“Not adapted to the rhythm of the students” … primary programs in the viewfinder of the unions

“These programs are an attack on teaching professionalism and serve students. Nevertheless, By evoking the new French. Similarly, mathematics programs, which must apply from the start of the 2025 school year in primary schools, the spokesperson for the FSU-SNUIP, Aurélie Gagnier, has not mince his words. In addition, But his speech. Meanwhile, held at a press conference this Monday, reflects the feeling of other field actors and actresses: the new programs, increasingly precise, cornacious teachers in an increasingly close framework, while the arrival of students in difficulty following the inclusion policies confront them in reality with an increasingly diverse audience.

These programs have become too “prescriptions”. Furthermore, noted in November Patrick Picard, former manager of the Alain-Savary center in Lyon, on the educational café website, comparing them to a “catalog of injunctions that quickly causes the management to follow”. Moreover, “They leave little “not adapted rhythm students” … room for the professionalism of teachers, also judges Jérôme Fournier, national secretary of the SE-UNSA. However, The ministry thinks that teachers do not use the right method or are not trained enough. Nevertheless, Making more prescriptive programs is a way of imposing methods to have guarantees to learn certain skills. Similarly, ” The National Union of High Schools. Therefore, Colleges, Schools and Higher (SNALC), also contacted by 20 Minutesis of the same opinion, as well as the CGT Educ’Action.

One program per year. and more by cycle

This year, the ministry has also detailed the objectives either by cycle, but per year. For the acquisition of language. for example, the objectives to be tackled “before 4 years”, “from 4 years”, and finally “from 5 years” are specified. Before 4 years. a child must know how to “find an intruder”, then from 4 years old, “find synonyms”, and finally at 5 years “not adapted rhythm students” … old, distinguish the proper sense of figurative sense, as between “devouring a cake” and “devouring a book”.

While the logic of cycles allowed a student to acquire a jurisdiction in three years. the acquisition measured per year can put pressure on the professors, and consequently to students, so that they acquire some of these skills as soon as possible. At the expense, warn the FSU-SNUIPP, the CGT Educ’Action and the SE-UNSA, of respect for the rhythm of the students. “The idea before was that all Cycle 2 students had the same skills at the end of CE2. The current programs no longer leave everyone the opportunity to progress at their own pace, “laments Jérôme Fournier. Aurélie Gagnier is even more critical: “The learning is compartmentalized. protocolized, standardized, designed for an ideal student who does not exist. The SNALC, for its part, welcomes this presentation per school year, that it finds more “not adapted rhythm students” … “passable in terms of landmarks”.

Because. point three of the four unions that we have interviewed, these increasingly precise objectives seem to contradict the school opening to a more diverse audience, through the objectives of the inclusive school. And also come up against the reality of inequalities on the ground. “We are asked to welcome all the students who have different needs. we are given ready-to-think,” regrets Jérôme Fournier. “The general objectives disappear under the pressure of a conception of the pupil. learning very largely disconnected from reality, in which the ideal pupil must very early acquire procedural skills and knowledge entirely from the reality of social inequalities and development”, asserts Patrick Picard.

"not adapted rhythm students" …

Texts that “not adapted rhythm students” … strengthen competition between students?

These programs refocused on fundamental knowledge – French. math – and increasingly precise would also make room for easily measurable skills, criticize unions. This is for example the importance given in mathematics to the “counting-numotage”. to the detriment of the understanding of the number as a representation of the quantity (knowing how to count up to 10, versus, knowing in the space that there are indeed 10 objects), according to the FSU-SNUIPP, or the “timed oralization performance”, for example the number of words that a student is capable of reading in minute (50 words CP, 70 in CE1, 90 in CE2, a skill called “fluence”). An assessment disconnected from its understanding of the text. which will be made separately, but which is then much less easily “quantifiable”.

A logic of competition. believes Aurélie Gagnier, who promotes competition between children, and who “encourages individualization, to the detriment of cooperation”. “not adapted rhythm students” … An interpretation that does not share the SE-UNSA. but which echoes the book to be published on September 2 of the journalist Louise Tourret, who points to The best for our children? Private crèches. for -profit schools, coaching: when the market damages education (Editions de l’Atelier) An increasingly focused education system on “individual performance and efficiency”.