SCIENCE PRE-UNIVERSITY PROGRAM 200.B0

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1 SCIENCE PRE-UNIVERSITY PROGRAM 200.B0

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4 Identification of the program Program title : Science Program number : 200.B0 Type of certification : Diploma of college studies Prerequisites : Mathematics 536 Physics 534 Chemistry 534 Number of credits : 58 2/3 General education component : 26 2/3 Specific program component : 32 Total hours of instruction : 1560 General education component : 660 Specific program component : 900 Field of study : Science It includes the disciplines of biology, mathematics, chemistry, physics and geology.

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9 ACKNOWLEDGMENTS The development of this program was made possible by the generous cooperation of colleges and universities. The Direction de l enseignement collégial would like to thank the members of the Advisory Committee for General Education, the Committee for the Follow-up and Coordination of Field Testing Projects for the Science Program and the Advisory Committee for the Pre-University Science Program for their part in developing this program. Many people academic deans, teachers, university representatives have participated in the work of these committees over the past few years. Members of the Advisory Committee for General Education: Jacques Belleau, education consultant, Cégep de Lévis-Lauzon André Carrier, teacher, Cégep de Lévis-Lauzon Claude J. Chénier, academic dean, Heritage College Gaston Côté, Ministère de l'éducation Paul Fournier, teacher, Collège André-Grasset Pierre Harrison, academic dean, Cégep Saint-Jean-sur-Richelieu André Lapré, academic dean, Collège André-Grasset Yves Lewis, academic dean, Institut Teccart Bertrand Malenfant, teacher, Cégep Marie-Victorin Jean-Paul Michaud, academic dean, Cégep de Rivière-du-Loup Lili Paillé, Ministère de l'éducation Maurice Papineau, education consultant, Collège Ahuntsic Richard Paquet, teacher, Collège de Limoilou Bruce Wallace, Ministère de l'éducation Members of the Advisory Committee for the Pre-University Science program: Fouad Ajami, teacher, Champlain Regional College, Champlain Saint-Lambert Pierre Cadieux, academic dean, Cégep André-Laurendeau Réal Cantin, teacher, Cégep de Rimouski Élaine Chapman, principal, École de réadaptation de la Faculté de médecine, Université de Montréal Brigitte Garneau, Ministère de l'éducation Jacqueline T. Giard, academic dean, Champlain Regional College Philippe Guillon, teacher, Cégep de Saint-Hyacinthe Richard Harris, professor, Physics Department, McGill University Claude Laflèche, Collège de Bois-de-Boulogne Pierre Moreau, dean, School of Engineering, Université Laval Ginette Ouellette, academic dean, Collège de Valleyfield Lili Paillé, Ministère de l'éducation Jacques Richard, academic dean, Collège Jean-de-Brébeuf

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11 HARMONIZATION Source program : Arts and sciences Target program : Science A student who has achieved one or more of the objectives of the Arts and sciences program can obtain credit for the equivalent objective or objectives of the Science program after enrolling in that program. Arts and sciences (700.A0) 01Y1 To solve problems using differential calculus. 01Y2 To solve problems using integral calculus. 01Y4 To solve problems using linear algebra and vector geometry. 01Y5 To analyze the structural and functional relationships that characterize living organisms as they evolve in their environment. 01Y5 To analyze the structural and functional relationships that characterize living organisms as they evolve in their environment. 01YJ To analyze, from an evolutionary perspective, the adaptation of multicellular organisms to their environment. 01Y6 To solve problems associated with chemical changes in matter. 01YH To analyze the mechanisms of reactions. 01Y7 To interpret natural phenomena using models from mechanical physics Science (200.B0) 00UN To apply the methods of differential calculus to the study of functions and problem solving. 00UP To apply the methods of integral calculus to the study of functions and problem solving. 00UQ To apply the methods of linear algebra and vector geometry to problem solving. 00UK To analyze the organization, functioning and diversity of living beings. 00XU To analyze the structure and functioning of multicelled organisms in terms of homeostasis and from an evolutionary perspective. 00UL To analyze chemical and physical changes in matter using concepts associated with the structure of atoms and molecules. 00XV To solve simple problems in organic chemistry. 00UR To analyze various situations and phenomena in physics using the basic principales of classical mechanics Y4 00UQ : Demonstration of properties omitted in 01Y4. 01Y4 00UQ : Complex numbers omitted in 00UQ. 01Y5 00UK : Nervous system and cell physiology omitted in 00UK. 01Y7 00UR : Kinematics and rotational dynamics omitted in 01Y7.

12 Source program : Arts and sciences Target program : Complementary general education A student who has achieved one or more of the objectives of the Arts and sciences program can obtain credit for the equivalent objective or objectives of the general education component after changing programs. Arts and sciences (700.A0) 01YM To communicate at a rudimentary level in a modern language. 01YN To communicate on familiar subjects in a modern language. 01YP To communicate with a certain degree of ease in a modern language. Complementary general education 000Z Communiquer dans une langue moderne de façon restreinte Communiquer dans une langue moderne sur des sujets familiers Communiquer avec une certaine aisance dans une langue moderne.

