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In Grade 12, learners extend and integrate their use of language with autonomy and versatility across all areas of English language arts. They engage in academic and literary discussions, debates, and critical analysis by using rhetorical strategies, critical reasoning, and flexible, effective communication to evaluate, challenge, and extend ideas. Learners analyze how language shapes perspectives and contributes to social, cultural, and civic action by examining how elements, such as voice and tone, are strategically used when communicating within and across contexts.
Grade 12 learners engage with and analyze a broad range of literary and transactional texts spanning time periods, genres, global cultures, and perspectives. They critically evaluate how authors use elements such as structure, symbolism, tone, context, and perspective to shape meaning across varied cultural, historical, and evolving contemporary contexts. Learners analyze relationships between texts and evolving social, cultural, and civic issues, considering how texts reflect, reinforce, or challenge ideas, perspectives, and societal values. Through close reading and critical evaluation, learners synthesize multifaceted ideas and concepts, situate texts within broader real-world contexts, and critique and question ethical, philosophical, and cultural questions with increasing nuance and discernment.
As text creators, learners compose texts across academic, creative, and real-world genres and text types, using structure, language, form, and mode strategically to communicate with precision, flexibility and agency across contexts and audiences. They refine and adapt language conventions, vocabulary, and stylistic choices to communicate with precision and voice, crafting well-reasoned arguments and insightful interpretations. Through a flexible and self-directed creation process, learners plan, draft, revise, and refine their work to achieve clarity, coherence, and impact, exercising independence over how ideas are developed, structured, and expressed for specific audiences and contexts.
In Grade 12 Comprehensive Focus, learners engage with a wide range of texts and topics, with equal attention to literary and transactional forms. This includes texts that use language and other modes to represent experiences, emotions, and images, alongside texts that explain information and viewpoints. Learners refine and extend their understanding of varied texts and forms by critically examining and evaluating how ideas and information are represented and shaped across a range of texts. As text creators, learners compose texts in literary and transactional forms for a range of academic, creative, and real-world purposes. In Grade 12 Comprehensive Focus, learners experience and produce a variety of texts, with approximately 50 percent literary and 50 percent transactional in purpose.
In Grade 12 Literary Focus, learners engage with a wide range of texts and topics, with an emphasis on forms with literary purposes. This includes texts that use language and other modes to represent ideas, experiences, and emotions. Learners refine and extend their understanding of literary texts by engaging with a range of texts, drawing on multiple sources to critically examine and evaluate how ideas, perspectives, and narratives are developed and shaped across contexts, considering new viewpoints while reflecting on initial interpretations. As text creators, learners compose texts in literary and transactional forms for a range of academic, creative, and real-world purposes. In the Grade 12 Literary Focus, learners experience and produce a variety of texts, with approximately 70 percent literary and 30 percent transactional in purpose.
In Grade 12 Transactional Focus, learners explore and analyze a wide range of texts and topics, with an emphasis on texts with transactional purposes. This includes texts that use language and other modes to convey ideas, information, and viewpoints for a range of purposes and audiences, including influencing perspectives or prompting action. Learners refine and extend their understanding of transactional texts and forms by engaging with a range of texts, drawing on related literary texts flexibly and purposefully to critically examine and evaluate how perspective, voice, and representation shape and influence the presentation of ideas, information, and viewpoints. As text creators, learners compose texts in transactional and literary forms for a range of academic, creative, and real-world purposes. In Grade 12 Transactional Focus, learners experience and produce a variety of texts, with approximately 70 percent transactional and 30 percent literary in purpose.
By the end of Grade 12, learners apply analytical, expressive, and critical thinking skills with independence and agility across all areas of English language arts. They are prepared to navigate advanced language and literacy demands, enabling them to participate actively as informed and engaged citizens and to pursue their individual paths beyond graduation.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
General Learning Outcome: Oral Language Communication
ELA.12.A1 Learners engage in oral language communication as a recursive process of listening, speaking, and interacting to construct meaning, exchange ideas and perspectives, and expand their understanding of themselves, others, and the world.
Listen and Comprehend
ELA.12.A1.1 Listen attentively to information, ideas, and experiences expressed to understand content and interpret point of view; respond to the contributions of others by asking insightful questions to clarify, verify, or challenge ideas and conclusions; integrate new learning to extend comprehension.
