Tunisia Deuxième année de l'enseignement primaire (2AP) School Syllabus - French

This syllabus outlines the French curriculum for the Deuxième année de l'enseignement primaire (2AP) in Tunisia, drawing from the official curriculum document and the teacher's guide. The program focuses on immersion and discovery, using play-based activities to foster a love for the French language.

General Objectives:

• Familiarize students with the French language and its sounds.
• Develop confidence and competence in listening and speaking through simple, familiar learning situations.
• Develop cognitive, personal, and interpersonal skills through basic language acquisition.
• Stimulate the child's imagination.
• Develop perceptual and motor skills.
• Develop graphic skills necessary for learning to write.

Organization of Learning:

The curriculum is structured around a common project that evolves throughout the year, allowing for continuous reinforcement and enrichment of acquired skills. The project fosters active learning through language activities, group work, and the development of social, intellectual, and methodological skills. Play is a key strategy, providing opportunities for language exploration, role-playing, and problem-solving. The teacher acts as a facilitator, initiating learning through playful activities and supporting students facing difficulties.

Themes:

The themes are selected based on educational values outlined in the general curriculum and relate to the student's immediate environment: school, family, and surroundings. These themes help learners develop a representation of the world around them and acquire values and attitudes for social interaction. Specific themes include:

• Environment: School setting (materials, furniture, teachers, classmates), family setting (relationships, home, celebrations).
• Active Citizenship and Tolerance: Living together and respecting diversity (respect for others, school environment, materials, politeness, friendship, mutual aid), participation and commitment (rights and duties, environmental cleanliness, solidarity).

Competencies:

• Life Skills: These are fundamental for academic success and personal development, covering cognitive, instrumental, personal, and social dimensions. They are acquired through socio-emotional learning, active participation, a supportive environment, and the teacher's role as a facilitator. Specific life skills targeted include creativity, critical thinking, problem-solving, cooperation, negotiation, decision-making, self-management, resilience, communication, respect for diversity, empathy, and participation.
• Oral and Written Skills: Learning is tailored to students' oral reception and production abilities within a stimulating, play-based environment. Communicative competence is developed through various language activities involving reception, production, interaction, and mediation.
• Oral Competency: Communicate simply about oneself and daily life (school, family). Components include listening, repeating, articulating, demonstrating comprehension, pronouncing correctly, memorizing numbers up to 10, responding to simple instructions.
• Written Competency (Graphism): Accurately reproduce graphic forms corresponding to letter shapes following defined trajectories. Components include respecting rotation and left-to-right orientation, recognizing and naming graphic elements, reproducing simple graphics and combined lines/shapes, and mastering the forms related to letters (loops, cuts, rounds, waves, bridges, peaks).

Methodological Choices:

• Oral: This discovery and immersion phase helps students acquire basic vocabulary and expressions related to their environment through language immersion (songs, rhymes, stories). Activities focus on reception, production, interaction, and mediation, with non-verbal communication playing a crucial role. Continuous phonetic correction is provided, and liaisons, consonant clusters, and intonation patterns are implicitly practiced.
• Written (Graphism): Graphism activities involve observation (discovering the medium), analysis (perceiving the model), practice (mastering the form), and reinvestment (combining learned forms). Verbalization and interaction are encouraged, and play-based learning is emphasized to develop perceptivo-motor skills and automatic gestures needed for writing.

Content:

The content is organized around themes and integrated with language activities. The teacher's guide provides specific examples of songs, rhymes, and stories used in the curriculum.

Evaluation:

As this is an immersion phase, assessment is ongoing and based on self-assessment, peer-assessment, and teacher observation. Students complete a self-assessment sheet with icons and symbols representing performance criteria. This helps students identify their strengths and areas for improvement. Key assessment areas include oral comprehension, oral production, oral interaction, and writing.

Curriculum Documents:

• Teacher's Guide:
• Curriculum: