Competency-Based Syllabus

Introduction
In the light of the reform initiated by the Ministry of Education. We are all concerned by
the fact that our learners should be given the best quality of education.
Consequently, we have, in terms of newness, to reconsider the purpose and role of
Education. It is to organize, direct and accelerate the process of learning which will shape
the individual(s) who will contribute:
- To reach their full potential.
- To the fitness of their society which is concerned with the short / long term
competency if it is to survive in competition within globalization.

What is a competency-based- approach?

It is an approach aiming at establishing a link between the learning acquired at school and
the context of use outside the classroom.
This approach enables the learner to learn how: to learn, to share, to exchange and to
cooperate with others.

What is a competency?

It is a know how which integrates and mobilizes a number of abilities and knowledge to
be efficiently used in problem solving situations that have never been met before.

Why a Competency-based approach?

-It stems from economic urgencies and a political decision aiming at facing the effect of
globalization (economic, cultural or other.)
-To ensure interdisciplinary coherence between school syllabuses.
-To make the Algerian learner re-invest his knowledge while performing at school as well
as at social and professional levels.

The Competency-oriented syllabus in 1ere AM

For the first year of English, developing the three competencies is targeted:
-1 Interact orally in English (e.g. listen and speak)
-2 Interpret authentic oral or written documents (e.g. Read and Say, T or F)
-3 Produce simple oral and written messages (e.g. Project)
1)-

The competency based programme

1-1 End-purpose and profiles targeted

1.1.1. End-purpose
The programme of the first complementary year of the middle school i.e.1er AM (or
former 7th AF, formerly 7th fundamental year of Algerian education) is a programme for
teaching the first level of English as a second foreign language (EFL2) and therefore
aims for the acquisition of basic linguistic, methodological and cultural
competencies that will enable pupils to use English as a simple tool for
communication and documentation.

Competency-Based Syllabus

1.1.2. Profiles targeted

First year middle school (1 AM) pupils are parting with an educational environment
in which they spent six full years (i.e. the primary school) .They will have to fit
gradually into a new school
The introduction of a second foreign language at this stage is based on their previous
acquisitions (the language in which they are taught at this stage is based on their
previous acquisition (the language in which they are taught at school-Arabic, and the
first foreign language).This second foreign language will have to be learnt according
to the receptive and productive capacities of pupils of their age.
At the end of the first year of middle school, pupil's should be able to:
1- distinguish between the di fferent sound of the language (simple sound, diphthongs
, etc
2- be sensitive to stress and intonation in English
3- listen to and understand a simple message
2)-

The main features of the programme

The programme recommended and set by the Ministry of national Education is

presented for implementation at the level of first middle school year. It is formulated
in terms of competencies and defines all the elements of knowledge that pupils must
master at the end of the year, thanks to their acquisition of capacities and skill.
3)-

Structure of the programme

3.1. General presentation of the subject.

The programme offers a general presentation through:
- The linguistic, methodological and cultural objectives concerning the first year of
English learning.
- The aims.
- The approach.
- The method.
- The teacher's role.
- The assessment.
- Specific learning features of the discipline:
3.2. Learning procedures inherent in the subject
This part deals with the selected competencies.
3.2.1. Competency statement.
The statement of the competency should reflect a know how which encompasses a
set of integrated skills to be put into practice in a given situation.
3.2.2. Links between competencies.
This stage of the programme consists in highlighting the links existing between the
selected competencies.
3.2.3. Relative importance of competencies.
To complete the previous point, this part specifies the importance and the priorities of
each competency.

