Planning learning _ Second Generation Syllabuses.pptx

The presentation aims at shedding light on the reforms in the educational system as far as the English language is taught at the Algerian middle schools. The workshop focuses on planning teaching to align the objectives with the targeet competences

1. 1

2. Planning a global learning sequence

3. Terms to keep in mind

4. Cycle المرحلة : Cycle: noun (SERIES) a ​group of ​events that ​happen in ​particular ​ order,one ​following the other, and are often ​repeated: the ​life cycle of a ​moth

5. Primay school cycle Secondary school cycle Middle school cycle

6. key stage : الطور key stage : …………………... …………………………………..

7. key stage : الطور Key: serving as an essential compenent key stage : A part of an activity or development

8. Exit profile: ملمح التخرج Exit profile / G lobal competence

9. Middle school cycle Key stage 1 MS1 Key stage 2 MS2 + MS3 Key stage 3 MS4

10. Global Exit profile of Middle School values Target competencies (1/2/3) of the key stages Cross curricular competencies Global Exit profiles of key stages

11. EXIT PROFILE OF MIDDLE SCHOOL EDUCATION EXIT PROFILE OF KEY STAGE 1 MS1 1 EXIT PROFILE OF KEY STAGE 2 MS2 + MS3 1 EXIT PROFILE OF KEY STAGE3 MS4 1 T A R G E T C1 T A R G E T C2 T A R G E T C3 T A R G E T C1 T A R G E T C2 T A R G E T C3 T A R G E T C3 T A R G E T C2 T A R G E T C1 3 KEY STAGES T A R G E T C1 T A R G E T C2 T A R G E T C3

12. Middle School Education KEY STAGE 1 Exit Profile KEY STAGE 2 Exit Profile KEY STAGE 3 Exit Profile MS1 MS2 MS3 MS4 -Values -Cross curricular competencies -Values -Cross curricular competencies -Values -Cross curricular competencies TC1 I N T E R A C T TC2 I T E R P R E T TC3 P R O D U C E TC1 I N T E R A C T TC2 I T E R P R E T TC3 P R O D U C E TC1 I N T E R A C T TC2 I T E R P R E T TC3 P R O D U C E TC1 I N T E R A C T TC2 I T E R P R E T TC3 P R O D U C E Two DOMAINS = ORAL / WRITTEN

13. T O P I C S MS1 +MS2 +MS3+MS4 TC1 INTERACT ORALLY TC2 INTERPRETE O/W MESSAGES TC3 PRODUCE O/W MESSAGES TERM 1 ME SOME OF THE COMPONENTS OF THE TARGET COMPETENCY SOME OF THE COMPONENTS OF THE TARGET COMPETENCY SOME OF THE COMPONENTS OF THE TARGET COMPETENCY TERM 2 MY WORLD SOME OF THE COMPONENTS OF THE COMPETENCY SOME OF THE COMPONENTS OF THE COMPETENCY SOME OF THE COMPONENTS OF THE COMPETENCY TERM 3 THE WORLD SOME OF THE COMPONENTS OF THE COMPETENCY SOME OF THE COMPONENTS OF THE COMPETENCY SOME OF THE COMPONENTS OF THE COMPETENCY

14. TC1 INTERACT ORALLY TC2 INTERPRETE O/W MESSAGES TC3 PRODUCE W MESSAGES TERM 1 ME - School ( school things / language command/ school activities ) - Name/ age / hometown /phone number / eating habits / clothes , body - Parents and siblings (jobs / age/ hobbies) TERM 2 MY WORLD My school Hobbies at school Rights and duties at school( in class) TERM 3 THE WORLD People Countries Nationalities MS1 - TOPICS

15. National identity The learner can use the markers of his identity when introducing himself to others: name, nationality , language, religion , flag, national currency ... National conscience He can speak about our school days, weekend and national public holidays (historic, religious, etc) Citizenship He shows respect for the environment and protects it continually Openess to the world He is keen on learning about others’ markers of identity MS1 - VALUES

16. 1. Intellectual competency he can understand and interpret verbal and non-verbal messages he can solve problem situations using a variety of communication means he can show creativity when producing oral and written messages he can show some degree of autonomy in all areas of learning MS1 - cross- curricular competencies

17. 2. methodological competency he can work in pairs or in groups he can use strategies for listening and interpreting oral discourse he can develop effective study methods , mobilize his resources efficiently and manage his time rationally he can use i nformation and c ommunication t echnology whenever he needs it for learning and research He can evaluate himself he can evaluate his peers MS1 - cross- curricular competencies

18. 3.communicative competency he can use dramatization and role-play to communicate appropriately he can use i nformation and c ommunication t echnology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures he can process digital data (computing) MS1 - cross- curricular competencies

19. 4. personal and social competencies He is aware of his role and others' role in the development of projects He is keen on 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 He socializes through oral or written exchanges He develops attitudes of solidarity MS1 - cross- curricular competencies

20. MS1 Exit profile By the end of the Key Stage 1, the learner will be able to interact , interpret and produce oral and written messages/ texts of average complexity , of a descriptive type, using verbal or non-verbal supports (written texts, audio and visual aids) and in meaningful situations related to his environment and interests. The learner can : -Understand simple messages related to concrete situations, his/her immediate environment and needs. -Ask and answer simple questions about topics related to their age and interest provided that the other person speaks clearly and is prepared to help -Use very basic phrases, short sentences to talk and write about personal experiences (family likes…)

21. MS1 Target competency 1 In a situation of meaningful communication, the learner will be able to interact and produce orally very short messages of descriptive types using written , visual or oral support. Interacting orally

22. MS1 Competency Components - The learner mobilises his prerequesites . Interracting orally - She / he transmits a message. She/he reacts in a non verbal way to verbal messages. - She / he maintains an oral interaction using listening strategies . - She / he takes part in discussions.

