Direction des études

COURSE OUTLINE

Needs of the Child II

Course Title

Early Childhood Education - ACS

Program or Component of General Education

Psychology
Discipline

350-711-MV 1-2-1 1.33

Course Code Weighting Units

vasile-ovidiu.lungu@collegemv.qc.ca
Ovidiu LUNGU N-124
by TEAMS or by MIO
Teacher Office Number Phone Number and E-mail

Intercultural & International Education Center

Marie-Eve Morin
Continuing Education
Department Department Coordinator

2022-2023 Fall 2023

School Year Semester

Continuing Education
GENERAL PRESENTATION OF THE COURSE:

This course aims to introduce and provide a deeper understanding of the fundamental concepts that
serve as a basis of different explanatory models of the overall child development between the ages of 6
to 12 years old. Specifically, the course will allow students to identify key developmental markers and
recognise child’s needs in the context of each developmental stage. Building on its pre-requisite (Needs
of the child I) and associated with competency 0192 (situating child’s needs with respect to their overall
development) and to the course Principles of Educational Practice, this course will provide students with
a frame of reference allowing to intervene adequately in different situations in their profession and daily
life. As such, the course will develop the student’s knowledge base, know-how and professional
attitudes related to early to middle childhood intervention (i.e., school age child).

LEARNING TARGET:
Provide the student with a frame of reference that will promote an adequate intervention in different
situations in their profession and daily life. At the end of this course, the student must be able to:
• Recognize the child’s needs from 6 to 12 years of age and – on the basis of child’s reactions –
assess the child’s overall development;
• Analyze the observed behaviours according to the benchmarks provided by different theories;
• Determine the behaviours and skills to be developed in children aged 6 to 12 years.

FINAL EVALUATION (40%):

The goal of the final evaluation is to assess the extent to which the student demonstrates sufficient
knowledge of the key concepts presented throughout the semester and the ability to make links
between them. It is based on a written production with two parts.

1st part (10%): Knowledge test through an exam containing multiple choice questions and short open-
answers in response to situations.
2nd part (30%): Analysis of a case study, in the form of a written production of 500-800 words in which
the student will have to identify and recognise major aspects of child development from 6 to 12 years
old and make connections between significant aspects of development and demonstrate the impact of
biopsychosocial factors. This case study has to be illustrated by video material found online depicting
children 6-12 years of age and presenting behaviors that are relevant for specific developmental
milestones in different developmental areas.

Correction Criteria:
• Understanding of the essential contents and integration of concepts: exact terminology. Fair and
appropriate use of the vocabulary and concepts specific to the field, discipline, subject;
• Mastery of the links that give meaning to the subject matter: well-established relationships
between ideas, right and appropriate links, logic order of the points presented, editorial
structure (introduction, development and conclusion);
• Presentation of the test in a correct and appropriate language: style and language level
appropriate to the subject, syntax and correct spelling, synthesis, clarity, rigour and consistency
of expression.

Weighting:
This evaluation counts for 40% of the course’s final grade.

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PROGRESSIVE STAGES OF LEARNING:

Stage 1: Revision of fundamentals of developmental psychology

Stage duration: 3h (1 week)

Stage Objective: To revise the fundamentals of developmental psychology that were presented in
details in the pre-requisite course, Needs of the child I: object of the discipline, its basic concepts,
research methodology, current issues and links to other fields and applied areas.

Content:
- Developmental psychology and its object of study
- Basic concepts (development stage, maturation, risk and protective factors etc.) and main
debates in the field (nature vs. nurture, self vs. others, etc.)
- Detailed presentation of the main developmental domains that will be followed throughout the
course (behavior, physical, affective, social, cognitive, moral)

Pedagogical Strategies:
- Theoretical presentation by the teacher
- Visual course support
- Round table discussion

Formative Evaluation:
- Oral participation during round table discussion
- Developing a framework (‘reading glasses’) that will be helpful for concept understanding and
for creating meaningful links between them

Summative Evaluation:
- Mini-test 1 (5%) – deadline Week 3
- Comparing and contrasting the main issues that characterize early vs. middle childhood
development (part of Practical Work 1 / Case Study 1 - deadline: Week 6)

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Stage 2: Introduction to school age child’s fundamental needs and biopsychosocial context

Stage duration: 3h (1 week)

Stage Objective: To name and identify the school age child's basic needs in the context of
developmental psychology and its basic concepts.