13 Source program : General education common to all programs (Regulation 2) Target program : General education common to all programs (Regulation 3) A student who has achieved one or more of the objectives of the general education component under Regulation 2 can obtain credit for the equivalent objective or objectives of the general education component under Regulation 3. General education common to all programs (Regulation 2) 000D Traiter d une question philosophique de façon rationnelle. 000H Se situer en regard de l activité physique. 000J Pratiquer l activité physique de façon autonome. 000F To apply a logical analytical process to how knowledge is organized and used. General education common to all programs (Regulation 3) 00B1 Traiter d'une question philosophique de façon rationnelle To establish the role that being physically active plays amongst the lifestyle behaviours which promote health To improve one s effectiveness when practicing a physical activity. 00B2 To apply a logical analytical process to how knowledge is organized and used.

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15 TABLE OF CONTENTS INTRODUCTION TO THE PROGRAM VOCABULARY USED PART ONE: OVERVIEW THE AIM OF THE PROGRAM... 1 GENERAL GOALS OF THE PROGRAM... 1 EXPLANATION OF THE GENERAL GOALS OF THE PROGRAM... 1 THE GOALS OF GENERAL EDUCATION... 6 EDUCATIONAL INTENTIONS OF GENERAL EDUCATION... 8 LIST OF PROGRAM OBJECTIVES... 9 General education common to all programs... 9 General education adapted to programs... 9 Complementary general education Specific education SECOND PART: PROGRAM OBJECTIVES AND STANDARDS GENERAL EDUCATION COMMON TO ALL PROGRAMS GENERAL EDUCATION ADAPTED TO PROGRAMS COMPLEMENTARY GENERAL EDUCATION SPECIFIC EDUCATION APPENDIX : EDUCATIONAL INTENTIONS OF GENERAL EDUCATION

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17 INTRODUCTION TO THE PROGRAM The Science program is a pre-university program of the Ministère de l Éducation. It was designed in accordance with the framework for the development of pre-university programs of the Direction de l enseignement collégial. This framework: - provides for genuine continuity between pre-university programs and university programs - favours a program-based approach - aims at an education focusing on the mastery of learning, using a «competency-based» approach - aims at an education that contributes to the development of the whole person This framework requires participation by partners from the colleges and universities. Indeed, the development of pre-university programs in terms of objectives and standards is carried out with the cooperation of advisory committees composed of university representatives and academic deans and teachers from colleges. The Science program includes a component of general education that is common to all college programs (16 2/3 credits), a component of general education that is specific to the program (6 credits), a component of general education that is complementary to the specific program component (4 credits) and a specific program component (32 credits). This document has two parts. The first part presents an overview of the program, and the second part describes the objectives and standards for general education and specific education.

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19 VOCABULARY USED Program A program is an integrated set of learning activities leading to the achievement of educational objectives based on set standards (College Education Regulations, section 1). Aim The aim of pre-university programs is to prepare students for university through training emphasizing the integration of general and specific education and the transfer of learning. The aim must also reflect the requirements of an educational continuum oriented toward success in university. General Goals The general goals of pre-university programs guide the development of each program by indicating outcomes that should result in consistency, integration and the transfer of learning. By facilitating the coordination of the educational intent of general education with that of specific education, the general goals clarify the aim of the program, which is for the students to acquire skills essential for success in university. Competencies In pre-university education, competencies are based on knowledge, skills, attitudes and so on, whose acquisition or mastery is necessary for success in specific fields in university. Objectives The objectives of pre-university programs determine the results expected of the students. It is by attaining objectives and standards that the students acquire or master the competencies specific to the college level that are necessary to pursue university studies in particular fields. When pre-university programs are developed and presented by the Ministère, each objective is formulated in terms of a competency and includes a statement of the competency and its elements.

20 Statement of the competency The statement of the competency, is the result of an analysis of the needs of general education and those of university education. Elements The elements of the objective, formulated in terms of a competency, specify its essential components. They include only what is necessary in order to understand and achieve the competency. Standard The standard is the level of performance at which an objective is considered to be achieved (College Education Regulations, section 1). It is by attaining objectives and standards that the students acquire or master the competencies specific to the college level that are necessary to pursue university studies in particular fields. Performance criteria The performance criteria define the requirements for recognition of the attainment of the objective. All the criteria must be respected for the objective to be attained. Learning activities The aspects of learning activities which the minister can determine in whole or in part are the field of studies, the discipline or disciplines, the course weighting, the number of contact hours, the number of course credits, and such specific indications as are deemed essential.

21 PART ONE : OVERVIEW

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23 THE AIM OF THE PROGRAM The Science program taught at the college level is intended to provide students with a balanced education which integrates the basic components of rigorous scientific and general education and to equip students to pursue university-level studies in the pure and applied sciences or in the health sciences. GENERAL GOALS OF THE PROGRAM To complete the Science program, students must be able: to apply the experimental method; to take a systematic approach to problem solving; to use the appropriate data-processing technologies; to reason logically; to communicate effectively; to learn autonomously; to work as members of a team; to make connections between science, technology and social progress; to define their personal systems of values; to become familiar with the context in which scientific concepts are discovered and developed; to adopt attitudes that are useful for scientific work; to apply what they have learned to new situations. How to accommodate the general goals of the program is up to the individual college-level institution. The general goals of programs selected by the institution for implementation may be expressed using the vocabulary and logic of the discipline. Each course may contribute to the attainment of one or more of these goals. What is important is that they all be represented in one or more courses, and that they become specific focuses of teaching and learning, because they have been recognized as essential to university science studies and the diploma of college studies (Diplôme d études collégiales, DEC) in science must attest to their achievement. EXPLANATION OF THE GENERAL GOALS OF THE PROGRAM Each general goal is explained as follows: 1

