The very basics of French, as though you have just arrived in a French-speaking country. Instructions are in English.

Topics include:

-Greetings
-Hobbies
-Accommodation
-Meals
-Work
-Health
-Trips

Apprendre le français has many more units and lesson sequences, aligned with the Common European Framework of Reference for Languages, but the language of instruction is more often in French: https://apprendre.tv5monde.com/en

What students say...
What students do...
What students produce...

Type of assessment, What it assesses, What it looks like in the science classroom

The following information has been created to assist SBA and teachers to understand the shift to the 4 point assessment scale, and reporting on Factors Affecting Student Achievement (FASA) and how they relate to 21st Century Competencies.

Factors or Events
Changes and Continuity
Progress and Decline
1. Not yet within Expections
2. Minimally Meets Expectations
3. Fully Meets Expectations
4. Exceeds Expectations

This five-point rubric assesses the following aspects of historical thinking:
Establishes/Argues Position
Citing Evidence
Corroboration
Assessing Account Status
Contextualization

The following rubrics (in English & French) represent an evaluation system for objects (resources) found within the Resource Bank. An object could include images, books, lessons, units, assessments, and more. For this evaluation, any component that can exist as a stand-alone qualifies as an object. The rubrics in this packet can be applied across content areas and object types.

Students will answer the following multiple-choice questions regarding how microeconomic principles can really impact how individuals make financial decisions. A presentation is attached with some definitions and information that may assisst with completing this assignment. Answer key can be found in the Teacher Only Discussion section of the Resource Bank. https://resourcebank.ca/groups/financial-literacy-teachers/254/discussions/

Answer the following questions in complete sentences regarding how microeconomic principles can really impact how individuals make financial decisions.

Module 33 MacroeconomicsAssignment Instructions: Answer the following questions regarding how macroeconomic principles can really impact how individuals make financial decisions.

Authentic assessment is the process of gathering evidence and documenting a student’s learning and growth in an authentic context. Authentic assessment, unlike traditional assessment, is used to evaluate the individual student.

Our brains have an alarm system that works all on its own. It is called the amygdala, and when the amygdala fires off its alarm system we tend to listen. Which is great if we are actually in a fire, or actually being chased by a large wild animal, or actually our life is indeed in danger! However, for the most part, often our amygdala fires when we are NOT in any real kind of danger. For instance:
Talking to a person we don’t know, is NOT life threatening.
Ordering a meal in a restaurant, is NOT life threatening.
Writing a test, is NOT life threatening.
Making eye contact with someone, is NOT life threatening.
However, when we have anxiety our brain activates our amygdala and we respond with body sensations and thoughts that make us believe they just might be! The amygdala is a small almond shaped organ in our brain that processes our memory, our decision-making response and our emotional responses. It is part of our nervous system, and all too often it is working over-time.
To handle worry and anxiety we need to teach our brain to NOT turn on the alarm system. (The best part about a brain is that it is very capable of changing the way it thinks! This is called neuroplasticity.). We need to tell our brain:
- I am willing to feel UNcomfortable.
- I am willing to feel unsure and to NOT know what might happen next.
- I am willing to use my courage and do what I might not want to do.
- I can handle it if things do not go just perfect.
- I am okay with NOT knowing how things are going to turn out.
By saying this in our mind and by doing this we can change the response our brain makes. It will take time and constant repetition…but it can be accomplished. We can actually make a new neuropathway in our brain so that it no longer ‘fires up panic’ when we do things. It is like making a new walking path across the grass. Eventually, if we stay on the same new path, the old one fills in and a new path begins to appear.

The following is a poster on "What a Good Listener, Reader, Viewer does Before/During/ After Listening, Reading and Viewing".

The following are three posters on "What Good Speakers, Writers and Presenters do Before/During/After Speaking, Writing and Presenting".

This article describes the best web tools currently around to build fast formative assessment. The article is from the Global Digital Citizen Foundation by Lee Wantanabe-Crockett.
It includes:
Quick feedback tools
Live quiz tools
Presentation and quiz tools
Video tools
No tech tools

Un recueil de matériel pour le soutien de tout.e élève, en considérant les diverses forces et besoins de chacun.e. Le tout est en français. Niveau scolaire: 1ere à 9e année.

Collections proposées:

-Le point de vue de l'élève: « Utilisez les formulaires de cette section pour recueillir des renseignements sur vos élèves. »

-Le point de vue des parents: « Utilisez les formulaires de cette section pour orienter les discussions avec les parents ou encore comme outils pour recueillir des renseignements sur vos élèves, aux fins de planification. »

-Français: « Cette section contient les grilles d’évaluation en fonction du niveau scolaire pour l’écriture, l’exposé, l’écoute, l’interaction et le travail avec les autres élèves. »

-Mathématiques*: « Cette section comprend des grilles d’évaluation en fonction du niveau scolaire sur les notions mathématiques relatives au sens du nombre. »

-Participation à la vie sociale et comportement: « Utilisez les stratégies, les appuis à l’enseignement et les outils de planification contenus dans cette section pour améliorer la participation sociale des élèves » (comprend des gabarits de plans individualisés de renforcement du comportement)

-Information sur les conditions médicales et les incapacités: « Certains élèves peuvent présenter plus d'une condition médicale ou plus d'une incapacité; de ce fait, il sera primordial que les enseignants les considèrent comme un tout lorsqu'ils détermineront les stratégies et les appuis nécessaires. »

-Exemples de gabarits pour les plans d'intervention*

-Stratégies et appuis à l'enseignement: Universels, visés & spécialisés

-Technologies d'apprentissage: Information à l'intention des enseignant.e.s

-Perfectionnement professionel*: « Cette section contient des exemples d'activités d'apprentissage professionnel qui peuvent être effectuées à l'école ou dans l’autorité scolaire afin d'approfondir les connaissances des enseignants sur la planification de la réussite pour chaque élève de la classe. »

*Plusieurs liens dans cette section ne sont pas à date.

A PowerPoint for Black History Month Year 3 - Year 6 lessons
This informative PowerPoint is great to support your teaching in Black History Month Year 3 - Year 6 lessons.

It contains detailed information on why and when it's celebrated. Plus, you'll find lots of important information on the topic and profiles of significant Black people like Nelson Mandela, Mary Seacole, Barack Obama, and others.

Black History Month is an essential topic, so use this KS2 resource to educate children from Year 3 onwards.

(You will have to sign up for an account with twinkl to access the resource. There are free and paid versions of twinkl.)

Included are the support materials for Grade 2 Blended Learning Math - Unit 1 Lesson 1 - Numbers to 100:

YouTube video on counting by 1's, 2's, 5's and 10's to 100.
Manipulatives and Templates to support Lesson 1
Assessment and Evaluation for Unit 1