View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, and Canadian texts that address:

• identity (e.g., Define the Individual, Negotiate the Community)
• social responsibility (e.g., Shift Centres, Blur Margins), and
• social action (agency) (e.g., Understand Beliefs, Initiate Action).

View and evaluate critically information and ideas obtained from First Nations, Métis, Saskatchewan, and Canadian visual and multimedia texts including an advertisement, news broadcast, poster, and film.

Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, and Canadian speakers and authors from various communities.

Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture.

Create a range of visual, multimedia, oral, and written texts that explore:

• identity (e.g., Define the Individual, Negotiate the Community),
• social responsibility (e.g., Shift Centres, Blur Margins), and
• social action (agency) (e.g., Understand Beliefs, Initiate Action).

Create and present visual and multimedia representations including using photographs to explain a range of contemporary course-related perspectives or landscapes.

Present and express a range of ideas and information in formal (including a panel presentation and a business or community meeting) and informal (including discussions and collaborative work) situations for differing audiences and purposes.

Create a variety of informational (including an inquiry/research paper and an editorial) and literary (including a real or invented narrative and a literary criticism essay) texts that are appropriate to a variety of audiences and purposes including informing, persuading, and entertaining.

Assess own work for precision, clarity, and artistry.

Reflect on personal growth and successes in language learning and consider the role and importance of language learning when developing personal goals and plans as a self-directed, curious, self-appraising, and open-minded learner.

View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

• identity (e.g., Sense of Self)
• social responsibility (e.g., Social Criticism), and
• social action (agency) (e.g., Addressing the Issues).

View, comprehend, and evaluate critically a variety of visual and multimedia texts by international, including indigenous, artists and authors from various cultural communities, and identify how the texts address beliefs, values, and power.

Listen to and comprehend grade-appropriate informational and literary texts created by international, including indigenous, speakers and authors, and analyze the perspectives, biases, beliefs, values, identities, and power presented in each text.

Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate informational (including position papers, magazine and newspaper articles, and electronic communications) and literary (including drama, novels, poetry, short stories, essays, biographies, and autobiographies) texts from various international, including indigenous, cultures and analyze the philosophical, ethical, and social influences that have shaped information, issues, characters, plots, and themes.

Create a range of visual, multimedia, oral, and written texts that explore:

• identity (e.g., Sense of Self)
• social responsibility (e.g., Social Criticism), and
• social action (agency) (e.g., Addressing the Issues).

Create a visual or multimedia presentation that suits the topic, purpose, and audience; teaches others about a global social issue; and persuades them to act on the issue in a responsible manner.

Create and defend an informed critical response to a global issue in formal (including a workshop presentation, a debate, and an oral reading of poetry or a prose passage related to the issue) and informal (including discussion and collaborative group work) situations.

Compose and create narrative, descriptive, expository, and persuasive writings that include a position paper, a comparative essay, a letter of inquiry, a critique of an author's style, and a short story or essay that uses parody, satire, and/or irony.

Assess own and others' work for precision, clarity, and artistry.

Reflect on and assess understanding of self as a self-directed, self-appraising, and strategic learner.