MELS Program Guides

 

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Elementary Cycle 1

ESL Competencies

1. TO ACT ON UNDERSTANDING OF TEXTS

2. TO COMMUNICATE ORALLY IN ENGLISH

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Elementary Cycle Two  & Three 

 www.mels.gouv.qc.ca/lancement/prog_formation/index.htm
 

BROAD AREAS OF LEARNING

HEALTH AND WELL-BEING

Educational Aim

  • To ensure that students adopt a self-monitoring procedure concerning the development of good living habits related to health, well-being, sexuality and safety

 

PERSONAL AND CAREER PLANNING

Educational Aim

  • To enable students to undertake and complete projects that develop their potential and help them integrate into society

 

ENVIRONMENTAL AWARENESS AND CONSUMER RIGHTS AND RESPONSIBILITIES

Educational Aim

  • To encourage students to develop an active relationship with their environment while maintaining a critical attitude towards exploitation of the environment, technological development and consumer goods

 

MEDIA LITERACY

Educational Aim

  • To develop students’ critical and ethical judgment with respect to media and to give them opportunities to produce media documents that respect individual and collective rights

 

CITIZENSHIP AND COMMUNITY LIFE

Educational Aim

  • To ensure that students take part in the democratic life of the classroom or the school and develop a spirit of openness to the world and respect for diversity

 

CROSS-CURRICULAR COMPETENCIES

INTELLECTUAL COMPETENCIES

  • To use information

  • To solve problems

  • To exercise critical judgment

  • To use creativity

METHODOLOGICAL COMPETENCIES

  • To adopt effective work methods

  • To use information and communications technologies (ICT)

PERSONAL AND SOCIAL COMPETENCIES

  • To construct his/her identity

  • To cooperate with others

COMMUNICATION-RELATED COMPETENCY

  • To communicate appropriately

ESL Competencies

  • To interact orally in English

  • To reinvest understanding of oral and written texts

  • To write texts

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Secondary Cycle One  

 www.mels.gouv.qc.ca/DGFJ/dp/programme_de_formation/secondaire/prformsec1ercycle.htm

Broad Areas of Learning

1.Health & Well-Being

  • Self-awareness and awareness of his/her basic needs

  • Awareness of the impact of his/her choices on health and well-being

  • Active lifestyle and safe behaviour

2.Personal & Career Planning

  • Self-knowledge and awareness of his/her potential and how to fulfill it

  • Adoption of strategies related to a plan or project

  • Familiarity with the world of work, social roles, and occupations and trades

3.Environmental Awareness & Consumers Rights and Responsibilities

  • Awareness of his/her environment

  • Construction of a viable environment based on sustainable development

  • Responsible use of goods and services

  • Awareness of social, economic and ethical aspects of consumption

4. Media Literacy

  • Awareness of the place and influence of the media in his/her daily life and in society

  • Understanding of media representations of reality

  • Use of media-related materials and communication codes

  • Knowledge of and respect for individual and collective rights and responsibilities regarding the media

5. Citizenship and Community Life

  • Promotion of the rules of social conduct and democratic institutions

  • Participation, cooperation and solidarity

  • Contribution to a culture of peace

Cross Curricular Competencies

1.Intellectual Competencies

  • Uses information

  • Solves problems

  • Exercises critical judgment

  • Uses creativity

2.Methodological Competencies

  • Adopts effective work methods

  • Uses information and communication technologies

3.Personal and Social Competencies

  • Achieves his/her potential

  • Cooperates with others

4. Communication-Related Competency

  • Communicates appropriately

 

ESL Competencies

    • Interacts orally in English

    Key features:

    • Reinvests understanding of oral and written texts

     
    • Writes and Produces texts

     

 

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Secondary Cycle TWO

Documents d'accompagnement

ESL Competencies


 

  • Interacts orally in English

Key features:

  • Reinvests understanding of oral and written texts

 
  • Writes and Produces texts

 

 

A learning and evaluation situation has the following characteristics:

 *   Presents a goal (question to be answered or problem to be solved)
 *   Provides opportunities for oral interaction
 *   Promotes cooperation
 *   Is appropriate to students’ age and level of language development
 *   Is relevant to students
 *   Is challenging and motivating
 *   Exploits authentic texts
 *   Integrates elements of the Related Content
 *   Allows for differentiation
 *   Requires self-regulation
 *   Provides opportunities for transfer

 

 

     
 

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