CURRICULUM


• We are learning about the effectiveness of infographics and how numerical data can be used to influence and inform the intended audience.


• We are learning that the pay gap in Canada is a result of the systemic barriers faced by those who do not identify as male.


SUCCESS CRITERIA


Te following are suggestions for what could be included in the success criteria. Effective practice includes co-constructing success criteria with learners:


• I can explain the factors that impact the pay gap between men and women in Canada.


• I can explain how infographics are a tool to share data and information in a visual way.


• I can explain why the discrepancy in pay goes beyond a person's salary and that additional barriers exist depending on a person’s positionality.


OPPORTUNITIES FOR ASSESSMENT Assessment AS Learning:


• Anecdotal notes from the observations and conversations had through discus- sion.


Assessment OF Learning:


• Assess learners’ ability to apply an analysis of infographics through critical questions.


CRITICAL QUESTIONS • What factors impact the gender pay gap in Canada?


• Does the Pay Equity Act correct the pay gap? Why or why not?


• Why are infographics an effective tool to use when sharing numerical data? How can they influence and persuade an audience?


• Why does the gender pay gap persist aſter the passing of the Pay Equity Act?


CURRICULUM LINKS


MATH: DATA Grade 7


D1.4 Create an infographic about a data set, representing the data in appropriate ways, including in tables and circle graphs, and in- corporating any other relevant information that helps to tell a story about the data.


MATH: DATA Grade 8


D1.4 Create an infographic about a data set, representing the data in appropriate ways including in tables and scatter plots, and incorporating any other relevant informa- tion that helps to tell a story about the data.


LANGUAGE: COMPREHENSION: UN- DERSTANDING AND RESPONDING TO TEXTS Grades 7 & 8


C2. Comprehension strategies: Apply comprehension strategies before, during, and aſter reading, listening to, and viewing a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, in order to understand and clarify the meaning of texts.


C3. Critical thinking in literacy: Apply critical thinking skills to deepen under- standing of texts, and analyze how various perspectives and topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts.


PROGRAM ADAPTATIONS


• Materials can be shared via virtual learn- ing platforms or can be printed for use in the learning space.


• Have learners work in mixed-ability groupings to support multiple entry points.


MATERIALS


• recording method for learner responses (e.g.., chart paper and marker, shared electronic document, etc.)


• Fact vs. Myth Quiz


• article: Te Gender Pay Gap is Not a Myth. Here are 6 Common Claims Debunked


• infographic: What is Pay Equity?.pdf


• Canva, Photoshop, or Google Slides/Draw to create the infographic (free slide tem- plates can be downloaded from Slidesgo)


MINDS ON


As a whole group, play the Fact vs. Myth Quiz. Learners should be encouraged to share their ideas and questions throughout. Record learners’ thoughts as these will come in handy in the Consolidation portion of the lesson.


Facilitate a brief discussion on what might have been surprising, what was new information, or other facts that resonated with the learners. Invite learners to consider why they answered the quiz questions the way they did, and what this tells them about their assumptions and biases. It is critical to note that although it is now illegal in Canada to pay women less than men, the Pay Equity Act hasn’t eliminated the gender pay gap because this is a systemic issue and various policies and practices continue to create barriers for those who do not identify as male.


Note: Te facts and information presented consider only the identities of male and female. Tis is purposeful, as a question that will arise in the Consolidation portion asks whose voice is not heard (transgender, non-binary, gender diverse, and two- spirit people). Whenever learners make this observation, it is critical to stop during the lesson to discuss the impact of binary statistics. Invite learners to consider and discuss new alternatives for statistics that are more inclusive.


ACTION


Display and read aloud the article titled Te Gender Pay Gap is Not a Myth. Here are 6 Common Claims Debunked. Learners are encouraged to take note of which numbers stood out and how the numbers were used overall in this article.


Optional: Have learners read through the article prior to the lesson to allow them to apply reading strategies that help them (e.g., use Google Read & Write and have the text read aloud to them).


40 ETFO VOICE | SUMMER 2025


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