PEDAGOGY

Miss Léa

Léa Delaunay

Head of Pedagogy

pedagogie@ecolemosaic.ch

Pedagogy

Dear Parents,

As the head of pedagogy, my role is to ensure the optimal teaching conditions of our students.

The pedagogical team is composed of 16 class teachers, 4 class assistants, 12 specialist teachers, 2 language tutors, and a psychopedagogical coordinator. Each member has been recruited for his/her individual teaching experience, capacity to conceiving transdisciplinary projects, knowledge of current pedagogy trends, and ability to work in a team.

By organizing meetings, student councils, or even class visits, I ensure the collaboration of all members of the team in order to guarantee optimal student monitoring, for example for end-of-term evaluations, promoting best practices exchange, and coordinating different pedagogical actions at school.

I make sure that students are not penalized by the absence of one of the teachers. In order to guarantee a learning continuity, I select substitutes according to their ability to work closely with the class teacher, and follow the pre-established program.

At Ecole Mosaic, there are a number of pedagogical events occurring throughout the year: class outings, assemblies, outdoor sports activities, Mosaic Talks, the end-of-year show. Miss Harmony, Miss Elodie and I regularly collaborate to organize school activities throughout the year.

I strongly believe that teaching serves the function to ensure that the new student generation is able to acquire the scholastic and interpersonal skills required to enter adulthood responsibly and thoughtfully.
I am conscious that this is a great responsibility and am happy to shoulder it at École Mosaic.

Lea Sign

ALSO...

Continuing training

Each year, teachers have access to attend pedagogical training in order to hone their skills in a given field, or to discover new pedagogical trends. Since September 2018, our team enjoys the benefits of French and English classes, to reach our goal of having a fully bilingual team by 2021/22.

Secondary Education

The school is available to parents that wish to discuss secondary education orientation for their children, or that need assistance with the process. Ecole Mosaic holds a Mosaic Talks where Geneva secondary schools are invited to showcase the different options available to your children. We are in constant contact with the different schools, and ensure that our students meet all admissions requirements.

Evaluations


Miss Léa is responsible for all beginning and end-of-year school evaluations, the “épreuves cantonales”, SATs for the grades that need to take these exams and supervise end-of-term evaluations. Depending on individual results, Miss Léa and Miss Harmony set up educational or psychopedagogical support.

Psychopedagogical COORDINATION

Mosaic aims to be an inclusive school designed to provide each child with the school environment that best suits his/her individual needs.

The role of the psycho-pedagogical coordinator is to be in charge of students with learning difficulties, whatever they may be, as well as the well-being of the students in the school.

During the course of his/her academic and social evolution if the child is facing learning or relationship difficulties, we organize a visit in class to assesses the needs of the student. With his teachers, we look for helpful tools and determine whether school related adjustments can be put in place. (differentiation, tutoring, mediation etc) 

If a deeper difficulty is suspected, we contact the parents in order to put them in contact with a therapist who will orientate them to a diagnosis if necessary. Our goal is to support them in this process. We also coordinate the implementation of the actions recommended by the therapist. Teachers are regularly train on learning difficulties and special needs

Finally, some students sometimes require the presence of a shadow in the classroom to provide the necessary support for their learning. We also work with him/her to put in place an individualized educational plan that will allow to assess regularly of the child’s progression. To this is added a close collaboration with external therapists with whom network meetings are organized regularly. We are convinced that it is the work of an entire team that will enable the child’s progression.

At Mosaic we work with our students to learn respect, tolerance and empathy. Learning to live with oneself and with others is a force that our students develop every day. Each individual is different and must learn to accept it in order to thrive and develop.

Tutoring

Miss Adélie

Dear Parents,

Mosaic offers a bilingual program French/English, from nursery to 8P grade. From 3P onwards, the children for whom French or English are not the mother tongue follow a tutoring program if they have not yet had 3 full years of teaching in a bilingual environment.

As the French tutoring teacher (Miss Adélie) and English tutoring teacher (Miss Emma), we help children acquire or continue to develop their language skills in the missing language, so that they can follow the same curriculum than their classmates. 

Once to three times a week, the child goes out of class to work in an environment where he/she feels supported and at ease, in small groups.

 Adélie Fasel

 French Tutor

We work closely with the class teachers to create an individualized tutoring program. This ensures that each program addresses the child’s immediate needs as well as continually adapts to meet the changing needs of the child. This link between class and tutoring is a guarantee to the success of our program.

Collaboration with parents is also an important part of our work. At the beginning of the year, during a Mosaic Talks, we explain to parents how the tutoring works. Then during the year, we keep parents informed of their child’s progress through the tutoring booklet which goes back home before each holiday. We also take part on in individual term meeting with parents & teachers. And like all Mosaic teachers, we are easily contactable if a parent has any concerns or questions.

Best regards,

Miss Adélie and Miss Emma

 Emma Main

 English Tutor

Ecole Mosaic

curriculum

Mosaic School offers a bilingual program based on the PER – Plan d’étude romand (introduced in 2011 in the Canton of Geneva) and the English National Curriculum (last edition in 2014). Our program was written in 2012 and updated in 2019. Just click on your child’s level to access the objectives of the Mosaic program.

In order to allow each child to fully benefit from Mosaic’s bilingual program, the school has set up a compulsory language tutoring program for students from 3P (6 years old) who will not have spent 3 full school years in a French / English bilingual education.

Our academic program is supported by three projects (Foreign Languages & Civilizations, Science – for cycle 3, and a free choice project for cycles 1 and 2 – and the End of Year Show) which punctuate the school year and bring the school together around transdisciplinary subjects. This is an opportunity for students to make sense of their learning and to create links between the different subjects taught at Mosaic.

We also take into account the diversity of intelligences and offer our students an enriched program of theater, dance, music, non-Latin languages (Arabic, Russian and Mandarin) and various sports (swimming, sailing, climbing, PSE). These subjects are taught by specialists.

The school pays a special attention to the respect displayed by all members of Mosaic towards environment (school materials and use of resources), towards him/herself, others (adults and children), their respective roles and the school and class rules (civic-mindedness).

Furthermore, the Mosaic team and pedagogical choices take into account the various challenges of a changing world (migrations, artificial intelligence, social networks, etc…). The aim of our teaching is to develop attitudes and skills in students that will be increasingly valuable in tomorrow’s world.

