| Compétences disciplinaires |
Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors |
Elaboration: Students should be prompted to understand the influence of family, friends, community, education, spirituality/religion, gender identity, age, sexual orientation, land/place, settlement patterns, economic factors, political events, (local and beyond), and colonial policies; to understand that authors write from a perspective influenced by such factors; and to understand the relationship between text and context. |
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| Compétences disciplinaires |
Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and understand how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: forms |
Elaboration: Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter. |
| Keyword: formats |
Elaboration: refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour |
| Keyword: structures |
Elaboration: refers to the way the author organizes text |
| Keyword: features of texts |
Elaboration: elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/textboxes. |
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| Compétences disciplinaires |
Recognize the complexities of digital citizenship |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: digital citizenship |
Elaboration: taking personal responsibility and behaving ethically and cautiously when using technology |
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| Compétences disciplinaires |
Select and apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to transform thinking |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: strategies |
Elaboration: Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions. |
| Keyword: multimodal texts |
Elaboration: texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via a variety of media or technologies (e.g., music video, graphic novel, post-modern picture book, closed-captioned film) |
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| Compétences disciplinaires |
Evaluate the relevance, accuracy, and reliability of texts |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: relevance |
Elaboration: Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience. |
| Keyword: reliability |
Elaboration: Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented. |
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| Compétences disciplinaires |
Use information for diverse purposes and from a variety of sources |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Understand the influence of land/place in First Peoples and other Canadian texts |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: land/place |
Elaboration: refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, connect with culture, and establish identity |
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| Compétences disciplinaires |
Understand the diversity within and across First Peoples societies as represented in texts |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Understand the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Read for enjoyment and to achieve personal goals |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Understand and appreciate the complexities of digital citizenship |
New Media 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Incorporer les visions du monde, les perspectives, les connaissances et les pratiques des peuples autochtones pour faire des liens avec des concepts mathématiques |
Foundations of Mathematics 12 |
Faire des liens et réfléchir |
| Keyword: Incorporer |
Elaboration: en :collaborant avec les Aînés et les détenteurs du savoir parmi les peuples autochtonesexplorant les principes d’apprentissage des peuples autochtones (http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Princi… : l’apprentissage est holistique, introspectif, réflexif, expérientiel et relationnel [axé sur la connexité, les relations réciproques et l’appartenance]; l’apprentissage demande temps et patience)faisant des liens explicites avec l’apprentissage des mathématiquesexplorant les pratiques culturelles et les connaissances des peuples autochtones de la région, et en faisant des liens avec les mathématiques |
| Keyword: connaissances |
Elaboration: connaissances locales et pratiques culturelles qu’il est convenable de partager et qui ne relèvent pas d’une appropriation |
| Keyword: pratiques |
Elaboration: pratiques culturelles selon Bishop : compter, mesurer, localiser, concevoir, jouer, expliquer (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)ressources sur l’éducation autochtone (www.aboriginaleducation.ca)Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/) |
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| Compétences disciplinaires |
Voir les erreurs comme des occasions d’apprentissage |
Foundations of Mathematics 12 |
Faire des liens et réfléchir |
| Keyword: erreurs |
Elaboration: vont des erreurs de calcul jusqu’aux fausses prémisses |
| Keyword: occasions d’apprentissage |
Elaboration: en :analysant ses erreurs pour cerner les éléments mal comprisapportant des correctifs à la tentative suivanterelevant non seulement les erreurs mais aussi les parties d’une solution qui sont correctes |
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