Programs 2007 - Competencies end of Round 3 - Page 1 MASTERY OF LANGUAGE AND THE FRENCH LANGUAGE Language learning and

learning situations related to different disciplines Civic s SAY participate in a debate speech distribute and enforce a debate make the deci sion following a discussion during a debate, to pass the examination of a partic ular case to a general rule READ Understanding rules of life of the classroom or school and show them that even giving the reasons that made them hold WRITE Wit h the help of the master record decisions made during a debate with the help of the teacher, draft rules of life participate in the collective writing of a memo randum of survey or participate visit the official report of an investigation or a visit Year 1 Year 2 Year 3 Language learning and learning situations related to different disciplines Liter ature (ie, read, write) SAY formulate in his own words heard reading a part in a debate on the interpret ation of a literary text is likely to check in the text that prohibits or allows the interpretation put forward to be able to restore at least ten texts (prose , verse and drama) among those who were saved say some of these texts by offerin g an interpretation (and is likely to spell it) put his voice and body involved in a collective work on a theatrical text or a poetic READ Using catalogs (paper or computer) of the BCD to find a book use the information contained on the cov er and title page of a book to see if this is the book we seek to understand by reading silently a short literary text (short story, excerpt ...) complex age-ap propriate and culture of students based on a correct treatment substitutes for n ames, connectors , verb forms, punctuation ... and making the inferences necessa ry to read with understanding a literary text through long remember what has bee n read (successive syntheses) and involving her memories of occasions when WRITE Develop and write a narrative of at least ten lines, with or without support, w hile respecting the constraints spelling, syntax and vocabulary presentation and write a piece of text like poetry in obedience to one or more specific rules wi th reference to read the poems and sayings Programs 2007 - Competencies end of Round 3 - Page 2 MASTERY OF LANGUAGE AND THE FRENCH LANGUAGE Language learning and learning situations related to different disciplines Langu ages SAY Understand some simple oral statements in a language other than French initi ate a simple dialog (with a speaker to facilitate communication) in the target l anguage to describe places or people known to a very short story in a language o ther than French READ recognize fragments of texts in their context of use in a language other than French WRITING Write a short postcard in a language other th an French answer a simple questionnaire in a language other than French Year 1 Year 2 Year 3 Language learning and learning situations related to different disciplines Histo ry

SAY Correct use of chronological and the specific vocabulary of history in diffe rent educational situations in play part in the collective examination of a hist orical document and justify his point of view to understand and analyze, with th e help of the teacher, an oral document with the help of the teacher, an event o r tell the story of a character to make good use tenses READ Read and understand a fiction book, the appropriate level on one of the themes found in the program on the Web simple historical information, critically appreciate and understand with the help of the teacher, understand a single historical document (written o r graphic material) related to the program include a historical narrative in rel ation to the program WRITE Record information available during the review of a p aper write a brief summary based on information recorded during the lesson write the legend of a graphic material or give a title to a historical narrative Programs 2007 - Competencies end of Round 3 - Page 3 MASTERY OF LANGUAGE AND THE FRENCH LANGUAGE Language learning and learning situations related to different disciplines Histo ry SAY Using landmarks and specific vocabulary of geography in different educationa l situations come into play to participate in a collective examination of geogra phical document (landscape or map) in justifying its view describing a landscape READ Read and understand a fiction book, the appropriate level on the themes of a program found on the web simple geographical information, critically apprecia te and understand geographic reading a document (picture, map with legend, chart , etc..) WRITE Be able to write the legend of a geographical document to write a short description of a geographical document (landscape) to write a short summa ry based on information recorded during the lesson to take notes from informatio n read from a card Year 1 Year 2 Year 3 Language learning and learning situations related to different disciplines Mathe matics DIRE Use knowledge and vocabulary specific to mathematics teaching in different situations in play make orally with the help of the teacher, using a rigorous re asoning abilities in mental arithmetic reasoning in part in a debate and exchang e of arguments about the validity of a solution correctly READ Read a deposit of exercise, a problem statement processing information including a written repres entation (diagram, diagram, graph) read and understand some specific formulation s (including geometry) WRITE Write text to communicate the process and the resul t of individual research and collective development, with the help of teachers, written for use as reference in the various activities Programs 2007 - Competencies end of Round 3 - Page 4 MASTERY OF LANGUAGE AND THE FRENCH LANGUAGE Language learning and learning situations related to different disciplines Géogr aphie DIRE Use knowledge and specific vocabulary of science in different educational s ituations in play formulate questions relevant to actively participate in a deba te argued for the development of scientific knowledge within the constraints (re asoning rigorous, critical examination of facts, accuracy of formulations, etc.. ) make good use of logical connectors in the context of rigorous reasoning desig nate and name the main components of used computer equipment and know what they are READ Read and understand a fiction book, the appropriate level on one of the themes in the program found on the web simple scientific information, assess th

