Elementary School Competency - McGill University The competency levels presented in this document have been developed by the Ministère de l’Éducation based on the approved version

CompetencyLevels by Cycle

Elementary School

Direction de la formation générale des jeunes

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

2. Cross-Curricular Competencies . . . . . . . . . . . . . . . . . . . . . . . . .9

3. Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .193.1 English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . .203.2 Français, langue seconde (Programme de base) . . . . . .333.3 Français, langue seconde (Immersion) . . . . . . . . . . . . .36

4. Mathematics, Science and Technology . . . . . . . . . . . . . . . . .414.1 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .424.2 Science and Technology . . . . . . . . . . . . . . . . . . . . . . .49

5. Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .535.1 Geography, History and Citizenship Education . . . . . . .55

6. Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .616.1 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .626.2 Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .716.3 Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .806.4 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

7. Personal Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .977.1 Physical Education and Health . . . . . . . . . . . . . . . . . .987.2 Moral Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .1037.3 Catholic Religious and Moral Instruction . . . . . . . . . .1127.4 Protestant Moral and Religious Education . . . . . . . . .120

Table of Contents

Educational institutions are authorized to reproduce this doc-ument in whole or in part for their own needs. If the docu-ment is reproduced for sale, the price should not exceed thecost of production.

© Gouvernement du QuébecMinistère de l’Éducation, 01-01487

ISBN 2-550-39033-4Legal deposit – Bibliothèque nationale du Québec, 2002

Foreword

The competency levels presented in this document have been developed by the Ministère de l’Éducation

based on the approved version of the Québec Education Program, which focuses on the development of

competencies. They take into account the complex, integral and progressive nature of competencies. These

sets of competency levels are intended to support the educational approaches of teachers in relation to

students’ learning and the evaluation of their competencies, as these pedagogical decisions must be based

on an appreciation of the students’ progress toward set goals.

The Ministère de l’Éducation has made the competency levels available to each elementary school in

Québec so that teachers can become familiar with them and put them to use. The layout of the sets of com-

petency levels, which reflects the layout of the Program, should facilitate consultation of the document and

its reproduction.

This document replaces the partial, preliminary version of the levels distributed in 2001, under the title

Descriptive Scales for the Evaluation of Competencies.

3

Introduction

4Introduction

The Ministère de l’Éducation provides these competency levels to the schools

for the purpose of supporting teachers in their application of the Québec

Education Program. They describe students’ progress and so help teachers to

situate the student’s level of development of a competency as an integral con-

cept, in order to orient learning or draw up a progress report. Use of the com-

petency levels involves a certain process of assimilation and it is up to the

school communities involved to ensure that teachers benefit from various

training activities to make maximum use of this instrument.

Serving as guidelines to recognize certain stages in the development of com-

petencies, the competency levels fall within the general field of interpretation

by criteria and provide teachers with a common frame of reference to help

them interpret their observations and form opinions about the development of

competencies. However, the competency levels do not replace the Program.

They detail, for each competency, different levels of development along a con-

tinuum. Each level must be understood and interpreted in light of the indica-

tions provided in the Program.

5Introduction

A. Design of the competency levels

The competency levels have been developed by teams of teachers and education con-sultants based on a standard working framework, and then revised by measurementand evaluation specialists before being submitted to validation committees. They arethus the product of a consensus and represent important elements of the Program. Allthrough the process, care was taken to observe the following criteria: conformity withthe Program; relevance of elements selected; clarity of descriptions; concise formula-tions; consistency within each level and between competency levels; observable natureof the elements selected; differentiation of different competency levels.

The sets of competency levels present an overall picture rather than a list of charac-teristics to be verified separately. In using these levels, teachers are encouraged to stepback and identify which of these pictures best corresponds overall to the various datacollected on the competency of a student during a given period of time. The compe-tency levels are not, therefore, observation or correction grids. They should be consid-ered as references to be used when interpreting different observations and when form-ing opinions on the level of competency development by the student. They should notbe used as measuring instruments.

The levels correspond to important steps in the development of the competency. Forsubject-specific competencies, there are two to four levels per cycle. They specify thelevel a student is expected to have attained by the end of each cycle. This correspondsto the end-of-cycle outcomes in the Program.

For the cross-curricular competencies, there is no reference to the end-of-cycle out-comes in the Program. These levels describe only the developmental trajectory of thecompetency. This decision does not lessen the importance of the cross-curricular com-petencies; it simply confirms their distinctive nature. The cross-curricular competenciesare composed of four levels for the whole of elementary school.

Each level has been formulated to reflect what is typical and characteristic of a studentat a given level of development of a competency. Thus, some behaviours of youngerstudents are discontinued as a result of the learning they acquire or their personal mat-uration, and are replaced by new ways of acting and approaching situations. The com-petency levels simply reflect this reality, which is already contained in the formulationof the end-of-cycle outcomes. At each level, the description of the competency level istherefore linked to such factors as the student’s degree of autonomy or to the degreeof support that he or she needs, the degree of complexity of the situations, the essen-tial knowledges (knowledge, techniques, etc.), the processes to be implemented, andthe attitudes required.

Except for the levels that represent the end-of-cycle outcomes for each cycle, the com-petency levels are not linked to definite points in the school calendar.

6Introduction

B. Function of the competency levels and their uses

Support for learning

During the course of a cycle, the competency levels enable teachers to gain anoverview of the students’ learning in order to situate the development of their compe-tencies. In this way, they serve as an instrument for regulating learning. Periodically,when a teacher has observed and gathered a sufficient amount of relevant informationto determine which level best corresponds to the development of a student’s compe-tency, the levels can be used to detect possible delays in a student’s competency devel-opment and to adjust the teaching approach.

This use of the competency levels can also help teachers fill out the report cards thatare sent to parents during the cycle. After determining the student’s level of compe-tency, the teacher may note certain assessments (depending on the form of report cardadopted by the school), such as whether the student is progressing well or with diffi-culty.

The competency levels also provide important guidelines for planning learning situa-tions.While the levels corresponding to the end-of-cycle outcomes describe what a stu-dent is capable of doing at the end of a cycle, the previous levels describe the inter-mediate levels to be attained progressively. Thus, Level 1 gives teachers indicationsabout the complexity of the learning and evaluation tasks to be introduced at thebeginning of Cycle One and the requirements they involve.

Recognition of competencies

At the end of the cycle, information collected during the course of the cycle is analyzedto situate the student’s level of development for each of the competencies at theappropriate level. Therefore, the competency levels serve to help teachers recognize thecompetencies.

The general formulation of the levels requires persons authorized to work with the stu-dent throughout a cycle to exercise their professional judgment, based on pertinent

observations, in the end-of-cycle progress report. If certain aspects of a competencyhave been marginally acquired, the judgment may call for finer distinctions to indicatethis. For example, it could be stated that a student’s competency is below a certainlevel, without necessarily corresponding to the preceding level, or higher than a cer-tain level, without necessarily attaining the subsequent level.

This opinion must then be entered in the end-of-cycle progress report. For subject-spe-cific competencies, taking into account the end-of-cycle outcomes established in theProgram and the form of report card adopted by the school, teachers indicate, forexample, whether a student has surpassed the expected level, attained the level, par-tially attained the level or has not attained the level.

Although competency levels cannot be used directly in reports to parents, they canhelp when communicating information to parents during personal interviews. With thehelp of explanations and by illustrating aspects of the student’s competency based onexamples observed, the teacher can help the student and the parents appreciateprogress made in the competencies.

The competency levels also serve as a communication tool for teachers within thesame school or in other schools. Using the levels, teachers can determine how studentsare progressing in their learning and more clearly share information that can supportthe progress of students within a given cycle or from one cycle to another. For exam-ple, teachers will all have the same concept of what is expected.

7Introduction

C. Comments

• In order to situate the development of a competency for a particular student, theteacher must first gather a wide variety of information by assigning the student dif-ferent tasks designed to enable him/her to mobilize his/her resources in meaningfulcontexts. Hence, the development of learning and evaluation tasks includes devel-oping means to gather the appropriate data (appreciation grids or tests, for exam-ple).

• Some subjects do not appear in the subject-time allocation until Cycle Two of ele-mentary school, although the Program includes a competency from each of thesesubjects to be developed in Cycle One. This is the case for Social Sciences and Scienceand Technology. Cycle One teachers must therefore integrate these competenciesinto other subjects, but no levels are presented for these Cycle One competencies.

• Specialists in the elementary school interact with a large number of students duringa set number of working hours per week. This fact should be taken into considera-tion when organizing the cycle teams and using the competency levels.

• The competency levels present the development of competencies prescribed by theProgram in terms of the specifications that are formulated in the Program. Giventhat implementation of the Program was still in its early stages when these levelswere being developed, it was not possible to carry out observations of students’competency development directly in the classroom. In future, the formulation of thelevels may be adjusted or extended, and it may be possible to illustrate them withsome typical examples based on observation of students. (The term exemplars isused to identify such examples.)

When special considerations apply to the competency levels for a given subject, a short textprecedes the introduction and provides additional information.

8Introduction

USES FOR THE COMPETENCY LEVELS

• To adapt teaching strategies according to the levelof development of a competency for a particularstudent

• To situate the competency of a student, based onobservations made during a single evaluation task

• To use the competency levels as a measuringinstrument

• To illustrate a student’s progress in the competen-cies during a meeting with his or her parents

• To associate Levels 1, 2 and 3 with labels such asweak, average, strong

• To draw up the end-of-cycle progress report for astudent, taking into account the observations ofthe cycle team

• To formulate official requirements for the end of alevel or for the first year of a cycle

In summary

The Program introduces a cycle-based approach which defines outcomes for theend of the last year of a cycle

Periodic use of the competency levels supports the regulation of teaching and pedagogical adjustments

The student must be given several opportunities to demonstrate his or her compe-tencies and a variety of observations must be made

For example, the teacher may use work done by the student to show the develop-ment of his or her competencies

The competency levels are to be used to interpret observations, not to collect them

The competency levels enable teachers to situate the development of a competencywithout comparing the students to one another

The end-of-cycle progress report must be based on the consensus of the cycle teamregarding the level of development of the competencies

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9

Cross-Curricular Competencies

Chapter

2

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The student tries to answer simple ques-tions that are either his/her own or sug-gested to him/her by looking for infor-mation mainly in his/her immediatesurroundings. The student observes, lis-tens to stories and descriptions, andpays special attention to the items ofinformation that are submitted tohim/her. With help, the student sortsinformation based on simple categories.Often, the student can explain wherehe/she found the information.

With help, the student formulateshis/her questions or expresses his/herneeds. To find answers, he/she exploresinformation sources placed at his/herdisposal. Based on suggested cate-gories, the student begins to be able toidentify relevant information. Based onthe goal pursued, the student begins tomake connections between what he/shealready knows and new information.With help, the student organizes theinformation. The student can explainwhere he/she found the information.

The student formulates questions andconsults various information sources inorder to answer them. The student isable to identify relevant informationsources and, based on a few categories,selects the relevant information. Basedon the goal pursued, the student makesconnections between what he/shealready knows and new information. Thestudent organizes the items of informa-tion using the models provided and canpartly or fully explain why he/she chosethe information.

The student formulates more specificquestions and chooses several informa-tion sources in order to answer them.The student quickly and accurately iden-tifies the relevant information sources.He/she selects, compares, groups andorganizes the items of informationhe/she feels are relevant in light of thegoal pursued. The student makes con-nections between what he/she alreadyknows and new information and occa-sionally anticipates new ways of usingthe information gathered. The studentevaluates his/her procedure using crite-ria among those suggested to him/her.

Competency 1: To use information

Level 1 Level 2 Level 3 Level 4

Cross-Curricular Competencies Intellectual Competencies

11Cross-Curricular Competencies

Competency 2: To solve problems

Given a relatively simple situation, thestudent partly explains why it poses aproblem for him/her or his/her immediatesurroundings. The student can list a fewelements of the problem. With constanthelp from the adult, he/she formulates atleast one possible solution. With step-by-step guidance, the student applies thesolution. With help, he/she adjusts it asneeded. The student identifies successfulactions and the difficulties encountered.

Given a situation, the student partlyexplains why it poses a problem forhim/her or his/her immediate surround-ings. The student lists elements of theproblem. Taking into account theresources placed at his/her disposal andwith adult guidance, the student formu-lates possible solutions. He/she choosesthe solution that he/she feels is the mostappropriate, given the context. Withadult guidance, the student appliesstrategies to implement his/her solutionand adjust it as needed. The studentevaluates his/her procedure throughguided questioning.

Given a situation, the student explainswhy it poses a problem for him/her orhis/her surroundings. The student selectsthe most relevant elements of the prob-lem. Taking into account the resourcesplaced at his/her disposal, the studentformulates possible solutions and vali-dates them with help from the adult orclassmates. The student chooses thesolution that he/she feels is the mostappropriate, given the context.With helpwhen needed, the student then imple-ments the solution using strategies thathe/she finds effective. With help fromthe adult or classmates, the studentexplores new possible solutions andadjusts his/her action. With adult guid-ance, the student evaluates his/her pro-cedure and suggests desirable improve-ments.

The student explains why a situationposes a problem for him/her or his/hersurroundings. The student selects themain elements in order to solve theproblem. Taking into account theresources placed at his/her disposal, thestudent looks for various possible solu-tions. He/she persists when he/she can-not find them immediately. The studentconsiders the requirements and conse-quences of a few solutions and choosesthe one that he/she feels is the mostappropriate, given the context. The stu-dent then implements the solution usingeffective strategies. He/she accepts thefact that this may lead to new possiblesolutions. He/she evaluates his/her pro-cedure and suggests desirable improve-ments. With the teacher’s help, the stu-dent sees other situations to which thesolution could be applied.


Intellectual Competencies


The student becomes aware of a ques-tion or situation that may pose a prob-lem in his/her immediate surroundings orfor himself/herself. With help, he/she isable to formulate the question or identifythe situation. The student can distinguishbetween what is allowed and what isforbidden. He/she roughly verifies thefacts. Occasionally, the student is able tomake connections between facts andconsequences. He/she can also occasion-ally take others’ opinions into account,but it is still difficult for him/her to tellthe difference between what he/she doesnot like and what is bad. The student isable to say what he/she likes and doesnot like, but cannot always explain why.

The student explores different aspects ofa question or situation. With the adult’shelp, the student verifies the accuracy ofthe facts. He/she is not always able onhis/her own to make the connectionsbetween the facts and their conse-quences for himself/herself and others.He/she forms an opinion that takes intoaccount a certain number of elements oradopts the opinion of another person ora group. The student is able to justifyhis/her position.

The student formulates a question ordescribes a situation and defines someof the issues it involves. He/she verifiesthe accuracy of the facts and makes con-nections between the facts and theirconsequences for himself/herself andothers. The student is able to identify cri-teria or values in his/her environment onwhich to ground his/her opinion. His/heropinion is fairly consistent with the factsobserved or cited. Occasionally, he/she isable to express a well-thought-out opin-ion that takes the context into account.

The student can understand the issuesinvolved in a situation or question.He/she verifies the facts cited with a cer-tain amount of method. He/she makesrelevant connections between the factsand their consequences, taking him-self/herself and others into account.He/she can tell the difference betweenwhat he/she does not like and what isbad. The student can formulate the val-ues, principles, rights and duties onwhich he/she will ground his/her judg-ments. The student can express his/herjudgments articulately and takes others’into account when expressing his/herown. His/her judgments are consistentwith the facts observed or cited.


Competency 3: To exercise critical judgment



With constant help, the student exploresa creative situation. He/she is able todraw ideas some suggestions. With help,he/she is able to make connectionsbetween the elements of his/her cre-ation. The student uses the resourcesplaced at his/her disposal to explore cer-tain combinations and give free rein tohis/her imagination. With help, the stu-dent discovers strategies and techniquesthat he/she can use to produce diversecreations. The student becomes aware ofhis/her preferences. Based on a clearexample, he/she can describe the stepshe/she has taken.

With occasional help, the studentexplores the overall situation from vari-ous angles in order to create. The stu-dent is able to use some of the creativeideas he/she had. He/she is aware of theoriginality of some of the connectionsamong the elements of his/her creation.With help, the student uses variousresources and tries different combina-tions, strategies and techniques. He/shealso becomes aware of some of theemotions he/she feels while engaged increative work. The student is able tomake simple connections between theelements of his/her creation and beginsto qualify his/her satisfaction withhis/her work. He/she can describe someof the steps of his/her creative process.

The student imagines, in action, variousways of creating. The student varieshis/her sources of inspiration and triesdifferent combinations of resources byusing diverse strategies and techniques.He/she explores intuition and logic, andstarts to show originality in the connec-tions he/she makes between the ele-ments of his/her creation. The studentbegins to see similarities and differencesbetween his/her own creative work andthat of others. The student begins toshow autonomy in his/her creativeprocess and can express his/her level ofsatisfaction with regard to his/her work.With help, the student can name his/heremotions and describe the steps ofhis/her creative process.

The student plans and organizes the elements involved in his/her creative project in an effective way. The studentshows both logic and intuition and regularly demonstrates originality in theconnections he/she makes between theelements of his/her creation. The studentuses all kinds of resources to developideas from different sources of inspira-tion. To do so, he/she chooses relevantstrategies and techniques. The studentsees similarities and differences betweenhis/her own creative work and that ofothers. The student shows autonomy inhis/her creative process and can gener-ally name the emotions he/she feelswhile engaged in creative work. The student is able to reflect on his/her per-sonal creative process and can clearlydescribe the steps it involves. He/she canalso express his/her level of satisfaction.

Competency 4: To use creativity




With help, the student explains in his/herown words the objectives and instruc-tions related to the task. He/she recog-nizes a few resources and the main stepsinvolved in the suggested procedure. Thestudent uses his/her workspace and thematerials placed at his/her disposalaccording to the instructions given. Withthe adult’s help, he/she learns to applylearning strategies and simple proce-dures. With constant supervision, thestudent performs the tasks by followingmost of the instructions. He/shebecomes aware that he/she may experi-ence success and difficulties when per-forming a task. He/she recognizes situa-tions in which he/she applied a similarprocedure.

The student begins to show a certaindegree of autonomy when analyzing atask that he/she must perform. Withhelp, the student identifies a fewresources and the steps needed to per-form the task. He/she applies a sug-gested procedure and begins to managehis/her time and workspace as well asthe materials placed at his/her disposal.With the adult’s help, he/she learns toapply learning strategies and relevantprocedures. With constant supervision,he/she performs the tasks by followingmost of the instructions. He/she makessure that he/she is following the sug-gested procedure. The student showspersistence in performing the task.He/she identifies his/her successes anddifficulties. He/she begins to identify sit-uations in which he/she can apply whathe/she has learned.

The student begins to show a fair degreeof autonomy and some efficiency whenanalyzing a task that he/she must per-form. With little supervision, the studentidentifies the resources and steps neededto perform the task. He/she chooses aprocedure among those suggested andbegins to effectively manage his/hertime and workspace as well as the mate-rials placed at his/her disposal. Whenasked by the adult, he/she begins toselect and apply relevant learning strate-gies. He/she regularly reviews the plan-ning and elements or steps of the proce-dure. The student shows perseverance inperforming the task and identifies thesuccesses and difficulties experienced.He/she also identifies possible improve-ments in performing other tasks. Withonly occasional help, he/she performstasks effectively and submits work inkeeping with the instructions given.Withhelp, he/she identifies situations inwhich he/she can apply what he/she haslearned.

The student shows autonomy and effi-ciency when analyzing a task that he/shemust perform. With occasional supervi-sion, the student makes a list of theresources and steps needed to performthe task. He/she has a clear understand-ing of the goals pursued. He/she deter-mines a relevant procedure and effec-tively manages his/her time andworkspace as well as the materialsplaced at his/her disposal. When asked bythe adult, he/she selects and applies rele-vant learning strategies on his/her own.As needed, he/she reviews the relevanceof the steps taken as well as the order inwhich they are taken and changes his/herplanning or certain elements as needed.The student completes the task in spite ofthe difficulties encountered. He/she sub-mits work in keeping with the instructionsgiven.The student identifies the successesand difficulties experienced and makesconnections between his/her procedureand the quality of his/her work. The stu-dent identifies possible improvements asto the performance of other tasks andfinds situations in which he/she couldapply the knowledge, learning strategiesand procedure he/she used.

Competency 5: To adopt effective work methods


Methodological Competencies


Competency 6: To use information and communications technologies (ICT)

The student learns to use the keyboardand mouse. With help, the studentbecomes familiar with the hierarchicalorganization of information and withthe basic functions of the operating sys-tem. He/she gradually learns the vocab-ulary of ICT and the symbols associatedwith computer technology. The studentlearns the basic procedures and usessimple applications to perform tasks anddo work, with the help of tutorial soft-ware. He/she explores this softward, ask-ing for help when needed. The studentcan follow a visual guide to procedures.He/she can name most of the computerperipherals and basic procedures.

The student associates symbols withbasic functions and can also name them.The student makes adequate use of thekeyboard, mouse and data storagemedia. He/she uses basic software appli-cations to perform tasks. With help,he/she learns to use the simpler func-tions of basic software applications(word processing, drawing and vectorgraphic programs, spreadsheet). He/shebegins to recognize the functions thatare common to all applications andthose that are specific to each applica-tion. The student follows the trou-bleshooting procedures suggested bythe adult or asks for help. He/sheexplains his/her procedure, names thesoftware used and recognizes his/hersuccesses and difficulties.

With little help, the student uses hierar-chically organized information and mas-ters the basic functions of the operatingsystem as well as the functions commonto the different software programs used.He/she does searches on CD-ROMs andadequately uses the basic functions ofsoftware tools. He/she learns how tochoose software suited to the task to beperformed. He/she also learns to selectand reorganize information. He/shetransfers text and illustrations from oneapplication to another. With constanthelp, the student begins to use E-mailfunctions and Web browsers. With littlehelp, he/she learns to store information.He/she explores and uses troubleshoot-ing strategies. He/she explains his/herprocedure and names the functionsused.

The student masters the vocabulary ofICT. He/she is comfortable using the oper-ating system, computer and peripheralsas well as the main functions of the soft-ware utilized. To perform tasks or createprojects, he/she searches for, finds,selects, stores and organizes informationusing CD-ROMs, a local area network,the library catalogue, databases and on-line directories. The student can choosesoftware suited to the task to be per-formed. He/she selects the relevant infor-mation and reorganizes it according to alogical classification. With little help,he/she transfers data, navigates theInternet and knows how to use the basicE-mail functions. He/she learns the eti-quette and ethics of Internet use. He/sheexplores new troubleshooting strategies.He/she explains his/her procedure suchas the functions used and recognizeshis/her successes and difficulties. The stu-dent evaluates his/her work and identi-fies possible improvements.


