Familiarization with the general education programs and competencies in the Work-Oriented Training Path Main orientations Broad areas of learning and.

Familiarization with the general education programs and competencies in the Work-Oriented Training Path

• Main orientations• Broad areas of learning and cross-curricular

competencies• General education programs: concepts that

seem abstract but that lead to concrete learning

Pedagogical approaches: illustration of a learning and evaluation situation

Examples of applicationExamples of application

BROAD AREAS OF LEARNINGBROAD AREAS OF LEARNING

Formerly The educational aims were dealt with in courses based on detailed objectives.

TodayThese educational aims are integrated into subject-specific instruction. Focuses of development are provided.

Strong pointThe integration of the broad areas of learning (BALs) allows students to make connections between learning in school and situations in everyday life. This is a source of motivation for students.

Pour aller plus loin, Conseil supérieur de l’éducation, March 2007

ChallengeThe integration of the BALs, a shared responsibility of the whole school team, requires consistency and greater collaboration.

Potential pitfallTreating the BALs as elements of the situation without addressing the knowledge related to them.

Much more than situations

Self-knowledge Understanding of the

world of work Training plan

Basic needs Personal choices related to

health and well-being Active lifestyle and safe

behaviour Consequences of collective

choices

Active relationship with the environment

Critical judgment: consumer rights and responsibilities and the environment

Democratic process in the class and school

Openness to social integration

What support should the school

team provide?

Languages used by the media; active use of media

Acquisition of critical capacities to resist techniques of persuasion

Cross-curricular Cross-curricular competenciescompetencies

They support students' They support students' overall development.overall development.

They are developed primarily in They are developed primarily in the subject programs in the subject programs in

interaction with the broad areas of interaction with the broad areas of learning. learning.

How should teachers relate them to the subject programs?

Knowledge

•They are the most important They are the most important factors in educational factors in educational

success.success.

• They are indispensable in They are indispensable in the world of work.the world of work.

Programs of study:Programs of study: concepts that seem abstract but

lead to concrete learning

Programs of study:Programs of study: concepts that seem abstract but

lead to concrete learning

The general education programs:The general education programs:

– continue from those in elementary school and Secondary Cycle One in terms of the competencies to be developed

– allow for placing a different weight on each competency in a program (e.g. second language)

– provide compulsory elements of content (a broad menu) for teachers to draw from, taking into account each student’s level of competency development (pedagogical differen-tiation)

– provide elements of content and examples of application related to practical training

– are as consistent as possible with each other, while respecting the subject, in order to make it easier to read them

Programs of Study: Programs of Study: Prework TrainingPrework Training

The general education and practical The general education and practical training programs:training programs:

– are designed to promote integration into society and the job market in the short term

– are intended to be accessible to teachers in general, using non-specialist language and concepts

– propose the best pedagogical practices

Programs of study Programs of study Prework Training (cont.)Prework Training (cont.)

Competencies...

and a different way of planning learning

A subject program (in general education)

Learning targets for the end of training in PT

End-of-cycle learning targets in TSTEvaluation criteria

Competency

Programs of Study: Concepts That Seem Programs of Study: Concepts That Seem AbstractAbstract

Technological and Scientific Experimentation

Start from situations that are close to the students' reality.

Understand and explain phenomena.

Programs of StudyPrograms of Study

Autonomy and Social Participation

themes

HEALTH

SOCIETY CONSUMERISM

FINANCIAL INDEPENDENCE

HOUSINGTRANSPORTATION

Francais: les rubriques

Démarche de réponse

Stratégies

Démarche d’écriture

Repères culturels

Ressources langagières

Textes

AimTo adopt a positive attitude to language and to become aware of its importance as a tool for acquiring other knowledge and a means of personal expression.

In situations related to

information

In situations related to

critical thinking

In situations related to creativity

Starting point: a concern of the students

e.g. finding a well-paying job

How to plan learning so as to prevent dropouts?

Examples of application

AN EDUCATIONAL AIM TO BE PURSUED (BAL)AN EDUCATIONAL AIM TO BE PURSUED (BAL)

Career Planning and Entrepreneurship Have students undertake and complete

projects aimed at self-fulfillment and integration into society.

A subject program that serves the educational aim: English Language Arts

A subject-specific competency to be developed: Reads and listens to spoken, written and media

texts

Cross-curricular competency:Uses information

Students read texts in various media (advertisements, Web sites) in order to make judgments on deceptive offers.

Cross-curricular competency:Exercises critical judgment

Media LiteracyEncourage students to show critical judgment with regard to the media.

Examples of application

Students read texts in various media (articles, CD-ROMs, Web sites) to find out about their job possibilities, in order to create a resource bank to be used in their job search.

Pedagogical aim

Pedagogical aim

•Understands the characteristics of his/her home territory.

•Forms an opinion of territorial development and seeks forums at which that opinion can be expressed.

•Shares the values of Québec society.

•Becomes open to difference and participates in discussion of social issues.

•Understands that human action leads to change.

Three themes: residential occupation, employment and leisure

Three themes: basic rights and freedoms, citizen-state dynamics, economic development

Aim To prepare students to exercise their role as citizens and workers, to make them aware of their rights and responsibilities, and to help them to understand the world and integrate harmoniously into it.

Competency 1:Builds a sense of

belonging to his/her home

territory

Competency 2:Builds a sense of

belonging to Québec society

Starting point: a concern of the students

e.g. successful integration into the job market

Towards the decompartmentalization of

the subjects

Towards the decompartmentalization of

the subjects

Examples of application

AN EDUCATIONAL AIM TO BE PURSUED (BAL)AN EDUCATIONAL AIM TO BE PURSUED (BAL)

Career Planning and Entrepreneurship Have students undertake and complete projects aimed at self-

fulfillment and integration into society.

A cross-curricular competencyExercises critical judgment

During a visit to a recreational centre, students become familiar with the way the work is organized and later share this information with their classmates.

Examples of application

The student describes places where he or she can do recreational activities in order to take a position on the quality of the services provided.

Preparation for the Job MarketCompetency 2:

Gains an understanding of the job market

Geography, History and Citizenship Education

Competency 1:Builds a sense of belonging to

Québec society in relation to the theme of leisure

Pedagogical aimPedagogical aim

Familiarization with the general education programs

Examples of application

Activities related to the programs in Prework Training (PT) and Training for a Semiskilled

Trade (TST).

A

B

C

in order to familiarize yourself with a different way of planning learning

in order to familiarize yourself with a different way of dealing with content

in order to familiarize yourself with the subject-specific competencies

From educational to pedagogical aim

PT and TST

Program contentPT and TST

Overview of the Activities

Consider questions

PT

Plan learning:

- taking into account decisions made by the cycle team

- based on the competencies to be developed- selecting from the compulsory content those

elements that will allow each student to acquire relevant, lasting learning

- using real learning contexts

Plan learning:

- taking into account decisions made by the cycle team

- based on the competencies to be developed- selecting from the compulsory content those

elements that will allow each student to acquire relevant, lasting learning

- using real learning contexts

In short... In short...

S.A.ES.A.E

Competency report

S.A.E S.A.ES.ES.A.ES.E S.A.E S.E

Communicationsreport card, competency

report,other forms of

communication

Adapted from "Planning learning and evaluation," Evaluation of Learning at the Secondary Level – Framework, Preliminary

Version), p. 109.One path, two learning One path, two learning options: the evaluation options: the evaluation

contextcontext