English Language Arts 10
English Language Arts 10 homepage Outcomes & Indicators Resources
← CR B10.4
CC B10.2 →
CC B10.1
Compose and create a range of visual, multimedia, oral, and written texts to explore:
  • identity (e.g., Diversity of Being);
  • social responsibility (e.g., Degrees of Responsibility); and
  • social action (agency) (e.g., Justice and Fairness).
Indicators for this outcome
(a)

Develop and articulate defensible points of view on individual, community, national, and world issues.
(b)

Create spoken, written, and other representations that include:

  • a clear thesis and logical points to support thesis
  • appropriate details to support thesis
  • a style and voice appropriate to audience and purpose
  • coherence, logical progression, and support for ideas
  • clear patterns of organization
  • a justifiable conclusion.
(c)

Develop a project-focused inquiry related to a theme or issue of the course:

  • generate relevant questions that can be researched
  • refine topics and clarify ideas
  • compile information from primary and secondary sources in systematic ways
  • synthesize the content from several sources or works by various authors dealing with a single issue
  • interpret and report on ideas and information from more than one source to develop and support positions on various topics
  • extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration
  • compile ideas and information into reports, summaries, and other formats and draw conclusions.
← CR B10.4
CC B10.2 →
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Resources
R103748
Opportunities to Address Substance Misuse in Curriculum
This document outlines curricular opportunities to address substance misuse in various subject areas and grades. Suggested curriculum outcomes are identified and, if applicable, supporting indicators are noted.
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Record posted/updated: April 18, 2019
R053615
Deepening the Discussion: Gender and Sexual Diversity
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.
(More information)
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Media and Formats : Document
Price : Free
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fnmicontent
Record posted/updated: February 13, 2019