The “Sea” Group Programme



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


Action-Goals + ++ +++
Read long texts, from varied genres (e.g. poems, film plots, argumentative texts), clearly and fluidly (e.g. adjusting rhythm and intonation)


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


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


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


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  


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)


Action-Goals + ++ +++
Keep increasing sustained attention (concentration) in less enjoyable activities and during group moments (with autonomous task execution)


Action-Goals + ++ +++
  • Organise and respect the sequence of steps when carrying out new tasks (integrate information selection strategies).

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 (+++).

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