1. Introduction to Entrepreneurship
1.1. 12
1.1.1. Entrepreneurship 12
1.1.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.
1.1.1.1.1. Analyse entrepreneurship as a career choice
1.1.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
1.1.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
1.1.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
1.1.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
1.1.1.3.2. Reflect on the effectiveness of the teamwork process
1.2. 11
1.2.1. Career Development 11
1.2.1.1. Module 1: Career Awareness
1.2.1.1.1. 1.1 clarify and define their life and work goals through further analysis of self-assessment data
1.2.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information
1.2.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
1.3. 10
1.3.1. Career Development 10
1.3.1.1. Module 1: Personal development
1.3.1.1.1. 1.2 develop effective communication and teamwork skills
1.3.1.1.2. 1.3 effectively manage personal relationships and conflicts
1.3.1.2. Module 5: Life Work Portfolio
1.3.1.2.1. 5.3 reflect on their work to articulate a career plan
1.4. 9
1.4.1. Citizenship 9
1.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
1.4.1.1.1. Evaluate the merit of a collaboratively-selected need
1.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
1.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
1.5. 8
1.5.1. ELA 8
1.5.2. Social Studies 8
1.5.3. Science 8
1.6. 7
1.6.1. Social Studies 7
1.6.2. Science 7
1.7. 6
1.7.1. ELA 6
1.7.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
1.7.1.1.1. Critically listen to others’ ideas or opinions and perspectives in a variety of collaborative learning experiences, showing control of when to listen and when to speak.
1.7.1.1.2. Respond personally and critically to clarify information.
1.7.1.1.3. Identify main ideas including key and supporting details and identify conclusions with supporting evidence.
1.7.1.1.4. Clarify opinions by responding to the questions and opinions/ideas of others by providing a variety of reasons to support thinking.
1.7.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
1.7.1.2.1. Converse and collaborate in a variety of situations with sensitivity and respect, considering cultural contexts, audience, and purpose.
1.7.1.2.2. Use language consciously considering the needs and expectations of the audience and situations.
1.7.2. Info Tech 6
1.7.2.1. 3: Communication Students will use digital tools to communicate and work collaboratively, including at a distance, to support individual learning and to contribute to the learning of others.
1.7.2.1.1. Independently communicate ideas and information using teacher or student selected digital tools.
1.7.2.1.2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
1.7.2.1.3. Independently communicate and collaborate electronically with others inside and outside the classroom.
1.7.2.2. 4: Productivity and Innovation Students will use digital tools to plan, create, and publish their work both individually and collaboratively.
1.7.2.2.1. Accomplish curriculum-based tasks by independently selecting and using digital tools individually and collaboratively.
1.7.2.2.2. Use a range of media and digital tools.
1.7.2.2.3. Apply existing knowledge to generate new ideas, products, or processes.
1.8. 5
1.8.1. Social Studies 5
1.8.1.1. 1: Students will develop an understanding of how we learn about the past with a focus on Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
1.8.1.1.1. * Reflect on differences between the present and the past.
1.8.2. ELA 5
1.8.2.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
1.8.2.1.1. Critically listen to the ideas and perspectives of others in a variety of collaborative learning experiences showing growing control of when to listen and when to speak.
1.8.2.1.2. Respond personally and critically to clarify information.
1.8.2.1.3. Identify the main idea and key and supporting details and identify conclusions.
1.8.2.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
1.8.2.2.1. Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.
1.8.2.2.2. Use language selectively considering the needs and expectations of audience and situations.
1.9. 4
1.9.1. ELA 4
1.9.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
1.9.1.1.1. Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.
1.9.1.1.2. Clarify opinions by responding to the questions and ideas/opinions of others.
1.9.1.1.3. Consider others’ responses and offer opinions supported by one or two reasons.
1.9.1.1.4. Explain personal opinions and respond to questions of others.
1.9.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
1.9.1.2.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.
1.9.1.2.2. Use language showing a growing awareness of audiences and situations.
1.9.1.2.3. Continue to make language choices that affirm sensitivity and respect to the ideas and experiences of others.
1.9.2. Science 4
1.9.3. Info Tech 4
1.9.3.1. 3: Communication Students will use digital tools to communicate and work collaboratively, including at a distance, to support individual learning and to contribute to the learning of others.
1.9.3.1.1. With teacher selected digital tools and support, communicate ideas and information using a variety of media and formats.
1.9.3.1.2. Independently communicate and collaborate electronically with others inside and outside the classroom in teacher selected digital environments.
1.9.3.2. 4: Productivity and Innovation Students will use digital tools to plan, create, and publish their work both individually and collaboratively.
1.9.3.2.1. Accomplish curriculum-based tasks by using teacher selected digital tools.
1.9.3.2.2. With assistance, collaboratively accomplish curriculum-based tasks by using teacher selected and using digital tools.
1.9.3.2.3. Use a range of media.
1.9.3.2.4. Apply existing knowledge to generate new ideas, products, or processes.
1.9.4. Social Studies 4
1.9.4.1. 1: Students will examine the concept of exploration.
1.9.4.1.1. * Share and discuss personal experiences of exploration. * Investigate explorers within the local community. * Reflect upon why we explore. * Reflect upon how we explore
1.9.4.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures of land, ocean, space and ideas.
