GOALS AND OBJECTIVES
Note : The proposed activities request a set of cognitive processes (cf. executive/integrative functions) such as attention, memory, planning/organisation, flexibility and inhibition, as well as creativity and imagination.
The same ability can be developed transversally through different domains. The notion of anchoring behaviour is considered on a personal dimension. School content is defined according to the abilities of the child in the beginning of the year. School content and cognitive processes go hand in hand and develop simultaneously.
We start with the children’s actual behaviour (what they do spontaneously) and with the means through which they act (how they do it); their strengths, abilities, resources, emerging acquisitions, possibilities and needs. It is essential to allow the child to make sense of what is learnt and to its content. It is also important to assure generalisation of acquired abilities to different contexts (environments and social encounters) in order to make their expression permanent.
We adopt a dynamic and evolving approach and ensure the coherence of the Route Plan in its entirety.
Oral and written language, language proficiency
Oral language
Langage expressif
| Action-Goals | +[1] | ++ | +++ |
| Tell tales of yesteryear | |||
| Perform an interrogation scene | |||
| Present a topic-oriented project | |||
| Imagine a mysterious situation for a story | |||
| Perform scenes to convince | |||
| Recite verses while respecting a rhythm |
Receptive language
Written language
Reading
| Action-Goals | + | ++ | +++ |
| Read long texts, from varied genres (e.g. poems, film plots, argumentative texts), clearly and fluidly (e.g. adjusting rhythm and intonation) |
Writing
| Action-Goals | + | ++ | +++ |
| Write summaries | |||
| Rewrite stories using own words | |||
| Write an interrogation scene (an investigation file) | |||
| Organise and write a topic-oriented project | |||
| Write a descriptive sequence | |||
| Write a mysterious story | |||
| Write convincing arguments | |||
| Modify and further develop stories |
Language proficiency (spelling, grammar, verb conjugation, vocabulary)
Use reference tools, such as conjugation tables and a dictionary
| Action-Goals | + | ++ | +++ |
| Consolidate verb conjugation in the present, present perfect and imperfect tense, future tense, conditional and imperative. | |||
| Introduction to new verb tenses: simple past, future perfect, past perfect | |||
| Know the sentence complements (time, place, how, why) | |||
| Introduction to subordinate clauses | |||
| Identify personal pronouns and the people who they are referring to in the sentence | |||
| Know the determiners | |||
| Use punctuation signs correctly | |||
| Make the verb agree with the subject | |||
| Know the adverbs which end in “-ment” | |||
| Understand and respect the agreement of the past participle | |||
| Understand and apply the pronoun “y” | |||
| Understand and perform verb agreement in a relative clause | |||
| Know the relative pronouns | |||
| Use words such as “qu’il(s)”, “qu’elle(s)”, “quel” | |||
| Understand the different meanings of a word | |||
| Distinguish the literal sense from the figurative sense (comparisons and metaphors) | |||
| Identify synonyms for several words | |||
| Learn the rules of word formation (prefixes and suffixes) | |||
| Introduction to etymology (word origin) |
Maths and logical reasoning
Numbers and quantities
| Action-Goals | + | ++ | +++ |
| Understand rational numbers | |||
| Perform different operations with decimal and rational numbers |
Sizes and measures
| Action-Goals | + | ++ | +++ |
| Calculate areas and volumes |
Mathematical operations
| Action-Goals | + | ++ | +++ |
| Memorise times tables from 1 to 10 | |||
| Multiply four-digit numbers autonomously | |||
| Perform divisions (master the sequence of the different steps) |
Space and Geometry
| Action-Goals | + | ++ | +++ |
| Find one’s bearings on a plan and in space | |||
| Calculate surfaces (measuring sides and angles) and identify and create various solids |
Logical reasoning
| Action-Goals | + | ++ | +++ |
| Translate a problem statement into mathematical operations (4 operations: addition, subtraction, multiplication and division) | |||
| Solve complex problems from written and oral information (e.g. worksheets) | |||
| Recognise banknotes and coins in order to understand the value of money | |||
| Apply mathematical skills to monetary transactions (“Do I have enough money to buy products X and Y with Z CHF coin or banknote?) |
Additional academic learning
Geography
| Action-Goals | + | ++ | +++ |
| Know the main natural elements of Switzerland (rivers, lakes, mountain chains) and the main cities and recognise them and find them on a map |
History
| Action-Goals | + | ++ | +++ |
| Know the main events that marked the 15th, 16th, 17th, 18th, 19th, 20th and 21st centuries |
Arts and crafts
| Action-Goals | + | ++ | +++ |
| Develop the ability to follow instructions and implement proposed activities autonomously |
English/German
| Action-Goals | + | ++ | +++ |
| Acquire adequate vocabulary related to different themes (e.g. food, directions) | |||
| Know which words and reference phrases can be used to formulate questions and answers |
Social and work skills
Social skills
| Action-Goals | + | ++ | +++ |
| Initiate interactions with peers more frequently, taking into consideration observable cues, such as topic of discussion and the activity which is taking place |
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| Integrate group discussions or games with classmates during break time |
Works skills
| Action-Goals | + | ++ | +++ |
| Pay attention to and follow verbal instructions from the teacher (e.g. by asking to repeat once more before carrying out the instruction) | |||
| Direct visual attention towards the teacher and the board in order to collect information during class |
|
Emotion regulation
| Action-Goals | + | ++ | +++ |
| Consolidate and generalise congruent expression of emotions (e.g. verbalisation) |
Functional autonomy
| Action-Goals | + | ++ | +++ |
| Learn to tell the time (quarters of an hour and minutes) | |||
| Develop the ability to take part in classes alone, as part of an integration process (e.g. arts and crafts) |
Cognitive processes
Working memory
| Action-Goals | + | ++ | +++ |
| Store information in short-term memory in order to accomplish a task (encouraging the use of visualisation strategies) |
Attention/concentration
| Action-Goals | + | ++ | +++ |
| Keep increasing sustained attention (concentration) in less enjoyable activities and during group moments (with autonomous task execution) |
Organisation/planning
| Action-Goals | + | ++ | +++ |
|
Cognitive flexibility
| Action-Goals | + | ++ | +++ |
| Continue training cognitive flexibility (e.g. consider different possibilities when solving a problem) |
[1] When assessing Action-Goals, we will use these symbols to represent an emerging ability (+), an ability in course of acquisition (++) and an acquired ability (+++).