CYCLE 1

Cycle 1 ranges from nursery to 2P, for children who are usually between 3 and 5 years old.
CYCLE 1

CYCLE 2

Cycle 2 ranges from 3P to 4P, for children who are usually between 6 and 7 years old.
CYCLE 2

CYCLE 3

Cycle 3 ranges from 5P to 8P and prepare students for secondary schools. They are usually between 8 and 11 years old.
CYCLE 3

Discover the program

Art Objectives – Cycle 1

  • Explore the artistic potential of a few material
  • Experiment diverse tools and techniques
    • Basic colors (red, yellow, blue, green, orange, purple, brown, black, white and grey) and their different shades in light and dark tones
    • materials
    • shapes (square, triangle, circle, rectangle and other shapes)
  • Describe an image (drawing, painting) 
  • Develop flexibility and freedom of artistic movement 
  • Develop precision and regularity of artistic movement
  • Discover and explore mixtures of colors and explore the variety of colors
  • Discover and explore shapes and surfaces, vertical, horizontal and diagonal lines  
  • Use lines to represent an everyday subject  
  • Discover and use different materials
  • Use available space with or without instructions
  • Discover and manipulate tools in an appropriate manner
  • Discover and observe works by various artists
  • Visit various art exhibits and museums

 

Physical Education Objectives – Cycle 1

Team and Individual Games 

  • Discover and explore a sustained effort (endurance)
  • Identify the different parts of the body
  • Demonstrate appropriate behaviour in a given situation
  • Engage different body parts through discovery activities
  • Explore orientation in space
  • Develop balancing skills
  • Move to different tempos, rhythms and sounds
  • Discover movements (running, climbing, jumping, turning, throwing, sliding)
  • Explore various forms of obstacle courses
  • Climb on different objects in different manners
  • Explore a large variety of individual and collective games
  • Apply the rules of the game
  • Practice games that promote and encourage passing, throwing and catching different objects
  • Become sensitive to the main rules of fairness

Swimming

  • Exhale under water when immersed and repeat
  • Move in water (jump, walk, hop and turn with and without fottation devices)
  • Float and slide on stomach and back

 

 

Geography Objectives – Cycle 1

  • Draw attention to similarities and differences between places
  • Identify the elements that belong to a familiar environment
  • Identify the different areas in the school
  • Observe the layout of familiar and frequently visited spaces
  • Use action verbs related to moving
  • Define the position of a person or an element in relation to self
  • Name and locate on a map or a terrestrial globe the country in which we live and the country where we come from
  • Identify a few flags and countries related to class life and projects
  • Use simple geographical vocabulary

History objectives – Cycle 1

  • Use specific and precise vocabulary to discuss time
  • Observe traces of the past (toys, tools… from different times)
  • Be able to talk about one’s own experiences
  • Break down a day into different periods
  • Know the days of the week, the seasons and the months of the year
  • Listen to historical accounts and legends and discuss the real and imaginary elements
  • Distinguish the different stages of life (birth, childhood, adulthood, old age)
  • Know some events related to celebrations

Literacy JE1 / Nursery 1

I Reading and writing

  • Discover a variety of written resources
  • Begin to distinguish between print and pictures
  • Listen to stories or poems read by the teacher
  • Understand picture instructions
  • Handle a book with care
  • Recognise nametag (name+ photo)

II Listening and speaking

  • Understand verbal instructions in a routine
  • Listen to a story more than once
  • Begin to speak during circle time
  • Communicate with the adults in charge
  • Interact with others in play
  • Discover new words and expressions
  • Begin to repeat a word when the teacher corrects the pronunciation

 

Literacy JE2 / Nursery 2

I Reading and writing

  • Discover a variety of written resources
  • Be able to distinguish between print and pictures
  • Begin to understand that the words remain the same in a story read from a book
  • Understand picture instructions such as class rules
  • Listen to and understand short poems and rhymes read by the teacher
  • Select a book independently and handle it with care
  • Recognise initial letter of first name
  • Recognise first name in capital letters

II Listening and speaking

  • Understand verbal instructions in a routine
  • Listen to others
  • Improve fluency of speech
  • Interact with others in play
  • Discover new words and expressions
  • Use language to recount experiences
  • Respect rules in a discussion
  • Begin to voice opinions and preferences
  • Re-tell a familiar story

Literacy 1P

I Reading and writing

  • Be familiar with a variety of written resources
  • Identify some familiar words
  • Listen to and understand a variety of texts read by the teacher
  • Be able to dictate to an adult an appropriate sentence describing a picture
  • Sequence a story in the correct chronological order

II Listening and speaking

  • Understand a topic presented in class
  • Exchange thoughts in a discussion
  • Know and use targeted vocabulary in relation to the immediate environment
  • Use language to recount experiences
  • Use language to interact with others in everyday situations
  • Memorise poems and songs and recite them

III Grammar

  • Begin to understand the link between spoken and written language
  • Find a letter or a word identical to an example
  • Develop a range of targeted vocabulary
  • Repeat sentences corrected by the teacher
  • Begin to recognise the names and sounds of letters
  • Identify the initial sound in familiar words
  • Recognise the direction of writing and know how to handle a book
  • Begin to acquire movements for joined up handwriting
  • Copy own name in Geneva cursive handwriting

Literacy 2P

I Reading and writing

  • Understand reading and writing can be used for different purposes
  • Understand different texts read by the teacher
  • Imagine the topic of a story based on illustrations
  • Identify some high frequency words and sight words
  • Distinguish between words and letters
  • Identify all letters of the alphabet
  • Segment a text into words
  • Dictate an appropriate sentence describing a picture
  • Respect direction of handwriting
  • Write some high frequency words
  • Create different types of texts as part of a group

II Listening and speaking

  • Understand a topic presented in class
  • Understand a story told by the teacher
  • Understand and create instructions
  • Understand and memorise poems
  • Communicate in a discussion
  • Use language to recount experiences
  • Ask questions to clarify understanding
  • Present a personal subject

III Grammar

  • Memorise some high frequency words and sight words
  • Segment a word into syllables (orally)
  • Increase vocabulary
  • Repeat sentences corrected by the teacher
  • Know the name and sound of letters
  • Know simple sounds
  • Write letters in cursive script (Geneva typo)
  • Write own name in cursive scriptstarting with a capital letter

Mathematics objectives – JE1 / Nursery 1

I Space, Shape and Measures

  • Discover, explore and interact in a familiar environment
  • Sort objects into families
  • Complete puzzles
  • Build using 3D manipulatives