3.2.4. Competency scope.

This point describes the progress made by pupils throughout the year.
3.2.5 Context of acquisition
Its specifies the conditions in which the competency is to be practised and the
conditions of assessment, the means to which the pupils can resort, as well as the
constraints imposed by learning and assessment situations.
3.2.6 Assessment criteria
Those are observable and measurable point of reference which allow for the
monitoring of the pupils' learning process.
3.2.7 Learning objectives.
These are known how put to use during the practice of a competency which
integrates skills (intellectual, mental, strategic, socio-affective and psychomotor) and
knowledge.
3.2.8 Success criteria
Those are observable and measurable elements used in a learning situation.
3.2.9 Subject content
This is about the various aspects of knowledge (data, notions, facts, concepts,
strategies, etc).
4)-

The approach

The competency based approach relies on learning and teaching conception that is
both cognitivist and socio- constructivist.
This approach allows the lea
rner to acquire learning
.
strategies and also to learn how to share and exchange knowledge and to
cooperate with others.
5)-

Specific learning features of the discipline

The three competencies to be achieved are:

Competency I:

To interact orally in English

1) Meaning of the competency

The pupil is brought to interact in everyday school situations by using verbal and/ or non
verbal language.
2) Components of the competency
The pupil establishes contact with the interlocutor.
The pupil sends a message.
The pupil maintains an oral interaction
The pupil collaborates
Competency II:

To interpret authentic oral or written documents

1) Meaning of the competency

The pupil is brought to demonstrate his comprehension by oral/or written reformulation
of various types of texts through various didactic supports (songs, tales, comics,
games)
2)Components of the competency
The pupil finds out the global meaning of a written text.
The pupil evaluates his learning
CompetencyIII:

Produce simple messages orally and in writing

1) Meaning of the competency

To express himself orally or in writing the pupil is led to gradually produce simple and
coherent message. The pupil's production will be less and less guided without reaching
total perfection and without being completely mistake free; as far as spelling syntax and
punctuation are concerned
2) Components of the competency
The pupil uses appropriate strategies.
The pupil structures his text
The pupil revises his text.
The pupil evaluates his process
Links between the competencies:
Developed in synergy, the three competencies are complementary and interdependent
at the same time. They are articulated around competence I, "To intract orally", which
is the key competency of the training system. This competency, being of primary
importance in the teaching of English, will be used as background for competency II
and competency III. The three competencies working in synergy will take their full
dimension through activities allowing oral and written interactions.
Relative importance of competencies:
Taking into account the integration of three competencies, their relative importance is
equal. This doesn't prevent us from giving priority to certain competencies, according
to the cycle .Thus in 1st.AM; a great importance is devoted to oral communication.
The move from oral to writing is progressively made through meaningful school
situations.
Learning strategies:
Learning strategies are a set of stages which help pupils acquire, store and use
information.
a) The teacher's role and the learning strategies.
b) The pupil's role and the learning strategies.
The teacher's role and the learning strategies.

Teacher's rle

In the approach currently

used
- holds knowledge.
- provides knowledge.
- Is ever-present in the
classroom.
- takes all decisions in class.
- is authoritarian.
authoritarian.

In the new approach

-gives guidance and help.
- advises pupils.
- facilitates learning.
- is a co-learner.
- engages the pupils in tasks
-provides individual teaching (if
necessary).
-develops learner autonomy

What changes
-A less authoritarian attitude.
-Openness to discussion and
negotiation.
-Sensitiveness to pupils concerns.
concerns.

The pupil's role and the learning strategies.

Pupil's rle
In the approach
currently used
-receives knowledge
- depends on the
teacher.
- applies a model.
- He learns only
because he gets
marks, because of
examination pressure
or under parental
pressure.

In the new approach

- wants to know what he
learns.
- is responsible for his own
learning.
Learn better because he acts
upon what he learns.
- builds his own strategies.
strategies.
- knows the procedures to be
used for work .He acquires
problem-solving skills.

What changes
- learns through what he does
and because he does things.
- increases his... Intellectual
potential.
- improves his memory.
- has positive attitude.
Towards his/her studies.
- gives meaning to his work.
- participates in his own
learning.
- solves problems.
Works for himself and not
only for the teacher.
- learns to co-operate,
exchange and share
information.
- works autonomously.
- Increases his self- concept.
concept.