em critically and understand the process complex information including text, ima ges, diagrams, charts, etc. PLEASE take notes during an observation, experience, investigation, drafting of a visit, with the help of the teacher, a record of e xperience or observation (text scientific status) write a text to communicate kn owledge (text to documentary status) to produce, create, modify and operate a do cument using a word processing software to communicate through electronic mail Year 1 Year 2 Year 3 Language learning and learning situations related to different disciplines for A rts Education DIRE Use knowledge and vocabulary specific visual arts or music in different edu cational situations in play begin to explain their choices and judgments against the practices undertaken or artistic works encountered participate in the devel opment of a collective project artistic creation READ Find and read the document s necessary to develop an art project on the Web to find information and simple cultural arts, appreciate and critically understand WRITE Report in a collaborat ive writing project, of artistic achievement (catalog of an exhibition, a concer t program, guide for the visit of a monument, displays ...) participate in the d evelopment of a collective writing of fiction in reference to a work or a series of works of art Programs 2007 - Competencies end of Round 3 - Page 5 MASTERY OF LANGUAGE AND THE FRENCH LANGUAGE Language learning and learning situations related to different disciplines for A rts Education DIRE Use knowledge and vocabulary specific to physical education and sports acti vities in different educational situations in play involved in the development o f a proposed activity explain the difficulties encountered in an activity rule R EAD Read game, a fact sheet, and implement find on the Web for information about sports activities practiced reference WRITING Write a sheet to make a game (equ ipment needed, time, place ...) note performances and present them to reuse info rmation in future meetings to report on a sporting event the class has participa ted (as part of the USEP example) Year 1 Year 2 Year 3 SAY, READ, WRITE IN LITERATURE SAY 1.1 Situation of collective dialogue (trade with the class and the teacher) Atti tudes Open communication, dialogue and debate and simultaneously perceive the im portance of the speech (not to mention talking to) learn how to structure his id eas, to take an interest in language, to seek ways to express his thoughts accur ately locate the precise use of vocabulary, adapting their language level to be able to position: under-employment class, rewrite the comment before the interve ntion of another student or teacher in respecting the ideas involved in exchange s in the classroom or school • waiting his turn to speak by listening to others • • in remaining in the words of the exchange • expressing an opinion, a prefere nce ... • providing information • setting out its views and reactions to quickly understand the issue of exchanging information and retain the successive use hi s memory to retain the thread of the conversation and wait his turn

Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 6 SAY, READ, WRITE IN LITERATURE 1.2 The working group and sharing the results of this work be able to: begin to take into account the views of other group members begin to use dialogue to orga nize the group's productions begin reporting to the class (with or without the a id of writing) to make these productions understand oral presentation, after muc h preparation, the results of research or experience, individual or collective, explaining the method Working used (the student can possibly use, not a text, bu t notes and supporting documentation) 1.3 Situations Exercise Ability to: unders tand oral instructions or written questioning the usual best written or oral ins tructions to recognize the exercise category to which it is attached to formulat e a request for proposals help explain his answer and explain the reasons which led to them 1.4 In any situation Ability to: present the class with a personal e xperience an external event ... make a story to a group with the intention to in form, to move the fun to voice the dialogue dramatising read and worked in that class of memory, interpreting them to the class of prose texts , verse and drama (at least ten texts among those which have been stored) reading aloud texts (kn own, known by heart or read) to the class to collectively share the pleasure and interest to his voice and body play in a group activity on a theatrical text or a poetic mind in clear and understandable experiences and past speeches, projec t business in the future by developing a draft text reformulate heard in his own words make an interpretation a text and compare it to that of others Year 1 Year 2 Year 3 READ Attitudes love of reading, curiosity about the French literary culture and taste for foreign research literature, in books or on the Web Programs 2007 - Competencies end of Round 3 - Page 7 SAY, READ, WRITE IN LITERATURE 1.1 Understanding Ability to: read text fluently adapted at cycle 3 after readin g (silently or aloud by the teacher) a narrative or documentary of one to two pa ges, identify and address the theme important information restate (orally or in writing) the theme of a short informational text read or heard in the activities of the classroom during exercise, in the various disciplines,€Read aloud text a ppropriate to the progress of work and read any text on various academic activit ies of the class (textbooks, worksheets, posters organizational activities, etc. .) consult with the assistance of adult reference materials (dictionaries, encyc lopedias, grammars, databases, websites on the internet, etc..) and use the find ing aids that they contain (tables of contents, index, notes, search engines , l inks ...) and enter a Web address navigate a site and check the rights and condi tions of use when retrieving documents related to the spoken text with images, t ables, graphs or other types of materials that complement its use grammar to und erstand the meaning of a text • use semantic indications given by the determinan ts (known / unknown) • find out what word the text refer substitutes nominal and pronominal • build on connectors to understand the sequences of a text read onl

