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Ministère de l’Éducation et de l’Enseignement supérieur Page 1 de 12 Direction de l’enseignement à la maison Information on the student COMPULSORY SECTION Elementary education – Status report and report on the student’s progress The ( ) symbol indicates important information. Click on it to display the information. A complete list of important information is presented on page 12. Type of status report and progress report: Last name: Date of birth (year-month-day): School board with jurisdiction: First name: Permanent code (if applicable): Level of instruction: Cycle One (Elementary 1 and 2) Cycle Two (Elementary 3 and 4) Cycle Three (Elementary 5 and 6) 1 2 3 4 Status report and mid-term report To be submitted between the third and fifth month after the beginning of implementation of the learning project. Status report and completion report To be submitted no later than June 15 after the beginning of implementation of the learning project, if the student stops attending an educational institution between January 1 and March 31. If the student stops attending such an institution after March 31, only the completion report must be submitted. mid-term completion

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Page 1: Elementary education - Status report and report on the ... · Elementary education – Status report and report on the student’s progress. The ( indicates important information

Ministère de l’Éducation et de l’Enseignement supérieur Page 1 de 12

Direction de l’enseignement à la maison

Information on the student COMPULSORY SECTION

Elementary education – Status report and report on the student’s progress

The ( ) symbol indicates important information. Click on it to display the information. A complete list of important information is presented on page 12.

Type of status report and progress report:

Last name:

Date of birth (year-month-day):

School board with jurisdiction:

First name:

Permanent code (if applicable):

Level of instruction: Cycle One (Elementary 1 and 2) Cycle Two (Elementary 3 and 4) Cycle Three (Elementary 5 and 6)

1

2

3

4

Status report and mid-term reportTo be submitted between the third and fifth month after the beginning of implementation of the learning project.

Status report and completion reportTo be submitted no later than June 15 after the beginning of implementation of the learning project, if the student stops attending an educational institution between January 1 and March 31. If the student stops attending such an institution after March 31, only the completion report must be submitted.

mid-term completion

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Ministère de l’Éducation et de l’Enseignement supérieur Page 2 de 12

Direction de l’enseignement à la maison

Languages (compulsory section)

Subjects and programs of study

Programs of study targeted Status report on the implementation of the learing project and report on the student’s learning

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

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

5

6

7

8

9

10

11

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

Status report on the implementation of the learning project and on the student’s learning progress

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Ministère de l’Éducation et de l’Enseignement supérieur Page 3 de 12

Direction de l’enseignement à la maison

Languages (compulsory section) (Cont.)

Programs of study targeted Status report on the implementation of the learing project and report on the student’s learning

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

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 4 de 12

Direction de l’enseignement à la maison

Mathematics, Science and Technology (compulsory section)

Programs of study targeted Status report on the implementation of the learing project and report on the student’s learning

Mathematics• To solve a situational problem related

to mathematics• To reason using mathematical

concepts and processes• To communicate by using

mathematical language

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 5 de 12

Direction de l’enseignement à la maison

Mathematics, Science and Technology (compulsory section) (Cont.)

Programs of study targeted Status report on the implementation of the learing project and report on the student’s learning

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

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 6 de 12

Direction de l’enseignement à la maison

Social Sciences (compulsory section)

Programs of study targeted Status report on the implementation of the learing project and report on the student’s learning

Geography, History and Citizenship Education

Cycle One:• To construct [his/her] 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

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 7 de 12

Direction de l’enseignement à la maison

Personal Development (optional in a homeschooling context)

Subjects targeted Status report on the implementation of the learing project and report on the student’s learning

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:

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 8 de 12

Direction de l’enseignement à la maison

Personal Development (optional in a homeschooling context) (Cont.)

