All Resources

Our way is a valid way : professional educator resource : a WNCP professional development resource for educators

Description

This resource is intended to enhance all teachers’ understanding of the diverse FNMI traditions, values, and attitudes, and of the historical and contemporary realities of FNMI peoples in western ... More ≫

Description

This resource is intended to enhance all teachers’ understanding of the diverse FNMI traditions, values, and attitudes, and of the historical and contemporary realities of FNMI peoples in western and northern Canada. It is only through the increased awareness, understanding, and appreciation of the rich and long-lasting history, culture, and contributions of FNMI peoples that teachers can design learning experiences for all students that contribute to their analysis, understanding, and appreciation of FNMI issues and challenges within Canada’s political, socio-economic, linguistic, and cultural realities.

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The common curriculum framework for WNCP common tool for assessing and validating teaching and learning resources for cultural appropriateness and historical accuracy of First Nations, Métis and Inuit content

Description

The WNCP employed researchers from the Aboriginal Education Research Centre (AERC) at the University of Saskatchewan to conduct a research project entitled Cultural Authenticity and Historical ... More ≫

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The WNCP employed researchers from the Aboriginal Education Research Centre (AERC) at the University of Saskatchewan to conduct a research project entitled Cultural Authenticity and Historical Accuracy (2009). The research project resulted in the document, Guidelines for Assessing and Validating Teaching and Learning Resources for Cultural Authenticity and Historical Accuracy of First Nations, Métis, and Inuit Content (2009). The guidelines are based on an analysis and synthesis of current WNCP provincial and territorial (regional) strategies used to assess and validate First Nations, Métis and Inuit content in teaching and learning resources.

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Annotated bibliography and resource list, K-9 mathematics

Description

This annotated bibliography identifies the English language resources endorsed by all Western and Northern Canadian Protocol (WNCP) jurisdictions implementing The Common Curriculum Framework for ... More ≫

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This annotated bibliography identifies the English language resources endorsed by all Western and Northern Canadian Protocol (WNCP) jurisdictions implementing The Common Curriculum Framework for K–9 Mathematics, 2006. Resources are listed alphabetically within each grade. The information provided for each resource includes: Title of the resource; Grade it is authorized for; Vendor name, order number and price; An annotation.

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The common curriculum framework for grades 10-12 mathematics : Western and Northern Canadian Protocol

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The Common Curriculum Framework for Grades 10–12 Mathematics: Western and Northern Canadian Protocol was developed by the seven ministries of education in collaboration with teachers, ... More ≫

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The Common Curriculum Framework for Grades 10–12 Mathematics: Western and Northern Canadian Protocol was developed by the seven ministries of education in collaboration with teachers, administrators, parents, business representatives, post-secondary educators and others. The framework identifies beliefs about mathematics learning and teaching, general and specific outcomes, and achievement indicators agreed upon by the seven jurisdictions. Each of the provinces and territories will determine when and how the framework will be implemented within its own jurisdiction.

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The common curriculum framework for K-9 mathematics : Western and Northern Canadian Protocol

Description

The Common Curriculum Framework for K–9 Mathematics was developed by the seven ministries of education in collaboration with teachers, administrators, parents, business representatives, ... More ≫

Description

The Common Curriculum Framework for K–9 Mathematics was developed by the seven ministries of education in collaboration with teachers, administrators, parents, business representatives, post-secondary educators and others. The framework identifies beliefs about mathematics, general and specific student outcomes, and achievement indicators agreed upon by the seven jurisdictions. Each of the provinces and territories will determine when and how the framework will be implemented within its own jurisdiction.

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Rethinking classroom assessment with purpose in mind : assessment for learning, assessment as learning, assessment of learning

Description

Rethinking Classroom Assessment with Purpose in Mind is designed to support teachers in assessing their students effectively, efficiently, and fairly, and to serve as a basis for designing ... More ≫

Description

Rethinking Classroom Assessment with Purpose in Mind is designed to support teachers in assessing their students effectively, efficiently, and fairly, and to serve as a basis for designing professional learning. It has been produced by the Western and Northern Canadian Protocol for Collaboration in Education (WNCP), a partnership of provinces and territories1 with a mandate to provide quality education for all students from Kindergarten to Grade 12 through collaboration in educational programs and services. Each province and territory in the WNCP will use the document within its unique circumstances, and will develop local implementation plans and supports.

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Repenser l'évaluation en classe en fonction des buts visés : l'évaluation au service de l'apprentissage, l'évaluation en tant qu'apprentissage, l'évaluation de l'apprentissage

Description

le présent ouvrage, intitulé Repenser l'évaluation en classe en fonction des buts visés, est conçu pour aider les enseignants à évaluer leurs élèves de façon efficace et équitable, et pour servir ... More ≫

Description

le présent ouvrage, intitulé Repenser l'évaluation en classe en fonction des buts visés, est conçu pour aider les enseignants à évaluer leurs élèves de façon efficace et équitable, et pour servir de base à la conception d'activités de perfectionnement professionnel. Il a été publié par le Protocole de l'Ouest et du Nord canadiens de collaboration concernant l'éducation (PONC), un partenariat de provinces et de territoires chargé d'offrir une éducation de qualité à tous les élèves de la maternelle à la douzième année par le biais de programmes et de services d'éducation. Chacune des provinces et chacun des territoires membres du PONC se servira du document dans son propre contexte et prévoira localement des plans de mise en oeuvre et des moyens de soutien.

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The common curriculum framework for social studies : kindergarten to Grade 9 : Western Canadian Protocol for Collaboration in Basic Education

Description

The Framework is primarily intended as a guide for curriculum developers and ministries of education in western and northern Canada. It provides a common foundation for the development of programs ... More ≫

Description

The Framework is primarily intended as a guide for curriculum developers and ministries of education in western and northern Canada. It provides a common foundation for the development of programs of study and learning resources for social studies. As intended by the Western Canadian Protocol agreement, each jurisdiction will decide how and when to use the Framework to accommodate provincial or territorial needs.

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The common curriculum framework for aboriginal language and culture programs : kindergarten to Grade 12

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The Common Curriculum Framework for Aboriginal Language and Culture Programs, Kindergarten to Grade 12: Western Canadian Protocol for Collaboration in Basic Education (hereafter called the ... More ≫

Description

The Common Curriculum Framework for Aboriginal Language and Culture Programs, Kindergarten to Grade 12: Western Canadian Protocol for Collaboration in Basic Education (hereafter called the Framework) is intended to be a support document for schools or regions within the Western provinces and the territories wishing to develop curricula, learning resources or strategies dealing with Aboriginal languages. It is a framework that reflects the universal values and beliefs inherent in Aboriginal cultures. The outcomes provided are to be interpreted and specified by local developers based on the strength of their language, the availability of cultural resources and the expressed language goals of their community.

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