SCIENCE PRE-UNIVERSITY PROGRAM 200.B0

SCIENCE

PRE-UNIVERSITY PROGRAM

200.B0

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.

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

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)

Science

(200.B0)

01Y1

To solve problems using differential calculus.

Ä

00UN

To apply the methods of differential calculus to the study of functions and problem solving. 01Y2

To solve problems using integral calculus.

Ä

00UP

To apply the methods of integral calculus to the study of functions and problem solving.

01Y4

To solve problems using linear algebra and vector geometry.

Ä

1

00UQ

To apply the methods of linear algebra and vector geometry to problem solving.

01Y5

To analyze the structural and functional relationships that characterize living organisms as they evolve in their environment.

Ä

2

00UK

To analyze the organization, functioning and diversity of living beings.

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.

Ä

00XU

To analyze the structure and functioning of multicelled organisms in terms of homeostasis and from an evolutionary perspective.

01Y6

To solve problems associated with chemical

changes in matter.

Ä

00UL

To analyze chemical and physical changes in matter using concepts associated with the structure of atoms and molecules.

01YH

To analyze the mechanisms of reactions.

Ä

00XV

To solve simple problems in organic chemistry. 01Y7

To interpret natural phenomena using models from mechanical physics.

Ä

3

00UR

To analyze various situations and phenomena in physics using the basic principales of classical mechanics.

1

01Y4 ˆ 00UQ : Demonstration of properties omitted in 01Y4. 1

01Y4 ˆ 00UQ : Complex numbers omitted in 00UQ. 2

01Y5 ˆ 00UK : Nervous system and cell physiology omitted in 00UK. 3

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)

Complementary general

education

01YM

To communicate at a rudimentary level in a modern language.

Ä

000Z Communiquer dans une langue moderne de façon restreinte.

01YN

To communicate on familiar subjects in a modern language.

Ä

0010 Communiquer dans une langue moderne sur des sujets familiers.

01YP

To communicate with a certain degree of ease in a modern language.

Ä

0067 Communiquer avec une certaine aisance dans une langue moderne.

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)

General education common

to all programs

(Regulation 3)

000D

Traiter d’une question philosophique de façon rationnelle.

Ä

00B1 Traiter d'une question philosophique de façon rationnelle.

000H

Se situer en regard de l’activité physique.

Ä

0064

To establish the role that being physically active plays amongst the lifestyle behaviours which promote health.

000J

Pratiquer l’activité physique de façon autonome.

Ä

0065 To improve one’s effectiveness when practicing a physical activity.

000F

To apply a logical analytical process to how knowledge is organized and used.

Ä

00B2 To apply a logical analytical process to how knowledge is organized and used.

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 ... 10

Specific

education... 10

SECOND PART: PROGRAM OBJECTIVES AND STANDARDS

GENERAL EDUCATION COMMON TO ALL PROGRAMS ... 15

GENERAL EDUCATION ADAPTED TO PROGRAMS... 29

COMPLEMENTARY GENERAL EDUCATION... 37

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.

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

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.

PART ONE :

OVERVIEW

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:

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.

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.

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

ob-servation, 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.

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

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

well-rounded, 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.

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;

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 1998.

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.

LIST OF PROGRAM OBJECTIVES

GENERAL EDUCATION COMMON TO ALL PROGRAMS: 16 2/3 credits

0004 To analyze and produce various forms of discourse.

0005 To apply a critical approach to literary genres.

0006 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.

0017 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.

0064 To establish the role that being physically active plays amongst the lifestyle behaviours

which promote health.

0065 To improve one’s effectiveness when practising a physical activity.

0066 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.

0018 Appliquer des notions fondamentales de la communication en français, liées à un champ

d’études.

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.

0010 To communicate on familiar topics in a modern language.

0067 To communicate with relative ease in a modern language.

0011 To recognize the role of mathematics or informatics in contemporary society.

0012 To use various mathematical or computer concepts, procedures and tools for common

tasks.

0013 To consider various forms of art produced by aesthetic practices.

0014 To produce a work of art.

SPECIFIC EDUCATION: 32 credits

OBJECTIVES AND STANDARDS COMMON TO ALL STUDENTS

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.

