MASTER'S DEGREE IN TEACHING, EDUCATION AND TRAINING, PRIMARY EDUCATION

The specialization is organized into three types of pathway. The first is aimed at students who are able to follow classroom-based courses. It is open to all five FDE sites (Carcassonne, Nîmes, Mende, Montpellier and Perpignan) and can enroll around 660 students in M1. The regional language pathway is available in Perpignan for Catalan, and in Carcassonne and Mende for Occitan. Apart from the specific UEs for regional languages, this pathway is shared with the basic classroom-based pathway. A third hybrid course is available for students who are unable to attend a classroom-based course (due to illness or disability, retraining, family responsibilities, etc.). It is managed by the Carcassonne site, and comprises a classroom component (four-week group sessions, exams and mock exams) and distance learning courses in a variety of formats. It can enroll up to 45 students.

Course content is common to all five sites and all three courses. They are set out in very precise course descriptions. Regular meetings are organized between instructors from the five sites. Each course is managed by an academic manager, accompanied by a representative from each site. A significant proportion of assessments are organized simultaneously at all five sites, with common subjects. The Master's jury ensures that harmonization meetings are organized to equalize grades.

To ensure that students moving on to M2 (where they are likely to be given responsibility for classes as part of their sandwich course and M2 work placement) have sufficient mastery of the fundamentals, compensation thresholds are proposed. In S2, the math, French and frame of reference units are only compensable at 6. In S4, the dissertation and internship are not compensable.

Fundamental courses in French and mathematics are taught in all four semesters of the Master's program, for a total of 30 to 40 hours per semester and per subject. They are implemented by multi-disciplinary teams including professionals.

Within the framework of the fundamentals, French lessons are deployed along 4 axes:

1. The development of oral and written language skills and reading skills, particularly literary texts, with a view to professional practice and the CRPE exams.
2. The acquisition of disciplinary and epistemological knowledge in the field of linguistics (pragmatics, textual, syntactic, grammatical, orthographic, lexical, etc.) and relating to languages, children's literature and literacies (including digital).
3. The acquisition of didactic knowledge and the development of related professional skills in the areas of speaking, writing, language, comprehension, reading, interpretation and appropriation of literary works. Particular attention is paid to the teaching of reading in the first year of primary school and the introduction of writing in Cycle 1.
4. The development of professional skills linked to versatility (French in the disciplines).

The objectives of basic mathematics teaching are based on the mastery of mathematical content and didactics, with a view to preparing students for the CRPE exam (both written and oral), as well as the design, implementation and analysis of teaching situations, in conjunction with student internships.

The topics covered are based on the curricula for cycles 1, 2 and 3. For example, 30% of the total timetable is devoted to the mastery of mathematical and didactic content for teaching calculation and numbering, with the remainder devoted to other school themes and, more broadly, to those of cycle 4, in connection with preparation for the competitive examination.

Lastly, the various themes covered in mathematics are linked together (for example, calculus with the teaching of magnitude and measurement, geometry) and with other subject areas (Arts, PE, History and Geography, Science) through training hours specifically devoted to this, in order to develop the versatility of future school teachers.

Still within the framework of the fundamentals, values and the frame of reference are worked on throughout a course of four UEs, one per semester, for a total of around 140 hours. In M1, these courses enable students to move progressively from a knowledge of the educational institution and the values that organize it, to a reflection on their implementation in the classroom, and to the integration of these values into students' professional gestures and practices, in M2.

The structure and content of this set of UEs, which are fairly similar to those offered in the MEEF^2nd degree master's program, provide an opportunity to work on key themes such as secularism, inclusive schools (cf. decree of November 25, 2020), citizenship education, school climate and the fight against all forms of discrimination and violence.

While each UE focuses on one or more of these major themes, the aim is to return to these fundamental elements over the course of the four semesters, so as to go beyond the simple transmission of information and move towards genuine appropriation. The aim is to ensure that schools can fulfill "their mission of educating for citizenship" and prepare "pupils to live in society and become responsible and free citizens; aware of the principles and rules that underpin democracy" (law of July 08, 2013). The training aims to develop professional skills as defined in the 2013 reference framework, while preparing students for the CRPE interview test.

Training in the fundamentals of French, mathematics, values and the frame of reference is complemented by a four-EU course.

In each semester, a specific UE contributes to providing solid training in other elementary school disciplines, so as to offer the most versatile and comprehensive training possible.