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Common to all programs leading to a diploma of college
Adapted to programs
Revised : October 1998
TABLE OF CONTENTS
VOCABULARY USED
GOALS OF GENERAL EDUCATION . 1
EDUCATIONAL INTENTIONS OF GENERAL EDUCATION . 3
English, Language of Instruction and Literature . 3Humanities. 4Fran ais, langue seconde . 5Physical Education. 7 OBJECTIVES AND STANDARDS: GENERAL EDUCATION COMMON
TO ALL PROGRAMS
. 11
English, Language of Instruction and Literature . 13Humanities. 16Fran ais, langue seconde . 18Physical Education. 22 OBJECTIVES AND STANDARDS: GENERAL EDUCATION ADAPTED TO
PROGRAMS
. 25
English, Language of Instruction and Literature . 27Humanities. 28Fran ais, langue seconde . 29 VOCABULARY USED
A program is an integrated set of learning activities leading to the achievement of educationalobjectives based on set standards.
Objectives
The objectives of general education determine the results expected of the students. Theacheivement of the objective and the respect of the standard ensure the acquisition or the masteryof the college-level general education competencies. Each objective is formulated in terms of acompetency and includes a statement of the competency and its elements.
Statement of the competency
The statement of the competency is a result of the analysis of the needs of general education.
Elements
The elements of the objective specify its essential components. They include only what isnecessary 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(R glement sur le r gime des tudes coll giales, article 1). It is by attaining the objectives andstandards that the students acquire or master the college-level general education comptencies.
Performance criteria
The performance criteria define the requirements for recognition of the standard. All theperformance 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 thefield of studies, the discipline or disciplines, the course weighting, the number of contact hours,the number of course credits, the learning sequence and such specific indications as are deemedessential.
THE GOALS OF GENERAL EDUCATION
In Qu bec, college is the next stage after the compulsory years of schooling (elementary andsecondary school) during which students acquire basic knowledge and skills. It represents amajor crossroads in that there is greater emphasis on the cultural aspect of academic subjectsand leads students directly to the labour market or to university. The college system isresponsive to current needs with respect to technical and pre-university education. It allowsstudents to further their education without, however, narrowing their options, since they mayswitch 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 allprograms, 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 helpthem learn and develop generic skills, and to foster desirable attitudes. The desired outcomesare to educate students, to prepare them for their role as responsible members of society andto 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 acquirethe following: fl 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; fl the ability to communicate in other languages, primarily French or English;fl openness to the world and to cultural diversity;fl appreciation of the riches of their cultural heritage through familiarization with the fl the ability to situate themselves with respect to the major schools of thought;fl the ability to think critically, independently and reflectively;fl personal and social ethics;fl mastery of knowledge relevant to the development of physical and intellectual well-being;fl 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:fl conceptualization, analysis and synthesis;fl coherent reasoning;fl critical judgment;fl articulate expression;fl the ability to apply what they have learned in analyzing situations; fl the ability to apply what they have learned in determining appropriate action;fl mastery of work methods;fl 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:fl autonomy;fl a critical sense;fl awareness of their responsibilities toward themselves and others;fl openmindedness;fl creativity;fl openness to the world.
These outcomes apply to the three general education components, more specifically:fl General education common to all programs, which is allotted 16 2/3 credits distributed as language of instruction and literature: 7 1/3 credits; humanities or philosophie: 4 1/3 credits; fl 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; fl Complementary general education, which allows students to complete their training with learning activities chosen with a view to achieving balance and complementarity in relationto the program-specific component. Students may choose courses for a total of 4 credits inthe following areas: mathematics literacy and computer science; The general and the specific education components are designed to contribute to studentseducation in an integrative fashion. In other words, the knowledge and skills transmitted in onecomponent are reinforced and, whenever possible, reapplied in the other.
Each college-level institution must provide such general education through learning activitiesthat are consistent with its educational project, within the framework of the stated outcomes, thegiven subject areas and ministerial guidelines.
