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:

    Interacting With Information 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)
  • address complex issues, present points of view backed by evidence, and modify, defend, or argue for their positions in response to opposing points of view (3)
  • listen critically to evaluate others' ideas in terms of their own understanding and experiences, and identify ambiguities, and unsubstantiated statements (4)

  • 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)
  • read a wide variety of media and visual texts, comparing and analysing the structure, genre, style, and cultural diversity of the different texts (2)
  • assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives (3)
  • demonstrate an understanding of and apply the strategies required to gain information from complex print texts and multimedia texts (4)
  • articulate their understanding of the purpose of the author in relation to the impact of literary devices and media techniques on the reader or viewer (5)

  • 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
    -- synthesize information from a range of sources, including the electronic network, to address a variety of topics and issues (3)

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

  • recognize and articulate the elements of information from a variety of sources that trigger personal response (1)
  • make connections between the ideas and information presented in literary and media texts and their own experiences (2)
  • make connections among the themes, issues, and ideas expressed in various texts (3)
  • demonstrate a willingness to explore multiple perspectives on text (4)
  • justify points of view on various print and media texts (5)
  • recognize and articulate feelings about ambiguities in complex texts, interpreting details and subtleties to clarify their understanding (6)

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

  • recognize the commonalities and differences in form, structure, and ideas of various texts (1)
  • recognize how the artful use of language and the structures of genre and text can influence or manipulate the reader/viewer (2)
  • examine the relationships among language, topic, purpose, context, and audience (3)
  • examine the relationship of specific elements within and among texts (4)
  • analyse the merits of the language, ideas, and other significant characteristics of a variety of texts and genres (5)
  • respond critically to complex print and media texts (6)
  • explore the diverse ways in which texts reveal and produce ideologies, identities, and positions (7)
  • reflect on their responses to print and media texts, considering their own and others' social and cultural contexts (8)

  • 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)
  • use note-making strategies to document experience, ... (deconstruct and) reconstruct knowledge by
    -- paraphrasing
    -- summarizing
    -- using note cards, note-taking sheets, research grids...
    -- video or audio techniques (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)
  • use information from a variety of sources to construct and communicate meaning (5)

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