24 To apply the experimental method. Using the knowledge they have acquired in the particular field of study of the program, students must be able to carry out the various steps in the experimental method. At the college level, they are not asked to be scientists or to produce new findings but, more realistically, to confirm previously established results or to verify propositions. To this end, they must: - observe and gather data; - draw inferences from data and construct hypotheses; - set up experiments, use measuring instruments correctly and carry out experiments; - summarize their observations, estimate their degree of certainty, draw conclusions from them and interpret and critique them. To take a systematic approach to problem solving. In the general meaning of the term, that is, in a context much broader than that of exercises designed to teach students to use techniques or apply algorithms, students must be able to: - frame a problem and construct a representation of it; - analyze a problem, identifying its elements and the relationships among them and their structure and organization; - solve a problem. To use the appropriate data-processing technologies. Science students must attain a certain level of competence in the selection and use of the available technological tools. In other words, they must be able to: - use a computer and its main peripherals; - use the main types of data-processing software: word-processing, data-processing and graphics programs and specialized software. It is essential that some courses take this general goal into account. In these courses, the students may be introduced to the use of data-processing programs in science. Educational software may also be used to allow the students to acquire and develop problem-solving skills or to familiarize them with simulations, which constitute a powerful computer application in science and mathematics. In addition, it is important that students, especially those who will later study applied sciences or engineering, receive an introduction to the construction and programming of algorithms. 2

25 Each college-level institution may take into account its students computer skills when they start college. It is not up to the Ministère de l Éducation to define the terms and conditions, nor to favour one computer language over others. However, it does seem important to choose a language that allows structured programming and to construct the learning activities around scientific problems and applications. To reason logically. In most of their university-level science studies, students will be required to construct logical arguments, demonstrations, proofs, etc. To this end, they must: - identify a certain number of ideas related to the subject area, and compare, classify and evaluate them; - organize relevant ideas into a logical sequence; - construct a coherent argument, a rationale and a proof. To communicate effectively. Students must acquire general competence in the area of communication. They must be able to: - read scientific or literary texts, as well as texts on current issues; - write scientific, literary and other types of texts; - express themselves orally during class presentations, demonstrations or large or small group discussions. Students must perform these tasks: - by correctly using the language of instruction and the second language; the requirements in the latter case should be realistic, with learning activities focused mainly on reading; - by making proper use of the various languages (terminology, symbolism, conventions, etc.) specific to the scientific disciplines covered in the program. To learn autonomously. To take up the challenges facing science students at the university level, college students also need to become independent learners: To this end, they must: - locate, organize and use pertinent information; - plan their own learning process, setting realistic goals and choosing appropriate means of attaining them; - evaluate the effectiveness of their strategies, adapt to different situations and readjust their objectives and behaviour. 3

26 To work as members of a team. University students are not isolated. They are surrounded by professors, students, technicians and many others, not to mention the scientific community that they will gradually become part of over the years. As members of a team, the students must: - interact with others; - assume various roles (leadership, collaboration, support) in disciplinary and multidisciplinary teams oriented toward the pursuit of common goals and objectives; - understand and respect the diversity and interdependence of individuals. To make connections between science, technology and social progress. Science differs from other ways of comprehending reality both in its primary objective, which is to understand the world around us, and in its ways of knowing, which are mainly observation, reasoning, experimentation and validation. Scientific findings may suggest modifications to be made to the physical or social environment or to some area of human activity. This is a challenge that technology can help us meet, because it enhances our ability to change the world to make it better fit our needs. Technology provides tools, equipment and processes that allow us to feed and house ourselves and ensure our safety, to extend the reach of our arms or our voices, and to develop new forms of expression. The costs and risks of such undertakings are often complex and difficult to predict. They may have completely unexpected effects for society as a whole or for specific groups, either immediately or in the medium or long term. For these reasons, a science education is not complete unless students: - confront the power and the limits of science and technology; - discuss their implications for social progress. This could be included in courses in specific education. General education courses may also make a contribution in this area, especially through the choice of topics and texts covered in general education specific to the program. To define their personal systems of values. Science students should be encouraged to define their own systems of values and to choose the values they will promote as scientists. To this end, the students must: - identify and choose personal values; - refer to ethical considerations and to their systems of values when making decisions and adopting conduct. 4