1.9.4.2.1. * Compare different types of explorations. * Investigate the motivations for various explorers.
1.9.4.3. 3: Students will examine the impact of exploration.
1.9.4.3.1. * Explore the consequences of exploration on people and physical environments. * Recognise that exploration leads to change in peoples' views and attitudes.
1.9.5. 6
1.9.5.1. 1: Students will explore the concept of culture and demonstrate an understanding of its role in their lives, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
1.9.5.1.1. * Explore the role of culture in their lives. * Identify factors that shape culture.
1.9.5.2. 4: Students will examine how traditions relate to culture in region, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
1.9.5.2.1. * Explore how traditions, customs and rituals influence a region's culture.
2. Purchase and build
2.1. 12
2.1.1. Entrepreneurship 12
2.1.1.1. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
2.1.1.1.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
2.1.1.2. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
2.1.1.2.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
2.1.1.2.2. Reflect on the effectiveness of the teamwork process
2.1.1.3. Outcome 6: Learners will construct an effective business or venture plan.
2.1.1.3.1. Evaluate ideas for potential entrepreneurial opportunities
2.2. 11
2.2.1. Career Development 11
2.2.1.1. Module 1: Career Awareness
2.2.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data
2.2.1.1.2. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
2.2.1.2. Module 2: Work Cultures
2.2.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
2.2.1.3. Module 3: Financial Management
2.2.1.3.1. 3.1 make life and work decisions that reflect financial realities
2.2.1.3.2. 3.2 access and use resources related to financial management and planning
2.3. 10
2.3.1. Math 10
2.3.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.
2.3.2. Career Development 10
2.3.2.1. Module 1: Personal development
2.3.2.1.1. 1.2 develop effective communication and teamwork skills
2.3.2.1.2. 1.3 effectively manage personal relationships and conflicts
2.3.2.2. Module 5: Life Work Portfolio
2.3.2.2.1. 5.2include items that illustrate their interests and abilities
2.4. 9
2.4.1. Citizenship 9
2.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
2.4.1.1.1. Evaluate the merit of a collaboratively-selected need
2.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
2.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
2.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
2.4.1.3.1. Investigate the impact of informed financial choices
2.5. 8
2.5.1. Science 8
2.5.1.1. Learners will formulate a plan to mitigate or adapt to the effects of climate change
2.5.1.1.1. ▪ Investigate climate change solutions inclusive of a Mi’kmaw perspective
2.5.1.1.2. ▪ Evaluate the environmental impact of green technologies
2.5.1.1.3. ▪ Evaluate the implications of potential climate change solutions
2.5.2. Social Studies 8
2.6. 7
2.6.1. Social Studies 7
2.6.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canada communities
2.6.1.1.1. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities
2.6.2. Science 7
2.6.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk
2.6.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health
2.6.2.1.2. ▪ Analyse choices about resource management and sustainability
2.6.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem
2.6.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective
2.6.2.1.5. ▪ Investigate biological indicators of environmental health
2.6.3. Math 7
2.6.3.1. N02 Students will be expected to demonstrate an understanding of the addition, subtraction, multiplication, and division of decimals to solve problems
2.6.3.1.1. N02.05 Create and solve a given problem involving the addition of two or more decimal numbers.
2.6.3.1.2. N02.06 Create and solve a given problem involving the subtraction of decimal numbers.
2.7. 6
2.7.1. ELA 6
2.7.1.1. 1: Listening and Speaking Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
2.7.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
2.8. 5
2.8.1. ELA 5
2.8.1.1. 1: Listening and Speaking Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
2.8.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
2.9. 4
2.9.1. ELA 4
2.9.1.1. 1: Listening and Speaking Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
2.9.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
2.9.2. Science 4
2.9.3. Info Tech 4
2.9.4. Social Studies 4
2.9.4.1. 1: Students will examine the concept of exploration.
2.9.4.1.1. * Reflect upon how we explore.
2.9.4.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures of land, ocean, space and ideas.
2.9.4.2.1. * Investigate the motivations for various explorers. * Infer the risks and challenges faced by explorers.
3. Explore Problem Statement
3.1. 12
3.1.1. Entrepreneurship 12
3.1.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.
3.1.1.1.1. Analyse entrepreneurship as a career choice
3.1.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
3.1.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
3.1.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
3.1.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
3.1.1.3.2. Reflect on the effectiveness of the teamwork process
3.1.1.4. Outcome 6: Learners will construct an effective business or venture plan.
3.1.1.4.1. Evaluate ideas for potential entrepreneurial opportunities
3.2. 11
3.2.1. Career Development 11
3.2.1.1. Module 1: Career Awareness
3.2.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data
3.2.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information
3.2.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
3.2.1.2. Module 2: Work Cultures
3.2.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
3.2.1.3. Module 3: Financial Management
3.2.1.3.1. 3.1 make life and work decisions that reflect financial realities
3.2.1.3.2. 3.2 access and use resources related to financial management and planning
3.3. 10
3.3.1. Math 10
3.3.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.