Matières visées Status report on the implementation of the learing project and report on the student’s learning

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

the phenomenon of religion• Engages in dialogue

Other:

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 9 de 12

Direction de l’enseignement à la maison

Arts (optional in a homeschooling context)

Subjects targeted Status report on the implementation of the learing project and report on the student’s learning

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

personal productions and those of classmates

Visuels 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

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

Other:

Level(s) of instruction: 1 2 3 4 5 6 Other:

Planned activities and projects (optional):

Completed activities and projects:

Approximate time allocated to the learning activities:

Changes made to the learning project, if applicable: None Yes, please specify:

Evaluations conducted:

Rating scale: No progress observed Some progress observed Considerable progress observed Remarkable progress observed

Student’s learning progress:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 10 de 12

Direction de l’enseignement à la maison

Other knowledge and competencies (optional section)

Other knowledge and competencies targeted

Completed activities and projects

Student’s learning progress

None Yes, please specify:

Activities and content (optional in a homeschooling context)

Content Level(s) of instruction

Completed activities and projects

Student’s learning progress

Sexuality Education 1 4

2 5

3 6

Other:

Academic and Career Guidance

5

6

Other:

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Ministère de l’Éducation et de l’Enseignement supérieur Page 11 de 12

Direction de l’enseignement à la maison

Additional notes (optional section)

Documents included with the report on the student’s progress

None Yes, please specify:

Status report and report on the student’s progress

Prepared by:

Date (year-month-day):

COMPULSORY SECTION

COMPULSORY SECTION12

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Direction de l’enseignement à la maison

Important information

1. Status report: The status report is an account of the implementation of the learning project and must comply with the conditions and procedures stipulated by the Homeschooling Regulation (CQLR, c. I-13.3, r. 6.01). It provides a snapshot of the learning activities and projects carried out and the approximate time allocated to them. If applicable, it also mentions any changes that may have been made to the learning project.2. Report on the student’s progress: The report on the student’s progress (mid-term or completion) is a document in which parents provide information on their child’s learning progress and the evaluations conducted to assess it. It must comply with the conditions and procedures stipulated by the Homeschooling Regulation (CQLR, c. I-13.3, r. 6.01).3. 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.4. 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.5. Programs of study: The programs of study correspond to the subjects in the Québec Education Program (QEP), which are associated with subject-specific competencies and specific content. These official pedagogical documents define the learning essential to providing instruction, socializing and providing qualifications over a set period of time. 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).6. Planned activities and projects: Parents may wish to indicate activities initially planned in the learning project to show how the planned activities compare to those carried out within the allocated time.7. Completed activities and projects: For each subject, parents indicate the activities that were carried out, as well as any adjustments that were made while the learning project was being implemented.8. Approximate time allocated to the activities: The time allocated for learning activities 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), and this by subject or discipline.9. Changes made to the learning project, if applicable: Any changes made to the learning project must be indicated. However, if changes deemed substantial are made more than 15 days before submission of the status report, written notice of the changes must be given beforehand. A substantial change refers to any major change made to the planned learning, regardless of the means used to achieve it. Accordingly, a change concerning the use of resources or the carrying out of an activity must be indicated in the status report, but because such a change is not considered substantial, no written notice is required prior to submission of the report.10. Evaluations conducted: To support their comments, parents must indicate the evaluations that were conducted for each subject. These evaluations provide evidence of learning that make it possible to assess the student’s learning progress. Various evaluation methods may be used (observations made by parents or other educators, conversations with the student, sample activities or projects, tests or exams, reports by a person holding a teaching licence, local or ministerial examinations, etc.).11. Student’s learning progress: The section on the student’s learning progress must contain comments by the parents for each subject. These comments must demonstrate the changes that have occurred in student-specific learning since the beginning of the implementation of the learning project or since the mid-term report, as the case may be. They report on the progress, difficulties or lack of significant progress in meeting the outcomes of the programs of study.12. Documents included with the report on the student’s progress: The Direction de l’enseignement à la maison encourages parents to submit documents that may be useful when assessing the report on their child’s progress. If the parents have chosen to have their child evaluated by a school board, a private school or the holder of a teaching certificate, they must submit the findings of these evaluations (e.g. results, assessments, evaluation grids, reports, copies of evaluations conducted) to the Direction de l’enseignement à la maison. If parents receive evaluation results after the deadline for submission of the completion report, they must immediately upon receiving these results forward the required information to the resource person assigned to their family. If the parents have chosen to submit a portfolio to the Minister, they must submit it at the same time as the completion report. The Direction de l’enseignement à la maison recommends that parents keep evidence of learning on hand and record any observations and comments they have made so that this information is available if needed.

Parents who require assistance in developing the status report and the report on their child’s learning may contact the Direction de l’enseignement à la maison.