y one record and perform the usual task required to call in his reading aid coul d better understand what you read send and receive messages • Learn to say from whom a message and to whom it is addressed • know how to find the subject of a m essage • know how to find the time to send a message Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 8 SAY, READ, WRITE IN LITERATURE 1.2 Read or listen play full-length works, including children's literature and r eport Having reading comprehension and retention: the meaning of a literary work is not immediately accessible, but the interpretation can not overcome the cons traints of the text one can not confuse a literary narrative and historical narr ative, fiction and the real titles of texts read in the year and the names of th eir authors be able to: read to the class to share pleasure and interest, a pass age of ten lines of text to identify known stages of a narrative text read or he ard read through a poem, a story, a story belonging to children's literature, co mplexity age-appropriate and culture of students in making the inferences necess ary to read with understanding a literary text long to remember what has been re ad (successive syntheses) mobilizing his memories at times personally read at le ast one book literature about a month reading all heard or read, interpret and f ormulate compare to that of others in the course of a debate on a literary text, noted in the text that prohibits or allows an interpretation to justify its per spective to present a narrative, choosing a sample characteristic, the read alou d and justify the present book or an album by comparing it to others already rea d closer to literary texts, characters, authors of falling universe of common re ference Year 1 Year 2 Year 3 WRITE Attitudes production develops writing: the taste of the writing of "Fair and bal anced the habit of building on the written word to organize their thoughts, to k eep track 1.1. Writing: Handwriting, spelling and punctuation be able to: copy g roups of words in a legible handwriting and regular, a text of five to ten lines without errors of spelling or punctuation, while respecting the layout to write from dictation a ten lines of text maximum, knowing • mark the agreement in gen der and number in the noun • the agreement of the verb and subject in sentences where the order is complied with regular syntactic • spell correctly the words i n the lexicon current in a personal essay, identify and correct spelling errors by referring to known rules of spelling and grammar correctly spell a simple tex t or when you write a critical review phase, referring to known rules of spellin g and grammar and with the help of all available instruments Programs 2007 - Competencies end of Round 3 - Page 9 SAY, READ, WRITE IN LITERATURE 1.2. Production Ability of texts: during a class activity, write a text independ ently so you can read it (technical experience, draft etc..) Write a text to inf orm the class approach and results of individual research group or restate in wr iting at least three key ideas learned from reading a text of a page within a pr

oject or an activity of writing (story, letter,€lab report), a text of a paragra ph or two, while respecting, after editing, punctuation, spelling constraints, s yntax and vocabulary and write a narrative presentation by making it clear and a djusting the language to a specific recipient rewriting a text, referring to the writing project and suggestions for revision in class and prepared for this, ad d, delete, move or replace the pieces more or less important texts by hand or us ing word processing software to write a piece of poetic style text in obedience to one or more regulated with reference to specific poems underline (or highligh t) text in the information being sought, and then to organize them a list on a p aper support or through the computer and write, from an ordered list of informat ion, a dominant narrative text, explanatory, descriptive or injunctive relief, a lone or with others as part of writing projects in different activities (math, s cience ...), submit a written response, stated so explicitly and syntactically c onsistent format, and organize a written document from the perspective of a proj ect in writing respecting the conventions (poster, school newspaper, technical, pamphlet literature, site page on the web ...) and possibly inserting images, ta bles or graphs needed Year 1 Year 2 Year 3 STUDY OF THE LANGUAGE 1 - The sentence Have knowledge to understand and remember: the generative rules of verb forms, v erb conjugations of the most common (present indicative, past tense, imperfect, future) the hierarchical structure of the sentence (subject noun, the verb), rel ations between these groups agree on the rules of verb group membership rated mi nimum (critical + name); the agreement in the noun phrase the pronoun on the ver b the major functions that structure the sentence (subject, object complements D irect and indirect adverbial of time and place) declarative sentences, interroga tive, injunctive, exclamations, the affirmative, the negative Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 10 STUDY OF THE LANGUAGE Abilities Ability to: in sentences and texts • identify the verbs and the infini tive (not impersonal constructions and rare forms) • Identify names • identify r elationships between groups in the sentence subject verb agreement marking (regu lar situations) use the semantic information given by the determinants of the na me, make use of different determinants of the name (articles, determiners posses sive) identify and carry chains agreements in the noun (noun + adjective + key) to develop a sentence (eg, by expanding nominal group, introducing adverbial) us e correctly in oral and written verb tenses, the most frequent write an interrog ative sentence or phrase properly constituted negative write a text a dozen line s which carry sentences are grammatically acceptable reading and writing activit y moves, replacements, expansions, reductions, for example by performing • appro priately different expansions of the name (adjectives, relative clauses, supplem ents the name) • adding or removing additional sentences to the difference betwe en word classes and functions Year 1

