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:

    Interacting With Information Stage

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

  • examine others' ideas and synthesize what is helpful to clarify and extend their own understanding (1)
  • ask discriminating questions to acquire, interpret, analyse, and evaluate ideas and information (2)
  • articulate, advocate, and justify positions on an issue or text in a convincing manner, showing an understanding of a range of viewpoints (3)
  • listen critically to analyse and evaluate concepts, ideas, and information (4)

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

  • interact in both leadership and support roles in a range of situations, some of which are characterized by complexity of purpose, procedure, and subject matter (1)
  • respond to a wide range of complex questions and directions (3)

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

  • 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 processees 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

  • make informed personal responses to increasingly challenging print and media texts and reflect on their responses
    -- make connections between their own values, beliefs, and cultures and those reflected in literary and media texts
    -- analyse thematic connections among texts and articulate an understanding of the universality of many themes
    -- demonstrate a willingness to explore diverse perspectives to develop or modify their points of view (1)
  • 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)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other ways of representing 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, extend, and reflect on
    -- their experiences with and insights into challenging texts and issues
    -- the writing process and strategies they use
    -- their achievements as language users and learners
    -- the basis for their feelings, values, and attitutdes (1)
  • use note-making strategies to (de)construct increasingly complex knowledge
    -- explore the use of photographs, diagrams, storyboards etc., in documenting experiences (2)

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

  • integrate information from many sources to construct and communicate meaning (5)

  • Return to the Interacting With Information Stage

    Building Information Literacy Return to Top