Elementary school

Cycles 1 - 4

The Levels
of Competence

1
 The language, the Luxembourgish language and the initiation
to languages (Cycle 1) / The Luxembourgish language (Cycles 2 - 4)

Oral production 4- 5

Listening comprehension 6- 7

Reading comprehension 8- 9

The acquisition of literacy and the German language

Oral production 10 - 11

Listening comprehension 12 - 13

Written production 14 - 15

Reading comprehension 16 - 17

The French language

Oral production 18 - 19

Listening comprehension 20 - 21

Written production 22 - 23

Reading comprehension 24 - 25

The logical and mathematical reasoning, the mathematics

Space and shapes 26 - 27

Numbers and operations 28 - 29

Dimensions and measures 30 - 31

Solution of arithmetic problems 32 - 33

Discovery of the world with all senses, discovery of science,

natural and human sciences 34 - 35

Body expressions, psychomotor activities, sports and health 36 - 37

Creative expression, discovery of aesthetics and culture

in the field of visual arts 38 - 39

Creative expression, discovery of aesthetics and culture

in the field of music 40 - 41

Living together and values, moral and social education 42 - 43

Living together and values, moral and religious education 44 - 45

2 3
 The language, the Luxembourgish language and the initiation to
languages (Cycle 1) / The Luxembourgish language (Cycles 2 - 4)
Oral production*

Base Cycle 1 Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1
Spoken interaction The pupil expresses
himself in a comprehen-
sible way about familiar
subjects and he uses
short sentences and
simple expressions to
answer questions asked
in class.
Level 2
The pupil takes part
in short and simple
exchanges dealing with
subjects covered in class.
Level 3
The pupil takes part
in short conversations
about familiar topics; he
keeps to the subject and
makes short sentences.
Level 4
The pupil gets involved
in conversations dealing
with subjects covered in
class, on condition that his
answers will not require a
long speech.
Level 5
The pupil takes part in
conversations dealing
with familiar subjects and
he asks questions relat-
ing to the topic.
Level 6 Level 7
The pupil communicates Faced to familiar situa-
with ease in a commonly tions, the pupil actively
encountered situation in- takes part in a discussion
cluding a basic and direct dealing with a current
exchange of information. topic, he explains and
maintains his point of
view.
Level 8
The pupil puts arguments
forward when answering
to his interlocutors, and
he applies verbal strategies
(e.g. comparisons, exam-
ples…).

Addressing an audience The pupil puts in other
words the main elements
of a text done in class
and he mentions per-
sonal experiences, using
short sentences and basic
expressions.
The pupil makes basic
sentences to tell what he
has seen or heard in the
fields of school, nature,
music and sports.
In the course of a short
talk prepared in advance,
the pupil presents in
class a subject he is
familiar with.
In the course of a longer
talk and according to a
given example, the pupil
presents a subject he is
interested in, even if the
development remains
elementary.
The pupil gives a sponta-
neous and fluent descrip-
tion of a recent event or
experience (at home, at
school…), his speech is
well-structured.
The pupil presents a The pupil gives his opin-
newly developed topic ion on topics related to
(if need be, he will use his daily life (school, his
auxiliary means such environment, music…),
us a memory aid) in a some elements are
comprehensible way. set out in detail, even
in a rather demanding
context.
The pupil is able to give
a detailed description of
his own experiences and
to present a topical issue
from a critical perspec-
tive, using a clear and
structured language. .

Non-verbal communication The pupil has recourse to physical elements to support his speech or to show his lack Having recourse to physical elements, the pupil em-
of understanding. phasizes, confirms or refutes his interlocutor’s speech.
Using non-verbal signs (e.g. shaking the head, approving gestures, facial expression), He resorts to examples, pictures or objects to ensure
he shows that he also considers the statements of other pupils. comprehension.

Respect of the agreed rules of communication
The pupil waits for his turn at speaking; he listens to his classmates and takes their The pupil waits for his turn at speaking, he listens to
comments into account. his classmates and takes their comments into account.
He stands up to speak and he responds to the suggestions made by his interlocutors. He stands up to speak and he responds to the sugges-
He follows the basic rules of politeness (e.g. he will not interrupt the others). tions made by his interlocutors.
He follows the basic rules of politeness (e.g. he will
not interrupt the others).
Becoming aware of the effect of his own speech, he
adapts his choice of words to the situation. He takes
account of the reaction of his audience, and in case of
need he will explain his ideas.

Respect of the form through the mobilization Talking freely, the pupil
of the lexical, grammatical and phonological uses a basic vocabulary
knowledge including memorized
words, expressions, for-
mulations and syntactic
structures.
Talking freely, the pupil
uses a larger vocabulary
and simple structures,
even if he still makes
elementary mistakes, but
the audience will under-
stand him.
Talking freely, the pupil
correctly uses elementary
means of verbal communi-
cation and he makes only
a few mistakes, thus under-
standing is made easy.
The pupil makes himself
understood in familiar
situations and in relation
to well-known topics; he
properly uses a richer
repertoire including com-
mon figures of speech and
sentence structures.
When speaking without
notes, the pupil makes a
correct use of basic lan-
guage tools, and he just
makes a few mistakes in
his oral expression.
The pupil makes himself The pupil uses a larger The pupil has a good
understood in familiar basic vocabulary and a command of the
situations and in relation series of general expres- language tools, thus he
to well-known topics; he sions; he also resorts is able to communi-
properly uses a richer to different syntactic cate about specific and
repertoire including com- structures. abstract, known and un-
mon figures of speech and known subjects, and he
sentence structures. uses a big repertoire of
grammatical structures.

Staging texts The pupil takes part
in role-playing dealing
with different situations
(playing store, playing a
story) and he uses short
sentences and basic
expressions.
The pupil assumes a role
in class within the context
of a simple role-play, and
he describes spontane-
ously some personal
experiences.
The pupil repeats aloud
or plays a short story
dealt with in class, even
if he sometimes forgets
one or another detail.
The pupil makes up and
tells stories according to
the given instructions (e.g.
a series of pictures) and
he knows how to repro-
duce them in a role-play.
The pupil makes use
of treated or known
models of narrations and
plays; he tells or plays a
story in a coherent way.
The pupil freely presents The pupil succinctly
playlets and he shows relates a text previously
the first signs of a per- read or heard, and he
sonal creative input. recites a memorized text
in an expressive way.
In a short play per-
formed for an adult
audience, the pupil
acts in an autonomous
and creative way when
interpreting characters
showing emotions.

* The notion of “text” is used in this document in the broad sense of the word: a text is any product of a verbal, oral or written interaction (remarks, oral and
4 written messages, discussions, speeches, written narrative texts…), including paralinguistic features (gestures and facial expression, pictures…). Cycle 1 Cycle 2 Cycle 3 Cycle 4 5
 The language, the Luxembourgish language and the initiation to
languages (Cycle 1) / The Luxembourgish language (Cycles 2 - 4)
Listening comprehension
Base Cycle 1
Competences Level 1
Comprehension of the interlocutor The pupil understands
simple orders and carries
them out.
Comprehension of an audio-text The pupil globally un-
derstands a short text (a
story, an explanation…),
and he identifies its main
message. He follows the
thread of a conversa-
tion dealing with familiar
subjects.
Mobilization of listening strategies The pupil perceives the
and techniques used prosodic and ges-
tural elements (intona-
tion, gestures, expres-
sions, background noise)
in an audio-text.
Identification and utilization of the pieces The pupil follows the
of information in a text thread of a text (the
succession of events), he
identifies the main charac-
ters and their acts.
Analysis, comparison and appraisal The pupil makes basic
of audio-texts comments on a text.
6 Cycle 1 Cycle 2 Cycle 3 Cycle 4
Base Cycle 2
Level 2 Level 3
The pupil understands The pupil understands
orders with up to two the essence of a discus-
actions described in sion if it refers to a situa-
familiar terms, and he tion prepared in class, or
carries them out. if it includes well-articu-
lated basic messages in
everyday language.
The pupil follows short, The pupil listens to and
simple and well-struc- understands easy and
tured talks if they are short texts of differ-
illustrated with pictures ent kinds (factual or
and dealing with topics literary texts), provided
covered in class, but the that they are clearly
speaker has to speak articulated and that
slowly and clearly. the context is clarified
before any listening.
The pupil interprets The pupil considers the
background noise and intonation, the rhythm,
illustrations to draw a the sound level, the ac-
conclusion on the topic cent and the non-verbal
of an audio-text (e.g. a language to find the
tale). meaning on his own.
The pupil finds iso- The pupil pinpoints
lated information in an detailed information,
easy audio-text and provided he can base
he renders it word for himself on a precise
word, without any help. description.
The pupil describes the The pupil knows the dif-
principal characters of an ference between pieces
audio-text. of information and light
fiction.
Base Cycle 3
Level 4 Level 5
The pupil understands The pupil actively par-
the essence of a con- ticipates in conversations
versation dealing with with several interlocu-
various subjects, and he tors and dealing with a
follows it closely for a topical item; he under-
longer period of time. stands the explicit aims
of his interlocutors.
The pupil understands The pupil understands
the topic and the main the essence of radio or
information of short television shows dealing
audio-visual sequences, with topics he is inter-
on condition that the ested in.
text is spoken rather
slowly and that the topic
is not unknown.
When listening to a The pupil chooses rather
short and basic audio- complex strategies of
text, the pupil clarifies comprehension (use of
significations with the the context, interpreta-
help of the context. tion of the delivery and
of the intonation…) and
he adapts them to the
different kinds of audio-
texts.
The pupil precisely The pupil recognizes
identifies several pieces implicit contents (e.g. the
of information appearing speaker’s attitude and
in an audio-text. point of view) during
a conversation dealing
with an everyday topic.
The pupil knows the The pupil gives a nu-
difference between real- anced opinion which is
ity and fiction, and he adapted to the situation
compares different types and he brings out the
of audio-texts (story, characteristics of various
interview, playlet…). kinds of audio-texts
(interview, story, com-
mercial…).
Base Cycle 4
Level 6 Level 7
The pupil follows the The pupil follows the
course of a conversa- course of a conversa-
tion, he understands tion, he understands or
and compares some of compares the different
the topics raised, and he contributions to the
remains attentive during discussion and he really
the whole conversation. understands the posi-
tions of his interlocutors.
The pupil catches The pupil understands
information in a nuanced different kinds of audio-
way and he assimilates texts (interview, story,
complex elements. commercial…), even if
they are dealing with an
unknown topic.
The pupil draws the The pupil gives a clear
attention on main structure to what he
elements and he puts was listening to and he
pointed questions. remains attentive even
during a longer conver-
sation.
The pupil identifies and The pupil recognizes the
specifies several explicit common logical links as
and implicit pieces of in- well as, if necessary, the
formation related to his change of tenses.
personal experiences or
to his usual knowledge,
and he presents them in
a structured way.
The pupil recognizes The pupil identifies the
and appraises implicit opinions (for, against)
contents. given by his interlocutor
during a debate dealing
with a familiar topic.
Level 8
The pupil easily under-
stands structured discus-
sions dealing with known
and unknown topics.
The pupil follows a long-
er talk or speech (film,
debate, conference…)
without any problem,
even if idiomatic expres-
sions are used.
The pupil resorts in a
differentiated way to
various listening strate-
gies, according to the
situation and to the kind
of text.
The pupil identifies and
describes different speak-
ers in an audio-play, he
interprets their feelings
and their motivations;
he reconstructs the
chronological order of
the events, the place and
the moment, the link to
reality.
The pupil is able to
perceive the opinions
expressed by his inter-
locutors and to make
a critical assessment of
what was heard.
7
 The language, the Luxembourgish language and the initiation to
languages (Cycle 1) / The Luxembourgish language (Cycles 2 - 4)
Reading comprehension
Competences
Construction and use of the
written language codes
Reading various texts
Mobilization of reading tech-
niques and strategies
Spotting and using the infor-
mation in a text
Analysis, comparison and as-
sessment of texts
8 Cycle 1 Cycle 3
Base Cycle 1
Level 1
The pupil identifies rhymes and
initial sounds, and he segments
words. He identifies and he dif-
ferentiates various written signs
(letters, figures).
The pupil knows how to handle
a book and he discovers the
social use of writing in different
contexts (information, story, etc.).
The pupil discovers his first name
among other names or words
and he recognizes or detects the
message of well-known logos or
pictograms (fast reading, global
reading).
The pupil identifies the main
characters and their actions, and
he follows the course of events
in an easy text.
Cycle 4
Level 2
The development of
these competences, initi-
ated in Luxembourgish,
is integrated into cycle 2
of learning German, the
language used for the
acquisition of literacy in
basic education.
The pupil reads fluently and
articulates simple texts quite
correctly: short stories, nurs-
ery rhymes, children’s songs.
The pupil reads the heading,
listens to the beginning of the
text, has a look at the pic-
tures and makes predictions
on the specific sort of text.
The pupil identifies essential
messages of parts of the text
and he renders them orally in
the form of headings.
The pupil identifies important
kinds of texts, such as poems
or tales.
Base Cycle 3
Level 3
The pupil reads and
understands short and well-
structured texts if they are
written in simple terms and
in everyday language, even
if he needs some time to
succeed.
The pupil has recourse to the
context to clarify incompre-
hensible passages.
The pupil identifies the main
events in a short story, the
course of the events and the
significant details.
The pupil outlines the
context, e.g. he specifies and
describes the setting of the
story and he portrays some
characters.
Level 4
The pupil reads and understands
texts comprising several para-
graphs, in particular easy literary
texts such as stories, tales and
fables.
The pupil marks important pas-
sages in the text.
The pupil finds explicitly for-
mulated information in a text
dealing with a specific, but rather
unfamiliar topic.
The pupil interprets the personal-
ity features, the intentions and
the feelings of one of the mains
characters of the story, and he
refers to detailed excerpts to
justify his point of view.
Base Cycle 4
Level 5
The pupil reads and understands
all in all texts running over several
pages and dealing with a familiar
topic, even if the subject was not
covered in class.
The pupil summarizes orally the
different paragraphs of a text.
The pupil identifies the main logi-
cal and chronological connections
in a story.
The pupil gives his personal opin-
ion on the characters, the actions
or the topic of the text.
Level 6
The pupil reads all kinds of
continuous and non-continuous
texts running over several pages
and dealing with familiar topics;
the comprehension of texts ad-
dressing unfamiliar and unknown
topics might be a problem.
The pupil implements reading
strategies in an autonomous and
differentiated way, according to
the type of text.
The pupil finds complex and ab-
stract information; he interprets
and deals with these details.
The pupil formulates judgments,
he reappraises them on the basis
of the text; he compares his
point of view to those of other
people.
9
 The acquisition of literacy and the German language
Oral production

Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Spoken interaction The pupil says The pupil asks a Answering ques- The pupil talks with The pupil takes part The pupil takes part The pupil takes part The pupil commu- The pupil actively The pupil puts
hello in common classmate to bor- tions asked in classmates about in short and simple in conversations in a short conversa- nicates with ease takes part in a dis- arguments forward
parlance, as well as row him a pencil, class, the pupil has things that happened exchanges prepared dealing with topics tion dealing with in a commonly en- cussion dealing with when answering
“yes”, “no”, “sorry!”, an eraser or other recourse to short at school and he in class, dealing with he is interested in or common topics; he countered situation a familiar situation; to his interlocu-
“please”, “thank usual school sup- sentences and col- adheres to the rules the little things in life related to everyday asks and answers prepared in class, he explains and tors, and he applies
you”. plies. loquial expressions. as agreed upon. (shopping, making an life. questions, provided and including a basic maintains his point verbal strategies
appointment …). that the answers do and direct exchange of view. (e.g. opening of the
not require a long of information. discussion, compari-
speech or a state- sons, examples…).
ment.

Addressing an audience The pupil says The pupil makes a The pupil gives The pupil provides The pupil makes In the course of a The pupil gives a The pupil describes The pupil presents The pupil gives his
whether he feels very short self-pres- some basic informa- comprehensible simple sentences talk and according brief, structured spontaneously, in a newly developed opinion on top-
at ease or not, he entation (e.g. he tells tion about himself information on a to tell what he did to a given example, and fluent descrip- some sentences topic (if need be, ics related to his
provides some basic his name, he says and his family circle, topic he is interested see, hear or read on the pupil presents tion of an event and using simple he will use auxiliary daily life (school,
information about where he comes if his interlocutor in; he expresses his topics such as school, a subject he is linked to his every- means, a newly means such us a his environment,
himself using simple from, he talks about provides an appro- personal feelings and nature, music and interested in, even day life. made experi- memory aid) in a music…), some ele-
words, but he might his school) even if priate help. ideas. sports; in a previously if the development ence (at home, at comprehensible ments are set out
have recourse he needs some help prepared short talk remains elementary. school…). way. in detail, even in a
to gestures or to from his interlocu- he speaks freely and rather demanding
words from his tor. he presents a well- context.
mother tongue. known subject.

Respect of the form through the mo- The pupil uses When speaking The pupil uses a The pupil makes The pupil can make Talking freely, the Talking freely, the Talking freely, the The pupil makes The pupil uses a
bilization of the lexical, grammatical rather correctly a without notes, the basic repertoire of himself understood himself understood pupil uses a larger pupil correctly uses pupil correctly uses himself understood larger basic vocabu-
and phonological knowledge series of memorized pupil uses simple memorized words, at school and in class; and uses, when vocabulary and sim- the known gram- means of verbal in familiar situations lary and a series of
expressions and syntactic structures expressions and he properly uses a talking freely, a basic ple structures, even matical structures communication and in relation to general expressions,
formulations. and grammatical formulations, but he memorized basic vocabulary (common- if he still makes el- (e.g. temporal dealt with in class, well-known topics; he also resorts to
forms belonging to still makes lots of vocabulary, even if ly used words) and ementary mistakes, markers, coordinate and he just makes he properly uses different syntactic
a memorized basic elementary mistakes he always makes elementary syntactic but the audience and subordinate a few elementary a richer repertoire structures; gram-
repertoire, but he regarding syntax and mistakes regarding structures from a will understand him. clauses). mistakes, thus un- including common matical mistakes
still makes all kinds morphology. syntax and morphol- repertoire dealt with derstanding is made figures of speech are noted, but it
of mistakes. ogy. in class, but he still easy. and sentence is always possible
makes some mistakes structures. to understand the
regarding syntax and pupil, even if the use
morphology. of idiomatic expres-
sions might still be a
problem.

Staging texts The pupil takes part The pupil partici- The pupil repeats The pupil assumes a The pupil repeats The pupil makes up The pupil makes The pupil freely The pupil makes up In a short play per-
in mini-dialogues (to pates in a creative memorized short role within the con- aloud or plays a short and tells stories ac- use of treated or presents playlets stories on his own formed for an adult
present oneself, to way in interactional and simple sentenc- text of a simple role- story dealt with in cording to the given known models and he shows and in a creative audience, the pupil
greet each other, to games (playing es in the context of play in class, and he class, even if he some- instructions (e.g. a of narrations and the first signs of a manner; in the acts in an autono-
say goodbye …). phone playing a role-play. describes spontane- times forgets one or series of pictures) plays, he tells or personal creative course of the nar- mous and creative
store…). ously some personal another detail. and he knows how plays a story in a input. ration he describes way as he interprets
experiences. to reproduce them coherent way. and develops a characters showing
in a role-play. personal adventure, emotions.
or he performs a
role in a play.

10 Cycle 2 Cycle 3 Cycle 4 11

 The acquisition of literacy and the German language
Listening comprehension

Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Comprehension of the interlocutor The pupil unders- The pupil unders- The pupil unders- The pupil gets The pupil understands The pupil unders- The pupil parti- The pupil actively The pupil follows The pupil follows
tands simple and tands short and tands short conver- involved in a short the essence of a dis- tands the subject cipates through participates in the course of a the course of a
very common tasks simple messages re- sations dealing with conversation with cussion, provided the of a conversation some personal conversations with conversation, he conversation, he un-
and orders within lating to his person, well-known topics, several participants, situation was prepared dealing with various contributions in several interlocutors understands and derstands or com-
the context of the to life in class … if provided that the dealing with a subject in class, or of a basic questions and he conversations with and dealing with compares some of pares the different
class, provided that they are formulated interlocutor speaks prepared in class. and well-articulated follows it over a several interlocutors, a topical item; he the topics raised, contributions to the
pictures or gestures within a well-known slowly and clearly. message in common longer period. dealing with subjects understands the and he remains discussion and he
are used to explain context. parlance. covered in class. explicit aims of his attentive during the really understands
him what to do. interlocutors. whole conversation. the positions of his
interlocutors based
upon a complex
argumentation.

Comprehension of an audio-text The pupil unders- The pupil unders- If the topics were If the topics were The pupil follows The pupil listens The pupil un- The pupil unders- The pupil catches The pupil identifies
tands familiar words, tands simple words covered in class, the covered in class, the short, rather simple to easy and rather derstands the tands the essence information in a nu- and compares
names and figures and very short sen- pupil understands pupil understands and well- structured short texts of diffe- topic and the main of numerous radio anced way and he different kinds
in simple and short tences relating to his all in all the action all in all the thread talks, provided they rent kinds (factual information of short or television shows assimilates complex of audio-texts
audio-texts, provi- family, to the school or the subject of an or the subject of a are illustrated with or literary texts), video sequences, dealing with topics elements. (interview, story,
ded they are spoken or to his person, audio-text (tales, simple and short pictures and dealing provided that they on condition that he is interested in. commercial…).
slowly and clearly. provided they are short narrative audio-text. with topics covered in are clearly articu- the text is spoken
spoken slowly and texts). class, but the speaker lated and that the rather slowly and
clearly. has to speak slowly context is clarified that the topic is not
and clearly. before any listening. unknown.

Mobilization of listening strategies and The pupil expresses The pupil resorts to The pupil interprets The pupil resorts to The pupil considers When listening to The pupil chooses The pupil draws The pupil gives The pupil resorts in
techniques his incomprehen- available non-verbal background noise previously acquired the intonation, the a short and basic rather complex the attention on a clear structure a differentiated way
sion. devices (gestures, and illustrations to knowledge (e.g. rhythm, the sound le- audio-text, the pupil strategies of main elements and to what he was to various listening
mimic, illustra- draw conclusions expressions learnt vel, the accent and the clarifies significations comprehension he puts pointed listening to and he strategies, according
tions…). about the topic of in class) and he uses non-verbal language with the help of the (use of the context, questions. remains attentive to the situation and
an audio-text (e.g. it to understand the to find the meaning context. interpretation of even during a longer to the kind of text.
a tale). context of the audio- on his own. the delivery and of conversation.
text. the intonation…)
and he adapts these
strategies to the
different kinds of
audio-texts.