27 Courses in both general and specific education and, perhaps especially, courses in experimental disciplines in which questions related to pollution, the environment or biotechnology may arise can provide students with the knowledge and skills on which to base the positions they take. To become familiar with the context in which scientific concepts are discovered and developed. As their scientific knowledge increases through the mathematics and science courses in the program, students should learn to: - place the emergence and evolution of the concepts taught in the context of the development of human thought; - recognize how knowledge is constructed and transformed when it is subjected to discussion and the validation of hypotheses through research. Each course in the program can devote only a small part of the teaching time to this activity. However, if the opportunities are used to advantage, students can be introduced to the area of science involving research and the development of knowledge. To adopt attitudes that are useful for scientific work. The list of attitudes and qualities science students must demonstrate is long, and no student can be expected to develop them all to a high level. However, it is desirable that they: - demonstrate personal attitudes and qualities such as a liking for sustained effort, perseverance, curiosity, creativity, flexibility, a desire to help others and a critical spirit. To apply what they have learned to new situations. On completion of the program, students must: - see the connections among courses in the same discipline; - establish links among the various disciplines in the program; - integrate what they have learned and apply it to solving problems in new situations. This general goal constitutes the end that all the teaching and learning activities of the program should aim for. Everyone immediately recognizes the importance of the integration of learning in the program, and everyone wants the integration of learning and attitudes to be an ongoing and explicit aim in all the courses in the program and not only in one course at the end of the program. However, the importance placed on integration by the College Education Regulations and the obligation to develop a comprehensive examination that tests whether 5

28 students have attained all the objectives and standards of the program constitute powerful incentives to set up a distinct activity specifically aimed at the integration of learning. Whatever organizational means are adopted, college-level institutions will have to specify how they enable their students to attain this general goal. THE GOALS OF GENERAL EDUCATION In Québec, college is the next stage after the compulsory years of schooling (elementary and secondary school) during which students acquire basic knowledge and skills. It represents a major crossroads in that there is greater emphasis on the cultural aspect of academic subjects and leads students directly to the labour market or to university. The college system is responsive to current needs with respect to technical and pre-university education. It allows students to further their education without, however, narrowing their options, since they may switch from one type of program to the other. Finally, it provides students with a wellrounded, balanced education. Each college program features a general education component that is common to all programs, one that is adapted to the specific field of study, and one that is complementary. The goals of general education are to provide students with a common cultural core, to help them learn and develop generic skills, and to foster desirable attitudes. The desired outcomes are to educate students, to prepare them for their role as responsible members of society and to enable them to share in the common cultural heritage. The Common cultural core Transmission of the common cultural core is aimed at allowing students to develop or acquire the following: mastery of the language of instruction as a tool for communication and reflection, and mastery of the basic rules of rational thought, discourse and argumentation; the ability to communicate in other languages, primarily French or English; openness to the world and to cultural diversity; appreciation of the riches of their cultural heritage through familiarization with the accomplishments of human civilization; the ability to situate themselves with respect to the major schools of thought; the ability to think critically, independently and reflectively; personal and social ethics; mastery of knowledge relevant to the development of physical and intellectual well-being; awareness of the need to develop habits conducive to good health. 6

29 Generic skills General education allows students to acquire and develop the following generic skills: conceptualization, analysis and synthesis; coherent reasoning; critical judgment; articulate expression; the ability to apply what they have learned in analyzing situations; the ability to apply what they have learned in determining appropriate action; mastery of work methods; the ability to reflect on what they have learned. Desirable attitudes Cultural literacy and generic skills help students to acquire and develop the following attitudes: autonomy; a critical sense; awareness of their responsibilities toward themselves and others; openmindedness; creativity; openness to the world. These outcomes apply to the three general education components, more specifically: General education common to all programs, which is allotted 16 2/3 credits distributed as follows: language of instruction and literature: 7 1/3 credits; humanities or philosophie: 4 1/3 credits; physical education: 3 credits; second language: 2 credits. General education adapted to programs, which introduces tasks or learning situations that are relevant to the field of study. The breakdown of credits, for a total of 6, is as follows: language of instruction and literature: 2 credits; humanities or philosophie: 2 credits; second language: 2 credits. 7

30 Complementary general education, which allows students to complete their training with learning activities chosen with a view to achieving balance and complementarity in relation to the program-specific component. Students may choose courses for a total of 4 credits in the following areas: social sciences; science and technology; modern languages; mathematics literacy and computer science; art and aesthetics. The general and the specific education components are designed to contribute to students education in an integrative fashion. In other words, the knowledge and skills transmitted in one component are reinforced and, whenever possible, reapplied in the other. Each college-level institution must provide such general education through learning activities that are consistent with its educational project, within the framework of the stated outcomes, the given subject areas and ministerial guidelines. All the sets of objectives and standards in the general education component are developed in keeping with the provisions of the College Education Regulations (R.S.Q., c. C-29, s. 18; 1993, c. 25, s. 11). Revised Edition, August EDUCATIONAL INTENTIONS OF GENERAL EDUCATION The educational intentions explain in detail the contribution of each field of studies included in the three components of general education (common to all programs, adapted to programmes or complementary) to the achievement of the goals of general education. For the first two components, the educational intentions include a general statement of the role of each field of studies, the principles which underlie this role, the contribution of each field, in the form of outcome objectives, to the achievement of the goals of general education in terms of knowledge, abilities and attitudes, and an explanation of the sequence of objectives and standards. The full text of the educational intentions may be found at the end of this document. 8