ELA.12.A1.2 Evaluate how speakers use language choices, voice, perspective, organization, rhetorical strategies, and verbal/non-verbal communication to engage audiences and shape understanding.
Speak and Interact
ELA.12.A1.3 Use the rules and structures of language strategically (e.g., syntax, verb tense, word choice, grammar) when speaking to deliver coherent messages according to different purposes, contexts, and audiences (informal, formal).
ELA.12.A1.4 Exchange and integrate ideas through dialogue (partners, groups); draw upon multiple viewpoints and perspectives, respond thoughtfully and respectfully to the contributions of others, and facilitate collaborative meaning-making to deepen understanding, broaden perspectives, and expand collective thinking.
General Learning Outcome: Language as the Foundation for Reading and Writing
ELA.12.A2 Learners build and apply foundational knowledge and skills, including letter knowledge, sound awareness, word structures, vocabulary knowledge, and language conventions, to engage as active readers, writers, and communicators.
Phonological Awareness
ELA.12.A2.1 Foundational literacy knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, phonological awareness, alphabetic knowledge, and phonics are not typically addressed as separate outcomes; rather, these foundational understandings are applied and integrated within reading, spelling, vocabulary development, and communication across contexts and disciplines.
Alphabetic Knowledge
ELA.12.A2.2 Foundational literacy knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, phonological awareness, alphabetic knowledge, and phonics are not typically addressed as separate outcomes; rather, these foundational understandings are applied and integrated within reading, spelling, vocabulary development, and communication across contexts and disciplines.
Phonics: Letter-Sound Relationships
ELA.12.A2.3 Foundational literacy knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, phonological awareness, alphabetic knowledge, and phonics are not typically addressed as separate outcomes; rather, these foundational understandings are applied and integrated within reading, spelling, vocabulary development, and communication across contexts and disciplines.
Spelling Conventions
ELA.12.A2.4 Foundational spelling knowledge and skills developed in earlier grades continue to support learners as they engage with increasingly complex texts and specialized vocabulary. In Grades 9 to 12, spelling conventions are not typically addressed as separate outcomes; rather, learners apply and refine their understanding of spelling patterns, word structures, word origins, and language conventions through reading, writing, vocabulary development, and communication across contexts and disciplines.
Word Structures and Meaning (Morphology)
ELA.12.A2.5 Analyze and evaluate how morphological knowledge, including Greek and Latin roots, affixes, and word origins (etymology), contributes to vocabulary understanding, precise word choice, and accurate spelling; apply this knowledge to deepen comprehension, strengthen critical analysis, and enhance communication in speaking and writing.
Vocabulary Knowledge
ELA.12.A2.6 Apply an extensive vocabulary and knowledge of word relationships, meanings, and nuances to understand and interpret text; select, refine, and evaluate vocabulary for precision and rhetorical impact to communicate ideas effectively across a range of contexts.
Language Conventions
ELA.12.A2.7 Analyze and evaluate how language conventions (e.g., syntax, sentence structure, grammar, usage, mechanics) influence meaning, style, emphasis, and precision in texts; apply language conventions strategically to communicate complex and nuanced ideas across a range of contexts.
General Learning Outcome: Navigate Texts
ELA.12.B1 Learners draw on their knowledge, experiences, and awareness of text cues and conventions to establish purpose, anticipate meaning, and prepare for engagement with texts.
Activate Prior Knowledge
ELA.12.B1.1 Analyze and explain how prior knowledge, experiences, and information from various sources influence interpretations and perspectives of texts.
Establish Purpose and Focus
ELA.12.B1.2 Analyze and explain how setting a purpose influences text selection, interpretation, and response; generate and refine questions to focus attention, deepen understanding, and extend interpretation.
Use Text Cues and Conventions
ELA.12.B1.3 Evaluate text cues (e.g., structures, features, design elements, language patterns, visuals) and conventions across a range of texts; analyze how they contribute to meaning and influence interpretations across contexts and perspectives.