Methodological Competencies


Competency 7: To construct his/her identity

With adult help, the student learns toidentify his/her tastes, interests, andphysical, cognitive, emotional and socialneeds. He/she observes that they aresometimes similar to and sometimes dif-ferent from those of others. The studentgradually becomes aware that he/shebelongs to groups based sometimes onhis/her tastes or personal preferencesand sometimes on his/her background.With adult help, the student expressesand identifies his/her feelings and car-ries out his/her intentions by imitatingmodels or through more personalactions under adult supervision. The stu-dent can express what he/she has justexperienced and, when guided by thequestions of the adult, can recognizewhether an action is good or bad forhim/her, and whether he/she success-fully carried out an activity.

With help, the student makes connec-tions between his/her perceptions, feel-ings, reflections and reactions. Withadult guidance, the student describeshimself/herself by identifying his/hercharacteristics and those of others. Thestudent gradually realizes that certaindifferences are specific to him/her as anindividual while others are related tohis/her belonging to a group. He/she canidentify a few of these differences. Thestudent begins to be able to give thereasons that justify his/her actions.He/she is capable of recognizing taskshe/she likes and those he/she likes lessand responds to instructions. The stu-dent begins to take risks, relying onstrengths he/she recognizes inhimself/herself. The student evaluateshis/her process with the adult’s help andrecognizes some of his/her strengthsand weaknesses.

The student takes actions and makesdecisions that generally express his/herthoughts and feelings. The student real-izes that his/her actions provoke reac-tions on the part of others and have con-sequences for himself/herself. He/shereflects on whatever limits his/hercapacity to act. The student can partici-pate in establishing simple instructions.He/she begins to realize that he/she isresponsible for his/her actions and theirconsequences. With adult help, the stu-dent can identify the motivations thatinfluence his/her thinking, behaviourand speech. He/she makes choices basedon the strengths he/she recognizes inhimself/herself. The student evaluateshis/her process and identifies desirableimprovements.

The student exercises a certain amount ofcontrol over his/her reactions as he/sheunderstands certain connectionsbetween his/her reactions and his/herperceptions, feelings and reflections. Thestudent is able to explain these connec-tions when questioned by the adult. Thestudent begins to adopt certain modelsand reject others, and justifies his/herchoices in terms of personal values orthose of his/her community. He/she gen-erally takes responsible actions and alsogenerally anticipates their consequencesfor himself/herself and others. The stu-dent fairly specifically identifies the moti-vations that influence his/her thinking,behaviour and speech. With adult help,the student learns to accept criticismfrom others. The student begins toexpress feelings of success or failurebased on his/her own values rather thanothers’ reactions. The student evaluateshis/her process and can identify his/herstrengths and the behaviours he/sheneeds to improve.


Personal and Social Competencies


Competency 8: To cooperate with others

The student learns to listen to the ideasand needs of others, and to expresshis/her own ideas and needs. With adultencouragement, the student shares thematerials placed at his/her disposal aswell as his/her games, learnings and dis-coveries. Based on the adult’s positivecomments during group tasks, the stu-dent is able to recognize the contribu-tions of at least a few classmates. Thestudent learns to respect others andbecomes aware that he/she sometimeshas prejudices. With help, the studentspeaks in a relevant manner. He/shelearns to establish rules of conduct in agroup and to follow the rules estab-lished. The student also learns to followthe planning proposed or chosen tocarry out group tasks. With adult help,the student can recognize and identify afew behaviours that help or hinder thesuccessful completion of the group tasksin which he/she is involved.

The student gradually becomes awarethat he/she is a member like any other ina group and that others must be able toexpress their needs. With help, the stu-dent communicates his/her ideas, ques-tions and new learnings. He/shebecomes more respectful of others, isreceptive to the ideas of others andadapts to the changes these ideas entail.With adult help, the student makes sug-gestions to the group. He/she followsthe planning proposed or chosen andthe rules established by the group.He/she learns to help others and ask forhelp. The student is able to explain whysome tasks are easier when done withothers rather than alone. Occasionally,the student recognizes the contributionof a classmate by encouraging, thankingor congratulating him/her. The studentlearns to establish team strategies. Thestudent takes part in group activities ofhis/her own initiative or when asked byothers. With the adult’s help, the studentis able to work within simple coopera-tive structures and to recognize thestrong and weak points of the resultsachieved through cooperation.

The student is more and more aware thathe/she is part of a group and allows allmembers of the group to express theirneeds. Occasionally, he/she asks for helpand is willing to help others. The studentspeaks in a relevant manner to expresshis/her ideas or question others’ ideas.Based on others’ comments, he/shemakes suggestions and proposals andbacks them up, with or without theadult’s help. The student, of his/her owninitiative, proposes rules of conduct, asimple plan and changes as needed.He/she follows the rules established bythe group. On his/her own, the studentapplies more complex cooperation struc-tures. Generally, he/she takes partactively in group tasks. He/she is able toidentify the contribution of each teammember, including his/her own, in termsof both the task carried out and theatmosphere within the team. The studentrecognizes prejudices or stereotypes thatmay influence his/her judgment. Withhelp, he/she tries and selects relevantteam strategies and adjusts them asneeded. The student recognizes theadvantages of teamwork for certaintasks. He/can appreciate the value of theresult and identify points to be improvedin the next group task.

The student not only participates ingroup discussions but also occasionallysolicits the opinions of other members.The student readily asks for help fromothers or helps others as needed. Whilethe student actively listens to others say,he/she uses his/her right to speak in anappropriate manner to undertake grouptasks within complex cooperation struc-tures, the rules of which he/she can easily explain. As needed, the studentsuggests changes to the procedure orrules and can justify his/her choices byciting factors that help or hinder the per-formance of group tasks. The studentparticipates actively in group projectsand appreciates the active participationof others in group tasks. He/she becomesfamiliar with the different roles involvedin cooperation. The student recognizespower imbalances, if any, within thegroup and learns to negotiate compro-mises. The student readjusts his/herstrategies as needed. He/she is sup-ported and guided by the adult as war-ranted by circumstances. The studentevaluates his/her process and can iden-tify the elements that facilitated or hin-dered cooperation as well as strategiesto be used in the next group task.


Personal and Social Competencies


Competency 9: To communicate appropriately

The student spontaneously structuresthe content of his/her message in action.He or she explores several modes ofcommunication (written, nonverbal, ver-bal, visual) and learns their rules andbasic codes. With the adult’s help, thestudent shows gradually more interest inwhat others say and do. With help,he/she becomes aware of the effectsproduced by the different modes of com-munication he/she uses to express him-self/herself and communicate. The stu-dent improves certain weaknesses inhis/her language skills and certain atti-tudes with respect to communication.

The student structures the content ofhis/her message based on his/her experi-ences and interests without necessarilytaking the recipients into account. Thestudent learns to express himself/herselfclearly and coherently. With help, thestudent prepares and conveys his/hermessage, taking into account some ofthe requirements of the situation andsome rules specific to the mode of com-munication he/she is using. In discus-sions, the student gradually becomesinterested in others’ reactions and com-ments. With help, the student learns toexamine the effects of the differentmodes he/she uses to expresshimself/herself and communicate.

The student communicates with a fairdegree of clarity. The structure of his/hermessage follows a certain logic. The stu-dent begins to make coherent connec-tions between the parts of his/her mes-sage and generally takes the recipientsinto account. The purpose of the commu-nication is partly expressed.With or with-out help, the student begins to planhis/her communication activities.The stu-dent is able to structure his/her messageby taking into account most elements ofthe codes and rules specific to the modeof communication used. The student lis-tens to others’ viewpoints with respect.He/she identifies some success factorsand suggests possible improvements.Thestudent expresses himself/herself withsome ease and is occasionally able togenerate considerable interest.

The student’s communications are veryclear. The structure of his/her messagefollows an appropriate logic. He/shemakes coherent connections betweenthe parts of his/her message. The mes-sage is adapted to its recipients. The stu-dent clearly expresses the purpose ofhis/her communication. The studentexpresses himself/herself with ease,using different modes of communication.The student is now more aware of therecipients and shows greater concern forthe factors conducive to successful com-munication. The student often generatesinterest. He/she follows the rules learnedand respects the particularities of thecodes specific to the mode of communi-cation used. The student takes interest inothers’ comments and messages. Ifappropriate, he/she listens actively. Thestudent is able to analyze his/her mes-sages, regularly evaluates them and con-siders possible improvements.


Communication-Related Competency

19

Languages

Chapter

3

20English Language ArtsLanguages

3.1 English Language Arts

Competency 1: To read and listen to literary, popular and information-based texts Cycle One

With guidance and in a trial-and-error fashion, thelearner uses meaning-making strategies such as:knowledge about the way books work; knowledgeabout the relationship between sounds and symbols(graphophonics); making appropriate word substitu-tions at times and rereading to self-correct; and relyingon pictures and other graphic representations to locatespecific information and ideas. As a response to litera-ture, the student retells the story and shares favouriteparts. S/he selects preferred samples of work to sharewith teacher, family and peers.

With guidance, the learner uses some meaning-makingstrategies in a trial-and-error fashion. For example, s/heasks questions to adjust and clarify meaning. Whenprompted by the teacher, s/he predicts and confirmsand reads on as a self-correcting strategy. The learnerreads favourite literary, popular and/or information-based texts appropriate to her/his age, interests andabilities. S/he expresses likes and dislikes as a responseto literature. With guidance, in teacher conferences, thelearner talks about her/his reading preferences.

With guidance, the learner develops and uses a reper-toire of meaning-making strategies acquired in a trial-and-error fashion. S/he develops a range of favourite lit-erary, popular and information-based texts appropriateto her/his own age, interests and abilities. The learnerresponds to the text in light of her/his own experiencesand peer/teacher discussions. In teacher conferences,s/he talks about her/himself as a reader.

Level 1 Level 2 Level 3*

* On the whole, the last level of each cycle corresponds to theend-of-cycle outcomes of the Québec Education Program.


Competency 1: To read and listen to literary, popular and information-based texts Cycle Two

The learner, in a trial-and-error fashion, uses readingstrategies such as rereading, adjusting pace and read-ing-on. S/he discusses responses with others. Thelearner moves beyond initial response and uses differ-ent ways of responding such as media (drama and art)and writing. S/he locates similar structures and featuresin texts of the same type and identifies some structuresand features of familiar text types. The learner com-pares previous preferences with current favourites. S/heexpresses her/his own interests and preferences inreading and discusses them with others.

The learner uses knowledge of common reading strate-gies in order to get at meaning, for example, knowledgeof common language patterns (syntax), self-correctingstrategies and making substitutions consistent withmeaning. S/he shares new or interesting informationgained from the text. S/he compares texts that arefamiliar, such as recognizing the same theme or ideadeveloped in different ways. The learner makes cross-curricular connections between texts. S/he identifies inteacher/peer discussions some of her/his own readinginterests and choices.

The learner uses some familiar reading strategies moresystematically when her/his process of making meaningis disrupted. S/he makes personal connections to thetexts s/he reads, hears and views. In peer/teacher dis-cussions, s/he asks questions about the text as a way ofseeking clarification and enrichment of her/his interpre-tations. The learner uses reading as part of the processof acquiring information, solving problems, and think-ing creatively and critically. With guidance, the learnerdescribes her/his profile as a reader and how s/he goesabout reading. The learner gives reasons for her/hisreading choices when guided by the teacher.

Level 4 Level 5 Level 6


With guidance, the learner uses different reading strate-gies according to the text type. For example, the learnerpredicts, confirms and infers when prompted by theteacher. S/he participates in literature circle to discussown responses to texts as well as the responses of oth-ers. The learner locates similar structures and features intexts of the same type. S/he transfers to own writingsome of the known structures and features of texts.S/he converses with the teacher and peers about hows/he makes personal selections of favourite books. S/heextends reading repertoire beyond favourites whenencouraged by peers and teacher. The learner identifiesown purposes and uses of reading.

The learner uses different reading strategies accordingto the text type. For example, the learner questions andtalks with others to clarify interpretations of texts. Withguidance, s/he asks questions and makes inferencesabout the view of the world represented in the text. Thelearner converses with the teacher about preferredtexts. When prompted, s/he discusses structures andfeatures of texts and their impact on the reader. Thelearner compares own responses with those of others.S/he distinguishes attainable and unattainable goals ata beginner’s level, and distinguishes short and long-term goals. S/he keeps a record of changes in own read-ing tastes and approaches.

The learner selects with greater control appropriatereading strategies to construct meaning. When meaningbreaks down, s/he adjusts strategies to suit both thepurpose for reading and the text type. The learner readsa range of text types critically. When prompted, s/hecompares content, and structures and features of thetext with those in her/his repertoire. The learner workswith peers as sources of enrichment and interpretationsof texts. The learner gives reasons for her/his personalselections that may be within one text type. Whenresearching a personally relevant topic, s/he reads, viewsand listens to a variety of sources. The learner sets spe-cific short-term goals in reading, and monitors her/hisprogress by selecting and explaining representations.

Competency 1: To read and listen to literary, popular and information-based texts Cycle Three



Competency 2: To write self-expressive, narrative and information-based texts Cycle One

The learner uses pictures, symbols and/or signs that areintegrated with print. S/he expresses ideas and feelings,draws on prior experiences and personal memories, andtells and retells stories in writing. S/he may talk abouther/his own writing. The learner experiments with com-mon structural patterns drawn from reading and view-ing familiar texts. S/he uses approximations, and incor-porates some frequently used spelling patterns. S/healso experiments with common structural patternsdrawn from reading and viewing familiar texts. Thelearner focuses on the pleasure s/he takes in writingand in talking about it with teacher and peers.

The learner produces texts that incorporate structuresand features of highly familiar texts into her/his ownexpressive writing. S/he participates in brainstormingsessions. When invited, the learner shares her/his ownwriting with peers and asks for suggestions in the roleof writer. The learner uses visual strategies for spelling.S/he experiments with writing that suits intended pur-pose and audience, such as playing with print and for-mat for invitations and greeting cards. The learnermakes decisions about her/his own writing, such as try-ing to write as a favourite author. The learner talksabout some writing strategies and about favouritepieces of writing with the teacher.

The learner produces a range of text types that areexpressive and deeply personal for a familiar audienceof peers, family and friends. S/he uses signs, symbols,illustrations and words to communicate in combinationsthat are both deliberate and experimental. The learnerdemonstrates that talk is essential to her/his writingprocess, and talks about the books she hears, reads andviews. While most writing is exploratory and goes nofurther than an initial draft, s/he may choose to try a fewrevision strategies (talk) for personally significant pieces.The learner uses invented spelling that demonstratesher/his growing awareness of written language conven-tions and uses these in a trial-and-error fashion. S/hechooses her/his own topics and purposes for writing inorder to produce personally meaningful texts for a famil-iar audience of peers, family and friends. With guidancefrom the teacher, the learner chooses and talks aboutpersonally significant pieces of writing.



The learner produces a variety of texts that serve a self-expressive function. S/he identifies purpose for writing,and uses structures and features of familiar texts inher/his own writing. The learner rereads own writingwith a focus on making meaning. With guidance fromteacher and in collaboration with peers, s/he finds andcorrects a specified error. The learner uses spellingstrategies such as phonetic representation, visual pat-terns, common letter sequences and common structuralpatterns when writing. S/he integrates some basic writ-ing conventions in own writing on a trial-and-errorbasis, such as rules for plurals. The learner talks abouther/his writing on a regular basis. S/he talks about likesand dislikes in own writing when conferring with theteacher. In conferences, the learner focuses on whats/he enjoys about writing.

The learner produces a variety of text types which serveprimarily her/his personal interests and purposes.S/he writes for a familiar audience of peers, family andtrusted adults. S/he experiments with familiar structuresand features of preferred text type, often reworking andreshaping the same text type in different ways. S/heselects own topics, structures and features based onintended audience. The learner incorporates syntacticstructures that carry meaning into writing: the structureof a question, a request, an apology, etc. The learnerworks with peers when editing writing and self-editswith a focus on a limited number of writing conventionsat own developmental level. S/he proofreads for knownwords and checks spelling for words that do not lookright. The writer talks about her/his writing on a regularbasis. In conferences with the teacher, s/he goes beyondlikes and dislikes, and discusses own development overtime as a writer.

The learner produces self-expressive, narrative andinformation-based texts that reflect her/his interests,personal choices and purposes for a familiar audienceof peers, family and trusted adults. S/he writes simple,familiar texts using basic syntactic structures to conveymeaning. S/he draws on own knowledge of familiarstructures and features of texts based on reading, view-ing and listening to a rich variety of texts to suit ownpurposes. The learner uses talk as a key writing strategy.S/he shares her/his writing with peers and the teachers.S/he uses the classroom community to seek and receiveimmediate responses to her/his writing. With teacherguidance, s/he selects some texts to develop further forspecific purposes and familiar audience. The learneruses a growing number of developmentally appropriatespelling strategies in a known and relevant context forwriting. The learner experiments with an appropriatelanguage register, given a familiar audience and pur-pose. With guidance from the teacher, the learnerreflects on her/his writing as it develops over time.

Competency 2: To write self-expressive, narrative and information-based texts Cycle Two



The learner produces self-expressive, narrative andinformation-based texts that reflect an awareness ofdiffering characteristics among text types according totheir nature, audience and purpose. S/he may show apreference for a particular text type. Through trial anderror, s/he begins to experiment with familiar structuresand features of text in own writing, e.g. begins to usedialogue, develop characters in story, etc. The learnershares own writing with peers. S/he questions own textas a writer, and self-edits with a partner for end punc-tuation, correct spelling and capitalization. S/he alsoproofreads for known words. The learner collaborateswith peers in a specified process for purposeful, guidedinquiry. S/he uses a journal to record thoughts andreflections. In conferences with the teacher, the learnerinitiates talk about some writing strategies and aboutfavourite pieces of writing. S/he keeps samples of textswritten for a variety of personal purposes.

The learner produces self-expressive, narrative andinformation-based texts that reflect an awareness ofdiffering characteristics among text types according totheir nature, audience and purpose. For example, inher/his writing, it is evident that s/he differentiatesamong text types such as postcards, letters and posters.The learner, working within a group, explores strategiesfor crafting, revising and editing significant pieces ofwriting. S/he works harder and longer on personallysignificant pieces. The learner transfers into own writingsome features of familiar narrative and information-based texts, e.g. maps and graphs to represent infor-mation, as well as some conventions of narrative text:character, dialogue and events. S/he carries out initialresearch of a relevant issue, experience or event in ownlife in order to think about a problem, make decisions,or inform peers as an expert. The learner assesses ownwriting through the lens of self as reader. In conferenceswith the teacher, the learner talks about her/his ownindividual learning goals. Using samples of own writ-ing, s/he discusses writing strategies and writingprocess.

The learner produces self-expressive, narrative andinformation-based texts that reflect a more complexunderstanding of texts s/he has experienced. Whenwriting, s/he uses known, familiar, personally significantstructures and features of texts, based on purpose, texttype and an expanding audience of young children,peers and trusted adults. S/he relies on talk as a writingstrategy. Through talk, s/he makes discoveries aboutsome of the decision authors make to craft their writ-ing, and experiments with these in her/his own writing.During the writing process, s/he makes simple editingand revision decisions based on rereading and sharingof drafts; complex texts may require teacher guidanceand support. When writing to convey information, s/hefollows specific known procedures for organizing andpresenting topics. The learner views her/himself as awriter, and uses writing as a means of self-expression,of exploring and of thinking through new ideas, and ofsolving problems. When reviewing samples of work, thelearner selects significant pieces, identifying her/hisstrengths and setting future learning goals.

Competency 2: To write self-expressive, narrative and information-based texts Cycle Three



Competency 3: To represent her/his literacy in different media Cycle One

Using different media, and incorporating symbols,images, signs, logos and/or words to communicatemeanings/messages, the learner produces greetingcards, illustrated picture books, paintings and drawings,illustrations, and covers for favourite books. She/he usesbasic tools of media, such as an audio recorder, to listento or record a story. The learner interprets the mes-sages/meanings of images, signs, symbols and logos byusing strategies such as rereading or looking again inorder to clarify, and asking questions about events topredict and confirm. The learner makes meaning out ofmedia by brainstorming with peers in group exchanges,drawing on prior knowledge and making connectionsto own experiences. With guidance, the learnerresponds to familiar visual objects, such as photo-graphs, and uses them to help construct a view of theworld through storytelling. When invited, the learnertalks about favourite media texts intended for children.

The learner creates storyboards, posters and signs,booklets, graphs and time lines. S/he can use simpleword processing. The learner draws on prior experiencewith familiar media texts to understand how they areconstructed. S/he makes meaning of media texts bysharing responses with peers, and by collaborating withpeers to clarify, decode and respond. The learnerresponds to visual objects, such as photographs, andexplores their functions (recording important culturalevents and memories). The learner works with theteacher to make associations between her/his co-pro-duced texts and her/his world of friends, family andtrusted adults.

The learner demonstrates how media texts work whens/he collaboratively produces personally significanttexts, made for an audience of friends, family andtrusted adults. S/he reads and produces messages thatinvolve the use of images, signs, symbols, logos and/orwords to convey meaning. When invited, the learnermakes associations between texts s/he has co-producedand her/his world of friends, family and trusted adults.



The learner creates multimedia texts such as scripts,storyboards or rough drafts for a familiar audience andwith a clear purpose. S/he uses different technologiesfor the production, such as the VCR and audio recorder,and simple word processing. With guidance, the learnerinterprets images, signs, symbols and logos in her/hisenvironment for their meanings/messages. S/he asksquestions in order to predict meanings/messages. S/hecompares structures and features of familiar mediatexts. The learner makes meaning by brainstorming,drawing on prior knowledge and making connectionsto own experiences. When viewing media, s/he demon-strates familiarity with media such as television, radio,film, magazines, video, the Internet and CD-ROM. Thelearner explores and distinguishes features of real andimaginary events and characters depicted in mediatexts. With guidance, the learner answers questionsabout media preferences.

Using different multimedia, the learner plans and pro-duces, in collaboration with others, projects such ascomic strips, surveys and instruction booklets. S/hepresents productions to an intended audience andseeks feedback. With guidance, the learner rereads andlooks again in order to clarify understanding of a text,and recognizes that images, signs, symbols and logos inher/his environment are made by people for differentpurposes. The learner makes meaning by sharingresponses with peers. By identifying structures and fea-tures of the medium and text type, s/he clarifies mean-ing and explains responses. S/he locates texts thatentertain and inform by searching the Internet. Thelearner explores, through discussion, how characters,incidents and/or events in media texts can tell a storythat relates to her/his own personal experience. S/heoffers a tentative interpretation of feelings, thoughtsand motives of real and imaginary characters. Wheninvited, the learner talks about some of her/his viewingand producing strategies.

