2 2g meeting curriculum & learning sequence

8/18/2019 2 2G Meeting Curriculum & Learning Sequence

1/55

Meeting January 19th 2016

Sidi Naamane

Medea 2

By

Mr. Samir BounabTeacher trainer at MONE

2nd Generation

Syabu! "#urricuum


2/55

Meeting $oint!

Time Ta!%!9:00 Opening session & review about

the last meeting

9:20 10 :30 Topic of the day 2nd

!curriculum & learning se"uence# learning session$

10: 30 %

10 : '

(o)ee pause

10:'%11:30

*or+shop plan learningsession$

11:30%12:00

,elivery of wor+shops


3/55

&o' 'oud youcomment the!e!ituation! (


4/55

(urriculum

-sregulation


5/55

The Orientation .aw on /ational ducation/o 00 23 4anuary 200$


6/55

*hy 2nd generation

syllabus 5

• 6ewriting the curriculum for teaching % learningnglish in 7lgeria here after the nglishprogramme$ meet! 'ith the coherentegi!ati)e *rame'or% reguating our

educationa !y!tem. The Orientation +a' onNationa Education No. 0,-0 2/ January200,$ having set four missions to the school:education training !ociaiation and3uai4cation 8 the ne' Engi!h curricuum *uy

integrate! the!e mi!!ion! and !ub!cribe! tothe o5cia educationa guideine!

• The four years of the middle school are importantfoundation years for the intellectual8 emotional 8physical and social development of the child Theseyears will help him hehim are unmar+ed formsused here to refer to both male and female$togradually ac"uire competencies at all levels ofschool education and to continue learning evenafter leaving school


7/55


8/55

• .earning nglish in the middle school aims atprimarily developing communicative competence innglish

• ?n this curriculum8 we are moving from a logic ofaccumulation of linguistic +nowledge and

;u@taposition of ideas to a logic of interaction andintegration 8 all within a social constructivist view oflearning

• Ay focusing on the learner8 we have enabled him

to be actively involved in deeper cognition8ac"uisition of +nowledge and development of anumber of competencies


9/55

• ?n addition8 an important role is given to

strategies strategic competence$ inorder to foster e)ective learning

• Teaching % learning nglish allows thelearners to interact with peers and other

nglish%spea+ing persons8 using theircompetencies of interaction

• interpretation and production that they

can develop through the oral or writtenmode


10/55

(urriculum5


11/55

E7it$ro4e

Generaaim!

)aue!

Targetcom$etence!

8e!ource!

Guiding$rinci$e!

$$roach

#ro!!curricuar

to$ic!

#ro!!curricuarcom$etence!

#88:#+

M

!!e!!ment

Matri7


12/55


13/55

• .i+e other disciplines8 teaching %learning nglish helps

the ac"uisition of values as well as crosscurricular• Interdisciplinary/cross-curricular teaching involves a

conscious efort to apply knowledge, principles, and/orvalues to more than one academic disciplinesimultaneously $competencies

• These competencies are *our in number:• inteectua

• methodoogica

•

communicati)e• $er!ona and !ocia


14/55

• Teaching % learning nglish supports the sociali>ation of

the child essential for his growth• Through nglish8 he can prepare for life and open up to

the world

• Be can learn how to live together and protect his physicaland social environment Thus mastering this important

linguistic tool will enable him to communicate with othersand e@change views8 ideas8 li+es and disli+es withclassroom peers and nglish%spea+ing people at large

• 7t the end of compulsory education 1C years old$8 he willbe able to integrate into an academic or professional

community 8 using nglish for learning andcommunication


15/55

;au

e!

Nationa :dentity

Nationa#on!cience

#itien!hi$

O$enne!! to the


16/55

(O6 -7.DE OF TB (D66?(D.DG

• ,emocratic culture

• (ivic behaviour

• !ood conduct

• Aeing loyal towards the institution

• honesty

•

-alue of wor+ 8 e)orts and e@cellence achievement• Tolerance

• Godernity and scientiHc culture

• 6especting di)erences

• (ultural awarness8understanding the others

• (onIict resolutions• 6ights and duties

• (ollaborative wor+ and social happiness


17/55

• By the end o* midde !choo the earner'i be abe to=

• interact inter$ret and $roduce ora

and 'ritten me!!age!> te7t! o* a)eragecom$e7ity o* ade!cri$ti)e narrati)e argumentati)e or $re!cri$ti)e ty$eu!ing )erba or non?)erba !u$$ort!

'ritten te7t! audio and )i!ua aid!@and in meaning*u!ituation! reated tohi! en)ironment and intere!t!.

idde Schoo E7it Aro4


18/55

#ontribution o* Engi!h

tothe

chie)ement

o*+earner!

GobaAro4e

• The global proHle of the learner can bedeHned as the ac"uisition ofcommunication

• competencies as well as cross%curricularcompetencies common to all disciplinesof the cycle

• ?n addition8 li+e other disciplines8

teaching%learning nglish integrates corevalues such as :

• The

• assertion of the learnerJs national

identity in its three dimensions ?slam K7rab% Tama>ight$:

• /ational conscience

• (iti>enship

•Openness to the world


19/55

#ontribution o* Engi!h to thegoba e7it $ro4e o* the cyce.