Identification and utilization of the The pupil unders- The pupil identifies The pupil identifies The pupil identifies The pupil identifies The pupil precisely The pupil recogni- The pupil identifies, The pupil recognizes The pupil identifies
pieces of information in a text tands simple pieces the place and one and reproduces detailed pieces of the different speakers identifies several zes implicit contents specifies and struc- the most common and describes the
of information or the other charac- word by word spe- information, provi- in an audio-play and pieces of informa- (e.g. the speaker’s tures several explicit logical links as well different speakers
relating to an object ter in an audio-text, cified pieces of in- ded he can resort to he reconstructs the tion appearing in an attitude and point and implicit pieces as, if necessary, the in an audio-play,
(size, colour, whom provided the subject formation appearing precise indications course of the events. audio-text. of view) during a of information rela- changes of tenses. he interprets their
it belongs to, where was covered in class in an elementary and to repeated conversation dealing ted to his personal feelings and their
it is) even if frequent and the pupil can audio-text, without listening. with an everyday experiences or to motivations, he
repeats, pictures, resort to precise receiving any help. topic. his usual knowledge. reconstructs the
gestures as well indications and to chronological order
as translations are repeated listening. of the events, the
required. place and the
moment, the link to

Analysis, comparison and appraisal of The pupil says The pupil reprodu- The pupil gives an The pupil portrays The pupil knows the The pupil knows the The pupil gives a The pupil brings The pupil critically The pupil finds, des-
audio-texts whether he likes an ces the thread of a elementary personal characters found in difference between difference between nuanced opinion out and appraises puts into question cribes and assesses
audio-text or not. text with the help assessment in one an audio-text. informative texts and reality and fiction, which is adapted implicit contents. the main informa- the author’s opinion;
of three or four or two sentences. light fiction. and he compares to the situation and tion, even if it is to justify his own
pictures. different types of he brings out the expressed quite views he refers to
audio-texts (story, characteristics of implicitly. specific passages.
interview, playlet…). different kinds of au-
dio-texts (interview,
story, advertising
spot…).

12 Cycle 2 Cycle 3 Cycle 4 13

 The acquisition of literacy and the German language
Written production

Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Construction and use of the hand- The pupil uses the The pupil divides The pupil draws The pupil uses
writing technique and of the instru- most significant words into letters the most frequently graphemes com-
ments of written communication links between letter or groups of letters used capital and posed of several
and sound, and he and he reconstructs small letters of the letters (e.g. ch, sch,
respects the sounds them. alphabet in block chs, nk, ng…) quite
while writing. letters. correctly.

Writing different types of texts The pupil writes The pupil freely The pupil writes The pupil cop- Watching a series of The pupil uses The pupil provides Using basic nar- The pupil writes in The pupil writes
some very common writes words basic messages ies without any pictures, the pupil simple sentences autonomously a rative forms, the a comprehensible well-structured and
words correctly, and some basic (postcard, personal mistakes short and makes up and writes and expressions detailed descrip- pupil describes a way about real or coherent texts (ar-
for instance to sentences belong- specifications…) simple texts whose elementary short when writing about tion of objects (e.g. personal experi- fictional subjects, he ticles for the school
designate people, ing to a studied legibly and fluently. vocabulary was stories dealing with a people and the little a bike), of events ence from the adds his own ideas magazine, analysis
animals or objects and memorized studied in class, he well-known subject; things in life (school, from the present or present or the past; and thoughts and of a book read in
on pictures or repertoire, although describes adventures he writes down family, hobbies…); the past, or of well- he also writes short gives some rather class…); he takes
diagrams. he still makes many and writes down personal experi- the subject is dealt known places; his messages to answer detailed descrip- different points of
mistakes. short stories related ences within a known with in a satisfying sentences are short questions as well as tions. view, according to
to pictures, provided context (or a context manner, even if and simple. short biographies the kind of text.
that he gets instruc- previously worked there is no further on some people.
tions and help. out in class). development.

Mobilization of writing strategies and The pupil differenti- The pupil structures Reading over his The pupil makes a The pupil resorts to The pupil looks The pupil optimizes The pupil uses The pupil plans, The pupil plans,
techniques ates between the series of sentences text, the pupil finds revision with regard elementary planning autonomously after the conception of writing strategies writes and revises writes and revises
notions: “letter”, in a basic way and corrects some to formal criteria strategies (e.g. to the correct spelling his text as for the in a specific and texts according texts autonomous-
“word” and “sen- (spaces between mistakes that might (punctuation marks, gather ideas on a sub- of the words and content and the appropriate way, to the respective ly.
tence”. the words, full stop hinder comprehen- spelling). ject) and he reworks expressions learnt language (detailed according to the instructions.
at the end of a sion. his text with the aid in class, he resorts descriptions, given exercise (e.g.
sentence). of a correction sheet to appropriate gripping style of resorting to models,
or of an electronic auxiliary means expression…). looking for expres-
spell checker. (dictionary…). sions in a diction-
ary…).

Respect of the form through the mo- The pupil uses one The pupil writes The pupil uses a The pupil uses a In his free produc- The pupil uses In his free produc- The pupil expresses The pupil makes a The pupil expresses
bilization of the lexical, grammatical or the other spell- proper nouns and limited vocabulary basic vocabulary and tions, the pupil uses simple and frequent tions, the pupil himself properly, he pretty good use of himself properly, he
and phonological knowledge ing strategy (e.g. the beginning of a consisting of words elementary gram- a basic vocabulary connectives and uses an adequate varies the sentence the basic vocabu- varies the studied
extension: Kind - sentence in capital frequently used in matical structures dealing with his daily elementary gram- lexicon to describe structure as well as lary and of the el- structures accord-
Kinder). letters, he struc- class, he expresses (e.g. affirmative concrete needs and matical structures everyday situations the word order and ementary morpho- ing to the aims of
tures words and himself continuously positive and negative elementary gram- quite correctly, dealing with well- he uses connectives logical and syntactic the message and
he thinks about in some basic sen- sentences, inter- matical structures although he still known subjects and (such as: und, aber, structures required to the type of text,
their structure, tences, but he makes rogative sentences); (simple tenses, makes mistakes he has recourse to wenn, weil…), to write texts but he doesn’t yet
but sometimes he lots of mistakes in systematic elemen- coordinate sentences when using less elementary gram- there are still some dealing with well- master the linguistic
chooses the wrong free writing, in par- tary grammar (prep- with the most usual familiar structures matical structures, mistakes as regards known contexts, subtleties, he rarely
strategy. ticular because of the ositions-declensions) conjunctions) and he and forms; he has even if he still morphology, syntax but there are still makes mistakes as
use of non-studied and spelling mistakes still makes elementary to read several makes some big and spelling, but interference-related regards morphol-
words or expres- are tolerated in free mistakes (conjuga- times over his text mistakes (preposi- understanding is mistakes and the ogy, syntax and
sions, even if the text writing. tion, declension, to correct mistakes tions, syntax) and always possible. use of circumlocu- spelling.
is always understood. syntax) – but the gen- hindering compre- if there are clumsy tions is required.
eral meaning remains hension. expressions.
clear.

14 Cycle 2 Cycle 3 Cycle 4 15

 The acquisition of literacy and the German language
Reading comprehension

Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Construction and use of the written The pupil identifies The pupil makes The pupil knows The pupil reads all
language codes the most relevant the phonological all letters from the graphemes, he dif-
links between let- recoding, which alphabet. ferentiates between
ters and sounds. means that he also consonants and
reads unknown vowels.
words.

Reading various texts The pupil reads and The pupil gets an The pupil reads The pupil reads flu- The pupil reads and The pupil reads The pupil reads and The pupil reads and The pupil doesn’t The pupil reads all
understands very idea of the content aloud and under- ently and articulates understands short and understands understands texts understands all in all need any further kinds of continuous
short and easy pas- of a very short (4-5 stands very short easy texts quite and well-structured texts comprising of greater linguis- texts running over explanation to read and non-continuous
sages of a text, but sentences) and messages with a fa- correctly: simple sto- texts, if they are several paragraphs, tic, thematic and several pages and and to understand texts running over
he has difficulties in rather easy text, miliar content deal- ries, recipes, blurbs, written in very simple e.g. functional texts structural complex- dealing with a fa- the essence of a several pages
ity, dealing with
reading unknown especially if there ing with subjects of postcards, tinkering terms and in everyday such as definitions subjects related to miliar topic, even if text running over and dealing with
words or expres- are pictures to everyday life. tips. language, even if he in the dictionary, everyday life (infor- the subject was not several pages and familiar topics; the
sions. make understanding needs some time to ads and comments mation brochures, covered in class; dealing with a sub- comprehension of
easier. succeed. or easy literary magazines…) and to that purpose, ject he is interested texts addressing
texts (stories, tales he imagines the he uses reference in, but details or unfamiliar and un-
and fables). features of the books. idiomatic expres- known topics might
different characters sions might be a be a problem.
mentioned in a problem.
story.

Mobilization of reading techniques The pupil reads The pupil has The pupil reads the The pupil places The pupil refers to The pupil has The pupil marks The pupil skims The pupil summa- The pupil imple-
and strategies simple words; he recourse to previ- heading, listens to the paragraphs of lists or to dictionaries recourse to the important passages through a text to rizes the different ments reading
breaks them down ously acquired the beginning of a short and simple to find the required context to clarify in the text and reconstruct the paragraphs of a strategies in an
and reconstructs knowledge on the the text, has a look text in correct information. incomprehensible he writes the key central message. text. autonomous and
them. subject the text is at the pictures and order. passages. words down. differentiated way,
dealing with. makes a prediction according to the
on the specific sort type of text.
of text.

Spotting and using the information The pupil finds In easy contexts, The pupil is able The pupil identifies After a previous The pupil identifies The pupil finds The pupil identi- The pupil identifies The pupil finds
in a text specific words in the pupil finds to find and to essential messages preparation, the pupil in an autonomous explicitly formu- fies relevant details the main logical and complex and ab-
a sentence or in and renders some determine the main of parts of the text identifies the main way the main idea lated information in which are not easily chronological con- stract information;
a very short text, specific information information, what and he renders events in a short of a text dealing a text dealing with found in the text. nections in a story. he interprets and
allowing him to explicitly mentioned the text is about them in the form of story, the course of with everyday life, a specific but rather deals with these
answer very easy in the text. (e.g. the designa- headings. the events and the the general facts unfamiliar topic. details.
questions. tion of the main significant details. (author, place, time,
characters). characters, organi-
zation of the text)
as well as explicitly
formulated informa-
tion.

Analysis, comparison and appraisal The pupil restores The pupil combines The pupil draws The pupil identifies The pupil outlines the The pupil recog- The pupil interprets The pupil gives his The pupil formu- The pupil adopts
of texts simple and short passages of a text simple conclusions important types of context, e.g. he speci- nizes divergent the personality fea- personal opinion on lates judgments, he differing points of
sentences with the with pictures. based upon specific texts, such as poems fies and describes the points of view or tures, the intentions the characters, the reappraises them view (change of
help of word cards. information found or tales. setting of the story the motives of the and the feelings of actions or the topic on the basis of the perspective) and
in the text or on and he portrays some characters and he one of the main of the text. text; he compares he understands
relating pictures. characters. describes them. . characters of the his point of view allusions.
story, and he refers to those of other
to detailed excerpts people.
to justify his point
of view.

16 Cycle 2 Cycle 3 Cycle 4 17

 The French language
Oral production

Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Spoken interaction The pupil says hello The pupil formulates a Answering questions The pupil talks with The pupil takes part The pupil makes simple The pupil asks for The pupil communicates
in common parlance, simple question to get asked in the context of classmates about things in short and simple and short sentences to information, answers within the context of
as well as “yes”, “no”, something (for instance: the class or dealing with that happened at school, exchanges prepared in ask for information, to questions, gives informa- a commonly encoun-
“sorry!”, “please”, “thank please give me a pencil). topics covered in class, adhering to the rules as class, dealing with the answer questions and to tion and expresses his tered situation that was
you”. the pupil has recourse to agreed upon. little things in life (shop- give information on well- opinion in different prepared in class, includ-
short sentences and to ping, making an appoint- known topics; some- situations, provided they ing a basic and direct
colloquial expressions. ment …). times he has recourse to are dealing with topics exchange of information
single words or to series of the programme. on well-known activities
of sentences, but usu- or topics.
ally he will use standard
turns of phrases.

