Academic and Career Guidance Content is specific learning content for students from Elementary Cycle Three to Secondary Cycle Two. These content items and their accompanying Expected Student Learning Outcomes address three broad themes: self-knowledge, knowledge of the world of school, and knowledge of the world of work.
Implementation of the Academic and Career Guidance Content (ACGCs) is compulsory in Elementary Cycle Three for the 2017-2018 academic school year, and in Secondary Cycle One in 2018-2019.
The GOAL Post
The GOAL Post* newsletter/blog highlights exciting GOAL-related activities in schools and in the community. As well, The GOAL Post contains a wealth of information on the Academic and Career Guidance Content (ACGC). Go to site
*The GOAL Post is published by the GOAL Network in collaboration with Ministère de l'Éducation et de l'Enseignement supérieur (MEES), Direction du soutien au réseau éducatif anglophone (DSREA) and funded by MEES through the Canada-Québec Agreement on Minority-Language Education and Second-Language Instruction.
ACGC Teaching and Learning Tools
Teaching and Learning Tools are resources developed either individually by, or in collaboration between, the GOAL Network, the GOAL teaching community, the school boards, and the ACGC Regional Resource.
The tables of ACGC content are located in the "ACGC MEES Resources" sections below.
ACGC Learning Situations
ACGC learning situations (LS) are being developed in collaboration between the school boards and Gisella Scalia, ACGC Regional Resource for the English education community. Unless otherwise indicated, they are working documents, and are the property of the indicated school boards.
Resources for each LS will include: Planning Synthesis, Teacher's Guide, and Student Booklet.
INTERESTS AND APTITUDES: Produce a description of himself/herself in terms of interests and aptitudes
GOAL Network / ACGC Community of Practice (CoP) Meeting Dates (2019-2020)
Meeting #5: Thursday, May 7, 2020.
Meeting #4: Thursday, February 27, 2020.
Meeting #3: Friday, December 6, 2019. Time: 9:30-2:45. Place. Conference Room, Lester B. Pearson High School, 11575 Avenue P M Favier, Montréal-Nord, QC H1G 6E5. Consultants and teachers in small groups to brainstorm ideas and begin creating LS.
Curated resources are resources that have not been created by members of the Québec education community, but have been vetted as useful tools for teachers.
As curated resources become available, they will be grouped according to content item.
OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY: Develop a description of the occupations of people in his/her community.
HiHo Videos: In the following videos, children meet a fire-fighter, a veterinarian, and an opera singer. The children interview the professionals who describe their occupations in child-friendly terms.Teachers may utilize the following models to facilitate explicit instruction for the learningstrategy “to develop.” Students may utilize these videos to develop examples of descriptions of various occupations.
Kids Meet a VeterinarianGo to site Sherry, wearing vet scrubs, defines what a veterinarian does, different tools used, as well as some procedures. She describes helping various animals that were ill, needed medical attention, or emergencies. She states why she became a veterinarian, what she enjoys most, and what she enjoys least within her job. She states the educational requirements in order to become a veterinarian, the cost required to attend school, as well as the salary earned.
Kids Meet an Opera SingerGo to site Angel, wearing an opera dress, demonstrates what an opera singer does by performing some musical notes. She states why she became an opera singer, at what age she knew she wanted to become a singer, at what age she began working toward her dream, and the educational path she took. She names some of the countries in which she has performed, and the languages she speaks and understands, especially Italian. She mentions how she feels before every performance.
Kids Meet a Fire FighterGo to site Anna, in her fire fighter gear, describes what a fire fighter does, and demonstrates some tools, such as pick head ax and hose. She states why she enjoys being a fire fighter and mentions the number of schools attended in order to become a fire fighter. She also describes the physical requirements. She describes a 24 hour work day and what happens during a shift.
ACGC MEES Resources
Academic and Career Guidance Content (ACGC)
Contenus en orientation scolaire et professionelle (COSP)
ACGC is specific learning content for students from Elementary Cycle Three to Secondary Cycle Two. These content items and their accompanying Expected Student Learning Outcomes address three broad themes: self-knowledge, knowledge of the world of school, and knowledge of the world of work.
For more information about ACGC, contact your school board's GOAL consultant. For the latest news and updates on ACGC, see also The GOAL Post.Go to site
The following are the official MEES documents related to ACGC implementation.