Year 2 Year 3 2 - Some grammatical phenomena on the text Have knowledge to understand and remember: the notion of text structure: student s should know that the constituents of a sentence and a text are not only juxtap osed but are connected by different types of relationships the role of the main punctuation (period, question mark, exclamation mark, the comma in the list) the significance of spatial and temporal connectors most frequent values of the imp erfect and simple past in narrative texts and historical value present in scient ific texts Programs 2007 - Competencies end of Round 3 - Page 11 STUDY OF THE LANGUAGE Abilities Ability to: use punctuation as support for reading comprehension (iden tifying syntactic units, delineation story I reported words, mark the value inte rrogative or exclamatory) use a writing activity capitalized start sentence, the point as part of organizing a paragraph, question mark,€the comma in its uses s imple (list) interpret the words in a text link to read; make an appropriate cho ice of words in a writing activity in a text read to find what names refer prono uns make the necessary substitutions during a writing activity to build on verb tenses to identify the chronology of events in a simple narrative, to reconstruc t the stages in a process of texts relating to different fields control the cohe rence time in a written production a dozen lines Year 1 Year 2 Year 3 3 - Vocabulary Having understood etretenu Knowledge: vocabulary systematically taught that ther e are different types of relationships between words • meaning relations (synony ms, antonyms, word sets on a theme, a domain) • relationships of shape: notions of Construction of a word (stem, prefix, suffix) • relationships sound (homophon es) as synonyms can meet different levels of language that words are not isolate d units, but assume significance in the context of the sentence; Many words have multiple meanings (the subject - the verb, the king of the conversation - for e xample) that some words in the language just borrow from other languages Programs 2007 - Competencies end of Round 3 - Page 12 STUDY OF THE LANGUAGE Skills Being able to use the words learned in reading, to approach the meaning o f an unfamiliar word, or meaning of a word unknown known, then check the diction ary in writing and orally, to find words that will be understood by the recipien t be able to: Understand the meaning of a word including the meaning of a polyse mous word, building up in the context of a text the names of successive characte r being attentive to shades of meaning of words used in different ways, using sy nonyms, during writing activities include new words based on known radicals and affixes to identify common words in new radicals known to use the system diversi ons to increase their vocabulary in the dictionary to check what a bypass attest ed find names can locate information in books or on the Web to conduct a literat ure search to find names required to produce a text document (food, habitat , et c..) finding a word in the dictionary (paper or computer) to understand its mean ing in a given context (choose one meaning of which is the context of occurrence

), seek the category to which it belongs, that the sense of a word used in readi ng the necessary tools (directory, dictionary ...) to check and correct spelling lexical Year 1 Year 2 Year 3 4 - Spelling Have knowledge to understand and remember: The rules that govern the chains of a greements in the nominal group and between subject and verb endings of verbs in conjugation contained in the programs of the spelling tool words, common words a nd words specific to the disciplines of cycle 3 the value of accents, the spelli ng of words with accents frequent series based on simple analogies, homophones Programs 2007 - Competencies end of Round 3 - Page 13 STUDY OF THE LANGUAGE Abilities Ability to: copy a text without error of five or six lines mark the pl ural of nouns, the plural verbs give the verb with its subject determine the ter mination of the corresponding verb conjugation perform its agreements in the nou n use knowledge lexical regularities employ techniques for distinguishing homoph ones write without error when dictated mobilize to draft a knowledge of the spel ling of common words and words specific to a discipline, the regularities of spe lling rules and the lexical grammatical use all the tools to revise the spelling of a product or dictation Year 1 Year 2 Year 3 MODERN LANGUAGES Capabilities If the terms are simple and basic expressions, students will be abl e to: Communicate with appropriate pausing for words, if the caller repeat or re phrase his words slowly and help formulate what that He tries to say: go make so meone ask one of his new and respond using polite forms the most basic home and taking leave to answer questions and ask (familiar or immediate needs .) Spell f amiliar words understanding safety class familiar words and very basic phrases c oncerning himself, his family, his immediate concrete surroundings when people s peak slowly and clearly follow instructions short and simple to follow the threa d a story with appropriate aids Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 14 MODERN LANGUAGES Knowledge Year 1 Year 2

Year 3 Culture and lexicon Possess: an elementary choice of single words and simple phrases for information about itself, daily needs, environment some cultural elements person • The huma n body, clothing • Sensations, tastes and feelings • Daily life uses in relation s, between persons • Home • pets • • Dietary habits rhythms and daily activities : family, school, leisure crafts • • some colors and numbers, geographical and c ultural environment • town and country • Some cities and countries: their status flags and currencies • • • festivals and customs figures, monuments and works o f famous songs and rhymes • • fairy tales: children's books Programs 2007 - Competencies end of Round 3 - Page 15 MODERN LANGUAGES Grammar Have limited control of a few simple grammatical structures and forms belonging to a directory stored recognize some linguistic facts: • The Panel report the ve rb agrees with the subject • the expression of time: past, present, future • The complement • Nominal group name and pronoun • the type and number • Articles • possessives demonstratives • • • The main prepositions adjective: its place, agr eed the sentence types and forms of sentence: declarative • • • interrogative ex clamatory imperative • • • so negative elementary syntax of the sentence: word o rder, a few connecting words (and, or ...). Year 1 Year 2 Year 3 Phonology Recognize and reproduce intelligible sounds, stress, rhythm, intonation curves a nd language-specific phonemes • collect and reproduce language-specific phonemes and rhythm Accents • collect and restore the familiar phrasing of an utterance • identify and respect the stress Intonation • collect and return the intonation patterns: the characteristic intonation of various types of forward link voice - Graphic alphabet (as languages) Programs 2007 - Competencies end of Round 3 - Page 16 Programs 2007 - Competencies end of Round 3 - Page 17 CIVICS Have knowledge to understand and remember that children have rights in education , security, health, notably (International Convention on the Rights of the Child ) what are the universal values on which we can not compromise (based Declaratio n on the Rights of Man and Citizen, especially in its first article) the meaning of the symbols of the Republic the main institutions of the Republic and the ma jor territorial divisions of the role of parliamentarians in the common rules of life collective class, school and the meaning of what is permitted and prohibit ed in the classroom, the school in interscholastic time the role of adults in sc hool or participating in school life rights and duties specified in the charter to use ICT in school which helps provide security at the level of a child • the dangers of the main objects of domestic life, safety rules affecting • basic saf ety rules on the pedestrian street, a user of a bicycle or rollerblades, etc. • the rules to be followed in case of major risk how to react to aggression by an adult first aid issues the telephone numbers of parents the basic rules of good nutrition, physical activity capabilities Ability to: follow the rules of proced

