Secondary school in transformation - Ministère de l`Éducation et de l

Transcription

HORIZON
2005
Secondary school transformed
Fostering the success of Québec students
English version:
Direction de la production en langue anglaise
Services à la communauté anglophone
Ministère de l’Éducation
Published by:
Direction des communications
Ministère de l’Éducation
This document is available at
<www.meq.gouv.qc.ca>
We thank the schools and school boards
who provided the pictures in this document.
© Gouvernement du Québec
Ministère de l’Éducation, 2003-02-01766
ISBN 2-550-40432-7
Legal deposit – Bibliothèque nationale du Québec 2003
A class at École Hormisdas-Gamelin in Buckingham
Secondary school
transformed
Message from the Minister of State for Education and Employment
The Québec government has adopted an action plan, Horizon 2005, for building a better Québec. In so doing, the government has
made the transformation of secondary school one of its priorities.
We have one of the best education systems in the world: consider our enrollment rates and our students’ performance on international
examinations. We have been working steadfastly to improve the quality of our programs of study and the support provided to Québec
students.
However, despite results of which we can be proud, too many young people do not finish school. Our goal is the educational success
of all students. For this reason, we must now do more for secondary schools, which we are transforming in order to provide students
with better learning, more support and a school environment that is more stimulating.
Sylvain Simard
When I was appointed Minister of Education, I set three essential conditions for the implementation of the reform at the secondary
Minister of State for level: that teachers have access to training, that instructional materials be ready to use and that we support a "soft landing" to allow
Education and Employment the whole educational community, especially students and teachers, to properly assimilate the concepts of the reform. These
conditions have all been met. We will now push forward with the transformation of secondary school, namely by providing training to
teachers and promoting the emergence of better student support. Our goal from now until we have completely implemented the reform
in secondary school is for each student to receive personal assistance, support and follow-up from a teacher, through a tutoring or
homeroom system approach.
In the past five years, substantial investments have been allocated for complementary services and support for students who are
experiencing difficulties in school. These efforts are already starting to show results and will be pursued. Furthermore, young people
will have access to a range of integrated services, thanks to agreements between the Ministère de l’Éducation and the Ministère de
la Santé et des Services sociaux. Finally, the What's Up After School program should help to create a more stimulating environment
in which extracurricular activities will allow young people to put the competencies acquired during class into practice.
By transforming secondary school, we will be even better able to guide each student along on the path to success. This is indeed a
major undertaking, but also an exciting project in which I invite you all to participate.
SYLVAIN SIMARD
FOSTERING THE SUCCESS OF QUÉBEC STUDENTS
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Secondary school
transformed
Table of contents
A Four-Point Action Plan – A Vision of the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Investments for the future
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8
Secondary school in transformation
Improved learning
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More support and guidance
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19
A community working with its school
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Fostering the success of all students
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A more stimulating school environment
Secondary school
transformed
A Four-Point Action Plan
Fostering the success of all students and countering the dropout problem
A vision of the future
École Saint-Cœur-de-Marie in
Rivière-à-Pierre
1. IMPROVED LEARNING
3. A MORE STIMULATING SCHOOL ENVIRONMENT
A transformed secondary school will provide more concrete
education: students will put their knowledge to work and thus
develop competencies that will be useful throughout their studies
and everyday lives. This education will be sound and better
adapted to our evolving society thanks to the new Québec
Education Program, which will be implemented in all Québec
secondary schools as of September 2004. Teachers will work in
teams for the benefit of students and take all facets of students’
progress into consideration when evaluating them.
The transformation of secondary school is intended to create an
environment that is more motivating, where students will enjoy
learning and strive to become the best they can. Learning
methods will be different, more dynamic and often project-based.
Under the What's Up After School program, there will be more
activities for young people, providing them with the opportunity to
interrelate with their peers and adults, to improve their level of
fitness, to develop some of their skills and, above all, to draw on
the competencies developed in class.
2. MORE SUPPORT AND GUIDANCE
4. A COMMUNITY WORKING WITH ITS SCHOOL
The new secondary school will be characterized by the fact that
it will provide better guidance to students. This means following
their progress, being centred on their needs, supporting them
and providing means that are adapted to their reality so that
they succeed. It means closely monitoring students who are
experiencing difficulties. It also means giving all students the
means to become more responsible for their education. Support
and guidance is often provided by teams of teachers who
collaborate in order to better monitor their students. It can also
be facilitated by the presence of stable groups and homeroom
teachers who have a closer relationship with each of their
students, as well as with their parents.