All the sets of objectives and standards in the general education component are developed inkeeping 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
GENERAL EDUCATION COMMON TO ALL PROGRAMS AND GENERAL
EDUCATION ADAPTED TO PROGRAMS

English, Language of Instruction and Literature

General Education Common to All Programs

The three sets of objectives and standards in English, Language of Instruction and Literature,pursue two general goals˚: mastery of the language of instruction and exploration of theriches of the literary heritage. Achievement of these goals is intended to bring the students toa college level of proficiency in the areas of reading, writing, listening and speaking.
Building on the skills developed by students on completion of secondary school, the Englishprogramme places a marked emphasis on written production and reading comprehensionwhile at the same time consolidating listening and speaking skills.
The mastery of language skills will be achieved through regular and ongoing observance ofthe rules of correct writing and speaking and the production of texts supported by readingand the study of literature. Students will also be encouraged to develop an appreciation ofliterature by becoming acquainted with a number of significant literary works representativeof various genres and periods and expressing a variety of literary themes. Both the aestheticand cultural value of these texts and their formal aspects will be the objects of study.
All students entering college will begin their English studies with an introductory set ofobjectives and standards. This set has two possible formats. While both provide a range ofreading, writing and literary activities, one includes additional reinforcement of reading andwriting skills.
General Education Adapted to Programs

The set of objectives and standards for English, Language of Instruction and Literature, isplaced in the context of general education and is a complement to the general educationcommon to all programs. Students will develop the skills required in order to communicate inthe forms of discourse appropriate to their field of study.
Outcome Objectives

Students who have achieved the general education objectives in English, Language ofInstruction and Literature, will be able to :fl Demonstrate a college level of proficiency in the areas of reading, writing, listening and fl Develop their own ideas into arguments and theses, organize them and edit their work.
fl Understand basic vocabulary and terminology used when discussing literature.
fl Analyze literary works.
Humanities
Humanities, as part of the core curriculum, is intended to promote personal and socialdevelopment and to give students a foundation that will help them understand their roles incontemporary society as members of the labour force, citizens, and individuals. The three sets ofobjectives and standards in Humanities propose common frameworks for understanding theexperiences, ideas and values of humankind and their diversity. They are aimed at developingcritical thinking, reinforcing the ancillary skills involved in careful reading, organized writing,and well-developed oral presentations, and, where appropriate, improving media and computerliteracy. Once students have mastered the three-stage process of analysis, synthesis andevaluation, they will be able to reflect in an informed manner and to communicate what theyhave learned in an organized and coherent fashion.
Principles
1 ) Humanities constitutes a thematic, multidisciplinary, at times transdisciplinary, exploration of humankind, including its accomplishments, failures, abilities, creations,ideas, and values.
2) Humanities helps students to recognize, define and classify information and provides them with common frameworks for diverse methods of analyzing, synthesizing andevaluating conceptions of society, knowledge and values.
3) Humanities aims to prepare students for common civic responsibilities and the exercise of 4 ) Humanities pursues the general goal of developing critical thought, valuing it, and Outcome Objectives
Students who have achieved the general education objectives in Humanities will be able to : fl Describe, explain and organize main elements, ideas, values and implications of a world fl Recognize the basic elements in a specific example of the organization, transmission, and fl Define the dimensions, limits, and uses of knowledge in appropriate historical contexts.
fl Identify, organize and synthesize the salient elements of a particular example of fl Situate important ethical and social issues in their appropriate historical and intellectual fl Explain, analyze and debate ethical issues in a personal and professional context.
Sequence of Objectives and Standards
The first two sets of objectives and standards in Humanities, which are part of the generaleducation component common to all programs, develop similar skills in a recursive fashion.
The first set, the emphasis is on how knowledge is defined, acquired, classified, transmitted,and applied. Students examine both messages and media to identify the strengths andlimitations of each. Students learn to situate knowledge in a social, historical and personalcontext, a skill they will need in order to become lifelong learners.
The second set focuses on how individuals, groups, societies or nations organize ideas,perceptions and values into explanatory patterns. Students explore major ideas and valuesystems by which diverse individuals, groups, societies or nations seek to explain the worldand their place in it.
