Ethics and Religious Culture

Québec Education Program Elementary Education Update May 2008 13-0003-071-A Québec Education Program Note to the reader Attached you will find three documents, which replace the corresponding sections in the current edition of the QEP for elementary education. The application of the Ethics and Religious Culture Please replace the following: program in September 2008 will entail certain changes to the Québec Education Program (QEP) for elementary education. Throughout the QEP, there 1. the Table of Contents of the QEP for elementary education are references to the Moral Education program, the Catholic Religious and Moral Instruction program, 2. the Introduction to the Personal Development Subject Area and the Protestant Moral and Religious Education (pp. 267-269) program. These references will be corrected at a later date. 3. the Moral Education, Catholic Religious and Moral Instruction, and Protestant Moral and Religious Education programs (pp. 287-341) with the Ethics and Religious Culture program ∑ Note: By replacing the Moral Education and the Catholic and Protestant Moral and Religious Education programs with the Ethics and Religious Culture program in the elementary QEP, certain page numbers will be repeated. This problem will be corrected in the next publication of the QEP. Ethics and Religious Culture Program Elementary Education Table of Contents LETTER FROM THE MINISTER ....................................... V FIGURES 1INTRODUCTION .............................................. 1 FIGURE 1 QUÉBEC EDUCATION PROGRAM ............................ 8 2CROSS-CURRICULAR COMPETENCIES ............................... 11 FIGURE 2CROSS-CURRICULAR COMPETENCIES ......................... 13 FIGURE 3BROAD AREAS OF LEARNING .............................. 43 3BROAD AREAS OF LEARNING .................................... 41 FIGURE 4PRESCHOOL EDUCATION ................................. 53 4PRESCHOOL EDUCATION ........................................ 51 FIGURE 5ENGLISH LANGUAGE ARTS ................................ 73 5LANGUAGES ................................................ 69 FIGURE 6FRANÇAIS, LANGUE SECONDE (PROGRAMME DE BASE) ..............111 5.1 ENGLISH LANGUAGE ARTS ..................................... 71 FIGURE 7FRANÇAIS, LANGUE SECONDE (IMMERSION) .....................125 5.2 FRANÇAIS, LANGUE SECONDE (PROGRAMME DE BASE) ...................109 FIGURE 8MATHEMATICS .......................................141 5.3 FRANÇAIS, LANGUE SECONDE (IMMERSION) .........................123 FIGURE 9SCIENCE AND TECHNOLOGY ...............................161 6MATHEMATICS,SCIENCE AND TECHNOLOGY .........................137 FIGURE 10.1 GEOGRAPHY,HISTORY AND CITIZENSHIP EDUCATION ...............187 6.1 MATHEMATICS ............................................139 FIGURE 10.2 GEOGRAPHY,HISTORY AND CITIZENSHIP EDUCATION 6.2 SCIENCE AND TECHNOLOGY ....................................159 –ESSENTIAL KNOWLEDGES ................................194 7SOCIAL SCIENCES ............................................179 FIGURE 11 ARTS EDUCATION ......................................207 7.1 GEOGRAPHY,HISTORY AND CITIZENSHIP EDUCATION ....................185 FIGURE 12 DRAMA ............................................213 FIGURE 13 VISUAL ARTS .........................................227 8ARTS EDUCATION ............................................205 FIGURE 14 DANCE ............................................241 8.1 DRAMA .................................................211 FIGURE 15 MUSIC ............................................255 8.2 VISUAL ARTS .............................................225 FIGURE 16 PERSONAL DEVELOPMENT ................................269 8.3 DANCE .................................................239 FIGURE 17 PHYSICAL EDUCATION AND HEALTH ..........................273 8.4 MUSIC .................................................253 FIGURE 18 ETHICS AND RELIGIOUS CULTURE ............................294 9PERSONAL DEVELOPMENT ......................................267 FIGURE 19 ETHICS AND RELIGIOUS CULTURE ............................297 9.1 PHYSICAL EDUCATION AND HEALTH ...............................271 FIGURE 20 ETHICS AND RELIGIOUS CULTURE ............................301 9.2 ETHICS AND RELIGIOUS CULTURE ................................287 FIGURE 21 ETHICS AND RELIGIOUS CULTURE ............................303 BIBLIOGRAPHY* ................................................343 FIGURE 22 ETHICS AND RELIGIOUS CULTURE ............................305 * This bibliography was drafted for the original 2001 edition of the QEP.With the addition of the Ethics and Religious Culture program in 2008, certain page numbers have been repeated. A bibliography for the Ethics and Religious Culture program has been inserted on page 362 to replace the one drafted for