Frequently Asked Questions Program and DED Information

Cliquez ici pour consulter un document portant sur les paramètres des évaluations pour les cours optionnels. Ces informations ont été présentées lors des webinaires Après-cours FGA du 22 juin 2021 et du 15 octobre 2021.

The following document contains the parameters for evaluations for the optional courses. This information was presented at the Après-cours FGA webinars of June 22, 2021 and October 15, 2021. (The document is available in French only.)

English communication empowers adults by allowing easy access to information in basic personal needs such as career planning, health, media, etc. Interaction in a second language expands the world view and introduces diverse cultures. Every program of study encourages adults to become autonomous and active life-long learners.

The global aim of ESL is to develop the communicative-based competencies; speaking, listening, reading and writing. Learners better understand and make use of the second language as they appropriate the subject-specific competencies along with the skillful use of resources and language functions.

June 2017

No; these areas are suggested to set the tone and provide a context for learning situations within the course.  One or more of the suggested Broad Areas of Learning (BAL) will be included in the final exam, but throughout the course a teacher may decide to include other areas. The Cross Curricular Competencies are generic skills that learners may use within any life situation. Teachers may decide to develop other CCC than those suggested for a particular course.

June 2017

For pedagogical reasons, it is recommended, but not required, that the three courses in each level be given in their proper sequence (01-02-03). (Program of Study, p. 59)

June 2017

Although all of the elements from the Knowledge section should be seen (through documents, exercises or learning situations) it is not necessary or even possible to master them all within the time constraints of a course. Learners will acquire knowledge more fully as these elements continue to be covered during future studies. However, teachers need to be aware that in some courses, certain elements must be mastered more than others. The extent to which any element needs to be mastered is tempered by the requirements outlined in the End-of-Course Outcomes and the Evaluation Criteria found in the DED.

June 2017

Evaluating an interaction is not simply gauging the student’s ability to understand and make responses to questions.  We are evaluating the ability to carry out an exchange. This means actively participating in a two-sided conversation. In other words, both speakers are introducing information, comments, questions and answers. We need to assess the student’s capacity to uphold their end of an oral exchange. Only answering questions is not interaction!

“Oral Interaction is not the same as oral production. Interaction is a two-way street. (Oral production is more like a cul-de-sac: one student delivers… what are others doing?) Oral interaction is dynamic because you cannot always predict what the other person will say. But at the same time, it builds on what was said previously. It is not a series of random utterances strung together.”

From: Let’s Begin Talking! By Judith Rohlf speaq.qc.ca May, 2011

June 2017

This practice is not recommended.  The reason behind breaking down each level into three courses was to allow learners to experience success in a shorter time frame.  An adult learner who is in a situation where the 01 and 02 level courses have been regrouped, and where both evaluations are at the end of the 75 hours could be penalized if he decides to stop his studies before the 75 hours has been completed, even if he has demonstrated competency to do the 01 level evaluation. It is imperative to respect the student’s demonstration of competency as the indicator that he can do his course evaluation.

June 2017

English communication empowers adults by allowing easy access to information in basic personal needs such as career planning, health, media, etc. Interaction in a second language expands the world view and introduces diverse cultures. Every program of study encourages adults to become autonomous and active life-long learners.

The global aim of ESL is to develop the communicative-based competencies; speaking, listening, reading and writing. Learners better understand and make use of the second language as they appropriate the subject-specific competencies along with the skillful use of resources and language functions.

June 2017

No; these areas are suggested to set the tone and provide a context for learning situations within the course.  One or more of the suggested Broad Areas of Learning (BAL) will be included in the final exam, but throughout the course a teacher may decide to include other areas. The Cross Curricular Competencies are generic skills that learners may use within any life situation. Teachers may decide to develop other CCC than those suggested for a particular course.

June 2017

For pedagogical reasons, it is recommended, but not required, that the three courses in each level be given in their proper sequence (01-02-03). (Program of Study, p. 59)

June 2017

Although all of the elements from the Knowledge section should be seen (through documents, exercises or learning situations) it is not necessary or even possible to master them all within the time constraints of a course. Learners will acquire knowledge more fully as these elements continue to be covered during future studies. However, teachers need to be aware that in some courses, certain elements must be mastered more than others. The extent to which any element needs to be mastered is tempered by the requirements outlined in the End-of-Course Outcomes and the Evaluation Criteria found in the DED.