Using mixed media, in collaboration with others, thelearner produces a range of personally significantmedia texts for a familiar audience and with a clearpurpose. The learner responds to and creates mediatexts that reflect a tentative understanding of howfamiliar structures and features of media texts shapemeaning. The learner uses her/his growing repertoire ofresponse and production strategies by making predic-tions, asking questions and returning to the text inorder to unlock and/or clarify meaning(s)/message(s)from familiar, age-appropriate media texts. With guid-ance, the learner discusses the strategies s/he uses toproduce and to view media texts.

Competency 3: To represent her/his literacy in different media Cycle Two



The learner produces texts such as photo essays andadvertisements, using mixed media and multimediaresources, images and words. In an exploratory manner,s/he discusses purpose, audience and context of aplanned production in collaboration with others. Thelearner identifies how images, signs, symbols and logos in her/his environment contribute to the mes-sages/meanings of media texts. The learner uses famil-iar structures and features to respond to and producemedia texts. In discussions with peers, the learner iden-tifies and discusses some of the ways in which pictures,illustrations, popular symbols, signs and imagesenhance the message(s)/meaning(s) in media textsdesigned for young viewers. S/he locates examples fromsome features of age-appropriate texts that indicate toa target audience how images contribute to the mes-sages/meanings of media texts. S/he uses familiar struc-tures and features to respond to and produce mediatexts. The learner investigates with teacher guidancehow different media text types construct reality. S/heexplores how the structures and features of texts shapemeaning for audiences. The learner explores and dis-cusses the distinguishing features of real and imaginaryevents and characters.

The learner produces texts such as a short researchproject using media and multimedia resources (e.g.computer and VCR). The learner gives initial considera-tion to criteria for planning a production. When viewingmedia, the learner rereads and looks again to clarifyand extend the understanding of a text. S/he readscharts, maps captions, time lines and graphs to gaininformation not found elsewhere in the text. In discus-sions with peers, the learner uses structures and fea-tures of familiar text types to respond to media texts.S/he considers some of the functions of different, famil-iar media in relation to her/his understanding of themessage(s)/meaning(s) of a text, i.e. entertainment,promotion information, messages on the computer(multimedia software, E-mail). The learner comparesown responses with those of peers in order to extendown understanding. S/he explores how structures andfeatures of texts shape meaning for audiences. In dis-cussions with peers, s/he offers tentative interpretationsof the feelings, thoughts and motives of real and imag-inary characters. The learner talks about known strate-gies used to view/read and produce narrative, informa-tion-based and popular media texts.

Using mixed-media and multimedia resources, in col-laboration with others, the learner produces a variety ofmedia texts that entertain, inform and persuade for anaudience of young children, peers and trusted adults.The learner frequently relies upon her/his understand-ing of the structures and features of her/his growingrepertoire of media texts to unlock theirmessage(s)/meaning(s). The learner demonstrates anunderstanding that a media text can contain more thanone meaning/message. In conferences with the teacherto review media productions, the learner demonstratesa conscious awareness of many of the strategies s/heuses to read and produce narrative, popular and infor-mation-based texts aimed at children.

Competency 3: To represent her/his literacy in different media Cycle Three


29English Language Arts Languages

Competency 4: To use language to communicate and learn Cycle One

In unstructured and informal situations, the learner useslanguage to explore thoughts, feelings and imagina-tion. With guidance, and while working with others,s/he uses appropriate methods to produce and conveyspoken texts such as improvisation, choral reading andspeaking. In trying out various communication roles, thelearner works with the group to plan and presentassigned tasks.

In unstructured and informal situations, the learner useslanguage to explore and express thoughts, feelings andimagination. S/he takes part in group activities by try-ing out different roles, making helpful suggestions andtaking turns with others. S/he experiments with differ-ent ways of communicating such as play acting orimprovising and inventing dialogue. S/he employs struc-tures such as sequencing steps and adjusting intonationto convey meaning. With guidance, the learner talksabout her/his language development.

The learner uses language in unstructured and informalsituations as a means of exploring, expressing anddeveloping thoughts, feelings and imagination. S/hepossesses a limited range of known and effectivestrategies for working collaboratively. S/he experimentswith different ways of communicating by using basicstructures and features of language to express ideas, tointerpret verbal and nonverbal cues, to participate inclassroom drama activities, to solve problems and tounderstand new information. With guidance, thelearner identifies her/his language development withreference to specific instances.



The learner uses language to explore and expressthoughts, feelings and ideas in unstructured and infor-mal situations. With guidance, and while working withothers, s/he uses some known strategies to produce andcommunicate spoken texts such as recounting events.In trying out various roles, the learner interacts with thegroup to plan and to present a variety of tasks. Withguidance, the learner identifies instances of her/his lan-guage development.

The learner uses language to explore and expressthoughts, feelings and ideas in social interactions. S/heuses some known strategies to produce, order and con-vey spoken texts such as book talks for a familiar audi-ence. In assuming a variety of roles, the learner interactswith others to solve problems and construct meaning invarious ways such as participating in planning, ques-tioning and restating. S/he acts responsibly when work-ing with peers. With guidance, the learner talks abouther/his language development.

The learner uses language as a means of exploring,expressing and developing thoughts, feelings and ideasin many varied social interactions. S/he selects, from agrowing repertoire, effective methods to produce, order,expand and judge spoken texts for a familiar audience.The learner assumes various roles in communicatingeffectively. The learner investigates new ways ofexpressing ideas, solving problems and constructingmeaning. S/he acts responsibly when working withpeers and demonstrates interest and sensitivity towardthe points of view of others. With guidance, the learnerself-evaluates her/his language development with ref-erence to specific samples of work.


Competency 4: To use language to communicate and learn Cycle Two


The learner participates in and carries out meaningfultasks in a collaborative and supportive classroom con-text. S/he demonstrates familiarity with some linguisticfeatures and structures necessary for understandingnew ideas, such as listening carefully, paraphrasing, andasking for help when needed. S/he conveys own ideasby incorporating obvious verbal and nonverbal cues.S/he participates in group activities and, with guidance,will carry out her/his assigned role.

The learner participates in and carries out meaningfultasks in a collaborative and supportive classroom con-text. S/he controls many of the linguistic features andstructures necessary for understanding the ideas of oth-ers, such as questioning purposefully in order to clarifyand extend thinking. S/he presents her/his own ideasand information by experimenting with appropriatelanguage registers to achieve a desired purpose, suchas storytelling, role-playing and interviewing. S/he par-ticipates in group activities to achieve a specific pur-pose with a familiar audience. With guidance, thelearner talks about instances of her/his language devel-opment and her/his contributions to the group.

The learner organizes and carries out meaningful tasksin a collaborative and supportive classroom context.S/he controls many of the linguistic structures and fea-tures necessary to present ideas and information, tocommunicate more complex ideas and to solve prob-lems. S/he plans and shapes communications to achievea specific purpose with a familiar audience. In collabo-rative activities, the learner assumes responsibility forher/his own learning. With guidance, s/he self-evaluatesher/his language development with references to spe-cific samples of work in different learning contexts.


Competency 4: To use language to communicate and learn Cycle Three

32Français, langue secondeLanguages

3.2 et 3.3Français, langue seconde

La fonction première des échelles est de situer le développement des compétences del’élève et de permettre à l’enseignant de lui apporter son soutien en ajustant sonenseignement. Les échelles servent aussi de référence commune qui favorisent la con-certation entre les différents intervenants. Elles sont composées d’énoncés à caractèreglobal qui donnent des indications sur les étapes importantes du développement descompétences.

Cependant, pour relever des informations relatives à une activité ou à une tâche en par-ticulier, il est nécessaire de recourir à des instruments conçus à cet effet. Par exemple,une grille d’observation créée en fonction d’une activité de communication orale per-mettra de relever, entre autres, des indications sur l’intonation, la prononciation ou lapertinence des propos.

Tout au long du cycle ainsi qu'en fin de cycle, les échelles aident l’enseignant (ou l’équipequi intervient auprès de l’élève) à interpréter les informations recueillies et à émettre unjugement professionnel de qualité sur le développement des compétences de l’élève enfrançais, langue seconde.

– Programme de base

– Immersion

33Français, langue seconde • Programme de baseLanguages

Compétence 1 : Interagir en français en se familiarisant avec le monde francophone 2e cycle

L’élève manifeste sa compréhension des textes lus, vusou entendus. Au cours d’échanges dans des contextesfamiliers, il prend des risques en posant quelques ques-tions. Il se soucie de garder le contact visuel et de main-tenir un volume et un débit de voix pour être compris.Il contribue à des travaux d’équipe.

Il participe davantage aux discussions de groupe ou auxjeux de rôles. Il pose de courtes questions et répond àcelles qui lui sont adressées, tant à l’oral qu’à l’écrit.L’élève comprend le sens de textes simples, qu’ils soientoraux, écrits ou visuels. Il utilise des stratégies d’inter-action et d’anticipation de contenu parmi celles pro-posées.

Lorsqu’il interagit oralement en français, l’élève estattentif à l’interlocuteur. Il se soucie des élémentsprosodiques et des conventions de communication.L’élève exprime verbalement ou par écrit, sous forme depictogrammes, de dessins, de mots ou de courtesphrases, ses sentiments ou ses préférences à l’égardd’un texte lu, vu ou entendu. Avec de l’aide, il évalue laqualité de sa communication.

Échelon 4 Échelon 5 Échelon 6*

L’élève participe aux activités liées aux premiersapprentissages en langue seconde. Durant des activitésde compréhension ou de lecture faites par l’enseignant,l’élève reconnaît des mots familiers. Il a recours à l’imi-tation ou à la mémorisation de mots ou de courtesphrases dans le but d’interagir.

L’élève répond à ses interlocuteurs par des gestes, desmimiques, des mots ou des phrases mémorisées. Ilutilise des stratégies de dépannage pour poursuivrel’interaction. Il suit les consignes et participe auxtravaux collectifs. Il manifeste sa compréhension detextes variés tels des pictogrammes, des séries d’illus-trations ou de courtes histoires.

L’élève répond aux questions par des gestes, des mimi-ques, des mots isolés ou de courtes phrases. Il com-mence à respecter les conventions de communicationau cours d’échanges oraux. Il travaille en collaborationau moment de travaux de classe.


Compétence 1 : Interagir en français en se familiarisant avec le monde francophone 1er cycle

3.2 Français, langue seconde • Programme de base

* Le dernier échelon de chaque cycle correspond globalement aux attentes de fin de cycle du Programme de formation.

34Languages

Compétence 2 : Produire des textes variés 1er cycle

L’élève crée des illustrations ou fait des collages accom-pagnés de mots isolés liés au sujet proposé. Il a recoursà divers moyens d’expression, comme les gestes et lesmimiques, ou à la mémorisation.

L’élève crée des histoires combinant des dessins et desmots. À l’oral, il remplace un ou quelques mots dansune phrase de base. À l’écrit, il sélectionne des mots oudes expressions à partir d’une banque selon une inten-tion de communication ou un sujet suggéré. Il utilisequelques stratégies de production parmi celles pro-posées.

L’élève produit de courts textes d’une ou deux phrases,tant à l’oral qu’à l’écrit. Il se soucie de l’intention decommunication et du sujet. Il utilise les ressources lin-guistiques mises à sa disposition. Il utilise les stratégiesde production pour la rédaction de ses histoires en vuede les partager. Avec de l’aide, il porte une appréciationsur sa production.

Échelon 1 Échelon 2 Échelon 3

Français, langue seconde • Programme de base

Compétence 1 : Interagir en français en se familiarisant avec le monde francophone 3e cycle

L’élève interagit volontiers en français au cours d’acti-vités ou de travaux collectifs. Il a recours à des straté-gies d’interaction et de régulation pour poursuivrel’échange, tant à l’oral qu’à l’écrit. Durant des activitésde compréhension ou de lecture, l’élève identifiequelques éléments d’information essentiels au sujettraité.

L’élève commence à adapter sa production orale ouécrite aux différents contextes ou destinataires. Il ajusteplus spontanément sa communication en fonction desréactions de l’interlocuteur. L’élève peut, avec un sou-tien ponctuel, lire un texte simple et adapté à sondéveloppement langagier. Avec de l’aide, il peut trouverdes moyens pour améliorer sa communication.

L’élève participe aux discussions de groupe, aux simula-tions ou aux jeux de rôles en vue d’échanges possiblesà l’extérieur de la classe. Il respecte les conventions decommunication durant les interactions planifiées ouspontanées. Il repère les éléments d’information et d’or-ganisation essentiels dans un texte et, avec de l’aide,commence à les mettre en relation avec l’intention decommunication.


35Français, langue seconde • Programme de baseLanguages

Compétence 2 : Produire des textes variés 3e cycle

L’élève tient compte de l’interlocuteur ou du desti-nataire dans ses productions. Il produit des textes orauxen se souciant des règles prosodiques et de la pronon-ciation des mots. Dans le but d’améliorer sa productionécrite, il choisit et utilise des stratégies de production etd’évaluation. Il compare son texte final à ses premièresversions.

L’élève organise des éléments textuels et visuels de sontexte afin de mieux respecter l’intention de communi-cation et le sujet choisi. Il a recours aux ressources linguistiques, aux outils de référence ou à ses pairs pourenrichir ses textes. De plus, il utilise des stratégies d’évaluation de sa démarche parmi celles proposéespar l’enseignant.

L’élève produit de courts textes cohérents, sous uneforme orale, écrite ou visuelle. Il s’assure que son textecontient suffisamment d’éléments d’information et véri-fie la pertinence des éléments visuels en rapport avec lesujet et l’intention de communication. Il se préoccupe dela qualité de sa production, tant sur le plan du contenuque sur celui de la forme et de la présentation.



L’élève produit des textes d’une ou deux phrases, tant àl’oral qu’à l’écrit, liés au sujet et à l’intention de com-munication. Avec de l’aide, il évalue sa production encomparant son texte à ses premières versions.

L’élève produit de courts textes, tant à l’oral qu’à l’écrit,constitués de quelques phrases simples respectant lesujet et l’intention de communication. Il commence à sesoucier de la ponctuation et des éléments d’organisa-tion textuelle. Il fait appel à des stratégies de produc-tion et d’évaluation de sa démarche pour améliorer sontexte initial.

Les textes de l’élève, constitués de quelques phrasessimples, sont suffisamment organisés pour en assurer lacompréhension. Il se soucie des éléments de la phrasetels que le genre et le nombre. Il révise son texte avecl’aide de ses pairs, afin de vérifier la pertinence du choixde l’information en fonction de l’intention de communi-cation.


36Languages Français, langue seconde • Immersion

Compétence 1 : Interagir en français en découvrant le monde francophone par les textes et les disciplines 1er cycle

L’élève participe aux activités collectives. Il répond àl’interlocuteur par des mots isolés. En contexte familier,il accomplit une tâche qu’on lui demande de faire.Durant des activités de compréhension ou de lecture, ilreconnaît des expressions et des mots qui lui sont fami-liers.

L’élève interagit par de courts dialogues, tant à l’oralqu’à l’écrit. Il répond à l’interlocuteur par de courtesphrases. Il utilise des stratégies de dépannage pourpoursuivre ses interactions. Il démontre sa compréhen-sion du vocabulaire des autres disciplines. Il repère les informations essentielles dans de courts textes. Ilexprime ses sentiments à l’égard de textes. Il contribueaux travaux d’équipe.

L’élève communique en français avec différents inter-locuteurs dans des situations familières pour lui per-mettre de satisfaire ses besoins personnels ou scolaires.Il comprend des textes variés constitués de phrases sim-ples, de quelques phrases complexes et comportant unvocabulaire connu. Il sait reconnaître, dans des textesissus de différentes disciplines ou traitant de sujets liésà la vie courante, des éléments d’information exprimésexplicitement. Il réagit au texte en les liant à ses expé-riences personnelles. Il réinvestit des éléments propresaux disciplines en les intégrant à sa communication. Iladapte ses interventions à la situation de communica-tion. Avec l’aide de l’enseignant, il utilise des stratégiesde régulation pour évaluer sa communication et sadémarche.

3.3 Français, langue seconde • Immersion


* Le dernier échelon de chaque cycle correspond globalement auxattentes de fin de cycle du Programme de formation.

37Languages Français, langue seconde • Immersion

Compétence 1 : Interagir en français en découvrant le monde francophone par les textes et les disciplines 3e cycle

L’élève participe aux travaux d’équipe dans des rôlesvariés. Il intègre des éléments d’autres disciplines à sesinteractions. Il s’adapte à des situations de communica-tion spontanées ou planifiées. Il choisit les stratégiesd’interaction et de compréhension qui lui conviennentparmi celles proposées. Il lit des textes variés avec unsoutien ponctuel.

L’élève participe à de nombreux échanges avec une ouquelques personnes. Il peut reformuler ses interventionspour tenir compte des attentes ou des commentaires deses interlocuteurs. Il lit des textes de plus en plus variés.Il démontre de l’ouverture à différents points de vue etexprime ses préférences au regard de ses lectures.L’élève utilise consciemment les stratégies de lectureainsi que les connaissances liées au texte qui lui per-mettent de faire les transferts pour s’approprier lestextes issus de différentes disciplines.

L’élève échange volontiers des idées en français dans laplupart des situations, tant à l’oral qu’à l’écrit. Il est deplus en plus à l’aise pour entrer en contact avec dif-férents interlocuteurs. Il lit de manière autonome destextes variés et adaptés à son âge. Il peut comparer différents types de textes pour en dégager la structureet les éléments d’organisation textuelle. Il a recours àdes stratégies de régulation pour évaluer sa communi-cation et sa démarche, dans le but de les améliorer.


Compétence 1 : Interagir en français en découvrant le monde francophone par les textes et les disciplines 2e cycle

L’élève comprend des textes composés de quelquesphrases complexes et comportant un vocabulaireconnu. Dans ces textes, il reconnaît des expressions etdes éléments d’organisation textuelle et visuelle de l’in-formation. Il communique en français avec ses pairs,dans des travaux d’équipe. Il se soucie des conventionsde communication. Il utilise des stratégies d’interactionou de compréhension lorsqu’il interagit en français.

L’élève répond à ses besoins en posant des questions eten sachant répondre à celles qu’on lui pose. Dans sesinteractions, il réutilise le vocabulaire, les structures etles concepts liés aux autres disciplines. Il est de plus enplus autonome en lecture. Il utilise différentes straté-gies de compréhension pour construire le sens destextes lus, vus ou entendus. Il coopère avec les mem-bres de son équipe dans la réalisation d’une tâchecommune.

L’élève communique avec des interlocuteurs dans dessituations spontanées ou planifiées. Il respecte les con-ventions de communication. L’élève comprend destextes adaptés à son âge, traitant de sujets familiers et,à l’occasion, de sujets moins familiers. Ces textes va-riés, issus des différentes disciplines, comportent plusd’information, des phrases à structure plus complexe etun vocabulaire parfois inconnu. Il a recours à desstratégies de régulation pour évaluer, avec ses pairs, sacommunication et sa démarche.


38

Compétence 2 : Produire des textes variés 1er cycle

L’élève produit des textes simples combinant desdessins et des mots en vue de les partager dans desinteractions signifiantes. Il remanie des phrases en substituant des mots ou des groupes de mots. Il utilisedes stratégies de production parmi celles proposées.

L’élève produit de courts textes d’une ou deux phrases,tant à l’oral qu’à l’écrit. Il remanie des textes en substi-tuant certains éléments de phrase. De plus, il intègre unvocabulaire nouveau. À l’aide d’opérations syntaxiques,il découvre de nouvelles structures de phrases. Avec del’aide, il utilise des stratégies de production et d’évalua-tion de sa démarche.

L’élève produit des textes traitant de sujets liés à la viecourante émanant de situations familières. Pour cefaire, il s’inspire le plus souvent de modèles déjàprésentés. Il se soucie de l’intention de communication.Il a recours à des ressources linguistiques, à ses con-naissances antérieures ou à ses pairs pour produire sestextes, qu’ils soient oraux, écrits ou visuels. Avec del’aide, il évalue son texte en le comparant à ses pre-mières versions.



L’élève produit des textes traitant de sujets liés à la viecourante et issus de différentes disciplines. Au besoin, ils’inspire de modèles présentés en classe. Il respecte l’in-tention de communication et se soucie de la qualité deson texte. Il fait appel à des stratégies de production etd’évaluation de sa démarche pour améliorer son texteinitial.

L’élève produit de courts textes de plus en pluscohérents sous une forme orale, écrite ou visuelle. Ilvérifie la pertinence des informations et de certains élé-ments d’organisation textuelle en rapport avec le sujetdu texte et l’intention de communication. Avec del’aide, il respecte les conventions de l’écrit (orthographed’usage, ponctuation et connaissances liées à laphrase). Il révise son texte avec l’aide de ses pairs pourl’améliorer et rendre son message compréhensible.

L’élève produit des textes pour répondre à des besoinspersonnels, qu’ils soient scolaires ou sociaux. Ces textescontiennent plus d’informations pertinentes au sujet etsont plus cohérents. Il évalue sa démarche et peut, avecde l’aide, cibler des éléments à améliorer au momentde la révision.


Languages Français, langue seconde • Immersion

39


L’élève produit des textes variés pour lui-même ou pourd’autres destinataires. Il utilise le vocabulaire, les struc-tures et les concepts liés aux différentes disciplinesdans ses textes. Il utilise ses connaissances liées autexte ainsi que des stratégies de production pourenrichir ses textes.

L’élève adapte son texte aux divers contextes de pro-duction qui lui sont proposés. Il utilise des structuressyntaxiques plus complexes et un vocabulaire plusrecherché. Il améliore son texte à partir des élémentsciblés à la relecture.

L’élève produit, dans les différentes disciplines, destextes narratifs, expressifs ou informatifs en s’inspirantde modèles comme un article de journal, une lettre d’in-formation ou un poème. Dans ses textes, il utilise deséléments tirés de ses lectures, le plus souvent en expri-mant ses préférences. Il est de plus en plus autonomedans sa démarche de production de textes et a recoursà l’autocorrection et à l’autoévaluation de ses appren-tissages.


Languages Français, langue seconde • Immersion

41

Mathematics, Science and Technology

Chapter

4

42MathematicsMathematics, Science and Technology

Competency 1TO SOLVE A SITUATIONAL PROBLEM

With regard to this competency, there are four levelsoutlined for Cycle One and three levels outlined for eachof the other two cycles of elementary school. The fourlevels associated with this competency in Cycle One areintended to show that it is developed from the verybeginning of elementary school. However, these levelsshould not be viewed as standards to be met by a cer-tain point in the school year during Cycle One.

Competency 2TO REASON USING MATHEMATICAL

CONCEPTS AND PROCESSES

The levels for this competency correspond to examples(related to mathematical themes, i.e. arithmetic, geom-etry-measurement, statistics-probability) of links thatthe students can establish, which indicate the extent towhich they have developed this competency.