31 LIST OF PROGRAM OBJECTIVES GENERAL EDUCATION COMMON TO ALL PROGRAMS: 16 2/3 credits 0004 To analyze and produce various forms of discourse To apply a critical approach to literary genres To apply a critical approach to a literary theme. 00B2 To apply a logical analytical process to how knowledge is organized and used. 000G To apply a critical thought process to world views Appliquer les notions de base de la communication en français courant. ou 000A Communiquer en français avec une certaine aisance. ou 000B Communiquer avec aisance en français. ou 000C Traiter d un sujet culturel et littéraire To establish the role that being physically active plays amongst the lifestyle behaviours which promote health To improve one s effectiveness when practising a physical activity To demonstrate one s responsibility for being physically active in a manner which promotes health. GENERAL EDUCATION ADAPTED TO PROGRAMS: 6 credits 000L To communicate in the forms of discourse appropriate to one or more fields of study. 000U To apply a critical thought process to ethical issues relevant to the field of study Appliquer des notions fondamentales de la communication en français, liées à un champ d études. ou 000Q Communiquer en français dans un champ d études particulier. ou 9

32 000R Communiquer avec aisance en français dans un champ d études particulier. ou 000S Disserter en français sur un sujet lié au champ d études. COMPLEMENTARY GENERAL EDUCATION: 4 credits 000V To estimate the contribution of the social sciences to an understanding of contemporary issues. 000W To analyze one of the major problems of our time using one or more social scientific approaches. 000X To explain the general nature of science and technology and some of the major contemporary scientific or technological issues. 000Y To resolve a simple problem by applying the basic scientific method. 000Z To communicate with limited skill in a modern language To communicate on familiar topics in a modern language To communicate with relative ease in a modern language To recognize the role of mathematics or informatics in contemporary society To use various mathematical or computer concepts, procedures and tools for common tasks To consider various forms of art produced by aesthetic practices To produce a work of art. SPECIFIC EDUCATION: 32 credits OBJECTIVES AND STANDARDS COMMON TO ALL STUDENTS 00UK To analyze the organization, functioning and diversity of living beings. 00UL To analyze chemical and physical changes in matter using concepts associated with the structure of atoms and molecules. 00UM To analyze the properties of solutions and reactions in solutions. 10

33 00UN To apply the methods of differential calculus to the study of functions and problem solving. 00UP To apply the methods of integral calculus to the study of functions and problem solving. 00UQ To apply the methods of linear algebra and vector geometry to problem solving. 00UR To analyze various situations and phenomena in physics using the basic principles of classical mechanics. 00US To analyze various situations and phenomena in physics using the basic laws of electricity and magnetism. 00UT To analyze various situations or phenomena associated with waves, optics and modern physics using basic principles. 00UU To apply acquired knowledge to one or more subjects in the sciences. OBJECTIVES AND STANDARDS TO BE CHOSEN ACCORDING TO THE PROFILE 00UV To apply the experimental method in a scientific field. 00XU To analyze the structure and functioning of multicelled organisms in terms of homeostasis and from an evolutionary perspective. 00XV To solve simple problems in organic chemistry. 11

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35 SECOND PART : PROGRAM OBJECTIVES AND STANDARDS

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37 GENERAL EDUCATION COMMON TO ALL PROGRAMS

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39 GENERAL EDUCATION COMMON TO ALL PROGRAMS : CODE : 0004 LANGUAGE OF INSTRUCTION AND LITERATURE OBJECTIVE Statement of the competency To analyze and produce various forms of discourse. Elements 1. To identify the characteristics and functions of the components of discourse. 2. To determine the organization of facts and arguments of a given discourse. Performance criteria STANDARD 1.1 Accurate explanation of the denotation of words. 1.2 Adequate recognition of the appropriate connotation of words. 1.3 Accurate definition of the characteristics and function of each component. 2.1 Clear and accurate recognition of the main idea and structure. 2.2 Clear presentation of the strategies employed to develop an argument or thesis. 3. To prepare ideas and strategies for a projected 3.1 Appropriate identification of topics and ideas. discourse. 3.2 Adequate gathering of pertinent information. 3.3 Clear formulation of a thesis. 3.4 Coherent ordering of supporting material. 4. To formulate a discourse. 4.1 Appropriate choice of tone and diction. 4.2 Correct development of sentences. 4.3 Clear and coherent development of paragraphs. 4.4 Formulation of a 750-word discourse. 5. To edit the discourse. 5.1 Thorough revision of form and content. LEARNING ACTIVITIES Discipline : English Weighting : 2-2-4, Credits : 2 2/3 17

40 GENERAL EDUCATION COMMON TO ALL PROGRAMS : CODE : 0005 LANGUAGE OF INSTRUCTION AND LITERATURE OBJECTIVE Statement of the competency To apply a critical approach to literary genres. Elements Performance criteria STANDARD 1. To distinguish genres of literary discourse. 1.1 Clear recognition of the formal characteristics of a literary genre. 2. To recognize the use of literary conventions within a specific genre. 3. To situate a discourse within its historical and literary period. 4. To explicate a discourse representative of a literary genre. Discipline : English Weighting : Credits : 2 1/3 LEARNING ACTIVITIES 2.1 Accurate recognition of the figurative communication of meaning. 2.2 Adequate explanation of the effects of significant literary and rhetorical devices. 3.1 Appropriate recognition of the relationship of a text to its period. 4.1 Selective use of appropriate terminology. 4.2 Effective presentation of a 1000-word integrated response to a text. 18

