Curriculum (2nd Generation) Middle School Cycle Key Stage Two ( MS2 & MS3) May 2017

How do I understand? Listen well (Take time to grasp the whole image of the matter) Think critically (don’t take things for granted) Start from what you know Compare your previous knows and the new constructions Cognitive disequilibrium means learning Now you can ask to understand more or to correct a misconception GSD Français- 2015

II.Analysis of theTarget Competencies (2MS & 3MS) I. Presentation of the 2nd Key Stage Exit Profile II.Analysis of theTarget Competencies (2MS & 3MS) III.Analysis of Cross-Curricular Competencies and Values IV.Analysis of 2 MS & 3 MS Syllabi

Middle-School Cycle Compulsory Education key stage 1 MS 1 key stage 2 MS2 & MS3 key stage 3 MS4

Key Stage 2 EXIT PROFILE + 2 MS Exit Profile 3 MS Exit Profile PRODUCE Descriptive /Prescriptive / Narrative / ArgumentativeT Texts / Messages Key Stage 2 EXIT PROFILE + 2 MS Exit Profile 3 MS Exit Profile PRODUCE INTERPRET INTERACT Resources Resources Resources knowledge Skills attitudes knowledge Skills attitudes knowledge Skills attitudes Tasks Tasks Tasks Tasks Learning objectives

MS Exit Profile At the end of MS4, the learner will be able to interact, interpret and produce simple oral and written messages / texts of descriptive, narrative, prescriptive and argumentative types, using written, visual or oral supports, in meaningful situations of communication related to his environment and interests

MS2 Exit Profile At the end of MS2, the learner will be able to interact, interpret and produce simple oral and written messages / texts of descriptive, narrative and prescriptive types, using written, visual or oral supports, in meaningful situations of communication related to his environment and interests

MS3 Exit Profile At the end of MS3, the learner will be able to interact, interpret and produce simple oral and written messages / texts of descriptive, narrative, prescriptive and argumentative types, using written, visual or oral supports, in meaningful situations of communication related to his environment and interests

Crosscurricular Competencies MS 2 & MS 3

1.Intellectual Competency: o He can understand and interpret verbal and non-verbal messages o He can solve problem situations using a variety of communication means o He can show creativity when producing oral and written messages o He can show some degree of autonomy in all areas of learning

Methodological Competency o He can work in pairs or in groups o He can use strategies for listening and interpreting oral discourse o He can develop effective study methods , mobilize his resources efficiently and manage his time rationally o He can use information and communication technology whenever he needs it for learning and research o He can evaluate himself o he can evaluate his peers

Communicative Competency o He can use dramatization and role-play to communicate appropriately o He can use information and communication technology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures o He can process digital data

Personal/Social Competency He is aware of his role and others' role in the development of projects He is keen in promoting the work of his peers He respects our national values and behaves consistently He is honest and accountable for his work and respects others work He asserts his personal identity and behaves with self-confidence

National Identity National Conscience Core values Citizenship Openness to the World

CORE VALUES OF THE CURRICULUM Democratic culture Civic behaviour Good conduct Being loyal towards the institution Honesty Value of work , efforts and excellence achievement Tolerance/Accepting differences Rights and duties Collaborative work and social happiness

CORE VALUES OF MS2 National identity: The learner can describe life styles, eating habits, dressing habits and dwellings of Algeria National conscience : He is keen on communicating about outstanding Algerian figures Citizenship : He demonstrates a civic behaviour, conscious of his rights and duties as well as those of others. Openness to the world : He is eager to know about the life styles ,eating habits, dressing habits, and dwellings of other English speaking countries

CORE VALUES OF MS 3 National identity: He can use the markers of his identity to value our country, and communicate about teenage dressing habits (traditional and modern) different dwelling types. National conscience : He is keen on communicating about outstanding Algerian figures Citizenship : He demonstrates a civic behaviour, inherited from our ancestral values, emblematic figures of our cultural heritage. He also adopts a civic behaviour anchored in the universal values for the protection of the environment. Openness to the world : He is eager to know about the lifestyles ,eating habits, dressing habits, and dwellings of other countries who use English for communication

