National school system of france

1. Ecole Sainte-Anne
LE BOUSCAT
National Education System
ERASMUS +

2. The French
School system
How do we learn in France

3. Plan
I. The school system
II. Contents of course books
III. Organizational chart
IV. Private school/public school

4. I.
The school system

5. ¤The field of education is governed by fundamental principles, some of
which are formulated in the Constitution of the Republic, others by law.
All regulatory texts concerning education are brought together in the
Education Code.
The main principles of the education system
¤The French educational system is based on great principles, some
inspired by the Revolution of 1789, laws passed between 1881 and 1889
and under the Fourth and Fifth Republics as well as the Constitution of
October 4, 1958: "the organization of compulsory and free public
education at all levels is a duty of the State ".
¤The freedom of education: In France, the public educational service
coexists with private institutions, subject to state control and can benefit
from its assistance (in exchange for a contract signed with the State).
The freedom to organize and provide education is a manifestation of the
freedom of expression: it is defined by the "Debré bill" n ° 59-1557 of
December 31, 1959 on the freedom of teaching and the relations with the
private education.
The founding texts of the education system

6. ¤Free: Education provided in schools and public institutions is free.
¤Neutrality: Public education is neutral: philosophical and political neutrality is
essential for teachers and students.
¤Secularism: The principle of secularism in religious matters is at the foundation
of the French education system since the end of the 19th century. Public education
is secular since the Bill of March 28, 1882 and October 30, 1886. They introduce
the obligation of education and the secularism of staff and programs.
¤Respect for the beliefs of students and their parents implies:
- lack of religious instruction in programs
-the secularism of the staff
-Prohibition of proselytism
¤Obligation to attend school: Since the Jules Ferry Bill of March 28, 1882,
education is compulsory. This obligation applies from 6 years, for all French
children or foreigners residing in France. It has been extended until the age of 16.
The family has two possibilities
-School in a public or private school
- provide instruction to the children themselves (with prior declaration)

7. The refoundation Bill
The law of orientation and programming for the refoundation of the school of the Republic of 8 July 2013 gives
priority to the primary school which allows to build the fundamental learning.
The primary objective is to make school more fair and more effective, to reduce inequalities by providing greater
support to the most vulnerable school populations.
The knowledge acquired by pupils and the skills they develop during compulsory schooling constitute a common
school culture. The common foundation of knowledge, skills and culture identifies these elements and organizes
them into areas and objectives. The evaluation of their mastery must be done in parallel with their acquisition,
progressively during elementary school and college. The student's unique school record allows for a follow-up of
his achievements and his progress.
The objectives of elementary school training
The training provided in elementary schools ensures the acquisition of fundamental instruments of knowledge:
oral and written expression, reading, calculation and problem solving.
Furthermore,
-it encourages the development of intelligence, artistic sensitivity, manual, physical and sports skills;
- it provides the elements of a historical, geographical, scientific and technical culture;
- it offers an education in visual arts and musical arts;
- it teaches a foreign language and may include an introduction to linguistic diversity;
- it also contributes to the understanding and autonomous and responsible use of the media, particularly digital
media;
- it ensures the acquisition and understanding of the requirement of respect for the person, its origins and its
differences;
- it also conveys the need for respect for the rights of the child and equality between women and men.
-It ensures together with the family moral and civic education which includes, to allow the exercise of citizenship,
learning values ​​and symbols of the Republic and the European Union, including the national anthem and its history.

8. Primary education
Nursery school
(from 3 to 5 years old)
Elementary school
(from 6 to 10 years old)
First year
Second year
Third year
Preparatory class (CP)
Elementary class first year (CE1)
Elementary class second year (CE2)
Middle class first year (CM1)
Middle class second year (CM2)

9. Second education
At the end, students have to pass an exam:
Which evaluates knowledge acquired during middle school
Middle school
(from 11 to 14/15 years
old)
Sixth (6th)
Fifth (5th)
Fourth (4th)
Third (3rd)
The “Diplôme national du Brevet”

11. General Education
As in middle school, students have to pass an exam which ends secondary
education and allows access to Higher Education :
High school
(from 15/16 - 18 years old)
The “Baccalauréat”
(it can be general or technical)
Second (2nd)
First (1st): -Scientific
-Literary
-Economic sciences
Senior year (T)