41 GENERAL EDUCATION COMMON TO ALL PROGRAMS : CODE : 0006 LANGUAGE OF INSTRUCTION AND LITERATURE OBJECTIVE Statement of the competency To apply a critical approach to a literary theme. Elements 1. To recognize the treatment of a theme within a literary text. Performance criteria STANDARD 1.1 Clear recognition of elements within the text which define and reinforce a theme and its development. 1.2 Adequate demonstration of the effects of significant literary and rhetorical devices. 2. To situate a literary text within its cultural context. 2.1 Appropriate recognition of a text as an expression of cultural context. 2.2 Adequate demonstration of the effects of significant literary and rhetorical devices. 3. To detect the value system inherent in a literary text. 3.1 Appropriate identification of expression (explicit/implicit) of a value system in a text. 4. To explicate a text from a thematic perspective. 4.1 Selective use of an appropriate terminology. 4.2 Effective presentation of a 1000-word integrated response to a text. Discipline : English Weighting : Credits : 2 1/3 LEARNING ACTIVITIES 19

42 GENERAL EDUCATION COMMON TO ALL PROGRAMS : HUMANITIES OBJECTIVE STANDARD Statement of the competency CODE : 00B2 To apply a logical analytical process to how knowledge is organized and used. Elements 1. To recognize the basic elements of a field of knowledge. 2. To define the modes of organization and utilization of a field of knowledge. 3. To situate a field of knowledge within its historical context. 4. To organize the main components into coherent patterns. Performance criteria 1.1 Appropriate description of the basic elements. 1.2 Appropriate use of terminology relevant to fields of knowledge. 2.1 Adequate definition of the dimensions, limits, and uses of fields of knowledge. 3.1 Accurate identification of the main components in the historical development of fields of knowledge. 3.2 Accurate description of the effects of historical development and societal milieu on the limitations and uses of a field of knowledge. 4.1 Coherent organization of the main components. 5. To produce a synthesis of the main components. 5.1 Appropriate analysis of the components. 5.2 Coherent synthesis of the main components. 5.3 Appropriate expression, including a significant individual written component, of an analysis of the context, importance and implications of the organization and uses of knowledge. Discipline : Humanities Weighting : Credits : 2 1/3 LEARNING ACTIVITIES 20

43 GENERAL EDUCATION COMMON TO ALL PROGRAMS : HUMANITIES OBJECTIVE STANDARD Statement of the competency CODE : 000G To apply a critical thought process to world views. Elements Performance criteria 1. To describe world views. 1.1 Accurate description of a society or group with a distinctive world view. 2. To explain the major ideas, values, and implications of a world view. 3. To organize the ideas, values and experiences of a world view into coherent patterns. 1.2 Appropriate use of terminology relevant to these societies or groups. 2.1 Adequate explanation of the salient components of a world view. 3.1 Coherent organization of ideas about a world view. 3.2 Appropriate expression, including a significant individual written component, of an analysis of the context, importance, and implications of world views. 4. To compare world views. 4.1 Comparative analysis of these world views. 4.2 Appropriate inclusion of central elements, relationships, and organizational principles of the societies or groups in the analysis. Discipline : Humanities Weighting : Credits : 2 LEARNING ACTIVITIES 21

44 FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU I) CODE : 0017 Énoncé de la compétence OBJECTIF Appliquer les notions de base de la communication en français courant. Éléments Critères de performance STANDARD 1. Dégager le sens d un message oral simple. 1.1 Repérage précis des difficultés de compréhension du message. 1.2 Utilisation pertinente des techniques d écoute choisies. 1.3 Distinction précise du sens général et des idées essentielles du message. 1.4 Description précise du sens général et des idées essentielles du message. 2. Émettre un message oral simple. 2.1 Repérage précis des difficultés d expression. 2.2 Utilisation pertinente des techniques d expression orales choisies. 2.3 Emploi pertinent du vocabulaire courant. 2.4 Expression intelligible du propos. 3. Dégager le sens d un texte. 3.1 Repérage précis des difficultés de compréhension du texte. 3.2 Utilisation pertinente des techniques de lecture choisies. 3.3 Distinction claire des principaux éléments du texte. 3.4 Description précise du sens général et des idées essentielles d un texte de 500 mots. 4. Rédiger un texte simple. 4.1 Repérage précis des difficultés d écriture. Discipline : Français, langue seconde Pondération : Unités : Utilisation pertinente des techniques d écriture choisies. 4.3 Emploi pertinent du vocabulaire courant. 4.4 Formulation claire et cohérente d un texte de 100 mots. ACTIVITÉS D APPRENTISSAGE 22

45 FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU II) OBJECTIF STANDARD Énoncé de la compétence CODE : 000A Communiquer en français avec une certaine aisance. Éléments 1. Interpréter un texte oral simple de trois minutes en français courant. 2. Produire un texte oral planifié de cinq minutes en français courant. Critères de performance 1.1 Distinction claire des principaux éléments du texte oral. 1.2 Explication précise du sens des mots dans le texte. 1.3 Repérage précis des idées et des sujets traités dans le texte. 2.1 Emploi pertinent du vocabulaire courant. 2.2 Respect du niveau de langue, du code grammatical et des règles de la prononciation. 2.3 Formulation claire et cohérente du propos. 3. Interpréter un texte écrit en français courant. 3.1 Distinction claire des principaux éléments du texte. 3.2 Explication précise du sens des mots dans le texte. 3.3 Repérage précis des idées principales et de la structure d un texte de 700 à 1000 mots. 4. Rédiger un texte simple en français courant. 4.1 Respect du code grammatical et orthographique. 4.2 Utilisation judicieuse des principaux éléments du corpus. 4.3 Formulation claire et cohérente des phrases. 4.4 Articulation cohérente des paragraphes. 4.5 Rédaction d un texte de 200 mots. ACTIVITÉS D APPRENTISSAGE Discipline : Français, langue seconde Pondération : Unités : 2 23

