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8/18/2019 2 2G Meeting Curriculum & Learning Sequence
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Meeting January 19th 2016
Sidi Naamane
Medea 2
By
Mr. Samir BounabTeacher trainer at MONE
2nd Generation
Syabu! "#urricuum
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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
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&o' 'oud youcomment the!e!ituation! (
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(urriculum
-sregulation
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The Orientation .aw on /ational ducation/o 00 23 4anuary 200$
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*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$togradually ac"uire competencies at all levels ofschool education and to continue learning evenafter leaving school
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• .earning nglish in the middle school aims atprimarily developing communicative competence innglish
• ?n this curriculum8 we are moving from a logic ofaccumulation of linguistic +nowledge and
;u@taposition of ideas to a logic of interaction andintegration 8 all within a social constructivist view oflearning
• Ay focusing on the learner8 we have enabled him
to be actively involved in deeper cognition8ac"uisition of +nowledge and development of anumber of competencies
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• ?n addition8 an important role is given to
strategies strategic competence$ 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
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(urriculum5
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E7it$ro4e
Generaaim!
)aue!
Targetcom$etence!
8e!ource!
Guiding$rinci$e!
$$roach
#ro!!curricuar
to$ic!
#ro!!curricuarcom$etence!
#88:#+
M
!!e!!ment
Matri7
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• .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
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• 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
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;au
e!
Nationa :dentity
Nationa#on!cience
#itien!hi$
O$enne!! to the
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(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
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• 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
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#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
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#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!
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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
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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
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•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
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• ,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
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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
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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
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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
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#urrent$rogramme
;!Ne' curricuum
The current The ne' curricuum
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The current$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$There is no
contribution of
The
(urricul
ar
7pproac
h
The ne' curricuum
1 There is an e@itproHle of the cycle
2 There is a visible
articulation betweenthe years and levels
3 ?ntroduction of amatri@ as a
conceptualframewor+
?ntroduction ofdomains
' ?nteraction withother sub;ects
C 7 new paradigm 8learning how to learnin its practical aspect
P Teachers
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The
com$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
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*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
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• 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
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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!
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(ompetency Focus
?nteract
?nterpret
roduce
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#ro!!?#urricuar To$ic! cro!!the #yce
ME
MF
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G
• Echool school things language command
school activities$
• /ame age hometownphone numbereating habits clothes8 body$
• arents and siblings ;obs age hobbies$
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GQ *O6.,
• Gy school• Bobbies at school
6ights and duties atschool in class$
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TB *O6.,
• eople
• (ountries• /ationalities
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*hy this crosscurricular
competencies5
• To enable the wor+ with :
• Aedagogic $roDect didactic unit$
• .earning se"uence
• +earning !e!!ion
T&E A8OJE#T
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*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$
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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
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/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
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#riteria o* :ntegration March 201L
th +earning Situation
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th +earning Situation
E)auation !e!!ion! =a@7ssessment oflearningb$diagnostic
assessmentc$ formativeassessment
AroDect Ba!ed +earning
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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
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7,7T?/! TB (OD6EAOOL
The abiity to ta%e a boo% andma%e it your o'n i! $retty big.:n!tead o* 4tting your cour!e tothe boo% you 4t the boo% to'hat you 'ant to teach.
drienne
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The course boo+ can be adapted
E+ET:NG E:T:NG
8EO8:NG:NG
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8e!!ource
• Nationa curricuum 201L
• ccom$anying document201L
• Googe image!
• Training o* in!$ector! # agier! 201L@
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Than% Fou
Mr .SamirBounab
yeo'daodi66Pgmai.com
mailto:yellowdaffodil66@gmail.commailto:yellowdaffodil66@gmail.comRecommended