3.3.2. Career Development 10
3.3.2.1. Module 1: Personal development
3.3.2.1.1. 1.2 develop effective communication and teamwork skills
3.3.2.1.2. 1.3 effectively manage personal relationships and conflicts
3.3.2.2. Module 5: Life Work Portfolio
3.3.2.2.1. 5.2include items that illustrate their interests and abilities
3.4. 9
3.4.1. Citizenship 9
3.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
3.4.1.1.1. Evaluate the merit of a collaboratively-selected need
3.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
3.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
3.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
3.4.1.3.1. Investigate the impact of informed financial choices
3.5. 8
3.5.1. Social Studies 8
3.5.1.1. Learners will implement an advocacy action in response to an issue.
3.5.1.1.1. Evaluate the causes of a current issue in a community.
3.5.1.1.2. Evaluate how a current issue impacts a community
3.5.2. ELA 8
3.5.2.1. Learners will formulate oral and written personal and critical questions and responses, in relation to audience and purpose
3.5.2.1.1. ▪ Formulate personal and critical ideas
3.5.2.1.2. ▪ Formulate questions that clarify and elaborate understanding of selected sources
3.5.2.1.3. ▪ Select supporting details for ideas and responses
3.5.3. Science 8
3.5.3.1. Learners will formulate a plan to mitigate or adapt to the effects of climate change
3.5.3.1.1. ▪ Investigate climate change solutions inclusive of a Mi’kmaw perspective
3.5.3.1.2. ▪ Evaluate the environmental impact of green technologies
3.5.3.1.3. ▪ Evaluate the implications of potential climate change solutions
3.6. 7
3.6.1. Social Studies 7
3.6.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canada communities
3.6.1.1.1. ▪ Investigate how changing demographics create challenges and opportunities in Atlantic Canadian communities
3.6.1.1.2. ▪ Analyse challenges and opportunities in Atlantic Canada sectors of industry
3.6.1.1.3. ▪ Analyse human factors that impact environmental sustainability in local ecosystems
3.6.2. Science 7
3.6.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk
3.6.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health
3.6.2.1.2. ▪ Analyse choices about resource management and sustainability
3.6.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem
3.6.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective
3.6.2.1.5. ▪ Investigate biological indicators of environmental health
3.7. 6
3.7.1. ELA 6
3.7.2. Science 6
3.7.2.1. 2 Students will explain how renewable and nonrenewable electricity is generated and its local and global environmental impacts.
3.7.2.1.1. Explore different sources of renewable energy that can be transferred to produce electrical energy
3.7.2.1.2. Explore different sources of non‐ renewable energy that can be transferred to produce electrical energy.
3.7.2.1.3. Investigate actions that lead to reducing electrical energy consumption in the environment.
3.8. 5
3.8.1. ELA 5
3.8.2. Science 5
3.8.2.1. 2. Students will investigate how weather impacts our lives
3.8.2.1.1. Infer how the weather affects living things.
3.8.2.1.2. Infer how the weather affects nonliving things
3.8.2.1.3. Gather evidence on the impact of weather on our daily lives.
3.8.2.2. 3. Students will explore forces and mechanical advantage by designing common simple and compound machines.
3.8.2.2.1. Design and experiment with an imaginary compound machine using the processes of start, reason, draw design, build a working model, identify and difficulties, improve design.
3.9. 4
3.9.1. ELA 4
3.9.1.1. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
3.9.1.1.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.
3.9.1.1.2. Continue to make language choices that affirm sensitivity and respect to the ideas and experiences of others.
3.9.1.2. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
3.9.1.2.1. Explore various forms/genres of writing to develop imagination.
3.9.1.2.2. Experiment by using descriptive language and word choice to enhance meaning with support.
3.9.2. Science 4
3.9.2.1. 1 Students will explore a variety of local natural habitats.
3.9.2.1.1. Explore 2 to 3 models of habitats.
3.9.2.1.2. Use data from explorations to recognize patterns and relationships and reach conclusions.
3.9.2.1.3. Infer why particular organisms share a habitat
3.9.2.1.4. Predict the effect of change in the environment to the habitat.
3.9.2.2. 2 Students will investigate the interrelatedness among animals, plants, and the environment in local habitats.
3.9.2.2.1. Investigate and share the characteristics of a variety of habitats.
3.9.2.2.2. Investigate and compare local habitats and their associated populations of plants and animals, inclusive of Aboriginal perspectives.
3.9.2.2.3. Describe how human actions and natural phenomena can change and/or conserve the environments of habitats, inclusive of Aboriginal perspectives.
3.9.2.2.4. Predict how a change in the food chain can affect a habitat.
3.9.2.2.5. Analyze simple food chains.
3.9.3. Info Tech 4
3.10. Social Studies 4
3.10.1. 1: Students will examine the concept of exploration.
3.10.1.1. * Share and discuss personal experiences of exploration. * Categorise a range of personal experiences in relation to exploration. * Reflect upon how we explore.
3.10.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures of land, ocean, space and ideas.
3.10.2.1. * Compare different types of explorations. * Examine the relationship between exploration and innovation.
3.10.3. 3: Students will examine the impact of exploration.
3.10.3.1. * Explore the consequences of exploration on people and physical environments. * Recognise that exploration leads to change in peoples' views and attitudes.
3.10.4. 4: Students will examine the relationship between humans and the physical environment.
3.10.4.1. * Gather information on how humans interact with the physical environment. * Question the impact that humans have on the environment. * Explore the physical environment impacts where people live and how they live.