46 FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU III) OBJECTIF STANDARD Énoncé de la compétence CODE : 000B Communiquer avec aisance en français. Éléments 1. Produire un texte oral planifié de cinq minutes de complexité moyenne. Critères de performance 1.1 Emploi pertinent du vocabulaire courant. 1.2 Adaptation à l interlocuteur ou à l interlocutrice. 1.3 Respect du niveau de langue, du code grammatical et des règles de la prononciation. 1.4 Formulation claire et cohérente du propos. 1.5 Agencement pertinent des idées. 2. Commenter un texte écrit de complexité moyenne. 2.1 Distinction claire des principaux éléments d un texte comprenant entre et mots. 2.2 Explication précise du sens des mots dans le texte. 2.3 Distinction précise des idées principales et secondaires, des faits et des opinions. 2.4 Formulation d éléments implicites. 3. Rédiger un texte de complexité moyenne. 3.1 Respect du code grammatical et orthographique. Discipline : Français, langue seconde Pondération : Unités : Adaptation au lecteur ou à la lectrice. 3.3 Utilisation judicieuse des principaux éléments du corpus. 3.4 Formulation claire et cohérente des phrases, dont au moins trois sont complexes. 3.5 Articulation cohérente des paragraphes. 3.6 Rédaction d un texte de 350 mots. ACTIVITÉS D APPRENTISSAGE 24

47 FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU IV) OBJECTIF STANDARD Énoncé de la compétence CODE : 000C Traiter d un sujet culturel et littéraire. Éléments Critères de performance 1. Analyser un texte culturel ou littéraire. 1.1 Formulation personnelle des éléments principaux du texte. 1.2 Inventaire des thèmes principaux. 1.3 Relevé d indices qui permettent de situer le texte dans son contexte socioculturel et historique. 1.4 Repérage des valeurs véhiculées. 1.5 Repérage juste de la structure du texte. 2. Rédiger un texte sur un sujet culturel ou littéraire. 2.1 Respect du sujet. Discipline : Français, langue seconde Pondération : Unités : Articulation claire d un point de vue personnel. 2.2 Respect du code grammatical et orthographique. 2.3 Adaptation au lecteur ou à la lectrice. 2.4 Utilisation judicieuse des principaux éléments du corpus. 2.5 Formulation claire et cohérente d un texte de 500 mots. 2.6 Articulation claire d un point de vue personnel. ACTIVITÉS D APPRENTISSAGE 25

48 GENERAL EDUCATION COMMON TO ALL PROGRAMS : PHYSICAL EDUCATION CODE : 0064 OBJECTIVE Statement of the competency To establish the role that being physically active plays amongst the lifestyle behaviours which promote health. Elements 1. To establish the relationship between one s lifestyle and one s health. 2. To be physically active in a manner which promotes health. 3. To recognize one s needs, abilities, and motivational factors with respect to being physically active on a regular basis. Performance criteria STANDARD 1.1 Proper use of documentation. 1.2 Appropriate relationships between the main lifestyle behaviours and their impact on health. 2.1 Observance of the rules involved in the physical activity, including safety guidelines. 2.2 Respect of one s abilities when practising physical activities. 3.1 Appropriate use of the physical quantitative and qualitative data. 3.2 Statement of one s main physical needs and abilities. 3.3 Statement of one s main motivational factors with respect to being physically active on a regular basis. 4. To propose physical activities which promote health. 4.1 Appropriate and justified choice of physical activities according to one s needs, abilities, and motivational factors. Discipline : Physical Education Weighting : Credits : 1 LEARNING ACTIVITIES 26

49 GENERAL EDUCATION COMMON TO ALL PROGRAMS : CODE : 0065 PHYSICAL EDUCATION OBJECTIVE STANDARD Statement of the competency To improve one s effectiveness when practising a physical activity. Element 1. To use a process designed to improve one s effectiveness in the practice of a physical activity. Discipline : Physical Education Weighting : Credits : 1 Performance criteria LEARNING ACTIVITIES 1.1 Initial assessment of one s abilities and attitudes when practising a physical activity. 1.2 Statement of one s expectations and needs with respect to one s ability to practise the activity. 1.3 Appropriate formulation of personal objectives. 1.4 Statement of the means to achieve one s objectives. 1.5 Observance of the rules involved in the physical activity, including safety guidelines. 1.6 Periodic evaluation of one s abilities and attitudes when practising a physical activity. 1.7 Meaningful interpretation of the progress achieved and the difficulties experienced during the activity. 1.8 Pertinent and periodic adjustments of objectives or action plan. 1.9 Appreciable improvement of the motor skills required by the activity. 27