12. 3 years 2 years
Professional Education
Professional high
school or
professional
apprentice center
(from 15/16 - 18 years old)
Professional high
school or
professional
apprentice center
(from 15/16 - 18 years old)
Professional “baccalauréat”
Certificate of Professional
Competence
Professional
Certificate

14. « LMD » system since 2004
Licence
Master
Ph.D “doctorat”
Higher Education
(general education)
University
(from 18 years old)
L1 : S1
S2
L2: S3
S4
L3: S5
S6
M1: S1
S2
M2: S3
S4 Depending of
the studies:
3 to 8 years

15. Advanced Technician
Certificate (BTS)
(2 years)
Higher Education
(professional education)
Technician
Certificate Section
(STS)
(from 18 years old)
University Institute
of Technology (IUT)
(from 18 years old)
Technical University Degree (DUT)
Professional Licence

16. The schedule in our
school system

17. The school year is organized as follow:
-Six to seven weeks of work
-Two weeks of holidays
-Eight weeks of holidays during summer.
The week is organized in twenty four hours of
teaching, and there is one hour of
complementary activities more fore some child.
Then, there is thirty six compulsory weeks of
work in a year.

18. CALANDAR
SCHOOL

19. An example of a week at school
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
8h30-
11h30
(15min
break at
9h45)
Teaching Teaching Depending on the
region, some
children have
school on
Wednesday
morning. Some
regions choose not
to have class on
Wednesdays and let
the children have a
free day.
Teaching Teaching
F
R
E
E
11h30-
13h30
Lunch Break
13h30-
16h30
(15min
break at
15h45)
Teaching Teaching Teaching Teaching
16h30-
18h30
If parents are working, children
can stay at an after school
program.
After school, children do some
activities, like sports or games, or
have time to do their homework.

20. Teaching time
The weekly hours of elementary school are spread over 24 hours. The school year has 864 teaching hours.
The schedules assigned to the various disciplinary fields come into effect as of the start of the school year
2016. They are specified in the decree of November 9, 2015 (BO of November 26, 2015).
Fundamental learnings cycle(CP-CE1- CE2)
Disciplinary fields Average weekly duration
French 10 h
Mathematics 5 h
Foreign languages 1h30
PSE (Sport) 3h
Artistic teaching 2h
Wonder about the world/ MCE 2h30
Total 24h*
Consolidation cycle(CM1-CM2)
Disciplinary fields Average weekly duration
French 8h
Mathematics 5h
Foreign languages 1h30
PSE (Sport) 3h
Sciences and technology 2h
Artistic teaching 2h
History and Geography / MCE 2h30
Total 24h*

21. Contenu programme
II.
Course book content

22. In primary schools, there are 9 grades, made up of 3 cycles :
Cycle II:
CP 1rst grade
CE1 2nd grade
CE2 3rd grade
Cycle III:
CM1 4th grade
CM2 5th grade
6th 6th grade
Cycle I:
First year
Second year
Third year
Teaching cycles
The organization by cycles of teaching makes it possible to take into account the progressiveness of
learning and the needs of students to support them in the acquisition of skills.
The number and duration of cycles throughout compulsory education have been redefined. The
nursery school is since the start of 2014, a cycle in itself. The creation of a cycle associating the two last
classes of the elementary school and the sixth grade must favor a better educational continuity
between the school and the college.

23. There is a goal at the end of each cycle
Cycle I
Early learning
First approach of the basic
tools of knowledge, prepares
basic learning, learns the
principles of good citizenship
Cycle II:
Fundamental learning
cycle:
All the teachings examine the
world. Proficiency in Languages,
especially French language, is the
priority
Cycle III:
Consolidation cycle:
Teachings stabilize the cycle II
learnings.
The oral language is developed
and is important in helping the
student become autonomous.
Cycle III allows a better transition
to middle school.