The third set, which is part of the general education component adapted to programs is aimedat deepening and reinforcing the critical thinking skills developed in the first two sets. It is,therefore, sequenced so that students can build on the critical skills, knowledge and insightsdeveloped in the first two sets. By situating these issues in their appropriate world view andknowledge contexts, students develop a critical and autonomous approach to ethical values ingeneral and to the values involved in their own fields of interest in particular. This final setalso provides students with an opportunity to consolidate personal and social values.
Fran ais, langue seconde
L enseignement du fran ais, langue seconde, contribue la formation fondamentale de lapersonne, en m me temps qu il a pour objet de lui permettre de communiquer efficacement avecses concitoyens et concitoyennes.
Principes
1) La ma trise du fran ais, langue seconde, est essentielle pour quiconque veut participer pleinement la vie de la soci t qu b coise, dont le fran ais est la langue officielle. Encons quence, la formation g n rale en fran ais, langue seconde, a pour finalit de rendreles tudiants et les tudiantes aptes utiliser de fa on efficace les moyens dont dispose lalangue pour communiquer en soci t . ¸ cette fin, ils devront acqu rir des connaissancesen vue de les d ployer dans les formes de discours qu il leur faudra pratiquer.
2) ¸ leur arriv e au coll gial, les tudiants et les tudiantes ont d j acquis des comp tences dans les quatre habilet s langagi res, savoir : parler, lire, couter et crire, mais sont, defa on g n rale, plus comp tents en mati re d expression orale. En cons quence, laformation porte sur le d veloppe ment des quatre habilet s langagi res tout en mettantl accent sur la lecture et l criture.
3 ) En tant que partie int grante de la formation g n rale, le fran ais, langue seconde, contribue au d veloppement de la pens e critique et de l expression structur e.
R sultats attendus
Tout tudiant ou toute tudiante qui a atteint les objectifs de formation g n rale en fran ais,langue seconde, pourra, selon son niveau de comp tence, montrer˚: sur le plan des connaissances, qu il ou elle : fl sait faire une pr sentation orale structur e;fl conna t les diff rentes formes du discours;fl conna t les diff rentes techniques de lecture et d criture; sur le plan des habilet s, qu il ou elle : fl est capable de questionner, d analyser, de juger, et d argumenter en fran ais;fl est apte entretenir des rapports sociaux et partager la vie culturelle du Qu bec;fl est apte tablir, poursuivre et pratiquer des rapports professionnels en fran ais; sur le plan des attitudes, qu il ou elle : fl fait preuve d ouverture par rapport aux diff rents aspects de la culture qu b coise;fl a conscience des diff rences et des similitudes entre sa culture d origine et la culture fl a la pr paration voulue pour s ins rer dans la vie sociale et conomique.
S quence des objectifs et des standards
Pour r pondre aux divers besoins d apprentissage des tudiants et des tudiantes du coll gial,les ensembles en fran ais, langue seconde, sont r partis selon quatre niveaux. Chacun de cesniveaux permet d amener les tudiants et les tudiantes interpr ter et produire des textesde plus ou moins grande complexit .
La formation g n rale en fran ais, langue seconde, comporte deux ensembles pr vus ens quence. Le premier, qui fait partie de la formation g n rale commune tous lesprogrammes, a pour objet de consolider les connaissances linguistiques d j acquises et deles d velopper pour amener les tudiants et les tudiantes communiquer de fa on pluspr cise sur le plan tant du vocabulaire et de la syntaxe que de l organisation textuelle.
Le second ensemble, qui fait partie de la formation g n rale propre aux programmes,s appuie sur les acquis d velopp s dans le premier ensemble en les enrichissant d l mentsde comp tence li s aux champs d tudes de l tudiant ou de l tudiante. On cherche d velopper la pr cision de l expression dans des situations de communication particuli resqui rel vent du champ d tudes de l tudiant ou de l tudiante.
Physical Education
Physical Education, as part of the core curriculum, is aimed at promoting the development of thewhole person and at encouraging students to acquire responsible behaviours with respect to theirhealth and quality of life.