II Numeracy

  • Begin to use familiar numbers

 

Mathematics objectives– JE2 / Nursery 2

Space, shape and measures

  • Discover, explore and interact in a familiar environment
  • Compare and sort everyday objects depending on their use and their material
  • Observe differences in two objects
  • Use targeted vocabulary to compare objects

Numbers

  • Begin to understand that a number has a name and a symbol
  • Begin to recognise numerals from 1 to 5
  • Count reliably a group of objects

Problem solving

  • Recognise a simple problem and offer solutions
  • Begin to understand simple sorting rules
  • Sort objects according to specific criteria

Mathematics objectives – 1P

Space, shape and measures

  • Use basic prepositions to describe position
  • Begin to understand day, week and year
  • Compare measurement
  • Sort objects depending on one criteria
  • Use the correct vocabulary for size, colour and shape

Numeracy

  • Begin to recognise numerals 0 to 9
  • Begin to understand that a number may have different uses
  • Understand that a number has a name, a symbol and represents a quantity
  • Count reliably a group of objects
  • Begin to use recounting to verify a quantity
  • Compare two groups of objects
  • Increase or decrease a number of objects
  • Estimate the number of objects in a pattern

Problem solving

  • Recognise a simple mathematical problem and offer solutions
  • Solve a simple problem through practical activity
  • Understand simple sorting rules
  • Put events in sequence

Mathematics objectives – 2P

Space, shape and measures

  • Know and use positioning vocabulary
  • Organise writing on a page
  • Sort objects by shape, colour and size
  • Recognize common geometric shapes, both 2D and 3D
  • Create 2D geometric shapes using simple shapes
  • Create 3D shapes using manipulatives

Numeracy

  • Recognise numbers from 0 to 9
  • Memorise number words until 31
  • Count reliably objects up to 20
  • Use recounting as a tool to verify a quantity
  • Experiment with the significance of numbers in everyday life
  • Understand that a number represents a quantity
  • Begin to understand addition as combining two groups of objects
  • Begin to understand subtraction as both ‘taking away’ and “difference”
  • Recognise quantities shown by patterns on dice and dominoes
  • Learn to count on from a number

Problem solving

  • Develop problem solving skills through practical activity
  • Begin to solve simple number problems
  • Sort and identify objects according to several criteria
  • Compare quantities
  • Put events in a chronological sequence

Objectifs de musique – Cycle 1

  • Discover and reproduce familiar sounds using onomatopoeias (wind, rain, vehicles, animal noises, bird songs)
  • Master a varied repertoire of songs and nursery rhymes
  • Interpret a song, a nursery rhyme
  • Listen to and imitate rhythms and rhythmic patterns
  • Create simple musical instruments (maracas, drums)
  • Discover and become sensitive to various environments with sounds (sounds of nature, traffic)
  • Listen to musical extracts
  • Practice singing in tune alone or in a group
  • Use musical instruments (maracas, triangle, xylophone, drums)
  • Invent rhythmic patterns
  • Develop global motor skills and coordination (mime, dance, circle)
  • Discover artistic places, shows, concerts

Health and citizenship objectives – Cycle 1

  • Follow safety rules
  • Recognise own emotions and deal with them in a positive way
  • Have good personal hygiene
  • Recognise self as a member of a group
  • Ask for help
  • Understand that we belong to multiple communities (family and school)
  • Become aware of the rights and duties of every individual
  • Take part in simple debates about questions on current events  
  • Take part in classroom and school life
  • Describe and observe different consumer habits in the classroom (food, clothes, energies, gadgets, medias, etc.)
  • Listen to others, play and work in a cooperative manner
  • Identify different memberships and share on the differences
  • Appreciate and respect the differences and similarities between people
  •  

Sciences objectives – Cycle 1

  • Formulate questions
  • Follow simple instructions
  • Record measurements
  • Manipulate different materials, gather information using the 5 senses
  • Organise and sort gathered materials from immediate environment
  • Begin to use scientific inquiry: observe, make hypothesis and experiment
  • Observe natural phenomena
  • Identify different body parts (head, arms, legs, stomach, back, etc.) and face (nose, eyes, mouth, ears, hair, etc.)
  • Become aware of the functions of the different body parts
  • Break down and organise a day into several stages
  • Distinguish the different seasons by observation
  • Study the different stages of the life cycle of an animal
  • Study the different stages of the life cycle of a plant

Theater Objectives – Cycle 1

  • Develop attention and awaken curiosity 
  • Recognise the notion of continuity (beginning, development and ending)
  • Be a spectator
  • Be self-aware in time and space
  • Substitute words with movements (mime)
  • Research and become a character
  • Use accessories and props
  • Articulate words
  • Know how to follow a course
  • Know how to participate in an activity alone or with others
  • Develop flexibility and freedom of movement
  • Develop precision and regularity of movement
  • Set up decorations and props
  • Discover theatrical culture

ICT Objectives – Cycle 1

  • Begin using an iPad
  • Discover and use autonomously (switch on/switch off the tablet, start/close the applications) adapted digital resources
  • Discover the keyboard (primarily the basic keys) and the mouse
  • Use school apps to aid learning

Discover the program

Visual Arts objectives – Cycle 2

  • Produce creative works using imagination
  • Generate ideas from personal experiences or from experiences lived by others
  • Study the different possibilities of a few materials and artistic processes
  • Try diverse tools and techniques
  • Describe an image 
  • Discover diverse artistic objects using the 5 senses
  • Express sensations of touch 
  • Discover and recognise diverse materials, structures and volumes
  • Develop precision and regularity of artistic movement
  • Create artistic productions based on primary colors, black, white and their mixtures
  • Make secondary colors (orange, purple, green) with the primary colors
  • Use a variety of color tones   
  • Discover and explore curved and broken lines and create illustrations using different kinds of lines
  • Use simple finishing techniques
  • Use the hand as a tool 
  • Work alone, or collaborate with others, on 2D and 3D projects
  • Discover artistic spaces, exhibitions, museums, artists workshops
  • Respect the relevant rules of a cultural event and space 
  • Choose and present certain productions (drawings, paintings)
  • Discuss ideas, share what one likes or does not like

Physical Education objectives – Cycle 2

Team and Individual Sports

  • Discover and explore a sustained effort (endurance)
  • Identify and describe different body parts
  • Discover safety measures while practicing certain activities
  • Run without stopping for a few minutes (equivalent and appropriate to age)
  • Explore a variety of individual and collective games
  • Participate in simple collective games
  • Become sensitive to the main rules of fairness
  • Throw and catch a ball
  • Explore orientation in space
  • Discover movements (running, climbing, jumping, turning, throwing, sliding)