Content:
- School age child’s fundamental needs as compared to those in early childhood period
- Main actors involved in middle childhood development and their role
- The eco-systemic approach
- Main risk and protective factors during middle childhood development
- Educators’ role during middle childhood development (6-12 years)
- The importance of the middle childhood development period in the overall lifespan human
development.

Pedagogical Strategies:
- Theoretical presentation by the teacher
- Visual course support
- Round table discussion/debate
- Questionnaire and discussion after case study presentation

Formative Evaluation:
- Oral participation during round table discussion/debate
- Case study portraying the actors involved in child development and situations in which
risk/protective factors are present

Summative Evaluation:
- Mini-test 1 (5%) – deadline Week 3
- Critically analyzing a situation depicting the presence of risk/protective factors using an eco-
systemic approach and comparing early vs. middle childhood (Part of Practical Work 1 / Case
Study 1: deadline on Week 6).

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Stage 3: Physical and motor development of the school age child (6-12 years)

Stage duration: 6h (2 weeks)

Stage Objective: To describe the physical and motor development of the school aged children (6-12
years) and the impact of social and environmental factors on this evolution.

Content:
- Physical growth patterns and milestones
- Physical activity and health
- Brain development
- Motor skills: gross, fine, and motor coordination

Pedagogical Strategies:
- Theoretical presentation by the teacher
- Visual course support
- Video presentations illustrating various concepts
- Round table discussion on the video content

Formative Evaluation:
- Participation during round table discussion/debate

Summative Evaluation:
- Mid-term exam (questions + situations) + Case study I: Testing concepts learned in this stage
(but also in previous stages) and their practical use as portrayed in a case study.

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Stage 4: Cognitive development of the school age child (6-12 years)

Stage duration: 10.5h (3 weeks)

Stage Objective: To name, identify and analyze the milestones, stages and key models regarding the
cognitive development of school age children (6-12 years).

Content:
- Elements of cognitive assessments
- The neurophysiological basis of cognition in school age children
- Piaget’s, Vygotsky’s and Information processing models of cognitive development
- Cognitive development and the social and physical environment
- Cognitive development and school
- Learning difficulties and disabilities

Pedagogical Strategies:
- Theoretical presentation by the teacher
- Visual course support
- Video presentation of case studies portraying different aspects of development

Formative Evaluation:
- Participation during case study discussion/debate

Summative Evaluation:
- Mid-term exam (questions + situations) + Case study I: Testing concepts learned in this stage
(but also in previous stages) and their practical use as portrayed in a case study.

Evaluation criteria:
- Understanding of essential content and integration of concepts: exact terminology. Fair and
appropriate use of vocabulary and concepts specific to the field, discipline, subject;
- Control of the links which give meaning to the subject treated: well-established relationships
between ideas, fair and appropriate links, logical order of the points presented, editorial
structure (introduction, development and conclusion);
- Presentation in a correct and appropriate language: style and level of language appropriate to
the subject, correct syntax and spelling, spirit of synthesis, clarity, rigor and consistency of
expression.

6
Stage 5: Emotional and psychosocial development of the school age child

Stage duration: 13.5h (4 weeks)

Stage Objective: To name, identify and analyze the milestones, stages and key models regarding the
emotional and psychosocial development of school age children (6-12 years).

Content:
- Fundamental concepts in emotional and social development
- Personality development in school age children (6-12 years)
- Language and communication in school age children (6-12 years)
- Social cognition and morality in school age children
- Social interactions in different environments
- some elements of psychopathology related to emotional and psychosocial development

Pedagogical Strategies:
- Theoretical presentation by the teacher
- Visual course support
- Video presentation of case studies portraying different aspects of development

Formative Evaluation:
- Participation during case study discussion/debate

Summative Evaluation:
- Mini-test 2: Testing concepts learned in this stage and their practical application in various
situations (10%).
- Practical work 2: Critically analyzing a situation depicting specific milestones and/or key
concepts and theoretical models learned in this stage (10%; assigned on Week 9 to be handed in
on Week 11).

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Stage 6: Revision: Integrating all facets of school age child development

Stage duration: 3h (1 week)

Stage Objective: To create a PowerPoint presentation of a case study of a school age child of a given age
covering all facets of development that were presented in course.

Content:
- Team project with each team member assigned to a specific developmental domain
- Team work in integrating different theoretical models and concepts
- Translating the developmental concepts/theories in situations seen in different environments
(i.e. at home, at school, at play, etc.).
- Extracting the developmental models and concepts from situations and presentations made by
other teams.

