Nova Scotia · Grade 11
English 11
- ENG11
Nova Scotia’s Grade 11 English course, from Speaking and Listening to Writing and Other Ways of Representing.
- Units
- 3
- Lessons
- 10
- Skills
- 38
- Provincial exam
- None
- Official curriculum
- Nova Scotia Department of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 6 skills
Speaking and Listening
Exploring and Defending Ideas Through Talk
Asking perceptive and probing questions
I can ask perceptive, probing questions to explore ideas and gain information.
Official code: 1.2
Presenting and defending points of view with evidence
I can present an evidence-backed position on a complex issue and defend or modify it against opposition.
Official code: 1.3
Communicating in Formal Situations
Interacting effectively in formal structured situations
I can interact effectively in panel discussions, formal debates, and other structured formal situations.
Official code: 2.1
Adapting language and delivery to achieve goals
I can adapt language and delivery for varied audiences and situations to achieve my goals.
Official code: 2.2
Critically evaluating uses of language
I can critically evaluate others' uses of language and apply that to improve my own.
Official code: 2.4
Adapting communication style to audience, purpose, and situation
I can adapt my language and communication style to the audience, purpose, and situation.
Official code: 3.3
The official wording · 6 outcomes
- 1.2
- ask perceptive/probing questions to explore ideas and gain information
- 1.3
- address complex issues, present points of view backed by evidence, and modify, defend, or argue for their positions in response to opposing points of view
- 2.1
- use their awareness of the difference between formal and informal speech to interact effectively in panel discussions, formal debates, and other structured and formal situations
- 2.2
- effectively adapt language and delivery for a variety of audiences and situations in order to achieve their goals or intents
- 2.4
- critically evaluate others’ uses of language and use this knowledge to reflect on and improve their own uses of language
- 3.3
- adapt language and communication style to audience, purpose, and situation
Key ideas
Probing questions go beneath the surface — they test assumptions and open up complexity.
Formal structured situations — panels, debates — have rules, roles, and register.
A perceptive question shows you have understood enough to ask what matters next.
Effective interaction means using formal speech appropriately within those structures.
In Grade 11, questioning is a tool for exploring complex issues, not just gathering facts.
Watch out for
- Asking only factual recall questions.
- Using casual register in a formal debate.
- Asking probing questions without first understanding the topic.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 22 skills
Reading and Viewing
Reading and Viewing Complex Texts
Comparing and analyzing media and visual texts
I can compare and analyze the structure, genre, style, and cultural diversity of media and visual texts.
Official code: 4.2
Synthesizing meaning across diverse perspectives
I can assess ideas and synthesize meaning from diverse and differing perspectives.
Official code: 4.3
Applying strategies for complex print and multimedia texts
I can apply the strategies needed to gain information from complex print and multimedia texts.
Official code: 4.4
Articulating author's purpose behind devices and techniques
I can articulate an author's purpose in relation to the impact of their devices and techniques.
Official code: 4.5
Acquiring and Synthesizing Information
Acquiring and selecting information from varied sources
I can acquire and select appropriate information from a variety of sources for my own purposes.
Official code: 5.1
Synthesizing information across a range of sources
I can synthesize information from a range of sources to address varied topics and issues.
Official code: 5.1
Responding Personally to Texts
Articulating what triggers personal responses
I can recognize and articulate what elements in a text trigger my personal responses.
Official code: 6.1
Connecting text ideas to personal experience
I can connect ideas in literary and media texts to my own experiences.
Official code: 6.2
Connecting themes and ideas across texts
I can make connections among the themes, issues, and ideas across various texts.
Official code: 6.3
Exploring multiple perspectives on a text
I can explore multiple perspectives on a text.
Official code: 6.4
Justifying points of view on print and media texts
I can justify my points of view on various print and media texts.
Official code: 6.5
Articulating feelings about ambiguities in complex texts
I can articulate my response to ambiguities in complex texts, using details and subtleties to clarify meaning.