4. Brainstorm and Plan
4.1. 12
4.1.1. Entrepreneurship 12
4.1.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.
4.1.1.1.1. Analyse entrepreneurship as a career choice
4.1.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
4.1.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
4.1.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
4.1.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
4.1.1.3.2. Reflect on the effectiveness of the teamwork process
4.1.1.4. Outcome 6: Learners will construct an effective business or venture plan.
4.1.1.4.1. Evaluate ideas for potential entrepreneurial opportunities
4.2. 11
4.2.1. Career Development 11
4.2.1.1. Module 1: Career Awareness
4.2.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data
4.2.1.1.2. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
4.2.1.2. Module 2: Work Cultures
4.2.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
4.2.1.3. Module 3: Financial Management
4.2.1.3.1. 3.1 make life and work decisions that reflect financial realities
4.2.1.3.2. 3.2 access and use resources related to financial management and planning
4.3. 10
4.3.1. Math 10
4.3.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.
4.3.2. Career Development 10
4.3.2.1. Module 1: Personal development
4.3.2.1.1. 1.2 develop effective communication and teamwork skills
4.3.2.1.2. 1.3 effectively manage personal relationships and conflicts
4.3.2.2. Module 5: Life Work Portfolio
4.3.2.2.1. 5.2include items that illustrate their interests and abilities
4.4. 9
4.4.1. Citizenship 9
4.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
4.4.1.1.1. Evaluate the merit of a collaboratively-selected need
4.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
4.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
4.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
4.4.1.3.1. Investigate the impact of informed financial choices
4.5. 8
4.5.1. Science 8
4.5.1.1. Learners will formulate a plan to mitigate or adapt to the effects of climate change
4.5.1.1.1. ▪ Investigate climate change solutions inclusive of a Mi’kmaw perspective
4.5.1.1.2. ▪ Evaluate the environmental impact of green technologies
4.5.1.1.3. ▪ Evaluate the implications of potential climate change solutions
4.5.2. Social Studies 8
4.5.2.1. Learners will implement an advocacy action in response to an issue.
4.5.2.1.1. Evaluate the causes of a current issue in a community.
4.5.2.1.2. Evaluate how a current issue impacts a community
4.5.3. ELA 8
4.5.3.1. Learners will formulate oral and written personal and critical questions and responses, in relation to audience and purpose
4.5.3.1.1. ▪ Formulate personal and critical ideas
4.5.3.1.2. ▪ Formulate questions that clarify and elaborate understanding of selected sources
4.5.3.1.3. ▪ Select supporting details for ideas and responses
4.6. 7
4.6.1. Social Studies 7
4.6.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canada communities
4.6.1.1.1. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities
4.6.2. Science 7
4.6.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk
4.6.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health
4.6.2.1.2. ▪ Analyse choices about resource management and sustainability
4.6.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem
4.6.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective
4.6.2.1.5. ▪ Investigate biological indicators of environmental health
4.7. 6
4.7.1. ELA 6
4.7.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
4.7.1.1.1. Critically listen to others’ ideas or opinions and perspectives in a variety of collaborative learning experiences, showing control of when to listen and when to speak.
4.7.1.1.2. Respond personally and critically to clarify information.
4.7.1.1.3. Identify main ideas including key and supporting details and identify conclusions with supporting evidence.
4.7.1.1.4. Clarify opinions by responding to the questions and opinions/ideas of others by providing a variety of reasons to support thinking.
4.7.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
4.7.1.2.1. Converse and collaborate in a variety of situations with sensitivity and respect, considering cultural contexts, audience, and purpose.
4.7.1.2.2. Use language consciously considering the needs and expectations of the audience and situations.
4.7.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.
4.7.1.3.1. Collaborate with peers, evaluating and selecting ideas and suggestions to craft writing.
4.7.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
4.7.1.4.1. Use various forms/genres of writing to develop imagination with increasing independence.
4.7.1.4.2. Choose the audience(s) for specific pieces of writing.
4.7.1.4.3. Experiment by using descriptive language and word choice to enhance meaning, with increasing independence.
4.8. 5
4.8.1. ELA 5
4.8.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
4.8.1.1.1. Critically listen to the ideas and perspectives of others in a variety of collaborative learning experiences showing growing control of when to listen and when to speak.
4.8.1.1.2. Respond personally and critically to clarify information.
4.8.1.1.3. Identify the main idea and key and supporting details and identify conclusions.
4.8.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
4.8.1.2.1. Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.
4.8.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.
4.8.1.3.1. Collaborate with peers, selecting ideas, and suggestions to craft writing.
4.8.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
4.8.1.4.1. Use various forms/genres of writing to develop imagination with growing independence.
4.8.1.4.2. Identify the audience(s) for specific pieces of writing.
4.8.1.4.3. Experiment by using descriptive language and word choice to enhance meaning with growing independence.
4.9. 4
4.9.1. ELA 4
4.9.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
4.9.1.1.1. Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.
4.9.1.1.2. Respond personally and critically to clarify information.
4.9.1.1.3. Identify the main idea when directly stated and identify a number of key and supporting details.
4.9.1.1.4. Explain personal opinions and respond to questions of others.
4.9.1.1.5. Clarify opinions by responding to the questions and ideas/opinions of others.
4.9.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
4.9.1.2.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.
4.9.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.