ACGC content table: "Learning Related to Academic and Career Guidance Content (ACGC) for Elementary Cycle Three"(with Expected Student Learning Outcomes), August 2017 - revised. Note: table marked “August 2017 - revised” is the correct one and earlier versions must not be used.Download
Continuum of Academic and Career Guidance Content (ACGC) This one-page chart lists all compulsory content items and their accompanying Expected Student Learning Outcomes (ESLO) grouped in the following columns: Elementary Cycle Three, Secondary Cycle One, Secondary Cycle Two (Sec III) and Secondary Cycle Two (Sec IV and V). Download
Implementation Guide for Elementary Cycle One Compulsory Academic and Career Guidance Content (ACGC)
This comprehensive guide for Education Professionals and Administrators features all aspects of ACGC implementation. Coming soon . . .
Educational Aims and Clarifications Regarding Compulsory Academic and Career Guidance Content (ACGC) in Elementary Cycle Three. Go to page
Six Compulsory Content Items: Aims and Explanations
AREA 1: Self-knowledge
INTERESTS AND APTITUDES: Produce a description of himself/herself in terms of interests and aptitudes. Go to page
SOCIAL INFLUENCES: Select examples where his/her attitudes, behaviour or values are influenced by others, and examples where he/she influences others. Go to page
STUDENT DUTIES AND WORK METHODS: Compare the work methods and duties of a student with those observed in the world of work. Go to page
STRENGTHS IN THE PROCESS OF TRANSITION: Select various personal characteristics that will be useful in preparing for the transition from elementary school to secondary school. Go to page
AREA 2: Knowledge of the world of school
CHARACTERISTICS OF SECONDARY SCHOOL: Compare the main differences and similarities between elementary school and secondary school. Go to page
AREA 3: Knowledge of the world of work
OCCUPATIONS OF PEOPLE IN HIS/HER COMMUNITY: Develop a description of the occupations of people in his/her community. Go to page
Learning Strategies Associated With the ACGC for Elementary Cycle Three
MEES, ACGC file, working document, May 15, 2018 version. Four cognitive strategies that foster knowledge acquisition. Download
Ensuring a Smooth Transition from Elementary to Secondary School
This guide provides education and health and social services personnel with information so that they may analyse and improve measures aimed at meeting students' needs during their elementary to secondary transition. Download
The "COSP" (Continus en orientation scolaire et professionnelle) are the French version of ACGC. The MEES "COSP VIBE" is a sharing platform which houses all COSP resources currently available. For documents available in English on the VIBE platform, click on the blue tab "English" on the far right. Go to site
MEES ACGC Meetings and Training Sessions
These documents can be used for reference purposes. Some information may have been revised since the original date of publication.
Implementation of Compulsory ACGC Elementary Cycle Three and Secondary Cycle One 2018-2019
Face-to-face meeting in Montréal, March 2019. Representatives of English school board resource teams and representatives of English private schools. Download
Introduction to Academic and Career Guidance Content (ACGC)
April 2019 (translation of September 2018 VIA online meeting). Download
MEES Meeting for Board Resource Team Members: Elementary Cycle Three Implementation (2017-2018)
Members of your board's ACGC resource team attended ministry meetings on October 19 & 26, 2017, regarding ACGC implentation in Elementary Cycle Three. The French version is available. Download
This webinar to share some of the specifics of implementation, facilitated by Joanne Veilleux and Yvon Doyle, took place on Wednesday, August 23, 2017. Download
In 2016-2017 ACGC piloting took place in at least one elementary school and one high school in every school board.
The short videos in this section feature Elementary Cycle Three teachers casually talking about their experiences piloting the ACGCs.
* * * * *
(Left to right) Anna Maria Parente, Emilia Martinez, Chantal Baril, and Lynn Lacourse, Elementary Cycle 3 teachers, Leonardo da Vinci Academy, English Montreal School Board.
Gardenview School elementary teachers Valerie Honig (left) and Jennifer Furtado, English Montreal School Board.
Lester B. Pearson's Community and Spiritual Care Animator Mary Rutherford (left) and Maple Grove ElementarySchool teachers Roberto Espérance and Vicky Lazaris.
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