Reference Framework for Planning Learning and Evaluation Activities

During exploration activities, the teacher can explain the relevance of the competency in relation to the
competencies that have come before and those that will follow, and put it in perspective in terms of the
trade or occupation. The steps involved in the task can also be integrated into the learning process in
order to gradually accustom students to a certain routine. The grid of competencies can be used to
present the program as a whole, closely related to the trade or occupation.
The teacher should create an environment that reflects as closely as possible situations in which the
competency is applied in the workplace. He or she can have the students handle materials, become
familiar with equipment, do research on the Internet, participate in learning situations and role-playing
and listen to guest speakers. From the outset, students should be made aware of the essential aspects
of the competency.
Students need to find meaning in what they are being taught. It is therefore important to go over the
steps involved and to define the knowledge and know-how to be developed. The teacher may propose
a review of previously acquired knowledge and know-how to be associated with the new learning.
A diagnostic evaluation 19 can help identify the students’ prior learning and needs. The same evaluation
can be repeated throughout the learning process in order to verify whether the students understand the
trade or occupation and to check the relationships they have established with the competencies they
are acquiring or have already acquired. Learning is integrated and transferred to the students’ internal
resources 20 throughout the process. Moving back and forth between teaching and prior learning makes
it possible to adjust the process in accordance with students’ needs, i.e. to regulate teaching and
learning.
Basic learning
• Basis of the competency to
be acquired
• Essential knowledge and
know-how (knowledge, skills
of every type, strategies,
attitudes, perceptions, etc.)
• Active participation of
students in competencyrelated
tasks
• Reference to one or more
elements of the competency
Basic learning
The elements of the competency and the related knowledge, skills,
attitudes, perceptions and guidelines included in the program are used
to select the basic learning. The teacher must identify the knowledge
and know-how the students need to develop, namely those proposed
in the program, and those he or she deems relevant to the stated
competency and its requirements. He or she must identify the
students’ areas of interest, determine the learning sequence of each
element of the competency and plan related activities.
19. Diagnostic evaluation is presented in more detail in Section 4.5.
20. The competency must be based on the mobilization of internal resources, to which further learning will be added as it is
integrated.
Planning Activities to Help Students Acquire Competencies 33