50 GENERAL EDUCATION COMMON TO ALL PROGRAMS : CODE : 0066 PHYSICAL EDUCATION OBJECTIVE STANDARD Statement of the competency To demonstrate one s responsibility for being physically active in a manner which promotes health. Elements 1. To combine effective practice with a health promotional approach to physical activity. Performance criteria 1.1 Integration of effective practice with factors which promote health in the practice of a physical activity. 2. To manage a personal physical activity program. 2.1 Statement of one s priorities according to the needs abilities, and motivational factors with respect to being active on a regular basis. 2.2 Proper formulation of objectives to achieve in one s personal program. 2.3 Appropriate choice of activity or activities for one s personal program. 2.4 Appropriate planning of how the activity or activities in the personal program are carried out. 2.5 Appropriate choice of criteria to measure program objective attainment. 2.6 Periodic statement of the time invested and the activities carried out during the program. 2.7 Meaningful interpretation of the progress achieved and difficulties experienced during the activity. 2.8 Appropriate and periodic adjustment of objectives or action plan. Discipline : Physical Education Weighting : Credits : 1 LEARNING ACTIVITIES 28

51 GENERAL EDUCATION ADAPTED TO PROGRAMS

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53 GENERAL EDUCATION ADAPTED TO PROGRAMS : LANGUAGE OF INSTRUCTION AND LITERATURE OBJECTIVE Statement of the competency To communicate in the forms of discourse appropriate to one or more fields of study. STANDARD CODE : 000L Elements 1. To identify the forms of discourse appropriate to given fields of study. 2. To recognize the discursive frameworks appropriate to given fields of study. Performance criteria 1.1 Accurate recognition of specialized vocabulary and conventions. 1.2 Accurate recognition of the characteristics of the form of discourse. 2.1 Clear and accurate recognition of the main ideas and structure. 2.2 Appropriate distinction between fact and argument. 3. To formulate a discourse. 3.1 Appropriate choice of tone and diction. 3.2 Correctly developed sentences. 3.3 Clearly and coherently developed paragraphs. 3.4 Appropriate use of program-related communication strategies. 3.5 Formulation of a 1000-word discourse. 3.6 Thorough revision of form and content. LEARNING ACTIVITIES Discipline : English Total Contact Hours : 60 Credits : 2 31

54 GENERAL EDUCATION ADAPTED TO PROGRAMS : HUMANITIES OBJECTIVE STANDARD Statement of the competency CODE : 000U To apply a critical thought process to ethical issues relevant to the field of study. Elements 1. To situate significant ethical issues, in appropriate world views and fields of knowledge. 2. To explain the major ideas, values, and social implication of ethical issues. 3. To organize the ethical questions and their implications into coherent patterns. Performance criteria 1.1 Accurate recognition of the basic elements of ethical issues. 1.2 Appropriate use of relevant terminology. 1.3 Adequate identification of the main linkages with world views and fields of knowledge. 2.1 Adequate description of the salient components of the issues. 3.1 Coherent organization of the ethical questions and their implications. 3.2 Appropriate expression, including a significant individual written component, of an analysis of the context, importance and implications of the issues. 4. To debate the ethical issues. 4.1 Adequate development of substantiated argumentation including context and diverse points of view. 4.2 Clear articulation of an individual point of view. LEARNING ACTIVITIES Discipline : Humanities Total Contact Hours : 45 Credits : 2 FORMATION GÉNÉRALE PROPRE : LANGUE SECONDE (NIVEAU I) CODE :

55 Énoncé de la compétence OBJECTIF STANDARD Appliquer des notions fondamentales de la communication en français, liées à un champ d études. Éléments 1. Dégager le sens d un message oral simple lié à un champ d études. 2. Dégager le sens et les caractéristiques d un texte lié à un champ d études. 3. Émettre un message oral simple lié à un champ d études. Critères de performance 1.1 Repérage précis des difficultés de compréhension du message. 1.2 Distinction juste des caractéristiques du message. 1.3 Repérage juste du vocabulaire spécialisé. 1.4 Utilisation pertinente des techniques d écoute choisies. 1.5 Distinction claire des principaux éléments du message. 1.6 Description précise du sens général et des idées essentielles du message. 2.1 Repérage précis des difficultés de compréhension du texte. 2.2 Distinction juste des caractéristiques du texte. 2.3 Repérage précis du vocabulaire spécialisé. 2.4 Utilisation pertinente des techniques de lectures choisies. 2.5 Distinction claire des principaux éléments du texte. 2.6 Description précise du sens général et des idées essentielles du texte. 3.1 Repérage précis des difficultés d expression orale. 3.2 Utilisation pertinente des techniques d expression orale choisies. 3.3 Utilisation pertinente du vocabulaire courant et spécialisé. 3.4 Expression intelligible du propos. 4. Rédiger un court texte lié à un champ d études. 4.1 Repérage précis des difficultés d écrire. 4.2 Utilisation pertinente des techniques d écriture choisies. 4.3 Utilisation pertinente du vocabulaire courant et spécialisé. 4.4 Formulation claire et cohérente du texte. ACTIVITÉS D APPRENTISSAGE Discipline : Français, langue seconde Nombre d heures-contact : 45 Nombre d unités : 2 FORMATION GÉNÉRALE PROPRE : LANGUE SECONDE (NIVEAU II) OBJECTIF STANDARD 33 CODE : 000Q