4.9.1.3.1. Collaborate with peers, considering peers’ ideas and suggestions to craft writing.
4.9.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
4.9.1.4.1. Explore various forms/genres of writing to develop imagination.
4.9.1.4.2. Consider the audience(s) for specific pieces of writing.
4.9.1.4.3. Experiment by using descriptive language and word choice to enhance meaning with support.
4.9.2. Science 4
4.9.3. Info Tech 4
4.9.4. Social Studies 4
4.9.4.1. 1: Students will examine the concept of exploration.
4.9.4.1.1. *Share and discuss personal experiences of exploration. * Categorise a range personal experiences in relation to exploration. * Reflect upon how we explore.
4.9.4.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures of land, ocean, space and ideas.
4.9.4.2.1. * Compare different types of explorations. * Investigate the motivations for various explorers. * Infer the risks and challenges faced by explorers. * Examine the relationship between exploration and innovation.
4.9.4.3. 3: Students will examine the impact of exploration.
4.9.4.3.1. * Explore the consequences of exploration on people and physical environments. * Recognise that exploration leads to change in peoples' views and attitudes.
4.9.4.4. 4: Students will examine the relationship between and the physical environment.
4.9.4.4.1. * Question the impact that humans have on the environment. * Explore how the physical environment impacts where people live and how they live.
4.9.5. 6
4.9.5.1. 1: Students will explore the concept of culture and demonstrate an understanding of its role in their lives, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
4.9.5.1.1. * Explore the role of culture in their lives. * Identify factors that shape culture.
4.9.5.2. 2: Students will analyse the importance of cross-cultural understanding inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
4.9.5.2.1. * Discuss the importance of cross-cultural understanding and the consequences of its absence. * Identify actions that are being taken to improve cross-cultural understanding (national/global) and begin to explore actions that can be and are being taken at the local level.
4.9.5.3. 3: Students will compare the use of resources and sustainability practices between Canada and a selected country.
4.9.5.3.1. * Identify and explain reasons for different perspectives on the use of resources and sustainability practices.
4.9.5.4. 4: Students will examine how traditions relate to culture in a region, inclusive of the traditions of the Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
4.9.5.4.1. * Explore how traditions, customs and rituals influence a region's culture. * Investigate to infer how cultural traditions are affected by change factors.
4.9.5.5. 6: Students will take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens.
4.9.5.5.1. * Examine various perspectives to support a position on a local/national/international issues. * Plan and take age-appropriate actions to address local/national/international problems or issues.
5. Create pitch
5.1. 12
5.1.1. Entrepreneurship 12
5.1.1.1. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
5.1.1.1.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
5.1.1.2. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
5.1.1.2.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
5.1.1.2.2. Reflect on the effectiveness of the teamwork process
5.1.1.3. Outcome 6: Learners will construct an effective business or venture plan.
5.1.1.3.1. Evaluate ideas for potential entrepreneurial opportunities
5.2. 11
5.2.1. Career Development 11
5.2.1.1. Module 1: Career Awareness
5.2.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data
5.2.1.1.2. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
5.2.1.2. Module 2: Work Cultures
5.2.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
5.3. 10
5.3.1. Math 10
5.3.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.
5.3.2. Career Development 10
5.3.2.1. Module 1: Personal development
5.3.2.1.1. 1.2 develop effective communication and teamwork skills
5.3.2.1.2. 1.3 effectively manage personal relationships and conflicts
5.3.2.2. Module 5: Life Work Portfolio
5.3.2.2.1. 5.2include items that illustrate their interests and abilities
5.4. 9
5.4.1. Citizenship 9
5.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
5.4.1.1.1. Evaluate the merit of a collaboratively-selected need
5.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
5.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
5.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
5.4.1.3.1. Investigate the impact of informed financial choices
5.5. 8
5.5.1. Social Studies 8
5.5.1.1. Implement: Select. Locate several relevant and dependable details to support an answer.
5.5.2. ELA 8
5.5.2.1. Learners will create oral, written, and visual communication forms for a range of audiences and purposes.
5.6. 7
5.6.1. Social Studies 7
5.6.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canada communities
5.6.1.1.1. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities
5.6.2. Science 7
5.6.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk
5.6.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health
5.6.2.1.2. ▪ Analyse choices about resource management and sustainability
5.6.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem
5.6.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective
5.6.2.1.5. ▪ Investigate biological indicators of environmental health
5.7. 6
5.7.1. ELA 6
5.7.1.1. 7: Writing and other Ways of Representing Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
5.7.1.1.1. Use various forms/genres of writing to develop imagination with increasing independence.
5.7.1.1.2. Choose the audience(s) for specific pieces of writing.
5.7.1.1.3. Experiment by using descriptive language and word choice to enhance meaning, with increasing independence.
5.7.1.1.4. Write an engaging lead, a descriptive middle, and a satisfying conclusion.
5.7.1.2. 8: Writing Students will be expected to create text, independently and collaboratively, using a variety of types of writing for
5.7.1.2.1. Use types of writing that are appropriate to specific purposes and audiences, with increasing independence. (Types of Writing)
5.7.1.2.2. Include information and specific details that are relevant and purposeful for an intended audience, with increasing independence.
