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Skills available for Alberta grade 12 English language arts curriculum

IXL's grade 12 skills will be aligned to the Alberta Program of Studies soon! Until then, you can view a complete list of grade 12 objectives below.

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1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

  • 1.1 Discover possibilities

    • 1.1.1 Form tentative understandings, interpretations and positions

      • 1.1.1.a experiment with strategies that contribute to the formation of tentative understandings, interpretations and positions; e.g., pose questions, discuss, keep an open mind, reread, review and recognize that texts may be inaccurate or misleading

      • 1.1.1.b form and communicate tentative understandings, interpretations and positions on ideas and information presented in print and nonprint texts through discussion or by using various communication technologies; e.g., telephone and e-mail

    • 1.1.2 Experiment with language, image and structure

      • 1.1.2.a experiment with language, image and structure to create different effects for specific purposes and audiences; e.g., when creating components of a career portfolio, preparing a visual representation or completing workplace tasks

      • 1.1.2.b experiment with a variety of strategies, activities and resources to explore ideas, observations, opinions, experiences and emotions; e.g., exploratory talk; keep a journal; take part in a sharing circle; interview a member of the community, a local employer or a coworker

  • 1.2 Extend awareness

    • 1.2.1 Consider new perspectives

    • 1.2.2 Express preferences and expand interests

      • 1.2.2.a identify and examine the personal text preferences and other factors influencing personal preferences; e.g., purpose, interest, peers, family, heritage, advertisements and technology

      • 1.2.2.b apply strategies to expand their interests in print and nonprint texts and text creators; e.g., sharing reading/viewing/listening inventories, discuss the role marketing plays in shaping popular culture, visit a museum or a community cultural or art centre

      • 1.2.2.c select and apply strategies to expand their interests in various text creations, e.g., Web sites, advertising and promotional texts, workplace manuals, CD-ROMs, movies and music videos, including the use of language, image, sound and structure

      • 1.2.2.d explore and assess a range of print and nonprint texts to expand their interests, including those used in the community and the workplace; e.g., newspapers, live drama, workplace/community health information manuals and product promotional materials

    • 1.2.3 Set personal goals for language growth

      • 1.2.3.a use guided peer and/or self-evaluation to assess their strengths and areas needing improvement, using a variety of strategies; e.g., checklists, skills inventories and discussion

      • 1.2.3.b investigate and evaluate the language skills required to achieve attainable secondary, post-secondary and career goals, using appropriate strategies and resources; e.g., Web sites such as the Alberta Learning Information Service (ALIS) and the National Occupational Classification (NOC) system

      • 1.2.3.c create a plan to enhance language learning based on their personal goals and in relation to everyday home, community and workplace communication

      • 1.2.3.d apply strategies to increase their personal potential; e.g., set short- and long-term goals, create an action plan and build a career portfolio

      • 1.2.3.e demonstrate a willingness to continuously learn and grow as effective communicators

2 Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms and respond personally, critically and creatively.

3 Students will listen, speak, read, write, view and represent to manage ideas and information.

4 Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts and enhance the clarity and artistry of communication.

5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

  • 5.1 Respect themselves and others and strengthen community

    • 5.1.1 Use language and image to show respect and consideration

      • 5.1.1.a use inclusive language and behaviour and communicate or create texts in ways that demonstrate respect for people of different heritage, cultures, genders, ages, abilities, opinions and communities, including aboriginal people and communities

      • 5.1.1.b recognize positive and negative portrayals of persons in life and characters in literature and demonstrate sensitivity to the feelings of others

      • 5.1.1.c differentiate between constructive criticism and ridicule, and between irony and sarcasm, and use appropriate strategies to show respect

      • 5.1.1.d monitor the use of verbal and nonverbal communication to convey inclusion, respect and consideration

    • 5.1.2 Appreciate diversity of expression, opinion and perspective

      • 5.1.2.a recognize and demonstrate respect for diversity, individual differences and perspectives

      • 5.1.2.b demonstrate an appreciation for diversity of thought and expression and select, monitor and modify, as needed, appropriate strategies for appreciating diversity

      • 5.1.2.c examine the ways in which selected works of literature, and other print and nonprint texts, influence individual and group values and behaviours

    • 5.1.3 Recognize accomplishments and events

      • 5.1.3.a use language and image to honour and/or recognize their own and others' accomplishments; e.g., construct e-mail and other messages conveying congratulations, thank-you notes

      • 5.1.3.b identify the formal and informal ways in which language and image are used appropriately to honour and/or recognize people and celebrate events; e.g., a toast, eulogy, poster and thank-you card

  • 5.2 Work within a group

    • 5.2.1 Cooperate with others and contribute to group processes

      • 5.2.1.a set appropriate personal goals for participation in a group, e.g., demonstrate respect and be open to and supportive of the thoughts, opinions and contributions of others, and share personal knowledge, expertise and perspectives, as appropriate

      • 5.2.1.b demonstrate respect for, and assess and defend, individual rights and differences in themselves and others, within a group or a community, in a positive and constructive manner; e.g., be fair and honest, demonstrate integrity and personal ethics

      • 5.2.1.c interact and communicate with others in a positive manner, by considering appropriate dress, space and conversational skills; e.g., when in a job interview, when communicating with a customer or coworker

      • 5.2.1.d participate effectively as a group member to facilitate the completion of group goals; e.g., generate ideas, access resources, contribute abilities and interests, monitor progress and share responsibility for completion

      • 5.2.1.e use an appropriate conflict-resolution model to identify and clarify the conflict, recognize different points of view, generate solutions, implement the best solution and assess the results

      • 5.2.1.f demonstrate listening and other appropriate behaviours within a group; e.g., listen without interrupting, focus on the speaker, contribute to be heard, disagree courteously, accept conflicting opinions, show respect for the rights and values of others

    • 5.2.2 Understand and evaluate group processes

      • 5.2.2.a recognize the various roles and responsibilities of group members, e.g., recorder, chair, Elder and coworker, and appreciate the contribution that these roles make to the group process

      • 5.2.2.b identify and apply appropriate leadership styles to motivate a group; e.g., be cooperative and supportive and use appropriate problem-solving strategies

      • 5.2.2.c engage in effective evaluations by realizing the importance of tact, honesty and specificity in peer and self-evaluation

      • 5.2.2.d use appropriate criteria and teamwork tools to assess and monitor group processes; e.g., checklists, role descriptors, flow charts, discussion and questions

      • 5.2.2.e demonstrate appropriate strategies to provide feedback that is a positive reflection of a presentation and/or encourages the presenter and audience to consider other ideas and additional information; e.g., I like it when you said …, you may want to consider …