Page 35 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
The development of critical thinking skills is integral to the English curriculum. In the context of what is now called “critical literacy”, these skills include the ability to identify perspectives, values, and issues; detect bias; and read for implicit as well as overt mean- ing. In the English program, students develop the ability to detect negative bias and stereotypes in literary texts and informational materials. When using biased informa- tional texts, or literary works containing negative stereotypes, for the express purpose of critical analysis, teachers must take into account the potential negative impact of bias on students and use appropriate strategies to address students’ responses.
Critical literacy also involves asking questions and challenging the status quo, and leads students to look at issues of power and justice in society. The program empowers stu- dents by enabling them to express themselves and to speak out about issues that strongly affect them.
Literature studies and media studies also afford both students and teachers a unique opportunity to explore the social and emotional impact of bullying, violence, and discrim- ination in the form of racism, sexism, or homophobia on individuals and families. Teachers can help students link the understanding they gain in this regard to messages conveyed through the school’s antibullying and violence-prevention programming.
LITERACY, MATHEMATICAL LITERACY, AND INQUIRY/RESEARCH SKILLS
Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.
The acquisition and development of literacy skills is clearly the focus of the English cur- riculum, but the English program also builds on, reinforces, and enhances mathematical literacy. For example, clear, concise communication often involves the use of diagrams, charts, tables, and graphs, and the English curriculum emphasizes students’ ability to interpret and use graphic texts.
Inquiry is at the heart of learning in all subject areas. In English courses, students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of sources, such as books, newspapers, diction- aries, encyclopaedias, interviews, videos, and the Internet. The questioning they practised in the early grades becomes more sophisticated as they learn that all sources of informa- tion have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropri- ate ways. The ability to locate, question, and validate information allows a student to become an independent, lifelong learner.
THE ROLE OF THE SCHOOL LIBRARY IN THE ENGLISH PROGRAM
The school library program can help to build and transform students’ knowledge to support lifelong learning in our information- and knowledge-based society. The school library program supports student success across the language curriculum by encouraging students to read widely, teaching them to read for understanding and enjoyment, and helping them to improve their research skills and to use information gathered through research effectively.
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