Principles
1) Physical Education introduces students to different ways of being physically active with a view to making them aware that they are responsible for their health. Students learnconcepts and acquire knowledge drawn from the literature and methodically apply themto physical activities apt to lead them to adopt behaviours characteristic of a healthylifestyle.
2) Physical Education enables students to improve their proficiency in an activity and, in doing so, serves to increase their motivation and perseverance to remain physicallyactive, and makes them aware of the contributing factors. To this end, students use alearning process designed to enhance their aptitudes for a given physical activity (i.e.,their skills and attitudes).
3 ) Physical Education contributes to making students responsible for assuming responsibility for their health through the maintenance and improvement of their physicalfitness and through the sensible practice of physical activity. Students learn to combinebeing physically active in an effective manner with factors which promote health.
4) Physical Education makes students aware of the importance of sharing the knowledge they have acquired. The pleasure and sense of well-being students get out of PhysicalEducation classes motivate them to encourage others to be physically active and to adopthealthy behaviours.
Outcome Objectives
Students who have achieved the general education objectives in Physical Education will beable to demonstrate : The relationship between physical activity, lifestyle and health based on the findingsof scientific research.
The scientific principles for improving or maintaining one s fitness.
Ways to assess their abilities and needs with respect to activities which can enhancetheir health.
The rules, techniques and conditions involved in different types of physical activity.
The factors which facilitate making physical activity part of one s lifestyle.
Choose physical activities on the basis of their motivation, abilities and needs.
Establish relationships between lifestyle and health.
Apply the rules, techniques and conditions involved in different types of physicalactivity.
Set goals that are realistic, measurable, challenging, and situated within a specifictime frame.
Improve their mastery of the basic techniques, tactics and strategies associated withsports, outdoor and expression-oriented activities.
Use their creative and communication skills, particularly in group activities.
Evaluate their skills, their attitudes and their progress with respect to different formsof physical activity.
Maintain or increase their physical activity level and fitness level on their own.
Manage a personal physical activity program and assume responsibility in theorganization of physical activities.
their capacity to (i.e., their attitudes): Recognize the importance of taking charge of their health.
Be aware of the need to evaluate and respect their abilities and how the activity is tobe carried out, before initiating the activity.
Foster self-confidence, self-control, respect for others and cooperation, through theknowledge they have acquired and through participation in physical activity.
Respect the environment in which the activities are held.
Appreciate the aesthetic and play value of physical activity.
Promote a balanced and active lifestyle as a social value.
Sequence of Objectives and Standards
The three sets of objectives and standards in Physical Education are designed in a learningsequence. The first two are prerequisites for the third.
The first set focuses on the relationship between good health and physical activity as relatedto a healthy lifestyle. Students are required to try one or more activities and to relate them totheir abilities, needs, motivation, lifestyle and knowledge of health promotion. This enablesthem to make an appropriate and justified choice of physical activities.
The second set looks at the improvement of effectiveness through the use of a goal-orientedapproach in a sport, outdoor or expression-oriented activity. After an initial assessment, students are called upon to evaluate their abilities and attitudes with respect to a physicalactivity, to set goals, and to interpret their progress.
The third set is aimed at bringing students to integrate physical activity into their lifestyle,more particularly through more effective management of factors which facilitate such anintegration. During contact-hours with the teacher, students apply the knowledge they haveacquired in the first two sets. This is done through the safe and effective practice of physicalactivity and through the development, realization and evaluation of a personal physicalactivity program, which students follow and validate under their teacher s supervision. Thehours allotted for personal work enable students to complete their personal program.
OBJECTIVES AND STANDARDS :
GENERAL EDUCATION COMMON TO ALL PROGRAMS
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: Statement of the competency
To analyze and produce various forms of discourse.
Elements
Performance criteria
To identify the characteristics and functions of the Accurate explanation of the denotation of words.
Adequate recognition of the appropriate connotationof words.
Accurate definition of the characteristics and functionof each component.
To determine the organization of facts and arguments Clear and accurate recognition of the main idea and Clear presentation of the strategies employed todevelop an argument or thesis.
To prepare ideas and strategies for a projected Appropriate identification of topics and ideas.
Adequate gathering of pertinent information.
Coherent ordering of supporting material.