Capoeira

  • Change rhythm, speed, level and direction of movement
  • Create and perform dances using simple movement patterns
  • Discover movement patterns in response to different tempos, rhythms and pace
  • Move in space while respecting instructions
  • Remember and repeat movements and simple actions

 Swimming and Water Safety 

  • Go underwater several times in a row and exhale
  • Move in water (jump, walk, hop and spin, using swimming aids and floating devices)
  • Float and swim on stomach and back
  • Use a range of basic strokes effectively
  • Explore and practice propulsion with legs-arms-breathing coordination
  • Swim in a deep pool for a sustained period of time over a distance

 

Geography objectives – Cycle 2

  • Study the geography around the school
  • Give directions from one point to another on a geographical map
  • Name, locate and identify the features of the four countries and capitals of the United Kingdom and its surrounding seas
  • Name, locate and identify the main features of Switzerland: capital, important cities, cantons, neighboring countries and important lakes
  • Name and locate the seven continents of the world and the five oceans
  • Categorize elements, natural and man-made, in immediate environment (waterway, vegetation, means of communication, buildings)
  • Identify some flags and countries related to class life and projects
  • Use geographical vocabulary to refer to the physical aspect of the environment
  • Imagine and use simple symbols to create a map key
  • Identify some weather conditions
  • Use different supports and resources: terrestrial globe, map, including some with different scales to identify the United Kingdom, Switzerland as well as the countries and oceans studied in class
  • Use directions of the compass (North, South, East and West) and location vocabulary

History objectives – Cycle 2

  • Know the characteristics of the prehistoric period (everyday life and social organisation)
  • Know important events and historical places in Geneva
  • Know major historical events of Switzerland and Great Britain
  • Begin to understand some important worldly or current events
  • Make a family tree
  • Order events and objects in chronological order
  • Know important historical figures that have marked world history (Lucy, Mère Royaume…)

Literacy objectives – 3P

The programme of study focuses on developing students’ competence in the four skills: reading, writing, speaking and listening. The curriculum promotes a high standard of literacy introducing poetry, stories and non-fiction throughout cycle 2.

I Reading and Writing

  • Read familiar words quickly and accurately
  • Begin to understand concepts of paragraph, sentence, word, syllable, letter
  • Begin to learn grapheme phoneme correspondence 
  • Memorise some spelling patterns
  • Begin to recognise some prefixes, suffixes and plurals
  • Understand and read new words accurately by blending the sounds
  • Write some sight words, high frequency words and familiar words
  • Write short texts independently using knowledge of grapheme phoneme correspondence

II Speaking and Listening

  • Re-tell familiar stories using a few sentences
  • Increase fluency of speech
  • Develop targeted vocabulary in relation to classroom events
  • Tell a fictional story in front of others

III Grammar

  • Understand that a sentence has meaning
  • Identify verbs

Spelling and Grammatical Spelling

  • Copy words and short sentences without making mistakes
  • Identify standard spelling patterns and use accurately
  • Know alphabetical order
  • Order words alphabetically

Tenses

  • Order events chronologically
  • Use orally verbs in the past, present and future tense

Vocabulary

  • Build up set of semantic words

Punctuation

  • Use capital letters and full stops in sentences
  • Identify some signs of punctuation (, ! ?)

Handwriting

  • Form joined up handwriting for lower case and capital letters in GE typo

Literacy objectives – 4P

The programme of study focuses on developing students’ competence in the four skills: reading, writing, speaking and listening. The curriculum promotes a high standard of literacy introducing poetry, stories and non-fiction throughout cycle 2.

I Reading and Writing

  • Read and understand the various types of texts
  • Follow writing constraints

II Listening and Speaking

  • Increase fluency of speech
  • Develop and use targeted vocabulary in relation to classroom events
  • Use knowledge of chronological order to recount events

III Grammar

  • Identify nouns and verbs in a simple sentence
  • Identify subject, verb and object in a simple sentence
  • Recongise affirmative, negative, and interrogative sentences
  • Know personal pronouns

Spelling and Grammatical Spelling

  • Learn to spell familiar, high frequency words and targeted vocabulary
  • Use a dictionnary to check spelling
  • Know how to spell sight words
  • Know the alphabetical order
  • Identify proper nouns and common nouns
  • Vary the spelling of a plural ending in French and English or a feminine ending in French
  • Use singular and plural endings consistently in French for 1st group verbs
  • Use “s” when writing third person singular verbs in English

Vocabulary

  • Sort similar or opposite words into categories
  • Develop knowledge of word families

Tenses

  • Write verbs in the simple past and present tense (only first group verbs in French)
  • Use the future verbally

Punctuation

  • Use capital letters and full stops in sentences
  • Identify and begin to use some signs of punctuation (, ! ?)

Handwriting

  • Form joined up handwriting for lower case and capital letters in GE typo

Mathematic objectives – 3P

Space, shape and measures

  • Begin to name and describe the mathematical features and name common 2D and 3D shapes
  • Create 2-D shapes and 3-D shapes with manipulatives
  • Identify squares and intersections on a grid

  • Compare lengths
  • Read time accurately (hour and half hour)

Numeracy

  • Read and write numbers from 0 to 99
  • Order any set of one digit and two digit numbers
  • Count up and down by 2s, 5s and 10s
  • Go to and from number word to written number to 99
  • Order a set of one or two digit numbers on a number line
  • Begin to learn addition tables from 1 to 10
  • Begin to learn by heart subtraction of small numbers
  • Count on efficiently from any number up to 99
  • Know doubles up to 10
  • Understand that halving is the opposite of doubling
  • Begin to calculate mentally efficiently
  • Understand subtraction as both ‘taking away’ and “difference”
  • Recognise subtraction as the opposite of addition
  • Begin to use written techniques of addition without carrying over

  • Record calculations using the symbols +, – and = correctly

Problem solving

  • Develop approaches to problem solving
  • Derive numbers and operations from a story problem
  • Sort and organise information
  • Read and complete a table using real life data
  • Begin to use a graph or a table

Mathematic objectives – 4ème primaire

Space, shape and measures

  • Name and describe the mathematical features of common 2-D and 3-D shapes
  • Recognise right angles, collinear points and symmetry axes