Engi!h

rabic Tamaight

Crench BioogyMath! and technoogy

Socia !cience! Mu!ic

rt!S$ort!

:!amic education#i)ic!


20/55

Engi!h+anguage!

•7n additional language

represents cultural andintellectual wealth

• The linguistic system ofnglish is put intoperspective andcompared with the otherlanguages of the learner

• (ommunication withothers in an

international languagewhich can be used toac"uire all areas of+nowledge

• The 7lgerian learner of nglishusestransfers his previous+nowledge of 7rabic and French8 such as the techni"ues andstrategies of reading decoding$and writing encoding$ to learn

nglish

• The rich and comple@ soundsystem of 7rabic and Tama>ightcan facilitate the ac"uisition ofthe nglish sound system

• The +nowledge of French 8 auropean language using .atinscript for writing can facilitatethe ac"uisition of nglishalphabet and nglish writingconventions


21/55

Engi!h Bioogy

• Aac+ground +nowledge of scientiHcmethods of learning and in"uiry

observation8 analysis 8 demonstration8synthesis$can foster rigor andrationality in learners

• EcientiHc topics such as: anatomy8botany8 >oology8 medicine8 food and

hygiene 8 etc are all re%discovered re%learned through nglish

• ,rawings8 Hgures8 charts8 tables8statistics8 etc

• @act science8 computing science

• 6igour of scientiHc approach8abstract and logical reasoning8hypothesis ma+ing and testing8deductive and inductive reasoning8demonstration 8 etc

• Technological +nowledge and s+ills

• nglish is ane@cellent languagefor the ac"uisition ofscientiHc andtechnical +nowledge

and research

• nglish is asuitable language fortechnicalterminology becauseof its conciseness andcapacity to e@pressideas clearly andrigorously

E i h M th d


22/55

•nglish terms are used

in all scientiHc domains eg: medicine%doppler 8scanner8 laser 8 irm8 etc $

•nglish concepts allowfor concrete and precisedescriptions of scientiHcphenomena

• nglish is used as auniversal language for?nternet communicationworldwide email web

blog tweet faceboo+8

EcientiHc rigour8logic8 capacityof ma+inghypotheses8

demonstrationand abstraction8use of graphs8tables8 statistic

The use ofrationality8 thedata processing

s+ills

Engi!h Math! andTechnoogy

E i h S i


23/55

• ,evelopingcommunication s+ills innglish enables the

learner to open to theworld and broaden hishori>ons8 deepen his+nowledge of nglish%

spea+ing communities 8and understand theirculture and socialbehaviours

•7ccessibility toinformation andresources centers8databases8 archives 8

etc for research and

(hronology +nowledge ofhistory $ 8 facts andopinions

(oncepts of spaceand time and location8understanding of mapsgeography$

Lnowledge of otherpeoples 8 civili>ationsand culturessociology8anthropology8 social

psychology$

Engi!h Socia!cience

E i h G i 7 t


24/55

Engi!h Gusic8 7rts8Eports

•Eounds8 rhythm8harmony8aesthetics8

•,rawing anddesign8 creativity

•Eense of e)ortand fair play8teamwor+ 8sharing 8individual and

collective

•Dsing nglish

songs 8 old and new8is highly motivatingfor the ac"uisition ofmusical

competencies

• 7ll sportsterminology is in

nglish match8corner 8 penalty 8goal8 etc$ which canalso motivate

learners to practice


25/55

Engi!h ?slamic ducation

•Openness to other

cultures andreligions

•Dnderstanding andacceptance ofothers8

•Eolidarity 6espectfor di)erence

•Ehared universal

values

•Eense of e)ort 8 hard

wor+ and involvement

•-alues such assolidarity 8 honesty

.earn to listen toothers 8 care andshare8 help others8 betolerant8 respect

others

•be open to dialogue

•a sense of belonging

to a community


26/55

Engi!h #i)ic!

•Dnderstanding of

concepts li+eciti>enship 8participatorydemocracy8

freedom ofe@pression 8 civilsociety8 and MlivingtogetherJ

•7c"uisition of civicbehaviour

•Lnowledge of our

society8 its valuesand behavioursNcompare with valuesand behaviours of

other societies

•Lnowledge of ourinstitutionsN comparewith otherinstitutions


27/55

#urrent$rogramme

;!Ne' curricuum

The current The ne' curricuum


28/55

The current$rogramme

• 1$ /o curricular

notion

• 2$ rogrammeoriented vision

• 3$ /o e@it proHle

of the cycle

• $/o global

notion

• '$The

programmeswere written by

year

• C$There is no

contribution of

The

(urricul

ar

7pproac

h

The ne' curricuum

1 There is an e@itproHle of the cycle

2 There is a visible

articulation betweenthe years and levels

3 ?ntroduction of amatri@ as a

conceptualframewor+

?ntroduction ofdomains

' ?nteraction withother sub;ects

C 7 new paradigm 8learning how to learnin its practical aspect

P Teachers


29/55

The

com$etency

ba!ed

a$$roach

ntry only bycompetences

/o conceptual

framewor+

ntry by situations

?ntroduction of the global

se"uence

Translation of the curriculum

using teachers competences

?ntegrative learning


30/55

*hat is a(ross%curricular (ompetency5

•7n interrelated set of attitudes8 s+ills and+nowledge applied in appropriate conte@tsforsuccessful living and learning applied