Pedagogical Strategies:
- In-person or virtual workshop with case study presentations
- Team work resulting in the creation of a PowerPoint presentation
- Interaction with and providing feedback to other teams

Formative Evaluation:
- Participation during workshop, both during presentation, as well as during evaluation of other
teams

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 SYNTHESIS SCHEDULE
Week of Class Information Marks
Nature and Date of the Evaluation
Teaching (e.g.: objective, readings and preparation) Awarded
Week 1
Stage 1: Revision of fundamentals of developmental psychology
09 Sep 2023
Week 2
Stage 2: School age child’s fundamental needs and biopsychosocial context
16 Sep 2023
Week 3 NOTE: Instructions for the personal portfolio will be
Stage 3: Physical and motor development of the school age child (6-12 years)
23 Sep 2023 given this week.
Week 4
Stage 3: Physical and motor development of the school age child (6-12 years)
30 Sep 2023
Week off
Week off
07 Oct 2023
Week 5* Examen 1
Stage 4: Cognitive development of the school age child (6-12 years) 10%
14 Oct 2023 (Stages 1-3 / multiple choices + situations)
Week 6*
Stage 4: Cognitive development of the school age child (6-12 years) 10% Personal portfolio based on Stages 1-3
21 Oct 2023
Week 7*
Stage 4: Cognitive development of the school age child (6-12 years)
28 Oct 2023
Week 8
Mid-term exam 20% (Stages 1-4 / multiple choices + situations)
04 Nov 2023
Week 9*
Stage 5: Emotional and psychosocial development of the school age child
11 Nov 2023
Week 10*
Stage 5: Emotional and psychosocial development of the school age child
18 Nov 2023
Week 11*
Stage 5: Emotional and psychosocial development of the school age child
25 Nov 2023
Week 12 Examen 2
Stage 5: Emotional and psychosocial development of the school age child 20%
02 Dec 2023 (Stage 5 / multiple choices + situations)
Week 13
Stage 6: Revision: Integrating all facets of school age child development
09 Dec 2023
Week 14
Final Evaluation – exam and case study 40% Knowledge test (10%) and Case Study (30%)
16 Dec 2023
Note: the weeks marked with a * indicate a 3.5h class to account for the make-up time dedicated to our course.

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SPECIFIC COURSE REQUIREMENT:

4.7.1 Class attendance (see full text below)

It is the duty and responsibility of students to attend classes as the classroom is the starting point of the learning process.
Students also have a responsibility to behave in a way that promotes academic success. They respect the schedule as well as the
time allowed for breaks. [...]Teachers are encouraged to take student attendance in their classes. In case of absence, students are
responsible for catching up on the learning they missed in accordance with the specific terms indicated in the course outline, as
well as retrieving the documents or material that were distributed during their absence.

For students in the Continuing Education sector, taking into account the requirements for certain funding programs, the
pedagogical support team reserves the right to convene students who are frequently absent in order to analyze the situation and
the need to apply sanctions in accordance with rules that have been set out at the beginning of training.

4.4.2 Submission of assignments (see full text below)

In the case of an assignment, the teacher determines the terms of submission, namely the location and format (electronic version,
hard copy or original document). Any assignment that does not meet these terms may be refused.

The teacher also determines the date and time of submission for the assignment. Students who submit their work late will be,
except in cases deemed exceptional by the teacher, penalised up to 10% of the grade for each working day the assignment is late.
[...]

4.6 Evaluation of the English language1 (see full text below)

The teacher shall indicate students’ English language mistakes in assignments and exams allowing the students to understand their
degree of mastery of the language. He or she shall propose ways to improve their writing skills during the semester.

In written work (exams, assignments, projects), the correction of the English language is mandatory and leads to a penalty of up
to 10% of the grade. To establish that penalty, the department or the Continuing Education sector may elect to measure the
number of mistakes, or correct more globally using descriptive rubrics, depending of the type of work assigned. […]

4.9 Plagiarism or Fraud 2 (see full text below)

[…]
4.9.1 Definitions
For the purposes of this policy, any act of plagiarism or fraud committed by a student, as well as any involvement in these acts or
attempt to commit, during a summative evaluation constitute an offense. These actions relate to the use of different types of
content or products (texts, images, illustrations, photos ...), regardless of the type of media (print, online or digital).

Plagiarism is defined as the act of presenting as one’s own the content or production of others without identifying the source. A
student plagiarises when, for example:
• Mirroring an excerpt from a text without using the citation standards.
• Appropriating the idea or the text of an author by paraphrasing incorrectly or failing to use the citation standards.
• Using a concept, an image or music without indicating the source.