In the different situations they face, the students canpresent their reasoning orally or in writing. When thestudents are asked to justify their actions or statements(why did you write this? or do that? or why this?), theyare being given an opportunity to explain their reason-ing. This allows the teacher to better understand the

mathematical concepts and processes they have used,the links they have established and the accuracy ofthese links, all of which are indicators of the progressmade in developing this competency.

Note that the themes are interrelated and that the stu-dents should, as much as possible, be encouraged toconstruct multiple and meaningful links between thedifferent themes through a variety of learning and eval-uation activities.

Moreover, a student may not be ranked at the samelevel when it comes to assessing the extent to which heor she has developed this competency in relation toeach mathematical theme. This happens when the stu-dent makes faster or slower progress in developing thecompetency with regard to certain themes or when theteacher lacks significant information that makes it pos-sible to assess the development of the competency inrelation to certain themes. In these cases, the studentshould be ranked at the level that best reflects the over-all development of his or her mathematical reasoningabilities.

Competency 3TO COMMUNICATE BY USING

MATHEMATICAL LANGUAGE

There are no levels specifically outlined for this compe-tency. The description of the development of this com-petency has been incorporated into the levels for theother two competencies because the ability to commu-nicate is essential if the students are to be able to

demonstrate the other two competencies. There aremany opportunities to communicate when studyingmathematics (e.g. reading or giving instructions, askingor answering questions, explaining your solutions,understanding the teacher, your classmates or otherpeople or making sure they understand you). All thesesituations allow the students to increase and cultivatetheir knowledge of mathematical language as theybecome familiar with mathematical concepts andprocesses and solve situational problems. The develop-ment of this competency is therefore inextricably linkedto that of the first two competencies (i.e. solving situa-tional problems and reasoning using mathematical con-cepts and processes). In addition, because communica-tion requires a certain amount of reflection, it helps thestudents develop links between mathematical conceptsand processes.

Remember that by the end of Cycle One, the studentsuse basic mathematical language and at least one ofthe following types of representations: objects, draw-ings, tables, graphs, symbols or words. By the end ofCycle Two, the students use appropriate mathematicallanguage and more than one type of representation,including diagrams. By the end of Cycle Three, the stu-dents use exact mathematical language and severaltypes of representations.

4.1 Mathematics


The student solves situational problemsrelated to one mathematical theme(arithmetic, measurement, geometry,statistics or probability). These problemsinvolve complete information and cangenerally be solved in one step. Usingobjects, words or pictures, for example,he or she determines the task to be per-formed and identifies the relevant infor-mation, usually asking for the help of aresource person. The student shows alimited understanding of situationalproblems and tends to apply only onestrategy (e.g. manipulating objects). Thestudent uses own words to describe cer-tain steps in his or her solutions.

The student solves situational problemsrelated to more than one mathematicaltheme. These problems involve completeinformation and, in some cases, must besolved in more than one step. Usingobjects, words or pictures, for example,he or she determines the task to be per-formed and identifies the relevant infor-mation, calling on a resource person asneeded. The student has a partial under-standing of situational problems andapplies a few strategies (e.g. trial anderror). The student uses own words andsome mathematical terms to describecertain steps in his or her solutions.

The student solves a variety of situa-tional problems related to more thanone mathematical theme. These prob-lems sometimes involve superfluousinformation and must often be solved inmore than one step. Using objects, draw-ings, tables, graphs, symbols or words,for example, he or she determines thetask to be performed and identifies therelevant information, calling on aresource person for some of the morecomplex situational problems. The stu-dent has a general understanding of sit-uational problems and applies a widervariety of strategies (e.g. referring tosimilar, previously solved situationalproblems). The student uses own wordsand sometimes employs mathematicallanguage to describe the main steps inhis or her solutions.

The student solves a variety of situa-tional problems involving complete orsuperfluous information. He or shedetermines the task to be performed andidentifies the relevant information byusing different types of representations(e.g. objects, drawings, tables, graphs,symbols or words). He or she works outa one- or two-step solution and some-times checks the final answer. Usingbasic mathematical language, the stu-dent provides an oral or written expla-nation his or her solutions.

Competency 1: To solve a situational problem Cycle One

Level 1 Level 2 Level 3 Level 4*

* On the whole, the last level of each cycle cor-responds to the end-of-cycle outcomes of theQuébec Education Program. However, withregard to the mathematics program, thereare differences between the actual end-of-cycle outcomes and levels 4, 7 and 10. Thesechanges make it easier to understand thecompetency levels, clarify the meaning of cer-tain items and rectify certain problems.


The student solves a variety of situational problemsinvolving complete or superfluous information. He orshe determines the task to be performed and identifiesthe relevant information by using different types of rep-resentations. In answering questions asked by aresource person, the student anticipates the finalanswer. He or she works out a solution that sometimesinvolves a few steps. The student usually relies on thehelp of a resource person throughout the validation ofhis or her solution (procedure and final answer). Usingappropriate mathematical language, the student pro-vides an oral or written explanation of certain steps inhis or her solutions.

The student solves a variety of situational problems thatsometimes involve implicit information. Using differenttypes of representations, he or she determines the taskto be performed or identifies the relevant information,calling on a resource person as needed for some of themore complex situational problems. The student antici-pates the final answer and works out a solution thatoften involves a few steps. In answering questionsasked by a resource person, the student finishes vali-dating his or her solution (procedure and final answer).Using appropriate mathematical language, the studentprovides an oral or written explanation of the mainsteps in his or her solutions.

The student solves a variety of situational problemsinvolving complete, superfluous or implicit information.He or she anticipates the final answer and works out asolution involving a few steps. Calling on a resourceperson as needed, the student validates certain steps inhis or her solution. Using appropriate mathematical lan-guage, the student explains his or her solutions orally orin writing.

Competency 1: To solve a situational problem Cycle Two



The student solves a variety of situational problemsinvolving complete, superfluous or implicit information.He or she determines the task to be performed andidentifies the relevant information by using differenttypes of representations. He or she anticipates the finalanswer and works out a solution that sometimesinvolves several steps. After being reminded by aresource person, the student validates his or her solu-tion (procedure and final answer). The student gives astructured oral or written explanation of the main stepsin his or her solutions. In his or her written work, thestudent is careful to follow the rules and conventionsgoverning the use of terms, notation, symbols andtypes of representations.

The student solves a variety of situational problems. Insome cases, there may not be enough information tosolve the problem. Using different types of representa-tions, he or she determines the task to be performed oridentifies the relevant information, calling on a resourceperson as needed for some of the more complex situa-tional problems. The student anticipates the finalanswer and works out a solution that often involvesseveral steps. The student sometimes validates his orher solution (procedure and final answer). The studentgives a structured oral or written explanation of his orher solutions. In his or her written work, the student fol-lows the rules and conventions governing the use ofterms, notation, symbols and types of representations.

The student solves a variety of situational problemsinvolving complete, superfluous or implicit information.In some cases, there may not be enough information tosolve the problem. He or she determines the task to beperformed and identifies the relevant information byusing different types of representations. He or she antic-ipates the final answer and works out a solution thatinvolves several steps. The student usually validates hisor her solution (procedure and final answer). Usingexact mathematical language, the student explains hisor her solutions orally or in writing.

Competency 1: To solve a situational problem Cycle Three



The student represents natural numbers using objects.He or she has difficulty working with natural numbersless than 100. The student adds and subtracts usingmanipulatives.

The student compares, orders and classifies objectsaccording to one dimension. He or she is able to get hisor her bearings in space, to name plane figures andsolids and to compare them with objects in his or herenvironment.

Through experimentation, the student determines thepossibility of a particular outcome in an experimentinvolving chance. With help, he or she derives informa-tion from tables, bar graphs or pictographs.

The student reads, writes and orders natural numbersless than 100. He or she may have difficulty dependingon the size of the numbers. The student recognizessome of the meanings of operations involving additionand subtraction. He or she can add and subtract natu-ral numbers mentally or in writing using his or her ownprocesses.

The student estimates and measures the dimensions ofobjects using unconventional units of measure. He orshe compares and constructs certain solids.

The student predicts the likelihood of an event using theterms “certainty,” “possibility” or “impossibility.” He orshe interprets the information in bar graphs or pic-tographs. With help, he or she gathers information,organizes it in a table and provides a simple interpreta-tion of the data.

The student shows an understanding of the meaning ofnatural numbers less than 1 000. The student makesconnections between addition and subtraction, recog-nizes their different meanings (e.g. adding, uniting, tak-ing away) and is proficient at estimating the result ofthese operations. The student can add and subtract nat-ural numbers mentally or in writing using his or herown processes.

The student estimates and measures time using con-ventional units and lengths using conventional andunconventional units. He or she chooses the unit ofmeasure most appropriate for measuring a givenlength. He or she compares and constructs plane figuresand solids.

The student predicts the likelihood of an event and enu-merates the possible outcomes of a simple randomexperiment (e.g. rolling dice, coin toss). He or she gath-ers data (questionnaire, measuring instrument, informa-tion sources) and organizes it in a table. He or shedepicts the information using a bar graph or pictographand provides a simple interpretation of the data.

Competency 2: To reason using mathematical concepts and processes Cycle one



The student has a partial understanding of decimals. Heor she needs help to read, write and represent decimals.The student adds and subtracts natural numbers usingconventional processes.

The student estimates and measures time, establishesrelationships between the units of length and describesprisms and pyramids.

The student simulates simple random experiments,gathers information and makes observations based onthis data. For example, he or she observes that the num-ber 6 came up 3 times when a die was tossed 20 times.He or she interprets the results of a study by examininga broken-line graph.

The student reads, writes and orders natural numbersless than 100 000. He or she has a partial understand-ing of fractions and makes connections with decimals.The student recognizes certain meanings of multiplica-tion and division. Mentally or in writing, he or she canmultiply and divide natural numbers using his or herown processes.

The student estimates, measures or calculates surfaceareas using unconventional units and locates objects ina plane. He or she constructs frieze patterns and tessel-lations by means of reflections.

The student shows an understanding of the concept ofchance by using expressions such as “just as likely” and“less likely.” He or she uses a broken-line graph todepict the information taken from a study.

The student shows an understanding of the meaning ofnatural numbers less than 100 000 and of decimalswith up to two decimal places. He or she represents andrecognizes fractions using diagrams. The student makesconnections between the four operations, recognizestheir different meanings (e.g. adding, uniting, takingaway, rectangular arrangement, sharing) and is profi-cient at estimating the result of these operations.Mentally or in writing, he or she performs operationsthat involve natural numbers, using his or her ownprocesses and conventional processes for addition andsubtraction. Mentally or in writing, he or she adds andsubtracts decimals with up to two decimal places.

The student estimates, measures or calculates lengths(including perimeters), using conventional units ofmeasure. He or she chooses the unit of measure mostappropriate for measuring a given length. He or sheestimates, measures or calculates surface areas and vol-umes using unconventional units of measure. He or shecan also estimate, measure or calculate time. He or sheclassifies quadrilaterals. He or she constructs frieze pat-terns and tessellations by means of reflections.

The student enumerates all the possible outcomes of arandom experiment based on simulations. He or shegathers data (questionnaire, measuring instrument,information sources) and organizes it in a table. He orshe uses graphs to depict the data and interprets theinformation.

Competency 2: To reason using mathematical concepts and processes Cycle Two



Competency 2: To reason using mathematical concepts and processes Cycle Three


The student compares fractions and recognizes equiva-lent fractions. The student makes connections betweenoperations, recognizes their different meanings (e.g.adding, uniting, taking away, rectangular arrangement,sharing) and is proficient at estimating the result.Mentally or in writing, he or she performs operationsthat involve natural numbers, using conventionalprocesses.

The student estimates, measures or calculates lengthsand surface areas. In each case, he or she establishesrelationships between the units of measure. He or shelocates objects in the Cartesian plane. He or she con-structs frieze patterns and tessellations by means oftranslations.

The student enumerates the possible outcomes of arandom experiment using tables or tree diagrams. He orshe interprets the results of a study by examining a cir-cle graph.

The student reads, writes and orders natural numbersless than 1 000 000. He or she knows how to work withnumbers expressed as fractions or decimals. The stu-dent makes connections between the operations, rec-ognizes their different meanings (e.g. adding, uniting,taking away, rectangular arrangement, sharing) and isproficient at estimating the result of these operations.Mentally or in writing, he or she performs operationsthat involve decimals, using conventional processes.

The student estimates, measures or calculates volumesand capacities. In each case, he or she establishes rela-tionships between the units of measure. He or she esti-mates and measures angles and classifies triangles.

The student shows an understanding of the arithmeticmean using manipulatives and diagrams. He or she con-ducts a study and draws conclusions from it.

The student shows an understanding of the meaning ofnatural numbers less than 1 000 000 and of decimalswith up to three decimal places. He or she understandsthe relationships between natural numbers and inte-gers. The student makes connections between the fouroperations, recognizes their different meanings (e.g.adding, uniting, taking away, rectangular arrangement,sharing) and is proficient at estimating the result ofthese operations. Mentally or in writing, he or she per-forms operations that involve natural numbers and dec-imals. In the case of natural numbers, he or she can per-form a sequence of operations by following the rulesgoverning the order of operations. He or she adds, sub-tracts and multiplies fractions using diagrams ormanipulatives.

The student estimates, measures or calculates lengths,surface areas, volumes, angles, capacities, masses, tem-perature and time. Except for temperatures and angles,he or she establishes relationships between the con-ventional units of measure in each case. He or she clas-sifies triangles. He or she constructs frieze patterns andtessellations by means of translations. He or she locatesobjects in the Cartesian plane.

The student compares the possible outcomes of a ran-dom experiment with known theoretical probabilities.He or she calculates the arithmetic mean. He or sheconducts a study, draws conclusions from it and sug-gests ways of elaborating on the original study.

49Science and TechnologyMathematics, Science and Technology

Although science and technology are not part of thetimetable in Elementary Cycle One, it is important tointroduce Cycle One students to this subject area sothat they will be prepared for the Science andTechnology program in Elementary Cycle Two. This com-petency and the related essential knowledges aredeveloped through the other subjects, but especiallythrough the broad areas of learning, which involvemany different topics that can be considered from a sci-entific or technological point of view.

By exploring simple problems related to their immedi-ate environment, the students learn how to ask them-selves questions, to observe, to describe, to handleobjects, to devise, to construct and to propose explana-tions or solutions. They become familiar with the safeuse of certain instruments or tools. When describing orexplaining phenomena they have observed, studentsgradually master certain aspects of the languages asso-ciated with science and technology. They learn to reflecton what they have done and its impact on their imme-diate environment. They also acquire a certain numberof skills and attitudes that they will need to handle thematerial covered in Cycles Two and Three. Informationon the development of this competency in Cycle One isgiven below.

To begin with, students learn to ask questions about thenatural or built environment and to express ideasrelated to explanations or solutions by drawing on theknowledge they already have. They explore ways ofdoing things, tools and instruments with a view to pro-posing an explanation or a solution and use their ownwords to ask questions and present their explanationsor solutions. Next, the students are encouraged to askthemselves questions that lead to the exploration ofphenomena and to express ideas related to explana-tions or solutions. They learn how to apply simple waysof doing things by safely using a number of tools orinstruments and ask questions and present their expla-nations or solutions in their own words using a fewterms or expressions taken from the languages associ-ated with science and technology. By the end of thecycle, the students should be able to ask questions thatlead to the exploration of the natural or built environ-ment and to express ideas related to explanations orsolutions by drawing on the knowledge they alreadyhave. With help, they apply simple ways of doing thingsby safely using a number of tools or instruments andask questions and present their explanations and solu-tions in their own words using a few terms or expres-sions taken from the taken from the languages associ-ated with science and technology.

Competency for Elementary Cycle One:

TO EXPLORE THE WORLD OF SCIENCE AND TECHNOLOGY

4.2 Science and Technology

50Science and Technology Mathematics, Science and Technology

Competency 1TO PROPOSE EXPLANATIONS FOR OR

SOLUTIONS TO SCIENTIFIC OR TECH-NOLOGICAL PROBLEMS

Competency 2TO MAKE THE MOST OF SCIENTIFIC

AND TECHNOLOGICAL TOOLS, OBJECTS

AND PROCEDURES

Competency 3TO COMMUNICATE IN THE LANGUAGES

USED IN SCIENCE AND TECHNOLOGY

Competencies in Cycle Two and Cycle Three

There are no levels specifically outlined for each competency in Cycles Two and Three. A single, integrated set of levels describes the important stages in the development of these

competencies. These competencies emphasize distinct, yet complementary aspects of science and technology. In developing the first competency, the students become familiar

with the types of reasoning that make it possible to deal with scientific and technological problems. The other two competencies are closely related to the first competency, since

students must learn how to make the most of the required tools and procedures and to communicate in the language of science and technology if they are to be able to propose

suitable explanations or solutions. By applying scientific and technological forms of reasoning, the students will come to understand the nature of the tools, objects and proce-

dures used in this subject area and will be able to measure both the positive and negative impact of science and technology. In addition, in presenting their explanations or clar-

ifying their solutions, the students will become aware of the importance of the languages associated with science and technology.


The student discovers a few elements of a problem.With help, the student draws on the knowledge he orshe already has in order to explore ideas for explana-tions or solutions related to the problem. After beingreminded, he or she makes observations, handlesobjects and draws on available information sources(classmates, experts, written sources) in an effort to findideas and discover possible explanations or solutions.With help, he or she devises an explanation, a solutionor a way of doing things and applies it. He or she usesthe recommended tools and instruments when applyinghis or her explanations or solutions. With help, the stu-dent presents his or her explanations or solutions, usinga few specialized scientific and technological terms orexpressions and at least one type of representation.

Students tackle problems related to their immediate natural or built environment by making observations and handling objects. They then propose explanations or solutions con-cerning scientific or technological problems. In so doing, they construct their own knowledge, become familiar with concepts that enable them to better understand their imme-diate environment, and develop scientific and technological ways of doing things (e.g. experimental method, observational method, design method, analytical method, produc-tion method). It is important to ensure that the students follow safety rules or instructions when they use tools, instruments or procedures.

The student discovers a few scientific and technologicalelements of a problem and uses his or her own wordsto explain the nature of the problem. Drawing on theknowledge he or she already has and with help if nec-essary, the student explores ideas for explanations orsolutions related to the problem. He or she makesobservations, handles objects and draws on informationsources (classmates, experts, written sources) in aneffort to identify possible explanations or solutions. Heor she calls on a resource person as needed for help inchoosing an explanation, a solution or a way of doingthings or in applying the explanation or solution cho-sen. With help, the student uses tools and instrumentsproperly when applying his or her explanations or solu-tions. The student presents his or her explanations orsolutions, using a few specialized scientific and techno-logical terms or expressions and a few types of repre-sentations.

The student recognizes a few scientific and technologi-cal elements of a problem. He or she makes connectionsbetween the elements of the problem. He or she some-times reformulates the problem in his or her ownwords. Drawing on the knowledge he or she alreadyhas, the student explores ideas for explanations or solu-tions related to the problem. He or she makes observa-tions, handles objects and draws on a variety of infor-mation sources in an effort to choose one or morepossible explanations or solutions. The student choosesa way of doing things that pertains to the explanationor solution he or she has selected and applies thatexplanation or solution, with help if necessary. Withhelp, he or she chooses the required tools and instru-ments and uses them properly. The student presents hisor her explanations or solutions, using a few specializedscientific and technological terms or expressions anddifferent types of representations.

Integrated Competency Levels Cycle Two




The student recognizes scientific or technological ele-ments of a problem. With help, the student makes con-nections between the knowledge he or she already hasand his or her tentative explanations when exploringideas related to explanations or solutions. He or shemakes observations, handles objects and draws on avariety of information sources (classmates, experts,written sources) in an effort to choose one or more pos-sible explanations or solutions and states his or herchoices. He or she gets help in choosing an appropriatemethod of gathering information when applying his orher solution or explanation. He or she gets help inchoosing the required tools and instruments and usesthem properly. With help, he or she assesses the resultsand, if necessary, suggests changes in his or her way ofdoing things or of applying the explanation or solution.The student presents his or her explanations or solu-tions, using a few specialized scientific and technologi-cal terms or expressions and different types of repre-sentations.

Students tackle problems related to the broader natural or built environment by making observations and handling objects. They then propose explanations or solutions concern-ing scientific or technological problems. In so doing, they construct their own knowledge, become familiar with concepts that enable them to better understand the broader envi-ronment, and continue developing scientific and technological ways of doing things (e.g. experimental method, observational method, design method, analytical method, pro-duction method). It is important to ensure that the students follow safety rules or instructions when they use tools, instruments or procedures.

The student points out scientific or technological ele-ments of a problem and uses his or her own words toexplain the nature of the problem. With help in some ofthe more complex situations, the student makes connec-tions between the knowledge he or she already has andhis or her tentative explanations when exploring ideasrelated to explanations or solutions. He or she makesobservations, handles objects and draws on a variety ofinformation sources in an effort to choose one or morepossible explanations or solutions and sometimes justi-fies his or her choices. With help in some of the morecomplex situations, the student chooses an appropriatemethod of gathering information when applying theexplanation or solution he or she has selected. He or shechooses the proper tools and instruments and shows aconcern for precision in using them. After beingreminded, he or she assesses the results and with help,suggests any appropriate changes in his or her way ofdoing things or of applying the explanation or solution.He or she may also formulate other possible explana-tions or solutions. The student presents his or her expla-nations or solutions, using certain aspects of the lan-guages associated with science and technology. He orshe is careful to follow the conventions governing theuse of graphs, notation and symbols.

The student points out scientific or technological ele-ments of a problem. He or she makes connectionsbetween these elements and the problem and reformu-lates the problem in his or her own words. The studentmakes connections between the knowledge he or shealready has and his or her tentative explanations whenexploring ideas related to explanations or solutions. Heor she makes observations, handles objects and drawson a variety of information sources in an effort tochoose one or more possible explanations or solutionsand justifies his or her choices. He or she chooses anappropriate method of gathering information whenapplying a way of doing things that pertains to theexplanation or solution selected. He or she shows aconcern for precision when choosing and using theproper tools and instruments. He or she assesses theresults and suggests necessary changes in his or herway of doing things or of applying the explanation orsolution. He or she may also formulate other possibleexplanations or solutions. The student presents his orher explanations or solutions in a structured manner,using the languages associated with science and tech-nology. He or she follows the conventions governing theuse of graphs, notation and symbols.

Integrated Competency Levels Cycle Three


53

Social Sciences

Chapter

5

54

Although the social sciences are not part of thetimetable in Elementary Cycle One, it is important tointroduce Cycle One students to this subject area. Inpreschool education they have discovered the demandsof life in a group, observed different environments andbeen introduced to the concepts of space and time. Thelearning offered in Elementary Cycle One builds on thisand prepares students for the Cycle Two and Cycle Threesocial sciences program, in which the concepts ofspace, time and society will be further developed. Thecompetency, “to construct his/her representation ofspace, time and society,” and the related essentialknowledges are developed through the other subjects,but especially through the broad areas of learning,which involve many different topics that can be consid-ered from the point of view of the social sciences.

