Your IP at a Glance: Guidelines for an Integrative Project

Your IP at a Glance: Guidelines for an Integrative Project

The Integrative Project Program contains several guidelines to help you formulate your project and ensure the integration, adaptation, and transfer of prior learning takes place through the completion of your project.

In order for your project to be considered integrative in both its formulation and realization, it must include various components of learning developed throughout your school career: broad areas of learning; cross-curricular competencies; and, subject-specific competencies.

  More specifically, for your project to be accepted you must:

It is difficult to envisage an integrative project that doesn’t contain these characteristics.

  • Is it possible to conceive of a project that will resonate for you and others if it does not address at least one important preoccupation articulated in the Broad Areas of Learning?
  • Is it possible to complete a year-long project of this magnitude without adopting effective work methods, using creativity, solving problems, and communicating effectively and appropriately throughout every stage of the project development process?
  • Is it possible to create an integrative project that touches on a particular subject area without integrating aspects of the knowledge and competencies associated with that subject area and programs of study?

At the beginning of the school year, it is important to choose a project that is based on your areas of interest and addresses a particular idea that motivates you. Take the above guidelines into consideration as a means for enriching the meaning and scope of your initial project idea.

And you? Which elements (Broad area of learning, cross-curricular competencies, subject-specific competencies) will you integrate as a means for enriching your project proposal?

Here are some resources to help you answer this question: séparateur_blanc

Resource 1: Program of Study

Broad Areas of Learning

“A great many  possibilities exist for projects that match the focuses of development of the broad areas of learning. Students may choose to study the impact of young people’s lifestyle on health, examine the environmental impacts of various types of human activity or analyze problems related to crime, violence, xenophobia, etc. They may participate in community activities, explore the dynamics of the world of work and the challenges of entrepreneurship, or study the possibilities of the media with regard to information and expression as well as the danger of manipulation of public opinion. (IP Program, p.4)”

Cross-curricular Competencies

“The Integrative Project also requires the explicit use of several cross-curricular competencies, since a major project cannot be completed without systematically drawing on these competencies.

How indeed can anyone carry out a project without properly using information, being attentive to the information available, evaluating its validity and distinguishing between what is essential and what is secondary?  Any project undertaken also requires students to surmount difficultés, solve problems, consider and choose solutions, make corrections and reflect on their process. Projects also require students to meet challenges, take risks, confront the unknown, explore new avenues, find new ways of doing things, and give free rein to their creativity. They demand that students adopt effective work methods in order to carry out complex tasks, and they invariably require the use of information and communications technologies.

Because it emphasizes the sharing of ideas, the Integrative Project also draps on the cross-curricular competency, Cooperates with others, which allows students to give and receive feedback and thus contribute to their own progress and that of their pers. The competency Communicates appropriately, which relies on solid language skills and a concern for the quality of language, permeates all stages of the process. (IP Program, p.4)”

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 Resource 2: Activity

Your project must allow you to integrate at least one educational aim of the Broad Areas of Learning.

  1. Make a list of the actions you will undertake during the development and realization of your project. They should correspond with the educational aims articulated for each broad area of learning:
    • Adopt good living habits (health, security, sexuality) – Health and Well-Being;
    • Develop potential and integrate into adult society – Personal and Career Planning;
    • Maintain a critical attitude toward consumption and exploitation of the environment – Environmental Awareness and Consumer Rights and Responsibilities; 
    • Exercise critical, ethical, and aesthetic judgement with respect to media – Media Literacy;
    • Take part in democratic life and develop attitude of openness – Citizenship and Community Life.
  2. Study the educational aims of the broad areas of learning and select ideas that will support and bring meaning to your integrative project.
  3. Justify your choices.

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Resource 3: Activity

During the development and realization of your integrative project, you are asked to mobilize various subject-specific and cross-curricular competencies. You must be able to identify them.

  1. Make links between your project description and the subject-specific and cross-curricular competencies presented in the Québec Education Program (QEP)  QEP in brief.
  2. Name the subject-specific and cross-curricular competencies you plan to mobilize throughout the stages of project development.
  3. Justify your choices.