Fraud is defined as the act of deceiving in order to gain a personal advantage. A student commits fraud when, for example:
• Using special equipment other than what is authorized, including material produced by him or herself in an evaluation for
another course.
• Copying the answer to a test or the assignment of another person.
• Helping someone else to copy.
• Participating in the theft, falsification of documents or materials related to evaluation or of the justification of absence during
an evaluation (e.g., a doctor’s note).
• Using forbidden help in an assignment.
[…]

4.9.3 Penalty following an offense

The penalty depends on the number of offenses by the student, regardless of the course:
1st offense: a grade of zero for the summative evaluation in question and a letter sent to the student informing him or her of
penalties associated with any subsequent offense.
2nd offense: a grade of zero for the course in question, no matter what course, semester or program, and a letter sent to the
student informing him or her of penalties associated with any subsequent offense.

1
In the French sector, the same disposition applies on the evaluation of the French language as the language of teaching.
2
This article is based on the Regulation on Offenses of Academic Nature of UQAM and the IPESA from Ahuntsic and Montmorency colleges.

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 3rd offense: a grade of zero for the course and suspension or dismissal by the decision of the Academic Dean or the Continuing
Education sector. The student will receive, with the decision of the Academic Dean or the Continuing Education sector, a letter
informing him or her of the penalty associated with any subsequent offense.
4th offense: a decision of dismissal is taken by the Academic Dean or the Continuing Education sector. Where appropriate, the
student will therefore not be allowed to continue his or her studies in the program without a new application. In the regular sector,
this new application will be reviewed by a committee composed of the coordinator of the department, a professor from a relevant
discipline, an academic advisor, and a Dean. In the Continuing Education sector, it will be analyzed by a committee composed of
the pedagogical counsellor responsible for the student's study program, an academic advisor and the coordinator of the
appropriate sector.

Any student who feels unfairly accused of plagiarism or fraud is entitled to use the mechanisms provided in Article 6. […]

I.P.E.S.A.
INSTITUTIONAL POLICY ON THE EVALUATION OF STUDENT ACHIEVEMENT

We present certain articles of the Institutional Policy on the Evaluation of Student Achievement (IPESA) from Cégep Marie-Victorin
that have a direct impact on the organization and teaching of this course. We invite you to view the full text on the college Website.

3. DIVISION OF RESPONSIBILITIES
The division of responsibilities lies with various stakeholders and is distributed as follows:

3.1 THE STUDENT

• To attend class, to fully engage in class activities and adopt a behaviour that promotes the learning process.
• To learn about the policies and regulations that concern him or her first and foremost, particularly the Regulations on living
conditions at Cégep Marie-Victorin (Regulation No. 9) and the Institutional Policy on the Evaluation of Student Achievement
(Policy No. 12).
• To read the course outline carefully and to refer to it throughout the learning process.
• To invest the required amount of personal study and preparation time required for homework, assignments and learning
activities.
• To use resources offered by the CEGEP in the case of learning difficulties.
• To be present at all evaluations (diagnostic, formative and summative) according to requirement and determined deadlines.
• To recognize the importance of intellectual integrity and apply methodological standards that respect copyrights.

4.2 THE MEASUREMENT OF STUDENT ACHIEVEMENT

4.2.1 Identification of the evaluation components
In each course, the teacher shall identify what will be evaluated in the summative evaluation, namely, the objects of learning
to be evaluated. For each object, he or she shall specify a relative percentage value. In evaluating each object, the teacher
shall specify the evaluation criteria and establish the marking scheme (value assigned to each of the criterion). Students must
be informed well in advance of the terms and evaluation criteria to properly prepare. The evaluation criteria of final
examinations are presented in the course outline. In the regular sector, the criteria for the other evaluations during the
semester are presented with assignment instructions while in the Continuing Education sector, they are indicated in the course
outline.

4.2.2 Communication of learning progress

In support of student achievement, students shall receive from each teacher at mid-semester or its equivalent, an evaluation
result allowing them to assess their degree of learning achievement and their chances of success. This evaluation result may be
in the form of a grade or be based on other appreciation criteria. However, even before the last quarter of the course starts,
students must have received grades representing at least 30% of the final grade.

4.2.3 Grade allotment

Students’ grade shall express their degree of mastery of the competency associated with the course. Accordingly, no grade
may be accorded for class attendance alone or the effort made by individual students.
Some courses require a reflexive approach by students as part of teamwork ensuring that self-assessment or peer assessment
is given consideration in the assessment of competence. The fact remains that it is the teacher who is solely responsible for the
allotment of the grade.