Addressing an audience The pupil says whether The pupil makes a very The pupil gives some The pupil provides com- The pupil makes simple In the course of a previ- The pupil gives a brief, The pupil describes in
he feels at ease or not, short self-presentation basic information about prehensible information sentences to tell what ously prepared talk, the well-structured and some sentences and
he provides some basic (e.g. he tells his name, himself and his family on a topic he is inter- he did see, hear or read pupil presents a topic he fluent description of with more elaborate
information about him- he says where he comes circle, if his interlocutor ested in, he expresses on topics he is inter- is interested in, but he an event linked to his linguistic means a newly
self using simple words, from, he talks about his provides an appropriate his personal feelings and ested in. is not supposed to read everyday life. made experience (at
but he might have re- school) even if he needs help. ideas. out the whole text. home, at school…).
course to gestures or to some help from his
words from his mother interlocutor. .
tongue.

Respect of the form through the mobilization When speaking without When speaking without When speaking without The pupil makes himself The pupil can make Talking freely on topics Talking freely, the pupil Talking freely, the pupil
of the lexical, grammatical and phonological notes, the pupil uses notes, the pupil uses notes, the pupil uses a understood at school himself understood and dealing with everyday correctly uses a basic correctly uses means
knowledge rather correctly a series simple syntactic struc- basic repertoire of mem- and in class; he properly uses, when talking freely, life, the pupil uses a basic vocabulary and he is of verbal communica-
of memorized expres- tures and grammatical orized words, expres- uses a memorized basic a basic vocabulary and vocabulary and simple able to address various tion dealt with in class,
sions and formulations. forms belonging to a sions and formulations, vocabulary, even if he elementary syntactic structures, even if he still topics, he also uses the and he just makes a few
memorized basic reper- but he still makes lots still makes mistakes structures from a reper- makes some elemen- known grammatical elementary mistakes,
toire, but he still makes of elementary mistakes regarding syntax and toire dealt with in class, tary mistakes, but the structures (e.g. temporal thus understanding is
all kinds of mistakes. regarding syntax and morphology. even if he still makes audience will understand markers, coordinate and made easy.
morphology. some mistakes regarding him. subordinate clauses),
syntax and morphology. although he makes
still some elementary
mistakes as regards mor-
phology (verbs’ conjuga-
tion etc.). .

Staging texts The pupil takes part The pupil participates in The pupil repeats The pupil assumes a role The pupil repeats aloud The pupil makes up and The pupil makes use The pupil freely recites
in mini-dialogues (to a creative way in inter- memorized short and within the context of a or plays a short story tells stories according of treated or known and presents playlets,
present oneself, to greet actional games (playing simple sentences in the simple role-play in class, dealt with in class, even to the given instructions models of narrations and and he shows the first
each other, to say good- phone playing store…). context of a role-play. and he describes spon- if he sometimes forgets (e.g. a series of pictures) plays, he tells or plays a signs of a personal crea-
bye …). taneously some personal one or another detail. and he knows how to story in a coherent way. tive input .
experiences. reproduce them in a
role-play.

18 Cycle 2 Cycle 3 Cycle 4 19

 The French language
Listening comprehension

Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Comprehension of the interlocutor The pupil understands The pupil understands The pupil understands The pupil understands The pupil follows a The pupil understands The pupil participates The pupil actively par-
simple and very com- short conversations short messages relating the essence of a dia- conversation between the subject of a con- with some personal ticipates in conversations
mon tasks and orders dealing with well-known to his person, to life in logue, provided that the several participants, versation dealing with a contributions in con- with several interlocu-
within the context of topics, provided that class … (e.g. the given messages are simple, dealing with a topic he is well-known subject he versations with several tors and dealing with a
the class, provided that the interlocutor speaks orders…), if they are well-articulated and interested in. is interested in, and he interlocutors, dealing topical item; he under-
pictures or gestures slowly and clearly in a formulated within a con- in common parlance, follows it over a longer with subjects covered in stands the explicit aims
are used to explain him very simple language. text that was prepared even if one or the other period, provided the class or with well-knows of his interlocutors.
what to do. in class. information has to be delivery is slow and topics.
put in other words or the language is clearly
repeated. articulated.

Comprehension of an audio-text The pupil understands The pupil understands The pupil understands If the topic is well- The pupil follows short, The pupil listens to The pupil understands The pupil understands
familiar words, names simple words and very all in all the action or the known, the pupil rather simple and well- simple and rather short the main information of the essence of numer-
and figures in simple and short sentences within a subject of an audio-text understands all in all the structured talks, but the texts of different kinds short video sequences ous radio or television
short audio-texts, pro- context covered in class, (tale, short narrative thread or the subject speaker has to speak (factual or literary texts), (e.g. weather forecast, shows dealing with top-
vided they are spoken provided they are spo- text), if the topic was of a simple and short slowly and clearly. provided that they are advertising spot, movie ics he is interested in.
slowly and clearly. ken slowly and clearly. covered in class and audio-text. clearly articulated and trailer, news/information
if it is illustrated with that the context is clari- for young people…) on
pictures. fied before any listening. condition that the text
is spoken rather slowly
and that the topic is not
unknown.

Mobilization of listening strategies The pupil expresses his The pupil resorts to sim- The pupil interprets The pupil resorts to The pupil considers the When listening to a The pupil draws the The pupil uses rather
and techniques incomprehension. ple strategies which are background noise and previously acquired intonation, the rhythm, short and simple audio- attention on the main complex strategies of
exclusively based upon illustrations to draw knowledge (e.g. expres- the sound level, the ac- text, the pupil clarifies elements and he puts comprehension (use of
available non-verbal conclusions about the sions learnt in class) and cent and the non-verbal significations with the pointed questions. the context, identifica-
devices. topic of an audio-text he uses it to describe language to find the help of the context. tion of the logical links,
(e.g. a tale). the context of the meaning on his own. interpretation of the
audio-text. delivery and of the into-
nation…) and he adapts
them to the different
kinds of audio-texts.

Identification and utilization of the pieces The pupil understands The pupil identifies the The pupil identifies and The pupil identifies The pupil brings out The pupil precisely The pupil recognizes The pupil identifies,
of information in a text simple pieces of informa- place and one or the reproduces word by detailed pieces of infor- detailed and explicitly identifies several pieces implicit contents (e.g. specifies and structures
tion relating to an object other character in an word specified pieces of mation, provided he can formulated information, of information appearing the speaker’s attitude several explicit and
(size, colour, whom it audio-text, provided the information appearing in resort to precise indica- the whole in a well- in an audio-text. and point of view) if the implicit pieces of infor-
belongs to, where it is) subject was covered in an elementary audio- tions and to repeated targeted way. audio-text is dealing with mation related to his
even if frequent repeats, class and the pupil can text, without receiving listening. a well-known topic. personal experiences or
pictures, gestures as resort to precise indica- any help. to his usual knowledge.
well as translations are tions and to repeated
required. listening.

Analysis, comparison and appraisal The pupil indicates The pupil reproduces The pupil gives a simple The pupil portrays The pupil knows the The pupil knows the The pupil brings out The pupil understands
of audio-texts whether he likes an the thread of a text with personal assessment. characters found in an difference between difference between real- the characteristics of and appraises implicit
audio-text or not. the help of three or four audio-text. informative texts and ity and fiction, and he different kinds of audio- contents.
pictures. light fiction. compares different types texts (interview, story,
of audio-texts (story, advertising spot…).
interview, playlet…).

20 Cycle 2 Cycle 3 Cycle 4 21

 The French language
Written production

Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Writing different kinds of texts The pupil copies some The pupil freely writes The pupil writes basic The pupil copies without Watching a series of The pupil uses simple The pupil provides Using basic narrative
very common words words and some basic messages (postcard, per- any mistakes short and pictures, the pupil makes sentences and expres- autonomously a detailed forms, the pupil de-
correctly, for instance expressions belong- sonal specifications…) simple texts whose up and writes down sions to write small texts description of objects scribes a personal expe-
to designate people, ing to a studied and legibly and fluently; vocabulary was studied simple short stories deal- about people and the (e.g. a bike), of events rience from the present
animals or objects on memorized repertoire, within the context of in class, he describes ing with a well-known little things in life (school, from the present or the or the past; he also
pictures or diagrams. although he still makes closed exercises he cop- adventures and writes subject; he writes some family, hobbies…); the past or of well-known writes short messages to
many mistakes. ies accurately frequently down short stories relat- simple sentences about subject is dealt with places; his sentences are answer questions as well
used words and ques- ed to pictures, provided personal experiences in a satisfying manner, short and simple. as short biographies on
tions. that he gets instructions (e.g. a recipe), but the even if the development some people.
and help (e.g. key words, development of the remains rather simple.
illustrative sentences…). topic remains quite
basic.

Mobilization of writing strategies The pupil checks The pupil structures se- Reading over his text, The pupil makes a revi- The pupil resorts to The pupil looks autono- The pupil optimizes the The pupil uses writing
and techniques whether his freely writ- ries of sentences in a ba- the pupil finds and cor- sion with regard to for- elementary planning mously after the correct conception of his text strategies in a specific
ten words and short sic way (spaces between rects some mistakes that mal criteria (punctuation strategies (e.g. to gather spelling of the words as for the content and and appropriate way,
sentences are compre- the words, full stop at might hinder compre- marks, usual spelling). ideas on a subject) and and expressions learnt in the language (detailed according to the given
hensible. the end of a sentence) hension. he reworks his text with class, he resorts to ap- descriptions, gripping exercise (e.g. resorting
and he reads them out the aid of a correction propriate auxiliary means style of expression…). to models, looking for
to get suggestions for sheet. (e.g. a dictionary…). expressions in a diction-
improvement. ary…).

Respect of the form through the mobilization The pupil knows how to Dealing with closed ex- In his free productions To express himself and In his free produc- The pupil expresses In his free produc- The pupil uses the
of the lexical, grammatical and phonological use the most common ercises, the pupil reuses the pupil uses a limited to make himself under- tions, the pupil uses a himself properly, he tions, the pupil uses known grammatical
knowledge graphemes (un, u, ou, words and expressions vocabulary consisting of stood, the pupil uses basic vocabulary dealing varies the sentence an adequate lexicon structures quite correctly
oi, oin, on, ais, en, an, studied in class, but he words frequently used in a basic vocabulary and with his daily concrete structure as well as the to describe everyday (e.g. elementary rules on
eu…). still makes mistakes that class, he expresses him- elementary grammati- needs and elementary word order and he uses situations dealing with the agreement of past
do not hinder compre- self continuously in some cal structures (present grammatical structures connectives (coordinate well-known subjects participle, present sub-
hension. basic sentences, but he tense, present perfect, (simple tenses, sen- sentences with the most and he has recourse junctive, sentences with
makes lots of mistakes, affirmative, negative tences with an adverbial frequent conjunctions to the studied gram- conditional subordinate
in particular because of and simple interrogative clause including “when” : et, mais, ensuite …), matical structures (e.g. clauses …), but he still
the use of non-studied sentences with “est-ce and “because”…), he there are still some pronominal substitution, makes mistakes when
words or expressions, que”) learnt in class, still makes elemen- mistakes as regards interrogative sentences using less familiar struc-
even if the text is always But he still makes a lot tary mistakes as he uses morphology, syntax and with inversion, with rela- tures and forms, and he
understood. of systematic elemen- words not dealt with in spelling, but understand- tive clause..), even if he has to read several times
tary grammar (syntax, class (conjugation, plural ing is always possible. still makes some big mis- over his text to correct
conjugation) and spelling and feminine markers), takes (usual spelling and mistakes hindering com-
mistakes. but the general meaning grammar) and if there prehension.
remains obvious. are clumsy expressions.