Constructing a representation of space or time meanslearning to recognize and visualize spatial or temporalphenomena and to express duration in various ways.

Constructing a representation of society means realiz-ing that any group has its own characteristics and waysof functioning. The students learn to observe anddescribe similarities, differences and changes in people,groups and places. Their first learnings concern peopleclose to them and groups, spaces and time periods theyare familiar with. As they gradually explore similargroups and spaces, here and elsewhere, past and pres-ent, they are exposed to different places and to timesup to a century ago. In this way the students move fromspaces and times that are familiar to those that areunfamiliar. This exploration involves the use of toolssuch as time lines or simple maps and it enables stu-dents to acquire the basic vocabulary for society, spaceand time. By the end of Elementary Cycle One, studentsuse the appropriate tools to orient themselves in spaceand time. They refer to events in everyday life. Theydescribe the characteristics of a group from here orelsewhere, the past or the present. They describe theelements of a place and some similarities, differencesand changes. In doing so, they use correct vocabulary.

Competency for Elementary Cycle One:

TO CONSTRUCT HIS/HER REPRENSENTATION OF SPACE, TIME AND SOCIETY

Social Sciences

Geography, History andCitizenship Education

Social Sciences

55Geography, History andCitizenship Education

Social Sciences

In his/her production, on the basis of current realities,the student, with help, indicates traces left by the so-ciety being studied in our society and territory.With help, he/she locates the society in space and time.With help, he/she indicates some changes in the terri-tory and some adaptations of the society being studied.He/she names historical figures or events without nec-essarily associating them with the social and territorialorganization.

In his/her production, on the basis of current realities,the student indicates traces left by the society beingstudied in our society and territory. He/she locates thesociety in space and time, sometimes imprecisely.He/she indicates some changes in the territory andsome adaptations of the society being studied. He/sheoften associates historical figures or events with thesocial and territorial organization.

On the basis of current realities, the student indicatestraces left by a society of the past in our society and ter-ritory. He/she recognizes elements of the organizationof that society in its territory. He/she presents his/herunderstanding of this organization in a production.He/she locates the society and its territory, indicatesadaptations of the society and changes it has made tothe territory it occupies. He/she associates historical fig-ures or events with the social and territorial organiza-tion. In doing so, he/she uses correct vocabulary.

Competency 1: To understand the organization of a society in its territory Cycle Two


5.1Geography, History and Citizenship Education


56Social Sciences

In his/her production, the student only establishes lim-ited geographic and historical contexts of the societybeing studied. With help, he/she sometimes makes con-nections between characteristics of the society and theorganization of its territory, and between assets andlimitations of the territory and the organization of thesociety. With help, he/she defines the influence of cer-tain historical figures or events on the social and terri-torial organization.

In his/her production, the student, with help, establishessome elements of the broader geographic and historicalcontexts of the society being studied. With help, he/shemakes connections between characteristics of the soci-ety and the organization of the territory, and betweenassets and limitations of the territory and the organiza-tion of the society. Without help, he/she defines theinfluence of certain historical figures or events on thesocial and territorial organization.

He/she more readily understands the organization of asociety in its territory and presents it in a production.On the basis of current realities, he/she indicates tracesleft by a society of the past in our society and territory.He/she establishes the geographic and historical con-texts of the society and makes connections betweencharacteristics of this society and the organization of itsterritory and between assets and limitations of the ter-ritory and the organization of the society. He/shedefines the role of certain historical figures and theinfluence of certain events on the organization of thissociety and its territory. He/she assesses the contribu-tion of this society to our society and territory. In doingso, he/she uses correct vocabulary.

Competency 1: To understand the organization of a society in its territory Cycle Three



57Social Sciences

Competency 2: To interpret change in a society and its territory Cycle Two

In his/her production, the student, with help, recognizessome changes in the location of a society and its terri-tory in space and time. He/she, with help, indicatessocial and territorial changes and sometimes recog-nizes some of their causes and consequences. He/sherecognizes historical figures or events without neces-sarily associating them with the social and territorialorganization. With help, he/she identifies traces ofthese changes in the society or territory. He/she, withsome difficulty, develops a point of view on thesechanges and sometimes expresses it.

In his/her production, the student sometimes recognizeschanges in the location of a society and its territory inspace and time. He/she indicates social and territorialchanges and sometimes identifies their causes and con-sequences. He/she recognizes historical figures andevents and sometimes associates them with thesechanges. He/she identifies traces of these changes inthe society or territory today. He/she develops andexpresses a point of view on these changes, sometimesusing pertinent arguments.

In his/her production, the student interprets social andterritorial changes. He/she recognizes changes in thelocation of a society and its territory in space and at twopoints in time. He/she recognizes social and territorialchanges and their causes and consequences. He/sheassociates historical figures or events with thesechanges. He/she finds traces of these changes in thesociety and territory today. He/she defends his/her inter-pretation of the changes to other students. In doing so,he/she uses valid arguments and correct vocabulary.



58Social Sciences

In his/her production, the student, with help, recognizessome changes in the geographic and historical contextsof the society. With help, he/she describes somechanges in the social and territorial organization andestablishes some of their causes and consequences.He/she recognizes some historical figures, but hardlydefines their influence or their interest with respect tothe changes. He/she provides few details on how thesechanges are still evident today. He/she has difficultyproviding pertinent arguments to justify his/her inter-pretation of the changes.

In his/her production, the student recognizes somechanges in the geographic and historical contexts of thesociety. He/she describes some changes in the socialand territorial organization and establishes some oftheir causes and consequences without help. He/sherecognizes some historical figures and, with help,defines their influence and interest with respect to thechanges. He/she provides some details on how thesechanges are still evident today. He/she provides a fewpertinent arguments to justify his/her interpretation ofthe changes.

The student interprets social and territorial changes.He/she uses various supporting materials to presenthis/her interpretation of these changes in a production.He/she recognizes changes in the geographic and his-torical contexts at two points in time selected for study,describes the changes observed and establishes someof their causes and consequences. He/she defines theroles of certain historical figures and their interests aswell as the effects of some events on the changes.He/she shows how these changes are still evident in thesociety and territory today. He/she defends his/her inter-pretation to other students. In doing so, he/she usesvalid arguments and correct vocabulary.

Competency 2: To interpret change in a society and its territory Cycle Three



59Social Sciences

Competency 3: To be open to the diversity of societies and their territories Cycle Two

In his/her production, the student, with help, indicatesdifferences in the location of societies in space andtime. He/she identifies few similarities, differences orcauses or consequences of these differences. With help,he/she indicates some strengths or weaknesses in thesocial and territorial organization of these societies.He/she, with some difficulty, constructs his/her view ofthe diversity of societies and their territories, and some-times expresses this view.

In his/her production, the student sometimes indicatesdifferences in the location of societies in space andtime. He/she sometimes identifies similarities and dif-ferences in their social and territorial organization.He/she indicates some causes and consequences ofthese differences. He/she indicates some strengths andweaknesses in the social and territorial organization ofthese societies. He/she constructs his/her view of thediversity of societies and their territories and expressesit, sometimes using pertinent arguments.

In his/her production, the student pre-sents his/her viewof the diversity of societies and their territories. He/sheindicates differences in the location of societies andtheir territories in space and time. He/she identifies sim-ilarities and differences in their social and territorialorganization. He/she recognizes some causes and con-sequences of these differences. He/she defines somestrengths and weaknesses of the social and territorialorganization of these societies. He/she defends his/herview of the diversity of societies and their territories toother students. In doing so, he/she uses valid argumentsand correct vocabulary.



60Social Sciences

In his/her production, the student brings out differencesin the immediate geographic and historical contexts ofthe two societies. He/she, with help, describes similari-ties and differences in the organization of societies andtheir territories but establishes few causes or conse-quences of these differences. He/she recognizes onestrength and one weakness of the social and territorialorganization.

In his/her production, the student, with help, brings outsome differences in the broader geographic and histo-rical contexts of the two societies. He/she, without help,describes similarities and differences in the organiza-tion of societies and their territories. He/she, with help,establishes some causes and consequences of these dif-ferences. With help, he/she establishes some strengthsor weaknesses of the social and territorial organization.

The student presents his/her view of the diversity ofsocieties and their territories, using various supportingmaterials. He/she indicates differences in the geogra-phic and historical contexts of the societies observed.He/she describes similarities and differences in theirorganization and establishes causes and consequencesof these differences. He/she indicates strengths andweaknesses of the social and territorial organizationobserved. He/she compares his/her view of the diversityof societies and their territories with those of othersand defends it. In doing so, he/she uses valid argumentsand correct vocabulary.

Competency 3: To be open to the diversity of societies and their territories Cycle Three



61

Arts Education

Chapter

6

62Drama

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Sometimesrelated to the stimulus for creation, the scene is shortand simple. The short scene is based on ideas that occurto the student as he/she goes along. The student talksabout his/her creative experience.

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Related to thestimulus for creation, the short scene is simple in struc-ture. The short scene is based on pertinent ideas chosenby the student. The student mentions elements that arepersonally meaningful in relation to his/her creativeexperience.

The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional interests. Related to the stimulus for cre-ation, the short scene presents a simple story and high-lights a few features of a character. The short scenereveals a simple organization of pertinent and varied ele-ments.The student is able to talk about aspects of his/hercreative experience that are personally meaningful.

Competency 1: To invent short scenes Cycle One


6.1Drama


Arts Education

63DramaArts Education

The student participates in the steps of the creativeprocess. Often influenced by emotional and social inter-ests, the student translates aspects of the stimulus forcreation into his/her productions. The short scene some-times presents a longer or more complex story. It high-lights several features of a character. The elements ofthe production, which are pertinent and varied, some-times follow a continuous line of development within asimple pattern of organization. The student brieflydescribes his/her creative experience and sometimesidentifies what he/she has learned from it.

The student participates in the steps of the creativeprocess. Often influenced by emotional and social inter-ests, the student translates some of the major aspectsof the stimulus for creation into his/her productions.The short scene presents a longer or more complexstory. It highlights characters whose actions are some-times more detailed. The elements of the production,which are pertinent and varied, sometimes follow acontinuous line of development within a coherent pat-tern of organization. The student briefly describeshis/her creative experience and identifies what he/shehas learned from it.

The student takes into consideration the steps of thecreative process. Often influenced by emotional andsocial interests, the student translates the majoraspects of the stimulus for creation into his/her produc-tions. The story is more developed and the actions ofthe characters are more detailed. The elements of theproduction, which are pertinent and varied, follow acontinuous line of development within a coherent pat-tern of organization. The student describes his/her cre-ative experience and identifies what he/she has learnedfrom it.

Competency 1: To invent short scenes Cycle Two



The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. In the shortscene, the student establishes a relationship betweensome of the following elements: the characters, thecontent of the story, the performance techniques, thestyles of theatre, the elements of drama and the struc-tures used. These elements are pertinent and varied.Some parts of the story are more defined and some-times reveal a complex organization related to thedevelopment of the stimulus for creation. The studentsdescribe his/her creative experience and identify whatthey have learned from it.

The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. In the shortscene, the student establishes a relationship betweenthe characters, the content of the story, the perform-ance techniques, the styles of theatre, the elements ofdrama and the structures used. These elements are per-tinent and varied. The story is generally more definedand often reveals a complex organization related to thedevelopment of the stimulus for creation. The studentdescribes what he/she has learned and, sometimes, themethods he/she used.

The student makes conscious use of each step of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. In the shortscene, the student establishes a close relationshipbetween the characters, the content of the story, theperformance techniques, the styles of theatre, the ele-ments of drama and the structures used. These ele-ments are pertinent and varied. The story is moredefined and reveals a complex organization related tothe development of the stimulus for creation. The stu-dent describes what he/she has learned and the meth-ods he/she used.

Competency 1: To invent short scenes Cycle Three



The student interprets through gestures, sounds andwords. His/her interpretations sometimes show a cer-tain accuracy in relation to the selected text. The stu-dent takes into account a few features of a characterand demonstrates a basic level of control of a limitednumber of elements of the language of drama, per-formance techniques, styles of theatre and structures.The expressive nature of the student’s interpretation isclosely related to his/her emotional interests. The stu-dent talks about his/her interpretation experience.

The student interprets through gestures, sounds andwords. In general, his/her interpretations are relativelyaccurate in relation to the selected text. The studentrespects a few features of a character and demon-strates a basic level of control of certain elements of thelanguage of drama, performance techniques, styles oftheatre and structures. The expressive nature of the stu-dent’s interpretation is generally related to his/heremotional interests. The student mentions elementsthat are personally meaningful, in relation to his/herinterpretation experience.

The student interprets through gestures, sounds andwords. His/her interpretations are relatively accurate inrelation to the selected text. The student respects a fewfeatures of a character and demonstrates a basic levelof control of the elements of the language of drama,performance techniques, styles of theatre and appropri-ate structures. The expressive nature of the student’sinterpretation is often related to his/her emotionalinterests. The student is able to talk about aspects ofhis/her interpretation experience that are personallymeaningful.

Competency 2: To interpret short scenes Cycle One



The student interprets through gestures, sounds andwords. His/her performance is sometimes appropriateto the content of the chosen excerpt. The student some-times respects a fixed sequence of actions, in relation tothe character, and recognizes several rules of group per-formance. In his/her performances the student some-times responds on an emotional level to expressive ele-ments of the excerpt he/she is interpreting. The studentbriefly describes his/her interpretation experience andsometimes identifies what he/she has learned from it.

The student interprets through gestures, sounds andwords. His/her performance is usually appropriate tothe content of the chosen excerpt. The student oftenrespects a fixed sequence of actions, in relation to thecharacter, and sometimes recognizes several rules ofgroup performance. In his/her performances, the stu-dent responds on an emotional level to expressive ele-ments of the excerpt he/she is interpreting. The studentbriefly describes his/her interpretation experience andidentifies what he/she has learned from it.

The student interprets through gestures, sounds andwords. His/her performance is appropriate to the con-tent of the chosen excerpt, which has become moredeveloped. The student respects a fixed sequence ofactions, in relation to the character, and recognizes several rules of group performance. In his/her perform-ances, the student responds on an emotional level tothe main expressive elements of the excerpt he/she isinterpreting. The student describes his/her interpreta-tion experience and identifies what he/she has learnedfrom it.

Competency 2: To interpret short scenes Cycle Two



The student interprets through gestures and words.His/her performances show some expressive intentionsand are often appropriate to the chosen excerpt. Thestudent sometimes personalizes the actions of his/hercharacter and generally takes into account the rules forgroup performance. In his/her performances, the stu-dent often responds on an emotional and cognitivelevel to the indications in the excerpt in order to under-line its expressive features. The student describeshis/her interpretation experience and identifies whathe/she has learned from it.

The student interprets through gestures and words.His/her performances show some clearly expressiveintentions and are generally appropriate to the chosenexcerpt or short play. The student often personalizes theactions of his/her characters and takes into account therules for group performance. In his/her performances,the student generally responds on an emotional andcognitive level to the indications in the excerpt or shortplay in order to underline its expressive features. Thestudent describes what he/she has learned and, some-times, the methods he/she used.

The student interprets through gestures and words.His/her performances are more expressive and areappropriate to the excerpt or short play. The studentpersonalizes the actions of his/her characters and takesinto account the rules for group performance. In his/herperformances, the student responds on an emotionaland cognitive level to the indications in the excerpt orshort play in order to underline its expressive features.The student describes what he/she has learned and themethods he/she used.


Competency 2: To interpret short scenes Cycle Three


The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the subject-specific vocabulary, he/she identifies an element in the production or theatrical work. The stu-dent’s comments reflect his/her opinions, based on anappreciation criterion. The student’s opinions are alsorelated to what he/she has noticed and felt. Followinghis/her appreciation, the student talks about his/herexperience.

The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the subject-specific vocabulary, he/she identifies elementsin the production or theatrical work. The student’s com-ments reflect his/her opinions, based on appreciationcriteria and sometimes on selected information provi-ded. The student’s opinions are also related to whathe/she has noticed and felt. The student mentions elements that are personally meaningful, in relation tohis/her appreciation experience.

The student’s appreciation is often influenced by emo-tional interests. Using the subject-specific vocabulary,he/she identifies elements in the production or theatri-cal work. The student’s comments reflect his/her opi-nions, based on appreciation criteria and informationprovided. The student’s opinions are also related towhat he/she has noticed and felt. The student is able totalk about aspects of his/her appreciation experiencethat are personally meaningful.

Competency 3: To appreciate dramatic works, personal productions and those of classmates Cycle One



The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofcertain words in the subject-specific vocabulary, he/shedescribes elements of the production or dramatic work.The student’s comments include theatrical, personaland sometimes sociocultural considerations. These con-siderations are related to the appreciation criteria. Thestudent expresses an opinion about what he/she hasnoticed and felt. The student briefly describes his/herappreciation experience and sometimes identifies whathe/she has learned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofmost of the words in the subject-specific vocabulary,he/she describes elements of the production or drama-tic work. The student’s comments include theatrical,personal and sometimes sociocultural considerations.These considerations are related to the appreciation cri-teria and explain the student’s opinion about whathe/she has noticed and felt. The student brieflydescribes his/her appreciation experience and identifieswhat he/she has learned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofthe subject-specific vocabulary, he/she describes ele-ments of the production or dramatic work.The student’scomments include theatrical, personal and sometimessociocultural considerations. These considerations arerelated to the appreciation criteria and support theopinion expressed by the students. The studentdescribes his/her appreciation experience and identifieswhat he/she has learned.

Competency 3: To appreciate dramatic works, personal productions and those of classmates Cycle Two



The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of certain words in the subject-specific vocabulary,he/she describes elements of the production or dra-matic work. The student’s comments include theatrical,personal and sometimes sociocultural considerations.These considerations are related to the appreciation cri-teria and explain the student’s opinion about whathe/she has noticed and felt. The student describeshis/her appreciation experience and identifies whathe/she has learned.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of most of the words in the subject-specific vocab-ulary, he/she describes elements of the production ordramatic work. The student’s comments include theatri-cal, personal and sometimes sociocultural considera-tions. These considerations are related to the appreciation criteria and sometimes justify the stu-dent’s opinion about what he/she has noticed and felt.The student describes what he/she has learned and,sometimes, the methods he/she used.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of the subject-specific vocabulary, he/she describeselements of the production or dramatic work. The stu-dent’s comments include theatrical, personal and some-times sociocultural considerations. These considerationsare related to the appreciation criteria and justify thestudent’s opinion. The student describes what he/shehas learned and the methods he/she used.

Competency 3: To appreciate dramatic works, personal productions and those of classmates Cycle Three


71Visual ArtsArts Education

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Sometimesrelated to the stimulus for creation, the work conveys apersonal perception of reality. It grows out of sponta-neous gestures, the use of some elements of visual artslanguage and, sometimes, the simple organization ofcreative ideas. The student talks about his/her creativeexperience.

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Related to thestimulus for creation, the work conveys a personal per-ception of reality. It grows out of spontaneous gestures,the appropriate use of some elements of visual arts lan-guage and, often, a simple organization of the selectedcreative ideas. The student mentions elements that arepersonally meaningful, in relation to his/her creativeexperience.

The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional interests. Related to the stimulus for cre-ation, the work conveys a personal perception of reality. It grows out of spontaneous gestures, the appro-priate use of visual arts language and simple organi-zation of its components. The student is able to talkabout aspects of his/her creative experience that arepersonally meaningful.

Competency 1: To produce individual works in the visual arts Cycle One


6.2Visual Arts



The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional and social interests. Related to the stimulusfor creation, the work conveys a personal perception ofreality. It grows out of spontaneous and sometimes pre-cise gestures, the appropriate use of visual arts lan-guage and, occasionally, coherent organization of itscomponents. The student briefly describes his/her cre-ative experience and sometimes identifies what he/shehas learned from it.

The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional and social interests. Related to the stimulusfor creation, the work conveys a personal perception ofreality. It grows out of spontaneous and often precisegestures, the appropriate use of visual arts languageand, generally, coherent organization of its compo-nents. The student briefly describes his/her creativeexperience and identifies what he/she has learned from it.

The student takes into consideration the steps of thecreative process. His/her productions are often influ-enced by emotional and social interests. Related to thestimulus for creation, the work conveys a personal per-ception of reality. It grows out of spontaneous and pre-cise gestures, the appropriate use of visual arts lan-guage and coherent organization of its components.The student describes his/her creative experience andidentifies what he/she has learned from it.

Competency 1: To produce individual works in the visual arts Cycle Two



The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. Related to thestimulus for creation, the work is individual. It growsout of spontaneous, precise and sometimes controlledgestures, the appropriate and sometimes varied use ofvisual arts language and occasionally out of complexorganization of its components. The student describeshis/her creative experience and identifies what he/shehas learned from it.

The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. Related to thestimulus for creation, the work is individual. It growsout of spontaneous, precise and often controlled ges-tures, the appropriate and generally varied use of visualarts language and, usually, out of complex organizationof its components. The student describes what he/shehas learned and, sometimes, the methods he/she used.

The student makes conscious use of each step of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. Related to thestimulus for creation, the work is individual. It growsout of spontaneous, precise and controlled gestures, anappropriate and varied use of visual arts language andcomplex organization of its components. The studentdescribes what he/she has learned and the methodshe/she used.

Competency 1: To produce individual works in the visual arts Cycle Three



The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Sometimesrelated to the stimulus for creation, the media workconveys a personal perception of reality and isaddressed to an intended viewer. It grows out of spon-taneous gestures, the use of some elements of visualarts language and, sometimes, a simple organization ofcreative ideas. The student talks about his/her creativeexperience.

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Related to thestimulus for creation, the media work conveys a per-sonal perception of reality and is addressed to one ormore intended viewers. It grows out of spontaneousgestures, the appropriate use of some elements ofvisual arts language and, often, simple organization ofselected creative ideas. The student mentions elementsthat are personally meaningful, in relation to his/hercreative experience.

The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional interests. Related to the stimulus for cre-ation, the media work conveys a personal perception ofreality and is addressed to one or more intended view-ers. It grows out of spontaneous gestures, the appropri-ate use of visual arts language and simple organizationof its components. The student is able to talk aboutaspects of his/her creative experience that are person-ally meaningful.

Competency 2: To produce media works in the visual arts Cycle One



The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional and social interests. Related to the stimulusfor creation, the media work conveys a personal per-ception of reality and sometimes contains elementsclarifying the message, depending on the intendedviewers. It grows out of spontaneous and sometimesprecise gestures, the appropriate use of visual arts lan-guage and, occasionally, out of coherent organizationof its components. The student briefly describes his/hercreative experience and sometimes identifies whathe/she has learned from it.

