It is also in this introduction, still for the part devoted to French, that we specify the progression of learning to read and what the school expects of students in each year. Thus, we will speak of “emerging reader” in 3rd kindergarten and of “beginner reader” in 1st and 2nd primary and so on, with a progression towards the “confirmed reader”. The progression of learning is specified for reading but also for writing, etc.
The same logic prevails in the other reference systems, articulated around knowledge (“fact or set of facts, definition, concept, theory, model or linguistic tool”), know-how (“procedure, gesture, technique, resolution scheme, standardized and automated by learning and training”) and skills (“ability to implement an organized set of knowledge, know-how and interpersonal skills to accomplish a certain number of tasks”), as specified in these guidelines, in these new guides for schools and their teachers.