Curriculum Information for Parents
ENGLISH PROGRAM
ENGLISH LANGUAGE ARTS
Students must successfully complete a minimum of one English language arts credit in each of the Senior Years, as listed in the following table.
* In Grade 11 and in Grade 12, students may take more than one English language arts course. While each course has a distinct focus, all courses are equally challenging. In addition, students may take one or more of the three optional Grade 12 (Senior 4) English language arts courses:
- Language and Technical Communication (40S)
- Language and Literary Forms (40S)
- Language and Transactional Forms (40S)
Students planning to continue their education at post-secondary colleges, universities, and other educational institutions need to be aware of their English language arts course requirements. A summary of post-secondary requirements for admission to Manitoba institutions is available.
Course Description
Through the study of English language arts, each student from Kindergarten to Grade 12 learns to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways, both in the English language arts classroom and in their day-to-day experiences outside it. To assist them in these learning experiences, teachers and students choose and use appropriate learning resources, including, for example, novels, plays, essays, film, and poetry.
Grade 9 students are required to achieve one credit in Grade 9 (Senior 1) English Language Arts (10F).
In Grade 9, students
For example, students
- explore, review, and reflect on their own and others' ideas, experiences, and opinions to clarify and extend their understanding
experiment with different points of view; discuss
their preferences for certain texts, genres, and authors;
reorganize ideas; review and revise their conclusions;
explain opinions; and consider a range of diverse
opinions
- recall and reflect on personal achievements to establish new learning goals
use criteria to determine how well they are doing
and set goals for language learning
- use a variety of strategies to understand what they read, see, and hear, and explain how new information, ideas, and opinions connect to their own knowledge
analyze connections between their own experiences
and the materials they read, see, and hear; paraphrase
ideas; recognize main ideas and significant supporting
details in fiction and non-fiction; recognize different
organizational patterns such as chronological (time)
order and cause and effect; identify foreign roots,
prefixes, and suffixes in words; and understand the
meaning of specialized and technical vocabulary
- respond personally and critically to what they read, see, and hear
read, view, and listen to different kinds of materials
such as advertisements, magazine articles, diaries,
and plays; examine how traditions and Canadian perspectives
are presented in texts; and discuss how choice of
words affects purpose and audience
- explore different methods used to communicate information, ideas, and opinions
examine the use of stereotyping to portray different
groups; appreciate variations in language, accent,
and dialect in Canada; examine how language creates
mood and tone; and produce different kinds of texts
such as videos, speeches, and letters
- plan and conduct inquiry or research to investigate a variety of questions and topics by accessing and evaluating appropriate information sources
identify areas of research; develop focused questions;
prepare an inquiry plan; gather information from sources
such as encyclopedias, radio transcripts, charts,
and electronic databases; evaluate sources for bias;
record main ideas of texts; organize information;
identify sources; and identify gaps in information
- use and adapt a variety of methods to communicate information, ideas, and opinions, considering purpose and audience
write autobiographies, editorials, poetry, and plays;
create mind maps, brochures, and comics; and present
multimedia presentations, newscasts, and speeches
to a classroom or wider audience
- use a variety of skills and strategies to revise, edit, and proofread their work
provide suggestions to help others improve their
written, oral, and visual work; use computers for
word processing; experiment with language and sentence
structure for clarity and effect; apply rules of spelling,
capitalization, and punctuation; and use a variety
of techniques to enhance presentations
- work cooperatively with others by encouraging and supporting them; and recognize the value of diverse viewpoints
use respectful language and treat others with respect;
show respect for people across races, cultures, genders,
ages, and abilities; and evaluate group process and
individual contributions
Note: In this course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.
Grade 10 students are required to achieve one credit in Grade 10 (Senior 2) English Language Arts (20F).
In Grade 10, students
For example, students
- seek and consider others' experiences, ideas, and opinions, and explain how these connect to or expand their own understanding
write journals; develop visuals or diagrams of how
ideas and information are connected; interview others;
participate in discussion groups; experiment with
word choice and presentation styles; share reactions
to and preferences for certain books and authors;
explore different perspectives; and provide reasons
for their own and others’ opinions
- recall and review their language achievements to establish goals for further learning and select methods of learning to achieve these goals
determine personal progress and set goals for learning;
and select and use strategies to improve their work
- learn strategies and select appropriate ones to understand what they read, see, and hear
draw on their own experiences and use strategies
such as inferring, visualizing, and summarizing to
help them understand texts; and use cues such as stage
directions, introductions, word order, and social
context to help interpret texts
- respond personally and critically to a range of materials they read, see, and hear
read, view, or listen to materials such as legends,
situation comedies, and human interest stories; respond
to individuals, events, and ideas in Canadian texts;
and explore how language and style affect mood, meaning,
and audience
- recognize and explain different methods used to communicate information, ideas, and opinions
explain how techniques such as sentence variety,
point of view, and anecdotes create effects; experiment
with language, visuals, and sounds; and produce different
kinds of texts such as compact disc covers, essays,
photographs, and oral presentations
- plan and conduct inquiry or research to investigate a variety of questions and topics by accessing and evaluating appropriate information sources
determine the focus of their research; define the
purpose and scope of the inquiry; select relevant
ideas from various sources; discuss specialized information
sources such as documentaries and sports materials;
determine the credibility, accuracy, and completeness
of sources; use a variety of tools such as electronic
networks and libraries to access information; organize
information in a variety of ways; and document sources
accurately
- use or adapt a variety of methods to appeal to an audience and to achieve their purpose in communicating information, ideas, and opinions
write reports, short stories, and cover letters;
present dramatizations and create websites, storyboards,
and posters; and select and use various organizational
techniques to engage an audience
- use a variety of skills and strategies to revise, edit, and proofread their work
provide suggestions to help others improve their
written, oral, and visual work; review their own work
to ensure that the content is accurate, clear, and
complete; pay attention to spacing and margins; use
a variety of sentence patterns, visuals, sounds, and
language; experiment with strategies and devices such
as diagrams and sound effects to enhance presentations;
and follow the rules for spelling, capitalization,
and punctuation
- work cooperatively with others by encouraging and supporting them; and recognize and analyze the effect of this process on self
listen attentively and make accurate notes; interact
with a group; recognize how use of language can include
or exclude people across cultures, races, genders,
ages, and abilities; evaluate their own and others’
contribution to group process; support group members;
and use effective language when celebrating special
community occasions
Note: In this course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.
