Report Card Weightings and Wording - Secondary School
Français, langue d'enseignement
| Secondary I to IV |
| Weighting | Wording in report card |
| Lire et apprécier des textes variés | 40 % | Lire |
| Écrire des textes variés | 40 % | Écrire |
| Communiquer oralement selon des modalités variées | 20 % | Communiquer oralement |
| Secondary V |
| Weighting | Wording in report card |
| Lire et apprécier des textes variés | 40 % | Lire |
| Écrire des textes variés | 50 % | Écrire |
| Communiquer oralement selon des modalités variées | 10 % | Communiquer oralement |
| Cycle One |
| Weighting | Wording in report card |
| Uses language/talk to communicate and to learn | 33% | Uses language to communicate and to learn |
| Reads and listens to written, spoken and media texts | 33% | Reads and listens to texts |
| Represents her/his literacy in different media |
| Writes a variety of genres for personal and social purposes | 34% | Produces spoken, written and media texts |
| Represents her/his literacy in different media |
| Cycle Two |
| Weighting | Wording in report card |
| Uses language/talk to communicate and to learn | 33% | Uses language to communicate and to learn |
| Reads and listens to written, spoken and media texts | 33% | Reads and listens to texts |
| Produces texts for personal and social purposes | 34% | Produces spoken, written and media texts |
English as a Second Language
Core Program, Secondary I to V
Enriched Programs, Secondary I to III |
| Weighting | Wording in report card |
| Interagir oralement en anglais | 40 % | Communiquer oralement en anglais |
| Réinvestir sa compréhension des textes | 30 % | Comprendre des textes lus et entendus |
| Écrire et produire des textes | 30 % | Écrire des textes |
| Enriched Program, Secondary IV and V |
| Weighting | Wording in report card |
| Interagir oralement en anglais | 34 % | Communiquer oralement en anglais |
| Réinvestir sa compréhension des textes | 33 % | Comprendre des textes lus et entendus |
| Écrire et produire des textes | 33 % | Écrire des textes |
French as a Second Language
| Core Program, Cycles One and Two |
| Weighting | Wording in report card |
| Interagir en français | 40% | Communicates in French |
| Lire des textes variés en français | 30% | Understands oral and written texts in French |
| Produire des textes variés en français | 30% | Produces oral and written texts in French |
| Enriched Program, Cycle One |
| Weighting | Wording in report card |
| Interagir en français | 33% | Communicates in French |
| Lire des textes courants et littéraires en français | 34% | Understands oral and written texts in French |
| Produire des textes variés en français | 33% | Produces oral and written texts in French |
| Enriched Program, Cycle Two |
| Weighting | Wording in report card |
| Interagir en français | 33% | Communicates in French |
| Lire des textes courants, spécialisés et littéraires en français | 34% | Understands oral and written texts in French |
| Produire des textes variés en français | 33% | Produces oral and written texts in French |
Spanish as a Third Language
| Secondary III |
| Weighting | Wording in report card |
| Interacts in Spanish | 45% | Spanish |
| Understands a variety of texts in Spanish | 35% |
| Produces a variety of texts in Spanish | 20% |
| Secondary IV and V |
| Weighting | Wording in report card |
| Interacts in Spanish | 40% | Spanish |
| Understands a variety of texts in Spanish | 30% |
| Produces a variety of texts in Spanish | 30% |
Intégration linguistique, scolaire et sociale
| Competencies | Wording in report card |
| Communiquer oralement en français dans des situations variées | Communiquer oralement en français |
| S’intégrer au milieu scolaire et à la société québécoise |
| Lire des textes variés en français | Lire |
| S’intégrer au milieu scolaire et à la société québécoise |
| Écrire des textes variés en français | Écrire |
| S’intégrer au milieu scolaire et à la société québécoise |
Mathematics, Science and Technology
| Cycles One and Two |
| Weighting | Wording in report card |
| Solves a situational problem | 30% | Solves a situational problem |
| Uses mathematical reasoning | 70% | Uses mathematical reasoning |
| Cycles One and Two |
| Weighting | Wording in report card |
| Seeks answers or solutions to scientific or technological problems | 40% | Practical |
| Communicates in the languages used in science and technology |
| Makes the most of his/her knowledge of science and technology | 60% | Theory |
| Communicates in the languages used in science and technology |
Applied Science and Technology
| Cycle Two |
| Weighting | Wording in report card |
| Seeks answers or solutions to scientific or technological problems | 40% | Practical |
| Communicates in the languages used in science and technology |
| Makes the most of his/her knowledge of science and technology | 60% | Theory |
| Communicates in the languages used in science and technology |
Environmental Science and Technology
| Cycle Two |
