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:

    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 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)
  • adapt language and delivery for a variety of audiences and purposes in informal and formal contexts, some of which are characterized by complexity of purpose, procedure, and subject matter (2)
  • respond to a wide range of complex questions and directions (3)
  • reflect critically on and evaluate their own and others' uses of language in a range of contexts, recognizing elements of verbal and non-verbal messages that produce powerful communication (4)

  • 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 experience with and insights into challenging texts and issues
    -- their achievements as language learners and users
    -- the basis for their feelings, values, and attitudes (1)
  • make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing (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

  • produce writing and other forms of representation characterized by complexity of thought, structure, and conventions (1)
  • demonstrate an understanding of the ways in which the construction of texts can create, enhance, and control meaning
    -- make critical choices of form, style, and content to address increasingly complex demands of different purposes and audiences (2)
  • evaluate the responses of others to their writing and media productions (3)

  • 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

  • apply their knowledge of what strategies are effective for them as creators of various writing and other representations (1)
  • use the conventions of written language accurately and consistently in final products (2)
  • use technology effectively to serve their communication purposes
    -- design texts that they find aesthetically pleasing and useful (3)
  • integrate information from many sources to construct and communicate meaning (5)

  • Return to the Sharing and Presenting Information Stage

    Building Information Literacy Return to Top