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January 2016 14 Events 1 2 3

Wednesday, January 13

French as a Second Language Part 1 AQ (York – Copeland Public School Winter 2016)

Ce programme offre une introduction à la théorie de l’acquisition d’une langue seconde et relie la théorie aux pratiques dans les écoles élémentaires et secondaires. Vous examinerez la motivation dans l’enseignement d’une langue seconde et l’importance des matériaux audio visuels. Note: Applicants to FSL Part 1 will be required to succesfully complete a French Language …

French as a Second Language Part 2 AQ (York – Copeland Public School Winter 2016)

Dans la Partie 2, vous continuerez à élargir vos connaissances de l’acquisition d’une langue seconde. Vous apprendrez à évaluer les matériaux pédagogiques, à préparer des unités de travail et à varier les stratégies pédagogiques. Visit website for additional information.

Visual Arts, Part 3 Specialist AQ (York) (face-to-face)

This Part 3 Specialist course integrates the theoretical and practical study of visual arts at the various divisional levels. You will develop competence in curriculum design, including modes such as themes, units, projects, individualized approaches, and integrated programs. Issues of safety and liability at a school level will be discussed. The development of an understanding …

Writing, Part 1 AQ (York) (face-to-face)

Candidates learn to use a variety of effective instructional strategies to teach and improve student writing across the curriculum. The elements of ideas/content, voice, word choice, sentence fluency, language conventions and presentation are addressed. Candidates also learn the knowledge and skills associated with recursive writing (planning for writing, drafting, editing and proof-reading and publishing). Candidates …

Writing, Part 2 AQ (York) (face-to-face)

Building on the foundations of writing instruction established in Writing, Part 1, this course applies critical perspectives to the design and delivery of curriculum and assessment in the classroom. Theory and practices continue to be linked and examined in relation to the teacher’s own practices. Self- reflection and professional dialogue remain central to the learning. …