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: 12
    By the end of Grade 12 students will be expected to:

    Gathering Information Stage

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

  • select texts to support their learning needs and range of special interests (1)
  • articulate their understanding of ways in which information texts are constructed for particular purposes (3)
  • use the cueing systems and a variety of strategies to construct meaning in reading and viewing complex and sophisticated print and media texts (4)
  • articulate their own processes and strategies in exploring, interpreting, and reflecting on sophisticated texts and tasks (5)

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

  • access, select, and research, in systematic ways, specific information to meet personal and individual learning needs
    -- use the electronic network and other sources of information in ways characterized by complexity of purpose, procedure, or subject matter
    -- evaluate their research process (1)

  • GCO F (Reading/Viewing)
    respond personally to a range of texts

  • articulate and justify points of view about texts and text elements
    -- interpret ambiguities in complex and sophisticated texts (2)

  • GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their understanding of language, form, and genre

  • critically evaluate the information they access (1)
  • show the relationships among language, topic, purpose, context, and audience
    -- note the relationship of specific elements of a particular text to elements of other texts
    -- describe, discuss, and evaluate the language, ideas, and other significant characteristics of a variety of texts and genres (2)
  • respond critically to complex and sophisticated texts
    -- examine how texts work to reveal and produce ideologies, identities, and positions
    -- examine how media texts construct notions of roles, behaviour, culture, and reality
    -- examine how textual features help a reader and viewer to create meaning of the texts (3)

  • Return to the Gathering Information Stage

    Building Information Literacy Return to Top