across all sub;ectdiscipline areas


31/55

• 7 student%centred approach• ersonali>ed learning• rovide consistency across sub;ectdiscipline areas

and in assessing and reporting• Thin+ critically• Ganage information• (reate opportunities• ,emonstrate good communication s+ills and wor+

cooperatively with others• ,emonstrate global and cultural

understanding

*hy a(ross%curricular (ompetency5


32/55

GSD ANGLAIS

To$ic!

MS 1

syllabus

8e!ource!

(ompetencyfocus

+earningobDecti)e!

#ommunicati)e ta!%!

Gr amma

r

.e@is

Aronunciati

on

#ro!! curricuar

com$etence!

!!e!!ment

Situation!


33/55

(ompetency Focus

?nteract

?nterpret

roduce


34/55

#ro!!?#urricuar To$ic! cro!!the #yce

ME

MF


35/55

G

• Echool school things language command

school activities$

• /ame age hometownphone numbereating habits clothes8 body$

• arents and siblings ;obs age hobbies$


36/55

GQ *O6.,

• Gy school• Bobbies at school

6ights and duties atschool in class$


37/55

TB *O6.,

• eople

• (ountries• /ationalities


38/55

*hy this crosscurricular

competencies5

• To enable the wor+ with :

• Aedagogic $roDect didactic unit$

• .earning se"uence

• +earning !e!!ion

T&E A8OJE#T


39/55

*hat is thepedagogic pro;ect5

• T&E A8OJE#T :

• ?nvolving centration ofeducational activity on the learner8

the educational $roDect is theintegrating framewor+ for learningto install8 or a s+ill 8 ma+e sense

• ?t con!i!t! o* a number o*!e3uence! 'ho!e number i! a

*unction o* the obDecti)e! tobe achie)ed

• Each !e3uence is itselfmuti$ied !e!!ion! determined

by the tas+s and activities thatcorrespond to them see Hgurebelow$


40/55


41/55


42/55


43/55


44/55


45/55


46/55


47/55

2nd earning !ituation

$ha!e *or =:n!taing re!ource! $ha!e "e)auating re!ource!

?tJs the in$ut !ituation R thee!!on !e!!ionR earning!e!!ion which can be tac+led

through :• D spea+ing$ # ?7E

grammar teaching item ronunciation teaching item #7F.

• , listen or read$ session#?7E grammar teaching

item ronunciation teaching

/rd earning !ituation


48/55

/rd earning !ituation+earning :ntegration !e!!ion:t i! a 'riting $roce!! session:t i! a $ha!e $anned in a $robem!o)ing integrated !ituation #riteriao* the integration@

This phase is meant to the rein)e!tment of the resources in terms of the S%no'!S

and the S %no' ho' to do K Theactivities suggested in the previous phasesshould be built up towards the Hnal outputand help the pupils to be ready to produce

a piece of writing in accordance with thesituation of communication!!e!!ing :ntegration !e!!ion criteria indicators$:8ee)ence#orrect u!e o* the ingui!tice re!ource!

#oherence >con!i!tency

# it i * : t ti M h 201L


49/55

#riteria o* :ntegration March 201L

th +earning Situation


50/55

th +earning Situation

E)auation !e!!ion! =a@7ssessment oflearningb$diagnostic

assessmentc$ formativeassessment

AroDect Ba!ed +earning


51/55

AroDect Ba!ed +earning

• ro;ect%based learning enables the learner to observe8

discover 8 manipulate and analy>e the language andthe tas+ more or less comple@$ in order to understandhow it wor+s and use it appropriately in di)erentsituations

• pro;ect%based learning is a process in which the• learner must:

• % roblematise: what do ? do in this pro;ect8 why andhow5

• % .earn and document• % (ontrol and critici>e

• % (onduct and control

• % Organi>e and plan

• % (ommunicate and report

7,7T?/! TB (OD6E


52/55

7,7T?/! TB (OD6EAOOL

The abiity to ta%e a boo% andma%e it your o'n i! $retty big.:n!tead o* 4tting your cour!e tothe boo% you 4t the boo% to'hat you 'ant to teach.

drienne


53/55

The course boo+ can be adapted

E+ET:NG E:T:NG

8EO8:NG:NG


54/55

8e!!ource

• Nationa curricuum 201L

• ccom$anying document201L

• Googe image!

• Training o* in!$ector! # agier! 201L@


55/55

Than% Fou

Mr .SamirBounab

yeo'daodi66Pgmai.com
mailto:[email protected]:[email protected]

2 2g meeting curriculum & learning sequence

Documents