5.7.1.2.3. Use print and digital graphic organizers to enhance writing.
5.8. 5
5.8.1. ELA 5
5.8.1.1. 7: Writing and other Ways of Representing Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
5.8.1.1.1. Use various forms/genres of writing to develop imagination with growing independence.
5.8.1.1.2. Identify the audience(s) for specific pieces of writing.
5.8.1.1.3. Experiment by using descriptive language and word choice to enhance meaning with growing independence.
5.8.1.1.4. Write an effective lead, with a descriptive middle, and a conclusion.
5.8.1.2. 8: Writing Students will be expected to create text, independently and collaboratively, using a variety of types of writing for
5.8.1.2.1. Experiment by using types of writing that are appropriate to specific purposes and audiences, with growing independence. (Types of Writing)
5.8.1.2.2. Include information and details that are relevant and purposeful for an intended audience, with growing independence.
5.8.1.2.3. Use print and digital graphic organizers to write.
5.9. 4
5.9.1. ELA 4
5.9.1.1. 7: Writing and other Ways of Representing Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.
5.9.1.1.1. Explore various forms/genres of writing to develop imagination.
5.9.1.1.2. Consider the audience(s) for specific pieces of writing.
5.9.1.1.3. Experiment by using descriptive language and word choice to enhance meaning with support.
5.9.1.1.4. Begin to write an effective lead, a descriptive middle, and a conclusion.
5.9.1.2. 8: Writing Students will be expected to create text, independently and collaboratively, using a variety of types of writing for
5.9.1.2.1. Experiment by using types of writing that are appropriate to specific purposes and audiences, with growing independence. (Types of Writing)
5.9.1.2.2. Include information and details that are relevant and purposeful for an intended audience with support
5.9.1.2.3. Use print and digital graphic organizers to plan writing.
5.9.2. Science 4
5.9.3. Info Tech 4
5.9.4. Social Studies 4
5.9.4.1. 1: Students will examine the concept of exploration.
5.9.4.1.1. * Share and discuss personal experiences of exploration. * Categorise a range of personal experiences in relation to exploration.
5.9.4.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures of land, ocean, space and ideas.
5.9.4.2.1. * Compare different types of explorations. * Examine the relationship between exploration and innovation.
5.9.4.3. 3: Students will examine the impact of exploration.
5.9.4.3.1. * Explore the consequences of exploration on people and physical environments. * Recognise that exploration leads to change in peoples' views and attitudes.
5.9.4.4. 4: Students will examine the relationship between humans and the physical environment.
5.9.4.4.1. * Gather information on how humans interact with the physical environment ( with a focus on Canadian Aboriginal perspective). * Question the impact that humans have on the environment. * Explore how the physical environment impacts where people live and how they live.
6. Pitch
6.1. 12
6.1.1. Entrepreneurship 12
6.1.1.1. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
6.1.1.1.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
6.1.1.2. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
6.1.1.2.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
6.1.1.2.2. Reflect on the effectiveness of the teamwork process
6.2. 11
6.2.1. Career Development 11
6.2.1.1. Module 1: Career Awareness
6.2.1.1.1. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
6.2.1.2. Module 2: Work Cultures
6.2.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
6.2.1.3. Module 3: Financial Management
6.2.1.3.1. 3.1 make life and work decisions that reflect financial realities
6.3. 10
6.3.1. Math 10
6.3.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.
6.3.2. Career Development 10
6.3.2.1. Module 1: Personal development
6.3.2.1.1. 1.2 develop effective communication and teamwork skills
6.3.2.1.2. 1.3 effectively manage personal relationships and conflicts
6.3.2.2. Module 5: Life Work Portfolio
6.3.2.2.1. 5.2include items that illustrate their interests and abilities
6.3.2.2.2. 5.3 reflect on their work to articulate a career plan
6.4. 9
6.4.1. Citizenship 9
6.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
6.4.1.1.1. Evaluate the merit of a collaboratively-selected need
6.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
6.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
6.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
6.4.1.3.1. Investigate the impact of informed financial choices
6.5. 8
6.5.1. ELA 8
6.5.1.1. Learners will implement speaking, listening, reading, and writing strategies for effective communication in relation to audience and purpose
6.6. 7
6.6.1. Social Studies 7
6.6.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canada communities
6.6.1.1.1. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities
6.6.2. Science 7
6.6.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk
6.6.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health
6.6.2.1.2. ▪ Analyse choices about resource management and sustainability
6.6.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem
6.6.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective
6.6.2.1.5. ▪ Investigate biological indicators of environmental health
6.7. 6
6.7.1. ELA 6
6.7.1.1. 1: Listening and Speaking Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
6.7.1.1.1. Critically listen to others’ ideas or opinions and perspectives in a variety of collaborative learning experiences, showing control of when to listen and when to speak.
6.7.1.1.2. Identify main ideas including key and supporting details and identify conclusions with supporting evidence.
6.7.1.1.3. Use intonation, expression, and tone in a range of conversations, responding to various nonverbal cues with increasing independence. (Nonverbal Communication)
6.7.1.1.4. Use complex sentences that incorporate grade-appropriate vocabulary with detail, using transition words with some independence.
