Identité personnelle et culturelle positive

La compétence d’identité personnelle et culturelle positive fait référence à une sensibilité, une compréhension et une appréciation des multiples facettes qui contribuent à une saine perception de soi. Une société pluraliste demande une prise de conscience et une compréhension des antécédents familiaux, des origines, des langues, des croyances et des points de vue d’une personne.

Les profils de la compétence d’identité personnelle et culturelle positive ont été élaborés par les enseignants de la Colombie-Britannique sur la base de travaux d’élèves. L’ébauche de la compétence d’identité personnelle et culturelle positive se présente en deux sections.

Profils de la compétence d’identité personnelle et culturelle positive (PDF)

Cette section présente un aperçu de la compétence d’identité personnelle et culturelle positive et l’ensemble de profils qui y est rattaché. L’aperçu contient de l’information de base sur la compétence d’identité personnelle et culturelle positive, et une description de ses aspects. Les profils décrivent le cheminement de l’élève et illustrent son niveau de prise en charge de la compétence et sa responsabilité d’en démontrer la maîtrise.

Téléchargez les profils de la compétence d’identité personnelle et culturelle positive (PDF)

Illustrations de la compétence d’identité personnelle et culturelle positive

Les illustrations présentent, par des exemples, les différentes manières par lesquelles des élèves provenant de divers milieux et communautés démontrent leur maîtrise de la compétence d’identité personnelle et culturelle positive.

Veuillez noter que les illustrations ci-dessous sont affichées dans leur langue originale (en français ou en anglais) afin de conserver le caractère authentique des exemples tirés directement de travaux d’enfants ou d’enseignants.

Illustrations de Compétences

Profil Titre Contexte Aspects
1 We Can Be Different

The teacher read It’s OK To Be Different, by Todd Parr, with the class, and the children were asked to make personal connections with the story.

*In this profile, the Competency is not separated into facets.
1 It's Okay To Be Different The teacher read It’s OK To Be Different, by Todd Parr with the class, and the children were asked to make personal connections with the story. *In this profile, the Competency is not separated into facets.
1 How Names Were Given The teacher shared with the class an Okanagan First Nation story called, “How Names Were Given”.  Students were then asked to consider how their names were chosen. *In this profile, the Competency is not separated into facets.
2 We Are All Related

Primary students worked with a group of secondary students on an art piece that was built from the book We Are All Related.  The teacher talked with the children about their families, backgrounds, favourite things, and things they liked to do.

Personal strengths and abilities, Relationships and cultural contexts
2 10 Things Students were asked to create a list of ten things that “Make You - You”. Personal values and choices, Personal strengths and abilities
3 What Makes You Unique?

Students worked on a project that allowed them to explore many aspects of their lives to determine what makes them unique.
 

Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
3 Identity Recipe Students worked through a number of different class activities over a period of time designed to help them explore their cultural backgrounds, family and ancestors. Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
3 I Am Unique

Students worked on a project that allowed them to explore many aspects of their lives to determine what makes them unique.

Personal values and choices, Personal strengths and abilities
3 I Am From the Leeson and Faithful Family

The teacher shared the model of an “I Am From” poem with students.

Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
3 Fulfilling Needs

Students began this project by thinking and talking about the needs of their community and how these needs are met.

Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
3 Défi « Bonjour! Merci! »

« Bonjour! Merci !» est un projet réalisé par plusieurs classes des écoles du Conseil Scolaire Francophone.

Relations et contexts culturels, Valeurs et choix personnelles
3 Club Récré-action en français

Suivant le modèle du Club Récré-action, un organisme de loisirs récréatifs aidant les jeunes à développer de bonnes habitudes dans le domaine de la santé, les élèves ont été invités à créer et animer de peti

Relations et contexts culturels, Valeurs et choix personnelles, Force et aptitude personnelles
3 CD Portfolio: All About Me This project-based learning assignment was designed to be completed over a period of time that allowed students share who they are through their interests and backgrounds. Personal strengths and abilities, Relationships and cultural contexts
4 Persistence

Students were using Art Costa’s ‘Habits of Mind’ to help them identify and use common language around expected behavior in their learning community.

Personal values and choices, Personal strengths and abilities
4 Grad Transitions Students created grad transition presentations.  In their presentations, students talked about:
  • Where am I right now?
  • Where do I want to go?
  • How do I get there?
Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
4 Dans mon assiette

Les élèves ont créé une bande dessinée sur des facteurs qui, au quotidien, influencent leurs choix alimentaires (p. ex. : budget personnel, sexe, âge, religion, amis, famille).

Relations et contexts culturels, Valeurs et choix personnelles, Force et aptitude personnelles
4 Artifacts – First Peoples

Students in an English First Peoples class were asked to identify 4 artifacts that represented four areas of their lives: family, peer group, cultural heritage, and themselves as an individual.

Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
4 Artifacts Students in an English First Peoples class were asked to identify 4 artifacts that represented four areas of their lives: family, peer group, cultural heritage, and themselves as an individual. Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
5 Welcome Centre ELL

Students in an English Language Learner Welcome Centre were encouraged to create a multi-media presentation that shared who they were.

Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
5 Personal Narrative

Students in an English First Peoples class were provided with choices for narrative essays they were asked to write. All topics related to aspects of the students’ lives.

Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
5 Narrative Essay Students in an English First Peoples class were provided with choices for narrative essays that they were asked to write. All topics related to aspects of the students’ lives. Personal values and choices, Personal strengths and abilities, Relationships and cultural contexts
5 Life Is What You Make It Students in an English First Peoples class worked with the story "A Boy in the Ditch". The story contains material that is both of sensitive and thought provoking. Personal values and choices