,

  • Choose and use simple measuring instruments
  • Locate objects on a grid
  • Compare line lengths
  • Compare the durations of events using a calendar
  • Read time accurately to within 15 minutes

Numeracy

  • Read and write numbers from 1 to 1000
  • Recognise that the position of a digit determines its value
  • Accurately count a large number of objects ( up to 499) using a strategy
  • Order any set of 3 digits numbers
  • Count up and down by 2s, 5s, 10s, 100s starting from 0 or anywhere else on the number line
  • Go from number word (oral) to written number up to 1000
  • Round up any two digit number to the nearest ten
  • Know addition and subtraction tables (1 to 10)
  • Use mental arithmetic efficiently
  • Understand subtraction as both ‘taking away’ and “difference”
  • Recognise subtraction as the opposite of addition
  • Understand multiplication as repeated addition
  • Begin to memorise multiplication tables of 2, 3, 4, 5 and 10
  • Know and use written techniques of 2 digit number additions with carrying over and 2 digit number subtractions in columns

  • Begin to use the written technique for 2 digit number subtractions with carrying over

Problem solving

  • Develop flexible approaches to problem solving
  • Make decisions about which operations to use in problem-solving
  • Know how to read and compare data
  • Use a graph or a table

Music Objectives – Cycle 2

  • Master a varied repertoire of songs and nursery rhymes
  • Interpret a song or nursery rhyme with expression aligned with the lyrics
  • Use one’s own voice expressively
  • Invent patterns of melodies and rhythms alone and/or in a group
  • Create movements following a beat
  • Understand how sounds can be made in different ways
  • Listen to varied musical pieces
  • Listen to musical extracts and express impressions
  • Understand how music is used for diverse purposes (dance, lullabies)
  • Discover and recognize some instruments by their tone and their shape
  • Practice vocal activities around songs and voice placement
  • Use a graphic or kinesthetic symbol to represent a musical piece
  • Gradually replace the symbol with traditional musical notation
  • Observe tempo in natural movements (walking, hopping, swinging)
  • Improve one’s own work
  • Discover pieces of music from different times and cultures
  • Discover artistic places, shows and concerts
  • Respect the appropriate rules adapted to cultural events and their settings (whispering, applauding)

Health and citizenship objectives – Cycle 2

  • Be sensitive to the notion of equity 
  • Distinguish between needs and wants
  • Make simple choices to improve one’s health and well-being
  • Have good personal hygiene
  • Recognise at risk-behaviors
  • Know a few rules to be safe, including basic public road safety
  • Identify and respect the differences and similarities between people
  • Set goals in handling schoolwork and learning
  • Acquire autonomy and become an independent learner regarding projects and the learning process
  • Understand that one’s behavior has consequences on others
  • Begin to understand the similarities and differences between major religions
  • Understand that certain important historical events are linked to major religions
  • Understand that we belong to multiple communities, such as family and school
  • Be aware of the rights and duties of every individual
  • Know the rules of courtesy and of respect and apply them
  • Know the classroom and school rules (respect and sanctions)
  • Identify the consequences of breaking the rules
  • Become aware about basic rules to respect the environment (saving water, paper, light, rubbish, etc.)

Sciences objectives – Cycle 2

  • Formulate questions and hypotheses
  • Conduct simple experiments
  • Gather and record data to answer questions
  • Present research in an oral report
  • Review work and explain it
  • Compare and classify various everyday materials based on their characteristics
  • Observe water in its various forms in the environment
  • Experiment the forces of air and water
  • Distinguish daily and seasonal cycles
  • Observe the position of the Sun during the day, and understand the alternation day/night
  • Represent own body
  • Identify what is vital
  • Know the senses organs
  • Identify what can be dangerous to the body
  • Understand what a food chain
  • Explore and describe vital needs in animals and plants
  • Experiment the conditions of germination

 

Theater objectives – Cycle 2

  • Develop attention and awaken curiosity
  • Validate intuition, activate imagination
  • Watch and reflect on others’ work
  • Elaborate critical thinking and share thoughts
  • Recognise the notion of continuity (beginning, development and ending)
  • Be self-aware in time and space
  • Move, express oneself and participate in a collaborative action
  • Coordinate movements
  • Practice reproducing a movement
  • Substitute words with movement (mime)
  • Reproduce a sequence of movements
  • Share ideas and opinions
  • Express an idea, a fantasy, an emotion by using body and voice
  • Research and interpret different characters
  • Create a role and stay in character
  • Invent stories and improvise them
  • Play with words
  • Act in front of an audience
  • Set up and use accessories and props
  • Work on placement, movements, entrances and exits on a stage
  • Interpret a text/scene with voice and body
  • Stay in character
  • Develop flexibility and freedom of movement 
  • Develop precision and regularity of movement

 

ICT objectives – Cycle 2

  • Begin using an iPad  
  • Create a file (image, drawing, short text) with the use of an iPad, save and print
  • Recover saved information
  • Discover the keyboard (primarily the basic keys) and the mouse
  • Become aware of the distinction between an image and reality 
  • Use school apps to aid learning
  • Surf autonomously through a portal made for children in the context of a specific project

Discover the program

German objectives – Cycle 3 – 5P/6P

  • Read and understand very short and simple texts 
  • Listen to and understand short oral texts
  • Recognise simple idioms
  • Listen to and understand instructions used in class
  • Introduce self or introduce a classmate (last name, first name, age, etc.)
  • Communicate simple information
  • Read aloud new words, simple instructions, game instructions with familiar words
  • Establish a basic social contact using elementary forms of courtesy and civility (Guten Tag, Hallo, Tschüs, Auf Wiedersehen, Ja, Nein, bitte, danke, etc.)
  • Participate orally in class, asking questions and giving responses
  • Memorise some vocabulary related to familiar themes
  • Identify gender and number in words
  • Know the present tense of regular verbs
  • Use simple forms and types of sentences (affirmative/negative, declarative, interrogative, imperative)
  • Organise elements in a sentence (place of the verb, syntax)

German objectives – Cycle 3 – 7P/8P

  • Read and understand very short and simple texts
  • Identify familiar words in a compound word
  • Understand simple instructions and rules of games related to class activities
  • Understand a form and know where to fill out the main information
  • Write phrases and sentences
  • Write letters, cards or emails
  • Introduce self, family and hobbies
  • Write a short informative message to friends (an information, a question)
  • Understand how much something costs in a shop
  • Understand instructions related to classroom routines
  • Express food and clothes preferences
  • Establish a simple conversation with several speakers helping each other
  • Develop and enrich vocabulary
  • Know the present tense of regular verbs and a few frequently used irregular verbs
  • Use simple forms and types of simple sentences (affirmative/negative, declarative, interrogative, imperative)
  • Organise elements in a sentence (place of the verb, syntax)
  • Use in an implicit manner the nominative and the accusative form, by repetition and imitation of common short sentences

