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2G curriculum

&
Crosscurricular
competences
Meeting

&

workshop

November 8th 2016

Medea (2)
By

: Mr Samir Bounab
( teacher trainer at MONE)
yellowdaffodil66@gmail.com

Meeting Points
Time
9:00
9:05
9;15
9: 30
10:30
10 : 40

Tasks

opening session
brief discssion about problems
facing teachers
review about the last training
topic of the day
coffee pause
workshops

Know
how..
Know how ?
Knowhow to do?
Know how to learn?

Cross curricular
competence
Competence
competency

What is Interdisciplinary/Cross-Curricular Teaching?

A cross-curricular competency or
Know how to learn? is an interrelated
set of attitudes, skills and knowledge
that are drawn upon and applied to a
particular context for successful learning
and living.

They are developed by every student, in


every grade and across every

Interdisciplinary/cross-curricular teaching is often seen as a way


to address some of the recurring problems in education, such as
fragmentation and isolated skill instruction. It is seen as a way
to support goals such as transfer of learning,

teaching students to think and reason, and providing a


curriculum more relevant to students (Marzano, 1991; Perkins,
1991).

Values and Benefits of


Interdisciplinary/Cross-Curricular Teaching

Applies, Integrates, and Transfers


Knowledge

.Interdisciplinary/cross-curricular teaching
provides a meaningful way in which
students can use knowledge learned in one
context as a knowledge base in other
contexts in and out of school
(Collins, Brown, & Newman, 1989).

Increases Motivation
Interdisciplinary/cross-curricular teaching can
increase students' motivation for learning and
their level of engagement.
In contrast to learning skills in isolation, when
students participate in interdisciplinary
experiences they see the value of what they
are learning and become more actively
engaged
(Resnick, 1989).

Improves Learning
Interdisciplinary/cross-curricular teaching provides the
conditions under which effective learning occurs.
Students learn more when:
They use the language arts skills to explore what they are
learning
Write about what they are learning
Interact with their classmates, teachers, and members of the
community
(Thaiss, 1986).

Importance of Context in Defining the


Cross-curricular Competencies
In the cross-curricular competencies framework, education is
considered to influence and be influenced by the context in which it
occurs.
That is, it takes place within the unique context of each students life,
occurring in interaction with the student's experiences outside the
classroom.
In this way, students' learning within the school system has the
potential to enrich their whole development, as that unfolds in their
school years and in preparation for their future lives and further
learning.

From this perspective, it is necessary both


to value the different contexts of
students' lives and learning environments
and to define competencies in a way that
is open to different cultural and social
interpretations.

The cross-curricular competencies are also assumed


to be sensitive to students' individual needs,
recognizing differences among learners in a way that
allows for personalization of learning.

Within this personalized model, the competencies are


seen as flexible and adaptable to the unique learning
style, needs, gifts and passions that each student
brings to the classroom.

Context will also influence the way the crosscurricular competencies are demonstrated in different
subject areas.

The Four (4) Cross Curricular Competences

1. Intellectual competency
2. Methodological competency
3. Communicative competency:
4. Personal and social
competencies

Intellectual competency
(Thinking Competency )

Critical thinking -Creative thinking - Reflective thinking


The learner can use his critical thinking skills when gathering
information for learning and research
He can understand and interpret verbal and non-verbal
messages
He can solve problem situations using a variety of
communication means
He can show creativity when producing oral and written
messages
He can show some degree of autonomy in all areas of learning

Methodological competency:

Learner can work in pairs or in groups


He can use strategies for listening and interpreting
oral discourse
He can develop effective study methods , mobilise his
resources efficiently and manage his time rationally
He can use information and communication
technology whenever he needs it for Learning and
research
He can evaluate himself
He can evaluate his peers

Communicative competency :

He can use drama and role-play to


communicate appropriately
He can use information and communication
technology such as blogs , website pages ,
Forums of discussion , to interact with
learners of other cultures
He can process digital data in English

Personal

&

social competencies

Positive personal and cultural identity / Personal awareness and responsibility / Social awareness and responsibilit

learner is aware of his role and others' role in


developing projects
He is keen on promoting the work of his peers
He respects our national values and behaves
consistently
He is honest and accountable for his work and respects
others work
He asserts his personal identity and behaves with selfconfidence
He socialises through oral or written exchanges

He develops attitudes of solidarity

Where can cross-curricular


competences be seen /
exploited?