The secondary school of tomorrow will be open to its environment.
It will be supported like never before by its community for whom
combating the dropout problem will be perceived as a collective
responsibility. This is what the New Approaches, New Solutions
intervention strategy is all about: supporting secondary schools with
a high proportion of students from disadvantaged backgrounds.
School administrators and teaching staff will draw on community
resources to enrich learning and support students. Community
organizations and groups could support the development of extracurricular activities and work to prevent taxing and drug abuse.
5
The government of Québec will invest over $500 M
to transform secondary school.
Secondary school
transformed
Investments for the future
Meeting basic needs
Starting this year, the government of Québec will invest substantial amounts to meet basic needs regarding the transformation of
secondary school. Students and teachers will especially benefit from the measures that will be implemented.
• Teacher training and implementation of curriculum reform (5 years)
• Support and guidance (provision of facilities)
• Laboratory facilities and purchase of equipment for Secondary I and II
Total:
$50.0M
$16.5M
$25.0M
$91.5M
Major investments promised
In 2002, the government of Québec and the school boards committed themselves to making major investments that will bring tangible
benefits to Québec secondary schools.
• New Approaches, New Solutions (support to schools in disadvantaged neigbourhoods)
• What's Up After School (extracurricular activities)
• Purchase of textbooks (one student, one textbook, one subject)
Total:
* Funding could also come from the community.
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$125.0M
$102.3M*
$222.0M
$449.3M
Secondary school
transformed
Secondary school in transformation
A teacher with students from
École Saint-Cœur-de-Marie in
Rivière-à-Pierre in the region of Portneuf
Schools moving forward
Already showing results
The transformation of secondary school is already under way
since the school system is preparing to implement the Québec
Education Program in Secondary Cycle One (Secondary I and II)
by September 2004. Fifteen pilot schools and many partners of
the Ministère de l’Éducation have done an initial validation of the
program. This examination involved close to 1 200 participants.
The pilot schools are also drawing up new organizational models
to improve the support and guidance provided to students.
Signs of the transformation are already visible. In order to address
a series of problems (dropout rate, poverty, violence, etc.), school
administrators, teachers, professionals and even members of
the community have searched for and come up with solutions:
they have put their schools on the path to change.
As of September 2003, 70 schools will be experimenting in a more
concrete way with various aspects of the new curriculum.
In September 2004, all Québec secondary schools will implement
the Québec Education Program in their classrooms.
These schools have found different ways to support students in
their learning: providing better guidance for their academic
progress, helping them become familiar with information and
communication technologies, providing them with a stimulating
environment where they can continue to learn after classes, and
getting the community more involved.These schools are already
working in the spirit of the curriculum reform, preparing the way
for the secondary school of tomorrow. This brochure contains
several examples in a number of communities throughout
the province of secondary schools that are already being
transformed.
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Secondary school
transformed
Improved learning
Support for teacher training
One student, one textbook, one subject
In order to support teachers in the implementation of the Québec
Education Program, the government of Québec will invest $10M
in training needs over the next five years.
The government of Québec together with the school boards is
implementing a $222M investment plan for the purchase of
textbooks for secondary school students. As a result, each
student in elementary and secondary school will have a textbook
for each subject that reflects the curriculum reform. The goal is:
one student, one textbook, one subject. Eight million books will
be made available to Québec students.
New science and technology laboratories
Thanks to an allocation of $20M, a number of science laboratories
for Secondary I and II students will be updated to meet the
requirements of the new curriculum and allow for science and
technology experiments. An allocation of $5M will also be made
for the purchase of technological equipment for all secondary
schools.
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Secondary school
transformed
Improved learning
The new curriculum in secondary school
• More time devoted to teaching French – from 450 to 600
hours (Secondary I, II and III)
• More time devoted to teaching history and citizenship
education – from 200 to 450 hours
• An integrated science and technology program
• More time devoted to arts education
• An education program whose goals include:
• a sound basic education for all students
• the cooperation of the entire school staff to help students
• the development of general competencies that will be
useful throughout students’ lives: to exercise critical
judgment, to process information, to work in a team, to use
information and communication technologies, etc.
• the development of subject-specific competencies that
enable students
• to understand social realities, current events, etc.
• to appreciate dramatic, musical and literary works, etc.
• to solve problems related to mathematics, science,
ethics, health, etc.
• to communicate, to express themselves in writing
or using other means, in English and French and using
the artistic languages, etc.
