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
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    (from The Atlantic Canada English Language Arts Curriculum, 10 - 12)

    LEVEL: 11
    By the end of Grade 11 students will be expected to:

    Assessment and Evaluation 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)
  • 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

  • use their awareness of the differences between formal and informal speech to interact effectively in panel discussions, formal debates, and other structures and formal situations (1)
  • use their awareness of the differences between formal and informal speech to interact effectively in panel discussions, formal debates, and other structures and formal situations (2)
  • ask and respond to questions in a range of situations, including those related to complex texts and tasks (3)
  • critically evaluate others' uses of language and use this knowledge to reflect on and improve their own uses of language (4)

  • GCO C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • discuss and experiment with some language features in formal, defined structures that enable speakers to influence and persuade audiences (2)

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

  • 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 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 (1)

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

  • construct increasingly complex texts using a range of forms to serve their purposes (1)
  • create a clear and coherent structure in various forms of writing and media production
    -- make informed choices of form, style, and content to address the demands of different audiences and purposes (2)
  • use audience feedback in the process of writing and media production to improve the effectiveness of final products (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

  • apply a variety of writing/representation strategies to construct increasingly complex texts (1)
  • demonstrate control of the conventions of written language in final products (2)
  • make informed choices about the use of computer and media technology to serve their communication purposes (3)
  • demonstrate a commitment to crafting a range of writing and other representations (4)

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