6.7.1.1.5. Respond to and give sequential multi-step directions with increasing detail and complexity.
6.7.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
6.7.1.2.1. Intentionally use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience and purpose.
6.7.1.2.2. Make mindful language choices that affirm sensitivity and respect to the ideas and experiences of others.
6.7.1.2.3. Use language consciously considering the needs and expectations of the audience and situations.
6.8. 5
6.8.1. ELA 5
6.8.1.1. 1: Listening and Speaking Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
6.8.1.1.1. Explain ideas and opinions with supporting details, and respond to others’ questions and ideas.
6.8.1.1.2. Use intonation, expression, and tone in a range of conversations, with growing awareness of various nonverbal cues.
6.8.1.1.3. Use complex sentences that incorporate grade-appropriate vocabulary with increasing detail.
6.8.1.1.4. Use transition words.
6.8.1.1.5. Respond to and to give sequential multi-step directions with increasing detail.
6.8.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
6.8.1.2.1. Continue to use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience and purpose.
6.8.1.2.2. Make language choices that affirm sensitivity and respect the ideas and experiences of others.
6.8.1.2.3. Use language selectively considering the needs and expectations of audience and situations.
6.9. 4
6.9.1. ELA 4
6.9.1.1. 1: Listening and Speaking Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.
6.9.1.1.1. Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.
6.9.1.1.2. Use intonation, expression, and tone in a range of conversations, with some awareness of various nonverbal cues. (Nonverbal Communication)
6.9.1.1.3. Use complex sentences that/use grade-appropriate vocabulary with some detail.
6.9.1.1.4. Begin to use transition words.
6.9.1.1.5. Respond to and give sequential multi-step directions.
6.9.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.
6.9.1.2.1. Begin to use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience, and purpose.
6.9.1.2.2. Use language showing a growing awareness of audiences and situations.
6.9.2. Science 4
6.9.3. Info Tech 4
6.9.4. Social Studies 4
6.9.4.1. 1: Students will examine the concept of exploration.
6.9.4.1.1. * Categorise a range of personal experiences i relation to exploration. * Reflect upon how we explore. * Reflect upon why we explore.
6.9.4.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, and Mi'kmaq and additional cultures of land, ocean, space and ideas.
6.9.4.2.1. * Compare different types of explorations. * Investigate motivations for various explorers. * Examine the relationship between exploration and innovation.
6.9.4.3. 3: Students will examine the impact of exploration.
6.9.4.3.1. * Recognise that exploration leads to change in peoples' views and attitudes.
6.9.5. 6
6.9.5.1. 1: Students will explore the concept of culture and demonstrate an understanding of its role in their lives, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
6.9.5.1.1. * Identify factors that shape culture.
6.9.5.2. 2: Students will analyse the importance of cross-cultural understanding inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.
6.9.5.2.1. * Identify actions that are being taken to improve cross-cultural understanding (national/global) and begin to explore actions that are being taken at the local level.
6.9.5.3. 3: Students will compare the use of resources and sustainability practices between Canada and a selected country.
6.9.5.3.1. * Identify and explain reasons for different perspectives on the use of resources and sustainability practices.
6.9.5.4. 6: Students will take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens.
6.9.5.4.1. * Plan and take age-appropriate actions to address local/national/international problems or issues.
7. Reflect
7.1. 12
7.1.1. Entrepreneurship 12
7.1.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.
7.1.1.1.1. Analyse entrepreneurship as a career choice
7.1.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
7.1.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
7.1.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
7.1.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
7.1.1.3.2. Reflect on the effectiveness of the teamwork process
7.1.1.4. Outcome 6: Learners will construct an effective business or venture plan.
7.1.1.4.1. Evaluate ideas for potential entrepreneurial opportunities
7.2. 11
7.2.1. Career Development 11
7.2.1.1. Module 1: Career Awareness
7.2.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data
7.2.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information
7.2.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
7.2.1.2. Module 2: Work Cultures
7.2.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
7.2.1.3. Module 3: Financial Management
7.2.1.3.1. 3.1 make life and work decisions that reflect financial realities
7.2.1.3.2. 3.2 access and use resources related to financial management and planning
7.2.1.4. Module 4: LifeWork Portfolio
7.2.1.4.1. 4.1 update and maintain a LifeWork Portfolio
7.3. 10
7.3.1. Career Development 10
7.3.1.1. Module 1: Personal development
7.3.1.1.1. 1.2 develop effective communication and teamwork skills
7.3.1.1.2. 1.3 effectively manage personal relationships and conflicts
7.3.1.2. Module 5: Life Work Portfolio
7.3.1.2.1. 5.2include items that illustrate their interests and abilities
7.3.1.2.2. 5.3 reflect on their work to articulate a career plan
7.4. 9
7.4.1. Citizenship 9
7.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
7.4.1.1.1. Evaluate the merit of a collaboratively-selected need
7.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
7.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
7.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
7.4.1.3.1. Investigate the impact of informed financial choices
7.5. 8
7.5.1. Science 8
7.5.1.1. Learners will formulate a plan to mitigate or adapt to the effects of climate change
7.5.1.1.1. Evaluate. Reflect on and communicate varying perspectives and alternative solutions or findings.
7.6. 7
7.6.1. Science 7
7.6.1.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk
7.6.1.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health
7.6.1.1.2. ▪ Analyse choices about resource management and sustainability
7.6.1.1.3. ▪ Investigate energy input and matter recycling in an ecosystem
7.6.1.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective
7.6.1.1.5. ▪ Investigate biological indicators of environmental health
7.7. 6
7.7.1. ELA 6
7.8. 5
7.8.1. ELA 5
7.9. 4
7.9.1. ELA 4
7.9.2. Science 4
7.9.3. Info Tech 4
7.9.4. Social Studies 4
8. Generalize
8.1. 12
8.1.1. Entrepreneurship 12
8.1.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.