• to create music, dances, texts, pictures, etc.
• learning based on real-life problems: the environment,
consumer rights and responsibilities, health and well-being,
life in society, etc.
A lively classroom at École
Hormisdas-Gamelin in Buckingham
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Secondary school
transformed
Improved learning
A gateway to the labour market
These two students from École
secondaire Bernard-Gariépy
are interested in basic machining
At École secondaire Bernard-Gariépy (Commission scolaire
de Sorel-Tracy), the career exploration program Unité de travail
modulaire (UTM) is intended for at-risk students. Besides fostering
their success, it provides them with opportunities to enroll in
vocational and technical education. This program allows all
students aged 15 or over to do remedial work in core subjects and
to be eligible for a program leading to a Diploma of Vocational
Studies. If they have successfully acquired Secondary II-level
learnings, students may participate in career exploration activities
that will facilitate their vocational education choices. Students
benefit from special support and guidance in groups that are
never larger than 20 people.
In its latest annual report,* the Conseil supérieur de l’éducation
proposes to "introduce more flexibility into the education system’s
structure by diversifying educational paths." This would provide
secondary school students with access to a greater number of
paths to acquire an education. They might even take vocational
education and then continue their studies at the college level.
* La gouverne de l’éducation: priorités pour les prochaines années, 2001-2002
annual report of the Conseil supérieur de l’éducation [Free Translation].
Four students from École secondaire Bernard-Gariépy experiment with new technology
(numerical control)
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Secondary school
transformed
Improved learning
Education at work and the guidance-oriented approach
A teacher and students from École
Polyvalente de Disraëli
At Polyvalente de Disraeli (Commission scolaire de L’Amiante),
the vice-principal, along with a geography teacher, a guidance
counsellor and an academic and vocational counsellor, developed
a project to integrate teaching and guidance, to foster the
acquisition of good work habits and to mobilize the entire
school staff. In terms of learning, students were better able to
describe the world population, to make connections between
earned income and diet and to recognize the consequences
of poverty and wealth on living conditions. They were thus
introduced to international cooperation. Such a program is possible
thanks to the collaboration of members of the school staff and
to the decompartmentalization of complementary services.
Students develop more than simple computer skills and are
encouraged to explore the whole ICT universe. The Internet
also provides parents and teachers with an excellent means of
communication. The various multimedia tools serve the educational
project, which focuses on interdisciplinarity and the development
of cooperation among young people. The production in teams of
a brochure, for example, requires that students master editing
techniques, but the conception and creation of the document also
involves preliminary research, good language and communication
skills and a number of skills related to the arts.
A well-connected school
At École Les Compagnons-de-Cartier in Québec City (Commission
scolaire des Découvreurs), the Protic project allows approximately
350 students from Secondary I to V to take advantage of
information and communication technologies (ICT) in order to learn.
Students registered in the
Protic programme at École
Les Compagnons-de-Cartier in Sainte-Foy use
laptop computers in the classroom
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Secondary school
transformed
Improved learning
A student from École Jacques-Rousseau
in Radisson (Baie-James) interacts
with her teacher via computer
12
Connecting remote regions
An equal-opportunity network
At École Jacques-Rousseau (Commission scolaire de la
Baie-James), the notion of "remote region" has taken on new
meaning since this school started participating in the L’école
éloignée en réseau project implemented by the Ministère de
l’Éducation, in collaboration with the Centre francophone d’informatisation des organisations (CEFRIO). Located in Radisson,
in Québec’s far north, the school has 24 secondary school
students, who are grouped in multi-grade classes. In particular,
the project will link École Jacques-Rousseau to École
secondaire Les Compagnons-de-Cartier in Québec City, located
more than 1 600 kilometres away. Thanks to the development
of the information highway, the staff and students will have
access to delayed-time and, more importantly, dynamic real-time
services. The purpose is to improve the quality of teaching, but
also to diversify instructional services and to facilitate access to
a greater number of resources.
When a decline in the population of a rural area entails a drop in
the number of students, this raises the issue of equal opportunities
compared with young people from more densely populated
areas. The Distance Education Community Network solves this
problem. For example, it enables a mathematics teacher to give
a course to a class of students, some of whom are in the Gaspé
Peninsula and some of whom are in Témiscamingue. Developed
by the Western Québec, Central Québec and Eastern Shores
school boards, this network allows teaching in real-time and
creates a direct relationship between teacher and student.
For the five teachers and their 60 students from ten schools,
regardless of the subject area, it’s almost as if the class were full.