Putting forward one’s opinion The pupil expresses a The pupil expresses an The pupil expresses a The pupil expresses a
simple appraisal dealing appraisal dealing with complex appraisal deal- simple appraisal dealing
with a topic linked to his a topic linked to his ing with a topic linked to with various topics.
everyday life. everyday life. his everyday life.

22 Cycle 3 Cycle 4 23
 The French language
Reading comprehension

Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Reading various types of texts The pupil reads and The pupil gets an idea The pupil reads aloud The pupil reads and The pupil reads fluently The pupil reads and The pupil reads and The pupil reads and un-
understands very short of the content of a very and he understands very understands short and and articulates easy texts understands easy texts understands texts derstands all in all texts
and easy sentences, short (4-5 sentences) short messages dealing well-structured texts, if quite correctly: easy comprising several para- of greater linguistic, running over several
but he has difficulties in and rather easy text, with subjects of every- they are written in very stories, recipes, blurbs, graphs, e.g. functional thematic and structural pages and dealing with a
reading unknown words especially if there are day life, provided their simple terms and in postcards, tinkering tips, texts such as definitions complexity, dealing with familiar topic, even if the
or expressions. pictures to make under- content was prepared everyday language, even easy-to-read books. in the dictionary, ads and subjects related to eve- subject was not covered
standing easier. in class. if he needs some time to comments or easy liter- ryday life (easy-to-read in class; to that purpose,
succeed. ary texts (stories, tales books, magazines…) he uses reference books
and fables). and he imagines the (e.g. books with a basic
features of the different and age-appropriate
characters mentioned in vocabulary).
a story.

Mobilization of reading techniques Watching the pictures, The pupil has recourse
and strategies the pupil understands to previously acquired
the meaning. knowledge on the sub-
ject (known or studied
in class) the text is deal-
ing with.
The pupil reads the The pupil underlines and The pupil refers to lists The pupil has recourse The pupil marks impor- The pupil skims through
heading, listens to the asks questions about or to dictionaries to find to the context to clarify tant passages in the text a text to reconstruct its
beginning of the text, passages he doesn’t the required information. incomprehensible pas- and he writes the key central message.
has a look at the pictures understand. sages – he tries to find words down – he skims
and makes a prediction precise information through the text to get
on the specific sort of when reading the text. its essence, he finds
text. significant key words.

Spotting and using the information in a text The pupil finds specific In easy contexts, the The pupil is able to find The pupil identifies After a previous prepa- The pupil identifies the The pupil understands The pupil identifies
words in a sentence or pupil finds and renders and to determine the essential messages of ration, the pupil identi- main idea of a text dealing the message of a text relevant details which
in a very short text, some specific informa- main information, what parts of the text and fies the main events in a with everyday life, the dealing with everyday are not easily found in
allowing him to answer tion explicitly mentioned the text is about (e.g. he renders them in the short story, the course general facts (author, life; he understands the the text.
very easy questions. in the text. the designation of the form of headings. of the events and the place, time, characters, main information and
main characters). significant details. organization of the text) finds explicitly formu-
as well as explicitly formu- lated information in a
lated information. text with a concrete but
rather uncommon topic.

Analysis, comparison and appraisal of texts The pupil restores easy The pupil combines The pupil draws simple The pupil identifies The pupil outlines the The pupil recognizes The pupil gives his The pupil interprets
and short sentences with passages of a text with conclusions based upon important types of texts, context, e.g. he specifies divergent points of personal opinion on the the character traits,
the help of word cards. pictures. specific information such as poems or tales. and describes the setting view or the motives of characters, the actions the intentions and the
found in the text or on of the story and he por- the characters and he or the topic of the text. feelings of a main figure
relating pictures. trays some characters. describes them. of the story; he justifies
his point of view quoting
detailed examples from
the text.

24 Cycle 3 Cycle 4 25
 The logical and mathematical reasoning, the mathematics
Space and shapes

Base Cycle 1 Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Orientation in plane and space The pupil explains The pupil identifies The pupil situates The pupil describes The pupil reads and The pupil reads The pupil uses the The pupil draws The pupil considers The pupil deter-
where he is (school and uses notions of objects in relation orally a route in draws autonomously itineraries on a roa- given coordinates autonomously the scale when dra- mines his position
and out-of-school space (over/under, to himself and to his familiar space simple plans showing dmap, he determi- to find his way on simple plans and he wing a plan, even if on a map and he
environment) and outside/ inside) and other objects (to (point of departure, the place of location nes and compares a grid. indicates the place this plan is a rather passes it on using a
he situates objects he describes the the left/ to the directions to follow, of some objects, and distances between of location of some complex one. system of coordi-
in relation to place where people right, at the top/at important land- he names and locates two points. objects. nates.
himself. or objects are the bottom, before/ marks). the four cardinal
found. behind, inside/out- points (east, west,
side). north, south).

Analysis and representation of geo- The pupil identi- The pupil differ- The pupil uses The pupil constructs The pupil draws The pupil draws The pupil buil- The pupil describes The pupil identifies The pupil interprets
metric shapes in plane and space fies, compares and entiates between the appropriate rectangles and simple shapes on geometric shapes ds and analyses the isosceles and and draws right, the perspective
groups together square, rectangle, terms to name squares on squared graph paper (square, based upon the models of solids the right triangle, acute and obtuse view of a solid or
quadrangular, tri- triangle and circle, the flat shapes paper and accord- rectangle, parallelo- geometric proper- and he depicts the square, the angles. of an assembling
angular and round he names one of (square, rectangle, ing to the indicated gram, triangle) and ties of straight lines three-dimensional rectangle according of solids (e.g. the
shapes as well as their properties and triangle) and the dimensions. he examines their and line segments models on a two- to the number of number of visible or
basic solids (cube, he sorts shapes ac- basic solids (cube, properties (verti- (horizontal, vertical, dimensional plane. sides, the number invisible faces).
parallelepiped, cording to specific parallelepiped), cality, horizontality, parallel, perpendi- of right angles, the
pyramid, sphere…) criteria. and he describes parallelism, length of cular). sides showing the
without using the and compares their the sides). same length, the
respective geomet- properties (sides, parallelism of the si-
ric term. apex, faces). des and the internal
symmetries.

Identification and creation of geo- The pupil re- The pupil sorts The pupil com- The pupil continues The pupil recons- The pupil identifies The pupil deter- The pupil identi- Using a set square The pupil assesses
metric patterns and structures produces and geometric shapes pletes basic complex geometric tructs a simple and describes the mines all axes of fies and describes and/or a compass, the consequences
continues basic according to two geometric shapes patterns and he geometric shape using regularities of a symmetry in regular the laws and the the pupil transforms of changes made
geometric patterns different criteria having recourse to creates his own the rotational sym- series of geometric shapes and he relations (axial sym- geometric patterns to patterns und
and structures. (e.g. shape and axial symmetry. patterns. metry and a double shapes. creates symmetric metry, translation) and structures structures (shape,
colour…). mirror. models on his own. existing in geome- systematically and size, arrangement
tric patterns and according to given of the elements),
structures. rules. according to the
given orders he
adapts or optimizes
them.

Combination of geometric and Starting from simple The pupil groups In the context of The pupil resorts The pupil measures The pupil compares The pupil creates The pupil calculates The pupil calculates The pupil breaks
arithmetic knowledge to solve math shapes, the pupil together different pure and simple to counting to the perimeter of a or determines the shapes with a given the perimeter and the surface area of up the shape to
problems creates different very simple shapes counting, the establish the area square and of a rec- area of any right- surface area or the surface area a triangle and of a calculate complex
figures with the represented on pupil distinguishes and the perimeter of tangle; to determine angled shape via perimeter. of a square and a parallelogram, as areas as well as
same area. squared paper and between area and basic surface areas the respective surface a breaking up into rectangle, provided well as the volume the surface area
with the same area. perimeter. (square, rectangle) area he fills it with uniform areas. that the lengths and the surface and the volume of
depicted on squared uniform areas. are expressed in area of a cube and complex solids.
paper. centimetres and in of a parallelepiped.
natural numbers.

26 Cycle 1 Cycle 2 Cycle 3 Cycle 4 27

 The logical and mathematical reasoning, the mathematics
Numbers and operations

Base Cycle 1 Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Orientation within the numeral In the whole, the The pupil combines The pupil reads and The pupil reads The pupil reads and The pupil finds the The pupil identifies, The pupil reads and The pupil recogniz- The pupil com-
system pupil recognizes numbers from 0 writes the numbers and writes natural writes the natural adjoining numbers sorts and compares writes basic frac- es a number under pares, sorts, finds
structured quanti- to 20 with their from 0 to 100, he numbers from 0 to numbers from 0 to and inserts natural natural num- tions and decimal different writings, the adjoining
ties with up to respective symbols compares and sorts 1.000, he compares 1.000.000, he com- numbers from 0 to bers higher than numbers with a he draws up some numbers and
5 elements and and inversely, and them. and sorts these pares and sorts these 1.000.000; he ex- 1.000.000 as well maximum of 2 equalities (e.g. 1/2 inserts fractions and
he counts and he arranges them in numbers, he recog- numbers, he presents tracts the number as simple decimal decimals. = 0,5 = 5/10…) decimal numbers;
compares series of order. nizes and uses struc- them correctly in a of units, of tens, of numbers. and he converts he extracts the
objects with up to tures and patterns table. hundreds … from a common fractions number of tens,
10 elements. (e.g. 100=4*25; given number. to decimal numbers of hundreds, of
1.000=4*250…). and inversely. thousands from a
decimal number.

Knowing how to make arithmetic The pupil adds and The pupil calculates The pupil calcu- The pupil does addi- The pupil applies The pupil does The pupil does The pupil makes The pupil reduces The pupil solves
operations subtracts within the in his head all addi- lates in his head tions and subtrac- correctly the written multiplications and additions, subtrac- and explains orally fractions and he equations compris-
range of 1 to 5. tions and subtrac- all additions and tions with up to process of addition, divisions with up to tions, multiplications arithmetic opera- reduces fractions to ing one unknown
tions within the subtractions within 4 significant digits subtraction and mul- 5 significant digits and divisions with tions with decimal the same denomi- number, up to 6
range of 0 to 20, the range of 0 to within the range tiplication within the in writing, but he up to 8 significant numbers with up nator, in order to significant digits and
and he calculates 100, with up to of 0 to 1.000 (e.g. range of 0 to 100.000 also may put down digits; having regard to 2 decimals and 8 make additions and one operation.
the double of the 3 significant digits 240+580; 387-9…) and he calculates in the intermediate to the situation, significant digits. subtractions.
numbers from 0 to (e.g. 57+6), and he either in writing, or his head the basic results (e.g. 456:12; he calculates in his
10 and half of the expresses simple he puts down the multiplications from 12300*34…). head, he makes
even numbers from multiplications intermediate results. 0x0 to 9x9. the calculation in
0 to 20. through an addition writing or he puts
in contextualized down the interme-
situations. diate results.

