Teaching program for the cycle of fundamental learning

Teaching programmes for the cycle of fundamental learning (cycle 2) the cycle of consolidated learning (cycle 3) and the cycle of in-depth learning (cycle 4) Cycle 4 not included here.

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Annex 1

Teaching programme for the cycle of fundamental learning (cycle 2)

Page 3                Part 1: What is specific to the cycle of fundamental learning (cycle 2) translated

Page 5                Part 2: Contributions from different fields of learning to the Common Socle titles translated

Page 8                Part 3: Teaching

                            French translated

Page 19        Modern Foreign Languages (FAL and EAL) translated

Page 23        The Arts translated

                Arts and Crafts translated

Page 27        Music        translated

Page 29        Physical education and sport  translated

Page 33        Civics on another document...not translated yet

Page 34        Questioning the world headings and competencies translated

Page 41        Maths headings and competencies translated

Annex 2

Teaching programme for the cycle of consolidated learning (cycle 3)

Page 50        Part 1: What is specific to the cycle of consolidated learning (cycle 3) titles translated

Page 52        Part 2: Contributions from different fields of learning to the Common Socle titles translated

Page 56        Part 3: Teaching

                French not translated

Page 75        Modern Foreign Languages headings and competencies translated

Page 84        Art titles and competencies translated

Page 88               Music   not translated

Page 91               History of Art titles and competencies not translated yet

Page 94               Physical education and sport  not translated

Page 99                  Civics on another document...not translated yet

Page 100         History & Geography not translated yet

Page 110        Science & Technology not translated yet

Page 121        Maths headings and competencies translated

Part 1: What is specific to the cycle of fundamental learning (cycle 2)

Learning at school, means questioning the world around us. It also means learning specific languages; it is not something that just happens naturally as we grow up. Cycle 2 now includes classes from CP to CE2, allowing the time and coherence necessary for progressive and demanding learning. All learning in cycle 2 should be about questioning the world. Learning languages, especially French, is a priority.

During cycle 2, children have time to learn. There are a lot of differences between children when they reach cycle 2. They have grown and learnt in different contexts, different families and schools, which have a great influence on their leaning and the pace at which they learn.  Classes are therefore organised around continuous revisiting of knowledge that is in the process of being acquired. If pupils learn together, it must be in a progressive manner, with each child learning at their own rhythm. The pupils' individual needs must be taken into account (especially those who speak other languages, who are disabled, who struggle to write, who have just started school etc.) and a pedagogical approach adapted to their requirements is necessary.

During cycle 2, understanding and automatisation are developed at the same time. Understanding is vital in pupils' acquisition of solid knowledge. Automatisation of some of this knowledge is a way for pupils to free up cognitive resources ('brain space'), so they can move on to more elaborate forms of knowledge and understanding.  All types of learning are concerned. In Maths for example, understanding the different operations (addition, subtraction etc.) is vital if we want children to build, expand on and apply this knowledge in more challenging contexts.  Similarly, knowing some facts automatically and having them readily available (the answers to the times tables for example) improves the child's capacity for 'intelligent calculation' - when children understand what they do and why they do it. Building temporal markers, in questioning the world, follows the same logic: understanding applied to explicit learning allows children to progressively use the markers spontaneously.  

During cycle 2, language is central to all learning. The construction of understanding and automatisation are both necessary for mastering language. Mastering phonics, linking sounds and letters, is essential for cycle 2. However, learning to read also requires children to understand fiction and non-fiction texts, including that which is not always explicit. This learning happens simultaneously in writing and reading.

The central place given to language does not detract from other fields of learning. Quite the contrary, language is a tool of learning in all fields; it involves identifying and progressively using specific vocabulary. This identification begins at the start of cycle 2 and is intensified throughout the other cycles. The fact that there is one classroom teacher allows for greater transfer between the different areas. It allows for more project work, during which language is the tool of communication, used to convey information about outings, experiments, research. Language makes sense of learning as it links the different areas and allows for the integration of experiences.  

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