Appropriate choice of tone and diction.
Clear and coherent development of paragraphs.
Thorough revision of form and content.
Discipline :
Weighting :
Credits :
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: Statement of the competency
To apply a critical approach to literary genres.
Elements
Performance criteria
To distinguish genres of literary discourse.
Clear recognition of the formal characteristics of aliterary genre.
To recognize the use of literary conventions within a Accurate recognition of the figurative communication Adequate explanation of the effects of significantliterary and rhetorical devices.
To situate a discourse within its historical and literary Appropriate recognition of the relationship of a text To explicate a discourse representative of a literary Selective use of appropriate terminology.
Effective presentation of a 1000-word integratedresponse to a text.
Discipline :
Weighting :
Credits :
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: Statement of the competency
To apply a critical approach to a literary theme.
Elements
Performance criteria
To recognize the treatment of a theme within a literary Clear recognition of elements within the text which define and reinforce a theme and its development.
Adequate demonstration of the effects of significantliterary and rhetorical devices.
To situate a literary text within its cultural context.
Appropriate recognition of a text as an expression ofcultural context.
Adequate demonstration of the effects of significantliterary and rhetorical devices.
To detect the value system inherent in a literary text.
Appropriate identification of expression(explicit/implicit) of a value system in a text.
To explicate a text from a thematic perspective.
Selective use of an appropriate terminology.
Effective presentation of a 1000-word integratedresponse to a text.
Discipline :
Weighting :
Credits :
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: HUMANITIES Statement of the competency
To apply a logical analytical process to how knowledge isorganized and used.
Elements
Performance criteria
To recognize the basic elements of a field of 1.1 Appropriate description of the basic elements.
1.2 Appropriate use of terminology relevant to fields of To define the modes of organization and utilization of a 2.1 Adequate definition of the dimensions, limits, and uses To situate a field of knowledge within its historical 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 anduses of a field of knowledge.
To organize the main components into coherent Coherent organization of the main components.
To produce a synthesis of the main components.
Appropriate analysis of the components.
Coherent synthesis of the main components.
Appropriate expression, including a significantindividual written component, of an analysis of thecontext, importance and implications of theorganization and uses of knowledge.
Discipline :
Weighting :
Credits :
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: HUMANITIES Statement of the competency
To apply a critical thought process to world views.
Elements
Performance criteria
1.1 Accurate description of a society or group with a 1.2 Appropriate use of terminology relevant to these To explain the major ideas, values, and implications of 2.1 Adequate explanation of the salient components of a To organize the ideas, values and experiences of a 3.1 Coherent organization of ideas about a world view.
3.2 Appropriate expression, including a significant individual written component, of an analysis of thecontext, importance, and implications of world views.
Comparative analysis of these world views.
Appropriate inclusion of central elements,relationships, and organizational principles of thesocieties or groups in the analysis.
Discipline :
Weighting :
Credits :
FORMATION G N RALE COMMUNE˚: LANGUE SECONDE (NIVEAU I) nonc de la comp tence
Appliquer les notions de base de la communication enfran ais courant . Crit res de performance
D gager le sens d un message oral simple.
1.1 Rep rage pr cis des difficult s de compr hension du 1.2 Utilisation pertinente des techniques d coute choisies.
1.3 Distinction pr cise du sens g n ral et des id es 1.4 Description pr cise du sens g n ral et des id es 2.1 Rep rage pr cis des difficult s d expression.
2.2 Utilisation pertinente des techniques d expression 2.3 Emploi pertinent du vocabulaire courant.
2.4 Expression intelligible du propos.
3.1 Rep rage pr cis des difficult s de compr hension du 3.2 Utilisation pertinente des techniques de lecture 3.3 Distinction claire des principaux l ments du texte.
3.4 Description pr cise du sens g n ral et des id es essentielles d un texte de 500 mots.
4.1 Rep rage pr cis des difficult s d criture.
4.2 Utilisation pertinente des techniques d criture Emploi pertinent du vocabulaire courant.
F or mu lat io n clair e et co h r en te d un text e de 10 0 mot s.
