Description
This program is designed to train you to work in the K-12
school system or in community-based programs with an emphasis on the Ojibwe
language and cultural competencies such as reading, writing and speaking the
Ojibwe language. This program will also increase your understanding of the
social, cultural and historical significance of Indigenous peoples, in Canada
and abroad.
You will learn the Anishinaabemowin (Ojibwe) Language, and obtain skills important to the revitalization of the Indigenous Language. You will learn in a variety of settings: classroom instruction, lab instruction, land-based learning and in a classroom or community-based practicum.
DOCUMENT SUBMISSION
Upload Through Your Future Student Account
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
Preference will be given to people of Indigenous ancestry.
Regular Admission Requirements
Mature Student Admission Requirements
If you are 19 years of age or older and have been out of high school for a minimum of one year at time of application, and you do not meet the regular admission requirements, you may apply under the Mature Student admission requirements.
| English Language Assessment | Minimum Required Levels | |||
|---|---|---|---|---|
| L - Listening, S - Speaking, R - Reading, W - Writing | L | S | R | W |
| AEPUCE
(Academic English Program of University and College Entrance )
Requirement: Submission of a parchment (certificate) indicating successful completion of the AEPUCE program, including language levels achieved if available. | 8 | 8 | 8 | 8 |
| CAEL and CAEL Online (Canadian Academic English Language) | 60 | 60 | 60 | 60 |
| CLB (LINC)
(Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| Duolingo
(Duolingo English Test)
* MINIMUM OVERAL SCORE OF 115 REQUIRED. There are no minimum required levels for L,S,R,W. Only Duolingo English Test scores that have been verified through the Duolingo English Test Portal will be accepted. | 0* | 0* | 0* | 0* |
| IELTS - Academic
(International English Language Testing System)
Please Note: 3 year expiry date for Nursing Program Applicants | 6.5 | 6.5 | 6.5 | 6.5 |
| LSI (Language Studies International) | 6.5 | 6.5 | 6.5 | 6.5 |
| PTE - Academic Online Assessment (Pearson Test of English) | 58 | 58 | 58 | 58 |
| Password Skills
(An in person English Language Assessment hosted by RRC Polytech)
This in-person, computer-based test is composed of four test modules: reading, writing, listening and speaking. The test takes 3 hours and 5 minutes to complete and is conducted in two parts. The first part assesses reading, listening, and writing, and the second part assesses speaking in a separate room.
Password Skills is hosted by the RRC Polytech Testing and Assessment Centre: E440, Manitou a bi Bii Daziigae building, on the fourth floor.
If you wish to do Password Skills remotely (not in-person), Password Skills Plus can be taken online. RRC Polytech does not offer Password Skills Plus, but we do accept the results for entry into program.
| 6.5 | 6.5 | 6.5 | 6.5 |
| Password Skills Plus (Password Skills Plus is an online assessment that can be taken instead of Password Skills. ) | 6.5 | 6.5 | 6.5 | 6.5 |
| TOEFL-iBT
(Test of English as a Foreign Language - internet Based Test)
To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition test in selected areas. | 20 | 20 | 19 | 24 |
Regular attendance is mandatory. Punctuality and accountability are expected. In addition, you must be prepared to set aside time to complete assignments and projects outside of daily class hours.
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Polytech Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
The Introduction Curriculum Development and Design course introduces participants to a range of theories and approaches to curriculum development and design, such as competency-based education and outcomes-based education. Although this course introduces such general concepts of curriculum theory and practice, the course focuses primarily upon the design and development of curriculum documents related to Indigenous language instruction. The course also prompts reflection upon the importance of designing and developing positive learning environments.
The Fall land-based program offers experiential learning and land-based experiences in Anishinaabe teachings through pedagogy. First year students gain an opportunity to learn authentic life skills and ancestral teachings of the Anishinaabe Language and Culture while synthesizing knowledge, skills and abilities. The land-based immersion program offers students teachings from Ojibwe elders, cultural and Indigenous educators. The land-based philosophy is based on a "good way of life" through sacred teachings, ceremonies and songs. The seasonal Indigenous teachings have been passed down from generation to generation. Natural law and traditional teachings incorporate how to live off the land, care and protect Mother Earth. Students learn about the sacredness of Mother Earth, fauna and flora, and the elements - air, water, fire and earth. Students are immersed in the Ojibwe traditional and contemporary worldview of the fall season in holistic teachings and activities. Survival and social skills are embedded in the topics covered - e.g. fishing, hunting, and harvesting medicines and food. Students participate in the activities and seasonal protocols applicable to Fall.
Participants will develop material related to their own work environment. In addition, participants will develop skills related to instructional design such as the development of plans for teaching and learning. This course highlights the importance of alignment; that is, the connection between course outcomes/goals, and delivery of instruction using Indigenous Languages. The course also prompts reflection upon the importance of designing and developing positive learning environments. Participants will use creative techniques and frameworks to help their students learn how to learn and how to think critically and creatively.
This course highlights the importance of alignment; that is, the connection between course learning outcomes/goals, delivery of instruction and the assessment and evaluation of learning with the use of rubrics and other assessment strategies. The course also provides the knowledge and skills to design and implement a comprehensive strategy for obtaining information that is used to inform learners of their progress and guide them to successful completion. The course enables the participants to plan, construct and use assessment instruments that are appropriate and ethical to the teaching of Ojibwe. The course also prompts reflection upon the importance of designing and developing positive learning environments.
This is a prerequisite foundation course for Applied Technology 2, in which students use a variety of technology in their professional and personal lives. This course provides opportunities to apply technology to conduct and analyze research, communicate with others, and explore Indigenous language software and applications. Students focus on culturally relevant, professional and targeted use of software and internet sources.
