| Big Ideas |
Though we may lack the ability to write all the words, we can still convey a message in writing. |
Français langue première 1 |
No CCG |
|
| Big Ideas |
Reading consists not only in decoding the words, but also in understanding the meaning and structure of a text. |
Français langue première 1 |
No CCG |
|
| Content |
phonological awareness:- words
- syllables
- phonemes
- rhyme
|
Français langue première 1 |
No CCG |
|
| Content |
language elements:- structure of simple sentences
- verb moods and tenses associated with the texts studied
|
Français langue première 1 |
No CCG |
| Keyword: verb moods and tenses |
Elaboration: present indicative (“présent de l’indicatif”) and concepts of past and future tenses |
|
| Content |
literary elements: |
Français langue première 1 |
No CCG |
| Keyword: elements of a story |
Elaboration: characters, setting, time, and action |
|
| Content |
text organization:- text elements
- structure of a story
|
Français langue première 1 |
No CCG |
| Keyword: text elements |
Elaboration: images, diagrams, layout, etc. |
| Keyword: structure of a story |
Elaboration: beginning, events, and resolution |
|
| Content |
spelling conventions:- graphophonic correspondence
- complex sounds
|
Français langue première 1 |
No CCG |
| Keyword: complex sounds |
Elaboration: all sounds formed by the combination of pure sounds (ou-oi/oin-eu/oeu-on/om-in/im-an/am-en/em-un/um-ain/ein/ien-ai-ei) |
|
| Big Ideas |
Through texts, we learn about ourselves and discover the world around us. |
Français langue première 1 |
No CCG |
| Keyword: texts |
Elaboration: a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. |
|
| Curricular Competency |
Recognize basic health information from a variety of sources
|
Physical and Health Education 1 |
Healthy and active living |
| Keyword: Recognize basic health information from a variety of sources |
Elaboration:
identifying sources of support (e.g., trusted adults, school staff) for disclosing uncomfortable experiences, such as inappropriate touch
|
|
| Curricular Competency |
Describe ways to prevent and respond to a variety of unsafe and or uncomfortable situations
|
Physical and Health Education 1 |
Social and community health |
| Keyword: Describe ways to prevent and respond to a variety of unsafe and or uncomfortable situations |
Elaboration:
What are some factors that might make a situation unsafe and/or uncomfortable?
identifying and naming feelings that indicate you are uncomfortable (e.g., unusual situations that make you feel scared or nervous)
identifying trusted adults versus strangers
awareness of behaviours used by abusers or groomers (e.g., giving gifts, isolating a victim from their family, using guilt or blackmail to control)
|
|
| Curricular Competency |
Develop and demonstrate respectful behaviour when participating in activities with others
|
Physical and Health Education 1 |
Social and community health |
| Keyword: Develop and demonstrate respectful behaviour when participating in activities with others |
Elaboration:
How do caring behaviours make people feel?
developing an initial understanding of consent:
understanding personal boundaries and respecting the boundaries of others (e.g., body boundaries, emotional boundaries
ensuring affirmative consent (yes means yes) and obtaining permission before doing things
saying “no” and “stop” in respectful and assertive ways
listening and respecting when others say “no” or “stop it”
|
|
| Curricular Competency |
Identify caring behaviours among classmates and within families
|
Physical and Health Education 1 |
Social and community health |
| Keyword: Identify caring behaviours among classmates and within families |
Elaboration:
understanding personal space (e.g., body bubble)
asking for permission to touch or hug a person
respecting “no” or “stop”
showing respect for the boundaries of others
|
|
| Curricular Competency |
Identify personal skills, interests, and preferences |
Physical and Health Education 1 |
Mental well-being |
|
| Content |
proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills |
Physical and Health Education 1 |
No CCG |
| Keyword: non-locomotor |
Elaboration: movements performed “on the spot” without travelling across the floor or surface; could include:balancingbendingtwistinglifting |
| Keyword: locomotor |
Elaboration: movement skills that incorporate travelling across the floor or surface; could include:rollingjumpinghoppingrunninggalloping |
| Keyword: manipulative |
Elaboration: movement skills involving the control of objects, such as balls, primarily with the hands or feet; may also involve racquets or bats; could include:bouncingthrowingcatchingkickingstriking |
|
| Curricular Competency |
Identify and describe practices that promote mental well-being
|
Physical and Health Education 1 |
Mental well-being |
| Keyword: Identify and describe practices that promote mental well-being |
Elaboration:
What are some practices that help you feel good about yourself?
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