Saskatchewan · Grade 12
English Language Arts A30 / B30
Saskatchewan’s Grade 12 English course, from Comprehend and Respond — Canadian Voices (Semester A) to Assess and Reflect (Semester B).
- Units
- 6
- Lessons
- 6
- Skills
- 28
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 6 skills
Comprehend and Respond — Canadian Voices (Semester A)
Comprehend and Respond
Responding to First Nations, Métis, Saskatchewan, and Canadian Texts
Responding to Canadian identity texts (Define the Individual)
I can respond to First Nations, Métis, Saskatchewan, and Canadian identity texts and analyze how they deepen understanding of self and Canadian identity.
Official code: CR A 30.1
Responding to Canadian social-responsibility texts (Shift Centres, Blur Margins)
I can respond to Canadian social-responsibility texts and analyze how context shapes the ideas, issues, and themes they present.
Official code: CR A 30.1
Responding to Canadian social-action texts (Understand Beliefs, Initiate Action)
I can respond to Canadian social-action texts and explain how they raise awareness and promote social and personal change.
Official code: CR A 30.1
Viewing and critically evaluating Canadian media
I can critically evaluate Canadian visual and multimedia texts, judging whose voice is heard and how the text persuades.
Official code: CR A 30.2
Listening to Canadian speakers critically
I can listen critically to Canadian speakers, distinguish emotional appeal from reasoned argument, and identify logical fallacies.
Official code: CR A 30.3
Reading Canadian literary and informational texts
I can read sophisticated Canadian texts, develop plausible interpretations, and support a position with specific evidence.
Official code: CR A 30.4
The official wording · 6 outcomes
- CR A 30.1
- View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, and Canadian texts that address: • identity (e.g., Define the Individual, Negotiate the Community)
- CR A 30.1
- texts that address: • social responsibility (e.g., Shift Centres, Blur Margins), and
- CR A 30.1
- texts that address: • social action (agency) (e.g., Understand Beliefs, Initiate Action).
- CR A 30.2
- View and evaluate critically information and ideas obtained from First Nations, Métis, Saskatchewan, and Canadian visual and multimedia texts including an advertisement, news broadcast, poster, and film.
- CR A 30.3
- Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, and Canadian speakers and authors from various communities.
- CR A 30.4
- Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture.
Key ideas
Semester A studies how Canadian texts define the individual and negotiate community, representing diverse cultures, regions, and time periods across Canada.
A mature response analyzes the perspectives and stylistic means a text uses, and explains how studying it enhances understanding of self, others, and Canadian identity.
Social-responsibility texts about shifting centres and blurring margins examine whose voices are centred and whose are pushed to the edges of Canadian society.
Analysis considers how historical, regional, cultural, political, and social contexts and events influence the presentation and interpretation of a text's ideas, issues, and themes.
Texts about understanding beliefs and initiating action examine how Canadian writers move readers from understanding to action.
Watch out for
- Treating 'Canadian identity' as a single story rather than a multiplicity of voices.
- Responding personally without analyzing the perspectives and style the text uses.
- Reading a text as context-free rather than shaped by history, region, and culture.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Compose and Create — Canadian Focus (Semester A)
Compose and Create
Composing on Canadian Identity, Responsibility, and Action
Composing Canadian identity texts (Define the Individual)
I can compose an identity text on a Canadian theme with a clear thesis, effective support, and a plausible conclusion.
Official code: CC A 30.1
Composing Canadian social-responsibility texts (Shift Centres, Blur Margins)
I can compose a social-responsibility text and independently develop an inquiry project that evaluates and synthesizes sources.
Official code: CC A 30.1
Composing Canadian social-action texts (Understand Beliefs, Initiate Action)
I can compose a social-action text on a Canadian theme with a clear thesis and effective support toward a persuasive conclusion.
Official code: CC A 30.1
Presenting a Canadian landscape or perspective
I can create and present a visual or multimedia representation of a contemporary Canadian landscape or perspective.
Official code: CC A 30.2
Presenting in panels and formal meetings
I can present as part of a panel and take part in a formal meeting, functioning as both group member and leader.
Official code: CC A 30.3
Writing an inquiry paper, editorial, narrative, and criticism
I can write an inquiry/research paper, an editorial, a narrative, and a literary-criticism essay suited to their audiences and purposes.