8.1.1.1.1. Analyse entrepreneurship as a career choice
8.1.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
8.1.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
8.1.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
8.1.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
8.1.1.3.2. Reflect on the effectiveness of the teamwork process
8.1.1.4. Outcome 6: Learners will construct an effective business or venture plan.
8.1.1.4.1. Evaluate ideas for potential entrepreneurial opportunities
8.2. 11
8.2.1. Career Development 11
8.2.1.1. Module 1: Career Awareness
8.2.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data
8.2.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information
8.2.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
8.2.1.2. Module 2: Work Cultures
8.2.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
8.2.1.3. Module 3: Financial Management
8.2.1.3.1. 3.1 make life and work decisions that reflect financial realities
8.2.1.3.2. 3.2 access and use resources related to financial management and planning
8.2.1.4. Module 4: LifeWork Portfolio
8.2.1.4.1. 4.1 update and maintain a LifeWork Portfolio
8.3. 10
8.3.1. Career Development 10
8.3.1.1. Module 1: Personal development
8.3.1.1.1. 1.2 develop effective communication and teamwork skills
8.3.1.1.2. 1.3 effectively manage personal relationships and conflicts
8.3.1.2. Module 5: Life Work Portfolio
8.3.1.2.1. 5.2include items that illustrate their interests and abilities
8.3.1.2.2. 5.3 reflect on their work to articulate a career plan
8.4. 9
8.4.1. Citizenship 9
8.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
8.4.1.1.1. Evaluate the merit of a collaboratively-selected need
8.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
8.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
8.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
8.4.1.3.1. Investigate the impact of informed financial choices
8.5. 8
8.5.1. Science 8
8.5.1.1. Learners will formulate a plan to mitigate or adapt to the effects of climate change
8.5.1.1.1. Investigate. Identify relationships, recognize represented perspectives, and communicate findings
8.6. 7
8.7. 6
8.7.1. ELA 6
8.8. 5
8.8.1. ELA 5
8.9. 4
8.9.1. ELA 4
8.9.2. Science 4
8.9.3. Info Tech 4
9. Apply
9.1. 12
9.1.1. Entrepreneurship 12
9.1.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.
9.1.1.1.1. Analyse entrepreneurship as a career choice
9.1.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.
9.1.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset
9.1.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.
9.1.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures
9.1.1.3.2. Reflect on the effectiveness of the teamwork process
9.1.1.4. Outcome 6: Learners will construct an effective business or venture plan.
9.1.1.4.1. Evaluate ideas for potential entrepreneurial opportunities
9.2. 11
9.2.1. Career Development 11
9.2.2. Career Development 11
9.2.2.1. Module 1: Career Awareness
9.2.2.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data
9.2.2.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information
9.2.2.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work
9.2.2.2. Module 2: Work Cultures
9.2.2.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)
9.2.2.3. Module 3: Financial Management
9.2.2.3.1. 3.1 make life and work decisions that reflect financial realities
9.2.2.3.2. 3.2 access and use resources related to financial management and planning
9.2.2.4. Module 4: LifeWork Portfolio
9.2.2.4.1. 4.1 update and maintain a LifeWork Portfolio
9.3. 10
9.3.1. Career Development 10
9.3.1.1. Module 1: Personal development
9.3.1.1.1. 1.2 develop effective communication and teamwork skills
9.3.1.1.2. 1.3 effectively manage personal relationships and conflicts
9.3.1.2. Module 5: Life Work Portfolio
9.3.1.2.1. 5.2include items that illustrate their interests and abilities
9.3.1.2.2. 5.3 reflect on their work to articulate a career plan
9.4. 9
9.4.1. Citizenship 9
9.4.1.1. Outcome 1: Learners will construct a collaboratively-designed service learning project which addresses a need in the school or larger community.
9.4.1.1.1. Evaluate the merit of a collaboratively-selected need
9.4.1.2. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.
9.4.1.2.1. Evaluate personal skills, strengths, challenges, and interests
9.4.1.3. Outcome 5: Learners will investigate how effective decision-making and informed participation in society affect, and are affected by, personal financial management.
9.4.1.3.1. Investigate the impact of informed financial choices
9.5. 8
9.6. 7
9.7. 6
9.7.1. ELA 6
9.8. 5
9.8.1. ELA 5
9.9. 4
9.9.1. ELA 4
9.9.2. Science 4
9.9.3. Info Tech 4
10. Evaluate
10.1. 12
10.1.1. Entrepreneurship 12
10.2. 11
10.2.1. Career Development 11
10.3. 10
10.3.1. Career Development 10
10.4. 9
10.4.1. Citizenship 9
10.5. 8
10.6. 7
10.7. 6
10.7.1. ELA 6
10.8. 5
10.8.1. ELA 5
10.9. 4
10.9.1. ELA 4
10.9.2. Science 4
10.9.3. Info Tech 4