Students are required to achieve credit in one of the following three Grade 11 English language arts courses; however, they may take more than one.
| Transactional Focus (30S) Grade 11/Senior 3 |
Comprehensive Focus (30S) Grade 11/Senior 3 |
Literary Focus (30S) Grade 11/Senior 3 |
|---|---|---|
| This course focuses
on the day-to-day use of language for a variety of practical
purposes. Students produce and engage with oral, written,
and visual texts that inform, direct, persuade, plan,
analyze, argue, and explain. Students may, for example,
view television commercials and news broadcasts, write
articles and editorials, or listen to radio broadcasts
and speeches to gather information and ideas. While the texts students read, view, and write have a practical purpose, they often use literary devices and expressive language to convey meaning. |
This course balances practical and literary purposes and uses of language. (See descriptions of Transactional Focus and Literary Focus.) Students produce and explore oral, written, and visual texts that inform, persuade, analyze, foster understanding and empathy, reflect culture, express feelings and experiences, and bring enjoyment. | This course focuses on the purposes and forms of literature. Students produce and engage with oral, written, and visual texts that foster understanding and empathy, reflect culture, express feelings and experiences, and bring enjoyment. They may also produce and engage with texts that, for example, inform, persuade, or analyze (e.g., oral and print reviews, discussions of background or interpretation). |
Note: In each course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.
In Grade 11, students
For example, students
- extend their understanding through personal and critical study of a variety of experiences, ideas, and viewpoints
seek others’ responses through a variety of means
such as consulting Elders and taking surveys; experiment
with language and forms of expression to achieve particular
effects; explore how a range of fiction and non-fiction
texts affect their own interests, ideas, and attitudes;
and consider the consequences of particular positions
- develop learning goals based on personal achievements, needs, and interests
set goals and plans based on self-assessment
- monitor their understanding of what they read, see, and hear in order to select and adjust comprehension strategies
examine connections between their experiences and
texts to keep track of their understanding; and adjust
strategies and use a variety of cues such as word
recognition and information about sentence structure
to help them understand texts
- respond personally and critically to a wide range of materials they read, see, and hear, and examine the distinctive characteristics of each type of text
compare various interpretations of texts; respond
to values presented in Canadian texts; examine the
effects of language and style on purpose; and analyze
how and why various types of texts are used
- examine a variety of methods used to communicate information, ideas, and opinions
use appropriate vocabulary; experiment with language,
visuals, and sounds to create impact; and create different
kinds of texts such as memoirs, filmstrips, and satiric
sketches
- plan and conduct inquiry or research to investigate a variety of questions and topics by accessing and evaluating appropriate information sources
make an appropriate inquiry plan that considers content,
audience, purpose, context, sources, and procedures;
discuss how useful their information sources are and
evaluate the influence of perspectives and biases;
find information using a variety of tools and skills;
organize their ideas in a variety of ways for different
audiences and purposes; document sources accurately;
and evaluate sources for completeness, accuracy, currency,
historical context, relevance, and balance of perspectives
- demonstrate increasing confidence and control in using a variety of methods to communicate information, ideas, and opinions effectively for a particular purpose, audience, and situation
write fables, narrative articles, and travelogues;
present monologues, slide presentations, and videos;
create anthologies and handbooks; and select and use
a variety of organizational techniques to communicate
clearly and effectively
- use a variety of skills and strategies to revise, edit, and proofread their work
appraise others’ work and suggest ways to enhance
it; ensure that the content of their own work is appropriate,
clear, coherent, and legible; arrange ideas for emphasis
and effect; use appropriate strategies and devices
to make presentations clear and appealing to the audience;
and apply and adapt rules of spelling, capitalization,
and punctuation for clarity and effect
- work cooperatively with others by encouraging and supporting them; and recognize and analyze the effect of this process on self and one's perception of the world
build and maintain relationships with other students
in the class; respectfully question others’ viewpoints
and request further information; take on a variety
of roles in a group (such as leader, recorder, and
timekeeper); analyze how their use of language can
create a positive community environment; and evaluate
the effectiveness of group process
Students are required to achieve credit in one of the following three Grade 12 English language arts courses; however, they may take more than one.