Discipline :
Pond ration˚:
FORMATION G N RALE COMMUNE˚: LANGUE SECONDE (NIVEAU II) nonc de la comp tence
Communiquer en fran ais avec une certaine aisance . Crit res de performance
Interpr ter un texte oral simple de trois minutes en 1.1 Distinction claire des principaux l ments du texte 1.2 Explication pr cise du sens des mots dans le texte.
1.3 Rep rage pr cis des id es et des sujets trait s dans le Produire un texte oral planifi de cinq minutes en 2.1 Emploi pertinent du vocabulaire courant.
2.2 Respect du niveau de langue, du code grammatical et 2.3 Formulation claire et coh rente du propos.
Interpr ter un texte crit en fran ais courant.
3.1 Distinction claire des principaux l ments du texte.
3.2 Explication pr cise du sens des mots dans le texte.
3.3 Rep rage pr cis des id es principales et de la structure R diger un texte simple en fran ais courant.
Respect du code grammatical et orthographique.
Utilisation judicieuse des principaux l ments ducorpus.
Formulation claire et coh rente des phrases.
Articulation coh rente des paragraphes.
Discipline :
Pond ration˚:
FORMATION G N RALE COMMUNE˚: LANGUE SECONDE (NIVEAU III) nonc de la comp tence
Crit res de performance
Produire un texte oral planifi de cinq minutes de 1.1 Emploi pertinent du vocabulaire courant.
1.2 Adaptation l interlocuteur ou l interlocutrice.
1.3 Respect du niveau de langue, du code grammatical et 1.4 Formulation claire et coh rente du propos.
Commenter un texte crit de complexit moyenne.
2.1 Distinction claire des principaux l ments d un texte comprenant entre 2 500 et 3 000 mots.
2.2 Explication pr cise du sens des mots dans le texte.
2.3 Distinction pr cise des id es principales et secondaires, des faits et des opinions.
2.4 Formulation d l ments implicites.
R diger un texte de complexit moyenne.
3.1 Respect du code grammatical et orthographique.
3.2 Adaptation au lecteur ou la lectrice.
3.3 Utilisation judicieuse des principaux l ments du Formulation claire et coh rente des phrases, dont aumoins trois sont complexes.
Articulation coh rente des paragraphes.
3.6R daction d un texte de 350 mots.
Discipline :
Pond ration˚:
FORMATION G N RALE COMMUNE˚: LANGUE SECONDE (NIVEAU IV) nonc de la comp tence
Traiter d un sujet culturel et litt raire . Crit res de performance
Analyser un texte culturel ou litt raire.
1.1 Formulation personnelle des l ments principaux du 1.2 Inventaire des th mes principaux.
1.3 Relev d indices qui permettent de situer le texte dans son contexte socioculturel et historique.
1.4 Rep rage des valeurs v hicul es.
1.5 Rep rage juste de la structure du texte.
1.6 Articulation claire d un point de vue personnel.
R diger un texte sur un sujet culturel ou litt raire.
2.2 Respect du code grammatical et orthographique.
2.3 Adaptation au lecteur ou la lectrice.
2.4 Utilisation judicieuse des principaux l ments du 2.5 Formulation claire et coh rente d un texte de 500 2.6Articulation claire d un point de vue personnel.
Discipline :
Pond ration˚:
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: PHYSICAL EDUCATION Statement of the competency
To establish the role that being physically active playsamongst the lifestyle behaviours which promote health.
Elements
Performance criteria
To establish the relationship between one s lifestyle and Appropriate relationships between the main lifestylebehaviours and their impact on health.
To be physically active in a manner which promotes Observance of the rules involved in the physical activity, including safety guidelines.
Respect of one s abilities when practising physicalactivities.
To recognize one s needs, abilities, and motivational Appropriate use of the physical quantitative and factors with respect to being physically active on a Statement of one s main physical needs and abilities.
Statement of one s main motivational factors withrespect to being physically active on a regular basis.
To propose physical activities which promote health.
Appropriate and justified choice of physical activitiesaccording to one s needs, abilities, and motivationalfactors.
Discipline :
Weighting :
Credits :
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: PHYSICAL EDUCATION Statement of the competency
To improve one s effectiveness when practising a physicalactivity.
