Training program of the Québécois school

Since June 2001, the Training program of the Québécois school directs the education to Quebec. It bases the Enseignement on the experimentation like means of training. While placing the pupil in the center of his trainings, one aims taking account of the characteristics and the particular needs for each pupil, and thus at individualizing teaching.

General principles

In addition to the concepts specific to the matters (the disciplinary competences of the fields of training ), the pupil develops his vision of the world through the general fields of formation and the transverse competences .

The general fields of formation are great problems which the young people must face and who aim at bringing teaching closer to the disciplinary knowledge with the daily preoccupations. With the primary education as with the secondary, the program counts five great general fields of formation:

  • Health and wellbeing
  • Orientation and entrepreneuriat
  • Environment and consumption
  • Media
  • To live together and citizenship

Disciplinary knowledge, or essential knowledge, indicates the specific concepts that the pupils must control in each matter. The matters are divided into fields of training (the following diagram corresponds to the first cycle of the secondary):

  • Field of the languages
      • French
    • , language of teaching
      • English
    • , language second (these languages are reversed in the anglophone school network)

  • Field of mathematics, science and Mathematical technology

    • Science and technology
  • Field of the social universe
    • Geography
    • History and education with the citizenship
  • Field of arts
    • Dramatic art
    • Visual arts
    • Dance
    • Music
  • personal Development
    • Physical education and with health
    • moral Teaching/moral and religious teaching catholic/moral and religious teaching protesting

With an aim that the pupil includes/understands the world in which it evolves/moves (beyond disciplinary competences), the program targeted certain competences, said transverse, because they are taught by all the personnel of the school and in all the school situations. For example, competence to cooperate can develop as well in the course of recreation, the corridors or at the time of a project disciplinary, transdisciplinaire or interdisciplinary.

The new program insists much on the transdisciplinarity and the interdisciplinarity in the projects. The transdisciplinarity aims at giving a concept, a topic which one will independently treat in each matter. The interdisciplinarity makes it possible to carry out projects and activities where several matters are put at contribution. For example, following the fallen through project of the South-wester of Hydro-Quebec, it will be interesting for the pupils to consider the modeling of the energy needs of the Quebec and on the standard of energies to be used, which requires at the same time concepts of sciences and technologies and Mathématiques.

Primary school education and pre-school

At the primary education and pre-school level, one began the establishment from the program in September 2000 to the first cycle, then gradually in all the levels.

The program retains nine transverse competences gathered in four orders:

  • Compétences of a intellectual nature
    • Exploiter information
    • Résoudre problems
    • Exercer its judgment criticizes
    • Mettre in work its thought creative
  • Compétences of a methodological nature
    • to give itself effective work methods
    • Exploiter technologies information and communication (TIC)
  • Compétences of a personal and social nature
    • Structurer its identity
    • Coopérer
  • Compétences about the communication
    • Communiquer in a suitable way

Secondary education

With the secondary, the program is in progressive establishment since September 2005. At the beginning of 2006, the program of the second cycle (secondaries 3,4 and 5) is not yet officially appeared.

First cycle

The program of the first cycle resembles the program of the primary education much. The program retains nine transverse competences gathered in four orders:
  • Compétences of a intellectual nature
    • Exploiter information
    • Résoudre problems
    • Exercer its judgment criticizes
    • Mettre in work its thought creative
  • Compétences of a methodological nature
    • to give itself effective work methods
    • Exploiter technologies information and communication (TIC)
  • Compétences of a personal and social nature
    • Actualiser its potential
    • Coopérer
  • Compétences about the communication
    • Communiquer in a suitable way

Second cycle

Little that one knows some, the program of the second cycle will be characterized by independence from each level of the cycle. If the first year of the cycle (secondary 3) is common, the pupils will have to choose a sequence for the two other years of the cycle. So that one knows, there would exist three sequences, or profiles:
  • Sequence Culture, company and technique (regular)
  • Sequence Technico-sciences (intermediary)
  • Sequence Natural science (enriched)

Sources

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