Financial support
To support homeroom teachers and tutors, $16.5M will be invested in
improving and/or creating offices to facilitate the guidance and follow-up
of students, and hold meetings with parents. In all, 400 secondary schools
will benefit from this measure.
Secondary school
transformed
Giving students a reference point
"What do we mean by more support and guidance?
We are referring to schools centred on students’ needs;
schools composed of stable groups, for example.
These are schools where teachers, as a team, can effectively
monitor the progress of their group of students. Support and
guidance also refers to the idea of having a homeroom teacher
who serves as a home base and reference point for students.
Homeroom teachers are people who can ensure that all their
students are making good progress, not only in their courses,
but also in those given by other teachers. Homeroom teachers
facilitate communication between all the other teachers for the
same group of students. When it comes to the integration of
knowledge, this is an important point to consider. They are also
reliable people who can reassure parents and suggest activities
to stimulate their children."
Sylvain Simard,
Minister of State for Education and Employment
June 12, 2002
Two teachers and two students
at École Saint-Cœur-de-Marie
in Rivière-à-Pierre
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"A deeper understanding of the students with whom we are more often
in contact, over a longer period of time, makes it easier to observe their
work and to make adjustments quickly."
Sylvie Roussy, teacher at École Louis-Joseph-Papineau in Papineauville
(Commission scolaire au Cœur-des-Vallées)
Integrated groups and homeroom teaching
At École Secondaire Sainte-Anne in Daveluyville* (Commission
scolaire des Bois-Francs), the establishment of integrated
Secondary I, II and III groups allows students to benefit from a
kind of homeroom teaching. Two groups of 25 students make
use of three adjoining classrooms, including a workshop in the
middle with large worktables and computers. Four teachers are
responsible for pedagogical activities and share the supervision
of students. Mornings are devoted to individual learning and
afternoons, to project-based learning. Boys particularly appreciate
this work setting because of the constant use of information and
communication technologies.
* The asterisk indicates that it is one of fifteen pilot schools validating the Québec
Education Program at the secondary level.
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A discussion among a teacher and
students from École Secondaire
Sainte-Anne in the Bois-Francs region
Secondary school
transformed
Secondary school
transformed
Support and guidance in a variety of ways
At École La Source* (Commission scolaire de Rouyn-Noranda),
a project involving the integration of subjects is aimed at students
who are experiencing learning difficulties and who are attending
Secondary Cycle One for a third year. A team of six teachers
works with these students in various subjects. The students
are better supported, more involved in their learning and find it
easier to develop a learning plan. Moreover, students choose
the tutor who will support them throughout the school year.
A discussion between a teacher and one of her students form École Cavelier-de-LaSalle
École Cavelier-de-LaSalle* (Commission scolaire MargueriteBourgeoys) has created closed groups with tutors for
Secondary I students. In September 2002, these groups were
set up in Secondary II. The school has also implemented
homeroom teaching for all Secondary III groups.
Two groups from École La Source in Rouyn-Noranda with their teacher
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Secondary school
transformed
Objective: To succeed in the regular sector . . .
A class at École Polyvalente
Nicolas-Gatineau in Gatineau
16
At École Sacré-Cœur, in Granby* (Commission scolaire du Val-desCerfs), three teachers asked the principal if they could work with
about 60 students from the regular sector who had a history
of academic failure. These Secondary II students had lower
self-esteem and motivation as a result of their poor marks. One
of the keys to success with these students has been better
support. For example, all three teachers taught several subjects
in order to spend more time with their students. Consequently,
90% of the students completed Secondary II and are now
enrolled in Secondary III in the regular sector.
. . . with parents who are never far away
In order to give École Sacré-Cœur students better opportunities
for success, two French teachers are offering parents a course
to help them provide their children with support in reading and
writing at the secondary level (Soutien au développement des
compétences de lecture et d’écriture au secondaire). Given over a
period of eight evenings, this course is also available to parents of
students in Grade 6 who will soon be attending secondary school.
Parents learn how to organize a supportive work environment at
home for their children and to provide follow-up that is not
controlling. The goal is to encourage young people to read and write.
Secondary school
transformed
For better follow-up of students
Laboratory work at lunchtime
at Marymount Academy in Montréal
At Centennial Regional High School, in the Montérégie (Riverside
School Board), teachers have integrated the portfolio (collection of
students’ work) into the overall learning process. The classroom
has become a true workshop where students develop their
subject-specific and cross-curricular competencies. Thanks to
the portfolio, it is possible to evaluate these competencies with
the active participation of students and their teacher. Parents are
also involved since they are asked to react to their child’s
progress. Portfolio use thus allows an entire learning community
to share a common goal: student success.