Visual Arts – Cycle 3

  • Train one’s sense of observation and produce sketches by working with colors and materials
  • Recognise colors and their shades
  • Discover contrasts
  • Compare and analyse different materials’ uses
  • Associate, oppose, classify artistic objects based on the material, volume and structure
  • Explore different elements of an art work    
  • Use stains or blank page using overlaying techniques, superimposing and juxtaposing
  • Transform surfaces in different ways
  • Vary the different possible types of lines
  • Vary points of views in artworks
  • Experiment with artistic movements, tools and materials
  • Use simple finishing techniques
  • Discover and study different artists
  • Choose and present one’s productions
  • Participate, in a group with the school, in the organisation of an art exhibition
  • Observe and identify artworks that come from different time periods, cultures and styles
  • Compare the roles of artists, craftsmen and designers from different times and cultures

Physical education objectives – Cycle 3

Team and Collective Games

  • Understand the importance of warm ups and cool downs
  • Experiment teamwork (sport days, camps…)
  • Run without stopping for a few minutes (equivalent and appropriate to age)  
  • Understand the importance of having regular physical activity in order to be healthy
  • Practice several types of movements
  • Practice techniques for:
    • races (speed and endurance)
    • jumps (high and far)
    • throws (accurately and far)
  • Discover games and obstacles courses
  • Apply rules of offense and defence in games
  • Demonstrate knowledge of and apply the rules of fairness
  • Play in collaboration with one or several partners

Capoeira and Hip hop (5–8P)

  • Explore movements by varying tempo, rhythm, and pace
  • Combine different movements, with or without apparatus, moving or standing still
  • Create and present a group choreography

Sailing (5–6P)

  • Familiarise with the main safety measures of water sports
  • Take part in outdoor challenges, in familiar, unfamiliar and changing environments
  • Use a range of orienteering and problem-solving skills
  • Work in collaboration with others to overcome a challenge

Climbing (7-8P)

  • Select climbing holds and decide on a route to travel
  • Commit to the action including the emotional task and overcome challenges
  • Agree to work collaboratively with someone and ensure their safety and rely on them for you own safety
  • Adapt movement to different types of environment

Geography objectives – Cycle 3

  • Name and locate the main cities of the United Kingdom and Switzerland, know their geographical regions and their characteristics (5P-6P)
  • Understand the water cycle and its effect on landscapes
  • Locate certain countries of the world, name the big cities and describe their main characteristics (size, population, etc.)
  • Identify different populations
  • Understand that places are located in a larger geographical context
  • Understand the importance of latitude, longitude, the Equator, the Northern Hemisphere, the Southern Hemisphere, the Tropics of Cancer and Capricorn, the Arctic and Antarctic circles, the Greenwich meridian and the time zones (7P-8P)
  • Use the cardinal points
  • Observe and question the use of space and city planning
  • Use specific vocabulary and concepts related to space
  • Draw maps to represent places
  • Understand physical geography and human geography
  • Understand the notion of sustainable development and participate in the collective effort 

History objectives – Cycle 3

  • Know facts and historical information related to the great ancient civilizations 5P
  • Know facts and historical information related to the middle ages 6P
  • Know facts and historical information related to the early contemporary period 7P
  • Know facts and historical information related to the late contemporary period 8P
  • Know the main characteristics of Asian, Christian, Islamic and Judaic religions
  • Know how to structure time (make timelines)
  • Know certain important dates and vocabulary related to world history (World War I, World War II…)
  • Identify heritage from the past, consequences on present life and commemorations
  • Know the social, cultural, religious and ethnic diversity of countries studied in class
  • Know the events that marked the beginning and end of each historical period

Literacy objectives – 5P

In cycle 3, the programme of study focuses on developing students ‘skills. They learn to read and write longer and more complex texts. They also develop higher speaking and listening skills. The curriculum continues to promote a high standard of literacy. A wide variety of poetry, stories and non-fiction will be introduced each year.

I Reading and Writing

  • Reading and understanding different types of texts
  • Planning and drafting different types of texts

II Listening and Speaking

  • Identify key words in a text that show purpose of text
  • Tell stories, real and imagined
  • Read aloud and recite text
  • Take into account knowledge of spoken French and English
  • Use accurate syntax

III Grammar

  • Identify : Articles, nouns, verbs, adverbs, adjectives, pronouns
  • Identify the features of different types of sentences and use them accurately
  •  

Spelling and Grammatical Spelling

  • Copy without mistakes
  • Spell familiar and common words as well as targeted vocabulary studied in class
  • Identify homophones
  • Use capital letters appropriately
  • Ensure correct subject and verb agreement in simple sentences

Tenses

  • Know and use : Simple past, Present and Future of selected verbs in French and in English
  • Identify Present Perfect of selected verbs in French and in English

Punctuation

  • Know and use: full stop, question mark, exclamation mark, inverted comma
  • Begin to show knowledge of punctuation to read aloud

Handwriting

  • Write legibly with increasing speed and personal style
  • Use a pen

Literacy objectives – 6P

In cycle 3, the programme of study focuses on developing students ‘skills. They learn to read and write longer and more complex texts. They also develop higher speaking and listening skills. The curriculum continues to promote a high standard of literacy. A wide variety of poetry, stories and non-fiction will be introduced each year.

I Reading and Writing

  • Reading and understanding different types of texts
  • Planning and drafting different types of texts

II Listening and speaking

  • Identify key words in a text that show purpose of text
  • Tell stories, real and imagined
  • Read aloud and recite text
  • Take into account knowledge of spoken French and English
  • Use accurate syntax and more complex sentence structure

III Grammar

  • Identify : Articles, nouns, proper nouns, verbs, Adverbs, adjectives, pronouns
  • Identify words that show
    •  when
    • where
    • why
  • Identify the features of different types of sentences and use with increasing accuracy

Spelling and Grammatical Spelling

  • Check the accuracy of their spelling in their own writing
  • Spell familiar and common words as well as targeted vocabulary studied in class
  • Spell grammatical homophones
  • Spell compound words
    including words with hyphens
  • Ensure correct subject and verb agreement

Tenses

  • Know and use : Simple past, Present, Future, Present Perfect of selected verbs
  • Identify Conditional Present of selected verbs in French and in English

Punctuation

  • Know and use: full stop, comma, question mark, exclamation mark, inverted comma
  • Apply knowledge of punctuation to read aloud

Handwriting

  • Write legibly with increasing speed and personal style
  • Use a fountain pen

Literacy objectives – 7P

In cycle 3, the programme of study focuses on developing students ‘skills. They learn to read and write longer and more complex texts. They also develop higher speaking and listening skills. The curriculum continues to promote a high standard of literacy. A wide variety of poetry, stories and non-fiction will be introduced each year.