ure in the class in school, participate in its development to consider the conse quences of his actions involving Thurs discuss collective life faced with a case of breach of regulation on a friend or yourself, explain a situation of conflic t in the debate set, namely to participate in its resolution to participate in t he development of a collective project to participate in a collective project to different positions; driving a few steps of a project calling for help appropri ately, including emergency numbers;€make some gestures of first aid within reach of a child to demonstrate knowledge and understanding of the capabilities inclu ded in the certificate of education at the first road (VIE) Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 18 CIVICS ATTITUDES Gaining respect for self and others, manifest in his manner of speakin g be conscious of its rights and duties in the classroom, school Observe childre n of the opposite sex in his words as in deeds; respect places reserved for chil dren of the opposite sex, respect the modesty Distinguish between school life an d privacy (discretion in respect of itself and in respect of his peers) In situa tions conflict, initiate discussion, to appeal to an adult if we do not resolve the conflict accept the proposed collective work situations in school regardless of its role Have a taste for the initiative ( example on a group project) Respe ct others and protect yourself in the context of communication and electronic pu blishing Year 1 Year 2 Year 3 HISTORY Have knowledge to understand and remember: the historical vocabulary related to the strengths of the program a score of events and their dates (see accompanying document), the role of a few key characters and the role of groups that appear at various points strong and significant facts and to place them in period Abili ties Ability to: you can use an accurate and appropriate vocabulary specific to the history of distinguished historical periods, to place them chronologically p rofiled for each some of them technical and artistic productions, two or three c haracters within forms of power, social groups to classify documents by type, da te and origin of how to use historical knowledge in civics and other subjects Co nsult an encyclopedia, and web pages to find valid answers to a question of good use the past tense in historical accounts Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 19 GEOGRAPHY Have knowledge to understand and remember: the vocabulary related to geographic strengths of the program major human groups (continental and oceanic) and be abl

e to recognize and locate on a globe and a world map Abilities Ability to: use a ccurately and appropriate vocabulary specific to geography to orient and read a map to describe and differentiate some types of landscape to locate a few cities in France to conduct research in a printed atlas and an atlas of digital maps t o relate to different scales to locate a phenomenon to make a simple spatial ske tch to locate the place where the school is located in the area locate local and regional France in the world space to locate the positions of major French citi es and the main French communication to locate Europe's major states, its main c ities in the world space Year 1 Year 2 Year 3 MATHEMATICS 1 - Operation of digital data 1.1 Problems within the four operations capabilities to solve problems using kno wledge of natural numbers and decimals and operations studied Capacity 1.2 Propo rtionality solved in simple cases, problems within the proportionality (percenta ges, scales, conversions .. .), using the properties of linearity, or by applyin g a coefficient given in the statement or calculated 1.3 Organization and repres entation of digital data capabilities to organize sets of data (lists, tables .. .) read, interpret and construct some representations: diagrams, graphs Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 20 MATHEMATICS 2 - Knowledge of the natural numbers 2.1 Designation oral and written knowledge of the natural numbers to know the va lue of each digit dialing writing a whole number, depending on its location capa bilities to various decompositions of a number using 10, 100, 1000 ... and retur n to writing a number from such a breakdown occur as a result of oral and writte n 1 1 10 10 100 100 from any number designation associated oral and designation written (in figures) for the class of numbers up to 2 million.2 Order on natural numbers knowledge about the meaning of the signs <and> Capacity compare numbers , arrange them in ascending or descending, the frame between two consecutive sco res, two consecutive hundred, two thousand consecutive use the signs <and> expre ss the result of comparing two numbers or a coaching position precisely or appro ximately the numbers on a number line from 10 to 10, 100 100 ... 2.3 Structure o f natural numbers arithmetic knowledge know and use the expressions: double, hal f and half, three, third, quarter, three quarters of an integer know and use the expressions: quad, two-thirds, three halves of an integer known additive and mu ltiplicative relations between 5, 10, 25, 50, 75, 100, 50, 100, 200, 250, 500, 7 50, 1000 about the relationship between additive and multiplicative 5, 15, 30, 4 5, 60, 90 Capacity recognize multiple of 2, 5 and 10 Year 1 Year 2 Year 3

