Since 2018, the Ministry has been publishing guides for teaching fundamentals in primary and secondary schools. Based on research findings and international comparisons, this collection of guides is intended for teachers and trainers to assist them in their daily teaching of French and mathematics.
The guide to teaching number construction in kindergarten
This guide focuses on one of the fundamental objects of early mathematical tools: the construction of numbers. It is intended for both teachers and trainers. Its objective is to introduce the latest research in mathematics education, particularly on the plurality of processes involved in the construction of numbers in preschool. It offers varied, structured, and progressive situations for practical implementation in the classroom.
The guide “ To teach vocabulary in kindergarten”
Vocabulary enrichment involves explicit and directed instruction of this learning with specific sequences, regular classification activities, word memorization, vocabulary reuse, and interpretation of unknown terms from their context or morphology. One of the challenges of vocabulary teaching lies in this balance that must be found between understanding words in context and the effective reuse of learned words outside the learning context.
The guide “To prepare for learning reading and writing in nursery school”
From nursery school onwards, students must develop language and cognitive skills to effectively enter into formal learning of reading and writing in the preparatory course (CP).
Phonological awareness, letter recognition, and discovery of the alphabetic principle are predictors of later reading and writing success.
The guide “To teach numbers, calculation and problem solving in CP”
Chapters focus on areas such as the two number systems to be taught in preparatory classes, different methods of calculation, and teaching arithmetic problem solving. Other topics are covered that shed light on teaching practices, such as the use of materials in the classroom or the role of play in learning numbers.
Reading and writing are complex activities that require a significant amount of knowledge, skills, or cognitive operations. Research provides guidance on the best approaches to learning that combine decoding and comprehension. This edition has been revised to incorporate feedback from a year of practice and to provide additional clarification on several points.
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In CE1, students will be asked to read fluently in all areas of instruction. It is therefore necessary to ensure fluency acquisition. This book, following on from the CP guide, specifies how learning should be conducted in CE1 to consolidate and develop reading and writing skills.
The ” Problem Solving ” Guide – Intermediate Course
This guide provides research-based insights to help students develop more effective problem-solving instruction. It provides numerous examples of problems (over 200) that middle school students must learn to solve, as well as strategies and procedures they must acquire to do so. It also offers concrete examples of implementing teaching sequences and sessions to strengthen students’ skills.
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At the end of cycle 2, the student knows how to decipher, but does not necessarily understand the meaning of all the texts presented to him. The challenge of learning in CM1 and CM2 classes lies in teaching the mechanisms of comprehension which remain a source of questioning. Drawing on the contributions of international research and the skills necessary for oral and written comprehension, this guide sheds light on the cognitive processes at work in comprehension and on the didactic and pedagogical approaches to be favored.
Guides for middle school
The “Solving Mathematical Problems in Middle School” Guide
This guide is intended for secondary school teachers, as well as for their trainers and those responsible for the liaison with primary schools. It provides historical and didactic insights and offers a selection of problems in the various mathematical fields studied in middle school. These exercises, in keeping with international assessments, are based on the six skills developed by mathematics programs (research, model, represent, reason, calculate, communicate) and refer to the key skills (key concepts) of the Pisa program.
Teaching grammar
French grammar from CP to 6th grade , published in December 2022, complements the volume French grammar – Grammatical terminology by offering a didactic approach to grammatical knowledge to be implemented in the classroom.
This second volume provides essential definitions of the concepts taught by the teacher and indicates precisely the knowledge that students must acquire, retain and master according to the class level. It provides benchmarks for progression allowing the teacher to structure his teaching, proposes learning approaches and manipulation criteria to introduce the different concepts. Finally, a selection of corpus and exercise suggestions allow the teacher to guide the construction and implementation of his sessions.
French Grammar – Grammatical Terminology
This first volume aims to provide teachers with the means to acquire solid grammatical knowledge, based on current knowledge available in French linguistics. This work aims to list, define, and illustrate with simple examples a structured set of grammatical concepts.