Curriculum Framework

Being and Becoming Competent in Communication involves receiving and expressing meaning in different contexts with different audiences and purposes. Effective communication involves understanding local and global perspectives and societal and cultural contexts. It involves adapting, changing, and using various media responsibly, safely, and with regard to one’s digital identity.

Learners express themselves using the appropriate communication tools for the intended audience and create a positive digital identity. For example:

• I select appropriate media according to purpose, context, and audience.
• I create responsible digital content to establish and maintain a positive digital profile.

Learners communicate effectively in English and/or French and/or Mi’kmaq or Wolastoqey through a variety of media and in a variety of contexts. For example:

• I express my thoughts in two or more languages.
• I express my thoughts through alternate modes of expression such as art, music, drama, poetry, etc.
• I enhance my communication using mime, gestures, and facial expressions.
• I articulate my current level of ability in the language(s) I am learning.

Learners gain knowledge about a variety of languages beyond their first and additional languages. They recognize the strong connection between language and ways of knowing the world. For example:

• I consider cultural nuances in my verbal and nonverbal communications.
• I engage in learning to communicate in one or more languages other than my first language.
• I switch from one language to another.
• I express myself in one language and understand a person speaking another.

Learners ask effective questions to create a shared communication culture, understand all points of view, express their own opinions, and advocate for ideas. For example:

• I ask questions to construct meaning, inform decisions, and justify opinions.
• I express opinions that are informed.
• I respect different points of view.
• I show empathy and take responsibility to communicate in ways that benefit others.
• I ask people to elaborate on specific points they made in their initial explanation.
• I encourage a shared communication culture by expressing understanding and appreciation of different ideas, feelings, and viewpoints and inviting participants to contribute and react to the ideas of others.
• I work collaboratively with people who have different cultural orientations, discussing similarities and differences in viewpoints.
• I support communication across cultures by initiating conversation and expressing agreement and understanding.

Fostering & Teaching Communication

Communication is the vehicle through which relationships, interactions and identities are navigated. In the early years, multimodal meaning making happens naturally when learners play with the signs and symbols of language, music, math, art, and drama. Learners develop communication strategies when they are invited to play with a variety of sign systems, to listen deeply, and to show empathy for all points of view. Through inquiry, exploration, and models, learners gain knowledge about conventions and uses of languages, cultures, and values. As their competence in communication develops, learners become more confident to extend ideas and employ creative approaches for identifying and working out practical problems. Making learning visible through conversations, artefacts, learning stories, projects, pictures, videos, etc., serves to celebrate, model, and deepen learning. Strong communication skills expressed through a variety of ways, are a keystone in the development of all competencies.

The learning environment, pedagogies, learning contexts, concepts, and skills support the development of Communication. Each of the goals (ECE) and subject areas (K–12), develops this competency in the following ways over time:

EARLY LEARNING FRAMEWORKS

In early learning and childcare the goals work together to provide the foundation to develop this competency; however, the bolded goal is the most aligned.

• Communication and Literacies
• Well-Being
• Play and Playfulness
• Diversity and Social Responsibility

ENGLISH LANGUAGE ARTS

To communicate in English Language Arts classes, learners:

• use language representations such as speaking, signing, writing, and other ways of representing to express, extend, clarify, and reflect on their thoughts, ideas, and experiences, and to consolidate their learning.
• read and view texts for knowledge, entertainment, interest, and information.
• use language effectively in a wide variety of communication situations (formal and informal).

FINE ARTS

In Arts Education, communication involves receiving and expressing meaning and understanding through a variety of art media including music, visual art, drama, and dance. Learners:

• develop and present expressive products in the arts for a range of audiences and purposes using the languages, techniques, and processes of the arts.
• present art works to an audience with sensitivity to the intention of the artist and the ways in which the works can be interpreted.
• articulate expressive responses to art works with awareness of the artistic style and aesthetic qualities of the arts, both their own works and those of others.

FRENCH

To communicate in French Second Language, learners:

• follow a literacy-based approach created to facilitate the development of communication skills.
• increasingly develop oral, reading, and writing skills.
• use a variety of contexts for a range of different purposes to develop receptive and productive language.

IMMERSION FRANÇAISE

Les apprenants doivent s’exprimer efficacement en ayant recours à divers médias. À travers des situations d’apprentissage authentiques et valables, les apprenants développent les compétences, connaissances et stratégies nécessaires pour communiquer avec confiance en français. Les apprenants :

• écoutent, visualisent et lisent pour s’informer et se divertir.
• utilisent la langue dans une variété de situations de communication.

MATHEMATICS

Communication includes using mathematical language and notation to interpret, express, and transfer ideas. Mathematical discussions happen within and outside the discipline of math and take place within and independent of real-world contexts. Learners:

• use a variety of communication tools including diagrams, graphs, tables, and mathematical symbolism.
• express and clarify ideas orally and in writing.
• formulate definitions, express generalizations, and recognize multiple representations of concepts.
• construct links between informal notations, abstract language, and the symbolism of mathematics while recognizing the importance of common definitions.
• use mathematical terminology to contribute ideas, knowledges, attitudes and beliefs to mathematical discussions.

PERSONAL WELLNESS

Personal Wellness Education involves using respectful verbal and nonverbal communication to express opinions and values and to advocate for self and others in responsible ways. Learners:

• express themselves using respectful listening, language, and behaviours.
• reflect on and express needs, emotions, and ideas.
• ask questions to construct meaning, consider cultural nuances, and value different points of view.
• take responsibility to respect different viewpoints and communicate in ways that benefit others.
• access, process, evaluate, and share information relating to health and wellbeing.

PHYSICAL EDUCATION

Physical Education involves using verbal and nonverbal communication to express opinions and values and to advocate for self and others in a responsible way. Learners:

• use movement as a means of formulating and expressing ideas, perceptions, and feelings in Physical Education.
• ask questions to construct meaning, consider cultural nuances, and value different points of view.
• demonstrate emotional and social skills that support positive interpersonal relationships.
• access, process, evaluate, and share information relating to health and active living.

SCIENCE

Science learning environments foster opportunities to communicate effectively in oral, written, and/or digital forms through a variety of contexts to deepen and facilitate learning. Learners:

• present information clearly, logically, and accurately for a variety of audiences.
• demonstrate understanding of scientific facts and relationships through words, numbers, images, symbols, graphs, and charts.
• reflect on and express their own ideas, learning, and perceptions of scientific concepts and principles.

SOCIAL STUDIES

Communication is a required competency for learning in the social studies because of its interdisciplinary nature. Learners:

• ask questions to learn and grow a skills and knowledge base.
• conduct and interpret research to inform decision-making and action.
• listen to and understand diverse perspectives.
• communicate and advocate as community members for their own views and beliefs as well as causes important to them.

TECHNOLOGY EDUCATION

Communication includes using many different media. Technology is the application of scientific advances and takes place within and across many subject areas linked to real-world contexts. Learners:

• communicate information and ideas using a variety of media.
• interact, collaborate, and publish using technology and respecting copyright.
• understand and demonstrate computer coding/programming concepts and terminology.

WABANAKI LANGUAGES

Through the study of Mi’kmaw and Wolastoqey, learners:

• effectively communicate through a variety of media and in a variety of contexts.
• gain knowledge of the world through the lenses of their languages, cultures, and ways of knowing.
• create a shared classroom culture where points of view are respected and all learners are empowered to express their own views and advocate for their ideas.