Teacher Resources

NS curriculum outcomes related to Heritage Fair

Innumerable curriculum outcomes may be addressed through a Heritage Fair project. Below is a sampling related to a grade 5 curriculum in NS but would be similarly applicable to other grades.

Curriculum Connections

This project fits into the current grade 4 and 5 language arts requirements nicely. As media literacy figures prominently in the APEF English Language Arts curriculum. The curriculum builds on the concept that literacy means moving beyond competency in the written word, to the ability to use and understand visual and technological means of communication. (Media Education in Nova Scotia, 2013) In addition Language Arts media literacy is a form of critical thinking and there are cross curricular connections to Social Studies. Students would also be conducting interviews of which addresses speaking outcomes. The key areas focused upon will be Language Arts and Social Studies at the each grade level.

Some of the Curriculum outcomes will include:

• Select, organize and combine relevant information, from three or more sources to construct and communicate meaning.
• Demonstrate commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement.
• Use technology with increasing proficiency to create, revise, edit and publish.
• Invite responses to early drafts of their media productions and use audience reaction to help shape subsequent drafts. At the grade level they will be able to reflect on their final drafts from a viewer’s point of view.
• Demonstrate an awareness of purpose and audience.
• Create written and media texts collaboratively and independently and in different modes (expressive) and forms.
• Use their background knowledge to question and analyze information presented visually and in print.
• Make deliberate language choices appropriate to purpose, audience and form.
• Identify instances where language is used to entertain, manipulate, persuade or control them.
• Demonstrate awareness that all texts reflect a purpose and point of view.
  Identify types of prejudice, stereotyping and bias and recognize their negative effects on individuals and cultures.
• Engage in, respond to and evaluate oral presentations.
• Use word choice and expression appropriate to the speaking occasion.
• Listen critically to others ideas, opinions and points of view.
• Explain and support personal ideas and opinions.
• Safely use school media and computer equipment, and software to support
  their learning, with growing independence.
• Use a range of appropriate equipment, computer technology, and software to plan and create multimedia works that contain pictures, words, and sound to tell a story or report the results of their learning.
• Respond personally and with developing critical awareness to a range of print, media, and electronic resources.
• Locate relevant information by using the appropriate organizational features of and search strategies applicable to books, other print, audio CDs, videos, computer software, multimedia, and the Internet.
• Complete short, clearly defined research tasks, assessing information selected from several sources beyond paper and print-based media acknowledge the sources of their information using simple citation formats.
• Demonstrate effective use of computer keyboards, mice, and other input
  devices to produce final documents and presentations
• Maintain their electronic files and folders on the computer system and network.
• Select from a range of media and software to best represent the content and purpose of their learning with growing independence.
• Identify and describe different ways in which information available for use at this level can be created, stored, used, represented, and transmitted with growing independence.
• Demonstrate an understanding of the rights and responsibilities of citizenship and the origins.
• Demonstrate an understanding of the past and how it affects the present and the future.