Course Outline

Program Design and Components The program design of English 10 takes into consideration the rapidly changing technologies of today’s world. Students have more technological options available to them than ever before, and this document provides learning experiences that allow them to become more proficient in their use of technology, using it to access information for their own purposes as well as to create their own literacy products. English 10 recognizes the need for education about responsible use of technology in students’ developing literacy, at the same time providing opportunities for them to explore the many communication and creative purposes technology can be used for, and the ethical issues that sometimes accompany its use. Learning experiences, while focusing on students’ growing skill in the traditional literacies, with emphasis on oracy, also provide opportunities for them to advance their critical literacy as they assess, manage, and create both print and multimedia texts and engage in communications at a global level. 

The design of this program also emphasizes the valuing of the various processes of literacy, from furthering reading and viewing skills as students access more sophisticated texts, to engaging in the processes of print and multimedia text creation, and using talk as a means to thinking and learning. Users of this guide will encounter this concept in references to assessment, where sample assessment tools describe the expectations for processes as well as final products.

Features of English 10 

This curriculum guide recognizes that students entering grade 10 do so with a wide range of abilities, interests, experiences, achievements, and learning styles. It is important that teachers of English 10 be mindful of this diversity when planning learning experiences to address curriculum outcomes and choose teaching and learning strategies that best meet students’ learning requirements. To that end, three features of English 10 are highlighted in the learning modules: focusing on oral language skills as critical to the further development of reading/viewing and writing/representing skills, differentiating instruction to address the learning needs of all students, and using the workshop model of instruction as a means to support differentiation

The curriculum guide for this course is still relevant and includes important information for teachers. Teachers are reminded to reference the At-A-Glance documents for outcomes when using course guides.

Updated January 10, 2024