2

Generation
Syllabus &
Curriculum

nd

Meeting January 19th 2016

Sidi Naamane
Medea 2
By

Mr. Samir Bounab

Teacher trainer at MONE

Meeting points
Time
9:00
9:20 10 :
30
10: 30 10 : 45
10:45
-11:30
11:30
-12:00

Tasks
Opening session & review about
the last meeting
Topic of the day ( 2nd G
curriculum & learning sequence
+ learning session)
Coffee pause
Workshop ( plan learning
session)
Delivery of workshops

How would you

comment these
situations ?

Curriculum
Vs
regulation

The Orientation Law on National Education

No. 08_04 23 (January 2008)

 Rewriting the curriculum for teaching - learning

English in Algeria (here after the English
programme) meets with the coherent
legislative framework regulating our
educational system. The Orientation Law on
National Education No. 08_04 23 (January
2008) having set four missions to the school:
Why 2nd
education , training, socialization and
generation
qualification , the new English curriculum fully
syllabus ?
integrates these missions and subscribes to
the official educational guidelines .
The four years of the middle school are important
foundation years for the intellectual, emotional ,
physical and social development of the child. These
years will help him* (*he/him are unmarked forms
used here to refer to both male and female)to
gradually acquire competencies at all levels of
school education and to continue learning even
after leaving school.

The teaching of English must meet the following

objectives:

Goals
Of
English
At
Middle
School

To help our society to live in harmony with

modernity by providing the learner with
linguistic tools essential for efficient
communication
To promote universal values
To develop critical thinking, tolerance and
openness to the world
To contribute to the shaping of a good citizen
, aware of the changes and challenges of
today and tomorrow
To give every learner the opportunity to have
access to science , technology and world
culture while avoiding the dangers of
acculturation

 Learning English in the middle school aims at

primarily developing communicative competence in
English .
In this curriculum, we are moving from a logic of
accumulation of linguistic knowledge and
juxtaposition of ideas to a logic of interaction and
integration , all within a social constructivist view of
learning.
By focusing on the learner, we have enabled him
to be actively involved in deeper cognition,
acquisition of knowledge and development of a
number of competencies

 In addition, an important role is given to

strategies (strategic competence) in
order to foster effective learning.
Teaching - learning English allows the
learners to interact with peers and other
English-speaking persons, using their
competencies of interaction.
interpretation and production that they
can develop through the oral or written
mode .

Curriculum?

CURRICUL
UM

values

Matrix

Crosscurricul
ar
competences

Guiding
principl
es

Crosscurricul
ar
topics

Exit
profile

Approa
ch

Assessme
nt

General
aims

Target
competenc
es

Resourc
es

 Like other disciplines, teaching -learning English helps

the acquisition of values as well as crosscurricular
(Interdisciplinary/cross-curricular teaching involves a
conscious effort to apply knowledge, principles, and/or
values to more than one academic discipline
simultaneously.)competencies.
These competencies are
intellectual
methodological
communicative
personal and social .

four in number:

 Teaching - learning English supports the socialization of

the child essential for his growth.
Through English, he can prepare for life and open up to
the world.
He can learn how to live together and protect his physical
and social environment. Thus mastering this important
linguistic tool will enable him to communicate with others
and exchange views, ideas, likes and dislikes with
classroom peers and English-speaking people at large.
At the end of compulsory education (16 years old), he will
be able to integrate into an academic or professional
community , using English for learning and
communication .

National Identity

Valu
es

National
Conscience
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
Modernity and scientific culture
Respecting differences
Cultural awarness,understanding the others
Conflict resolutions
Rights and duties
Collaborative work and social happiness

Middle School Exit Profile

By the end of middle school, the learner
will be able to:
interact , interpret and produce oral
and written messages/ texts of average
complexity, of adescriptive, narrative ,
argumentative or prescriptive type,
using verbal or non-verbal supports
(written texts, audio and visual aids)
and in meaningfulsituations related to
his environment and interests.

 The global profile of the learner can be

defined as the acquisition of
Contributio
communication
n of English
competencies as well as cross-curricular
to
competencies common to all disciplines
the
of the cycle.
Achieveme
In addition, like other disciplines,
nt
teaching-learning English integrates core
of
values such as :
Learners
The
Global
Profile
assertion of the learners national
identity in its three dimensions ( Islam
Arab- Tamazight):
National conscience
Citizenship
Openness to the world

Contribution of English to the

global exit profile of the cycle.

