Outcome Chart - Atlantic Provinces - English Language Arts 7

This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 7, with links to supporting resources on the MediaSmarts site.

Each Atlantic Province follows closely the Atlantic Provinces Education Foundation Framework for English Language Arts. In this Framework, media literacy is integrated throughout the English Language Arts curriculum under the general learning outcomes of Speaking and Listening, Reading and Viewing and Writing and Other Ways of Representing.

Speaking and Listening

Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

  • recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate


Student Tutorial (Licensed Resource)

Reading and Viewing

Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre.

  • extend personal response to print and non-print texts by explaining in some detail initial or basic reactions to those texts
  • make evaluations or judgments about texts and learn to express personal points of view
  • recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
  • develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning, construction and understanding
    • recognize that personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
    • become aware of how and when personal background influences meaning, construction, understanding, and textual response
    • recognize that there are values inherent in a text, and begin to identify those values
    • explore how various cultures and realities are portrayed in media texts


Educational Game

Student Tutorial (Licensed Resource)

Writing and Other Ways of Representing

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

  • experiment with a range of strategies (brainstorming, sketching, free-writing) to extend and explore learning, to reflect on their own and others’ ideas, and to identify problems and consider solutions
  • demonstrate an ability to integrate interesting effects in imaginative writing and other forms of representation, such as consider thoughts and feelings in addition to external descriptions and activities
  • integrate detail that adds richness and density; identify and correct inconsistencies and avoid extraneous detail; make effective language choices relevant to style and purpose; and select more elaborate and sophisticated vocabulary and phrasing

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

  • produce a range of writing forms, for example, stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, and advertisements
  • recognize that a writer’s choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended
  • begin to understand that ideas can be represented in more than one way and experiment with using other forms such as dialogue, posters, and advertisements
  • develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing