Outcome Chart - Nova Scotia - English 12 / English/Communications 12 / African Heritage 12

Overall Expectations

Students will:

  • communicate information and ideas effectively and clearly, and to respond personally and critically
  • interact with sensitivity and respect, considering the situation, audience, and purpose
  • select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies
  • respond personally to a range of texts
  • respond critically to a range of texts, applying their understanding of language, form, and genre

Specific Expectations

Students will:

  • ask discriminating questions to acquire, interpret, analyze, and evaluate ideas and information
  • articulate, advocate, and justify positions on an issue or text in a convincing manner, showing an understanding of a range of viewpoints
  • reflect critically on and evaluate their own and others’ uses of language in a range of contexts, recognizing elements of verbal and nonverbal messages that produce powerful communication
  • use the cueing systems and a variety of strategies to construct meaning in reading and viewing
  • complex and sophisticated print and media texts
  • articulate their own processes and strategies in exploring, interpreting, and reflecting on sophisticated texts and tasks
  • access, select, and research, in systematic ways, specific information to meet personal and individual learning needs
    • use the electronic network and other sources of information, in ways characterized by complexity of purpose, procedure, or subject matter
    • evaluate their research processes
  • make informed personal responses to increasingly challenging print and media texts and reflect on their responses
    • make connections between their own values, beliefs, and cultures and those reflected in literary and media texts
    • analyze thematic connections among texts and articulate an understanding of the universality of many themes
    • demonstrate a willingness to explore diverse perspectives to develop or modify their points of view
  • articulate and justify points of view about texts and text elements
    • interpret ambiguities in complex and sophisticated texts
  • critically evaluate the information they access
  • respond critically to complex and sophisticated texts
    • examine how texts work to reveal and produce ideologies, identities, and positions
    • examine how media texts construct notions of roles, behaviour, culture, and reality
    • examine how textual features help a reader and viewer to create meaning of the texts

Lessons that meet Grade 12 expectations

Advertising and Male Violence

Beyond Media Messages: Media Portrayal of Global Development


Bias and Crime in Media

Bias in News Sources

Broadcasting Codes

Celebrities and World Issues

Challenging Hate Online

Cinema Cops

Crime in the News

Diversity and Media Ownership

Fact Versus Opinion

Finding and Authenticating Online Information on Global Development Issues

First Person

Forensic Science Crime Dramas

Free Speech and the Internet

Hoax? Scholarly Research? Personal Opinion? You Decide!

How to Analyze the News

Images of Learning

Magazine Production

Making Media for Democratic Citizenship

Marketing to Teens: Gender Roles in Advertising

Miscast and Seldom Seen

Movie Heroes and the Heroic Journey

Online Propaganda and the Proliferation of Hate

Perceptions of Youth and Crime

Reporter For a Day

Sex in Advertising

The Blockbuster Movie

The Citizen Reporter

The Front Page

The Pornography Debate: Controversy in Advertising

Violence on Television

Watching the Elections

What’s in a Word?

Who’s Telling My Story?

Writing a Newspaper Article

You’ve Gotta Have a Gimmick

Student Tutorials (Licensed Resource)