June 2017

Evaluating an interaction is not simply gauging the student’s ability to understand and make responses to questions.  We are evaluating the ability to carry out an exchange. This means actively participating in a two-sided conversation. In other words, both speakers are introducing information, comments, questions and answers. We need to assess the student’s capacity to uphold their end of an oral exchange. Only answering questions is not interaction!

“Oral Interaction is not the same as oral production. Interaction is a two-way street. (Oral production is more like a cul-de-sac: one student delivers… what are others doing?) Oral interaction is dynamic because you cannot always predict what the other person will say. But at the same time, it builds on what was said previously. It is not a series of random utterances strung together.”

From: Let’s Begin Talking! By Judith Rohlf speaq.qc.ca May, 2011

June 2017

This practice is not recommended.  The reason behind breaking down each level into three courses was to allow learners to experience success in a shorter time frame.  An adult learner who is in a situation where the 01 and 02 level courses have been regrouped, and where both evaluations are at the end of the 75 hours could be penalized if he decides to stop his studies before the 75 hours has been completed, even if he has demonstrated competency to do the 01 level evaluation. It is imperative to respect the student’s demonstration of competency as the indicator that he can do his course evaluation.

June 2017

English communication empowers adults by allowing easy access to information in basic personal needs such as career planning, health, media, etc. Interaction in a second language expands the world view and introduces diverse cultures. Every program of study encourages adults to become autonomous and active life-long learners.

The global aim of ESL is to develop the communicative-based competencies; speaking, listening, reading and writing. Learners better understand and make use of the second language as they appropriate the subject-specific competencies along with the skillful use of resources and language functions.

June 2017

No; these areas are suggested to set the tone and provide a context for learning situations within the course.  One or more of the suggested Broad Areas of Learning (BAL) will be included in the final exam, but throughout the course a teacher may decide to include other areas. The Cross Curricular Competencies are generic skills that learners may use within any life situation. Teachers may decide to develop other CCC than those suggested for a particular course.

June 2017

For pedagogical reasons, it is recommended, but not required, that the three courses in each level be given in their proper sequence (01-02-03). (Program of Study, p. 59)

June 2017

Although all of the elements from the Knowledge section should be seen (through documents, exercises or learning situations) it is not necessary or even possible to master them all within the time constraints of a course. Learners will acquire knowledge more fully as these elements continue to be covered during future studies. However, teachers need to be aware that in some courses, certain elements must be mastered more than others. The extent to which any element needs to be mastered is tempered by the requirements outlined in the End-of-Course Outcomes and the Evaluation Criteria found in the DED.

June 2017

Evaluating an interaction is not simply gauging the student’s ability to understand and make responses to questions.  We are evaluating the ability to carry out an exchange. This means actively participating in a two-sided conversation. In other words, both speakers are introducing information, comments, questions and answers. We need to assess the student’s capacity to uphold their end of an oral exchange. Only answering questions is not interaction!

“Oral Interaction is not the same as oral production. Interaction is a two-way street. (Oral production is more like a cul-de-sac: one student delivers… what are others doing?) Oral interaction is dynamic because you cannot always predict what the other person will say. But at the same time, it builds on what was said previously. It is not a series of random utterances strung together.”

From: Let’s Begin Talking! By Judith Rohlf speaq.qc.ca May, 2011

June 2017

This practice is not recommended.  The reason behind breaking down each level into three courses was to allow learners to experience success in a shorter time frame.  An adult learner who is in a situation where the 01 and 02 level courses have been regrouped, and where both evaluations are at the end of the 75 hours could be penalized if he decides to stop his studies before the 75 hours has been completed, even if he has demonstrated competency to do the 01 level evaluation. It is imperative to respect the student’s demonstration of competency as the indicator that he can do his course evaluation.

June 2017

There are four new optional courses being offered:  ANG 4104-2, ANG 5104-1, ANG 5105-1, and ANG 5106-2. Together, these four courses provide 6 credits, the same amount of credits as ANG 5555-6.

February 2018

The DEDs for the Optional courses (ANG-4104-2, ANG-5104-1, ANG-5105-1 and ANG-5106-2) as well as the exam prototypes are under development.  All centres will be notified when the optional course DEDs and exam prototypes have been published.

April 2019

The Ministry’s responsibility lies with creating the DED and exam prototype for each of the optional courses. Once these have been published, corresponding courses and associated material may be developed by teachers and/or publishing houses.

February 2018