Publications

Teaching students with autism spectrum disorders

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This document provides information about the autism spectrum disorders, collaboration with parents, planning support, classroom instruction, managing challenging behaviour, facilitating inclusion,... More ≫

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This document provides information about the autism spectrum disorders, collaboration with parents, planning support, classroom instruction, managing challenging behaviour, facilitating inclusion, transition planning, students with Asperger’s Syndrome, and case studies.

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Career and life management : guide to implementation

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The Career and Life Management Guide to Implementation is intended to assist teachers with implementation of the prescribed outcomes in the Program of Studies for Career and Life Management... More ≫

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The Career and Life Management Guide to Implementation is intended to assist teachers with implementation of the prescribed outcomes in the Program of Studies for Career and Life Management (2002). The goal of this program is to enable students to make well-informed, considered decisions and choices in all aspects of their lives, and to develop behaviours and attitudes that contribute to the well-being and respect of self and others, now and in the future.

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Aboriginal Studies 10-20-30 : program rationale and philosophy

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The focal point of Aboriginal Studies 10–20–30 is the wealth and diverse nature of Aboriginal languages and cultures. The program of studies explores concepts within the students’ own unique... More ≫

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The focal point of Aboriginal Studies 10–20–30 is the wealth and diverse nature of Aboriginal languages and cultures. The program of studies explores concepts within the students’ own unique context. It is intended to provide a conceptual framework for all learners to enhance understanding of the diverse Aboriginal cultures within their region, Canada and the world. The term “Aboriginal” refers to First Nations, Métis and Inuit.

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Unlocking potential : key components of programming for students with learning disabilities

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This resource provides concise information to assist in developing and monitoring programming for students with learning disabilities. Students with learning disabilities have the potential to be... More ≫

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This resource provides concise information to assist in developing and monitoring programming for students with learning disabilities. Students with learning disabilities have the potential to be successful in school and in life. Success is highly dependent upon identifying and understanding an individual’s strengths and needs, and providing appropriate support during the school years. The key components of programming described in this resource are based on research and best practices in the education of students with learning disabilities. Sample outcomes are provided for each key component. Outcomes are the results expected from implementing the suggested strategies, activities and practices.

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Éducation physique (M-12) guide de mise en œuvre : l'ABCD de l’éducation physique

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Le document Éducation physique (M–12) – Guide de mise en oeuvre se propose d’appuyer les enseignants dans la mise en oeuvre du programme visant l’atteinte des résultats d’apprentissage établis... More ≫

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Le document Éducation physique (M–12) – Guide de mise en oeuvre se propose d’appuyer les enseignants dans la mise en oeuvre du programme visant l’atteinte des résultats d’apprentissage établis dans le programme d’études d’éducation physique, M–12 (2000). Ce guide est conçu de manière à permettre aux élèves d’acquérir les connaissances, les habiletés et les attitudes nécessaires pour mener une vie active et saine. Ce guide réunit les conseils et la contribution d’un grand nombre d’éducateurs de l’Alberta, et nous leur sommes extrêmement reconnaissants.

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Des écoles bienveillantes et sécuritaires : un idéal à atteindre en Alberta.

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Le document qui suit est composé de trois parties. Il renferme un questionnaire permettant au personnel scolaire d’analyser la situation actuelle de leur école en matière de bienveillance et de... More ≫

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Le document qui suit est composé de trois parties. Il renferme un questionnaire permettant au personnel scolaire d’analyser la situation actuelle de leur école en matière de bienveillance et de sécurité. Il contient également des listes de contrôle portant sur des interventions souhaitables ou non souhaitables lorsqu’une situation critique survient en milieu scolaire. Quant à la troisième partie, elle comprend des suggestions de formulaires qui pourraient être utilisés comme comptes rendus lors d’une situation d’urgence.

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The common curriculum framework for international languages, kindergarten to Grade 12 : Western Canadian Protocol for Collaboration in Basic Education

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This framework will provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for... More ≫

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This framework will provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for languages other than English, French and Aboriginal languages. Teachers, educational administrators, parents and other interested parties will find useful information about what to expect from international language courses and about effective approaches to language learning.

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The common curriculum framework for international languages, nine-year program (Grade 4 to Grade 12) : Western Canadian Protocol for Collaboration in Basic Education

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Intended to provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for languages other... More ≫

Description

Intended to provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for languages other than English, French and Aboriginal languages. Teachers, educational administrators, parents and other interested parties will find useful information about what to expect from international language courses and about effective approaches to language learning.

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The common curriculum framework for international languages, three-year program (Grade 10 to Grade 12) : Western Canadian Protocol for Collaboration in Basic Education

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Intended to provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for languages other... More ≫

Description

Intended to provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for languages other than English, French and Aboriginal languages. Teachers, educational administrators, parents and other interested parties will find useful information about what to expect from international language courses and about effective approaches to language learning.

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The common curriculum framework for international languages, six-year program (Grade 7 to Grade 12) : Western Canadian Protocol for Collaboration in Basic Education

Description

Intended to provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for languages other... More ≫

Description

Intended to provide curriculum writers with student learning outcomes they can use to develop curricula for international language courses. The Framework is intended to be used for languages other than English, French and Aboriginal languages. Teachers, educational administrators, parents and other interested parties will find useful information about what to expect from international language courses and about effective approaches to language learning.

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