, and world Core Communication Critical Thinking Positive Personal and Cultural Identity Personal Awareness and Responsibility Social Responsibility Invite students to present their “All About Me Portfolio” to their class, to a small group, or to a family member Ask students to present an argument in favour of a social or environmental issue which is important to them Teacher’s Note: Ensure students have learned a structure for organizing their arguments (Ex. Begin with an opening sentence, includes points with supporting evidence, finish with a summary) Add Box > About Me > My Strengths > Sharing Ideas > Audio Recording + Tag “Language” + Tag “Communication” Using the audio recording feature, practice presenting your “All About Me Portfolio” to your classmates What are three main artifacts you want to share? What is your favourite feature that you would like to share? What vocal effects (i.e. tone, pace, volume) are you using? Which vocal effect will you focus on improving? Add Box > About Me > My Values > Select Value > Audio Recording + Tag “Language” + “Social Studies” + “Communication” Select a value or write a new one that you feel connects you to the social or environmental issue you chose Using the audio recording, practice presenting your argument about a social or environmental issue What is your opening sentence? (main argument) What points/evidence support your argument? What is your summary? (ex. Why do you care about the issue and why should others care?) Add Box > School > My Achievements > Presented in front of the class > On the new artifact, click the Speech Bubble and add a reflection > Add Emotion Reflect on your experience presenting in front of the class How did you prepare for your presentation?
Select and use appropriate features, forms, and genres according to audience, purpose, and message Core Communication Critical Thinking Personal Awareness and Responsibility are all aware that the workshop is a safe space for personal growth and must be treated as such. CAREER EDUCATION BIG IDEA 6: New experiences, both within and outside of school, expand our career skill set and options. Competencies Learning Opportunities AAM Portfolio Activity Curricular Comprehend and Connect Recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and messages Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts Construct meaningful personal connections between self, text, and world Recognize an increasing range of text structures and how they Introduce a new form of media text to the class (i.e. newspaper, commercial, public service announcement) and create a mind map for that text Who is responsible for producing this media text? What do you think the reason is for producing this media text? (i.e. to entertain, to inform people, to advertise a product) In small groups and using classroom technology, have students create one of the Add Box > Add Media > Add Video/Picture > On the new artifact, click the Speech Bubble and add a reflection/Audio Recording + Tag “Collaboration” + Tag “Digital Literacy” Upload your media text (i.e. newspaper, commercial, public service announcement) Write or talk about your experience creating the media with your group How did you enjoy making this media text? Why was it important to work as a team? What were some ideas you had for the project? What were some ideas that your peers had? How were you able to multiple ideas? How many different roles were there in making this media text? Could you have done it all by yourself? (i.e. filmed, acted all the parts, edited etc.)
Use mathematical vocabulary and language to contribute to mathematical discussions Explain and justify mathematical ideas and decisions Communicate mathematical thinking in many ways Represent mathematical ideas in concrete, pictorial, and symbolic forms Connecting and Reflecting Reflect on mathematical thinking Connect mathematical concepts to each other and to other areas and personal interests Core Communication Critical Thinking Social Responsibility CAREER EDUCATION BIG IDEA 4: Leadership represents good planning, goal-setting, and collaboration. Competencies Learning Opportunities AAM Portfolio Activity Curricular Reasoning and Analyzing Use logic and patterns to solve puzzles and play games Use reasoning and logic to explore, analyze, and apply mathematical ideas In groups of three provide students with different numbers. Together have them find as many different ways as they can draw/write/represent this number (i.e. fraction, decimal, percentage, answer to Add Box > About Me > My Strengths > Thinking Outside the Box > Drawing > Audio Recording + Tag “Math” + “Critical Thinking” Draw a picture that includes all of the ways you represented the number How many different ways could you find to represent the number? What was your team’s strategy?
Safe environments depend on everyone following safety rules. Competencies Learning Opportunities AAM Portfolio Activity Curricular Communicating and Representing Use mathematical vocabulary and language to contribute to mathematical discussions Explain and justify mathematical ideas and decisions Connecting and Reflecting Reflect on mathematical thinking Connect mathematical concepts to each other and to other areas and personal interests Core Communication Positive Personal and Cultural Identity Personal Awareness and Responsibility Social Responsibility Lead a group discussion about math. How do students feel about math? Why do they feel this way? Often students feel anxious about math. If they identify this, have them brainstorm ways that they can work together as a class to ensure everyone is comfortable and feels safe learning together. If students have a positive view on math have them explain how the environment contributes to this and brainstorm ways to maintain this positivity. Add Box > School > My Favourite Subject > Math > On the new artifact, click the Speech Bubble and add a reflection + Tag “Math” + Tag “Safe Learning Environments” Discuss what action can be taken to help make math your favourite subject What do you enjoy about math? What could make math a more positive experience for you? What is it important to feel comfortable taking safe risks in math? What is it important to have the support of your peers? Is emotional safety as important as physical safety? CAREER EDUCATION BIG IDEA 6: New experiences, both within and outside of school, expand our career skill set and options. Competencies Learning Opportunities AAM Portfolio Activity Curricular Reasoning and Analyzing Use reasoning and logic to Have students complete a hypothetical budget for themselves. They can earn currency when they complete Add Box > About Me > My Strengths > Budgeting > On the new artifact, click the Speech Bubble and add a reflection + Tag “Math” + “Budgeting” Discuss your experience maintaining a budget
Core Communication Critical Thinking Positive Personal and Cultural Identity Personal Awareness and Responsibility can? How can this translate into a career? Have you ever thought about something you want to be when you grow up but then assumed you would not be successful? Using one-on-one conferencing or a Phys. Ed. reflection journal, engage students in daily or weekly check-ins to helps students stay motivated and confident in their physical activity journey’s. CAREER EDUCATION BIG IDEA 2: Our personal digital identity forms part of our public identity. Competencies Learning Opportunities AAM Portfolio Activity Curricular Healthy and Active Living Describe impacts of personal choices on health and well-being Social and Community Health Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations Mental Well-being Discuss with students the fact that there are likely different things about themselves that they may not want other people to know. How can they keep this information private? Should they be sharing it on the internet? Can anything ever be taken “off” the internet once it is on? Add Box > Add Journal > + Tag “Health and Phys. Ed.” + Tag “Digital Portfolio” Discuss how you may represent yourself differently online than you do in person Is there a difference between things you want your friends to know and things oyu want the public to know? How do you differentiate these? Why is it important to be careful what you post online? How do you present yourself digitally? Is this accurate to who you are? How or how not?