Students participate in the steps of the creative process.His/her productions are often influenced by emotionaland social interests. Related to the stimulus for cre-ation, the media work conveys a personal perception ofreality and often contains elements clarifying the mes-sage, depending on the intended viewers. It grows outof spontaneous and often precise gestures, the appro-priate use of visual arts language and, generally, out ofcoherent organization of its components. The studentbriefly describes his/her creative experience and identi-fies what he/she has learned from it.

The student takes into consideration the steps of thecreative process. His/her productions are often influ-enced by emotional and social interests. Related to thestimulus for creation, the media work conveys a per-sonal perception of reality and contains elements clari-fying the message, depending on the intended viewers.It grows out of spontaneous and precise gestures, anappropriate use of visual arts language and coherentorganization of its components. The student describeshis/her creative experience and identifies what he/shehas learned from it.

Competency 2: To produce media works in the visual arts Cycle Two



The student takes into consideration the steps of thecreative process. His/her productions are often influ-enced by emotional, social and cognitive interests.Related to the stimulus for creation, the media work isindividual, contains elements clarifying the messageand sometimes contains cultural references that aresignificant to the intended viewers. It grows out ofspontaneous, precise and sometimes controlled ges-tures, the appropriate and sometimes varied use ofvisual arts language and, occasionally, complex organi-zation of its components. The student describes his/hercreative experience and identifies what he/she haslearned from it.

The student takes into consideration the steps of thecreative process. His/her productions are often influ-enced by emotional, social and cognitive interests.Related to the stimulus for creation, the media work isindividual, contains elements clarifying the messageand generally contains cultural references that are sig-nificant to the intended viewers. It grows out of spon-taneous, precise and often controlled gestures, theappropriate and generally varied use of visual arts lan-guage and, usually, complex organization of its compo-nents. The student describes what he/she has learnedand, sometimes, the methods he/she used.

The student makes conscious use of each step of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. Related to thestimulus for creation, the media work is individual andcontains elements clarifying the message depending onthe intended viewers and their immediate cultural envi-ronment. It grows out of spontaneous, precise and con-trolled gestures, the appropriate and varied use of visual arts language and complex organization of itscomponents. The student describes what he/she haslearned and the methods he/she used.

Competency 2: To produce media works in the visual arts Cycle Three



The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the sub-ject-specific vocabulary, he/she identifies an element inthe production, work of art, traditional artistic object ormedia image. The student’s comments reflect his/heropinions, based on an appreciation criterion. The stu-dent’s opinions are also related to what he/she hasnoticed and felt. Following his/her appreciation, the stu-dent talks about his/her experience.

The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the sub-ject-specific vocabulary, he/she identifies elements inthe production, work of art, traditional artistic object ormedia image. The student’s comments reflect his/heropinions, based on appreciation criteria and sometimeson selected information provided. The student’s opi-nions are also related to what he/she has noticed andfelt. The student mentions elements that are personallymeaningful, in relation to his/her appreciation experi-ence.

The student’s appreciation is often influenced by emo-tional interests. Using the subject-specific vocabulary,he/she identifies elements in the production, work ofart, traditional artistic object or media image. The stu-dent’s comments reflect his/her opinions, based onappreciation criteria and information provided. The stu-dent’s opinions are also related to what he/she hasnoticed and felt. The student is able to talk aboutaspects of his/her appreciation experience that are per-sonally meaningful.

Competency 3: To appreciate works of art, traditional artistic objects, media images,personal productions and those of classmates Cycle One



The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofcertain words in the subject-specific vocabulary, he/shedescribes elements of the production, work of art, tra-ditional artistic object or media image. The student’scomments include visual arts, personal and sometimessociocultural considerations. These considerations arerelated to the appreciation criteria. The studentexpresses his/her opinion about what he/she hasnoticed and felt. The student briefly describes his/herappreciation experience and sometimes identifies whathe/she has learned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofmost of the words in the subject-specific vocabulary,he/she describes elements of the production, work ofart, traditional artistic object or media image. Thestudent’s comments include visual arts, personal andsometimes sociocultural considerations. These conside-rations are related to the appreciation criteria andexplain the student’s opinion about what he/she hasnoticed and felt. The student briefly describes his/herappreciation experience and identifies what he/she haslearned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofthe subject-specific vocabulary, he/she describes ele-ments of the production, work of art, traditional artisticobject or media image. The student’s comments includetheatrical, personal and sometimes sociocultural con-siderations. These considerations are related to theappreciation criteria and support the opinion expressedby the student. The student describes his/her apprecia-tion experience and identifies what he/she has learned.

Competency 3: To appreciate works of art, traditional artistic objects, media images,personal productions and those of classmates Cycle Two



The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of certain words in the subject-specific vocabulary,he/she describes elements of the choreographic pro-duction or work.The student’s comments include dance,personal and sometimes sociocultural considerations.These considerations are related to the appreciation cri-teria and explain the student’s opinion about whathe/she has noticed and felt. The student describeshis/her appreciation experience and identifies whathe/she has learned.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of most of the words in the subject-specific vocab-ulary, he/she describes elements of the choreographicproduction or work. The student’s comments includedance, personal and sometimes sociocultural consider-ations. These considerations are related to the appreci-ation criteria and sometimes justify the student’s opin-ion about what he/she has noticed and felt. The studentdescribes what he/she has learned and, sometimes, themethods he/she used.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of the subject-specific vocabulary, he/she describeselements of the choreographic production or work. Thestudent’s comments include dance, personal and some-times sociocultural considerations. These considerationsare related to the appreciation criteria and justify thestudent’s opinion. The student describes what he/shehas learned and the methods he/she used.

Competency 3: To appreciate works of art, traditional artistic objects, media images,personal productions and those of classmates Cycle Three


80DanceArts Education

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Sometimesrelated to the stimulus for creation, the student’sdances are short and simple. The dances are based onideas that occur to the student as he/she goes along.The student talks about his/her creative experience.

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Related to thestimulus for creation, the student’s dances are shortand simple. The dances are based on pertinent ideaschosen by the student. The student mentions elementsthat are personally meaningful, in relation to his/hercreative experience.

The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional interests. Related to the stimulus for cre-ation, his/her dances are short and simple. The dancesare generally made up of pertinent and varied elementsthat are used alone. The student is able to talk aboutaspects of his/her creative experience that are person-ally meaningful.

Competency 1: To invent dances Cycle One


6.3Dance



The student participates in the steps of the creativeprocess. Often influenced by emotional and social inter-ests, the student translates aspects of the stimulus forcreation into his/her productions. The student’s dancesvary in length and are simple. They sometimes combineelements, which are pertinent and varied. The studentbriefly describes his/her creative experience and some-times identifies what he/she has learned from it.

The student participates in the steps of the creativeprocess. Often influenced by emotional and social inte-rests, the student translates some of the major aspectsof the stimulus for creation into his/her productions.The student’s dances vary in length and are sometimescoherently structured. They often combine elements,which are pertinent and varied. The student brieflydescribes his/her creative experience and identifieswhat he/she has learned from it.

The student takes into consideration the steps of thecreative process. Often influenced by emotional andsocial interests, the student translates the majoraspects of the stimulus for creation into his/her produc-tions. The student’s dances vary in length and are coher-ently structured. They generally combine elements,which are pertinent and varied. The student describeshis/her creative experience and identifies what he/shehas learned from it.

Competency 1: To invent dances Cycle Two



The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. There is a rela-tionship between some of the elements of dance lan-guage and some elements of movement technique,which are pertinent and varied. His/her productionsvary in length and sometimes reveal a complex struc-ture linked to the development of the stimulus for cre-ation. The student describes his/her creative experienceand identifies what he/she has learned from it.

The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. There is a rela-tionship between the elements of dance language andthe elements of movement technique, which are perti-nent and varied. His/her productions vary in length andoften reveal a complex structure linked to the develop-ment of the stimulus for creation. The student describeswhat he/she has learned and, sometimes, the methodshe/she used.

The student makes conscious use of each step of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. There is aclose relationship between the elements of dance lan-guage and the elements of movement technique, whichare pertinent and varied. His/her productions vary inlength and reveal a complex structure linked to thedevelopment of the stimulus for creation. The studentdescribes what he/she has learned and the methodshe/she used.

Competency 1: To invent dances Cycle Three



The student’s interpretation sometimes shows a certainaccuracy in relation to the choreographic content of theshort dance chosen.The student respects a simple struc-ture. He/she executes a limited number of elements ofmovement technique with a basic level of control. Theexpressive nature of the student’s interpretation isclosely related to his/her emotional interests. The stu-dent talks about his/her interpretation experience.

The student’s interpretation, in general, is relativelyaccurate in relation to the choreographic content of theshort dance chosen.The student respects a simple struc-ture. He/she executes some elements of movementtechnique with a basic level of control. The expressivenature of the student’s interpretation is generally rela-ted to his/her emotional interests. The student mentionselements that are personally meaningful, in relation tohis/her interpretation experience.

The student’s interpretation is relatively accurate inrelation to the choreographic content of the shortdance chosen. The student respects the structure of thedance. He/she executes the appropriate elements ofmovement technique with a basic level of control.The expressive nature of the student’s interpretation isoften related to his/her emotional interests. The studentis able to talk about aspects of his/her interpretationexperience that are personally meaningful.

Competency 2: To interpret dances Cycle One



The student’s interpretation is sometimes in keepingwith the choreographic content of the chosen dance.The student respects the structure of the dance. He/sheexecutes a limited number of appropriate elements ofmovement technique with control, using performanceaids, where appropriate. He/she sometimes takes intoaccount some of the rules of group movements. Inhis/her interpretation, the student sometimes respondson an emotional level to expressive elements of thedance as indicated in the choreographic content. Thestudent briefly describes his/her interpretation experi-ence and sometimes identifies what he/she has learnedfrom it.

The student’s interpretation and performance are usu-ally in keeping with the choreographic content of thechosen dance, which is now longer. The student respectsthe structure of the dance. He/she executes someappropriate elements of movement technique with con-trol, using performance aids, where appropriate. He/shesometimes takes into account some of the rules ofgroup movements. In his/her interpretation, the studentresponds on an emotional level to expressive elementsof the dance as indicated in the choreographic content.The student briefly describes his/her interpretation expe-rience and identifies what he/she has learned from it.

The student’s interpretation and performance are inkeeping with the choreographic content of the chosendance, which is now longer. The student respects thestructure of the dance. He/she executes the appropriateelements of movement technique with control, usingperformance aids, where appropriate. He/she takes intoaccount some of the rules of group movements.In his/her interpretation, the student responds on anemotional level to the main expressive elements of thedance as indicated in the choreographic content. Thestudent describes his/her interpretation experience andidentifies what he/she has learned from it.

Competency 2: To interpret dances Cycle Two



The student’s interpretation contains some expressiveintentions. The student’s interpretation is often in keep-ing with the choreographic content of the chosendance, which varies in length. The student respects thestructure of the dance. He/she executes a limited num-ber of appropriate elements of movement techniquewith control, generally takes into account the rules ofgroup movements and uses performance aids, whereappropriate. In his/her interpretation, the student oftenresponds on an emotional and cognitive level to theindications of the choreographic content in order tobring out the expressive nature of the dance. The stu-dent describes his/her interpretation experience andidentifies what he/she has learned from it.

The student’s interpretation contains some definiteexpressive intentions. The student’s interpretation isgenerally in keeping with the choreographic content ofthe chosen dance, which varies in length. The studentrespects the structure of the dance. He/she executessome appropriate elements of movement techniquewith control, takes into account the rules of groupmovements and sometimes makes personal use of per-formance aids, where appropriate. In his/her interpreta-tion, the student generally responds on an emotionaland cognitive level to the indications of the choreo-graphic content in order to bring out the expressivenature of the dance. The student describes what he/shehas learned and, sometimes, the methods he/she used.

The student’s interpretation contains definite expres-sive intentions. The student’s interpretation is in keep-ing with the choreographic content of the chosendance, which varies in length. The student respects thestructure of the dance. He/she executes appropriate ele-ments of movement technique with control, takes intoaccount the rules of group movements and makes per-sonal use of performance aids, where appropriate. Inhis/her interpretation, the student responds on an emo-tional and cognitive level to the indications of thechoreographic content in order to bring out the expres-sive nature of the dance. The student describes whathe/she has learned and the methods he/she used.

Competency 2: To interpret dances Cycle Three



The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the sub-ject-specific vocabulary, he/she identifies an element inthe choreographic production or work. The student’scomments reflect his/her opinions, based on an appre-ciation criterion. The student’s opinions are also relatedto what he/she has noticed and felt. Following his/herappreciation, the student talks about his/her experience.

The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the sub-ject-specific vocabulary, he/she identifies elements inthe choreographic production or work. The student’scomments reflect his/her opinions, based on apprecia-tion criteria and sometimes on selected informationprovided. The student’s opinions are also related towhat he/she has noticed and felt. The student mentionselements that are personally meaningful, in relation tohis/her appreciation experience.

The student’s appreciation is often influenced by emo-tional interests. Using the subject-specific vocabulary,he/she identifies elements in the choreographic produc-tion or work. The student’s comments reflect his/heropinions, based on appreciation criteria and informa-tion provided. The student’s opinions are also related towhat he/she has noticed and felt. The student is able totalk about aspects of his/her appreciation experiencethat are personally meaningful.

Competency 3: To appreciate choreographic works, personal productions, and those of classmates Cycle One



The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofcertain words in the subject-specific vocabulary, he/shedescribes elements of the choreographic production orwork. His/her comments include dance, personal andsometimes sociocultural considerations. These consider-ations are related to the appreciation criteria. The stu-dent expresses an opinion about what he/she hasnoticed and felt. The student describes briefly his/herappreciation experience and sometimes identifies whathe/she has learned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofmost of the words in the subject-specific vocabulary,he/she describes elements of the choreographic pro-duction or work.The student’s comments include dance,personal and sometimes sociocultural considerations.These considerations are related to the appreciation criteria and explain the student’s opinions about what he/she has noticed and felt. The student brieflydescribes his/her appreciation experience and identifieswhat he/she has learned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofthe subject-specific vocabulary, he/she describes ele-ments of the choreographic production or work. Thestudent’s comments include dance, personal and some-times sociocultural considerations. These considerationsare related to the appreciation criteria and support the opinions expressed by the student. The studentdescribes his/her appreciation experience and identifieswhat he/she has learned.

Competency 3: To appreciate choreographic works, personal productions, and those of classmates Cycle Two



The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of certain words in the subject-specific vocabulary,he/she describes elements of the choreographic pro-duction or work.The student’s comments include dance,personal and sometimes sociocultural considerations.These considerations are related to the appreciation cri-teria and explain the student’s opinion about whathe/she has noticed and felt. The student describeshis/her appreciation experience and identifies whathe/she has learned.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of most of the words in the subject-specific vocab-ulary, he/she describes elements of the choreographicproduction or work. The student’s comments includedance, personal and sometimes sociocultural conside-rations. These considerations are related to the appreci-ation criteria and sometimes justify the student’s opin-ion about what he/she has noticed and felt. The studentdescribes what he/she has learned and, sometimes, themethods he/she used.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of the subject-specific vocabulary, he/she describeselements of the choreographic production or work. Thestudents comments include dance, personal and some-times sociocultural considerations. These considerationsare related to the appreciation criteria and justify thestudent’s opinion. The student describes what he/shehas learned and the methods he/she used.

Competency 3: To appreciate choreographic works, personal productions, and those of classmates Cycle Three


89MusicArts Education

The student becomes acquainted with some of the stepsof the creative process. His/her productions are ofteninfluenced by emotional interests. Sometimes related tothe stimulus for creation, the student’s musical piecesare short and simple. The musical pieces are based onideas that occur to the student as he/she goes along.The student talks about his/her creative experience.

The student becomes acquainted with some of thesteps of the creative process. His/her productions areoften influenced by emotional interests. Related to thestimulus for creation, the student’s musical pieces areshort and simple. The musical pieces are based on per-tinent ideas chosen by the student. The student men-tions elements that are personally meaningful, in rela-tion to his/her creative experience.

The student participates in the steps of the creativeprocess. His/her productions are often influenced byemotional interests. Related to the stimulus for cre-ation, the student’s musical pieces are short and simple.The musical pieces are made up of pertinent and variedelements that are generally used alone. The student isable to talk about aspects of his/her creative experiencethat are personally meaningful.

Competency 1: To invent vocal or instrumental pieces Cycle One


6.4Music



The student participates in the steps of the creativeprocess. Often influenced by emotional and social inte-rests, the student translates aspects of the stimulus forcreation into his/her productions. The student’s musicalpieces vary in length and are simple. He/she sometimescombines elements, which are pertinent and varied. Thestudent briefly describes his/her creative experience andsometimes identifies what he/she has learned from it.

The student participates in the steps of the creativeprocess. Often influenced by emotional and social inter-ests, the student translates some of the major aspectsof the stimulus for creation into his/her productions. Thestudent’s musical pieces vary in length and are some-times coherently structured. He/she often combines ele-ments, which are pertinent and varied. The studentbriefly describes his/her creative experience and identi-fies what he/she has learned from it.

The student takes into consideration the steps of thecreative process. Often influenced by emotional andsocial interests, the student translates the majoraspects of the stimulus for creation into his/her produc-tions. The student’s musical pieces vary in length andare coherently structured. He/she generally combineselements, which are pertinent and varied. The studentdescribes his/her creative experience and identifieswhat he/she has learned from it.

Competency 1: To invent vocal or instrumental pieces Cycle Two



The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. There is a rela-tionship between some of the elements of musical lan-guage, sound sources and elements of technique, whichare pertinent and varied. His/her productions vary inlength and sometimes reveal a complex structure linkedto the development of the stimulus for creation. Thestudent describes his/her creative experience and iden-tifies what he/she has learned from it.

The student takes into consideration the steps of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. There is a rela-tionship between the elements of musical language,sound sources and elements of technique, which arepertinent and varied. His/her productions vary in lengthand often reveal a complex structure linked to thedevelopment of the stimulus for creation. The studentdescribes what he/she has learned and, sometimes, themethods he/she used.

The student makes conscious use of each step of thecreative process. His/her productions are influenced bysocial, emotional and cognitive interests. There is aclose relationship between the elements of musical lan-guage, sound sources and elements of technique, whichare pertinent and varied. His/her productions vary inlength and reveal a complex structure linked to thedevelopment of the stimulus for creation. The studentdescribes what he/she has learned and the methodshe/she used.

Competency 1: To invent vocal or instrumental pieces Cycle Three



The student’s vocal or instrumental interpretationssometimes show a certain accuracy in relation to the musical score of the short piece chosen. The studentrespects a simple structure. He/she executes a limitednumber of elements of technique with a basic level of control. The expressive nature of the student’s interpretation is closely related to his/her emotional interests. The student talks about his/her interpretationexperience.

The student’s vocal or instrumental interpretations, ingeneral, are relatively accurate in relation to the musi-cal score of the short piece chosen. The student respectsa simple structure. He/she executes some elements oftechnique with a basic level of control. The expressivenature of the student’s interpretation is generally rela-ted to his/her emotional interests. The student mentionselements that are personally meaningful, in relation tohis/her interpretation experience.

The student’s vocal or instrumental interpretations arerelatively accurate in relation to the musical score of theshort piece chosen.The student respects the structure ofthe piece. He/she executes the appropriate elements oftechnique with a basic level of control. The expressivenature of the student’s interpretation is often related tohis/her emotional interests. The student is able to talkabout aspects of his/her interpretation experience thatare personally meaningful.

Competency 2: To interpret musical pieces Cycle One



The student engages in vocal or instrumental interpre-tation and his/her performance is sometimes in keepingwith the musical content of the chosen piece. The stu-dent respects the structure of the piece. He/she exe-cutes a limited number of appropriate elements of tech-nique with control. He/she sometimes takes intoaccount some of the rules of ensemble music. In his/herinterpretations, the student sometimes responds on anemotional level to expressive elements of the piece asindicated in the score. The student briefly describeshis/her interpretation experience and sometimes identi-fies what he/she has learned from it.

The student engages in vocal or instrumental interpre-tation and his/her performance is usually in keepingwith the musical score of the chosen piece, which isnow longer. The student respects the structure of thepiece. He/she executes some appropriate elements oftechnique with control. He/she sometimes takes intoaccount some of the rules of ensemble music. In his/herinterpretation, the student responds on an emotionallevel to expressive elements of the piece as indicated inthe score. The student briefly describes his/her interpre-tation experience and identifies what he/she haslearned from it.

The student engages in vocal or instrumental interpre-tation and his/her performance is in keeping with themusical score of the chosen piece, which is now longer.The student respects the structure of the piece. He/sheexecutes the appropriate elements of technique withcontrol. He/she takes into account some of the rules ofensemble music. In his/her interpretation, the studentresponds on an emotional level to the main expressiveelements of the piece as indicated in the score. The stu-dent describes his/her interpretation experience andidentifies what he/she has learned from it.

Competency 2: To interpret musical pieces Cycle Two



The student engages in vocal or instrumental interpre-tation and his/her performance contains some expres-sive intentions. The student’s interpretation is often inkeeping with the musical score of the chosen piece,which varies in length. The student respects the struc-ture of the piece. He/she executes a limited number ofappropriate elements of technique with control. He/shegenerally takes into account the rules of ensemblemusic. In his/her interpretation, the student oftenresponds on an emotional and cognitive level to theindications in the score in order to bring out the expres-sive nature of the piece. The student describes his/herinterpretation experience and identifies what he/shehas learned from it.

The student engages in vocal or instrumental interpre-tation and his/her performance contains some definiteexpressive intentions. The student’s interpretation isgenerally in keeping with the musical score of the cho-sen piece, which varies in length. The student respectsthe structure of the piece. He/she executes some appro-priate elements of technique with control. He/she takesinto account the rules of ensemble music. In his/herinterpretation, the student generally responds on anemotional and cognitive level to the indications in thescore in order to bring out the expressive nature of thepiece. The student describes what he/she has learnedand, sometimes, the methods he/she used.

The student engages in vocal or instrumental interpre-tation and his/her performance contains definiteexpressive intentions. The student’s interpretation is inkeeping with the musical score of the chosen piece,which varies in length. The student respects the struc-ture of the piece. He/she executes appropriate elementsof technique with control. He/she takes into account therules of ensemble music. In his/her interpretation, thestudent responds on an emotional and cognitive levelto the indications in the score in order to bring out theexpressive nature of the piece. The student describeswhat he/she has learned and the methods he/she used.

Competency 2: To interpret musical pieces Cycle Three



The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the sub-ject-specific vocabulary, he/she identifies an element inthe production or musical work. The student’s com-ments reflect his/her opinions, based on an appreciationcriterion. The student’s opinions are also related to whathe/she has noticed and felt. Following his/her apprecia-tion, the student talks about his/her experience.

