1. Elementary Program (cycle 1)
1.1. ESL (English as a Second Language)
1.1.1. Competencies
1.1.1.1. C1 (understanding of texts)
1.1.1.1.1. Explore authentic songs, rhymes, stories, short text with the help of gestures and visual cues. Also, use of medias (videos) are good options
1.1.1.1.2. Dependending on levels can do story retelling.
1.1.1.2. C2 (oral communication)
1.1.1.2.1. Transmit simple messages, teacher iniated interaction. Functional language.
1.1.1.2.2. Activities that gets students to repeat after the teacher, routines and singing songs are good way to get them talking.
1.1.1.2.3. Try to involve a lot of senses. (sight, hearing, smell, touch)
1.1.1.2.4. Themed activities are good ways to activate prior knowledge and get them to take risk.
1.1.1.2.5. Use of non-verbal responses. (signs, actions)
1.2. EESL (Enriched English as a Second Language)
1.2.1. Competencies
1.2.1.1. Same as ESL but allows to go further into subject, analysis and reflection
2. COMPETENCIES
3. Elementary Program (cycle 2 & 3)
3.1. ESL (English as a Second Language)
3.1.1. Competencies
3.1.1.1. C1 (oral interaction)
3.1.1.1.1. Activities promoting the use of functional language and the activation of prior knowledge
3.1.1.1.2. Activities of cycle 1 but adapted to the level of cycle 2 students
3.1.1.2. C2 (reinvesting understanding)
3.1.1.2.1. Reading various types of authentic texts, interacting with peers about something they read or watched
3.1.1.3. C3 (write & produce)
3.1.1.3.1. Making them write for purposes that are significant to them
3.2. EESL (Enriched English as a Second Language)
3.2.1. Competencies
3.2.1.1. Same as ESL but allows to go further into subject, analysis and reflection)
4. Cross curricular competencies (CCC)
4.1. Intellectual competencies
4.1.1. To use creativity
4.1.2. To exercice critical judgement
4.1.3. To use information
4.1.4. To solve problems
4.2. Methodology competencies
4.2.1. To adopt effective work methods
4.2.2. To use information & communications technologies
4.3. Personal and social competencies
4.3.1. To construct his/her identity
4.3.2. To cooperate with others
4.4. Communication-related competencies
4.4.1. To communicate appropriately
5. Broad Areas of Learning (BAL)
5.1. Health and Well-Being
5.2. Personal and Career Planning
5.3. Environmental Awareness and Consumer Rights and Responsibilities
5.4. Media Literacy
5.5. Citizenship and Community Life
6. ACTIVITIES
7. Related Content (Progression of Learning)
7.1. Functionnal language
7.1.1. Vocabulary
7.1.2. Expressions
7.2. Language convention
7.3. Culture
7.4. Texts
7.5. Strategies
8. Historical Approaches TIMELINE
8.1. Direct Method (early 1900s)
8.2. Audiolingual Method (1950s)
8.3. Total Physical Response [TPR] (1960s-1970s)¸
8.4. Communicative Language Teaching [CLT] (1970s-1980s)
8.5. Task-Based Language Teaching [TBLT] (1980s-1990s)
8.6. Content-Based Instruction [CBI] (1990s-2000s)
8.7. Plurilingual Approaches (2010s)
8.8. Neurolinguistic Approach [NLA] (2010s)
9. Secondary cycle 1
9.1. ESL (English as a Second Language)
9.1.1. Competencies
9.1.1.1. C1 (oral interaction)
9.1.1.1.1. Students interact orally in both structured activities and spontaneous discussion
9.1.1.2. C2 (reinvesting understanding)
9.1.1.2.1. Students listen to, read and view a variety of authentic texts that correspond to their age, interests and level of language development. Usage of Reinvestment tasks
9.1.1.3. C3 (write & produce)
9.1.1.3.1. Students experiment with writing and producing a variety of texts through tasks which may range from changing a few words in a model to creating a completely original text.
9.2. EESL (Enriched English as a Second Language)
9.2.1. Competencies
9.2.1.1. Same as ESL but allows to go further into subject, analysis and reflection)
10. Secondary cycle 2
10.1. ESL (English as a Second Language)
10.1.1. Competencies
10.1.1.1. C1 (oral interaction)
10.1.1.1.1. Students explore increasingly complex issues and ideas.To develop this competency, students interact orally in both structured activities and spontaneous discussion. Participation, content and articulation are some of the main focus.
10.1.1.2. C2 (reinvesting understanding)
10.1.1.2.1. Students listen to, read and view a variety of authentic texts that correspond to their age, interests and level of language development. Usage of Reinvestment tasks and Response process
10.1.1.2.2. They also take more risks in expressing their ideas and viewpoints.
10.1.1.2.3. They become more autonomous as they research and choose texts themselves, and participate in the planning of reinvestment tasks andin the decision of the final form of these tasks.
10.1.1.3. C3 (write & produce)
10.1.1.3.1. Students continue to broaden their repertoire of texts and to experiment with the writing and production processes
10.1.1.3.2. Key features: broadens repertoire of texts, uses the writing and production processes and regulates own development as writer and producer.
10.2. EESL (Enriched English as a Second Language)
10.2.1. Competencies
10.2.1.1. Same as ESL but allows to go further into subject, analysis and reflection)