Official code: CC A 30.4
The official wording · 6 outcomes
- CC A 30.1
- Create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., Define the Individual, Negotiate the Community),
- CC A 30.1
- Create a range of visual, multimedia, oral, and written texts that explore: • social responsibility (e.g., Shift Centres, Blur Margins), and
- CC A 30.1
- Create a range of visual, multimedia, oral, and written texts that explore: • social action (agency) (e.g., Understand Beliefs, Initiate Action).
- CC A 30.2
- Create and present visual and multimedia representations including using photographs to explain a range of contemporary course-related perspectives or landscapes.
- CC A 30.3
- Present and express a range of ideas and information in formal (including a panel presentation and a business or community meeting) and informal (including discussions and collaborative work) situations for differing audiences and purposes.
- CC A 30.4
- Create a variety of informational (including an inquiry/research paper and an editorial) and literary (including a real or invented narrative and a literary criticism essay) texts that are appropriate to a variety of audiences and purposes including informing, persuading, and entertaining.
Key ideas
A composed identity text has a clear thesis or main idea, details that logically and effectively support it, and a style, voice, format, and organization appropriate to purpose and audience.
Unity, coherence, and emphasis carry the text to a plausible and effective conclusion.
An independent inquiry formulates and refines research questions, tests whether a thesis is relevant, logical, and supportable, and adjusts the plan to audience, purpose, and context.
It uses a variety of digital and informational resources, evaluates sources for credibility and bias, and incorporates source material strategically — quoting, paraphrasing, summarizing — with accurate documentation.
Social-action texts argue for change; they need a clear thesis or main idea and details that logically and effectively support it.
Watch out for
- Writing on a Canadian theme with no controlling thesis or main idea.
- Details that do not actually support the thesis.
- Gathering sources without evaluating their credibility, authenticity, or bias.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Assess and Reflect (Semester A)
Assess and Reflect
Assessing Own Work and Growth (Semester A)
Assessing own work for precision, clarity, and artistry
I can assess my own work for precision, clarity, and artistry and identify steps to improve.
Official code: AR A 30.1
Reflecting on growth as a self-directed learner
I can reflect on my growth as a self-directed learner and select products that best show my competencies.
Official code: AR A 30.2
The official wording · 2 outcomes
- AR A 30.1
- Assess own work for precision, clarity, and artistry.
- AR A 30.2
- Reflect on personal growth and successes in language learning and consider the role and importance of language learning when developing personal goals and plans as a self-directed, curious, self-appraising, and open-minded learner.
Key ideas
Self-assessment at this level judges work by precision, clarity, and artistry — reviewing content, organization, delivery, audience response, and style.
It identifies specific skills and strategies across the six language processes and appropriate steps to improve comprehension and communication.
Reflection considers the role and importance of language learning in developing personal goals and plans as a self-directed, curious, self-appraising, and open-minded learner.
It includes selecting the products that most clearly reflect your growth and competencies and explaining the reasons for those choices.
Watch out for
- Assessing only whether the work is 'done' rather than its precision, clarity, and artistry.
- Naming a weakness without an appropriate step to improve it.
- Listing everything you made instead of selecting what best shows growth.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 6 skills
Comprehend and Respond — World Voices (Semester B)
Comprehend and Respond
Responding to International, Including Indigenous, Texts
Responding to world identity texts (Sense of Self)
I can respond to international, including indigenous, identity texts and connect their ideas to myself, other texts, and the world.
Official code: CR B 30.1
Responding to world social-responsibility texts (Social Criticism)
I can respond to world texts of social criticism and analyze how context shapes their messages, themes, and issues.
Official code: CR B 30.1
Responding to world social-action texts (Addressing the Issues)
I can respond to world social-action texts and identify how they might promote social and personal change.
Official code: CR B 30.1
Viewing world media on beliefs, values, and power
I can critically evaluate world visual and multimedia texts and identify how they address beliefs, values, and power.
Official code: CR B 30.2
Listening to world speakers and historic speeches
I can listen critically to world speakers and analyze historically significant speeches for rhetorical devices and features.
Official code: CR B 30.3
Reading world literature across periods
I can read world literature across periods and analyze the philosophical, ethical, and social influences that shape it.