Grade 12 students are required to write a provincial standards test in English language arts. The test, worth 30 percent of their final mark, is based on Grade 12 English language arts curricula.
| Transactional Focus (40S) Grade 12/Senior 4 |
Comprehensive Focus (40S) Grade 12/Senior 4 |
Literary Focus (40S) Grade 12/Senior 4 |
|---|---|---|
| This course focuses
on the day-to-day use of language for a variety of practical
purposes. Students produce and engage with oral, written,
and visual texts that inform, direct, persuade, plan,
analyze, argue, and explain. Students may, for example,
view television and film documentaries, write proposals
and reports, or listen to radio programs, speeches,
and debates to gather or communicate knowledge, information,
and perspectives. While the texts students read, view,
and write have a practical purpose, they often use literary
devices and expressive language to convey meaning. |
This course balances practical and literary purposes and uses of language. (See descriptions of Transactional Focus and Literary Focus.) Students produce and explore oral, written, and visual texts that inform, persuade, analyze, foster understanding and empathy, reflect culture, express feelings and experiences, and bring enjoyment. | This course focuses on the purposes and forms of literature. Students produce and engage with a variety of oral, written, and visual texts that enlighten, foster understanding and empathy, reflect culture, express feelings and experiences, and bring enjoyment. They may, for example, view films, read novels, listen to songs, create sculptures, or write poems to bring pleasure to others or themselves, respond to experiences, or express feelings. They may also read, view, or write texts that, for example, inform, persuade, or analyze. |
Note: In each course, selection of materials for study is determined by schools, teachers, and students, and may vary from one classroom to another.
In Grade 12, students
For example, students
- evaluate the strengths and weaknesses of a range of information, ideas, and perspectives to develop their understanding
assess the validity of a range of ideas, observations,
opinions, and emotions; explore challenging ideas;
listen actively; reserve judgement; use language in
a variety of ways to enhance communication; explore
strengths and limitations of various viewpoints and
evaluate their implications; and consider how ideas
are interrelated
- consider the importance of language for meeting personal needs and set language learning goals and strategies for achieving personal plans
reflect on personal growth and successes; consider
the importance of learning language; and develop personal
goals and plans
- monitor their understanding of what they read, see, and hear in order to select from a wide range of comprehension strategies; and apply or adjust these strategies to make sense of increasingly complex and diverse materials
analyze connections between their own experiences
and texts to develop interpretations; apply and adjust
a broad range of comprehension strategies; and use
organizational patterns and a variety of cues to extend
their interpretations
- respond personally and critically to a wide range of written, oral, and visual materials, and analyze their distinct characteristics
analyze various interpretations to revise or extend
their understanding; respond to perspectives and styles
of a variety of Canadian texts; analyze the effects
of language and style in texts; and evaluate how various
forms and genres affect content and purpose
- analyze and evaluate a variety of methods used to communicate information, ideas, and opinions
analyze the impact of vocabulary and how it varies
in communities; experiment with language, visuals,
and sounds to influence thought, emotions, and behaviour;
and create different kinds of texts such as magazines,
talk shows, and novellas
- plan and conduct inquiry or research to investigate a variety of questions and topics by accessing and evaluating appropriate information sources
refine their research questions through reflection
and discussion; work effectively with group members
to do their research; adjust their inquiry plan according
to changes in audience, purpose, and context; evaluate
diverse information sources for credibility, authenticity,
accuracy, and bias; extract, synthesize, organize,
and integrate ideas from extended texts; document
sources accurately; and evaluate information for completeness,
accuracy, currency, historical context, relevance,
balance of perspectives, and bias
- demonstrate increasing flexibility, confidence, and control in using a variety of methods to communicate information, ideas, and perspectives effectively for particular purposes, audiences, and situations
write proposals, letters to the editor, and plays;
take part in storytelling and panel discussions; create
audiotapes, e-zines, and photo essays; and evaluate
how organizational techniques affect audiences
- use a variety of skills and strategies to revise, edit, and proofread their work
appraise and discuss their own and others’ choices
in content, form, style, and presentation; ensure
that content and language are appropriate and that
their work is precise, unified, coherent, and legible;
use effective language, visuals, and sounds; arrange
ideas for balance, effect, and originality; and apply
and adapt rules of spelling, capitalization, and punctuation
to make work clear and effective
- demonstrate increasing flexibility and confidence in working with others; evaluate the usefulness of working with others to accomplish a task; and evaluate the value of diverse viewpoints on one's perception of self and the world
encourage differing viewpoints; monitor their own
and others’ strengths; recognize how language and
tone can create positive or negative community environments;
evaluate the usefulness of group process; and use
effective language to celebrate important occasions
and to strengthen a sense of community