Identification and use of arithmetic The pupil makes The pupil differenti- The pupil uses the The pupil implicitly The pupil differenti- The pupil uses the Having regard to The pupil makes The pupil knows The pupil uses the
structures and rules groups and ex- ates between even reciprocity relations uses the proper- ates and compares properties of multi- the situation, the basic research the basic arithmetic reciprocal op-
changes of sets. and odd numbers. between addition ties of the addition some algorithms stud- plication (commu- pupil uses the prop- exercises (prime laws (associative erations of the four
and subtraction. (commutativity, ied in class that allow tativity, associative erties of multiplica- numbers, number property, commuta- basic arithmetical
associative prop- him to calculate more property) as well tion and division to of divisors of a given tivity, distributivity) operations to solve
erty) to calculate efficiently, and he as the reciprocity calculate efficiently. number) without and he uses them equations and to
efficiently. discusses the question between multiplica- requiring any help, in an appropriate continue sequences
with his classmates. tion and division to and he uses the way to calculate of complex num-
calculate efficiently. numbering system. efficiently. bers.

Correct presentation and communi- The pupil recog- The pupil uses con- The pupil uses The pupil illustrates The pupil reads The pupil presents The pupil creates The pupil collects Dealing with an The pupil reads
cation of numbers and operations nizes the numbers crete material to structured material through a diagram simple tables and bar data in a well- autonomously pie a series of numeric everyday situation, and interprets data
in different contexts: represent numbers. to represent num- and communicates charts. ordered way in a and bar charts data and he calcu- the pupil collects, represented by
hour, calendar, bers and arithmetic the steps of a simple table; he draws the from a given series lates their arithme- sorts and organizes fraction numbers
house… operations. arithmetic opera- obvious conclusions of data, and he tic mean. numeric data, he (per cent, decimals,
tion having led to a and explains them explains them to his represents the data basic fractions).
solution. to his classmates. classmates. in tables and charts
and talks about
them.

28 Cycle 1 Cycle 2 Cycle 3 Cycle 4 29

 The logical and mathematical reasoning, the mathematics
Dimensions and measures

Base Cycle 1 Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Mental representation of dimensions The pupil describes The pupil estimates The pupil differenti- The pupil indicates The pupil imag- In everyday life, The pupil makes The pupil associ- The pupil reads and The pupil compares
the qualities of dimensions and he ates between the the measuring units ines and compares the pupil uses the conversions of ates objects with interprets decimal decimal sizes of
objects (long, big, expresses them in number and the to be used in a given amounts of money, common simple known standard the corresponding size units; he uses the same kind, but
heavy…) and natural measures: measuring unit and context (amount of lengths, durations decimals to deal measuring units measuring units the measuring units expressed in differ-
he tries to place finger, thumb, he clearly identifies money, length, dura- and weights (e.g. it is with measuring (e.g. m into cm, (e.g. floor area of m2, cm2 as well as ent measuring units
himself in relation forearm, foot. amounts, lengths, tion) and he makes as long as, as heavy units (10 € and 50 ml into l) and he the classroom – m3, dm3 et cm3 (e.g. 8,25 dm3 and
to the near future durations and a correct use of pre- as…). cent; 2,5 l ; 1 hour compares amounts square metre). and he associates 8500 cm3).
(personal concept weights. fixes such as centi-, and a half…). of money, lengths, them with specific
of time). milli- and kilo-. durations and pictures (e.g. 0,25
weights. dm3 è the content
of a water glass).

Use of dimensions in situations of The pupil compares To make a simple The pupil quantifies The pupil compares The pupil sorts and The pupil chooses The pupil sorts and The pupil makes any The pupil uses the The pupil estab-
everyday life and sorts objects measurement, amounts of money and sorts amounts compares conven- the appropriate compares, also in common calcula- conventional units lishes and describes
showing the same the pupil uses an (€), he measures of money expressed tional units of length measuring units everyday life, less tions and conver- proper to lengths, the correspond-
size (length, weight, unconventional lengths (m, cm), in simple decimals, (mm, cm, m, km), of and instruments to common measuring sions, including amounts of money, ences between
capacity) and he measuring instru- he determines he measures and money, of time (h, measure lengths, units (e.g. hecto- the conversion of time and capacities measures of differ-
places events in re- ment (e.g. his foot, durations (h) and compares lengths min, s), of capac- the capacities, the metre, hectolitre, square measures within the context ent types.
lation to each other a bottle…). he describes the (mm, cm, m, km) ity (ml, cl, l) and of weights and time. pound, quintal) and cubic measures. of fractionated
(the different steps course of the year within their context, weight (g, kg) and he within a same kind measures
linked to an activity, (seasons, months, he tells the time (h, makes usual conver- of size, even in
the activities in the weeks). intervals of 15 min- sions with the help of rather complex
course of a given utes) and he writes a table (m-cm, euro- situations.
day…). dates. cent, kg-g).

30 Cycle 1 Cycle 2 Cycle 3 Cycle 4 31

 The logical and mathematical reasoning, the mathematics
Solution of arithmetic problems

Base Cycle 2 Base Cycle 3 Base Cycle 4

Competences Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10
Analysis of the In a specific Starting from a The pupil identi- The pupil recog- The pupil identifies The pupil writes The pupil estab- In the wording of The pupil plans, The pupil analyses
wording of There isn’t any situation, the pupil picture, the pupil fies the relevant nizes relations or and writes down in- down the object of lishes a plan with an arithmetic prob- explains and com- autonomously
an arithmetic formulates a simple puts the situation as information in the similarities between formation that seems the operation and the different steps lem dealing with municates the unknown situations,
problem, and clearly defined addition problem, if well as the question wording of a very the solving steps of relevant to solve a he outlines the cho- in view of an known strategies steps to solve an he gets himself in-
planning of the skills base apply- need be even with- in other words. simple arithmetic problems dealt with simple arithmetic sen way to solve a individual solving the pupil identifies arithmetic problem formation required
steps leading to ing to the end out having recourse problem, but a in class. problem, and he simple arithmetic of more complex relevant informa- comprising several to solve the prob-
the solution to mathematical rephrasing might be rejects the irrelevant problem, thereto arithmetic problems tion and the steps unknown details lem and he suggests
of cycle 1. The terms. necessary. details. he has recourse to with at least 3 to make, and he with the help of an an approach allow-
actual aim is the methods dealt with numerical data. presents them in equation. ing an appropriate
creation of learn- in class. an appropriate way solution.
either in a diagram,
ing situations that a table, a semantic
lay the founda- map or an arrow
tions of subse- diagram.
quent learning,
in particular the
solving of arith-
metic problems.
The competences
aimed at will be
Solution of an constructed with Starting from a spe- The pupil finds The pupil uses The pupil solves The pupil solves in Using the strategies To solve more Resorting to known The pupil solves in The pupil suggests
arithmetic prob- cific situation with by himself the strategies dealt with more complex addi- writing a simple arith- dealt with in class, complex arithme- strategies dealt with writing a problem and justifies in
lem the help of geo- a simple addition appropriate basic in class to solve tion and subtraction metic problem with the pupil solves au- tic problems not in class, the pupil with up to 2 quanti- writing solutions
metric, numerical problem, the pupil operation (+ or -) simple addition problems with one up to 3 numerical tonomously simple previously dealt solves autonomous- ties and at least 4 for open problems,
and measure finds the correct applying to a very and subtraction operation (e.g. start- data, if need be even arithmetic problems with in class and ly and in writing a numerical data, he he resorts to a
result thanks to simple arithmetic problems with one ing from the initial with the teacher’s with at least 3 comprising at least problem with up to makes the required series of data and if
problems. The basic strategies (e.g. problem. operation (e.g.: sta- or from the final help; he uses known numerical data and 3 numerical data, 2 quantities and 4 conversions and necessary, he notes
competences to counting, global tus è transforma- status, he finds the strategies, he chooses 2 arithmetic opera- the pupil chooses numerical data. resorts to individ- the proportional
be developed as recognition…). tion è status), and transformation) and and applies appro- tions (+, -, •, :), he and develops his ual or well-known relations between
he communicates he communicates priate arithmetic communicates the approach and indi- strategies. data.
well as examples the result orally, in the result and the operations (addition, solution and the vidual strategies.
related to the writing or with the steps orally and in subtraction, multipli- steps to solve the
achievement level help of a picture. writing. cation). problem both orally
and in writing, with
are found in ap- the help of math-
pendix 2. ematical language.

Interpretation The pupil checks The pupil explains The pupil proves The pupil identifies Having recourse to The pupil checks The pupil compares The pupil justifies The pupil decides The pupil identifies
and assessment the result of a sim- the result in his the correctness a simple arithmetic estimation and round- and explains the his own approach his approach and on the relevance and explains the
of the results ple addition prob- own words, and if of the result of a problem, whose ing strategies, the pu- result and his own to solve a problem the reasoning that of the informa- relations existing
lem by counting. necessary he draws simple problem. question is not pil checks the results approach in writing; to the other pupils’ led him to the tion drawn from between the dif-
a picture to illus- linked to the given of simple problems. for this purpose he reasoning, and he solution and he a rather significant ferent approaches
trate the solution. information (“the uses the appropri- thinks about the confirms or refutes series of data; he to solve a problem,
captain’s age”). ate mathematical different steps the explanations of expresses and he resorts to these
terms. together with his other pupils. checks hypotheses appropaches and
classmates. related to series of applies them to
data. similar cases.