General Learning Outcome: Construct Meaning
ELA.12.B2 Learners actively construct meaning when reading, viewing, and listening to texts by applying a range of comprehension strategies. They make connections, infer meaning, and monitor understanding to build knowledge and deepen understanding across a variety of contexts and text forms.
Predict and Infer
ELA.12.B2.1 Make, revise, evaluate, and support predictions and inferences using multiple sources of information; explain how complex, ambiguous, or conflicting text cues can lead to multiple valid and nuanced interpretations.
Make Connections
ELA.12.B2.2 Analyze and explain connections among personal experiences, texts, and knowledge of the world to generate new insights, extend interpretations, and deepen understanding of complex ideas and issues.
Monitor Understanding
ELA.12.B2.3 Monitor and evaluate understanding of text and identify areas requiring clarification, verification, or further inquiry; apply and evaluate strategies (e.g., questioning, summarizing) to refine, extend, and deepen interpretations.
ELA.12.B2.4 Evaluate and adjust fluency skills and strategies, including pace, rate, and expression (prosody), according to text demands, purpose, and context to support comprehension, analysis, and critical interpretation of complex texts.
Summarize Meaning
ELA.12.B2.5 Summarize ideas, concepts, themes, and viewpoints from within and across texts while maintaining the integrity of the author’s message; use summaries to clarify meaning, support interpretation, inform analysis, and integrate ideas.
General Learning Outcome: Think Critically about Texts
ELA.12.B3 Learners analyze ideas, information, viewpoints, and perspectives within and across texts to build understanding. Learners use evidence from texts to develop, support, and evaluate interpretations.
Analyze Ideas and Information
ELA.12.B3.1 Evaluate ideas, themes, facts, opinions, and perspectives within and across texts; use evidence to support interpretations and explain the significance and implications of ideas, information, and perspectives on the understanding of people, experiences, and issues.
Critique Purpose, Viewpoint, and Perspective
ELA.12.B3.2 Evaluate how a text creator’s social, cultural, historical, and contemporary contexts, as well as their purpose, experiences, and use of text elements, influence the representation of people, ideas, and issues; synthesize evidence to assess how texts include, exclude, emphasize, or challenge viewpoints and perspectives.
General Learning Outcome: Consolidate Understanding
ELA.12.B4 Learners reflect on, extend, and integrate new learning to develop deeper understandings. They respond to texts by sharing interpretations, perspectives, and insights that expand, challenge, and/or refine their thinking.
Reflect on New Learning
ELA.12.B4.1 Synthesize and integrate new ideas and understandings from texts; reflect on how new learning informs, transforms, and deepens existing knowledge, experiences, and perspectives.
Response to Text: Self and Others
ELA.12.B4.2 Evaluate and reflect on responses to texts by integrating personal, cultural, textual, and interdisciplinary connections; analyze how ideas, aesthetic features, and perspectives contribute to insight, appreciation, and emotional response.
ELA.12.B4.3 Explain and compare personal responses with those of others and of broader community contexts; analyze and synthesize perspectives; examine how assumptions, experiences, identities, and social contexts shape interpretations, influence world views, and reinforce, challenge, or transform understanding.
General Learning Outcome: Plan and Develop Texts
ELA.12.C1 Learners generate and develop ideas, conduct research, evaluate sources, organize information, and select appropriate forms and modes to compose texts for a range of purposes and audiences.
Generate Ideas and Select Topic
ELA.12.C1.1 Generate and refine ideas from a variety of experiences, current events, texts, and cross-curricular learning; select topics aligned with purpose, form, perspective, context, and audience.
Research Sources
ELA.12.C1.2 Integrate and evaluate information from multiple sources (e.g., oral, visual, digital, written); assess credibility, reliability, and how perspectives are shaped and represented across sources to refine, strengthen, and extend ideas.
Analyze Author’s Craft
ELA.12.C1.3 Analyze mentor texts to examine how authors use text cues (e.g., structures, features, design elements, language patterns, visuals) and conventions to create nuanced meaning and shape perspective; select techniques to refine and enhance one’s own writing.
Plan and Develop Ideas
ELA.12.C1.4 Select, adapt, and combine organizational strategies and tools to plan texts for varied purposes and contexts; organize, prioritize, and refine ideas and processes to guide text development.