SECOND PART :

GENERAL EDUCATION COMMON TO ALL PROGRAMS :

CODE : 0004

LANGUAGE OF INSTRUCTION AND LITERATURE

OBJECTIVE STANDARD

Statement of the competency

To analyze and produce various forms of discourse.

Elements Performance criteria

1. To identify the characteristics and functions of the components of discourse.

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. To determine the organization of facts and arguments of a given discourse.

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 discourse.

3.1 Appropriate identification of topics and ideas. 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, 1-3-4

GENERAL EDUCATION COMMON TO ALL PROGRAMS :

CODE : 0005

LANGUAGE OF INSTRUCTION AND LITERATURE

OBJECTIVE STANDARD

Statement of the competency

To apply a critical approach to literary genres.

Elements Performance criteria

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.

2.1 Accurate recognition of the figurative communication of meaning.

2.2 Adequate explanation of the effects of significant literary and rhetorical devices.

3. To situate a discourse within its historical and literary period.

3.1 Appropriate recognition of the relationship of a text to its period.

4. To explicate a discourse representative of a literary genre.

4.1 Selective use of appropriate terminology. 4.2 Effective presentation of a 1000-word integrated

response to a text.

LEARNING ACTIVITIES

Discipline : English

Weighting : 2-2-3

GENERAL EDUCATION COMMON TO ALL PROGRAMS :

CODE : 0006

LANGUAGE OF INSTRUCTION AND LITERATURE

OBJECTIVE STANDARD

Statement of the competency

To apply a critical approach to a literary theme.

Elements Performance criteria

1. To recognize the treatment of a theme within a literary text.

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.

LEARNING ACTIVITIES

Discipline : English

Weighting : 2-2-3

GENERAL EDUCATION COMMON TO ALL PROGRAMS : HUMANITIES

CODE : 00B2

OBJECTIVE STANDARD

Statement of the competency

To apply a logical analytical process to how knowledge is organized and used.

Elements Performance criteria

1. To recognize the basic elements of a field of knowledge.

1.1 Appropriate description of the basic elements. 1.2 Appropriate use of terminology relevant to fields of

knowledge. 2. To define the modes of organization and utilization of a

field of knowledge.

2.1 Adequate definition of the dimensions, limits, and uses of fields of knowledge.

3. To situate a field of knowledge within its historical context.

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. To organize the main components into coherent patterns.

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.

LEARNING ACTIVITIES

Discipline : Humanities

Weighting : 3-1-3

GENERAL EDUCATION COMMON TO ALL PROGRAMS : HUMANITIES

CODE : 000G

OBJECTIVE STANDARD

Statement of the competency

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.

1.2 Appropriate use of terminology relevant to these societies or groups.

2. To explain the major ideas, values, and implications of a world view.

2.1 Adequate explanation of the salient components of a world view.

3. To organize the ideas, values and experiences of a world view into coherent patterns.

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.

LEARNING ACTIVITIES

Discipline : Humanities

Weighting : 3-0-3

FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU I)

CODE : 0017

OBJECTIF STANDARD

Énoncé de la compétence

Appliquer les notions de base de la communication en français courant.

Éléments Critères de performance

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.

4.2 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

Discipline : Français, langue seconde

Pondération : 2-1-3

FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU II)

CODE : 000A

OBJECTIF STANDARD

Énoncé de la compétence

Communiquer en français avec une certaine aisance.

Éléments Critères de performance 1. Interpréter un texte oral simple de trois minutes en

français courant.

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. Produire un texte oral planifié de cinq minutes en

français courant.

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 : 2-1-3

FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU III)

CODE : 000B

OBJECTIF STANDARD

Énoncé de la compétence

Communiquer avec aisance en français.

Éléments Critères de performance 1. Produire un texte oral planifié de cinq minutes de

complexité moyenne.

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 2 500 et 3 000 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.

3.2 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

Discipline : Français, langue seconde

Pondération : 2-1-3

FORMATION GÉNÉRALE COMMUNE : LANGUE SECONDE (NIVEAU IV)

CODE : 000C

OBJECTIF STANDARD

Énoncé de la compétence

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. 1.6 Articulation claire d’un point de vue personnel.