Describe and assess strategies for promoting mental well-being, for self and others Explore and describe how personal identities adapt and change in different settings and situations Core Positive Personal and Cultural Identity Personal Awareness and Responsibility Social Responsibility Books to Consider: My Secret Bully by Trudy Ludwig If you cannot help, who can you ask to support you? CAREER EDUCATION BIG IDEA 4: Leadership represents good planning, goal-setting, and collaboration. Competencies Learning Opportunities AAM Portfolio Activity Curricular Physical Literacy Identify and describe preferred types of physical activity Healthy and Active Living Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness Describe impacts of personal choices on health and well-being Identify, apply, and reflect on In small groups, using ask students to select an activity they enjoy and discuss one factor that would motivate them to do the activity and one factor that might discourage them from doing the activity (i.e. personal enjoyment motivates them to go hiking, but the lack of trails in the city discourages them). Now that they have critically thought about the activity and Add Box > About Me > My Interests > Select Interest > On the new artifact, click the Speech Bubble and add a reflection + Tag “Health and Phys. Ed.” + Tag “Critical Thinking” Select an interest or write a new interest which matches the physical activity you like to do at home or at school Reflect on why you enjoy that activity and what motivates you to participate Reflect on barriers you face to participating in this activity Discuss potential solutions to overcome these barriers Why may you not do this activity as often as you would like?
Curricular Perspective Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations Ethical Judgement Make ethical judgements about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond Significance Construct arguments defending the significance of individuals/groups, places, events, or developments Core Personal Awareness and Responsibility Social Responsibility Define the “inclusiveness” and discuss what an inclusive society would look like What does it mean to be inclusive? What does it mean when a classroom is inclusive? What does it mean when a society or country is inclusive? Who has been or is currently excluded from Canadian society? As a class, identify and explore a variety of groups who have worked to achieve an inclusive society Group Activity - Choose a group who has worked toward a political, social, economic, or environmental goal and create a poster in the style of a protest poster identifying the group’s main mission (Ex. Women activists had worked for the right to vote) Books to Consider: The Youngest Marcher: The Add Box > About Me > My Attributes > Select Attribute > On the new artifact, click the Speech Bubble and add a reflection + Tag “Self-discovery” Select an attribute which you feel connects with the meaning of “inclusiveness” How does this attribute help you demonstrate inclusiveness? Think of examples in your home, school, and community Add Box > Add Media > Add Picture > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies” + “Global Citizenship” + “Critical Thinking” + “Collaboration” Upload a photo of your protest poster Write a reflection on the experience creating your protest poster What political, social, economic, or environmental goal does your poster address? Why is this goal important for creating an inclusive society? Has this goal been achieved in Canada? What about in the world?
Responsibility Social Responsibility Why is it important to stay organized when we research? How can you use this strategy in other subject areas? Optional: Add Box > School > My Achievements > I can use a cause and effect organizer to keep track of my research! + Tag “My Learning” CAREER EDUCATION BIG IDEA 6: New experiences, both within and outside of school, expand our career skill set and options. Competencies Learning Opportunities AAM Portfolio Activity Curricular Perspective Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations Significance Construct arguments defending the significance of individuals/groups, places, events, or developments Core Critical Thinking Positive Personal and Cultural Identity Personal Awareness and Responsibility Social Responsibility Identify and explore a variety of organizations through which Canada is involved in global issues WE Charity (formerly Free the Children) aims to empower youth to become socially engaged World Wide Fund for Nature works for wildlife preservation Doctors Without Borders provides medical care to countries where it is not easy to receive care Invite a member from a organization to Add Box > School > What I Like > Learning new things > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies” Write a reflection on one of the organizations you learned about in class What does this organization do? Why is it important? How does this organization inspire you? What is the difference between a profit and a non-profit organization? Would you ever want to work for either? Add Box > About Me > My Values > Select Value > On the new artifact, click the Speech Bubble and add a reflection Select a value which you feel connects to one organization discussed in class What does this value mean to you? How does this organization demonstrate this value?