The student’s appreciation is often influenced by emo-tional interests. In becoming acquainted with the sub-ject-specific vocabulary, he/she identifies elements inthe production or musical work. The student’s com-ments reflect his/her opinions, based on appreciationcriteria and sometimes on selected information pro-vided. The student’s opinions are also related to whathe/she has noticed and felt. The student mentions ele-ments that are personally meaningful, in relation tohis/her appreciation experience.

The student’s appreciation is often influenced by emo-tional interests. Using the subject-specific vocabulary,he/she identifies elements in the production or musicalwork. The student’s comments reflect his/her opinions,based on appreciation criteria and information pro-vided. The student’s opinions are also related to whathe/she has noticed and felt. The student is able to talkabout aspects of his/her appreciation experience thatare personally meaningful.

Competency 3: To appreciate musical works, personal productions, and those of classmates Cycle One


The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofcertain words in the subject-specific vocabulary, he/shedescribes elements of the production or musical work.The student’s comments include musical, personal andsometimes sociocultural considerations. These consider-ations are related to the appreciation criteria. The stu-dent expresses his/her opinion about what he/she hasnoticed and felt. The student briefly describes his/herappreciation experience and sometimes identifies whathe/she has learned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofmost of the words in the subject-specific vocabulary,he/she describes elements of the production or musicalwork. The student’s comments include musical, per-sonal and sometimes sociocultural considerations.These considerations are related to the appreciation cri-teria and explain the student’s opinions about whathe/she has noticed and felt. The student brieflydescribes his/her appreciation experience and identifieswhat he/she has learned.

The student’s appreciation is often influenced by emo-tional and social interests. Making appropriate use ofthe subject-specific vocabulary, he/she describes ele-ments of the production or musical work. The student’scomments include musical, personal and sometimessociocultural considerations. These considerations arerelated to the appreciation criteria and support theopinion expressed by the student. The student describeshis/her appreciation experience and identifies whathe/she has learned.

Competency 3: To appreciate musical works, personal productions, and those of classmates Cycle Two



The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of certain words in the subject-specific vocabulary,he/she describes elements of the production or musicalwork. The student’s comments include musical, per-sonal and sometimes sociocultural considerations.These considerations are related to the appreciation cri-teria and explain the student’s opinion about whathe/she has noticed and felt. The student describe his/herappreciation experience and identifies what he/she has learned.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of most of the words in the subject-specific voca-bulary, he/she describes elements of the production ormusical work. The student’s comments include musical,personal and sometimes sociocultural considerations.These considerations are related to the appreciation cri-teria and sometimes justify the student’s opinion aboutwhat he/she has noticed and felt. The student describeswhat he/she has learned and, sometimes, the methodshe/she used.

The student’s appreciation is often influenced by cogni-tive, emotional and social interests. Making appropriateuse of the subject-specific vocabulary, he/she describeselements of the production or musical work. The stu-dent’s comments include musical, personal and some-times sociocultural considerations. These considerationsare related to the appreciation criteria and justify thestudent’s opinion. The student describes what he/shehas learned and the methods he/she used.

Competency 3: To appreciate musical works, personal productions, and those of classmates Cycle Three


97

Personal Development

Chapter

7

98Physical Education and HealthPersonal Development

7.1Physical Education and Health

The student performs sequences of locomotor, nonloco-motor and object manipulation skills. He/she identifiespersonal achievements and difficulties.

The student identifies possible movement skills andchooses some. He/she performs sequences of locomo-tor, nonlocomotor and object manipulation skills.The student evaluates the product of his/her perform-ance on the basis of personal achievements and difficulties

The student identifies possible movement skills in lightof the instructions given, the goal pursued and thephysical environment. The student chooses movementskills and justifies his/her choices. He/she performssequences of locomotor, nonlocomotor and objectmanipulation skills. The student evaluates his/herprocess on the basis of personal achievements and difficulties.

Competency 1: To perform movement skills in different physical activity settings Cycle One




The student identifies possible movement skills andchooses some. He/she performs movement sequencesand simultaneous locomotor, nonlocomotor, and objectand implement manipulation skills. The student evalu-ates his/her process on the basis of personal achieve-ments and difficulties.

The student identifies possible movement skills in lightof the instructions given, the goal pursued and thephysical environment. The student chooses movementskills and justifies his/her choices. He/she performsmovement sequences and simultaneous locomotor,nonlocomotor, and object and implement manipulationskills. The student evaluates his/her process and identi-fies desirable improvements or elements that are worth keeping.

The student identifies possible movement skills takinginto account his/her capacity to apply the principles ofbalance and coordination. The student chooses move-ment skills and justifies his/her choices. He/she per-forms movement sequences and simultaneous locomotor, nonlocomotor, and object and implementmanipulation skills. The student evaluates his/herprocess and identifies desirable improvements or ele-ments that are worth keeping with a view to applyinghis/her learnings in the same activity.

Competency 1: To perform movement skills in different physical activity settings Cycle Two


The student identifies possible movement skills in lightof the instructions given, the goal pursued and thephysical environment. The student chooses movementskills and justifies his/her choices. He/she performsmovement sequences and simultaneous locomotor,nonlocomotor, and object and implement manipulationskills. The student evaluates his/her process on the basisof personal achievements and difficulties.

The student identifies possible movement skills takinginto account his/her capacity to apply the principles ofbalance and coordination. The student chooses move-ment skills and justifies his/her choices. He/she performsmovement sequences and simultaneous locomotor, non-locomotor, and object and implement manipulation skillsin light of new constraints or new activities. The studentevaluates his/her process and identifies desirableimprovements or elements that are worth keeping witha view to applying his/her learnings in the same activity.

The student identifies possible movement skills andtheir consequences. The student chooses movementskills and justifies his/her choices. He/she adapts move-ment sequences and simultaneous locomotor, nonloco-motor, and object and implement manipulation skills tonew constraints or new activities. The student evaluateshis/her process and identifies other activities in PhysicalEducation and Health to which he/she could transferhis/her new learnings.

Competency 1: To perform movement skills in different physical activity settings Cycle Three



The student plans cooperation and opposition actionswith a peer. He/she carries out the actions and appliesethical rules. The student verbally communicates a mes-sage. With his/her partner, the student evaluates his/herprocess in terms of personal achievements and difficulties.

The student plans cooperation and opposition strate-gies with one or more peers, taking into account theroles to be played, the constraints of the physical envi-ronment, and the goal pursued. The student identifiesthe ethical rules relevant to the task, and applies thestrategies and the ethical rules. He/she verbally or non-verbally communicates a message. The student evalu-ates his/her process with one or more peers and identi-fies desirable improvements or elements that are worthkeeping.

The student plans cooperation and opposition strate-gies with one or more peers, taking into account per-sonal achievements and difficulties and those of his/herpartner(s). The student explains the ethical rules rele-vant to the task, and applies the strategies and the ethical rules. He/she verbally or nonverbally communi-cates a message as called for by the situation. The stu-dent evaluates his/her process with one or more peersand participates in efforts to find effective strategies.The student readjusts his/her plan of action based onthis evaluation.

Competency 2: To interact with others in different physical activity settings Cycle Two


The student performs cooperation actions with a peer,and identifies personal achievements and difficulties.

The student plans cooperation actions with a peer,taking into account the goal pursued. He/she carries outthe actions and applies ethical rules. With his/her part-ner, the student evaluates the product of his/her per-formance in terms of personal achievements and difficulties.

The student plans cooperation strategies with a peer,taking into account the roles to be played, the con-straints of the physical environment, and the goal pur-sued. He/she explains the ethical rules relevant to thetask, and applies the strategies and the ethical rules.With his/her partner, the student evaluates his/herprocess in terms of personal achievements and difficulties.

Competency 2: To interact with others in different physical activity settings Cycle One



The student plans cooperation and opposition strate-gies with several peers, and applies the strategies andethical rules. He/she verbally or nonverbally communi-cates a message. The student evaluates his/her processwith one or more peers in terms of personal achieve-ments and difficulties.

The student plans cooperation and opposition strate-gies with several peers, taking into account both his/herpartners’ and opponents’ achievements and difficulties.The student adapts his/her movements or actions ascalled for by the unforeseeable aspects of the game, andapplies ethical rules. He/she verbally or nonverbally com-municates a message as called for by the situation. Thestudent evaluates his/her process with one or morepeers and identifies desirable improvements or elementsthat are worth keeping with a view to applying his/herlearnings in the same activity. The student helps readjustthe plan of action based on this evaluation.

The student plans cooperation and opposition strate-gies with several peers, taking into account both his/herpartners’ and opponents’ achievements and difficulties,and the experience gained through prior activities. Thestudent adapts his/her movements or actions as calledfor by the unforeseeable aspects of the game, takinginto account the strategies outlined in the plan ofaction. He/she applies ethical rules. The student evalu-ates his/her process with several peers and identifiesstrategies that are transferable to other situations.

Competency 2: To interact with others in different physical activity settings Cycle Three


The student lists a few of his/her lifestyle habits andtries one type of physical activity. He/she identifies per-sonal achievements and difficulties.

The student explains the concept of lifestyle habits andhealth. He/she tries different types of physical activitiesand evaluates his/her results in terms of personalachievements and difficulties.

The student explains the concept of lifestyle habits andhealth. He/she tries different types of physical activities,varying their duration and intensity. The student evalu-ates his/her process in terms of personal achievementsand difficulties.

Competency 3: To adopt a healthy, active lifestyle Cycle One



The student identifies a lifestyle habit to be changed.The student chooses a physical activity and plans howhe/she will engage in this activity. The student evaluateshis/her process in terms of personal achievements anddifficulties.

The student chooses a lifestyle habit to be changed,determines whether it is conducive or detrimental tohis/her health and well-being and identifies differentstrategies for changing it. The student chooses a physi-cal activity and plans how he/she will engage in thisactivity on a regular basis. The student evaluates his/herprocess and identifies desirable improvements or ele-ments that are worth keeping with a view to applyinghis/her learnings in the same activity.

The student identifies different strategies he/she canuse to change his/her lifestyle habits. The student recognizes which of his/her habits are conducive tohealth and well-being and which are detrimental.The student chooses a physical activity and plans howhe/she will engage in this activity on a regular basis.The student also plans how he/she will change anotherof his/her lifestyle habits. The student interprets his/herresults and identifies desirable improvements or ele-ments that are worth keeping.

Competency 3: To adopt a healthy, active lifestyle Cycle Two


The student identifies different strategies for changinghis/her lifestyle habits. The student chooses a physicalactivity and plans how he/she will engage in this activity on a regular basis. The student evaluates his/herprocess in terms of personal achievements and difficulties.

The student makes connections between his/herlifestyle habits and their effects on his/her health andwell-being. The student plans his/her participation inphysical activity and the strategy he/she will use tochange a lifestyle habit. The student evaluates his/herprocess and identifies desirable improvements or ele-ments that are worth keeping with a view to applyinghis/her learnings in the same activity.

The student makes connections between his/her lifestylehabits and their effects on his/her health and well-being.The student exercises critical judgment with respect toopinions and to information about various topics relatedto health and well-being. The student plans his/her par-ticipation in physical activity and the strategy he/she willuse to change a lifestyle habit. After evaluating his/herprocess and results, the student identifies desirableimprovements or elements that are worth keeping.

Competency 3: To adopt a healthy, active lifestyle Cycle Three


103Moral EducationPersonal Development

With constant support, the student gives a simpleexample that illustrates that humans, animals andplants have needs that must be met by living organ-isms. The student expresses how he/she views humans,animals and plants, gives examples of what is prohibited with respect to living organisms, andexpresses how young people his/her age can contributeto the quality of life of living organisms. The studentdescribes what is necessary for humans, animals andplants to have a good quality of life.

With occasional support, the student shows an under-standing of the interdependence of living organisms byproviding one or more simple examples that illustratethat humans, animals and plants depend on one anotherto satisfy their different needs. The student explainswhat he/she has concluded about the prohibitions thatgovern relationships with living organisms, and usespersonal experiences to assess actions and gestures. Thestudent gives an opinion on what people need to do toimprove the quality of life for other people, animals andplants, and explains why this is important.

By the end of Cycle One, the student shows an under-standing of the interdependence of living organisms byproviding one or more simple examples of living organ-isms in his/her own environment and in other environ-ments that depend on each other to meet their differentneeds. The student associates these examples to a rele-vant way of viewing living organisms, a relevant valueor a relevant prohibition. From personal experience, thestudent gives simple examples of actions or gesturesthat represent a value. The student chooses one or moreguidelines for action and expresses in his/her ownwords why the guideline or guidelines are important bydemonstrating how the quality of life of living orga-nisms is enhanced.

Competency 1: To understand life situations with a view to constructing a moral frame of reference Cycle One


7.2Moral Education



The student gives examples of life in one of the groupsto which he/she belongs and identifies the people thatmake up that group. The student expresses how he/sheviews the relationships in that group and lists the rulesand the prohibitions associated with it. The studentmakes comparisons with other groups. The studentgives examples based on personal experience of actionsand gestures required in order to be able to live welltogether in this group, and indicates what each groupmember must do in order to improve quality of life. Thestudent expresses what he/she has concluded fromthinking about group relationships.

The student gives examples of personal needs thatmembers of one of his/her groups satisfy and of whathe/she contributes in return. The student describes whatis expected of each group member, explains how he/sheviews relationships in this group, and identifies therules, prohibitions and values that guide these persons’actions. The student makes comparisons with groups inother environments or historical periods. He/sheassesses the actions and gestures undertaken duringgroup activities. The student expresses what he/she hasconcluded about what is important for group life andhow it contributes to improving his/her own life andthat of others in groups.

By the end of Cycle Two, the student shows an under-standing of living together in groups by explainingwhat each of the groups that he/she belongs to giveshim/her and what he/she brings to each of them. Thestudent explains the requirements for living together ina house, at school, with friends and in recreationalgroups. The student explains in his/her own words howhe/she views relationships, values, rules and prohibi-tions that guide actions in these groups. The studentexplains how groups live together in other cultures andhistorical periods. The student gives examples of actionsthat represent the values he/she has experienced atschool or elsewhere. The student expresses what he/shehas concluded about what is the most important guide-line for action in groups and explains how it promotesa better way of living for himself/herself and for thegroups to which he/she belongs.

Competency 1: To understand life situations with a view to constructing a moral frame of reference Cycle Two



The student gives examples of aspects of himself/her-self that change and others that stay the same.The student expresses how he/she views differencesand similarities in people. The student makes connec-tions between prohibitions and rules concerning peoplewho are different. The student gives examples from per-sonal experience of the actions, gestures and attitudesrequired to live with people who are different.The student compares his/her reality and guidelines foraction with those of young people his/her age fromother cultures. The student expresses what he/she hasconcluded from thinking about life with people who aresimilar or different and shows how it is important interms of his/her actions toward them.

The student gives examples of the richness and difficul-ties of interacting with people who are different. Thestudent gives examples of the requirements associatedwith interacting with these people, and assesses theattitudes, actions and gestures that go beyond thesedifferences. The student makes connections betweenthe norms in his/her environment and the rights of peo-ple who are different, and expresses how he/she seesbeyond people’s differences. The student compareshis/her reality and today’s guidelines with those ofyoung people his/her age from other historical periods.The student expresses what he/she feels is important toconclude in terms of relationships with people who aredifferent and demonstrates how everyone’s quality oflife could be improved through his/her ideas.

By the end of Cycle Three, the student shows the rich-ness of and requirements for living together with peo-ple who are different. The student draws on personalexperience and a variety of sources of information.He/she considers ways of viewing people, values, prohi-bitions, rules, norms and rights that guide actionstoward people who are different. The student compareshis/her reality and guidelines to those of young peoplehis/her age in other cultures or historical periods, andgives a personal definition of the values experienced.The student expresses his/her conclusion as to the mostimportant guideline for action with people who are dif-ferent and demonstrates how the guideline promotes abetter individual and collective way of living.

Competency 1: To understand life situations with a view to constructing a moral frame of reference Cycle Three



The student resolves, with constant support, a simplemoral dilemma that involves several living organisms.The student briefly describes the situation and identifiesthe person grappling with the problem. The studentdescribes what each person concerned by the problemmay be feeling and the choices open to the person,selects an option and explains the reasons for thechoice.

The student resolves, with frequent support, a simplemoral dilemma that involves several living organisms.The student describes the situation in detail andexplains how each player is concerned by the problem.The student describes what each person may be feelingand how each person views the problem. The studentlists the possible choices and their consequences,selects the choice that he/she feels is the most appro-priate and explains in his/her own words why it is themost desirable solution for those concerned by the situation.

By the end of Cycle One, with occasional support fromthe teacher, the student resolves a simple moraldilemma that involves the connections between livingorganisms. The student gathers basic information thatallows him/her to understand the context. The studentdescribes the problem in simple terms and describes theviewpoint of the persons concerned (feelings, outlookon the problem). The student identifies the repercus-sions of the problem on the living organisms concernedand chooses two possible solutions, giving at least onepositive and one negative consequence for each solu-tion. The student makes a choice and justifies why it isthe most desirable one for the living organisms concerned.

Competency 2: To take an enlightened position on situations involving a moral issue Cycle One



The student resolves a simple moral problem thatinvolves relationships in groups. The student describesthe problem, using appropriate information. The stu-dent identifies the repercussions of a problem on thepersons concerned, describes their viewpoints (feelings,outlook on the problem), and highlights the specificcharacteristics of these persons. The student envisagesthe possible choices and their consequences for thesepersons. The student explains his/her choice by indicat-ing why it is the most desirable one for the persons concerned.

The student resolves a simple moral problem thatinvolves relationships in groups. The student considersthe selected information in order to understand theproblem and identifies its cause or causes. The studentdescribes the repercussions of the problem on thegroup and the viewpoints of the persons concerned(feelings, outlook on the problem), and explains whythey see the problem in this way. The student envisagesthe possible choices and their consequences on thegroup, and explains his/her choice by indicating why itis the most desirable one for the group. The student jus-tifies the choice on the basis of a guideline that may bea way of seeing people, a rule or a value.

By the end of Cycle Two, the student resolves a simplemoral problem that involves relationships in groups.The student gathers the information required to under-stand the context and explains the moral problem,taking care to highlight the contextual elements. Thestudent identifies the repercussions of the problem oneach of the persons concerned and on the group as awhole. The student describes the viewpoint of the per-sons concerned and gives reasons for their respectiveviewpoints. The student envisages the possible choicesand their positive and negative consequences on theperson concerned, on others and on the group. The stu-dent explains his/her choice by highlighting why it isthe most desirable for the person concerned and for thegroup. The student identifies the guidelines behind thechoice (values, prohibitions, rules, view of humannature).

Competency 2: To take an enlightened position on situations involving a moral issue Cycle Two



The student resolves a moral problem that involvesrelationships with people who are different. The studentexplains the origin of the problem by considering thecontext, and describes the viewpoints of the personsconcerned and of experts in the field. The student iden-tifies possible choices and their negative and positiveconsequences in the short and long term. The studentmakes a choice and justifies it using a guideline basedon a value, prohibition, rule, human right or view ofhuman nature. The student describes one or more ideasthat he/she had not considered in resolving the problem.

The student resolves a moral problem that involvesrelationships with people who are different. The studenthighlights the moral dimension of the problem by tak-ing into account the context and its repercussions onpeople. The student describes the viewpoints of the per-sons concerned and of those who throughout historyhave pronounced themselves on the issue. The studentenvisages possible choices and their consequences forthe person directly concerned and for others involved inthe problem situation. The student justifies his/herchoice by indicating why it is the most desirable forhimself/herself and for all the persons concerned. Thestudent describes the information from differentsources that changed his/her outlook on the problem.

By the end of Cycle Three, the student resolves a moralproblem that involves relationships between peoplewho are different. The student explains the problem inquestion using a number of contextual elements.The student identifies the cause of the problem and itsrepercussions on one or more people and explains theviewpoint of each person. The student identifies theapplicable moral guidelines. He/she envisages differentchoices and their positive and negative consequencesin the short and long term for the person concerned, forother persons affected and sometimes for society. Thestudent justifies his/her choice by highlighting theguidelines (values, prohibitions, rules, human rights,view of human nature) on which the choice is basedand demonstrates that the choice is the most desirablefor all the persons concerned, for the group and forsociety. The student explains how he/she has beenenriched by resolving this problem.

Competency 2: To take an enlightened position on situations involving a moral issue Cycle Three



During a dialogue, the student occasionally speaks andimmediately reacts to having his/her right to speakinfringed upon. The student takes note of words thatinterfere with his/her self-expression and describes theimpact these words produce. The student lists the rulesthat make it easier to listen and to speak, and wel-comes others’ ideas, even if different from his/her own.The student lists ideas with which he/she agrees or dis-agrees, and says what he/she liked and disliked duringthe dialogue. The student expresses in his/her ownwords what he/she has concluded about the moral sub-ject discussed.

During a dialogue, the student expresses what he/shethinks and defends his/her right to speak. The studentreacts to the words and gestures of others that help orinterfere with his/her self-expression. The student fol-lows the procedure established by the group for listen-ing and speaking, takes into account what others havesaid, expresses disagreement with ideas and acceptsbeing contradicted. The student is able to express whathe/she feels at any given point in the dialogue, and sayswhether his/her ideas have remained the same or havechanged. The student shares his/her observations ofhow the group functioned during the dialogue.

By the end of Cycle One, during dialogue on a moralquestion dealing with relationships with living organ-isms, the student expresses personal ideas, feelings andreactions, in particular with regard to the infringementof a person’s right to speak. The student expressesagreement or disagreement with the ideas put forth, lis-tens to others attentively, respects their right to speakand takes into consideration the feelings that othersexpress. The student considers the fact that others maythink or feel differently. He/she recognizes the wordsand gestures of others that help or interfere with speak-ing and expresses the impact that these gestures orwords have on him/her. The student shares a discoveryabout what he/she felt during the dialogue and aboutwhat happened in the group. At the end of the discus-sion, the student expresses in his/her own words howhe/she perceives the subject in question.

Competency 3: To engage in moral dialogue Cycle One


110Moral Education

The student expresses several ideas on a subject relatedto group life, as well as negative and positive phrasesand words that he/she says to himself/herself. The stu-dent shares personal feelings that others’ commentsbring up. The student is attentive until the other personhas finished speaking and is able to identify the otherperson’s feelings.The student identifies viewpoints fromvarious sources with which he/she agrees or disagrees,is not afraid to express a different opinion, and sharesfeelings experienced with respect to the subject or theprocedure. The student remembers the procedure estab-lished by the group and lists the gestures and attitudesthat contribute to creating an atmosphere conducive todialogue. The student identifies an idea, attitude or ges-ture that helped or hindered during the dialogue.