4.2.5 Individual basis for evaluation

Summative evaluations shall always be based on individual performance as it is the individual student’s mastery of the
competency that must be demonstrated, not that of a group of students. This means that, when students are given an assignment

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 to complete as a team, the teacher must provide means to attest the individual student’s mastery of the competency. If the ability
to work as a member of a team figures as one of these competencies, this dimension shall be accorded a separate grade in order
to certify the ability of each student to work as a team member.

4.2.5 Weighting of the final evaluation

Every course ends with a summative evaluation activity that counts for 30% to 50% of the final grade depending on the nature
of the evaluation. In case the evaluation is composed of a single component, it must have a minimum weighting of 30% of the
final grade. In case the evaluation is spread over more than one assessment in the final stage of the course (several
components), the final evaluation must total minimally 40% of the final grade. The final evaluation comprised of more than one
component should attest the achievement of the course learning target. The adoption of a final evaluation performed within a
single assessment that accounts for over 50% of the grade shall be submitted to the departmental committee or pedagogical
counsellor in the Continuing Education sector and approved by the Academic Council.

4.3 SUCCESS OR FAILURE OF A COURSE

4.3.1 Success threshold
At the end of the course, students’ grade shall express their degree of mastery of the targeted competency or competencies. As
specified in the Règlement sur le régime des études collégiales (RREC), the minimum pass grade for a course is 60%. Students
who succeed in a course shall obtain the unit or units attached to that course.

The department committee or the pedagogical counsellor in the Continuing Education sector may define the success terms and
passing conditions for a course in which the student, despite inadequate past grades, demonstrates adequate mastery of the
learning target of the course during a final summative evaluation. These success terms and passing conditions shall be approved
by the Academic Council.

4.3.2 Particulars of the dual threshold

Exceptionally, certain knowledge, abilities and attitudes or elements of competency are so important that, on their own, can result
in a failing grade if they are not mastered to a certain level. When applicable, a failure shall be expressed by a grade of 50%. The
department or the pedagogical counsellor of the Continuing Education sector shall be responsible for determining these dual
thresholds. However, the Academic Council shall approve this departmental provision. Students shall be informed in advance, via
the course outline, of the exceptional weight accorded these knowledge, abilities, attitudes or competencies.

4.3.3 Particulars of failure in clinical teaching and internships

In any problematic situation regarding professional ethics, refer to the Internship Policy (Policy No. 32), more specifically Article 5,
which details measures related to professional conduct required in all internships.

Following a failure in clinical teaching or internships, if this failure is due to a serious breach of professional ethics, students will not
be authorised to continue their studies in the program.

Following a dismissal from the practical training community for serious reasons, students shall be prohibited from continuing
studies in the program without first submitting a new application for admission. This new application for admission shall be studied
by a committee composed of the Internship Coordinator, the Department Coordinator or the Pedagogical Counsellor associated
with the program in the Continuing Education sector, the teacher-supervisor of the internship, the Academic Advisor and the Dean
or a representative from the Direction of Continuing Education.

4.4 ATTENDANCE AT FINAL EVALUATIONS AND SUBMISSION OF CLASS ASSIGNMENTS

4.4.1 Attendance at final summative evaluations
Attendance at final summative evaluations is mandatory. Students who are absent without serious justification shall receive a
grade of zero. It is the students’ responsibility to notify their teacher as soon as possible, to justify their absence and to present
the teacher with a supporting document, if applicable. Only very serious reasons (such as death in the family, an accident or
illness) shall be accepted as valid by the teacher. In such cases, the teacher shall propose a make-up evaluation based on the kind
of evaluation activity.

Students are required to present themselves for an exam at the prescribed time and place. If a student arrives late, depending on
the nature of the exam, the student may be refused entry to the examination hall by the supervisor if another student has already
handed in his or her exam paper and left.

4.4.2 Submission of class assignments

In the case of an assignment, the teacher determines the terms of submission, namely the location and format (electronic
version or hard copy or original document). Any assignment that does not meet these terms may be refused.
The teacher also determines the date and time of submission for the assignment. Students who submit their work late, except
in cases deemed exceptional by the teacher, shall be penalised up to 10% of the grade for each working day the assignment is
late. In addition, an assignment that is not submitted on time may be refused if the teacher uses the content of this
assignment as part of his or her course, or if the content is required for team work. Such an educational requirement must be
specified in advance to students within the assignment instructions.

