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:

    Assessment and Evaluation 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)
  • 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

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

  • demonstrate how spoken language influences and manipulates, and reveals ideas, values, and attitudes (2)

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

  • articulate their own processes 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
    -- evaluate their research processes (1)

  • 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 processes and strategies they use
    -- their achievement as language users and learners
    -- the basis for their feelings, values, and attitudes (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

  • demonstrate an understanding of the ways in which the construction of texts can create, enhance, or control meaning
    -- make critical choices of form, style, and content to address increasingly complex demands of different purposes and audience (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)
  • demonstrate a commitment to the skillful crafting of a range of writing and other representations (4)

  • Return to Outcomes for Student Learning

    Building Information Literacy Return to Top