English

Arabic ,
Tamazight,
French ,
Biology,
Maths and technology,
Social sciences ,
Music,
Arts,
Sports,
Islamic education,
Civics

English
Languages
An additional language
represents cultural and
intellectual wealth.

The linguistic system of

English is put into
perspective and
compared with the other
languages of the learner
Communication with
others in an
international language
which can be used to
acquire all areas of
knowledge

The Algerian learner of English

uses/transfers his previous
knowledge of Arabic and French
, such as the techniques and
strategies of reading (decoding)
and writing (encoding) to learn
English
The rich and complex sound
system of Arabic and Tamazight
can facilitate the acquisition of
the English sound system
The knowledge of French , a
European language using Latin
script for writing can facilitate
the acquisition of English
alphabet and English writing
conventions

English
English is an
excellent language
for the acquisition of
scientific and
technical knowledge
and research
English is a
suitable language for
technical
terminology because
of its conciseness and
capacity to express
ideas clearly and
rigorously.

Biology
Background knowledge of scientific
methods of learning and inquiry
(observation, analysis , demonstration,
synthesis)can foster rigor and
rationality in learners
Scientific topics such as: anatomy,
botany, zoology, medicine, food and
hygiene , etc. are all re-discovered /relearned through English
Drawings, figures, charts, tables,
statistics, etc
Exact science, computing science
Rigour of scientific approach,
abstract and logical reasoning,
hypothesis making and testing,
deductive and inductive reasoning,
demonstration , etc.
Technological knowledge and skills

English

Maths and
Technology

English terms are used

in all scientific domains
( eg: medicine-doppler ,
scanner, laser , irm, etc. )
English concepts allow
for concrete and precise
descriptions of scientific
phenomena
English is used as a
universal language for
Internet communication
worldwide ( email / web /
blog / tweet / facebook,

Scientific rigour,
logic, capacity
of making
hypotheses,
demonstration
and abstraction,
use of graphs,
tables, statistic.
The use of
rationality, the
data processing
skills

English

Social

Developing
science
communication skills in
English enables the
learner to open to the
world and broaden his
horizons, deepen his
knowledge of Englishspeaking communities ,
and understand their
culture and social
behaviours

Chronology
( knowledge of
history ) , facts and
opinions

Accessibility to
information and
resources centers,
databases, archives ,
etc .for research and

Knowledge of other
peoples , civilizations
and cultures
(sociology,
anthropology, social
psychology)

Concepts of space
and time and location,
understanding of maps
(geography)

English

Music, Arts,
Sports

Using English
songs , old and new,
is highly motivating
for the acquisition of
musical
competencies

Sounds, rhythm,
harmony,
aesthetics,

All sports
terminology is in
English ( match,
corner , penalty ,
goal, etc) which can
also motivate
learners to practice

Sense of effort
and fair play,
teamwork ,
sharing ,
individual and
collective

Drawing and
design, creativity

English
Openness to other
cultures and
religions
Understanding and
acceptance of
others,
Solidarity Respect
for difference
Shared universal
values

Islamic Education
Sense of effort , hard
work and involvement
Values such as
solidarity , honesty
Learn to listen to
others , care and
share, help others, be
tolerant, respect
others
be open to dialogue
a sense of belonging
to a community

English

Understanding of
concepts like
citizenship ,
participatory
democracy,
freedom of
expression , civil
society, and living
together
Acquisition of civic
behaviour

Civics

Knowledge of our
society, its values
and behaviours;
compare with values
and behaviours of
other societies
Knowledge of our
institutions; compare
with other
institutions

Current
programme
Vs
New curriculum

The current
programme

1) No curricular
notion
2) Programme
oriented vision
The
Curricul
ar
Approac
h

3) No exit profile
of the cycle
4)No global
notion
5)The
programmes
were written by
year
6)There is no
contribution of

The new curriculum

1. There is an exit
profile of the cycle
2. There is a visible
articulation between
the years and levels
3. Introduction of a
matrix as a
conceptual
framework
4. Introduction of
domains
5. Interaction with
other subjects
6. A new paradigm ,
learning how to learn
in its practical aspect
7. Teachers

 Entry by situations

Entry only by
competences
The
competency
based
approach

No conceptual
framework

Introduction of the global

sequence
Translation of the curriculum
using teachers competences
Integrative learning

What is a
Cross-curricular Competency?