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 Assignments that are handed in after the teacher has returned corrected assignments to the rest of the class shall not be
accepted. The decision to propose another assignment and grant an extension shall be entirely at the teacher’s discretion.
In all cases where the type of assignment allows it, the student must keep a draft, an electronic copy or a hardcopy of their
assignments.

4.5 Correction of evaluations and communication of results

Corrections must be made within a reasonable period of time after the date of submission of the assignments and exams so
that students can use the correction to enhance their learning and improve their results.
The feedback given through the correction shall be done in such a way that students can understand the results obtained. All
annotations, comments and observations by the teacher shall be designed to help the students recognise their mistakes and
understand what they must do in order to progress in their studies.
Students shall have access to the information relating to their diagnostic, formative and summative evaluations. Assignments
corrected during the semester shall be returned to the students. Copies of exams given during the semester may be kept by
the teacher, provided that students have access to their results, as well as comments and annotations made on their copy.
Furthermore, the teacher shall be required to keep copies of final summative evaluations for one additional semester in order
to allow students who so desire, to consult their copies so they can understand their mistake and improve their academic
performance.
In the case of bulky work (models, cartons, drawings, portfolio, computer work involving a storage problem), students are
informed in advance that they have a responsibility to get their work early in the following semester. However, the teacher
shall retain those of students who fail (or of students who have applied for a grade revision) at least until the end of the grade
revision period. Once this period is over, the students are responsible for recovering their work within a reasonable time.
For each course, the teacher shall keep a copy of the instruments used for the summative evaluation of his or her students as
well as the rubrics for an additional semester. Teachers in the Continuing Education sector must submit, at the same time they
submit their final grades, a copy of the final evaluation and the associated evaluation criteria.

4.6 EVALUATION OF THE ENGLISH LANGUAGE3

4.6.1 In order to give students every opportunity to improve their English language skills, in particular, their writing skills, and
also to prepare them to pass the Ministerial Examination of College English, teachers of all academic disciplines shall assign
frequent written assignments during learning activities.

4.6.2 The teacher shall indicate students’ English language mistakes in assignments and exams allowing the students to
understand their degree of mastery of the language. He or she shall propose ways to improve their writing skills during the
semester.

In written work (exams, assignments, projects), the correction of the English language is mandatory and leads to a penalty of
up to 10% of the grade. To establish that penalty, the department or the Continuing Education sector may elect to measure the
number of mistakes, or correct more globally using descriptive rubrics, depending of the type of work assigned.

4.6.3 Furthermore, in courses where language accuracy is required by the competency or competencies and is part of the
learning content, the IPESA allows a positive grading scheme for the English language instead of a penalty. That means that
the evaluation of the English language may be integrated into the evaluation criteria of the work. Moreover, the maximum
number of points associated with language mastery, be it through a positive evaluation or through a penalty, may exceed 10%
of a grade but must be submitted for approval to the Academic Council.

4.6.4 The terms of the evaluation of the English language shall be determined by the department or by the Continuing
Education sector and shall appear in the course outline.

4.6.5 The teacher shall be vigilant concerning the quality of language in the documents distributed to students.

4.7 CLASS ATTENDANCE AND ATTENDANCE AT LEARNING ACTIVITIES

4.7.1 Class attendance
It is the duty and responsibility of students to attend classes as the classroom is the starting point of the learning process.
Students also have a responsibility to behave in a way that promotes academic success. They respect the schedule as well as
the time allowed for breaks. Students who do not meet these requirements may suffer the penalties provided in the Regulation
on living conditions at CEGEP Marie-Victorin (Regulation No. 9). Teachers are encouraged to take student attendance in their
classes. In case of absence, students are responsible for catching up on the learning they missed in accordance with the
specific terms indicated in the course outline, as well as retrieving the documents or material that were distributed during their
absence.
For students in the Continuing Education sector, taking into account the requirements for certain funding programs, the
pedagogical support team reserves the right to convene students who are frequently absent in order to analyze the situation
and the need to apply sanctions in accordance with rules that have been set out at the beginning of training.

3
In the French sector, the same disposition applies on the evaluation of the French language as the language of teaching.

13
 4.7.2 Internship or clinical training attendance
Internship or clinical training requires individualized support, the organization of the training environment and services to
individuals or clients, which means that the absence of a student causes a significant impact on the organizational level.
According to the Internship Policy (Policy No. 32), students must be present and punctual and should respect the agreements
related to the implementation modalities of the internship.