Official code: 6.6
Responding Critically to Texts
Recognizing commonalities and differences across texts
I can recognize commonalities and differences in the form, structure, and ideas of various texts.
Official code: 7.1
Recognizing how language and genre influence or manipulate
I can recognize how artful language and genre structures can influence or manipulate a reader.
Official code: 7.2
Examining relationships among language, purpose, and audience
I can examine how language, topic, purpose, context, and audience relate in a text.
Official code: 7.3
Analyzing the merits of texts and genres
I can analyze the merits of the language, ideas, and characteristics of texts and genres.
Official code: 7.5
Exploring diverse ways texts reveal and produce ideologies
I can explore the diverse ways texts reveal and produce ideologies, identities, and positions.
Official code: 7.7
Reflecting on responses across social and cultural contexts
I can reflect on my responses to texts, considering my own and others' social and cultural contexts.
Official code: 7.8
Analysing Gender-Based Violence Through Texts (GCO 11)
Investigating intersectionality and gender-based violence
I can investigate how intersectionality relates to gender-based violence as portrayed in texts.
Official code: 11.1
Questioning how societal norms perpetuate or prevent harm
I can question how societal norms, as shown in texts, perpetuate or prevent gender-based violence.
Official code: 11.2
Analysing how authors reflect or challenge attitudes
I can analyse how authors reflect or challenge real-world attitudes toward gender-based violence.
Official code: 11.3
Evaluating factors that impact a bystander's opportunity to intervene
I can evaluate the factors, as shown in texts, that impact a bystander's opportunity to intervene.
Official code: 11.4
The official wording · 22 outcomes
- 4.2
- view a wide variety of media and visual texts, comparing and analyzing the structure, genre, style, and cultural diversity of the different texts
- 4.3
- assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives
- 4.4
- demonstrate an understanding of and apply the strategies required to gain information from complex print texts and multimedia texts
- 4.5
- articulate their understanding of the purpose of the author in relation to the impact of literary devices and media techniques on the reader or viewer
- 5.1
- acquire information from a variety of sources, recognizing the relationships, concepts, and ideas that can be utilized to generate student text − select appropriate information from a variety of sources, making meaningful selections for their own purposes − recognize and reflect upon the appropriateness of information for the purpose of making meaningful student text
- 5.1
- − synthesize information from a range of sources, including the electronic network, to address a variety of topics and issues
- 6.1
- recognize and articulate the elements of information from a variety of sources that trigger personal responses
- 6.2
- make connections between the ideas and information presented in literary and media texts and their own experiences
- 6.3
- make connections among the themes, issues, and ideas expressed in various texts
- 6.4
- demonstrate a willingness to explore multiple perspectives on text
- 6.5
- justify points of view on various print and media texts
- 6.6
- recognize and articulate feelings about ambiguities in complex texts, interpreting details and subtleties to clarify their understanding
- 7.1
- recognize the commonalities and differences in form, structure, and ideas of various texts
- 7.2
- recognize how the artful use of language and the structures of genre and text can influence or manipulate the reader/viewer
- 7.3
- examine the relationships among language, topic, purpose, context, and audience
- 7.5
- analyze the merits of the language, ideas, and other significant characteristics of a variety of texts and genres
- 7.7
- explore the diverse ways in which texts reveal and produce ideologies, identities, and positions
- 7.8
- reflect on their responses to print and media texts, considering their own and others’ social and cultural contexts
- 11.1
- investigate the relationship between intersectionality and gender-based violence
- 11.2
- question how societal norms contribute to the perpetuation or prevention of gender-based violence
- 11.3
- analyse the ways authors reflect or challenge real-world attitudes towards gender-based violence
- 11.4
- evaluate the factors that impact a bystander’s opportunity to intervene
Key ideas
Grade 11 moves from viewing widely to comparing and analyzing across media texts.
Acquiring information means recognizing relationships and ideas that can generate your own text.
Personal responses are triggered by specific elements — an image, a claim, a character's choice.
Comparing texts reveals both what they share and where they diverge.