I Reading and Writing

  • Select books and finish them
  • Write texts with a range of purpose
  • Plan a text, draft, use a dictionary to improve spelling and vocabulary

II Listening and Speaking

  • Identify with accuracy language used for different types of texts
  • Use vocabulary with greater accuracy
  • Speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences

III Grammar

  • Identify groups in a sentence
  • Identify the value of adverbial phrases
    • Time – purpose – place – manner – causation – consequence

Spelling and Grammatical Spelling

  • Proof read a text to improve spelling
  • Copy without mistakes
  • Spell words with common prefixes and inflectional endings
  • Use capital letters appropriately and recognise the differences between French and English usage
  • Know the plural of nouns including irregular plurals
  • Ensure correct subject and verb agreement

Vocabulary

  • Use targeted vocabulary with greater accuracy
  • Understand the connection between opposites
  • Understand that a word can have several meanings
  • Name different parts of a word, such as prefix, suffix and root

Tenses

  • Know and use simple past, present simple, future, present perfect, present progressive conditional present, past progressive in French and English
  • Ensure consistent and correct tenses throughout a piece of writing

Punctuation

  • Understand that the connection between punctuation and sentence structure
  • Use capital letters, full stop, coma, exclamation point, question mark, inverted coma
  • Use the apostrophe to show possession in English

Handwriting

  • Write legibly with increasing speed and personal style
  • Use a fountain pen

Literacy – 8P

In cycle 3, the programme of study focuses on developing students ‘skills. They learn to read and write longer and more complex texts. They also develop higher speaking and listening skills. The curriculum continues to promote a high standard of literacy. A wide variety of poetry, stories and non-fiction will be introduced each year.

I Reading and Writing

  • Select books and read with greater accuracy and understanding
  • Write texts with a range of purposes, using appropriate vocabulary and punctuation
  • Plan, draft and evaluate own writing

II Listening and Speaking

  • Identify features of language used for a specific purpose
  • Use vocabulary with greater accuracy
  • Speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences

III Grammar

  • Identify in a sentence
    • Subject – verb- object or adverbial phrase – attribute – adjective
  • Identify the value of adverbial phrases
    • Time – purpose – manner – place – causation – consequence

Spelling and Grammatical Spelling

  • Use a rich range of targeted vocabulary
  • Spell words with common prefixes and inflectional endings
  • Use homophones
  • Ensure correct subject and noun agreement
  • Ensure correct subject and verb agreement
  • Ensure correct past participle agreements in the French present perfect

Vocabulary

  • Constitute and use lexical fields
  • Understand the connection between opposites, generic and specific terms
  • Understand that a word can have several meanings
  • Analyse substructure of words

Tenses

  • Know and use simple past, present simple, future, present perfect, present progressive conditional present, past progressive, past perfect, future II simple in French and English
  • Ensure consistent and correct tense throughout a piece of writing

Punctuation

  • Understand the connection between punctuation and sentence structure
  • Use capital letters, full stop, coma, exclamation point, question mark, inverted coma
  • Use the apostrophe to show possession in English

Handwriting

  • Write legibly with increasing speed and personal style
  • Use a fountain pen

Mathematic objectives – 5P

Shape, space and measures

  • Recognise right angles, and draw perpendicular and parallel lines
  • Split a 2D shape into basic shapes and surface areas
  • Use conventional units of measurement for length (mm, cm, m, km)
  • Use units of time (seconds, minutes, hours, days, weeks)
  • Begin to interpret scales

Numeracy

  • Begin to understand decimal numbers
  • Go from number word (oral or written) to units, tens, hundreds
  • Write a number in different ways
  • Compare and order a set of whole numbers on a number line
  • Use a calculator to check results
  • Find number sequences and express the rule to continue the sequence
  • Know multiplication tables up to 12
  • Begin to use mental arithmetic to solve the four operations
  • Multiply and divide any whole number by 10 or 100
  • Know and use the written techniques for 3 digit additions and subtractions with carrying over
  • Begin to use written techniques of two digit multiplications and divisions

Problem solving

  • Solve simple problems
  • Sort and organise data
  • Learn through trial and error
  • Find new information using context and known facts
  • Interpret tables, lists and charts to answer simple questions

Mathematic objectives – 6P

Shape, space and measures

  • Describe 2D and 3D shapes with increasing accuracy
  • Use conventional units to compare measurements
  • Double and triple a length or area; divide a length or area

  • Know that angles can be measured in degrees with a protractor
  • Find lengths, perimeters of squares and rectangles and paths on grids
  • Use units of time and know the relationship between them

Numeracy

  • Explore different ways of writing numbers 
  • Recognise prime numbers to 20 and squared numbers to 10²
  • Round whole numbers to the nearest 10 or 100 and then 1000
  • Compare, sort, frame and insert decimal numbers
  • Round a decimal number with one or two digit past the decimal place to the nearest whole number and to one significant digit past the decimal place
  • Convert lengths

  • Use written techniques for addition, subtraction, multiplication and division

  • Understand how the commutative, associative and distributive laws can improve mental calculations
  • Use calculators efficiently
  • List multiples of a number
  • Find remainders after division, then express as a fraction or decimal; round up or down after division

Problem solving

  • Understand a problem independently
  • Sort, organise and check work
  • Develop flexible approaches to problem solving and look for ways to overcome difficulties
  • Communicate mathematically, including the use of precise mathematical language
  • Check results
  • Sort and organise data using graphs and diagrams
  • Interpret tables, lists and charts used in everyday life

Mathematic objectives – 7P

Shape, Space and Measures

  • Recognise, describe and name 3D shapes using targeted vocabulary
  • Use conventional units of measurement
  • Double, triple or divide lengths
  • Use geometric tools with increasing accuracy
  • Use and interpret city maps
  • Measure and sort angles
  • Record measurements using decimal notation
  • Find surface area of squares and rectangles using the formula

