elementary education - learning project · learning project. the ( ) symbol indicates important...

Direction de l’enseignement à la maison

Ministère de l’Éducation et de l’Enseignement supérieur of 9

Information on the student COMPULSORY SECTION

Student’s learning profile (optional section)

Elementary education Learning project

The ( ) symbol indicates important information. Click on it to display the information. A complete list of important information is presented on page 9.

Last name:

Date of birth (year-month-day):

School board with jurisdiction:

First name:

Permanent code (if applicable):

Certificate of eligibility for instruction in English:

Yes

No

Not applicable

Last level of educational services received from an educational institution:

Not applicable Elementary 1 Elementary 3 Elementary 5

Kindergarten Elementary 2 Elementary 4 Elementary 6

Strengths, interests, challenges, difficulties or any other relevant information:

Level of instruction:

Cycle One (Elementary 1 and 2)

Cycle Two (Elementary 3 and 4)

Cycle Three (Elementary 5 and 6)

Planning of learning and evaluation

Start date of the implementation of the learning project (year-month-day):

Description of the chosen educational approach:

COMPULSORY SECTION

1

2

3

4



Approximate time allocated to the learning activities:

Method(s) for evaluating the student’s progress:

Evaluation by the school board with jurisdiction Portfolio submitted to the Minister

Evaluation by a private school Examinations set by the Minister

Evaluation by the holder of a teaching licence

Planning of learning and evaluation (Cont.)

Organization(s) that will be involved in the student’s learning

Email address:

Email address:

Telephone: Extension:

Telephone: Extension:

Name of organization:

Name of organization:

Type of involvement:

Type of involvement:

Address (number, street, city and province):

Address (number, street, city and province):

Postal code:

Postal code:

Organization 1

Organization 2

COMPULSORY SECTION

5

67

No request for school board support

Request for access to instructional materials textbooks other materials :

Request for access to complementary educational services academic and career counselling and information psychological services psychoeducational services special education services remedial education services speech therapy services support services for the use of the documentary resources of the school library

Request for access to resources auditorium and art rooms computer laboratory computer laboratory science laboratory sports and recreational facilities

9

School board support (optional section) 8



Languages (compulsory section)

Subjects and programs of study

Programs of study targeted Level(s) of instruction

Brief description of the planned activities and projects

Educational resources that will be used

English Language Arts• To read and listen to literary, popular and

information-based texts• To write self-expressive, narrative and

information-based texts• To represent her/his literacy in different media• To use language to communicate and learn

OR

Français, langue d’enseignement• Lire des textes variés• Écrire des textes variés• Communiquer oralement• Apprécier des oeuvres littéraires

1

2

3

4

5

6

French as a Second Language• Interagir en français en se familiarisant avec le

monde francophone• Produire des textes variés

OR

English as a Second Language

Cycle One:• To act on understanding of texts• To communicate orally in English

Cycles Two and Three:• To interact orally in English• To reinvest understanding of oral and

written texts• To write texts

1

2

3

4

5

6

10

Québec Education Program: http://www.education.gouv.qc.ca/en/teachers/quebec-education-program/elementary.

Note: In an effort to adopt gender-inclusive language in the competencies, the singular pronouns he and she and their related forms have been replaced by the pronoun they and its related forms, used in the singular.

http://www.education.gouv.qc.ca/en/teachers/quebec-education-program/elementary



Mathematics, science and technology (compulsory section)




Mathematics• To solve a situational problem related

to mathematics• To reason using mathematical concepts

and processes• To communicate by using

mathematical language

1

2

3

4

5

6

Science and technology

Cycle One:• To explore the world of science and

technology

Cycles Two and Three:• To propose explanations for or solutions

to scientific or technological problems• To make the most of scientific and

technological tools, objects and procedures• To communicate in the languages used in

science and technology

1

2

3

4

5

6



Social sciences (compulsory section)




Geography, History and Citizenship Education

Cycle One:• To construct [their] representation of space,

time and society

Cycles Two and Three:• To understand the organization

of a society in its territory• To interpret change in a society

and its territory• To be open to diversity of societies

and their territories

1

2

3

4

5

6

Human development (optional in a homeschooling context)

Subjects targeted Level(s) of instruction



Physical Education and Health• To perform movement skills in different

physical activity settings• To interact with others in different physical

activity settings• To adopt a healthy, active lifestyle

Other:

1

2

3

4

5

6



Arts (optional in a homeschooling context)




Dance• To invent dances• To interpret dances• To appreciate choreographic works,

personal productions and those of classmates

Drama• To invent short scenes• To interpret short scenes• To appreciate dramatic works, personal

productions and those of classmates

Music• To invent vocal or instrumental pieces• To interpret musical pieces• To appreciate musical works, personal

productions and those of classmates

Visual arts• To produce individual works in the visual arts• To produce media works in the visual arts• To appreciate works of art, traditional artistic

objects, media images, personal productions and those of classmates

Other:

1

2

3

4

5

6

Human development (optional in a homeschooling context) (Suite)




Ethics and Religious Culture• Reflects on ethical questions• Demonstrates an understanding of the

phenomenon of religion• Engages in dialogue

Other:

1

2

3

4

5

6



Other knowledge and competencies

Other knowledge and competencies targeted Brief description of the activities and projects chosen

None Yes, please specify:

Activities and content (optional in a homeschooling context)

Content Level(s) of instruction

Content planned Planned activities and projects

Sexuality Education 1

2

3

4

5

6

Academic and Career Guidance 5

6

COMPULSORY SECTION



Additional notes (optional section)

Learning project

Developed by:

Date (year-month-day):

COMPULSORY SECTION



Important information

The parents must send the Minister a document describing the student’s learning project and must implement the learning project:

• on or before September 30 of each year;

OR

• if the student stops attending an educational institution at any time during a school year, within 30 days of that time

The parents may make any change they consider relevant to the learning project submitted. They must, however, inform the Minister in writing of any substantial change* made to the learning project within 15 days of making the change.

Parents who require assistance in developing or implementing the learning project may contact the Direction de l’enseignement à la maison.

1. Learning project: The learning project is a document that presents the educational choices made by parents who homeschool their child during a given school year. It must comply with the conditions and procedures stipulated by the Homeschooling Regulation (CQLR, c. I-13.3, r. 6.01).

2. School board with jurisdiction: According to the Education Act (CQLR, c. I-13.3), this is the school board that has jurisdiction over the territory in which the student resides. The student must be declared eligible for instruction in English before they can be assigned an English school board.

3. Level of instruction: The level of instruction corresponds to the school year in the cycle of education in which the student would be enrolled if they were attending a school.

4. Educational approach: The educational approach refers to the guidelines that govern the parents’ educational choices and that reflect their educational vision, ideas or philosophy.

5. Approximate time allocated to the learning activities: This is the time allocated to carrying out a learning activity. It refers to the duration and frequency of an activity, as well as the distribution of activities over time (e.g. total amount during a typical day, week or month).

6. Evaluation by the holder of a teaching licence: This is an evaluation by a person who holds a teaching licence issued by the Minister under the Regulation respecting teaching licences (CQLR, c. I-13.3, r. 2).

7. Examinations set by the Minister: Compulsory examinations are administered in Elementary 4 in the French sector (Français, langue d’enseignement), and in Elementary 6 in both sectors (Français, langue d’enseignement or English Language Arts; and Mathematics). For more information: http://www.education.gouv.qc.ca/en/parents-and-guardians/exams/schedule-for-the-examination-session-and-retake-of-examinations.

8. Request for school board support: Parents must provide the school board with a copy of their child’s learning project whenever they make a request for free access to textbooks, instructional materials or certain complementary services. School boards are responsible for establishing and communicating the terms and conditions under which they provide support to homeschooled students.

9. Instructional materials: Basic instructional materials cover the essential aspects of a given program of study. These materials include a student textbook and, usually, a teacher’s guide. Not included are documents in which students write, draw or cut out.

10. Programs of study: The programs of study are established by the Minister to teach the compulsory and optional subjects stipulated in the Basic school regulation for preschool, elementary and secondary education (CQLR., c. I-13.3, r. 8). They correspond to the subjects in the Québec Education Program (QEP), which are associated with subject-specific competencies and specific content. The subjects are chosen from among those available in the cycle of education in which the student would be enrolled if they were attending a school. The content must be taught to allow progress in learning equivalent to the progress expected in each cycle at school. For each program of study, parents must indicate the targeted level or levels of instruction. In particular, parents must specify whether the student is to acquire the planned learning for an entire cycle within a single year, or whether any content from a previous year will be targeted. If parents believe that their child should be exempt from one or more subjects due to a disability, social maladjustment or learning difficulty, they may submit a request to the Direction de l’enseignement à la maison. In the case of a student with a moderate to severe or a profound intellectual disability, parents may develop a learning plan based on the appropriate educational program (CASP, Challenges or EPPII).

* A substantial change is any major change made to the planned learning, irrespective of how the learning is acquired. A change concerning the use of resources or the carrying out of an activity is not considered substantial if the planned learning remains unaffected.

http://www.education.gouv.qc.ca/en/parents-and-guardians/exams/schedule-for-the-examination-session-and-retake-of-examinations

http://www.education.gouv.qc.ca/en/parents-and-guardians/exams/schedule-for-the-examination-session-and-retake-of-examinations

http://www.education.gouv.qc.ca/en/teachers/quebec-education-program/

http://www.education.gouv.qc.ca/en/references/publications/results/detail/article/casp-education-program-a-competency-based-approach-to-social-participation/

http://www.education.gouv.qc.ca/en/references/publications/results/detail/article/challenges-an-educational-approach-that-facilitates-social-integration-secondary-level-1/?no_cache=1&cHash=61f9b75860140403bc4f9ee3527216f3

http://www.education.gouv.qc.ca/en/references/publications/results/detail/article/education-program-for-students-with-a-profound-intellectual-impairment-1/?no_cache=1&cHash=45a94a759be45624f9feabaa1de8475b

elementary education - learning project · learning project. the ( ) symbol indicates important...

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