Page 15 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
key overall expectations by increasing the complexity of the texts they work with and the tasks they perform over time.
The specific expectations reflect this progression in knowledge and skills from grade to grade, and also indicate differences between course types, through a combination of the following: (1) the wording of the expectation itself, (2) the examples that are given in parentheses in the expectation, and/or (3) the teacher prompts that may follow the expec- tation. The examples and teacher prompts help to clarify the requirements specified in the expectations and suggest the intended depth and level of complexity of the expectations. They have been developed to model appropriate practice for the particular grade and course type and are meant to serve as illustrations for teachers. Teachers can choose to use the examples and teacher prompts that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity. Whatever the specific ways in which the requirements outlined in the expectations are implemented in the classroom, they must, wherever possible, be inclusive and reflect the diversity of the student population and the population of the province.
STRANDS IN THE ENGLISH CURRICULUM
Compulsory Courses
The expectations in the compulsory courses of the English curriculum are organized in four strands, or broad areas of learning: Oral Communication, Reading and Literature Studies, Writing, and Media Studies. The program in all grades is designed to develop a range of essential skills in these four interrelated areas, built on a solid foundation of knowledge of the conventions of standard English and incorporating the use of analytical, critical, and metacognitive thinking skills. Students learn best when they are encouraged to consciously monitor their thinking as they learn, and each strand includes expectations that call for such reflection. The knowledge and skills described in the expectations in the four strands of the language curriculum will enable students to understand, respond to, create, and appreciate a full range of literary, informational, and media texts.
The areas of learning are closely interrelated, and the knowledge and skills described in the four strands are interdependent and complementary. Teachers plan activities that blend expectations from the four strands in order to provide students with the kinds of experiences that promote meaningful learning and that help them recognize how literacy skills in the four areas reinforce and strengthen one another.
Oral Communication
Oral language is a fundamental means of communication with others and the cornerstone of learning in all areas. Through talk, students not only communicate information but also explore and come to understand ideas and concepts; identify and solve problems; organize their experience and knowledge; and express and clarify their thoughts, feelings,
and opinions. When they converse about information and ideas, they become aware not only of the various perspectives of other speakers and writers but also of the language structures and conventions they use. As students work towards achieving the expecta- tions for this strand, they will improve their ability to explore and communicate ideas in both classroom and formal speaking situations.
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