Official code: CR B 30.4
The official wording · 6 outcomes
- CR B 30.1
- View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address: • identity (e.g., Sense of Self)
- CR B 30.1
- texts that address: • social responsibility (e.g., Social Criticism), and
- CR B 30.1
- texts that address: • social action (agency) (e.g., Addressing the Issues).
- CR B 30.2
- View, comprehend, and evaluate critically a variety of visual and multimedia texts by international, including indigenous, artists and authors from various cultural communities, and identify how the texts address beliefs, values, and power.
- CR B 30.3
- Listen to and comprehend grade-appropriate informational and literary texts created by international, including indigenous, speakers and authors, and analyze the perspectives, biases, beliefs, values, identities, and power presented in each text.
- CR B 30.4
- Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate informational (including position papers, magazine and newspaper articles, and electronic communications) and literary (including drama, novels, poetry, short stories, essays, biographies, and autobiographies) texts from various international, including indigenous, cultures and analyze the philosophical, ethical, and social influences that have shaped information, issues, characters, plots, and themes.
Key ideas
Semester B studies a sense of self through international, including indigenous, texts from many cultures, backgrounds, and time periods.
A mature response makes connections between the ideas in texts and personal knowledge, other texts, and the world, and explains how texts contribute to understanding human nature.
Social-criticism texts from around the world question their societies; responding well analyzes their messages, ideas, universal questions, themes, and issues with textual evidence.
It considers how historical, cultural, political, and social contexts influence the presentation of ideas, themes, and issues.
World texts about addressing the issues examine how people across cultures confront and act on global problems.
Watch out for
- Reading world texts through a single, local frame of reference.
- Responding without connecting the text to self, other texts, and the world.
- Reading a critical text as neutral rather than as a challenge to its society.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 6 skills
Compose and Create — Global Focus (Semester B)
Compose and Create
Composing on Self, Criticism, and Global Issues
Composing world identity texts (Sense of Self)
I can compose an identity text about a sense of self that articulates a defensible position with originality and inventiveness.
Official code: CC B 30.1
Composing world social-responsibility texts (Social Criticism)
I can compose a social-criticism text by researching a global issue and developing a problem scenario and position paper to teach others.
Official code: CC B 30.1
Composing world social-action texts (Addressing the Issues)
I can compose a social-action text addressing a global issue, choosing forms of representing that achieve my purpose.
Official code: CC B 30.1
Presenting to persuade action on a global issue
I can create a persuasive visual or multimedia presentation that teaches others about a global issue and moves them to act.
Official code: CC B 30.2
Debating and leading workshops on global issues
I can create and defend an informed critical response to a global issue through a debate or a led workshop.
Official code: CC B30.3
Writing position, comparative, satire, and style-critique texts
I can write a position paper, comparative essay, letter of inquiry, style critique, and a satirical piece, each suited to its purpose.
Official code: CC B 30.4
The official wording · 6 outcomes
- CC B 30.1
- Create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., Sense of Self)
- CC B 30.1
- Create a range of visual, multimedia, oral, and written texts that explore: • social responsibility (e.g., Social Criticism), and
- CC B 30.1
- Create a range of visual, multimedia, oral, and written texts that explore: • social action (agency) (e.g., Addressing the Issues).
- CC B 30.2
- Create a visual or multimedia presentation that suits the topic, purpose, and audience; teaches others about a global social issue; and persuades them to act on the issue in a responsible manner.
- CC B30.3
- Create and defend an informed critical response to a global issue in formal (including a workshop presentation, a debate, and an oral reading of poetry or a prose passage related to the issue) and informal (including discussion and collaborative group work) situations.
- CC B 30.4
- Compose and create narrative, descriptive, expository, and persuasive writings that include a position paper, a comparative essay, a letter of inquiry, a critique of an author’s style, and a short story or essay that uses parody, satire, and/or irony.
Key ideas
Composing at this level develops and articulates defensible positions on individual, community, national, and world issues.
It demonstrates originality and inventiveness, using spoken, written, and other forms of representing to achieve specific purposes — learning, enjoyment, persuasion, or exchange of information.
Researching a global social issue means formulating and refining inquiry questions, evaluating sources for credibility, authenticity, accuracy, and bias, and synthesizing perspectives from many sources.