This course provides opportunities to apply technology to create culturally appropriate language materials. Using computer software, students will research, collect, analyze and create English and Indigenous language information that will be used in other courses and applications.
This course will focus on the knowledge and application of the basic grammatical structure of the Anishinaabemowin double vowel writing system utilizing Anishinaabe cultural perspectives and knowledge as the context and content. The students will be able to speak, read and write the Anishinaabemowin language at an introductory level.
This course will continue to focus on language proficiency utilizing Anishinaabe cultural worldview and teachings as the context and content. The students will expand on their ability to speak, read and write the Anishinaabemowin language at an introductory to intermediate level using the Double Vowel writing system.
This introductory course delivers effective intrapersonal and interpersonal oral communication skills and reading and writing processes in English/Ojibwe. Students focus on personal and professional development of communication skills and a variety of academic writing in Ojibwe. Students use different contexts to accurately transmit oral and written messages and record written content using communication formats, media and technology. Oral presentations, reading and written assignments, portfolio and assessments focus on evaluating in Ojibwe.
The course introduces Applied Teaching and Learning methodologies for language instruction. Students develop knowledge and skills to teach in a variety of educational environments. Students learn to apply both Indigenous and contemporary teaching and learning models using culturally appropriate resources, activities, and assessments in a variety of classroom and community contexts.
This intermediate course continues to focus on effective communication and written skills for students by using creative writing and presentation skills. Students strengthen their skills by discussing children's literature from a variety of sources. Oral presentations, written assignments and assessments focus on evaluating skills and abilities.
The course Applied Teaching and Learning 2 continues developing learning competencies for diverse Indigenous educational environments. Students continue to learn to apply both Indigenous and contemporary teaching and learning models using culturally appropriate resources, activities, and assessments in a variety of classroom and community contexts.
This advanced course continues to focus on improving effective communication and written skills for students. Competencies are developed through integration of a variety of communication techniques and media. Students strengthen their skills by creating a variety of ways to share information by selecting the appropriate communication tools. Oral presentations, written assignments and assessments provide opportunities to integrate and evaluate their developing skills and abilities.
Contributing to community is one of the six values of Red River College. This practicum provides an opportunity for students to serve a school division in a non-paid capacity. Students are expected to synthesize the knowledge, skills, and competencies they are developing in the program to meet specific meaningful needs of the classroom/community partner. This practicum challenges students to apply real world critical thinking, self-assessment and reflection, communication in both languages, problem-solving, leadership and teamwork skills. Practicum outcomes are individualized for each student in partnership with the school or community partner to help define the student's role and responsibilities. The first Year 1 placement focuses on acquiring Anishinaabemon language in the context of culture and history to provide students with the opportunity to further develop knowledge, skills, and competencies needed for success in speaking, listening, reading and writing the Ojibwe language. Students also learn to apply both Indigenous and contemporary teaching and learning models using culturally appropriate resources, activities, and assessments in a variety of classroom and community contexts. The substantial hours in the workplace provide opportunities to improve both languages in a variety of contexts.
Contributing to community is one of the six values of Red River College. This practicum provides an opportunity for students to serve a school division in a non-paid capacity. Students are expected to synthesize the knowledge, skills, and competencies they are developing in the program to meet specific meaningful needs of the classroom/community partner. This practicum challenges students to apply real world critical thinking, self-assessment and reflection, communication in both languages, problem-solving, leadership and teamwork skills. Practicum outcomes are individualized for each student in partnership with the school or community partner to help define the student's role and responsibilities. The first Year 1 placement focuses on acquiring Anishinaabemon language in the context of culture and history to provide students with the opportunity to further develop knowledge, skills, and competencies needed for success in speaking, listening, reading and writing the Ojibwe language. Students also learn to apply both Indigenous and contemporary teaching and learning models using culturally appropriate resources, activities, and assessments in a variety of classroom and community contexts. The substantial hours in the workplace provide opportunities to improve both languages in a variety of contexts.
Online learning is a critical component of course delivery in all Red River College Polytechnic programs. To ensure each student has the tools they need to achieve their academic goals, all Red River College Polytechnic students require, at minimum:
1. Off-campus access to a current computer with a webcam
2. A high speed internet connection
• Recommended minimum speed: 10 mbps for download, 3 mbps for upload
• Slower internet connection speeds may result in audio and video issues. Please keep in mind that if others in your home are using the same internet connection at the same time as you are, you may also experience audio and video issues.
• Please refer to https://www.rrc.ca/future-students/computer-requirements/ for further information on Computer Requirements for Students.
Please note that any anticipated costs are not included in Books and Supplies estimates.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.
Financial Assistance
First Nation students are advised to apply for financial assistance by contacting their Band Office, Tribal Council, or local management board.
Metis students are advised to contact their regional office of the Manitoba Metis Federation or Metis local management board.
Inuit students are advised to contact:
Government of the Northwest Territories
Northwest Territories Education
Culture and Employment
Manager of Student Services
Yellowknife, NWT X1A 2L9
1-800-661-0793
Fax 1-800-661-0893
Nunavut students are advised to contact:
Financial Assistance for Nunavut Students
Nunavut Department of Education
Adult Learning and Post Secondary Services
Box 390
Arviat, Nunavut
X0C 0E0
1-877-860-0680
Fax: 1-877-860-0167
E-mail: FANS@gov.nu.ca
Inuit students from Nunavut are advised to apply for financial assistance from their Band Office.
Inuit students residing in Manitoba can try contacting the Education Directorate at Indian and Northern Affairs Canada, phone 204-983-2338.
Applicants who receive, or who are eligible to receive City of Winnipeg or Province of Manitoba Social Assistance are advised to contact their local office.
Applicants who receive, or who are eligible to receive Employment Insurance benefits are advised to contact their nearest Employment Centre.