3 - Knowledge of simple fractions and decimals 3.1 Fractions Knowledge appoint fractions using the vocabulary: half, third, fou rth, tenth, hundredth ... Capacity use in simple cases, fractions or sums of int egers and fractions to encode measuring length or area, a unit is selected, or t o build a segment (or surface) in length (or area) given frame a simple fraction of two consecutive integers write a fraction as a sum of an integer and a fract ion less than 1 Programs 2007 - Competencies end of Round 3 - Page 21 MATHEMATICS 3.2 Nominations oral and written knowledge of decimals to know the value of each digit dialing an entry-point, depending on its position Capacities produce deco mpositions related to a writing-point, using 10, 100, 1000 ... and 0.1, 0.01, 0. 001 ... use decimals to express the measurement of the length of a segment, that of the surface area (a unit is given) or to locate a point on a number line in a regular one involving oral designations and the cipher of a decimal number who se decimal part does not go beyond the mill producing suites written or oral 0.1 by 0.1 suites produce written or o ra o 0.01 in 0, 01, from 0.001 to 0.001 and interpret written as a decimal number with a given measurement units and another in simple cases (eg 1 m and 10 cm, 1.5 kg) without knowledge, in simple cases, for a decimal , write a comma to writing fractional (decimal) and vice versa Year 1 Year 2 Year 3 03.03 Order on decimals Capacities compare two decimal numbers given by their writings to point, when th eir parts are of equal length decimals compare two decimal numbers given by thei r writings to decimal point when their parts are of different lengths frame a de cimal number by two consecutive integers frame a decimal number insert two decim als decimals between two consecutive integers interpolate between two decimals d ecimals using <and> signs to express the result of comparing two numbers or boun d to an approximate value of a number decimal to the nearest unit, tenth or one hundredth place almost exactly or approximately decimals on a number line from 1 in 1 in 0.1 0.1 3.4 Interface between some decimal knowledge know and use in co ncrete situations (capacity, weight, length, money, time) records of some fracti ons and decimals numbers: 0.1 and 1 / 10, 0.01 and 1 / 1 0 0, 0.5 ½; 0.25 ¼, ¾ 0 .75 and know and use in specific situations or not notation of fractions and dec imal numbers cidessus Capacities know and use in practical situations the relati onship between a quarter (or 0.25) and half (or 0, 5), between one tenth and one hundredth know and use in specific situations or not relations between a quarte r (or 0.25) and half (or 0.5), between one tenth and one hundredth of 1 / 1000 a nd 1 / 100 Programs 2007 - Competencies end of Round 3 - Page 22 MATHEMATICS 4 - Calculation 4.1 Calculation mind: results stored, automated procedures,€reflected knowledge about computing addition tables (1 to 9) and multiplication (2 to 9) about the s upplement to the top ten for any number less than 100 or the complement to the n ext higher integer for any decimal with a decimal Capacities mentally add or sub tract whole tens (numbers below 100) and whole hundreds (numbers below 1000), mu ltiply or divide whole numbers or decimal 10, 100, 1000 organize and carry out m entally or with Using the writing on integers, computing additive, subtractive, multiplicative or division calculation based on results stored and using implici

t properties of numbers and operations to organize and perform calculations Type 1.5 + 0.5 2.8 + 0.2, 1.5 x 2, 0.5 x 3, using the stored results and using impli cit properties of numbers and operations evaluate an order of magnitude of a res ult by using an approximate calculation, estimate the number of digits of a quot ient mentally find the numerical result of a problem to develop simple data cont rol means of instrumented calculations: number of units, number of digits (espec ially for a quotient), approximate calculation ... 4.2 Calculation Knowledge ask ed about a surgical technique for addition, subtraction, multiplication, divisio n Euclidean Capacities calculate sums and differences of whole numbers or decima ls, a calculation online written or placed in columns to calculate the product o f two whole or the product of a decimal integer (3 digits by 2 digits), a calcul ation method applied to calculate the quotient and the remainder of the Euclidea n division of whole numbers (up to 4 digits) by an integer (maximum two digits), a calculation method applied to calculate the exact ratio of a decimal integer by 2, 4 or 5 4.3 Calculation instrumented knowledge about and use certain featur es of his calculator to run a series of calculations: keys " operations, "keys" parentheses know and use the features: keys "memoirs" and "constant factor" in h is calculator capabilities to good use a calculator to check a particular load c arried by hand or to perform calculations or long heavy necessities by Problem S olving Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 23 MATHEMATICS 5 - Space and Geometry 5.1 Identification, use plans, maps identify a knowledge box or a point on a gri d about the cardinal points and their impact on a map or plan, in conjunction wi th geography capabilities in specific cases (level of class, ' school, neighborh ood, city map, map of France, Europe): About themselves in relation to fixed poi nts (door, hall, Paris, neighbors) know just represent a shift on a map or plan know how to evaluate a distance between two objects or two locations using the l ength information given by the plan or map, for direct reading without the need for scale and 5.2 on properties: alignment, perpendicularity, parallelism, equal lengths, symmetry Knowledge axial know and make good use the following vocabula ry: collinear points, straight, perpendicular lines, parallel lines, segment, me dium, light, symmetrical of a given figure from a line, axis of symmetry Capacit ies verify, using instruments: the alignment of points (R), equal lengths of seg ments (compass or measuring instrument), squareness (square) and parallelism bet ween lines (constant difference), and make the corresponding plots find the midp oint of a segment, collect a figure has one or more axes of symmetry and verify using different techniques (folding, tracing paper, mirror) by completing a face axial symmetry, using techniques such as folding paper layer, mirror drawing on graph paper, the symmetrical figure of a figure given in relation to a given li ne 5.3 Figures plane: triangle (and cases), square, rectangle, diamond, circle K nowledge know and use it correctly following vocabulary: triangle, triangle, iso sceles triangle, equilateral triangle, square, rectangle, diamond, circle top, s ide, center, radius and diameter for the circle in order perceptual abilities to recognize a plane figure (especially in a more complex configuration ), give th e name,€verify its existence by using the properties and instruments is a break in the simplest figures draw a figure (on plain paper, squared or pointed), or f rom a model, either from a description of a construction program or a freehand d rawing a circle with a known center and radius describe a figure in order to ide ntify a batch of figures to reproduce or unequivocal

Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 24 MATHEMATICS Solids 05/04: cube, cuboid know and knowledge to good use the following vocabula ry: cube, cuboid; top edge, facing a strong capacity charge, give the name, chec k out some properties on faces or edges of a solid using the instruments describ ed a solid to identify it in a lot of different solid or have it reproduced uneq uivocally build a cube or cuboid recognize, build or complete a pattern of cube, cuboid 05.05 Maximizing, minimizing Knowledge Knowing when a figure is an enlar gement or reduction of another figure Capacities achieve, in simple cases, expan sions or reductions of plane figures control whether a figure is an enlargement or reduction of another figure Year 1 Year 2 Year 3 6 - Quantities and Measurement 6.1 lengths, weights, volumes (containers), tracking time, duration knowledge ab out the legal units of the metric system for length (meter, its multiples and su b-multiples Commonly Used), the masses (gram, its multiples and sub- Multiple Co mmonly Used) and capacities (l, its multiples and sub-multiples Commonly Used) k now the units of measure time (year, month, week, day, hour, minute, second) and their relationship known equivalences between the customary units length, mass, capacity, and perform simple calculations on the measures, taking into account the relationships between the various units corresponding to the same size capac ity use instruments to measure physical objects or geometric express the result of a measurement by a number or a frame, the unit (or units) are imposed (s) or selected (s) properly read the time on a watch or a clock needle calculations on simple measures to estimate a measure (magnitude) construct or carry an object whose measurements are given use equivalences between common units of length, ma ss, capacity, and perform simple calculations on the measures, taking into accou nt the relationships between the various units corresponding to use the same siz e calculation to measure a quantity, in particular, calculate the perimeter of a polygon, calculate a time from the given initial time and final time Programs 2007 - Competencies end of Round 3 - Page 25 MATHEMATICS 6.2 Knowledge Areas that two surfaces can have the same area without the same pe rimeter can have the same perimeter have the same area without knowing and using the usual units (cm2, dm, m km2) and some equivalences (1m2 = 100 dm2, 1dm2 = 1 00 cm2 1 km2 = 1000000 m2) Capacity classify and surfaces (figures), by area (by superposition, cutting and pasting or tiling a reference surface) to construct a surface that has the same area that a given surface (and it is not stackable) measure the area of a surface by using a grid pattern, the result is an accurate measure the area of a surface with a paving effective using a reference surface (whose area is taken as unity) or by using a grid pattern (the result is an acc urate or mentoring) calculate the area of a rectangle whose one side is at least 6.3 full-scale capabilities compare angles angles designed by superimposing com pare angles using a template, especially the angles located in a figure (interio r angles of a triangle, a quadrilateral ...) to reproduce a given angle using a

template or postponement of a standard draw a right angle to draw an angle equal to half, quarter or a third of a right angle Year 1 Year 2 Year 3 EXPERIMENTAL SCIENCES AND TECHNOLOGY Have knowledge to understand and remember: Year 1 Year 2 Year 3 Matter know the three physical states of water and temperature change of state that wat er vapor is invisible to know that clear water is not necessarily pure, but it m ay contain dissolved substances that the air is heavy The living that development of a living being is reflected by an increase in weight or leng th, and transformations distinguish sexual reproduction and asexual reproduction of a few known examples of each of these two modes learn to classify living thi ngs from what they have in common and observed fossil approach the concept of ev olution Programs 2007 - Competencies end of Round 3 - Page 26 EXPERIMENTAL SCIENCES AND TECHNOLOGY Environment and Sustainable Development know that there are different environments characterized by the living condition s prevailing there and the living beings that inhabit them, that variations are possible over time to know the concepts of chains and food webs and the interdep endence of beings. As such, taking the measure of the importance of green plants , given the particularity of their nutritional needs that human activity can aff ect the community: • biodiversity: is a natural resource and capital is tied in part to the action of man on the environment • water resources Year 1 Year 2 Year 3 The human body and health that a bodily movement is due to the action of muscles that move bones articulat ed about the role of nutrition in the movement of bodies, following the action o f the respiratory tract and that pregnancy is secondary to fertilization, the so urce of a new individual; that, humans, sexuality is not limited to the reproduc tion of the species known changes that occur during puberty (eg rules) and risks against which it must protect itself (eg, teenage pregnancy and STDs) know the consequences of lifestyle on health (the importance of personal hygiene, a balan ced diet, sleep and risks associated with smoking and consumption of alcohol and the drug) Energy