The work develops a problem scenario and position paper that teaches others about the issue, using technology ethically and documenting sources accurately.
Texts about addressing the issues call for action on global problems; they use spoken, written, and other forms of representing to achieve specific purposes such as persuasion or exchange of information.
Watch out for
- Expressing a view without developing it into a defensible position.
- Playing it safe rather than showing originality and inventiveness.
- Building a position paper on one source instead of synthesizing many.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 2 skills
Assess and Reflect (Semester B)
Assess and Reflect
Assessing Work and Understanding Yourself as a Learner (Semester B)
Assessing own and others' work for precision, clarity, and artistry
I can assess my own and others' work for precision, clarity, and artistry and identify steps to improve.
Official code: AR B 30.1
Reflecting on yourself as a strategic learner
I can reflect on my understanding of myself as a self-directed, strategic learner and select products that show my growth.
Official code: AR B 30.2
The official wording · 2 outcomes
- AR B 30.1
- Assess own and others’work for precision, clarity, and artistry.
- AR B 30.2
- Reflect on and assess understanding of self as a self-directed, self-appraising, and strategic learner.
Key ideas
Assessing both your own and others' work for precision, clarity, and artistry means reviewing content, organization, delivery, audience response, and style — for a peer as well as yourself.
It identifies specific skills and strategies across the six language processes and implements plans to improve comprehension and communication.
Reflection at graduation assesses your understanding of yourself as a self-directed, self-appraising, and strategic learner — someone who plans, monitors, and adjusts.
It includes selecting a range of products that clearly reflect your growth as a communicator, explaining your reasons, and assessing the effect of new understandings and strategies on self and others.
Watch out for
- Giving a peer vague praise instead of assessing against precision, clarity, and artistry.
- Naming a weakness without implementing a plan to improve it.
- Reflecting only on results rather than on yourself as a strategic learner.
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 Saskatchewan’s own curriculum for English Language Arts A30 / B30.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for English Language Arts A30 / B30:
- An Anthology of Canadian Literature in English (4th ed.)
- Imprints 11
- Nelson Language and Writing 11
From core resources, read October 27, 2026. curriculum.gov.sk.ca
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| CRComprehend and Respond | Outcomes 8 | Taught in Unit 1Comprehend and Respond — Canadian Voices (Semester A)Unit 4Comprehend and Respond — World Voices (Semester B) |
| CCCompose and Create | Outcomes 8 | Taught in Unit 2Compose and Create — Canadian Focus (Semester A)Unit 5Compose and Create — Global Focus (Semester B) |
| ARAssess and Reflect | Outcomes 4 | Taught in Unit 3Assess and Reflect (Semester A)Unit 6Assess and Reflect (Semester B) |
Study it in MapleMind
MapleMind teaches English Language Arts A30 / B30 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 Language Arts A30 / B30 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
- 33
- Fillable fields
- 1,469
- Price
- $4.99
Questions about English Language Arts A30 / B30
What is English Language Arts A30 / B30?
Saskatchewan’s Grade 12 English course: 6 units and 28 skills, from Comprehend and Respond — Canadian Voices (Semester A) to Assess and Reflect (Semester B).
What units are in English Language Arts A30 / B30?
1. Comprehend and Respond — Canadian Voices (Semester A), 2. Compose and Create — Canadian Focus (Semester A), 3. Assess and Reflect (Semester A), 4. Comprehend and Respond — World Voices (Semester B), 5. Compose and Create — Global Focus (Semester B) and 6. Assess and Reflect (Semester B).
Is there a provincial exam for English Language Arts A30 / B30?
No. Saskatchewan gives no provincial exam for English Language Arts A30 / B30.
What textbook does English Language Arts A30 / B30 use?
The textbooks Saskatchewan Ministry of Education lists for English Language Arts A30 / B30: An Anthology of Canadian Literature in English (4th ed.), Imprints 11 and Nelson Language and Writing 11.
Can MapleMind help with English Language Arts A30 / B30?
Yes. MapleMind teaches every skill of English Language Arts A30 / B30, 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 Language Arts A30 / B30
Practise every skill of English Language Arts A30 / B30 in MapleMind, free with daily limits.
