Saint-Didier primary school

Cycle 2

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In the following pages, you will find a presentation of different tools and activities of cycle 2.

Assessment staircase


• Behaviour belts

• Co-operative council

Talk time

Tutorial system

School correspondence


The first day

This is my third year with cycle 2. Previously, I was with cycle 1 in the same school. Therefore, I have the major advantage of knowing the majority of the children very well. I know where they have come from and I know how much progress every child has made; consequently, I envisage a bright future for every single one of them. Reading between these lines, you will detect a genuine interest in the children as individuals. Indeed, this attitude is one of the keys to success and it allows me to be patient: it is essential to give time to children and to remain confident in them. I notice that certain pupils who worried me in the nursery have made a lot of progress; thus, I am confident… And I hope the children are too!

This year in cycle 2, there are 13, 2 and 6 pupils in Nursery Year 4, Primary Years 1 and 2, respectively. A tutorial system is needed for the successful management of a class of this size. Every Primary Year pupil therefore has responsibility for one or two of the Nursery Year 4 pupils.

The morning begins with Talk Time, which forms a natural transition between life inside and outside the class. The rest of the day's activities are, in turn, individual, group or collective activities. Interaction with other pupils promotes learning; children learn more effectively and at their own pace, while differences in learning rate are smoothened out. After every individual or group activity, the class assembles for a review. Everyone is entitled to express themselves once about the activity that has just finished, in reply to the question, "What have you got to say about the activity?"

It is very important to me that the children feel good at school, that they want to come and thay they do not feel any danger. Suffering at school is one of the biggest causes of academic failure. It is therefore necessary to keep an eye on relations between pupils, to implement activities with a clear purpose, to consider everyone and to respect them, and, finally, to ensure that the class is not artificial or detached from the real world, and is also a place where honesty reigns.

Corinne Famelart

This page has been translated from French by Andreas Theodorou.






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Last Update :04/28/05