24. Cycle I
Fundamental place of the nursery school as a first step to guarantee the success of all students
• Fosters the development of the personality of the children
• Stimulates their sensorial, motor control, cognitive and social development
• Develops self esteem and positive relationship with others
• Helps their emotional development
• Develops in each child the desire and the pleasure to learn to become an adult
Five fields of learning
• To learn the different aspects of the language
• Act, express oneself, understand through physical activities
• Act, express oneself, understand through artistic activities
• Build the first tools to structure one's thought
• Explore the world.

25. Essential contributions in
different teaching in common
ground:
-French
-Modern language
-Artistic teaching
-Physical and sportive education
-Moral and civic education
-Wonder about the world
-Mathematics
This is common ground of knowledge and
culture:
-Methods and tools to learn
-Person and citizen formation
-Languages to think and communicate
-Natural and technical systems
-World representations and human activity
The acquired knowledge and competences that students develop during their schooling constitute a
common core culture. This common ground identifies certain competences and knowledge, organizing them
into domains and goals. Their evaluations are done throughout the year.
There are five domains that give a global vision of the program objectives for elementary and middle school.
The acquired knowledge and competences of the common core culture are learned progressively through
three cycles of elementary and middle school.
Education helps in the acquisition of these common core competences.
The school system works by common grounds
Cycle II & Cycle III

26. The common ground
All courses contribute to the acquisition of the common foundation
of knowledge, skills and culture.
Special lessons:
• renewed moral and civic education;
• the implementation of an artistic and cultural education course, a
citizen course and a health course;
• modern language teaching extended to the preparatory class;
• environmental education with an interdisciplinary dimension;
• science and technology education based on proven pedagogical
practices;
• the development of digital uses in pedagogical methods and the
construction of knowledge.

27. French
Understanding
and speaking
Reading Writing Understanding the
language operation
Cycle II -Sounds recognition
-Speak in order to be
heard and understood
-Listen in order to
understand texts read
by adults
-Read aloud
-Understand a text
-Acquisition of easy reading
-Conjugation (present,
future, past)
-5 to 10 books are studied in
a year.
-Cursive writing
-Copying
-Class of words (verbs,
nouns, articles, adjectives,
pronouns, invariables
words)
-Affirmative and
interrogative sentences
-Punctuation
-Gender and number
-Subject-verb relation
-Conjugation
Cycle III -Speak with an
audience
-To be able to have a
discussion
-Listen to understand
an oral message, a
speech
-Have a critical attitude
in relation to a
language
- Read easily
-Understand a literary text
and interpret it
-Read independently and
control his understanding
-Understand texts,
documents, pictures and
interpret them
-Write fluidly
-Write easily and
quickly with a keyboard
-Write in order to think
and learn
-Write various stories
-Rewrite starting from
new rules, or make his
text evolving
-take into account the
standards of writing to
formulate, transcribe
and revise
-Understand the relationship
between oral and written
communication
-Understand a word’s
structure, meaning and
spelling
-Relate a word with its
context of use
-Identify the parts of a
sentence

28. French
Cycle
II
CP: 1st grade
-Reading: know the name of the letters,
alphabetic order, know correspondence
between letters and sounds, study of the
code, deciphering, read words, reading a
short text aloud, telling who or what the text
is about, rephrasing meaning
-Writing: copy a short text in a readable
writing respecting accents, space,
punctuation, capitalization, write under the
dictation of syllables, words, short sentences
whose graphs have been studied, write a
sentence then several
-Grammar: articles, notion of sentence,
capitalization and point, gender and number
of word say who is designated by pronouns,
use them in oral, identify a verb, a name,
situate the actions in the time relative to
each other, plural nouns
-Spelling: write without errors words
learned, use capitalization at the beginning
of a sentence, autonomously write simple
words, copy without errors short text
-Vocabulary: use precise words to express
oneself, rank words in alphabetic order,
classify words by family
-Oral language: express themselves in a
correct way, reformulate a set of
instructions
CE1: 2nd grade
-Grammar: sentence, punctuation, verb,
name, nominal group, subjects, subjects
pronouns, interrogative sentence,
negative sentence, gender and number,
adjectives, chords in the nominal group
-Conjugation: recognize past, present,
future, verb agreement, present of 1rst
group verbs, present verbs have, go, be,
say, come, do, future and imperfect of
1rst group verbs, future verbs of be and
have, past composed of 1rst group
verbs, be and have
-Spelling: syllables, writing of the
different sounds and letters
-Vocabulary: words on different
subjects, prefix, suffix, alphabetic order,
opposite words, to find one’s way in the
dictionary
-Text production
-Reading aloud with more fluidity,
understand text
CE2: 3rd grade
-Grammar: sentence, punctuation, the
verb, the subject of the verb, personal
pronouns subjects, common names and
proper nouns, article, possessive
determinants nominal group, adjective
qualifying
-Conjugation: past, present, future,
infinitive, conjugate a verb, presents,
future (1rst and 2nd group, to have, to
be, to go, to leave, to come, to see, to do,
to say, to can, to want, to take, to render)
-Spelling: syllables, words, sentences,
accents, some complex sounds,
grammatical homophones, chords
-Vocabulary: alphabetical order, search
for a world in the dictionary, synonyms,
homonyms, opposite, levels of language,
meaning and figurative meaning,
enriching one’s vocabulary
- Text production
- Reading aloud with fluidity a half past
text prepared, understand text

