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

2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. Crosscurricular Competencies MS 2 & MS 3

10. 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

11. 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

12. 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

13. 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

14. National Identity
National Conscience
Core
values
Citizenship
Openness to the World

15. 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

16. 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

17. 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

18. Topics
GSD ANGLAIS ME
THE WORLD
MY WORLD

19. 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

20. 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

21. Learning Objectives MS 2 & MS3

22. 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

23. 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

24. RESSOURCES

25. 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

26. 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

27. SITUATIONS WITHIN A SEQUENCE

28. 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

29. 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