2. Rédiger un texte sur un sujet culturel ou littéraire. 2.1 Respect du sujet.

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

Discipline : Français, langue seconde

Pondération : 3-0-3

GENERAL EDUCATION COMMON TO ALL PROGRAMS : PHYSICAL EDUCATION CODE : 0064

OBJECTIVE STANDARD

Statement of the competency

To establish the role that being physically active plays amongst the lifestyle behaviours which promote health.

Elements Performance criteria

1. To establish the relationship between one’s lifestyle and one’s health.

1.1 Proper use of documentation.

1.2 Appropriate relationships between the main lifestyle behaviours and their impact on health.

2. To be physically active in a manner which promotes 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. To recognize one’s needs, abilities, and motivational factors with respect to being physically active on a regular basis.

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.

LEARNING ACTIVITIES

Discipline : Physical Education

Weighting : 1-1-1

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 Performance criteria

1. To use a process designed to improve one’s effectiveness in the practice of a physical activity.

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.

LEARNING ACTIVITIES

Discipline : Physical Education

Weighting : 0-2-1

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 Performance criteria

1. To combine effective practice with a health promotional approach to physical activity.

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.

LEARNING ACTIVITIES

Discipline : Physical Education

Weighting : 1-1-1

GENERAL EDUCATION ADAPTED TO PROGRAMS :

CODE : 000L

LANGUAGE OF INSTRUCTION AND LITERATURE

OBJECTIVE STANDARD

Statement of the competency

To communicate in the forms of discourse appropriate to one or more fields of study.

Elements Performance criteria

1. To identify the forms of discourse appropriate to given fields of study.

1.1 Accurate recognition of specialized vocabulary and conventions.

1.2 Accurate recognition of the characteristics of the form of discourse.

2. To recognize the discursive frameworks appropriate to given fields of study.

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

GENERAL EDUCATION ADAPTED TO PROGRAMS : HUMANITIES

CODE : 000U

OBJECTIVE STANDARD

Statement of the competency

To apply a critical thought process to ethical issues relevant to the field of study.

Elements Performance criteria

1. To situate significant ethical issues, in appropriate world views and fields of knowledge.

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. To explain the major ideas, values, and social

implication of ethical issues.

2.1 Adequate description of the salient components of the issues.

3. To organize the ethical questions and their implications into coherent patterns.

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

OBJECTIF STANDARD

Énoncé de la compétence

Appliquer des notions fondamentales de la communication en français, liées à un champ d’études.

Éléments Critères de performance 1. Dégager le sens d’un message oral simple lié à un

champ d’études.

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. Dégager le sens et les caractéristiques d’un texte lié à un champ d’études.

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. Émettre un message oral simple lié à un champ d’études.

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

Énoncé de la compétence

Communiquer en français dans un champ d’études particulier.

Éléments Critères de performance 1. Distinguer les types de textes propres au champ

d’études.

1.1 Distinction précise des caractéristiques formelles de chacun des principaux types de textes et des conventions utilisées.

2. Interpréter des textes représentatifs du champ d’études. 2.1 Distinction claire des principaux éléments du texte.

2.2 Interprétation claire du vocabulaire spécialisé. 2.3 Repérage précis des idées et des sujets traités. 2.4 Utilisation pertinente des techniques de lecture et

d’écoute. 3. Utiliser des techniques de production de textes

appropriées au champ d’études.

3.1 Emploi pertinent du vocabulaire spécialisé et des conventions.

3.2 Respect du niveau de langue et du code grammatical. 3.3 Formulation claire et cohérente du propos.

3.4 Utilisation pertinente des techniques d’expression.

ACTIVITÉS D’APPRENTISSAGE

Discipline : Français, langue seconde

Nombre d’heures-contact : 45

Énoncé de la compétence

Communiquer avec aisance en français dans un champ d’études particulier.

Éléments Critères de performance

1. Commenter des textes propres au champ d’études. 1.1 Distinction précise des caractéristiques formelles des

principaux types de textes et des conventions utilisées. 1.2 Explication précise du sens des mots dans le texte. 1.3 Repérage précis de la structure du texte.

1.4 Reformulation juste des idées principales et secondaires, des faits et des opinions. 1.5 Emploi juste du vocabulaire spécialisé.