29. French
CM1 4th grade CM2
CYCLE III -Grammar: sentence, punctuation, the type of
sentences, affirmative form and negative form,
the verb, the subject of the verb, sentence
complements and verb complements, attribute
of the subject, nominal group, articles,
possessive and demonstrative determinants,
adjective qualifier, personal pronouns
-Conjugation: verb infinitive, present, future,
imperfect of the verbs of the 1rst and 2nd
group, simple past and compound past (to be,
to have)
-Spelling: the female names, final letters dumb,
grammatical homophones, chords (female,
plural), in the nominal group, verbs with its
subject, past participle
-Vocabulary: find a word in the dictionary,
words of the same family, prefix, suffix,
homonyms, synonyms, opposite, proper
meaning, figurative meaning, enriching one’s
vocabulary
-Text production
-Reading: five works of youth literature and
two classical works
-Grammar: sentence, punctuation,
interrogative, exclamatory, injunctive
sentence, affirmative and negative form,
verbs complements, sentence
complements, attribute of the subject,
adverbs, nominal group, articles,
possessive and demonstrative
determinants, adjective qualifier, names
complements, possessive and
demonstrative pronouns
-Conjugation: verb infinitive, present,
future, imperfect (1rst, 2nd and some verbs
of the 3rd group), simple past compound
past, imperative present, conditional
present
-Spelling: the female names, final letters
dumb, formation of adverbs, grammatical
homophones, chords (female and plural of
words and adjectives, chords in the
nominal group, verb with the subject,
subject attribute, past participle, past
participle or infinitive
-Vocabulary: find a word in a dictionary,
words of the same family, prefix, suffix,
generic names, synonyms, homonyms,
opposite, language levels, different
meaning of a word
-Text production
-Reading: four works of youth literature
and three classical words

30. Mathematics
Search Model Represent Reason Calculate Communicate
Cycle
II
-Problem resolution by
questions, seeing,
manipulating.
-Test, try some
proposed solutions
-Use mathematical
tools to resolve
problems
-Realize that some
solutions are from
addition,
multiplication or
from sharing
-Recognize and
reproduce
geometrical forms
-Use numbers in
order to
represent
quantities or
sizes
-Use some solids
and spatial
situation
representations
-Anticipate
calculations or
measured results
-Reason about
forms in order to
represent them
with tools
-Realize the
importance in
justifying our
arguments
-Calculate with
whole numbers,
mentally or by
writing
-Control the
likelihood of
the result
-Know numbers
until 100
-Use oral and
writing, the natural
language and
symbols in order to
explain the steps
and reasoning.
Cycle
III
-Deduct and organize
necessary information
to resolve problems by
texts, tables, graphics,
draws.
-Observe, question,
manipulate, make
assumptions by using
known mathematical
tools or procedures for
new situations
-Use mathematics
to resolve lifestyle
problems
-Recognize
problems from
addition,
multiplication of
proportionality
situations
-Use geometric
principles to
recognize objects
-Use tools in
order to
represent a
problem
(drawings,
graphics etc…)
-Produce and use
some
representations
of simple
fractions and
decimal numbers
-Use and
reproduce solid’s
representations
et spatial
situations
-Resolve problems
needing several
data or reasoning
with several steps
-Justify
affirmations and
verify validity of
given information
-Calculate
decimal
numbers
-Control the
likelihood of
the results
-Use a
calculator in
order to find or
check a result.
-Know numbers
until 1000
-Use vocabulary to
describe a
situation, to explain
an result
-Explain steps and
reasoning, to
understand
explanations of
others and have
discussion about
that.

