Learning Outcomes
Select an area from the list below:
  • Outcomes for Grades 1 - 3
  • Outcomes for Grades 4 - 6
  • Outcomes for Grades 7 - 9
  • Outcomes for Grades 10 - 12
    Introduction Information Literacy Information Process Building Plans Building Site What's New


    (from The Atlantic Canada English Language Arts Curriculum, 10 - 12)

    LEVEL: 11
    By the end of Grade 11 students will be expected to:

    Planning Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • follow-up on and extend others' ideas in order to reflect upon their own interpretation of experiences (1)
  • ask perceptive/probing questions to explore ideas and gain information (2)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • ask and respond to questions in a range of situations, including those related to complex texts and tasks (3)

  • GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • read a variety of print texts recognizing elements of those texts that are relevant to their own lives and community (1)
  • assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives (3)

  • GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • acquire information from a variety of sources, recognizing the relationships, concepts, and ideas that can be utilized to generate student text
    -- select appropriate information from a variety of sources, making meaningful selections for their own purposes
    -- recognize and reflect upon the appropriateness of information for the purpose of making meaningful student text (3)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other ways of representing to
    -- explore, interpret, and reflect on their experiences with a range of texts and issues
    -- monitor the language and learning processes and strategies they use
    -- record and assess their achievements as language users and learners
    -- express their feelings, and reflect on experiences that have shaped their ideas, values, and attitudes (1)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • create a clear and coherent structure in various forms of writing and media production
    -- make informed choices of form, style, and content to address the demands of different audiences and purposes (2)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • make informed choices about the use of computer and media technology to serve their communication purposes (3)
  • demonstrate a commitment to crafting a range of writing and other representations (4)

  • Return to Outcomes for Student Learning

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