4.7.3 Attendance in the context of the co-development of a competency

In courses where the absence of a student jeopardizes the development of the competence of another student, attendance may
constitute a condition for success. Situations that lend themselves to the activation of this article are:
The competency of the course aims to develop the ability to work in a team and this is prescribed in the ministerial specifications.
The competency of the course is to interpret works produced in groups.
The course provides services for students, such as tutoring, and repeated absences may affect the monitoring of the students
assigned.
The department or pedagogical counsellor of the Continuing Education sector shall be responsible for approving this practice for
each course, and for obtaining the approbation for its application by the Academic Council and for ensuring that these
parameters are clearly explained within each course outline so that students are well informed.

4.7.4 The observation of the learning progress

In courses where the summative evaluation of the student’s mastery of the competency is based on the teacher’s regular
observation of the student, attendance may constitute a condition for success. It should be noted that this assessment
should stem from the guidelines present in the ministerial specifications. Situations that lend themselves to the activation of
this article are:
- The course includes hours of lab work in which the student must safely operate different types of equipment, repeated
observations is required to ensure the safety of the student on all devices.
- The course includes hours of lab work in which the student must demonstrate the progressive development of abilities leading
to a final production.
- The ministerial specifications explicitly require the regular practice of an activity during the contact hours.
- The teacher is not in a position to evaluate, ensuring the security of the students, their practice of a physical activity. Students
must have demonstrated, for certain physical activities and on a regular basis during the contact hours, their capacity to
practise the activity in a safe way. Students who are absent on a regular basis shall be refused access to the summative
evaluations of this physical activity to ensure their safety. They shall receive a grade of 0% for this exam.
The department or pedagogical counsellor of the Continuing Education sector shall be responsible for approving this practice for
each course, and for obtaining the approbation for its application by the Academic Council and for ensuring that these
parameters are clearly explained within each course outline so that students are well informed.

4.8 GRADE REVISION

Students who feel they have been unfairly treated in receiving a grade as a result of a summative evaluation may request a grade
revision. A request for a grade revision implies that the grade may be increased, maintained or decreased.

4.8.1 Revision during the semester

Students shall address their request for revision directly to their teacher, explaining their reasons, not later than five working days
after receiving the grade. Students who feel they have been unfairly treated may exercise their right of appeal under the
mechanisms provided for in article 6.

4.8.2 Revision of a final summative evaluation

Students fill out the revision form from the Academic Systems Department no later than two weeks before the beginning of
classes in each semester. Students must explain the grounds for the request of a grade revision in the form. A request for a grade
revision that does not refer to the final evaluation or that is not about the teacher’s correction, the content of the evaluation, the
evaluation criteria or the weighting of the criteria shall be rejected by the Coordinator of the department or the pedagogical
counsellor of the Continuing Education sector. In the event that the request is admissible, the Coordinator of the department or
the pedagogical counsellor of the Continuing Education sector shall form a Grade Revision Committee composed of three people,
including the teacher involved. Students shall receive a response to their request before the beginning of the first week of class of
the next semester.

The grade revision process does not apply where a simple technical error (faulty mark calculation, transcription error, etc.) has
been made. Requests of this kind shall be made directly to the teacher.

4.9 PLAGIARISM OR FRAUD4

The entire College community recognizes the importance of intellectual integrity and takes the necessary steps to prevent any
form of plagiarism or fraud.

4.9.1 Definitions

4
This article is based on the Regulation on Offenses of Academic Nature of UQAM and the IPESA from Ahuntsic and Montmorency colleges.

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For the purposes of this policy, any act of plagiarism or fraud committed by a student, as well as any involvement in these acts
or attempt to commit them, during a summative evaluation, constitute an offense. These actions relate to the use of different
types of content or products (texts, images, illustrations, photos ...), regardless of the type of media (print, online or digital).

Plagiarism is defined as the act of presenting as one’s own the content or production of others without identifying the source. A
student plagiarises when, for example:
• Mirroring an excerpt from a text without using the citation standards.
• Appropriating the idea or the text of an author by paraphrasing incorrectly or failing to use the citation standards.
• Using a concept, an image or music without indicating the source.

Fraud is defined as the act of deceiving in order to gain a personal advantage. A student commits fraud when, for example:
• Using special equipment other than what is authorized, including material produced by him or herself in an evaluation for
another course.
• Copying the answer to a test or the assignment of another person.
• Helping someone else to copy.
• Participating in the theft, falsification of documents or materials related to evaluation or of the justification of absence
during an evaluation (e.g., a doctor’s note).
• Using forbidden help in an assignment.

