Objectives for the Common Essential Learnings
(C.E.L.s)
March 1998
In order to accommodate the explicit incorporation of the Common Essential Learnings
into curricula, the purposes of each C.E.L. have been outlined in broad general goal
statements. Learning objectives which work toward the achievement of these goals have
been developed and categorized according to the following grade levels: K-5, 6-9, and 10-
12. It is possible to develop foundational objectives for units of study within subject areas
through referencing both the broad goals and the specific learning objectives.
Some examples of foundational objectives from curricula follow:
(The student will:)
- Develop an understanding of major concepts related to weather through a wide range of
language experiences (Communication) K-5 Science
- Develop the ability to access knowledge through seeing people in the home and
community as resources for learning (Independent Learning) K-5 Arts Education -
Visual Art Strand
- Recognize that understanding the interrelationships among history, climate, resources,
and cultural patterns can lead to better understanding of different cultural groups
(Personal and Social Values and Skills) Grade 6 Social Studies
- Develop an understanding of how music is created and can be responded to, refined or
changed (Critical and Creative Thinking) K-5 Arts Education - Music Strand
- Develop an understanding that technology both shapes and is shaped by society
(Technological Literacy) Grade 10 Science
Where possible, objectives for the C.E.L.s are included with subject area objectives in the
unit overviews within curriculum documents.
The learning objectives listed for a particular Common Essential Learning can be
referenced when developing individual lessons within a unit of study. These lists of
learning objectives are not meant to be complete, final or prescriptive, but
rather to provide a source of ideas for further generation and development.
It is intended that the Common Essential Learnings be developed and evaluated within
subject areas. Therefore, the goal statements contain explicit references to their
development within areas of study. Since the Common Essential Learnings are not
necessarily separate and discrete categories, it is anticipated that there may be some
overlap among the learning objectives for the C.E.L.s. Working toward the achievement of
one learning objective may contribute to the development of others within the same
Common Essential Learning or from other C.E.L.s. For example, many of the processes,
skills, understandings and abilities required for the C.E.L.s of Communication,
Numeracy, and Critical and Creative Thinking are also needed for the development of
Technological Literacy.
In order to familiarize yourself with the objectives in this document, the following steps
are suggested:
- Choose one of the Common Essential Learnings to focus on (e.g., Communication or
Technological Literacy or . . .).
- Read over the goal statements only for the one C.E.L. which you have chosen (e.g.,
Communication has three goal statements).
- Choose one of these goal statements to look at more closely (e.g., the second goal
statement for Personal and Social Values and Skills or the third goal statement for
Critical and Creative Thinking or . . . ).
- Before you read over the learning objectives (related to the one goal statement which
you have chosen), decide on a subject area and grade level with which you are familiar
(e.g., Grade 6 Science or Grade 10 History). Since the development of the C.E.L.s is
cumulative, it is most appropriate for Middle and Secondary Level teachers to continue
to develop objectives from the previous grade levels. For example, developing students'
abilities to "visualize objects, people, or places" can continue throughout Grades 6-9
and 10-12, even though it is listed at the K-5 level.
- Thinking of a particular subject area and grade level, read over the learning objectives
related to the one goal statement which you have chosen (e.g., Grade 7 Social Studies:
read over learning objectives for K-5 and 6-9; Grade 11 Biology: read over learning
objectives for K-5, 6-9 and 10-12). Remember, you are looking at the learning
objectives related to one goal statement only.
- Check off those learning objectives which you think are possible to develop in the
subject area and grade level which you have chosen.
- Develop your own learning objectives which could also work toward the achievement of
this goal in the subject area and grade level on which you are concentrating.
- Repeat this exercise with another goal statement.
The Common Essential Learnings are meant to be developed over a student's
entire school experience. That is, the development of the C.E.L.s is cumulative
and occurs through all of the subject areas for all of the years which a student
attends school.
When developing learning objectives for a lesson within a unit of study, teachers may find
it useful to reference the objectives in this document. Reading over the learning objectives
related to a grade level may provide some initial ideas around which lessons can be built.
When choices are possible, teachers should look toward developing those Common
Essential Learnings which have not previously been a major focus in their classroom.
The objectives for the Common Essential Learnings are introduced in the following order:
Communication
Numeracy
Critical and Creative Thinking
Technological Literacy
Personal and Social Values and Skills
Independent Learning