| Weighting | Wording in report card |
| Seeks answers or solutions to scientific or technological problems | 40% | Practical |
| Communicates in the languages used in science and technology |
| Makes the most of his/her knowledge of science and technology | 60% | Theory |
| Communicates in the languages used in science and technology |
Science and the Environment
| Cycle Two |
| Weighting | Wording in report card |
| Seeks answers or solutions to scientific problems | 40% | Practical |
| Communicates using scientific language |
| Makes the most of his/her scientific knowledge | 60% | Theory |
| Communicates using scientific language |
| Cycle Two |
| Weighting | Wording in report card |
| Seeks answers or solutions to problems involving chemistry | 40% | Practical |
| Communicates ideas relating to questions involving chemistry, using the languages associated with science and technology |
| Makes the most of his/her knowledge of chemistry | 60% | Theory |
| Communicates ideas relating to questions involving chemistry, using the languages associated with science and technology |
| Cycle Two |
| Weighting | Wording in report card |
| Seeks answers or solutions to problems involving physics | 40% | Practical |
| Communicates ideas relating to questions involving physics, using the languages associated with science and technology |
| Makes the most of his/her knowledge of physics | 60% | Theory |
| Communicates ideas relating to questions involving physics, using the languages associated with science and technology |
| Cycle Two |
| Weighting | Wording in report card |
| Takes a position on a financial issue | 100% | Financial Education |
| Cycle One |
| Weighting | Wording in report card |
| Understands the organization of a territory | 100% | Geography |
| Interprets a territorial issue |
| Constructs his/her consciousness of global citizenship |
| Cycle Two |
| Weighting | Wording in report card |
| Understands the organization of a cultural area | 100% | Cultural Geography |
| Interprets the dynamics of a cultural area |
History of the 20th Century
| Cycle Two |
| Weighting | Wording in report card |
| Characterizes a historical turning point | 100% | History of the 20th Century |
| Interprets a social phenomenon using the historical method |
History and Citizenship Education
| Cycle One |
| Weighting | Wording in report card |
| Examines social phenomena from a historical perspective | 100% | History and Citizenship Education |
| Interprets social phenomena using the historical method |
| Constructs his/her consciousness of citizenship through the study of history |
History of Québec and Canada
| Cycle Two |
| Weighting | Wording in report card |
| Characterizes a period in the history of Québec and Canada | 100% | History of Québec and Canada |
| Interprets a social phenomenon |
| Cycle Two |
| Weighting | Wording in report card |
| Interprets a contemporary world problem | 100% | Contemporary World |
| Takes a position on a contemporary world issue |
| Cycles One and Two |
| Weighting | Wording in report card |
| Creates dramatic works | 70% | Drama |
| Performs dramatic works |
| Appreciates dramatic works | 30% |
| Cycles One and Two |
| Weighting | Wording in report card |
| Creates personal images | 70% | Visual Arts |
| Creates media images |
| Appreciates images | 30% |
| Cycles One and Two |
| Weighting | Wording in report card |
| Creates dances | 70% | Dance |
| Performs dances |
| Appreciates dances | 30% |
| Cycles One and Two |
| Weighting | Wording in report card |
| Creates musical works | 70% | Music |
| Performs musical works |
| Appreciates musical works | 30% |
Physical Education and Health
| Cycles One and Two |
| Weighting | Wording in report card |
| Performs movement skills in different physical activity settings | 100% | Physical Education and Health |
| Interacts with others in different physical activity settings |
| Adopts a healthy, active lifestyle |
Ethics and Religious Culture
| Cycles One and Two |
| Weighting | Wording in report card |
| Reflects on ethical questions | 50% | Ethics and Religious Culture |
| Engages in dialogue |
| Demonstrates an understanding of the phenomenon of religion | 50% |
| Engages in dialogue |
Personal Orientation Project
| Cycle Two |
| Weighting | Wording in report card |
| Carries out a process of career exploration | 100% | Personal Orientation Project |
| Contemplates his/her learning and work possibilities |
Exploration of Vocational Training
| Cycle Two |
| Weighting | Wording in report card |
| Explores vocational training | 100% | Exploration of Vocational Training |
| Contemplates his/her suitability for vocational training |
| Cycle Two |
| Weighting | Wording in report card |
| Determines his/her suitability for entrepreneurship | 100% | Entrepreneurship |
| Implements an entrepreneurial project |
| Cycle Two |
| Weighting | Wording in report card |
| Carries out an integrative project | 100% | Integrative Project |
| Makes connections between elements of his/her learning |