the Moral Education, Catholic Religious and Moral Instruction, and Protestant Moral and Religious Education programs. Chapter 9 Personal Development 267 268 Chapter 9 Personal Development The two subjects in the Personal Development subject ELEMENTS COMMON TO THE SUBJECTS IN THE area—Physical Education and Health, and Ethics and PERSONAL DEVELOPMENT SUBJECT AREA Religious Culture—enable students to reflect and work on their personal development, to begin to understand Beyond their differences, these subjects share a common themselves, to recognize their true value, to take respon- The subjects in this area aim, which is to develop in students a concern for their sibility for themselves and to relate to others in a con- physical and mental health and community life. They should empower students structive way. encourage students to be active, to ask questions about in various contexts and themselves and their relationships with others and with their environment, to value actions that promote the make them more aware CONTRIBUTION OF THE PERSONAL DEVELOPMENT common good and to become aware of their responsibil- SUBJECT AREA TO STUDENTS'GENERAL EDUCATION of the unique role they ities. They aim to broaden students' understanding of realities that affect them directly, such as health, inter- have to play in building Both subjects take into account the physical, intellectual, personal relationships, consumption, and the environ- affective, social and moral dimensions of students' devel- a healthy, just and ment, and help them acquire tools for making informed opment and how these dimensions are related, in addi- choices now and in the future. democratic society. tion to making students aware of their importance for harmonious development. In this sense, they contribute The learning acquired in these subjects enables students to young people’s development of a world-view that to develop values such as self-affirmation, equality and helps them understand the concepts, rites and symbols respect, as well as qualities such as self-confidence, trust that are part of their lives, as well as a variety of other in others, a work ethic, autonomy and a sense of respon- concepts, rites and symbols inherent in an increasingly sibility. It should make them aware of human dignity and multicultural society. These subjects contribute to the the need to respect oneself and others and the common construction of identity by encouraging students to good, and it should encourage them to see themselves as define themselves individually and in relation to others. responsible citizens. In addition, these subjects should empower students in various contexts and make them more aware of the unique role they have to play in building a healthy, just and democratic society. LEARNING COMMON TO THE SUBJECTS IN THE PERSONAL DEVELOPMENT SUBJECT AREA Figure 16 Personal Development Subject Area Q Increasing self-confidence Q Taking responsibility for developing all facets of their being Q Becoming aware of values related to community life Q Developing positive, effective competencies in reflection, action and interaction Personal Development 269 Domaine du développement de la personne Ethics and Religious Culture Table of Contents PREAMBLE COMPETENCY 1 AND KEY FEATURES:CYCLE ONE ........................312 EVALUATION CRITERIA .....................................312 INTRODUCTION TO THE ETHICS AND RELIGIOUS CULTURE PROGRAM .........295 END-OF-CYCLE OUTCOMES .................................312 COMPETENCY 1 AND KEY FEATURES:CYCLE TWO ........................313 EVALUATION CRITERIA .....................................313 MAKING CONNECTIONS:ETHICS AND RELIGIOUS CULTURE AND THE END-OF-CYCLE OUTCOMES .................................313 OTHER DIMENSIONS OF THE QUÉBEC EDUCATION PROGRAM...............299 COMPETENCY 1 AND KEY FEATURES:CYCLE THREE .......................314 CONNECTIONS WITH THE BROAD AREAS OF LEARNING .....................299 EVALUATION CRITERIA .....................................314 CONNECTIONS WITH THE CROSS-CURRICULAR COMPETENCIES.................300 END-OF-CYCLE OUTCOMES .................................314 CONNECTIONS WITH THE OTHER SUBJECT AREAS .........................300 COMPETENCY 2 DEMONSTRATES AN UNDERSTANDING PEDAGOGICAL CONTEXT .........................................302 OF THE PHENOMENON OF RELIGION .................................315 PLANNING LEARNING AND EVALUATION SITUATIONS IN FOCUS OF THE COMPETENCY ......................................315 ETHICS AND RELIGIOUS CULTURE ..................................302 KEY FEATURES OF THE COMPETENCY .................................315 THE CLASSROOM ENVIRONMENT....................................306 COMPETENCY 2 AND KEY FEATURES:CYCLE ONE ........................317 THE ROLE

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