23. MS1 Target competency 2 By the end of the first year, in meaningful communicative situations related to his / her environment and interests , based on written , visual or audio supports, the learner will be able to interpret simple descriptive messages/ texts orally and in written Interpreting oral and written messages

24. MS1 Competency Components - The learner reacts to a visual , audio or written text .. Interpreting oral and written messages She / he adapts her / his listening or reading skills to the text type. She / he sorts out the general meaning of a text ( its gist ) - She / he calls up/mobilises for complementary strategies to understand a text

25. MS1 Target competency 3 By the end of the first year, in meaningful communicative situations related to his / her environment and interests , based on written , visual or audio supports, the learner will be able to produce simple written descriptive messages/ texts . Written Production

26. MS1 Competency Components - - The learner calls up for the resources she/ he has at her/ his disposal to develop her / his language learning in order to produce very short and simple texts . - She / he adapts her / his text to situations of communication - She / he conceives writing as a tool of communication and learning . - She / he structures her / his text Written Production

27. PLANNING LEARNING MS1 +MS2 +MS3+MS4 TC1 INTERACT ORALLY TC2 INTERPRETE O/W MESSAGES TC3 PRODUCE O/W MESSAGES T E R M 1 22H TOPIC kNOWLEDGE SKILLS ATTITUDES M E -LEARNING SEQUENCE 1 (S1 / S2 / S3 / S4) - LEARNING SEQUENCE 2 (S1 / S2 / S3 / S4) - LEARNING SEQUENCE 3 (S1 / S2 / S3 / S4) RESOURCES

28. PLANNING LEARNING MS1 +MS2 +MS3+MS4 TC1 INTERACT ORALLY TC2 INTERPRETE O/W MESSAGES TC3 PRODUCE O/W MESSAGES T E R M 2 20H TOPIC kNOWLEDGE SKILLS ATTITUDES M Y W O R L d -LEARNING SEQUENCE 1 (S1 / S2 / S3 / S4) - LEARNING SEQUENCE 2 (S1 / S2 / S3 / S4) - LEARNING SEQUENCE 3 (S1 / S2 / S3 / S4) RESOURCES

29. PLANNING LEARNING MS1 +MS2 +MS3+MS4 TC1 INTERACT ORALLY TC2 INTERPRETE O/W MESSAGES TC3 PRODUCE O/W MESSAGES T E R M 3 18H TOPIC kNOWLEDGE SKILLS ATTITUDES T H E W O R L D -LEARNING SEQUENCE 1 (S1 / S2 / S3 / S4) - LEARNING SEQUENCE 2 (S1 / S2 / S3 / S4) - LEARNING SEQUENCE 3 (S1 / S2 / S3 / S4) RESOURCES

30. Planning a learning sequence LEARNING SITUATION TO INSTALL THE RESOURCES /APPRENTICESHIP TRAINING FOR INTEGRATION SITUATION (G/W) TARGET SITUATION FOR ASSESSMENT (I/W) INITIAL PROBLEM SOLVING SITUATION L1 L2 L3 L4 4 W e E K S 1 W E E k L 2 3 4

31. MS… COMPONENTS OF A SITUATION OF INTEGRATION CONTEXT : You are in the courtyard with a new classmate from another wilaya . TASK : Get to know each other. Act out a dialogue in which you greet, introduce yourself (name, age, hobbies, daily activities, and eating habits ). Then , send an email to a family member, describing your friend. SUPPORT : - A picture showing pupils during a break -A video segment presenting a similar situation -Audio and Written scripts

32. EVALUATION indicator criteria INDICATORS RELEVANCE 1…………………. 2……………………. 3………………………… Maximum mastery Partial mastery Minimum mastery No mastery CORRECT USE OF LINGUISTIC RESOURCES 1 ……………. 2……………………. 3………………………… Maximum mastery Partial mastery Minimum mastery No mastery COHERENCE CONSISTENCY 1…………………. 2……………………. 3………………………… Maximum mastery Partial mastery Minimum mastery No mastery EXCELLENCE 1…………………. 2……………………. Maximum mastery Minimum mastery No mastery

33. MS1 / Situation of integration :Your friends are on social networks ( Facebook, twitter, Instagram Yahoo Messenger, WhatsApp ).You want to join them. Post your profile( personal information ,country, hobbies). -your photo / the map of Algeria / a video about Algerian traditions / pictures of famous Algerian figures… CRITERIA INDICATORS RELEVANCE He can design a poster. He can introduce himself ,describe himself, give his name and surname, age, country , hobbies, likes and dislikes on social networks He can talk about his country Maximum mastery Partial mastery Minimum mastery No mastery

34. CORRECT USE OF LINGUISTIC RESOURCES He can use the conventions for sentence writing (uppercase , punctuation / semicolon ) He can use the present simple with auxiliary 'to be’ or ‘to have' as well as the verbs 'to like / to live‘ He can use the vocabulary relevant to a physical description (adjectives related to physical description) Maximum mastery Partial mastery Minimum astery No mastery COHERENCE CONSISTENCY His writing is coherent and reflects a logical organisation of ideas His sentences are meaningful He can use the connectors ' and’, and ’ but ' appropriately Maximum mastery Partial mastery Minimum mastery No mastery

35. EXCELLENCE His work is well presented . His production shows some degree of originality and creativity. Maximum mastery Minimum mastery No mastery

36. Workshop - Build up a situation of integration (MS1/ Term one – topic : Me)

37. Thank you for your attention. See you soon .