Reference Framework for Planning Learning and Evaluation Activities

For teachers, helping students develop the competency means finding time for teaching, learning and
evaluation activities. They must plan the best and most realistic sequence of activities in accordance
with the number of hours associated with the competency in the program. 17 The number of hours
allotted to each learning activity and for evaluation to support learning and to recognize competencies
should be determined at the outset in order to ensure ample time for learning and evaluation. The
students should be informed of the tasks and the amount of time allotted to them. Planning should be
flexible, so that the schedule can accommodate additional explanations or demonstrations. Remedial
and enrichment activities should also be planned in advance.
Integration and transfer of learning
Educational activities take into account the integration of learning and its transfer to new situations:
they involve exercises, problems and so on. They propose different situations at an increasing level of
difficulty. For tasks specific to the trade or occupation, it is necessary to provide different learning
contexts in order to enable the students to construct and efficiently mobilize the necessary knowledge
and know-how in the time allotted.
Students develop better control of their learning when provided with a variety of support measures. For
example, teachers can provide them with different workshop exercises, case studies, explanations and
demonstrations, additional assignments and reading. Students can be asked questions about the
exercises as they are doing them, about products, learning content or the use of strategies. All of these
are planned and offered as complementary, corrective or remedial measures.
When planning activities, teachers include tasks involving different levels of difficulty, allowing the
students to refine and add to their knowledge and know-how. They also make an effort to meet the
needs of students who learn more quickly or who have previously acquired resources and learning.
Learning activities should help students progress in the development of the competency. When the
elements selected for evaluation for certification purposes have been acquired, it can be inferred that
the competency has been acquired and it can then be recognized and certified.
17. The number of credits awarded once the competency is certified depends on the amount of time allotted to training. In
education, teaching time is related to the average amount of time students need to acquire the competency. The time
indicated for each of the competencies is not compulsory, but is helpful in organizing training and in determining how the
program is financed by the Ministère.
Planning Activities to Help Students Acquire Competencies 31