ELEMENTARY SCHOOL

The Primary School consists of Preschool and Elementary levels which has 5 grades: CP or preparatory course, CE1 or elementary course 1, CE2 or elementary course 2, CM1 or intermediate course 1 and CM2 or intermediate course 2.

At the French School of Tashkent, there isn’t any multiple-level class and each class has a small number of students to ensure the success of each student (with an average of 10 students per class).

The French School of Tashkent is accredited for the whole Primary school, which ensures that the education standards are aligned with those provided in French public schools. Students coming from a French school in France or from an accredited French school overseas are accepted without any admission test.

The school week is 24 hours.

The main outcomes of Cycle 2 (CP, CE1, CE2) are:

• Reading
• Writing
• Knowledge and understanding of numbers
• The numerical writing of numbers (decimal numeration)
• Calculation of small quantities

Cycle 2 Curriculum:

French: In CP, the learning of reading includes the decoding and the identification of words, through a progressive acquisition of the knowledge and competences necessary to the comprehension of texts. Learning to read and write, whether words, sentences, texts, conducted together, reinforce each other throughout the cycle. These methods are based on the oral practice of language and the acquisition of vocabulary. They are accompanied by an initial introduction to grammar and spelling.

Mathematics: Knowledge of numbers and calculation are the priority objectives of CP and CE1. Problem solving is taught gradually and helps to build the meaning of operations. At the same time, a regular practice of mental calculation is essential.

Physical education and sport: Physical education aims at developing gross motor skills. It offers a first introduction to physical, sports and artistic activities. While responding to the need and the pleasure of moving, it helps develop the sense of effort and perseverance. Students learn to get to know themselves and each other better. They also learn to look after their health.

Foreign language: Early on, students discover the existence of different languages in their environment, as well as abroad. As early as CP, students benefit from an initial oral exposure to a foreign language. next, the teaching of a language combines oral and written exercises. It focuses on general comprehension and speaking.

Discovery of the world: Students acquire landmarks in time and space and knowledge about the world. They master the related specific vocabulary. Students go beyond their initial representations by observing and manipulating. They discover and use the basic functions of the computer: they begin to acquire skills for the Computer and Internet Certificate (B.2.i.).

Art, Music and History of Arts: Art, music and cultural references related to the history of arts develop artistic sensitivity and the abilities of self-expression of the students. These activities are accompanied by the use of a precise vocabulary allowing students to express their feelings, preferences and tastes. A first contact with art works leads them to observe, listen, describe and compare.

Civic and moral education: Students learn elementary rules of politeness and manners in society. They gradually acquire responsible behavior and become more autonomous.

As a continuation of the first years of primary school, the priority objectives of cycle 3 (CM1, CM2, 6th grade) are:

• French Language Arts

• The main elements of mathematics
• Students get prepared to benefit from the courses in the different subjects in Middle School.

Cycle 3 Curriculum:

French: Ensuring that all students have a mastery of the French language, with a precise and clear expression in oral and written form, is the most important objective of French Language Arts. It also involves all subjects: science, mathematics, history, geography, physical education and arts. The development in the mastery of the French language is based on a curriculum in reading and writing, vocabulary, grammar, and spelling. A literacy curriculum supports the students’ autonomy in reading and writing.

Mathematics: The practice of mathematics develops a taste for inquiring and reasoning, imagination and ability to grab the abstract, rigour and precision. The student enriches his knowledge, acquires new tools, and continues to learn to solve problems, subsequently strengthening skills in mental arithmetic. A student acquires new actions as automatic reflexes. In mathematics, the acquisition of skills is always associated with their understanding.

Physical and sports education: Physical and sports education aims at the development of motor skills and the practice of physical, sports and artistic activities. It contributes to health education by allowing students to better know their body. It develops safety education through controlled risk taking, teaching responsibility and autonomy by giving students access to moral and social values (respect for rules, self-respect and respect for others).

Foreign language: Oral activities of understanding and expression are a priority. The vocabulary is enriched and phonics activities remain a main focus. Regarding grammar, using basic structures is the objective. Cultural background and ways of life help students to understand behaviours and ways of thinking. By the end of CM2, students have reached the level A1 of the Common European Framework for Languages.

Experimental sciences and technologies: They aim at understanding and describing the real world, that of nature and that constructed by human society, how to act and how to control the changes induced by human activity. This is carried out by observation, questioning, experimentation as well as through debate; essential parts of achieving these goals. This research subsequently develops curiosity, creativity, critical thinking and interest in scientific and technical progress.

Humanities: To begin to understand the unity and complexity of the world, history and geography provide time and space landmarks. They develop in students curiosity, sense of observation and critical thinking. Students’ works are produced through various types of texts, such as summaries and chronological charts, maps and sketches. Individual and collective artistic activities further develop an aesthetic sensibility. They promote expression, thoughtful creation, fine motor skills and the acquisition of working methods and techniques. In the history of the arts, they are enriched by the sensory and reasoned discovery of art pieces presented in a chronological order.

Technology: Digital culture requires the rational use of computers, multimedia and the Internet. As early as Primary school, an attitude of responsibility in the use of these interactive tools must be targeted. Students learn the basic functions of a computer: learning the function of the different elements of a computer, using the mouse and the keyboard, being familiar with a word processor with which they can write and edit a digital document, sending and receiving messages. In addition they should be able to use a search engine to find and sort information.

Civic and moral education: Civic and moral education allows each student to better integrate into the class and school community at a time when his character and independence grow. It leads to a reflection on the concrete problems met in a student’s life and, by that very fact, to become more explicitly aware of the very founding principles of moral values.

You can find out more about the French national curriculum on the website of the Ministry of Education of France.