Reference Framework for Planning Learning and Evaluation Activities

In this phase, the competency is demonstrated in different situations, with the necessary ease and
autonomy. Students no longer need to be supervised when applying the competency. Having finished
the learning process and acquired the competency in accordance with job market entry-level
requirements, they can be evaluated for certification purposes. When it appears that there is no
transfer of learning and that different dimensions of the competency still require work, the teacher
provides the necessary support measures. If the competency can be further developed and new
knowledge and know-how constructed, it can be enriched. Later on, in Section 4.2, the diagram entitled
“Evaluation to Support Learning” shows how evaluation fits into the acquisition of a competency.
Enrichment
Enrichment allows students to pursue their learning beyond expected performance levels, regardless
of the phase of acquisition of the competency. It can be seen as added value in terms of the learning
shared by all students, or as in-service or continuing training. Enrichment activities can, for example,
help students broaden their understanding, improve a product, or perform a task more quickly or with
more autonomy. Students can be asked to coordinate several actions at once or to perform in a wide
variety of situations.
Guidelines for choosing learning activities
Make sure that the
learning activities
chosen are relevant to
the element of the
competency. Start with
meaningful activities
that will help the
students situate the
competency.
Vary the learning
activities so as to
stimulate the
students’ interest.
Suggest cooperative
learning, problem
solving, projects,
etc.
Alternating practical
activities with theory
enables students to
transfer their learning.
There should normally
be more practical
activities than theory.
Take conditions and
constraints into account:
facilities, available
equipment, cost of
resources, time
available, learning rate,
etc.
Guidelines for supporting learning
Place the students at
the centre of the
learning process and
accompany them in
their learning.
Remind students of the
importance of mobilizing
internal and external
resources so that they
participate effectively in
their own learning.
Understand and bear in
mind the characteristics
of each phase of
competency acquisition
and how they interact,
and move back and
forth between them with
the students.
Make sure that
students are integrating
and transferring their
learning by gathering
the necessary
information and
verifying their progress.
Provide the necessary
support.
Planning Activities to Help Students Acquire Competencies 37