ElementPerformance crit
To use a process designed to improve one s Initial assessment of one s abilities and attitudes when effectiveness in the practice of a physical activity.
Statement of one s expectations and needs withrespect to one s ability to practise the activity.
Appropriate formulation of personal objectives.
Statement of the means to achieve one s objectives.
Observance of the rules involved in the physicalactivity, including safety guidelines.
1.6Periodic evaluation of one s abilities and attitudes when practising a physical activity.
Meaningful interpretation of the progress achieved andthe difficulties experienced during the activity.
Pertinent and periodic adjustments of objectives oraction plan.
Appreciable improvement of the motor skills requiredby the activity.
Discipline :
Weighting :
Credits :
GENERAL EDUCATION COMMON TO ALL PROGRAMS˚: PHYSICAL EDUCATION Statement of the competency
To demonstrate one s responsibility for being physicallyactive in a manner which promotes health.
Elements
Performance criteria
To combine effective practice with a health Integration of effective practice with factors which promotional approach to physical activity.
promote health in the practice of a physical activity.
To manage a personal physical activity program.
Statement of one s priorities according to the needsabilities, and motivational factors with respect to beingactive on a regular basis.
Proper formulation of objectives to achieve in one spersonal program.
Appropriate choice of activity or activities for one spersonal program.
Appropriate planning of how the activity or activitiesin the personal program are carried out.
Appropriate choice of criteria to measure programobjective attainment.
2.6Periodic statement of the time invested and the activities carried out during the program.
Meaningful interpretation of the progress achieved anddifficulties experienced during the activity.
Appropriate and periodic adjustment of objectives oraction plan.
Discipline :
Weighting :
Credits :
OBJECTIVES AND STANDARDS :
GENERAL EDUCATION ADAPTED TO PROGRAMS
GENERAL EDUCATION ADAPTED TO PROGRAMS˚: Statement of the competency
To communicate in the forms of discourse appropriate toone or more fields of study.
Elements
Performance criteria
To identify the forms of discourse appropriate to given Accurate recognition of specialized vocabulary and Accurate recognition of the characteristics of theform of discourse.
To recognize the discursive frameworks appropriate to Clear and accurate recognition of the main ideas and Appropriate distinction between fact and argument Appropriate choice of tone and diction.
Clearly and coherently developed paragraphs.
Appropriate use of program-related communicationstrategies.
Formulation of a 1000-word discourse.
3.6Thorough revision of form and content.
Discipline :
Total Contact Hours :
Credits :
GENERAL EDUCATION ADAPTED TO PROGRAMS˚: HUMANITIES Statement of the competency
To apply a critical thought process to ethical issues relevantto the field of study.
Elements
Performance criteria
To situate significant ethical issues, in appropriate 1.1 Accurate recognition of the basic elements of ethical world views and fields of knowledge.
1.2 Appropriate use of relevant terminology.
1.3 Adequate identification of the main linkages with world views and fields of knowledge.
To explain the major ideas, values, and social 2.1 Adequate description of the salient components of the To organize the ethical questions and their implications 3.1 Coherent organization of the ethical questions and 3.2 Appropriate expression, including a significant individual written component, of an analysis of thecontext, importance and implications of the 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.
Discipline :
Total Contact Hours :
Credits :
FORMATION G N RALE PROPRE˚: LANGUE SECONDE (NIVEAU I) nonc de la comp tence
Appliquer des notions fondamentales de la communicationen fran ais, li es un champ d tudes . Crit res de performance
D gager le sens d un message oral simple li un 1.1 Rep rage pr cis des difficult s de compr hension du 1.2 Distinction juste des caract ristiques du message.
1.3 Rep rage juste du vocabulaire sp cialis .
1.4 Utilisation pertinente des techniques d coute choisies.
1.5 Distinction claire des principaux l ments du message.
1.6 Description pr cise du sens g n ral et des id es D gager le sens et les caract ristiques d un texte li 2.1 Rep rage pr cis des difficult s de compr hension du 2.2 Distinction juste des caract ristiques du texte.