4.9.2 Procedures
A teacher who detects plagiarism or fraud in a summative evaluation must:
Notify the student of the detection of fraud or plagiarism.
Notify the Academic Systems and Academic Advising of the case of fraud or plagiarism, in accordance with the institutional
mechanism prescribed.
Keep a copy of the plagiarized work. If it is a situation where the teacher witnesses the attempted plagiarism or where the
teacher found material for fraud or plagiarism, the teacher must prepare and keep a report of the incident.

The Academic Systems and Academic Advising Service must:

Upon reception of a notice of plagiarism or fraud, formally inform the student concerned by sending a copy to the teacher
and the coordinator of the department of the student's program and - in cases where it differs - the coordinator of the
department that offered the course in which the offense took place. In the Continuing Education sector, the copy is sent to
the pedagogical counsellor responsible for this program.
Archive the notices of plagiarism and fraud.
Follow-up on penalties.

4.9.3 Penalty following an offense

The penalty depends on the number of offenses by the student, regardless of the course:

1st offense: a grade of zero for the summative evaluation in question and a letter sent to the student informing him or her of
penalties associated with any subsequent offense.
2nd offense: a grade of zero for the course in question, no matter what course, semester or program, and a letter sent to the
student informing him or her of penalties associated with any subsequent offense.
3rd offense: a grade of zero for the course and suspension or dismissal by the decision of the Academic Dean or the Continuing
Education sector. The student will receive, with the decision of the Academic Dean or the Continuing Education sector, a letter
informing him or her of the penalty associated with any subsequent offense.
4th offense: a decision of dismissal is taken by the Academic Dean or the Continuing Education sector. Where appropriate, the
student will therefore not be allowed to continue his or her studies in the program without a new application. In the regular sector,
this new application will be reviewed by a committee composed of the coordinator of the department, a professor from a relevant
discipline, an academic advisor, and a Dean. In the Continuing Education sector, it will be analyzed by a committee composed of
the pedagogical counsellor responsible for the student's study program, an academic advisor and the coordinator of the
appropriate sector.

Any student who feels unfairly accused of plagiarism or fraud is entitled to use the mechanisms provided in Article 6.

The Academic Dean or the Director of Continuing Education informs the department or the pedagogical counsellor of the
Continuing Education sector of the follow-up given to the report of the cases of plagiarism.

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BIBLIOGRAPHY AND MEDIAGRAPHY:
Recommended Reading:
Davies, Douglas. Child Development, Third Edition: A practitioner’s Guide, The Guildford Press, New York, 2011, 494
pages

Center for Disease Control – USA

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle.html
https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html

Online courses, free content (with appropriate citations)

https://courses.lumenlearning.com/suny-hccc-ss-152-1/chapter/lecture-middle-childhood/
https://courses.lumenlearning.com/suny-hccc-ss-152-1/chapter/introduction-to-lesson-6-middle-childhood/

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 LANGUAGE SKILLS ASSESSMENT
CONTINUING EDUCATION (DCS AND ACS)
Linguistic correction key:

A or ACC Error in agreement

C or CONJ Error in verb conjugation, tense agreement
S or SPEL Spelling mistake
P or PUNCT Error in punctuation or absence of punctuation
SS or STR Wrong sentence structure
V or VOC Improper use of a word, wrong vocabulary

Average
Number of Number of Number of Number of Number of index of
mistakes mistakes mistakes mistakes mistakes mistakes Penalty
in 500 in 250 in 200 in 150 in 100 frequency on 10
words words * words words words (1 mistake for
… words)
0 to 3 0 or 1 0 or 1 0 0 … 0
4 to 5 2 2 1 or 2 1 1/125 -1
6 to 11 3 to 5 3 or 4 3 2 1/65 -2
12 to 17 6 to 8 5 to 7 4 or 5 3 1/35 -3
18 to 23 9 to 11 8 to 9 6 4 1/25 -4
24 to 29 12 to 14 10 or 11 7 or 8 5 1/19 -5
30 to 35 15 to 17 12 or 13 9 or 10 6 1/16 -6
36 to 42 18 to 20 14 to 16 11 or 12 7 or 8 1/13 -7
43 to 47 21 to 23 17 to 19 13 or 14 9 1/11 -8
48 to 52 24 to 26 20 or 21 15 10 1/10 -9
53 and more 27 and more 22 and more 16 and more 11 and more 1/9 -10

* 250 words approximately represent a handwritten page or half a page typed on a word processor.

To know the total number of words in Word: in the Tools tab select Statistics.

In Word 2007, the total number of words is permanently in the status bar below the text.

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