Quebec Competencies Chart - Scapegoating and Othering

Cross-curricular Competencies

Broad Areas of Learning

• To use information
• To solve problems
• To exercise critical judgement
• To adopt effective work methods
• To use information and communication technologies (ICT)
• To construct his/her identity
• To cooperate with others
• To communicate appropriately

• Media Literacy
• Health and Well-Being
• Citizenship and Community Life

English Language Arts

Uses language/talk to communicate and learn

Establishes a repertoire of resources for communicating and learning in specific contexts

• Investigates the affordances of spoken language as a mode of communication
• Examines some of the aesthetic qualities of spoken language
• Develops rhetorical strategies to achieve specific purposes
• Examines the affordances of genres
• Extends the range of strategies for collecting the data needed for use in specific genres

Participates in the social practices of the classroom and community in specific contexts

• Investigates the uses of spoken language in the school and community
• Plans and carries out independent units of study
• Conducts exploratory ethnographic research
• Organizes and maintains an integrated profile of work over the cycle
• Engages in a process of self-evaluation and reflection
• Confers with the teacher in regular and ongoing evaluation conferences

Interacts with peers and teacher in specific contexts

• Collaborates with peers to construct knowledge about how things are done
• Participates in collaborative action research groups using an inquiry process
• Applies procedural and meaningmaking strategies to achieve a purpose
• Contributes to team efforts as an interactive and critical listener

Reads and listens to written, spoken and media texts

Integrates reading profile, stance and strategies to make sense of a text in a specific context

• Reads for pleasure and to learn
• Draws on prior experience and the features of a genre to make sense of a text
• Adjusts reading strategies and stance to the context
• Develops research and organizational strategies for working with information

Talks about own response to a text within a classroom community

• Deepens own meaning(s) of a text in discussions with other readers
• Situates meanings within own experiences and the world of the text, in order to transform initial readings into more conscious interpretations
• Considers possible reasons for own responses and the responses of others to clarify and reshape the relationship between self as reader and the text
• Shares Integrated Profile in teacher-student conferences

Interprets the relationship(s) between reader, text and context in light of own response(s)

• Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed
• Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations
• Constructs interpretations that embody both own world and the world of the text

Produces texts for personal and social purposes

Extends repertoire of resources for producing texts

• Immerses self in texts to learn how they are constructed
• Investigates the codes and conventions of various genres
• Creates criteria for what makes text(s) effective
• Examines the affordances of different modes and genres to make production decisions
• Uses models of different texts to apply chosen features in own work
• Applies codes and conventions of written and media language
• Compares own style in relation to other writers/producers
• Develops standards for using language responsibly to represent people, events and ideas

Constructs a relationship between writer/producer, text and context

• Understands that all texts are constructed in specific contexts for specific audiences and purposes
• Researches as a writer/producer to become more informed, to create authentic contexts and to characterize an audience
• Assumes various roles in own productions
• Analyzes the elements of the context and shapes the text accordingly
• Examines the differences between producing texts for public and private spaces.

Adapts a process to produce texts in specific contexts

• Participates both individually and collaboratively in different recursive phases of the production process
• Confers regularly with peers and teacher throughout the production process
• Uses feedback strategies to improve own productions and support peers
• Reflects on own development as a writer/producer over time
• Monitors own learning
• Cultivates a variety of media and writerly practices
• Explores a variety of avenues for wider publication

Ethics and Religious Culture

Reflects on ethical questions

Analyzes a situation from an ethical point of view

• Describes a situation and puts it into context
• Formulates a related ethical question
• Compares points of view
• Explains tensions or conflicting values
• Compares the situation with similar situations
• Compares his/her analysis of the situation with that of his/her classmates

Examines a variety of cultural, moral, religious, scientific or social references

• Finds the main references present in different points of view
• Looks for the role and the meaning of these references
• Considers other references
• Compares the meaning of the main references in different contexts

Evaluates options or possible actions

• Suggests options or possible actions
• Studies the effects of these options or actions on oneself, others or the situation
• Chooses options or actions that foster community life
• Reflects on the factors that influenced these choices

Engages in dialogue

Organizes his/her thinking

• Identifies the subject of dialogue
• Makes connections between prior knowledge and new knowledge
• Distinguishes between what is essential and what is secondary in the different points of view expressed
• Takes stock of his/her reflections

Develops a substantiated point of view

• Uses his/her resources and looks for information about the subject of dialogue
• Develops further his/her understanding of different points of view
• Imagines various hypotheses
• Fleshes out a point of view
• Anticipates objections and necessary clarifications
• Validates his/her point of view
• Reflects on his/her process

Interacts with others

• Develops an awareness of his/her reaction to the subject of dialogue
• Looks for conditions that foster dialogue
• Expresses his/her point of view and pays attention to others' views
• Explains different points of view, using relevant and coherent arguments
• Asks for clarification
• Implements means to overcome obstacles to dialogue