An interrelated set of attitudes, skills and

knowledge applied in appropriate contexts
for
successful living and learning
applied
across all subject/discipline areas

Why a
Cross-curricular Competency?
A student-centred approach
Personalized learning
Provide consistency across subject/discipline areas
and in assessing and reporting
Think critically
Manage information
Create opportunities
Demonstrate good communication skills and work
cooperatively with others
Demonstrate global and cultural
understanding

Situations
Resource
s

Assessmen
t
Learning
objectives

Gramma
r

Topics

Lexis
Pronunciati
on

Competency
focus

Communicativ
e tasks

Cross
curricular
competences

MS 1
syllabus

GSD ANGLAIS

Competency Focus
Interact
Interpret
Produce

Cross-Curricular Topics Across

the Cycle

ME
MY
WORLD
THE
WORLD

ME
School ( school things / language command/
school activities)
( Name/ age / hometown/phone number/
eating habits / clothes, body)
Parents and siblings (jobs / age/ hobbies)

MY WORLD
My school
Hobbies at school
Rights and duties at
school( in class)

THE WORLD
People
Countries
Nationalities

 To enable the work with :

Why this cross

curricular
competencies?

Pedagogic project
(didactic unit)

Learning sequence

Learning session

 THE PROJECT :
Involving centration of
educational activity on the learner,
the educational project is the
integrating framework for learning
to install, or a skill , make sense
It consists of a number of
What is the
pedagogic project? sequences whose number is a
function of the objectives to
be achieved .
Each sequence is itself
multiplied sessions determined
by the tasks and activities that
correspond to them. (see figure
below)

What do the 4S stand

for ?

What is the role of the

learners?
The
learners is
the pivot of
the
learning
and
teaching

Why Initial problem solving situation?

This initial problem solving situation
must appear :
1)At the beginning of the pedagogic project
while introducing the project work
2) At the beginning of each lesson
Competency based approach (CBA) is a
problem-solving approach in that it places
learners in situations that test/check
their capacity to overcome obstacles
and problems . Languages are learned
most effectively and lastingly when they are
used to solve problems through
hypothesis testing . Problems make
the learners think and they learn by
thinking. They word their thinking in
English while solving the problems.

2nd learning situation

phase for :Installing resources phase &
evaluating resources

Its the input situation = the

lesson session= learning
session which can be tackled
through :
PPU (speaking) + PIASP
grammar teaching item /
Pronunciation teaching item +
AFL
PDP (listen or read) session
+PIASP grammar teaching
item / Pronunciation teaching

3rd learning situation

Learning Integration session
It is a writing process session
It is a phase planned in a problem
solving integrated situation ( Criteria
of the integration)
This phase is meant to the reinvestment
of the resources in terms of the "knows"
and the " know how to do " The
activities suggested in the previous phases
should be built up towards the final output
and help the pupils to be ready to produce
a piece of writing in accordance with the
Assessing Integration session ( criteria /
situation of communication
indicators):
Relevence
Correct use of the linguistice resources
Coherence /consistency

Criteria of Integration March 2015

4th Learning Situation

Evaluation sessions :
a)Assessment of
learning
b)diagnostic
assessment
c) formative
assessment

Project Based Learning

Project-based learning enables the learner to observe,
discover , manipulate and analyze the language and
the task (more or less complex) in order to understand
how it works and use it appropriately in different
situations
project-based learning is a process in which the
learner must:
- Problematise: what do I do in this project, why and
how?
- Learn and document
- Control and criticize
- Conduct and control
- Organize and plan
- Communicate and report

ADAPTING THE COURSE

BOOK
The ability to take a book and
make it your own is pretty big.
Instead of fitting your course to
the book, you fit the book to
what you want to teach.
~ Adrienne Watt

The course book can be adapted

DELETING

ADDING

EDITING

REORDING

Ressource
National curriculum 2015
Accompanying document
2015
Google images
Training of inspectors CD
( algiers 2015)

Thank
You
Mr .Samir
Bounab
yellowdaffodil66@gmail.com