Students working hard at
Centennial Regional High School
in Greenfield Park
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Secondary school
transformed
For safe and healthy schools
Schools against bullying
"Needless to say, violence prevention in school begins with
a concern for peace and and tranquility and for the security
of people and property, which are conditions, indeed
prerequisites, for teaching and educating."
École des Pionniers in Trois-Rivières (Commission scolaire du
Chemin-du-Roy), took steps to curb taxing and bullying and
to try to prevent it in the first place. The school is working
with the Centre régional de prévention de la criminalité de la
Mauricie–Centre-du-Québec to implement the S’équiper pour agir
program, which initiates interventions with bullies and their victims.
Both the teaching staff and parents as well as students are
involved in this process, which starts with the establishment
of an intervention protocol tailored to the needs of the school.
Methods and techniques are suggested to teachers and parents
to prepare them to react effectively in a case of taxing. As for
students, the program allows them to overcome some of their fears
and to make them aware of the effects of taxing. They are also
taught assertiveness techniques to equip them to face up to bullies.
Sylvain Simard,
Minister of State for Education and Employment
18
A teacher from École des Pionniers
in Trois-Rivières meets privately
with a student
Secondary school
transformed
Through the What's Up After School program, the government of
Québec aims to double the number of students taking part in
extracurricular activities in public secondary schools by 2006.
This number will thus increase from 120 000 to close to 240 000.
A total investment of $102.3M over three years will make it
possible to carry out various projects proposed by schools. The
program will also serve to fund school bus transportation for
greater access to extracurricular activities.
A student from Académie
Les Estacades in Cap-de-la-Madeleine
Académie Les Estacades
19
Secondary school
transformed
Drama is among the activities offered
at École L’Escale in Louiseville
Sports, arts and school
Educating citizens
At Académie Les Estacades in Cap-de-la-Madeleine (Commission
scolaire du Chemin-du-Roy), a range of programs are offered to
young people to allow them to develop their skills in areas that
are of interest to them. For example, students who choose the
languages program can study English or Spanish in a more
intensive manner. In the outdoor education or arts education
program, a number of periods are devoted to students’ interests.
In some instances (for example, outdoor education), activities
take place in intensive sessions over several days. Sports-study
and music education programs are also offered to students with
particular talents in these areas. All these programs share a
common objective: the harmonious development of students on
an academic and personal level.
At École Secondaire Saint-Luc (Commission scolaire de Montréal),
students represent 107 different nationalities and 85% were born
outside Québec. French, that is the language of instruction, is
the true link that enables them to get along together. This school
has taken citizenship education one step further by encouraging
the emergence of a student government, with a prime minister
and ministers who propose ways to better meet the needs of all
students. Communication, finances, health and school life are all
areas where students experiment with democracy. Two ministers
from Secondary IV and V represent students on the governing
board. Through their government, students contribute to shaping
the micro-society that is their school and prepare to become
responsible citizens.
Important discussions occur
during student government
meetings at École secondaire
Saint-Luc in Montréal
20
Secondary school
transformed
By investing $125M in the New Approaches, New Solutions
intervention strategy, the government of Québec is providing a
powerful instrument for change to secondary schools with a
large number of students from disadvantaged neighbourhoods.
New Approaches, New Solutions promotes the involvement of all
players (school, family, community) who can contribute to
creating an environment that is more conducive to students’
success. These problems are often complex and will require a
well-thought-out strategy in each case. This is a task for people
with new approaches and new solutions.
21
Secondary school
transformed
Communities are mobilizing to counter the dropout problem
Members of the executive committee
of CREPAS
In Saguenay–Lac-Saint-Jean, dozens of organizations and
hundreds of stakeholders have mobilized around the Conseil
régional de prévention de l’abandon scolaire (CREPAS) to
increase the educational success of students, particularly at the
secondary level. The school dropout rate is not only a school
problem: it is a social problem that all the stakeholders of a region
can play a part in alleviating. The different actions undertaken by
the partners (including school boards and schools) have showed
results: the Saguenay–Lac-Saint-Jean area has reduced its
dropout rate from 21% in 1996 to 12.6% in 2002 and now ranks
first in Québec with respect to the percentage of students who
have completed their secondary school education.