32 Cycle 2 Cycle 3 Cycle 4 33

 Discovery of the world with all senses, discovery
of science, natural and human sciences
Competences
Exploring phenomena
Gathering and use of spe-
cific information
Rendering critical judgment
Establishing interrelations
Drawing up, development
and implementation of a
project
Interaction through the use
of different means of com-
munication
34 Cycle 1 Cycle 2
Base Cycle 1
Level 1
The pupil uses all his senses to
explore the surrounding world:
he perceives the signs of a living
nature (growth, seasonal varia-
tions) as well as the elementary
physical phenomena (magnetism,
floating objects).
The pupil knows some indig-
enous plants (flowers and trees)
as well as some animals and
their natural environment (pets,
farm animals, animals living in the
woods).
He starts to get his bearings in
time (present, past, future) as
well as in his close environment.
The pupil adopts a responsible
behaviour towards himself, with
regard to the others and to his
close environment.
The pupil associates animals with
their habitats and he classifies
different beings, plants or objects
according to a given criterion
(e.g. animals-habitat/tools-func-
tion).
The pupil makes different steps
(he experiments, plans, sets up,
builds and reinvents, assembles
and disassembles) to carry out
common or individual plans in
different fields of experience.
Cycle 3 Cycle 4
Base Cycle 2
Level 2
The pupil observes a living be-
ing, a plant or an object and he
describes its main features.
The pupil shows and designates
the main parts of his body and
his face. He compares two plants
or animals according to given
criteria. He makes a chronological
classification of some personal
experiences and he describes his
domicile.
The pupil mentions one or two
criteria of a responsible behav-
iour towards himself, with regard
to the others and to his close
environment, and he discusses
the issue with his classmates (e.g.
personal hygiene).
The pupil establishes the inter-
relation between the features of
different plants or animals and
their natural environment or their
way of life.
The pupil creates a basic struc-
ture (e.g. a car model) and he
uses everyday materials for that
purpose.
In collaboration with his class-
mates, the pupil relates what
happened during one given day
for instance, and he illustrates the
story with drawings, photos and
short texts.
Level 3
The pupil asks at least one
question about an issue
(e.g. his body, the birth of a
child…).
The pupil gathers information
on the main functions of his
body. He draws a genealogi-
cal tree of his own family. He
compares the features of
different common tools.
The pupil thinks about the
behaviour of men with re-
gard to nature and environ-
ment.
The pupil classifies animal
and plant species as well as
well-known technical devices,
and he determines their
common characteristics.
The pupil makes a poster or
a scale model dealing with a
specific theme (e.g. dishes or
children’s games from differ-
ent cultures).
The pupil participates in
group work and he con-
tributes to the creation of a
series of drawings or photos
including short explanatory
texts dealing with a specific
subject.
Base Cycle 3
Level 4
The pupil formulates at least
one hypothesis relating to a
specific problem (e.g. within
the scope of the observation
of changes in the weather).
The pupil gives a concrete
description of the evolution
of an animal (e.g. of a frog)
or of a plant, and of the
development of a product,
from the raw material to the
final product (e.g. bread).
He makes a simple research
on the ways of life of the
preceding generation.
The pupil describes some
mechanisms of today’s media
and he thinks about the im-
portance of technical devices
in our daily life.
The pupil explains the adap-
tation of a living being (e.g.
the hedgehog) to its living
space.
The pupil knows how to
present in a simple way an
element of his own environ-
ment and its specificities (e.g.
in the context of the elabora-
tion of an elementary tourist
guide).
Level 5
The pupil makes an observation
over a longer period of time (e.g.
to follow the development of a
plant) and he draws at least one
conclusion from his survey.
The pupil knows how to use a
simple identification key and he
looks for information about the
services of a public institution
(e.g. his municipal administration).
He identifies those pieces of
evidence in his environment that
allow him to recreate past ways
of life.
The pupil discusses the conse-
quences of human action, refer-
ring to a precise example from
his region.
The pupil describes the interac-
tions between living beings in a
specific natural space (e.g. the
food chain).
The pupil reproduces a technical
construction.
The pupil is involved in the mak-
ing of an exhibition (e.g. on the
development of his residential
area in the course of time).
Base Cycle 4
Level 6
The pupil asks questions and ex-
presses his views about his own
physical development (puberty,
sexuality), he looks over the
available documents and chooses
those required to summarize the
major points.
The pupil gathers information
about elementary facts of es-
sential bodily functions and about
puberty. He uses an atlas or digital
mapping to locate local geograph-
ic characteristics. He classifies
important historical evolutions
on a time axis and he knows the
important historical periods (pre-
history, antiquity, Middle Ages …).
The pupil addresses the problem
of peer pressure that might exist
around him (e.g. in terms of
addiction to alcohol or tobacco)
and he thinks about a sustainable
use of natural resources at an
individual level.
The pupil describes elements
species have in common and
he gives a first overview of the
animal kingdom and its subdivi-
sion. He describes the structural
changes in some regions and he
establishes simple causal relation-
ships between historical facts.
The pupil is actively involved in
the planning and the implementa-
tion of an exhibition or a website
dedicated to a living space or a
historical fact.
In the context of the presenta-
tion of a specific topic, the pupil
uses the most common technical
and scientific terms in his oral
and written expression.
Level 7
The pupil imagines an explora-
tion device allowing him to deal
with a specific problem (e.g. a
questionnaire) and he compares
his interpretation with those of
his classmates.
The pupil enumerates some
fundamental characteristics of
elements (water, air) and he
analyses living beings according
to their distinguishing features.
He checks pictures, graphs,
tables or texts with regard to a
specific problem (e.g. industri-
alisation in Luxembourg) and
he compares the ways of life
throughout the ages.
The pupil assesses the influence
of man as to the development
of natural spaces, and he gives
an example to explain that the
present results from previous
developments.
The pupil presents the links
existing in nature (e.g. the hydro-
logic cycle) and he describes the
impact of natural phenomena on
the topographical structure and
characteristics of a region (e.g.
the erosion). He explores the
long-term effects of a historical
process on the present.
The pupil plans and carries out
an action to raise awareness
about a topic dealing with physi-
cal or moral health.
The pupil uses a semantic map
(mind map) to present the
results of his work dealing with a
specific subject.
35
 Body expressions, psychomotor activities,
sports and health
Competences
Improvement of the fine
motor skills
Mobilization of the basic
motor skills
Mobilization of the basic
psychomotor skills
Participation in team sports
Awareness of mental and
physical well-being
Practice of complex flowing
movements in the water
36 Cycle 1 Cycle 2
Base Cycle 1
Level 1
The pupil discovers his dominant
hand. He succeeds in controlling
his gestures during activities re-
quiring fine motor skills (he cuts
out, colours, draws, sticks, folds,
tears up, models, threads) and he
uses the tools appropriately and
precisely (e.g. handling of scissors
and of coloured pencils).
The pupil masters the main
movement patterns and he
knows how to adapt them to
space (he runs, climbs, slides,
jumps, turns around, swings) and
he coordinates his movements
(he pulls, pushes, throws). He
succeeds in dealing with the
changes in muscle tone (tension,
relaxation).
The pupil specifies his body im-
age through different situations
(mimed stories, role plays, active
games...).
The pupil participates actively
in team sports: he cooperates
with his partners, he begins to
stand to the agreed rules and
he respects the limits of his op-
ponents.
The pupil experiences his physical
abilities as well as his body’s reac-
tions to movements (tiredness,
well-being…). He knows some
elementary safety rules as well as
basic rules of personal hygiene.
The pupil moves freely and self-
confidently in chest-high water.
Cycle 3 Cycle 4
Base Cycle 2
Level 2
The pupil shows good eye-hand
coordination. He handles the dif-
ferent writing tools in a control-
led manner using his dominant
hand and the support is taken
into account as well.
The pupil throws different
objects as far as possible, up in
the air, on and in the centre of
targets and he keeps his balance
on different supports.
The pupil shows that he controls
his body image; he coordinates
flowing movements in a situation
linked to everyday life.
The pupil cooperates with his
team-mates and he understands
that keeping to the rules is essen-
tial in view of a shared success.
The pupil moves in water (depth
of the water slightly below the
height of the child) using auxiliary
devices (floaties etc.).
Level 3
The pupil makes forward
and backward rotations on
different devices and on the
ground.
The pupil coordinates a
series of flowing movements
in an unforeseen situation.
The pupil plays with one or
several partners, according to
the rules and being aware of
his feelings in case of win or
defeat.
The pupil jumps into the
water from the edge of the
deep pool and he accepts
a short immersion into the
water.
Base Cycle 3 Base Cycle 4
Level 4 Level 5 Level 6 Level 7
The pupil makes a series of The pupil combines different The pupil moves (he climbs, The pupil makes basic move-
movements requiring at least movements on the ground and rushes forward, hangs on…) and ments of running, jumping and
three coordination skills. he uses gym equipment (parallel he keeps his balance on different throwing; he employs them eas-
bars, wall bars, beams). supports and gym devices. ily and autonomously in different
situations.
The pupil gets his bearings The pupil understands the The pupil identifies uncomplicat- The pupil organises uncompli-
and he moves in a control- teacher’s explanations regarding ed situations in team sports, he cated games with and without
led manner on the playing an easy game; he is able to com- acts in an appropriate way and referee, he invents games and
field, he uses the equipment municate these explanations to assumes different roles (attacker, adapts them to his own abilities
appropriately and he shows his class-mates. defender). and needs.
consideration for his team-
mates.
The pupil makes warm-up exercises and he is aware of the fact that The pupil makes specific warm-up exercises.
his body is changing and developing. He makes endurance runs at his own pace over an age-appropriate
He knows his strengths and accepts his weaknesses. space of time.
He observes basic rules of personal hygiene (clothes, shower…). When doing sports, he bears his strengths and his weaknesses in mind.
He identifies safety hazards and acts with discernment.
The pupil swims safely in one The pupil dives from the edge The pupil swims non-stop in one The pupil swims easily at least
swimming style over a short of the deep pool, he goes to the swimming style over a distance 100 m in breast or butterfly
distance (25 m). bottom to look for an object and of 100 m. strokes.
he takes it back up to the surface.
37
 Creative expression, discovery of aesthetics
and culture in the field of visual arts
Competences
Imagination and creation of
two- and three-dimensional
works
Use of basic techniques
Perception of art in every-
day life
Interpretation and appre-
ciation of works of art and
of one’s own works
38 Cycle 1 Cycle 2
Base Cycle 1
Level 1
The pupil freely portrays
elements from his environment
(animals, people, objects) in a
drawing or a handiwork.
The pupil uses different tech-
niques (printing, cutting-out,
modelling), various materials and
tools to make drawings, collages
and simple constructions.
The pupil compares pictorial
representations with reality and
he tests out different forms of
artistic expression.
The pupil describes works of art
and his own works in different
ways (through drawings, words,
gestures…).
Cycle 3 Cycle 4
Base Cycle 2
Level 2
The pupil represents in detail
elements from his environment
and his work reflects his own
intentions.
The pupil resorts to the most
frequently used tools and tech-
niques, according to the given
instructions.
Comparing different works of
art, the pupil discovers similarities
and differences.
The pupil describes in his own
words a work of art and his own
works.
Level 3
The pupil represents ele-
ments from his environment
with some typical charac-
teristics (e.g. foreground,
background…).
The pupil identifies some
tools and materials used to
produce a work of art.
The pupil associates an adjec-
tive or an emotion with a
structure (forms and colour
scheme) or a material.
The pupil explains his own
approach (gestures, tools,
materials, colours); to this
end, he begins to use a more
specific vocabulary.
Base Cycle 3
Level 4
To realize a personal idea the
pupil resorts to a free and
individual approach and to
ways of doing learnt in class.
Considering the techniques,
materials and tools dealt with
in class, the pupil chooses
the most suitable ones for a
given task.
The pupil associates works
of art to different forms of
artistic expression (painting,
sculpture, photography).
The pupil understands
essential key-words (e.g.
background, foreground,
collage…) and he uses an ap-
propriate vocabulary taught
in class to describe works
of art.
Level 5
The pupil understands that he
can express ideas and emotions
through a drawing or a work of
art.
The pupil describes possible
effects of different materials,
techniques and tools.
The pupil classifies works of art
according to a given criterion
(e.g. abstract-figurative).
The pupil identifies typical struc-
tures and forms of the works
discussed in class and he uses the
appropriate vocabulary.
Base Cycle 4
Level 6
The pupil makes personal choices
as for form and content when
depicting a given subject: he
wants to make a drawing or a
work of art he really likes.
The pupil knows, mixes and ap-
plies primary and secondary col-
ours, and he uses more complex
technologies in his creations.
The pupil sees works of art as a
means of expression allowing the
artist to communicate his ideas.
The pupil gives a personal judg-
ment on a work of art, using an
appropriate technical vocabulary.
Level 7