The student expresses his/her ideas within the allottedtime period, as well as personal feelings that come upduring the dialogue. The student identifies the impact ofnegative and positive phrases and words that he/shesays to himself/herself. The student lets others finishspeaking before intervening. The student adapts his/hercomments to the feelings expressed, and gives a differ-ent opinion by using words that are acceptable to oth-ers. The student gives one or more examples fromeveryday life to illustrate his/her thoughts, andexpresses one or more ideas that held particular inter-est for him/her during the discussion. The student iden-tifies actions and gestures that reflect his/her compli-ance with procedures and contribution to creating afavourable atmosphere.

By the end of Cycle Two, during dialogue on a questiondealing with group life, the student succinctly expressesideas on the subject, and personal feelings that theexchanges and others’ comments raised. The studentidentifies the internal messages that help or interferewith speaking. He/she takes others’ feelings intoaccount, listens to everything others have to say andexpresses opinions without being hurtful. The studentgives reasons for agreeing or disagreeing with others’viewpoints and gives relevant examples in support ofhis/her own. The student identifies the ideas, attitudesand gestures that promote or hinder group reflection.The student describes what he/she discovered duringthe dialogue, be it in terms of ideas, feelings or proce-dure. The student assesses his/her contribution to thedialogue in terms of procedure and the atmosphere ofthe dialogue.

Competency 3: To engage in moral dialogue Cycle Two


Personal Development


The student expresses himself/herself by making a dis-tinction between what is appropriate to say and whatis not. The student’s nonverbal language indicates thathe/she is listening. The student recognizes acceptableand unacceptable reactions by considering the context.The student asks for clarification of others’ statementsin order to better understand them, and recognizesprejudice, and ideas, examples and reasons that areirrelevant to what is being said. The student is capableof reiterating ideas expressed by others and distin-guishes ideas that have consensus from those that donot. The student shares what he/she has observed dur-ing the dialogue on a moral subject, be it in terms of theideas shared, how the discussion took place or howemotions were handled. The student reviews the condi-tions conducive to moral dialogue: participation of all interms of the ideas brought to the group, compliancewith the procedure and contribution to creating a goodatmosphere.

The student chooses the most appropriate moment toexpress his/her viewpoint, and uses respectful verbaland nonverbal language. The student adapts his/herreactions according to what is acceptable, and asks forclarification regarding sources or reasons behind state-ments. The student recognizes phrases that are preju-diced and explains why ideas, examples and reasonsare irrelevant to what is being said. The studentexpresses ideas from a variety of sources and identifiesthe ideas or viewpoints on which the whole groupagrees. The student shares what has changed in his/herview of the moral subject discussed and in the handlingof emotions. The student assesses his/her contributionto the dialogue in terms of the personal ideas provided,compliance with the procedure and contribution to cre-ating a favourable atmosphere. Using personal experi-ences, the student identifies the conditions that pro-moted or hindered moral dialogue.

By the end of Cycle Three, during dialogue on a ques-tion dealing with similarities and differences betweenpeople, the student expresses his/her viewpoint withdiscernment. The student welcomes others’ participa-tion by using respectful verbal and nonverbal languageand by moderating his/her reactions. The student is ableto call into question people’s comments and identifiesthose that are prejudiced. The student assesses the rel-evance of ideas, reasons, examples and comments. Thestudent broadens his/her viewpoint by considering dif-ferent ways of seeing things and by basing himself/her-self on various sources. The student identifies the conditions that promote or hinder group reflection andthe elements on which consensus has been reached.The student expresses what he/she has learned aboutthe subject, about how a discussion should take placeand about how emotions and feelings of the group’smembers should be taken into account. The studentassesses his/her contribution to the dialogue in terms ofpersonal ideas, compliance with the procedure and theatmosphere of the dialogue.

Competency 3: To engage in moral dialogue Cycle Three


112Catholic Religious and Moral InstructionPersonal Development

The competency levels for the two competencies in the Catholic Religious and MoralInstruction program describe desired student progress throughout elementary school.It is possible to start with certain situations involving a moral issue (Competency 2)and end with an appreciation of the living Catholic tradition (Competency 1). On theother hand, exploring the living Catholic tradition (LCT) to shed light on one’s searchfor meaning can raise certain issues worth examining in order to take an enlightenedposition. In addition to saving time, an advantage of integrating both competencies isthat it gradually leads the student to have a holistic view of the subject. Also, under-standing the LCT and aspects of diversity helps the student search for meaning regard-ing existential questions and complex moral issues. These considerations explain thereason for two sets of competency levels:

7. 3Catholic Religious and Moral InstructionPresentation of the Competency Levels by Cycle (Elementary School)

• a set of competency levels for each competency, and• a set of competency levels that integrates the program’s two

competencies

In either case, each competency level describes the progress the student should havemade by the end of each cycle. As for the integrated set of competency levels, this outcome is a synthesis of both outcomes of the program.

It will be the teacher’s choice to use one set of competency levels or the other,or both.

113Catholic Religious and Moral InstructionPersonal Development

The student helps formulate questions about meaningand shows an interest in exploring Bible stories and sto-ries about historical Catholic figures that are related tothese issues. He/she captures the interest of classmateswhen narrating selected stories and respects thechronological sequence of events. The student draws amessage about life and faith experiences that emergefrom the narratives and names an aspect of diversitythat is consistent with the message and experience inthe story.

The student helps formulate questions about meaningand, with the assistance of the teacher, finds Bible sto-ries based on a frame of reference. The student demon-strates good listening skills when others recount Biblestories or narratives illustrating the lives of historicalCatholic figures. He/she also narrates Bible stories withenthusiasm and diversity, while respecting the chrono-logical sequence of events. The student draws a com-mon message from the events described and names anaspect of diversity that is consistent with the messageand experience in the story.

By the end of Cycle Two, again in response to a ques-tion about meaning, the student selects a Bible storyand a story illustrating the human and religious experi-ence of a historical Catholic figure. He/she establishes alink between these two narratives, and relates themusing a medium he/she has selected and in a way thatrespects the chronological sequence of events. The stu-dent draws a common message from the eventsdescribed. Also, in the course of narrating the story, thestudent names an aspect of diversity that is consistentwith its experience and message. The student expressesan opinion on how the stories chosen from the livingCatholic tradition shed light on the question of meaning.

Competency 1: To appreciate the living Catholic tradition Cycle Two


In response to a question about meaning formulated bythe teacher, the student shows an interest in Bible sto-ries by listening attentively and actively participating inrelated activities. He/she articulates the message thatemerges from the narratives relating to values, beliefsand life experiences.

In response to a question about meaning formulated bythe teacher, the student continues to show an interestin Bible stories (e.g. listens attentively, interacts, com-ments and asks questions). He/she points out severalimportant aspects and articulates a message or relatesan experience about life or faith that emerges from thenarratives. The student also demonstrates an opennesstoward the narratives presented and the aspects ofdiversity.

The student chooses a Bible story from the livingCatholic tradition in response to a question aboutmeaning. Using an appropriate medium, he/sherecounts the main points of this story and brings out theexperience of life and faith it contains. The studentdraws a message from the story that clarifies his/hersearch for meaning and identifies an aspect of diversitythat is connected to the Bible story which also shedslight on his/her question.

Competency 1: To appreciate the living Catholic tradition Cycle One


* On the whole, the last level of each cycle corresponds to the end-of-cycle outcomes of the Québec Education Program.

114Personal Development

The student formulates clear questions about meaningthat relate to a set of issues. With others, he/she looksfor hypotheses and is able to find biblical texts basedon a frame of reference. He/she chooses pertinent infor-mation to explore the narratives about historical andcontemporary Catholic figures and aspects of diversity.As the student relates a Bible story, he/she not onlyrespects the chronological sequence of events, but alsopresents the stories in context. From the description oflife and faith experiences related in the biblical narra-tives, he/she draws a common message that sheds lighton his/her question and gives an example of the diver-sity that is consistent with the message found in thenarratives studied.

The student formulates clear questions about meaningthat relate to a set of issues. With others, he/she pro-poses hypotheses and gathers the necessary informa-tion to find answers to his/her questions. The student isable to describe the steps in his/her search for meaningand justify his/her choice while drawing a commonmessage from the experiences of life and faith set outin the stories. The student expresses an appreciation forthe sources that shed light on his/her search for mean-ing.

By the end of Cycle Three, the student targets a set ofissues of his/her own choosing and, to clarify them,narrates a Bible story, a story recalling the life of a his-torical Catholic figure and another about the life of acontemporary Catholic of his/her choice. The studentrespects the chronological sequence of events and pre-sents the stories in context. He/she draws a commonmessage from the experiences of life and faith set outin the stories and explains how the message casts lighton the issues selected. As the student relates the sto-ries, he/she identifies aspects of diversity that are con-sistent with the message and that clarify his/her search.The student expresses his/her personal appreciationwith regard to the understanding offered by the livingCatholic tradition.

Competency 1: To appreciate the living Catholic tradition Cycle Three


Catholic Religious and Moral Instruction


The student shows an interest in familiar situationsinvolving a moral issue and demonstrates this interestby listening attentively and actively participating inrelated activities. He/she is able to describe several situations and find potential answers to the questionsat hand.

The student shows an interest in familiar situationsinvolving a moral issue by actively participating in a dis-cussion. He/she is able to describe several situationsand find potential answers to the questions at hand inlight of the Bible stories, the aspects of diversity andhis/her own personal experience.

By the end of Cycle One, the student describes a fa-miliar situation involving a moral issue. He/she names adilemma present in the situation and refers to personalexperience, to Bible stories and to an aspect of diversityto find one or two possible options. The studentdescribes the effects of each option, makes a decisionand explains why he/she made it.




The student actively participates in discussions aboutsimple situations involving a moral issue. Upon reflec-tion, he/she can describe these situations while recog-nizing the underlying dilemma and referring to his/herown personal experience. By referring to Bible stories,stories of historical Catholic figures and aspects ofdiversity, the student is able to identify values in orderto find possible options and identify their effects.The student then makes a pertinent decision and justi-fies his/her choice.

By the end of Cycle Two, the student describes a simplesituation involving a moral issue. He/she names adilemma present in the situation. The student refers toBible stories, to accounts of the lives of witnesses fromthe past and to aspects of diversity to find different pos-sible options. The student looks at several effects of theoptions contemplated. He/she makes a pertinent deci-sion and supports it, naming the frames of referencehe/she drew upon.


Level 4 Level 5


The student participates in discussions about complexsituations involving a moral issue and recognizes thedilemma present in each one. From the narratives stud-ied, he/she identifies the values likely to guide his/herchoice.

The student participates in discussions about complexsituations involving a moral issue and names thedilemma present in each one. From the narratives in theliving Catholic tradition, and the aspects of diversitythat were studied, the student identifies the values thatcould guide him/her in taking a position. The studentdraws up a list of options and describes their potentialeffects on himself/herself, on others and on the environment.

At the end of Cycle Three, the student is capable ofdescribing a complex situation involving a moral issue.He/she can name the dilemma present in it. He/sheknows how to refer to information taken from Bible sto-ries, stories illustrating the lives of believers of the pastor present, and the aspects of diversity in order to findpotential answers suited to the moral issue at hand. Thestudent draws up a list of options and describes thepotential effects. He/she chooses the option that seemsmost suitable for him/her and those around him/her. Thestudent supports his/her decision, taking into accountat least two frames of reference.





In response to questions about meaning formulated bythe teacher, the student shows an interest in familiarsituations involving a moral issue. He/she is able todescribe these situations and listens attentively to Biblestories related to these situations and questions. Thestudent participates in related activities, can articulatethe message that emerges from the narratives (relatingto values, beliefs and life experiences) and finds poten-tial answers to the questions at hand.

In response to questions about meaning formulated bythe teacher, the student shows an interest in familiarsituations involving a moral issue. The student activelyparticipates in discussions. He/she describes some ofthese situations and can identify some of the moralissues at hand. He/she shows an interest in Bible storiesthat are related to these situations and questions (e.g.listens attentively, interacts, comments and asks ques-tions). The student points out several important aspectsand articulates a message or an experience about life orfaith that emerges from the narratives. He/she demon-strates an openness toward the narratives and theaspects of diversity presented. With regard to familiarsituations involving moral issues, the student findspotential answers in light of the Bible stories, theaspects of diversity and his/her own personal experience.

By the end of Cycle One, the student describes a familiar situation involving a moral issue and names adilemma present in the situation. In response to a ques-tion about meaning, he/she chooses a Bible story fromthe living Catholic tradition that sheds light on themoral issue at hand. Using an appropriate medium,he/she recounts the main points of this story and bringsout the experience of life and faith it contains. The stu-dent also draws a message from the story that clarifieshis/her search for meaning, and identifies an aspect ofdiversity that is connected to the Bible story and alsosheds light on his/her question. He/she refers to per-sonal experience, to Bible stories and to an aspect ofdiversity to find one or two possible options with regardto the moral issue in question.The student describes theeffects of each option, makes a decision and justifieshis/her choice.

Competencies 1 and 2: Integrated Cycle One




The student helps formulate questions about meaningon the basis of simple situations involving a moralissue. He/she shows an interest in exploring Bible sto-ries and narratives about historical Catholic figures thatare related to these questions. The student examinesthese situations and identifies the dilemma and themoral issue present in them. He/she captures the inter-est of classmates when narrating selected stories andrespects the chronological sequence of events. The stu-dent draws a message about life or faith experiencesthat emerge from the narratives and names an aspectof diversity that is consistent with the message andexperience in the story.

The student actively participates in a discussion aboutsimple situations involving a moral issue. He/she gener-ally contributes to formulating questions about meaningpertaining to these situations. He/she examines the situ-ations and refers to his/her personal experience while try-ing to identify the dilemma, the moral issue and theeffects of the possible options in light of the Bible storiesor narratives about historical Catholic figures and aspectsof diversity. The student demonstrates good listeningskills when others are presenting the narratives and, withthe help of the teacher, can find biblical texts based on aframe of reference. He/she can also narrate Bible storieswith enthusiasm and diversity, while respecting thechronological sequence of events. The student draws acommon message from the events described in the nar-ratives or a specific value that can occasionally shed lighton his/her own search for meaning.

By the end of Cycle Two, in response to a questionabout meaning based on a situation involving a moralissue, the student selects a Bible story and a story illus-trating the human and religious experience of a histor-ical Catholic figure. He/she establishes a link betweenthese two narratives and relates them using a mediumhe/she has selected and in a way that respects thechronological sequence of events. The student draws acommon message from the events described and, in thecourse of narrating the story, he/she names an aspect ofdiversity that is consistent with its experience and mes-sage. The student expresses an opinion on how the sto-ries chosen from the living Catholic tradition shed lighton the question of meaning. In a situation involving amoral issue, he/she identifies the underlying dilemma,and contemplates the options and their potentialeffects.

Competencies 1 and 2: Integrated Cycle Two




The student participates in discussions about complexsituations involving a moral issue. He/she can bring outthe dilemma present in them and can clearly formulatequestions about meaning that relate to these situa-tions. With others, he/she hypothesizes about possibleanswers and resources and can find biblical texts basedon a frame of reference. The student chooses pertinentinformation to explore the narratives about historicaland contemporary Catholic figures and aspects ofdiversity in order to find potential answers to the ques-tions at hand. As the student relates a Bible story,he/she not only respects the chronological sequence ofevents, but also presents the stories in context. Fromthe description of life and faith experiences related inbiblical narratives, he/she draws a common messagethat sheds light on his/her question and gives an exam-ple of the diversity that is consistent with the messagefound in the narratives studied. From the narrativesstudied, the student draws a message that sheds lighton his/her search for meaning.

The student formulates clear questions about meaningthat relate to complex situations involving a moralissue. With others, he/she proposes hypotheses andbrings out the moral issues and the dilemmas present ineach situation. The student uses efficient means togather the information required to find answers tohis/her questions. Using an appropriate medium, thestudent can describe the steps in his/her search formeaning and justify his/her choice while drawing acommon message from the experiences of life and faithset out in the stories. The student expresses an appreci-ation for the sources that shed light on his/her searchfor meaning. From the narratives in the living Catholictradition and the aspects of diversity that were studied,the student identifies the values that could guidehim/her in taking a position. The student draws up a listof options and describes their potential effects on him-self/herself, on others and on the environment.

By the end of Cycle Three, the student is capable ofdescribing a complex situation of his/her own choosinginvolving a moral issue. He/she can bring out a dilemmaand a set of issues of his/her choice. He/she knows howto refer to information taken from Bible stories, storiesillustrating the lives of believers of the past or present,and the aspects of diversity in order to find potentialanswers suited to the moral issues at hand. The studentcan give an account of what he/she has found by relat-ing a Biblical story, a story illustrating the life of a his-torical Catholic figure and another about a contempo-rary Catholic figure of his/her choice. He/she respectsthe chronological sequence of events and presents thestories in context. He/she draws a common messagefrom the experiences of life and faith set out in the sto-ries and explains how the message casts light on theissues at hand. As the student relates the stories, he/sheidentifies aspects of diversity that are consistent withthe message and that clarify his/her search for mean-ing. With regard to the complex moral issue presented,he/she draws up a list of options and describes thepotential effects. He/she chooses the option that seemsmost suitable for him/her and those around him/her. Thestudent supports his/her decision, taking into accountat least two frames of reference and expresses his/herpersonal appreciation with regard to the understandingoffered by the living Catholic tradition.

Competencies 1 and 2: Integrated Cycle Three



120Protestant Moral and Religious EducationPersonal Development

The student illustrates or recounts in his/her own wordsevents in important Bible stories.

The student tells Bible stories and recognizes oneimportant characteristic in each of them. He/she startsto make connections between the stories and culturalreferences in his/her environment.

By the end of Cycle One, the student reconstitutes sim-plified Bible stories or ones presented in picture form.He/she states each story’s theme, describes the context,lists all the events in a logical order and identifies rele-vant cultural and religious references in his/her envi-ronment.

Competency 1: To appreciate the influence of the Bible on culture from a Protestant perspective Cycle One


7.4Protestant Moral and Religious Education

The student describes certain important Biblical figuresand identifies traits that they share with historical orcontemporary Protestant figures.

The student shows the significance of important Biblicalfigures, associates them with historical or contemporaryProtestant figures, and describes certain cultural refer-ences derived from these figures.

By the end of Cycle Two, the student reconstitutes Biblestories, emphasizing the role of the main figures. He/shemakes connections between these figures’ actions andthose of Protestant figures. The student describes thesimilarities and differences between these figures, andidentifies relevant cultural references.

Competency 1: To appreciate the influence of the Bible on culture from a Protestant perspective Cycle Two


* On the whole, the last level of each cycle corresponds to the end-of-cycle outcomes of the Québec Education Program.


The student describes important Biblical events andidentifies cultural references derived from them.

The student draws parallels between important Biblicalevents and cultural references. The student identifies inhis/her own life ways of being that are inspired by theseevents.

By the end of Cycle Three, the student reconstitutesBiblical events. He/she demonstrates how the influenceof events presented in the Bible is evident in variouscultural and artistic works. The student explains some ofthe relationships between these events and some of theways in which people behave, think and express them-selves. He/she expresses a positive view concerning theinfluence of the Bible on culture.

Competency 1: To appreciate the influence of the Bible on culture from a Protestant perspective Cycle Three


Protestant Moral and Religious Education

The student illustrates or describes in his/her ownwords religious celebrations and symbols related to reli-gious traditions. He/she shows an interest by listeningactively.

The student describes celebrations and symbols, andidentifies important characteristics. He/she discoversbehaviour that shows respect for diversity.

By the end of Cycle One, the student characterizes var-ious religious elements. He/she describes celebrationsand symbols, and identifies important characteristicsand states their meaning. The student shows positiveattitudes and behaviour toward religious diversity andacts in a respectful, open and welcoming manner inrelation to differences.

Competency 2: To act in an appropriate manner with regard to religious phenomena Cycle One


122Personal Development Protestant Moral and Religious Education

The student identifies figures associated with a reli-gious tradition, and describes some of their actions. Thestudent shows an interest in and respect for the actionsof these figures.

The student explains the importance for the human raceof the work of figures associated with a religious tradi-tion. He/she shows respect and an interest for the workof these figures.

By the end of Cycle Two, the student demonstratesknowledges about important figures of various reli-gious traditions who were involved in religious events.He/she demonstrates open, welcoming and respectfulbehaviour and shows an interest concerning diversity.

Competency 2: To act in an appropriate manner with regard to religious phenomena Cycle Two


The student identifies rituals and customs from differ-ent religious traditions. He/she shows an interest in andrespect for these traditions.

The student describes rituals and customs, and identi-fies similarities among them. He/she shows respect inrelation to the expression of religious diversity.

By the end of Cycle Three, the student briefly describesreligious traditions by referring to customs and rituals.He/she identifies aspects of worship, precepts regardingfood and types of dress specific to each tradition. Thestudent shows respect by behaving appropriately.

Competency 2: To act in an appropriate manner with regard to religious phenomena Cycle Three



The student illustrates or describes in his/her ownwords situations where a choice has to be made.

The student describes personal situations where he/shehad to make a choice. In reference to one such situa-tion, the student identifies the advantages and disad-vantages of a particular choice. He/she recognizes rele-vant religious or cultural references.

By the end of Cycle One, the student identifies a simplemoral issue that reveals itself in a real or simulated situation. He/she briefly describes the problem relatedto the issue. The student refers to his/her own expe-riences to formulate a solution and states possible consequences. He/she takes account of a religious orcultural frame of reference. The student decides on andjustifies his/her point of view.



The student describes several situations giving rise tothe same moral problem. He/she lists solutions basedon religious and cultural references, and identifiesadvantages and disadvantages.

The student describes different situations illustratingthe same moral problem, and discovers the moral issueinvolved. He/she formulates one or more solutions, andidentifies a few religious or cultural references relevantto the moral issue.

By the end of Cycle Two, the student identifies a mod-erately complex moral issue that reveals itself in a realor simulated situation. He/she describes the problemrelated to the issue in greater detail than in Cycle One.The student refers to his/her own experiences to formu-late one or more solutions and states possible conse-quences. He/she takes account of a religious or culturalframe of reference. The student decides on and justifiestwo points of view.




The student brings up a problem in which he/she iden-tifies a moral issue. The student illustrates the issuefrom personal experience. He/she formulates severalsolutions and identifies the consequences. The studentproposes solutions based on religious or cultural refer-ences.

The student explains how the problem in question givesrise to a moral issue. He/she proposes solutions andlists consequences. The student justifies choices basedon religious or cultural references.

By the end of Cycle Three, the student identifies a moralissue that reveals itself in a real or simulated situationor that is derived from a broad area of learning. He/sheprovides a detailed description of the problem relatedto the issue. The student refers to his/her own and otherpeople’s experiences to formulate various solutions andstate numerous possible consequences. He/she takesaccount of religious or cultural frames of reference thathe/she uses to justify several points of view. The studentis able to take and justify a position.



Documents

Elementary School Competency - McGill University The competency levels presented in this document have been developed by the Ministère de l’Éducation based on the approved version