Topics GSD ANGLAIS ME THE WORLD MY WORLD

MS 2 Topics & Themes My physical description , clothing My daily life ( routine and sport activities) My home My likes ; my abilities; My experiences My extended family Shopping: prices, weight ,size, shape and colour Parts of the body Health and healthy diet Rights and duties at school Neighbouring places and Iteneraries Travelling: trips (itineraries and places ) Home types The weather MS 2 Topics & Themes

MS 3 Topics & Themes My abilities and inabilities my likes and dislikes My personality features My life style My hobbies outside school My interest in animals and Plants My childhood memories Teenage lifestyle : Fashion Eating habits ( good or bad) Protection of the environment ( eco-behaviour) At school Neighbourhood Inventions and discoveries in sciences and technology: Outstanding figures in science and sport Health Urban life The means of transport Animals in danger of extinction MS 3 Topics & Themes

Learning Objectives MS 2 & MS3

MS2 Describe myself ( my physical appearance) MS2 Give information / respond to questions about me : My family My abilities, my likes ,my dislikes. My daily activities Ask and give information about: My sport practice Describe my house Ask for prices, weight , size, shape and colour Talk about healthy food, giving advice Talk about sports Locate places and showing the way State rights and duties at school Ask and give information about Amenities, preferences, itineraries The weather home types / types of dwelling MS2

MS3 Describe myself : my abilities and inabilities / my likes and dislikes Talk about personality features Ask and answer questions about hobbies Ask and give information about: Wild life and pets Talk about past experiences ( childhood memories) Compare people and life styles ( now and then) Talk about teenage lifestyle ( fashion and eating habits) Make recommendations about the protection of : The school environment The neighbouring environment Describe famous people Describe animals and habitat Compare means of transport MS2

RESSOURCES

MS 2 Grammar Pronunciation Can and can’t (strong & weak forms) The present simple tense ( review and expansion) Frequency adverbs The relative clauses Qualifiers ( personality features) Discourse markers for classification To be made of / to be made in) The past simple (reg & irreg verbs) The passive voice / present simple The semi modal ‘used to’ (aff form) Must and should The comparative ( short and long adjs.) Past simple tense (review) The present continuous for planned future Discourse markers for cause and effect; opposition Can and may for polite requests ( review )/ possibility Preposition on , by ( means of transport) Can and can’t (strong & weak forms) Silent letters “k” , “w”, ‘ h’, “t”, u/ , /u:/ /ɛ/, /ɛ :/ -/e/, /æ/, /ə/ /Ʌ/ /Ʒ/ , /dƷ/ sounds Diphthongs /f/, /v/ Intonation in requests

MS3 Grammar Pronunciation The present simple/ continuous The modal can / can’t ‘Wh’ questions : Why…? /‘because’ Prepositions of location Articles : a, an , the Possessive pronouns The imperative The modal must / mustn’t Qualifiers There is / there are Quantifiers ( some/ any) Question words :how much/ how many Cardinal and ordinal numbers The future simple tense( will / intention; going to / planned future The past simple tense ( with very few regular and irregular verbs) Time markers : yesterday, tomorrow, today , last week) The demonstratives ( these / those) s/ , /z / , /ɪz/ can/can t ( weak & strong forms) Silent letters “h”,d” /ʃ / , /tʃ / /ə:/, /r/ Dark and clear “l” Contracted forms of “will” /t/ , /d / , /ɪd/ + plural Nouns /θ/ /ð/ Words ending with “tion” : /ʃən /sound

SITUATIONS WITHIN A SEQUENCE

Learning Assessing Situation (Individual Work) (Similar to IPSS) Resources Installing Situation PDP & PPU Sessions Resources Installing Situation (Lessons) PDP & PPU Sessions Resources Installing Situation PDP & PPU Sessions Integration Training Situation (Group work) ( I learn to Integrate) Learning Assessing Situation (Individual Work) (Similar to IPSS) I Think and Write

Checklist for Initial Problem Solving Situation: It should Be complex not complicated Be Meaningful Be Related to learner level, context and interests Be Problem- based Be Full of relevant resources and supports Be Achievable, doable and measurable Be further deconstructed into micro situations and lessons manifest the cross curricular and target competencies as well as values