Intersectionality describes how overlapping identities (e.g. gender, race, class) shape a person's experience.
Watch out for
- Describing media texts without comparing or analyzing them.
- Collecting information without judging its appropriateness.
- Reporting a response without identifying its trigger.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 10 skills
Writing and Other Ways of Representing
Writing to Explore and Reflect
Writing to explore and reflect on experiences and learning
I can use writing to explore and reflect on my experiences with texts, monitor my learning, and express shaping experiences.
Official code: 8.1
Using note-making strategies to reconstruct knowledge
I can use note-making strategies to document experience and reconstruct knowledge.
Official code: 8.2
Making informed choices to enhance imaginative writing
I can make informed choices of language and technique to enhance the impact of imaginative work.
Official code: 8.3
Creating Coherent Texts for Demanding Purposes
Creating a clear and coherent structure
I can create a clear and coherent structure across various forms of writing and media production.
Official code: 9.2
Choosing form and style and engaging the reader
I can make informed choices of form, style, and content for demanding audiences and engage the reader.
Official code: 9.2
Using audience feedback to improve products
I can use audience feedback during writing and media production to improve my final products.
Official code: 9.3
Developing Effective Writing and Representation
Applying strategies to construct complex texts
I can apply a variety of writing and representation strategies to construct increasingly complex texts.
Official code: 10.1
Demonstrating control of conventions
I can demonstrate control of the conventions of written language in my final products.
Official code: 10.2
Committing to crafting a range of work
I can commit to crafting a range of writing and other representations.
Official code: 10.4
Using information from varied sources to construct meaning
I can use information from a variety of sources to construct and communicate meaning.
Official code: 10.5
The official wording · 10 outcomes
- 8.1
- use writing and other ways of representing to − explore, interpret, and reflect on their experiences with a range of texts and issues − monitor the language and learning processes and strategies they use − record and assess their achievements as language users and learners − express their feelings, and reflect on experiences that have shaped their ideas, values, and attitudes
- 8.2
- use note-making strategies to document experience and reconstruct knowledge by − paraphrasing − summarizing − using note cards, note-taking sheets, research grids − video or audio techniques
- 8.3
- make informed choices of language and techniques to enhance the impact of imaginative writing and other ways of representing
- 9.2
- create a clear and coherent structure in various forms of writing and media production
- 9.2
- − make informed choices of form, style, and content to address the demands of different audiences and purposes − use effective strategies to engage the reader/viewer
- 9.3
- use audience feedback in the process of writing and media production to improve the effectiveness of final products
- 10.1
- apply a variety of writing/representation strategies to construct increasingly complex texts
- 10.2
- demonstrate control of the conventions of written language in final products
- 10.4
- demonstrate a commitment to crafting a range of writing and other representations
- 10.5
- use information from a variety of sources to construct and communicate meaning
Key ideas
Grade-11 reflective writing interprets experiences with a range of texts and issues, not just records them.
Coherence is the sense that a text holds together — each part follows logically from the last.
Complex texts need a range of strategies working together — planning, drafting, structuring, revising.
Monitoring your own learning processes and assessing achievements builds strong metacognition.
Clear structure carries a reader through even a complex text.
Watch out for
- Recording activities without interpreting or reflecting.
- Assembling parts without a coherent through-line.
- Using one strategy for a text that needs several.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Nova Scotia’s own curriculum for English 11.
Study it in MapleMind
MapleMind teaches English 11 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English 11 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 26
- Fillable fields
- 1,486
- Price
- $4.99
Questions about English 11
What is English 11?
Nova Scotia’s Grade 11 English course: 3 units and 38 skills, from Speaking and Listening to Writing and Other Ways of Representing.
What units are in English 11?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Other Ways of Representing.
Is there a provincial exam for English 11?
No. Nova Scotia gives no provincial exam for English 11.
What comes after English 11?
English 12 and Canadian Literature 12.
Can MapleMind help with English 11?
Yes. MapleMind teaches every skill of English 11, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English 11
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