31. Mathematics
Cycle
II
CP: 1st grade
-Numbers: disk, store, compare,
recognize and know how to
write numbers until 99, units
and tens(positional value of the
numbers)
-Calculating: addition,
subtraction, additive directory,
double and half, moving on a
number track, calculation on
the tens, reflexive calcul: add of
two numbers, mental
computation, calculation posed
- Size and measures: compare
lengths, weight, dates and
durations: calendar, money,
read the time
- Space and geometry: remove
objects in space, remove on a
sheet, use a plan, displacement
on grid, trace with the ruler,
recognize and trace flat figures,
recognize and describe solid
- Problems
CE1: 2nd grade
-Numbers: one hundred, dozen
and unity, number one
hundred, numbers until 999
know how to store, read and
write them well, compare, rank,
place them on a number line,
decompose,
-Calculating: additive directory,
Basis of addition, subtraction,
double and half, ten calculation,
a hundred calculation,
multiplication tables (2 to 5),
multiplication, division
approach, mental computation
-Size and measure: basis of
lengths, dates, durations, time
and weight, money, read the
time
-Space and geometry: basis of
plane figures, polygons,
polyhedral
- Problems
CE2: 3rd grade
-Numbers: read, write and
decompose numbers up to 999 999,
compare, frame, insert numbers,
place them on a number line
-Calculating: add, subtract whole
numbers, Sense of the multiplication,
know and use the technic of two-
digit multiplication, understand the
meaning of the division, grouping,
shares, divide on line
-Size and measures: know how to
count money, read the time, masses,
lengths, perimeter of a polygon
-Mental calculation: sums
differences, multiplication, products,
mental computation
-Space and geometry: find our
bearings on a map, use the ruler, the
square and the compass, use the
geometric vocabulary, recognize,
describe, name, reproduce, trace au
square, a rectangle, a triangle,
recognize the axes of symmetry,
recognize and name the solid, cub,
right pad, pyramid, cylinder, ball,
cone, build a cube and a right pad
- Problems

32. Mathematics
CM1 4th grade CM2
CYCLE III -Numbers: review the numbers until 999
999, read, write, decompose , place, store
compare, numbers until 999 999 999,
discover fractions, use fractions, place,
frame, store fractions, change from
fractional to decimal, discover decimals,
read, write, decompose decimals, place,
insert and frame decimals on a half-line
graduated, compare and store decimals
-Calculating: addition, subtraction,
multiplication, division of integers and
decimals, read and use a graphic, address
proportionality, resolve problem of
proportionality
-Size and measure: read the time, capacity,
masses, lengths, calculate and compare the
perimeters of polygons, identify and
compare the angles, discover the notion of
area, mental computation
-Space and geometry: to locate and move
in space, perpendicular straight, parallel
straight, polygons, quadrilaterals, program
construction, solid,
-Problems
-Numbers: read, write, decompose, place,
store, compare numbers until 999 999
999, know numbers until milliards, use,
place, frame, store fractions, compare and
store simple fractions, know decimal
fractions, read, write, place, compare and
store, insert and frame decimals, change
from decimal fraction to decimal
-Calculating: mental computation,
addition, subtraction, multiplication,
division of integers and decimals, read and
build a table, a graphic to solve a problem,
recognize and solve proportionality
problems, percentages, speeds, scales
-Size and measure: duration, capacity,
masses, lengths, calculate and compare the
perimeters of polygons, identify and
compare the angles, know area united,
calculate area of square, rectangle,
distinguish area and perimeter
-Space and geometry: to locate and move
in the space, perpendicular straight,
parallel straight, axis of symmetry, build
the symmetrical of a figure, polygons,
solids programming software, build circle,
complex figures, complete and write a
program construction, describe, build and
represent cube and right-hand
cobblestone
-Problems