During the Grand rendez-vous de la réussite, held last August,
the Commission scolaire des Laurentides brought together close
to 700 individuals from the community who supported its efforts
to promote educational success. The goal is to reduce the number
of dropouts, but also to provide better access to vocational
education. At the meeting, 20 or so socioeconomic partners
signed a pledge to work together toward the educational success
of students. Because the development of the region depends on
it, the school board believes in the creation of an educational
community in the Laurentides.
Official signing of the
pledge of honour during the
Grand rendez-vous de la réussite
22
In the Côte-Nord region, socioeconomic partners are working
with with the school community to counter the dropout problem.
A conference on this theme held last September provided an
opportunity for serious discussion conducted by the RAP (réussite,
accomplissement and persévérance) committee. The committee
reviewed the current situation, drawing on a regional study on
the dropout issue. Students’ family situations, their motivation to
learn when it is possible to get a job without a diploma, and the
challenge of achieving student success in small communities are
some aspects of the problem that were documented. The
objective of the RAP committee is to reduce the school dropout
rate in Côte-Nord by half within the next five years.
Secondary school
transformed
Serving its city
At Polyvalente La Pocatière (Commission scolaire de
Kamouraska–Rivière-du-Loup), students in the individualized
path are taking part in an original community service experiment
in the form of very practical projects. The projects, which include
making compost from household scraps and recycling or safely
disposing computer equipment, provide young people with an
opportunity to play an active part in protecting the environment
of their city. Moreover, they are becoming aware of their role as
citizens and of democratic life by exploring their municipality’s
different departments and participating in a meeting of the city
council. Cooperation, solidarity and life in society are some of the
things that these young people are experiencing in their school.
their parenting skills. In this respect, the school has a daycare
centre that accepts both babies and young children. The school
board’s transportation service also allows young mothers and their
children to use school bus services. The school has also joined
forces with different community organizations: youth employment
centres, CLSCs, Travail Québec centres, etc.
Special support for teenage mothers
At École Secondaire Armand-Corbeil (Commission scolaire des
Affluents), the Accès-Cible program offers different personalized
teaching services, including support adapted to the needs of
teenage mothers. Indeed, young mothers who have a child at
home may need a daycare or transportation service or may be
experiencing academic difficulties. Assistance is provided to help
them pursue their studies and earn a diploma while they develop
Students and their teacher participate in the safe salvage and elimination of computer
equipment program at École Polyvalente La Pocatière
23
Secondary school
transformed
Fostering the success of all students
More than ever before, secondary schools will be exciting,
stimulating places. Students will develop in class, after school
and even during community activities where school learning will
be put to use.
Christmas card exchange program
at École Polyvalente de Cabano,
the proceeds of which went to
Opération Enfant Soleil
In the classroom, learning will be differentiated, more dynamic
and often project-based, which will allow students to play an
active role. Education will have a solid basis and be better
adapted to young people’s needs. Above all, it will be more
stimulating.
A major aspect of the new secondary school will be improved
support and guidance. Thus, all students will benefit from
individualized support and guidance throughout their time in
secondary school. Priority will be given to homeroom teaching
and tutoring.
Moreover, learning paths will be more diversified: young people
will thus progress according to their interests and aptitudes.
At last, success will be within everyone’s reach.
After class, access to a greater number of activities will provide
opportunities to form relationships with other young people and
adults in the school, to become more physically fit, and to develop
some of their aptitudes, but also to draw on the competencies
developed in class. In this respect, the time spent in class and
that devoted to extracurricular activities are part of the same
learning process.
In the new secondary school, teachers, school administrators
and the school staff will continue to support young people, but in
an environment that is better organized and more open to the
community. Parents will play an even greater role and students
will have a sense that everywhere around them—in school, at
home, in their neighbourhood or village—people are mobilizing
on their behalf. The school’s educational project and success
plan and the school board’s strategic plan will reflect this
concerted effort.
In all regions of Québec, positive initiatives illustrate what the
secondary school of tomorrow will resemble as well as the local
character it might have. They reflect the energy and spirit of
collaboration that characterize the architects of the changes we
are proposing.
Through the transformation of secondary school, we are aiming
for the success of all students so that they can develop to their
full potential. This is an ambitious goal, but as a society we will
give ourselves the means to achieve it. It is important for the
future of our children and essential for the future of Québec.
25
Secondary school transformed
Students in the music program
at École secondaire Saint-Luc in Montréal
13-0005-A

Secondary school in transformation - Ministère de l`Éducation et de l

Transcription

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