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: 10
    By the end of Grade 10 students will be expected to:

    Sharing and Presenting Information Stage

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

  • examine the ideas of others in discussion to clarify and extend their own understanding (1)
  • construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed (2)
  • present a personal viewpoint to a group of listeners, interpret their responses, and take others' ideas into account when explaining their positions (3)
  • listen critically to analyse and evaluate ideas and information in order to formulate and refine opinions and ideas (4)

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

  • participate in a range of speaking situations, demonstrating an understanding of the differences between formal and informal speech (1)
  • recognize that communication involves an exchange of ideas, (experiences, information, views) and an awareness of the connections between the speaker and the listener; use this awareness to adapt the message, language, and delivery to the context (2)
  • give precise instructions, follow directions accurately, and respond thoughtfully to complex questions (3)
  • recognize that oral communication involves physical qualities and language choices depending on situation, audience, and purpose (4)

  • 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 forms of representing to
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (1)
  • choose language that creates interesting and imaginative effects (3)

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

  • demonstrate skills in constructing a range of texts for a variety of audiences and purposes (1)
  • create an organizing structure appropriate to the purpose, audience, and context of texts
    -- select appropriate form, style, and content for specific audiences and purposes
    -- use a range of appropriate strategies to engage the reader/viewer (2)
  • analyse and reflect on others' responses to their writing and audiovisual productions and consider those responses in crating new pieces (3)

  • 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

  • demonstrate an awareness of what writing/representation processes and presentation strategies work for them in relation to audience and purpose (1)
  • consistently use the conventions of written language in final products (2)
  • experiment with the use of technology in communicating for a range of purposes (3)
  • use a range of materials and ideas to clarify writing and other ways of representing for a specific audience (e.g., graphs, illustrations, tables) (5)

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