33. Foreign languages
Understand the
oral
Expression in
orally in
continuous
Take a part in a
conversation
Discover the
cultural aspects
of a foreign
languages
Cycle II -Listen and
understand
simple oral
messages of
everyday life
-Recite, describe,
read or tell
-Participate in
simple exchange
to be heard and
understood
-Identify some
major cultural
benchmarks of
the environment
of students of the
same age in the
studied country
Listen and
understand
Read and
understand
Speak
continuously
Write React and
converse
Discover the
cultural aspects
of a foreign
language
Cycle III -Listen and
understand
simple oral
messages of
everyday life
-Memorize
words, common
expressions
-Use context,
illustrations,
knowledge to
understand a text
-Recognize
isolated words in
a short text
-Rely on words
tools, simple
structures
-Memorize and
reproduce
statements
-Speak with an
audible way
-Participate in
simple exchanges
by mobilizing
one’s knowledge
-Write known
words and
expressions
-Mobilize simple
structures to
write sentences
-Ask simple
question
-Use simple
methods to start,
continue and
finish a simple
conversation
-Identify some
major cultural
benchmarks of
the environment
of students of the
same age in the
studied country

34. Foreign languages
Cycle
II
CP: 1st grade
-Learn to present oneself, the
moments of the day, express
feelings, preferences
-Learn to count, say the days of
the week, animals
CE1: 2nd grade
-Build on what was learned in
CP (to present oneself etc...)
- Basic vocabulary (school,
home, family, animals, body
parts, holidays etc ...)
CE2: 3rd grade
-Alphabet
-Learn to say a date (day and
month)
-Express the weather
-Study of English-speaking
countries
-Express our hobbies
Cycle
III
CM1: 4th grade
-British Culture
-Read Time
-Describe clothes
-Describe tastes
-Ask for something
-Know British currency
-Write a letter in English (English school pen-pal
program)
CM2:
-Build on what was learned previously (to
introduce oneself, to celebrate, to say what one
likes to do, study English-speaking countries)
-Adverbs of frequency (sometimes always etc ...)
-Learn to express ability
-Understand and study of letters of
correspondence
-Describe animals

35. Moral and civic education
Sensitivity: self and others The law and the
rule: principal to
live with others
Judgment: thinking for
oneself and with the
others
Principal to
live with others
Commitment to
act individually
and collectively
Cycle
II
-Identify and share emotions
-The rules of communication, Care of
language, body, personal and
collective goods
-Respect of peers, adults, difference
-Identify the symbols of the Republic
-Learn to cooperate
-Rules of cooperation
-Traffic laws
-Rule of the school, rule
of life of the classroom
-Rights and duties of the
child and student
-Argue, justify, expressing a
point of view
-Asserting itself in a debate
-Differentiate particular
interest of the general
interest
--Engage student in
project, taking
responsibility,
helping others
Cycle
III
-Emotions in the works
-Respect others in their diversity
-Respect of peers, adults,
difference
-Values and symbols of the French
Republic and de European Union
-Rules of cooperation
-Rights and duties of the
person, the child, the
student, the citizen
-Traffic laws
-Equality and diversity
-Principals of
democratic, freedom,
equality and secularism
-National and European
citizenship
-Have arguments, criteria of
moral judgment
-Prejudices, stereotypes
-Secularity, concept of
common good
-Help to the others
-Solidarity
-The vote