learn about different energy sources used and their need for heating, lighting a nd set in motion that some energy sources are finite and should therefore be sav ing and using renewable forms of energy Heaven and earth know that the Earth rotates on its face even knowing the Sun's path over the gro und (horizon) and that it can be interpreted by the rotation of the Earth itself : the Earth and planets revolve around the sun in nearly circular paths its vo I rque read the netourne Urdea to the Earth that the Earth is dynamic phenomena of internal origin (volcanoes and earthquakes) The world know manmade light two or more lights on Using a separate stack and connected in series and shunt know th e basic principles of electrical safety, particularly the use of conductive mate rials, insulating and that the rotation of an object is linked to the value of f orce is applied and the distance thereof from the axis of rotation about some me chanisms to transmit motion Programs 2007 - Competencies end of Round 3 - Page 27 EXPERIMENTAL SCIENCES AND TECHNOLOGY Abilities Ability to: perform an investigative approach: ie observe, question, f ormulate a possible explanation (hypothesis), possibly using a simple model and seek to manipulate and validate test • participate in designing an experimental protocol and implement it using the appropriate tools, including computer • deve lop manual skills and techniques • grasp the difference between real and virtual express and exploit the results of a measurement or research • use scientific l anguage to written and oral • master the main units of measure for quantities in the program • Understand that a single measure, coupled with uncertainty, can b e a different statistical result mobilize their knowledge in other disciplines ( such as EPS) and usual activities (while taking meals or during field visits, fo r example ...) Produce a digital image search online together in one document te xt and images ATTITUDES The acquisition of a science and technology should enabl e the student during the cycle 3, to develop the following attitudes: the sense of observation curiosity to discover the causes of observed phenomena imaginatio n reasoned critical thinking • exchange ideas in group discussions • distinguish scientific knowledge of what is an opinion • position or results information in to context the interest in scientific and technical responsibility towards the e nvironment, facing the world's living environment and health observation basic s afety rules Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 28 ARTS V I S U E L S Have knowledge to understand and remember: the commonalities and differences bet ween classroom practices and approaches of artists identify what distinguishes t hem and what brings them together early historical landmarks have: identify and name some references (works, personalities, events ...) from the works of the na tional list, they can be described only as and situate historically Abilities Ab ility to: read and use different languages, use the design in its various functi ons by using various techniques to achieve a throughput two or three dimensions, individual or collective, led from precise instructions achieve production in t wo or three dimensions, individual or collective, led from precise instructions to select, combine and manipulate materials, materials, tools testify to experie nce, describe a picture, talk about a work of identifying different types of ima ges explaining the identification criteria on which we rely to reinvest in other

disciplines of visual inputs Year 1 Year 2 Year 3 MUSIC EDUCATION Abilities Ability to: interpret memory more than ten songs among those that have been learned voluntarily control his voice and body language to keep his singin g voice and its place in choral training, including polyphony, its role in a wor k accompanying support prolonged listening, listening to instructions for use to identify characteristics of musical elements, designate and characterize their organization (inheritance, concurrency, failures ...) using a vocabulary appropr iate to place it in time: to recognize a work working directory, set in its cont ext of creation, to bring him an aesthetic perception; illustrate the variety of styles including the use of the most famous works of classical music, in associ ation with the history curriculum reuse of know- to the benefit of a musical pro duction or dance invented, personal and communal witness to his ability to move in a group dance and a variety of stage devices to express his appreciation to d escribe a realization danced, sung or played, as both actor and as spectator Year 1 Year 2 Year 3 Programs 2007 - Competencies end of Round 3 - Page 29 PHYSICAL EDUCATION AND SPORTS Capacities Year 1 Year 2 Year 3 1 - Specific Skills Ability in various physical activities, sports and arts, from achieving a measur ed performance to adapt his movements to different environments compete individu ally or collectively design and implement actions referred to artistic, aestheti c or expressive 2 - General Knowledge and Skills Have knowledge to understand and remember: that one can acquire specific knowled ge in sport and physical activity (feelings, emotions, knowledge on techniques f or producing specific ...) specific knowledge about different physical activitie s and Sports Skills Able encountered in various situations from engaging in acti on lucidly build a plan of action to measure and assess the effects of construct ion activity and apply the principles of collective life