2. Produire un texte sur un sujet lié au champ d’études. 2.1 Respect du sujet.

2.2 Emploi pertinent du vocabulaire spécialisé et des conventions.

2.3 Respect du niveau de langue et du code grammatical. 2.4 Formulation claire et cohérente du propos.

2.5 Agencement pertinent des idées. 2.6 Adéquation entre forme et fond.

ACTIVITÉS D’APPRENTISSAGE

Discipline : Français, langue seconde

Nombre d’heures-contact : 45

Énoncé de la compétence

Disserter en français sur un sujet lié au champ d’études.

Éléments Critères de performance

1. Analyser un texte lié au champ d’études. 1.1 Distinction précise des caractéristiques formelles des

types particuliers de textes.

1.2 Formulation personnelle des éléments principaux. 1.3 Inventaire des thèmes principaux.

1.4 Repérage juste de la structure du texte.

1.5 Relevé d’indices qui permettent de situer le texte dans son contexte.

1.6 Articulation claire d’un point de vue personnel, s’il y a lieu.

1.7 Association juste des éléments du texte au sujet traité.

2. Rédiger un texte sur un sujet lié au champ d’études. 2.1 Respect du sujet.

2.2 Emploi pertinent du vocabulaire spécialisé et des conventions.

2.3 Choix judicieux des principaux éléments du corpus en fonction du type de texte.

2.4 Formulation claire et cohérente du texte. 2.5 Respect du code grammatical et orthographique. 2.6 Articulation claire d’un point de vue personnel, s’il y a

lieu.

ACTIVITÉS D’APPRENTISSAGE

Discipline : Français, langue seconde

Nombre d’heures-contact : 45

COMPLEMENTARY GENERAL EDUCATION: SOCIAL SCIENCES

CODE: 000V

OBJECTIVE STANDARD

Statement of the competency

To estimate the contribution of the social sciences to an understanding of contemporary issues.

Achievement context Students will work alone.

They will write an essay of approximately 750 words on the contribution of the social sciences to an understanding of contemporary issues.

Documents and data from the field of social sciences may be used.

Elements Performance criteria

1. Recognize the focus of one or more of the social sciences and their main approaches.

1.1 Formulation of the focus specific to one or more of the social sciences.

1.2 Description of the main approaches used in the social sciences.

2. Identify some of the issues currently under study in the social sciences.

2.1 Association of issues with the pertinent areas of research in the social sciences.

3. Demonstrate the contribution of one or more of the social sciences to an understanding of contemporary issues.

3.1 Presentation of contemporary issues by emphasizing the interpretation of the social sciences.

3.2 Illustration of the interaction between certain social changes and the contribution of the social sciences.

LEARNING ACTIVITIES

Number of student-contact hours: 45

COMPLEMENTARY GENERAL EDUCATION: SOCIAL SCIENCES

CODE: 000W

OBJECTIVE STANDARD

Statement of the competency

To analyze one of the major problems of our time using one or more social scientific approaches.

Achievement context Students will work alone.

They will write an essay of approximately 750 words on a topic related to human existence.

Reference materials from the field of social sciences may be used.

Elements Performance criteria

1. Formulate a problem using one or more social scientific approaches.

1.1 Presentation of the background to the problem. 1.2 Use of appropriate concepts and language. 1.3 Brief description of individual, collective,

spatio-temporal and cultural aspects of the problem. 2. Deal with an issue using one or more social scientific

approaches.

2.1 Clear formulation of an issue.

2.2 Selection of pertinent reference materials. 2.3 Brief description of historical, experimental and

survey methods.

3. Draw conclusions. 3.1 Appropriate use of the selected method.

3.2 Determination of appropriate evaluation criteria. 3.3 Identification of strengths and weaknesses of the

conclusions.

3.4 Broadening of the issue analyzed.

LEARNING ACTIVITIES

Number of student-contact hours: 45

OBJECTIVE STANDARD

Statement of the competency

To explain the general nature of science and technology and some of the major contemporary scientific or technological issues.

Achievement context Students will work alone.

They will use a written commentary on a scientific discovery or technological development.

They will write an essay of approximately 750 words.

Elements Performance criteria

1. Describe the standard scientific mode of thought and method.

1.1 Brief description of the essential characteristics of the scientific mode of thought, including quantification and demonstration.

1.2 Organized list and brief description of the essential characteristics of the main steps in the standard scientific method.

2. Demonstrate how science and technology are complementary.

2.1 Definition of terms and description of the primary ways in which science, techniques and technology are interrelated: logical and temporal connections, and mutual contributions.

3. Explain the context and the stages related to several scientific and technological discoveries.

1.1 Pertinent and coherent explanation of the relationship between the determining contexts related to several scientific and technological discoveries.

1.2 List of the main stages of scientific and technological discoveries.

4. Deduce different consequences and questions resulting from certain recent scientific and technological developments.

4.1 Brief description of important consequences (of different types) and the current major challenges resulting from several scientific and technological discoveries.

4.2 Formulation of relevant questions and credibility of responses to the questions formulated.

LEARNING ACTIVITIES

Number of student-contact hours: 45

Statement of the competency

To resolve a simple problem by applying the basic scientific method.

Achievement context

Students will work alone or in groups.

They will be given a scientific and technological problem that is not complex and that can be resolved by applying the standard scientific method.

Common scientific instruments and reference materials (written or other) may be used.

Elements Performance criteria

1. Describe the main steps of the standard scientific method.

1.1 Organized list and brief description of the

characteristics of the steps of the standard scientific method.

2. Formulate a hypothesis designed to solve a simple scientific and technological problem.

1.1 Clear, precise description of the problem. 1.2 Observance of the principles for formulating a

hypothesis (observable and measurable nature of data, credibility, etc.).

3. Verify a hypothesis by applying the fundamental principles of the basic experimental method.

3.1 Pertinence, reliability and validity of the experimental method used.

3.2 Observance of established experimental method. 3.3 Appropriate choice and use of instruments. 3.4 Clear, satisfactory presentation of results.

1.3 Validity of the connections established between the hypothesis, the verification and the conclusion.

LEARNING ACTIVITIES

Number of student-contact hours: 45

Statement of the competency

To communicate with limited skill* in a modern language.

(*

This refers to the limited use of language structures, grammar and vocabulary. This limitation varies depending on the complexity of the modern language.)

Achievement context

For modern languages that use the Latin alphabet, students will:

have a conversation that includes at least 8 lines of dialogue;

write a text consisting of at least 8 sentences. For modern languages that use a writing system other than the Latin alphabet, students will:

have a conversation that includes at least 6 lines of dialogue;

write a text consisting of at least 6 sentences.

Students will be exposed to learning situations on familiar themes. Reference materials may be used.

Elements Performance criteria

1. Understand the meaning of a verbal message.

The acquisition of a modern language requires an awareness of the culture of the people who use the language.

1.1 Accurate identification of words and idiomatic expressions.

1.2 Clear recognition of the general meaning of simple messages.

1.3 Logical connection between the various elements of the message.

2. Understand the meaning of a written message. 2.1 Accurate identification of words and idiomatic

expressions.

2.2 Clear recognition of the general meaning of simple

messages.

1.3 Logical connection between the various elements of the message.

3. Express a simple message verbally. 3.1 Appropriate use of language structures in main and

coordinate clauses.

3.2 Appropriate application of grammar rules. 3.3 Use of verbs in the present indicative.

3.4 Appropriate use of basic vocabulary and idiomatic expressions.

3.5 Understandable pronunciation.

3.6 Coherent sequence of simple sentences.

3.7 Spontaneous and coherent sequence of sentences during a conversation.

4. Write a text on a given subject. 4.1 Appropriate use of language structures in main and coordinate clauses.

4.2 Appropriate application of basic grammar rules. 4.3 Use of verbs in the present indicative.

4.4 Appropriate use of basic vocabulary and idiomatic expressions.

4.5 Coherent sequence of simple sentences.

4.6 Acceptable application of graphic rules for writing systems other than the Latin alphabet.

LEARNING ACTIVITIES

Number of student-contact hours: 45

COMPLEMENTARY GENERAL EDUCATION:

CODE: 0010

MODERN LANGUAGES

OBJECTIVE STANDARD

Statement of the competency

To communicate on familiar topics in a modern language.

Achievement context

Students will have a conversation that includes at least 15 lines of dialogue.

They will write a text consisting of at least 20 sentences for La