2.3 Rep rage pr cis du vocabulaire sp cialis .
2.4 Utilisation pertinente des techniques de lectures 2.5 Distinction claire des principaux l ments du texte.
2.6 Description pr cise du sens g n ral et des id es mettre un message oral simple li un champ 3.1 Rep rage pr cis des difficult s d expression orale.
3.2 Utilisation pertinente des techniques d expression 3.3 Utilisation pertinente du vocabulaire courant et 3.4 Expression intelligible du propos.
R diger un court texte li un champ d tudes.
Rep rage pr cis des difficult s d crire.
Utilisation pertinente des techniques d criturechoisies.
Utilisation pertinente du vocabulaire courant etsp cialis .
Formulation claire et coh rente du texte.
Discipline :
Nombre d heures-contact˚:
Nombre d units :
FORMATION G N RALE PROPRE˚: LANGUE SECONDE (NIVEAU II) nonc de la comp tence
Communiquer en fran ais dans un champ d tudesparticulier. Crit res de performance
Distinguer les types de textes propres au champ 1.1 Distinction pr cise des caract ristiques formelles de chacun des principaux types de textes et desconventions utilis es.
Interpr ter des textes repr sentatifs du champ d tudes.
2.1 Distinction claire des principaux l ments du texte.
2.2 Interpr tation claire du vocabulaire sp cialis .
2.3 Rep rage pr cis des id es et des sujets trait s.
2.4 Utilisation pertinente des techniques de lecture et Utiliser des techniques de production de textes 3.1 Emploi pertinent du vocabulaire sp cialis et des Respect du niveau de langue et du code grammatical.
Formulation claire et coh rente du propos.
Utilisation pertinente des techniques d expression.
Discipline :
Nombre d heures-contact˚:
Nombre d units :
FORMATION G N RALE PROPRE˚: LANGUE SECONDE (NIVEAU III) nonc de la comp tence
Communiquer avec aisance en fran ais dans un champd tudes particulier . Crit res de performance
Commenter des textes propres au champ d tudes.
1.1 Distinction pr cise des caract ristiques formelles des principaux types de textes et des conventions utilis es.
1.2 Explication pr cise du sens des mots dans le texte.
1.3 Rep rage pr cis de la structure du texte.
1.4 Reformulation juste des id es principales et secondaires, des faits et des opinions.
1.5 Emploi juste du vocabulaire sp cialis .
Produire un texte sur un sujet li au champ d tudes.
2.2 Emploi pertinent du vocabulaire sp cialis et des 2.3 Respect du niveau de langue et du code grammatical.
Formulation claire et coh rente du propos.
Discipline :
Nombre d heures-contact˚:
Nombre d units :
FORMATION G N RALE PROPRE˚: LANGUE SECONDE (NIVEAU IV) nonc de la comp tence
Disserter en fran ais sur un sujet li au champ d tudes . Crit res de performance
Analyser un texte li au champ d tudes.
Distinction pr cise des caract ristiques formelles destypes particuliers de textes.
Formulation personnelle des l ments principaux.
Rep rage juste de la structure du texte.
Relev d indices qui permettent de situer le texte dansson contexte.
1.6Articulation claire d un point de vue personnel, s il y a Association juste des l ments du texte au sujet trait .
R diger un texte sur un sujet li au champ d tudes.
Emploi pertinent du vocabulaire sp cialis et desconventions.
Choix judicieux des principaux l ments du corpus enfonction du type de texte.
Formulation claire et coh rente du texte.
Respect du code grammatical et orthographique.
2.6Articulation claire d un point de vue personnel, s il y a Discipline :
Nombre d heures-contact˚:
Nombre d units :

Source: http://fran-lang.vaniercollege.qc.ca/progr/progrfl2.pdf

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Systemic lupus erythematosus This patient has SLE. What questions would you ask in history and please present your examination findings Think of the clinical manifestations of lupus according to each organ system: 1) Constitutional symptoms. Ask about lethargy, fatigue, fever, weight loss, nausea and vomiting. 2) Musculoskeletal. Ask about arthralgia, myalgia. hip pain due to ischaem

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