The pupil produces works of art
reflecting his own thinking.
The pupil plans the different
steps of a personal project in an
autonomous way.
The pupil understands that art
evolved in the course of time,
together with technological and
social changes.
The pupil discovers that there
can be different interpretations
of works of art, depending on
the way they are used.
39
 Creative expression, discovery of aesthetics
and culture in the field of music
Base Cycle 1
Competences Level 1
Expression through music The pupil plays with his voice and
explores its possibilities: he sings
children’s songs, he reproduces
and creates sounds.
Perception of music The pupil perceives and dif-
ferentiates familiar sounds and
he associates them with their
respective sources. He differen-
tiates between talking and singing.
Moving to the music The pupil moves to the music,
either individually or as a mem-
ber of a group, and he follows a
simple given rhythm (e.g. slowly
– quickly).
Talking about music Listening to sound productions,
the pupil begins to communicate
his impressions (through words,
drawings, gestures, facial expres-
sion).
40 Cycle 1 Cycle 2 Cycle 3 Cycle 4
Base Cycle 2
Level 2
The pupil makes use of his ampli-
fied vocal abilities. He sings and
accompanies simple songs with
body expressions and on instru-
ments.
The pupil recognizes simple
instruments and he distinguishes
between noise and sound.
The pupil perceives different
rhythms, speeds and dynamics,
and he puts them into move-
ments.
The pupil uses simple words to
express what he feels when he
listens to a given sound produc-
tion.
Level 3
The pupil sings children’s
songs learnt in class, he
interprets them by heart and
in an expressive manner.
The pupil recognizes simple
musical instruments if he sees
or hears them.
The pupil makes simple
movements and dancing
steps.
The pupil uses his own
words to explain his musical
taste.
Base Cycle 3
Level 4
The pupil sings in tune if the
song belongs to the reper-
toire of his class, he controls
his intonation with the ear
and he is able to improvise
on Orff instruments.
The pupil identifies charac-
teristics (loud-soft, high-low,
fast-slow) and he combines
music with emotions.
The pupil improvises to
transpose music into move-
ment.
Using an age-appropriate lan-
guage, the pupil talks about
his impressions, his emotions
and his liking with reference
to a piece of music.
Level 5
The pupil accompanies songs
with body expressions and on
various instruments.
The pupil differentiates between
sounds (identical, non-identical).
The pupil perceives the atmos-
phere of a piece of music; he
communicates this atmosphere
through his body language.
The pupil speaks about musical
instruments and their timbre, and
he uses basic technical terms.
Base Cycle 4
Level 6
Controlling his voice, the pupil
sings different kinds of songs in
different languages, and he pro-
vides rhythmic and/or melodic
accompaniment.
Provided there was an ap-
propriate preparation, the
pupil understands simple musical
structures or forms and he identi-
fies some musical parameters.
He distinguishes between wind,
string, percussion and keyboard
instruments.
Together with his classmates
the pupil invents, repeats and
presents a series of movements
adapted to a piece of music.
The pupil uses the appropri-
ate technical terms to give his
personal opinion about a piece
of music.
Level 7
The pupil makes settings reflect-
ing the emotions conveyed by a
text or a scenario.
The pupil’s sense of hear-
ing allows him to understand
autonomously simple musical
sequences, structures or forms.
The pupil’s gestures or move-
ments express rhythmic struc-
tures of increasing complexity.
The pupil is sure of himself when
using technical terms dealing
with dynamics, tempo and form.
41
 Living together and values,
moral and social education
Base Cycle 1
Competences Level 1
Perception of the world The pupil becomes aware of
his emotions, his needs, his
dreams, his likings, but also of his
strengths and limits.
Understanding the world The pupil understands and stands
to the agreed rules of life in class.
Acting in this world The pupil gets involved in group
life, his actions are in accordance
with the situation and he stands
to the agreed rules of life.
Thoughts in this world The pupil identifies and ac-
cepts differences and similarities
between his person and others.
Bit by bit he becomes aware of
his actions.
42 Cycle 1 Cycle 2 Cycle 3 Cycle 4
Base Cycle 2
Level 2
The pupil describes various
behaviours and he speaks about
the feelings they generate.
The pupil identifies symbols and
he knows that they can bear
witness to different traditions,
heritages and ways of being.
The pupil gives his opinion on
important official holidays, refer-
ring to his own experience.
The pupil puts himself in the
place of others and he accepts
diverging points of view.
Level 3
The pupil makes a differ-
entiated description of his
strengths and weaknesses,
and he understands that they
will probably change.
The pupil uses a larger reper-
toire of symbols to com-
municate and to articulate
wishes and needs.
The pupil associates different
holidays in the course of the
year with different groups,
and he specifies the main
characteristics of the festivi-
ties.
The pupil takes up the ideas
of other children when he
expresses his own thoughts
about his identity or his ethi-
cal behaviour.
Base Cycle 3
Level 4
The pupil identifies several
forms of conflicts at school
and at home and he gets
involved in the search for
solutions.
The pupil gives his opinion
and justifies it with a mini-
mum of two arguments.
The pupil invokes examples
to show that life in a com-
munity is governed by norms
and rules.
The pupil puts himself in the
place of others (role plays,
e.g. someone with specific
needs, an old person, an
immigrant, a person of the
opposite sex...).
Level 5
Having considered some exam-
ples, the pupil finds out that the
rules of a community are subject
to changes in the course of time,
he uses some means to deal with
conflicts.
The pupil respects the views of
other people in his own opinion-
forming process.
The pupil uses his own words
to explain the terms of “value”,
“norm” and “right”, and he
knows the basic rights of the
child.
The pupil shows the main quali-
ties and characteristics of other
people or other beings, e.g. in
role plays. .
Base Cycle 4
Level 6
The pupil uses a basic vocabulary
to describe some cultural and
religious communities established
in Luxembourg, their traditions,
customs and beliefs.
The pupil gives his opinion on
the role, the impact and the risks
of the media in everyday life;
referring to his own experience
he shows that life in a community
is governed by norms and rules.
The pupil thinks about the dif-
ferences between “belief” and
“knowledge”, “religion” and
“science”, “faith” and “religious
denomination”.
The pupil expresses his own
wishes and dreams regarding the
future.
Level 7
The pupil has a sound knowl-
edge of the different cultural and
religious communities estab-
lished in Luxembourg.
The pupil has several points of
view dealing with the relation-
ship between man and nature,
he is able to differentiate these
views with the help of examples.
The pupil describes different
characteristics of the main reli-
gions and communities.
The pupil presents convincing
arguments in favour of those val-
ues he considers essential in life.
43
 Living together and values, moral and
religious education
Competences
Development of the religious
literacy
The pupil is able
- to understand and to use the
symbolic language of biblical
writings and of tales (Cycle 2)
- to show and/or to compare
(with the help of examples) how
men celebrate their faith and
express their relationship with
God in different religions (Cycle 3)
- to understand and to interpret
symbols, legends, sacraments
and religious terms, to analyse
and to establish a relationship
between the biblical writings and
the Creation myths and scientific
knowledge (Cycle 4)
Creating a connection between
religion and personal life
The pupil is able
-to make a link between situations
of (his personal) life and the biblical
writings, and to express it through
words, through his body language or
in a creative manner (Cycle2)
-to identify the double
commandment of love as a
cornerstone of Christian life and
to establish a link with situations of
everyday life (Cycle 3)
-to understand the beliefs, the
reasoning and the ways of acting in
the different religions and cultures,
to make a comparison with the
positions inspired by Christianity and
to establish a link with (personal)
situations of everyday life (Cycle 4)
Familiarization with the ritual
The pupil is able
- to establish a link between feasts
with their symbols and traditions
on the one hand and their genesis
on the other, and to express it
(Cycle 2)
- to show and/or to compare
(with the help of examples) how
men celebrate their faith and
express their relationship with
God in different religions (Cycle 3)
-to recognize, to compare and to
interpret the texts, symbols, art,
rituals, feasts and sacred places
of the main religions, Judaism,
Christianity and Islam (Cycle 4)
44 Cycle 2 Cycle 3
Level 1
The pupil becomes aware of his
emotions, his needs, his dreams,
his tastes, but also of his strengths
and limits.
The pupil understands and stands
to the agreed rules of life in class.
The pupil gets involved in group
life, his actions are in accordance
with the situation and he stands
to the agreed rules of life.
The pupil identifies and accepts
differences and similarities
between his person and others.
Bit by bit he becomes aware of
his actions.
Cycle 4
Base Cycle 2
Level 2
The pupil realizes that pictures
and stories make the invisible
“visible”.
The pupil understands the
importance of “seeing, listening
and acting with one’s heart”.
The pupil thinks about /
considers human attitudes and
behaviour.
Dealing with different situations
in life the pupil recognizes how
we can see, listen and act “with
our heart”.
The pupil combines the Golden
Rule with different situations in
life.
The pupil associates the different
sentences of the Lord’s Prayer
with situations in life.
The pupil shows the link
between individual behaviours/
attitudes and the biblical writings.
The pupil describes and
recognizes the features of a feast.
The pupils plan, prepare and
celebrate all together a feast with
its characteristics.
The pupil associates religious
holidays with the biblical story
of their genesis, their symbols,
pictures, songs and dances.
Level 3
The pupil recognizes that the
stories and the pictures are
expressed in a “colourful”
language.
The pupil uses this
“colourful” language.
The pupil applies the
ambiguity of the language
(in words and pictures) of
stories related to healings
and encounters to his own
experiences and attitudes.
The pupil associates religious
holidays with the biblical
story of their genesis and
their traditions.
Base Cycle 3 Base Cycle 4
Level 4 Level 5 Level 6 Level 7
The pupil recognizes the The pupil interprets symbols and The pupil recognizes truths The pupil identifies, differentiates
signification of a symbol and pictures of God in stories, names expressed through metaphors and compares symbols and
he uses the symbol language of God and works of art, and and symbols (profession of sacraments and their pictures
in words and pictures. he associates them with his own faith) in religious legends, he expressed in a colourful
The pupil applies the
characteristics of symbols ideas on God. understands and differentiates language.
to Christ and to religious them from the corresponding The pupil interprets stories on
“pictures”, he interprets and historical truth. the origins of the world and of
recognizes them. The pupil knows and interprets man stemming from different
The pupil interprets symbols the seven sacraments. cultures, and he views them in
and pictures of God in stories, The pupil interprets the stories relation to the respective ideas
names of God and works of dealing with the Creation as and opinions as to God, the
art. professions of faith, and he views world and man.
The pupil interprets and uses them in relation to scientific
the characteristics and the
pictures of a parable. syntheses on the origins of the
The pupil interprets and world.
applies the colourful The pupil understands specific
expressions of the Judeo- religious terms and he uses them
Christian tradition. within a corresponding context.
The pupil understands
specific terms and he uses
them within a corresponding
context.
The pupil rests upon the The pupil checks biblical stories The pupil notices in situations of The pupil refers to religious
story of the good Samaritan and texts to find out if and everyday life how Christian faith texts to analyse the beliefs and
when considering the double
to what extent the double inspires the way to see, to listen the actions of a character.
commandment of love in commandment of love was and to act.
its three dimensions (God,
realized. The pupil is aware of the beliefs,
my neighbour, myself) as an The pupil considers the double reasoning and ways of acting
invitation Jesus addressed to
commandment of love as the in different religions/cultures,
his contemporaries, and he way to the kingdom of God. and he resorts to examples to
establishes a relationship with
show the repercussions of these
the people mentioned in the
story. convictions on the way of life of
man.
The pupil rests upon human
behaviour in the story of the
good Samaritan when analysing
his own experiences and
behaviours in the light of the
double commandment of love.
The pupil applies the double
commandment of love
to nature and makes the
connection with his own
actions and with different
situations in life.
The pupil knows and compares The pupil interprets the The pupil analyses and compares The pupil associates religious
main elements of Christian and architectonic and artistic the similarities and the differences holidays with the biblical story of
Jewish faith; he ascribes them modes of expression of the between Christianity, Judaism and their genesis and their traditions.
to the specific religion and three monotheistic religions in Islam. Watching works of art, the pupil
interprets them as the expres- their places of worship as an The pupil recognizes Jewish roots identifies stories and symbols of
sion of a relationship with God.
The pupil establishes a link be- expression of the respective in Christianity. the major monotheistic religions.
comprehensions of faith.
tween selected Christian sacra-
ments – within the context of
their ritual celebrations – and
their specific biblical symbols
and texts, and a corresponding
relationship with God.
The pupil associates Christian
holidays with the biblical story
of their genesis, their symbols,
pictures, songs and dances.
The pupil knows the names
given to God in monotheis-
tic religions; he analyses and
interprets these names in the
light of the respective points
of view.
45
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