Home
Street
School
Mosque
Entertainmen
t places

Middle School subjects &


Cross curricular
competences

How can learners


benefits from their
Middle School
courses to learn
English ?
How can learners
benefit from their
English courses to
learn the other
subjects?

Contribution of English to the global exit profile of the cycle.

English

Arabic ,
Tamazight,
French ,
Biology,
Maths and technology,
Social sciences ,
Music,
Arts,
Sports,
Islamic education,
Civics

English
An additional language
represents cultural and
intellectual wealth.
The linguistic system of
English is put into
perspective and
compared with the other
languages of the learner
Communication with
others in an
international language
which can be used to
acquire all areas of
knowledge

Languages
The Algerian learner of
English uses/transfers his
previous knowledge of
Arabic and French , such as
the techniques and
strategies of reading
(decoding) and writing
(encoding) to learn English
The rich and complex sound
system of Arabic and
Tamazight can facilitate the
acquisition of the English
sound system
The knowledge of French , a
European language using
Latin script for writing can
facilitate the acquisition of
English alphabet and

English
English is an
excellent language
for the acquisition of
scientific and
technical knowledge
and research
English is a
suitable language for
technical
terminology because
of its conciseness and
capacity to express
ideas clearly and
rigorously.

Biology
Background knowledge of scientific
methods of learning and inquiry
(observation, analysis , demonstration,
synthesis)can foster rigor and
rationality in learners
Scientific topics such as: anatomy,
botany, zoology, medicine, food and
hygiene , etc. are all re-discovered /relearned through English
Drawings, figures, charts, tables,
statistics, etc
Exact science, computing science
Rigour of scientific approach,
abstract and logical reasoning,
hypothesis making and testing,
deductive and inductive reasoning,
demonstration , etc.
Technological knowledge and skills

English
English terms are used
in all scientific domains
( eg: medicine-doppler ,
scanner, laser , irm, etc. )
English concepts allow
for concrete and precise
descriptions of scientific
phenomena
English is used as a
universal language for
Internet communication
worldwide ( email / web /
blog / tweet / facebook,

Maths and Technology


Scientific rigour,
logic, capacity
of making
hypotheses,
demonstration
and abstraction,
use of graphs,
tables, statistic.
The use of
rationality, the
data processing
skills

English
Developing
communication skills in
English enables the
learner to open to the
world and broaden his
horizons, deepen his
knowledge of Englishspeaking communities ,
and understand their
culture and social
behaviours
Accessibility to
information and
resources centers,
databases, archives ,
etc .for research and

Social science

Chronology
( knowledge of
history ) , facts and
opinions
Concepts of space
and time and location,
understanding of maps
(geography)
Knowledge of other
peoples , civilizations
and cultures
(sociology,
anthropology, social
psychology)

English

Music, Arts, Sports

Using English
songs , old and new,
is highly motivating
for the acquisition of
musical
competencies

Sounds, rhythm,
harmony,
aesthetics,

All sports
terminology is in
English ( match,
corner , penalty ,
goal, etc) which can
also motivate
learners to practice

Sense of effort
and fair play,
teamwork ,
sharing ,
individual and
collective

Drawing and
design, creativity

English
Sounds, rhythm,
harmony, aesthetics,
Drawing and design,
creativity
Sense of effort and
fair play, teamwork ,
sharing , individual
and collective
responsibility

Islamic Education
Sense of effort , hard
work and involvement
Values such as
solidarity , honesty
Learn to listen to
others , care and
share, help others, be
tolerant, respect
others
be open to dialogue
a sense of belonging
to a community

English
Civics
Understanding of
concepts like
citizenship ,
participatory
democracy,
freedom of
expression , civil
society, and living
together

Acquisition of civic
behaviour

Knowledge of our
society, its values
and behaviours;
compare with values
and behaviours of
other societies
Knowledge of our
institutions; compare
with other
institutions

workshop
Split into five group

Each group will set a list of cross


curricular competences seen in each
of the lessons of each sequence

Resources
National Curriculum ( pages 14 & 15)

Defining Cross-Curricular Competencies


Ministry of Education Draft January 2013
curriculum@gov.bc.ca

Slides from Algiers presentation


( inspectors training Mars 2015)

Mr . Samir Bounab
yellowdaffodil66@gmail.com