Choose Form
ELA.12.C1.5 Select and adapt form to suit varied purposes, audiences, and contexts to communicate complex ideas with clarity and impact; when appropriate, combine forms to enhance and extend ideas.
Create Text
ELA.12.C1.6 Compose and create texts for varied purposes, audiences, and contexts; make intentional compositional choices in structure, mode, style, design, and mechanics to shape meaning and communicate ideas; integrate research, evidence, and/or craft techniques to develop meaningful texts.
ELA.12.C1.7 Use handwriting, keyboarding, and other composition tools flexibly and effectively to maintain clarity, readability, and coherence when composing texts.
General Learning Outcome: Refine Texts
ELA.12.C2 Learners apply the key qualities of writing to revise, refine, and enhance texts for different purposes, contexts, and audiences.
Organize Content
ELA.12.C2.1 Re-evaluate the organization of content by applying knowledge of how texts are organized across forms, contexts, and modes; make intentional adjustments to the sequencing of ideas, text features, and structures to enhance alignment with purpose, context, and audience.
Elevate Sentence Fluency
ELA.12.C2.2Adapt varied sentence lengths, structures, and syntax to enhance clarity, emphasis, rhythm, and flow; refine and integrate sentences within and across paragraphs to achieve cohesion and stylistic effect; evaluate and apply grammar conventions to support effective communication.
Enhance Word Choice
ELA.12.C2.3 Use nuanced, discipline-specific language, including rhetorical devices, to suit purpose, context, and audience; refine word choice to convey meaning with precision and depth; use word choice intentionally to cultivate a distinct voice and shape style.
General Learning Outcome: Edit and Publish
ELA.12.C3 Learners proofread, edit, and refine texts by applying editing strategies to improve accuracy and clarity. They publish their work using appropriate tools, modes, and platforms to communicate for different purposes, contexts, and audiences.
Review Mechanics
ELA.12.C3.1 Apply knowledge of spelling and Canadian spelling conventions to edit and proofread texts, including those containing specialized vocabulary, for spelling accuracy and consistency; use print and digital resources to verify, evaluate, and correct spelling.
ELA.12.C3.2 Edit texts to apply capitalization conventions strategically and consistently; apply style guides and publication standards, including formal citations, to meet the expectations of academic, professional, and public audiences.
ELA.12.C3.3 Edit and proofread texts to identify, evaluate, and correct punctuation errors using appropriate resources; apply punctuation conventions purposefully to enhance meaning, emphasis, tone, and effect for different purposes, contexts, and audiences.
Publish Final Text
ELA.12.C3.4 Create and publish texts using intentional composition and design choices across a range of forms and genres; make strategic choices in form, structure, language, and, when appropriate, mode to achieve a defined purpose and to engage audiences.
General Learning Outcome: Share Ideas and Communicate Effectively
ELA.12.D1 Learners organize and communicate ideas for others by making intentional choices about content, communication mode, and style for different purposes and contexts.
Express Ideas and Engage Audience
ELA.12.D1.1 Select, organize, and communicate ideas and relevant details for purpose, context, and audience (informal, formal); integrate relevant and credible evidence or examples, as appropriate; use transitions and organizational structures intentionally to create a coherent and effective message that supports audience understanding and impact.
ELA.12.D1.2 Evaluate, select, and justify choices in communication modes (e.g., oral, visual, digital, written) based on purpose, context, and audience (informal, formal).
ELA.12.D1.3 Adapt and integrate communication style (e.g., tone, volume, expression) in relation to content and audience (informal, formal); use language choices intentionally (rhetorical techniques) to effectively share ideas.
General Learning Outcome: Reflect on Learning and Plan Next Steps
ELA.12.D2 Learners use descriptive feedback and criteria to reflect on their learning, set goals, and monitor progress to inform next steps.
Reflect
ELA.12.D2.1 Synthesize multi-layered feedback; reflect on feedback and criteria to make strategic decisions about learning; adapt strategies to sustain ongoing progress.
Set Goals and Monitor Progress
ELA.12.D2.2 Formulate and adapt learning goals using criteria and feedback; monitor progress by evaluating evidence of learning to track growth and sustain ongoing progress toward goals.
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