Numeracy

  • Recognise and continue number sequences extending to negatives
  • Understand that ‘percentage’ means the ‘number of parts per 100’
  • Split whole and decimal numbers
  • Order simple fractions with a common denominator
  • Use the commutative, associative and distributive laws to calculate mentally
  • Double and halve any two digit number
  • Multiply and divide decimals by 10 or 100
  • Understand the use of brackets to determine the order of operations
  • Use the written methods for the four number operations efficiently

 

  • Know and use the basic functions of a calculator appropriately

Problem solving

  • Communicate mathematically, including the use of precise mathematical language
  • Explain mathematical method and reasonning
  • Make mental estimates and check results
  • Break down a complex problem into simpler steps before attempting a solution
  • Begin to use cross multiplication technique
  • Begin to use proportional reasoning in simple contexts

Mathematic objectifs – 8P

Shape, Space and Measures

  • Know geometrical features and properties of 3D shapes
  • Use geometric tools to draw 2 D shapes with increasing accuracy
  • Read scales with increasing accuracy
  • Use conventional units of measurement
  • Calculate the surface area of simple and complex 2D shapes

  • Calculate the volume of simple 3D shapes numeracy

  • Write numbers using powers
  • Order negative whole numbers
  • Recognise that numbers are not finite
  • Write a number in both fraction and decimal form
  • Understand that ‘percentage’ means the ‘number of parts per 100’
  • Use decimal numbers with ease
  • Reduce simple fractions
  • Develop a range of mental arithmetic methods
  • Understand multiples and divisors
  • Carry out an operation in the right order
  • Use written methods for the four number operations efficiently

 

Problem solving

  • Express results and interpretations in writing
  • Make mental estimates and check results
  • Offer a solution to a complex problem
  • Begin to discover the concept of probability
  • Use cross multiplication technique with increasing ease

  • Use proportional reasoning in simple contexts
  • Sort and interpret data

Music objectives – Cycle 3

  • Master a repertoire of varied songs with one of a few voices, with music or a cappella
  • Create, reproduce and combine body movements in relation to the music
  • Improvise and elaborate a rhythm and a melody  
  • Develop focus and curiosity when in contact with diverse sounding and musical environments
  • Listen to various musical pieces and describe impressions with precise musical vocabulary
  • Discover, recognise and distinguish between the different families of instruments
  • Recognise musical pieces of different styles
  • Use the voice as an instrument and practice vocal activities in songs and voice placement
  • Read musical notation in simple songs of the repertoire
  • Reproduce a well know pattern (rhythmic and/or melodic)  
  • Improve one’s own and others’ work
  • Listen to and identify diverse musical pieces from different times, cultures and styles
  • Describe characteristics of the musical pieces approached in class (period, origin, subject, instruments)
  • Interpret songs in different languages
  • Participate, in a group within the school, in the organization of a cultural event

Health and citizenship – Cycle 3

  • Distinguish between « sensible » behaviors and « at risk » behavior
  • Identify different groups people belong to and discuss the concept of difference
  • Discuss and debate
  • Participate in an active democracy in the classroom or in school
  • Know the rules of courtesy and of respect and apply them
  • Know the classroom and school rules (respect and sanctions)
  • Identify the consequences of breaking the rules
  • Describe the different roles of students  
  • Understand and respect rules and measures to protect the environment
  • Identify one’s achievements and challenges
  • Set goals in handling schoolwork and learning
  • Identify own strengths and understand learning styles
  • Participate in collaborative projects, identify skills in each in relation to the tasks to be carried out
  • Plan a project in steps by establishing objectives
  • Identify a few addictive behaviors (dependence to television, videogames, substance abuse, etc.)
  • Identify a healthy way of life, the benefits of physical exercise and of healthy eating habits
  • Understand the changes the body goes through during puberty  
  • Know the rules of school on health and safety, the emergency procedures and know where to find help
  • Meet people who contribute to society in cultural life, protection of the environment or religious life
  • Take into consideration social and moral problems of everyday life

Sciences objectives – Cycle 3

  • Develop strategies of exploration
  • Gather, and organise data, observations and measures
  • Conduct an experiment
  • Check own work
  • Present findings of research and experiments
  • Observe and describe changes in observable states
  • Construct simple series electrical circuit, and experiment the principle of electrical conductivity
  • Discover some properties of light
  • Understand that objects are pulled downwards because of the force of gravity
  • Describe the movement of the Earth and other planets in the solar system around the Sun
  • Compare natural resources
  • Observe and represent transmissions of movement
  • Observe the evolution of the body and describe the changes on the human bod
  • Know the different organs of the digestive system
  • Build a representation of the human skeleton
  • Draw the inside of a human body
  • Highlight the different movements of the body
  • Study some livings beings and their habitats
  • Explore a current event to demonstrate the fragility of the natural environment
  • Compare the life cycle of animals and plants  

Theater objectives – Cycle 3

  • Develop attention and awaken curiosity
  • Recognise the notion of continuity (beginning, development and ending)
  • Be a spectator
  • Be self-aware in time and space
  • Substitute words with movements (mime)
  • Research and become a character
  • Use accessories and props
  • Articulate words
  • Know how to follow a course
  • Know how to participate in an activity alone or with others
  • Develop flexibility and freedom of movement
  • Develop precision and regularity of movement
  • Set up decorations and props
  • Discover theatrical culture

ICT objectives – Cycle 3

  • Use an iPad
  • Use in an autonomous and targeted manner online learning resources (school sanctioned sites, educational apps, learning tools online, digital homework)
  • Choose and use, in an autonomous manner, diverse digital resources adapted to a spcific task (texts, presentations, drawings, music) and save the documents
  • Use contextual menu
  • Explore the possibilities (synonyms, grammar, punctuation) and the limits of spell check
  • Create a document with the help of an ipad, save and open to print independently
  • Type a personal text independently, respecting the rules (spacing, layout) and spelling
  • Choose and use a digital resource based on a learning project
  • Be aware and sensitive to the origin of information (source, Internet address)
  • Identify the intentions of a message by taking into consideration the context of communication
  • Find information, sort it and check its accuracy
  • Analyze and compare the uses of ICT inside and outside of school
  • Be aware about material ownership and copyrights
  • Use a class e-mail address and a communication platform (blog, forum)
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