36. Wonder about the world: History &
Geography
Time Space
Cycle II - Representing time: the chronological frieze
-Compare lifestyles over time
-Identify and situate events throughout history
(prehistory, antiquity, the Middle Ages, modern times,
contemporary times)
-Locate a place on a map
-Identify landscapes (mountains, deserts, cities,
countryside etc ...)
Understanding time:
have historic
landmarks
Understanding
space: have
geographic
landmarks
The history
program
The geography
program
Cycle III -Situate important historic
eras
-Place events one to another
and situate them in a period
-Use documents like
chronological frieze and
lexical
-Remember historic
landmarks
-Name and locate
important geographical
landmarks
-Name and locate a
place in a geographic
space
-Situate place and
spaces one to another
-Understand
geographic scale notion
-Memorize geographic
landmarks
-Understand a
document
-Kings of France
period
-French Revolution
-French Empire
period
-French Republic
- “Industrial Age”
-France during the
World War
-France during the
European Union
construction
-Identify characteristics of
where I live
-Locate where I live with
different reference points
-Draw an urban space
-What spaces are in a city
-Learn to meet food and
energy needs
-Reason and justify an
approach and the
choices made
-Be informed about the
digital world
- Cooperating and
pooling

37. Wonder about the living world of
matter and objects
Scientific
approaches
Create, realize,
imagine
Acquire
methods and
tools
Practice
languages
Mobilize numeric
tools
Cycle
II
-Ask, observe,
describe, reason,
conclude
-Observe simple
objects and lifestyle
situations
-Imagine and create
simple objects
-Choose
appropriate
material for an
experiment
-Work carefully
-Read and
understand
documents
-Retain important
information from a
document
-Gather results of
observation
-Discover numeric
tools to draw,
communicate, search
and restitute
information
Cycle
III
-Propose an
approach to
resolve scientific
problems (ask a
question, propose
hypothesis,
propose an
experiment,
interpret a result
and make a
conclusion)
-Identify principle
materials
-Describe technical
objects (how do they
work, their
components)
-Create an object with
others
-Understand the
meaning behind the
information
-Choose
appropriate
material for an
experiment
-Organize, alone or
with the team, an
area for the
experiment
-Use a bibliography
-Use mathematical
tools
-Make conclusions
about observations,
experimentswith
specific vocabulary
-Use different ways
of representing
results (drawings,
tables, graphics
etc…)
-Explain a
phenomena
-Use numeric tools for:
communicating results,
processing data,
representing technical
objects
-Identify sources of
information

38. Wonder about the world
Space Time Sciences
CP
1st
grade
-Locate himself in space
-Represent close space: the
classroom, the neighbor, the school
-Recognize different landscapes
-Yesterday/today/tomorrow
-Day and night
-Week, day, months, and years
-The seasons
-Living being
-The wildlife
-Plants life cycle
-The body: bones, part of the body
-The five senses
-Solid and liquid
-Alimentation
CE1
2nd
grade
-The classroom, the school: to get
bearing, make a map
-The landscape: earth
representations
-The neighbor
-Live here and elsewhere
-Different landscape
-Past/present and future
-The week and the schedule
-Timing: hours
-Months/ year: the calendar
-Seasons, the generations
-The chronological frieze
-How does a plant develop itself?
-What become of baby animals?
-Who eats who?
-The teeth
-The breath
-The body: moves and knuckles
-Water and air
-The thermometer
CE2
3rd
grade
-Locate a place on a map
-Identify landscapes (mountains,
deserts, cities, countryside etc ...)
- Representing time: the
chronological frieze
-Compare lifestyles over time
-Identify and situate some events
over time (prehistory, antiquity, the
Middle Ages, modern times,
contemporary times)
-The air characteristics
-States of water in nature
-Life cycle of animals/vegetables
-Technical objects: the bicycle, the
parachute
-The electricity
-The computer

39. Wonder about the world
History Geography Sciences
CM1
4th
grade
-Before the France
-The Kings of France period
-The time of the French
revolution and French Empire
-Discover where I live
-Housing, work, learning, have
hobbies in France
-use in France
-The Human being and his
place in the ecosystem
-Recognition between
animals and vegetal
CM2 -The French Republic
-The “Industrial Age”
-France during the World War
-France during the European
Union construction
-Finding yourself in space
-To reason, justify an approach
and the choices made
-Getting informed about the
digital world
-Understanding a Document
-Practicing different languages ​​in
geography
- Cooperating and pooling
-Situating the Earth in the solar
system and characterize living
conditions earthly
-Explain the variable needs in
human food
-Identify different sources and
knowledge some conversions of
energy (to realize that humans
need energy to live, heat, move,
illuminate and identify these
energies)
-Describe how living creatures
develop and become able to
reproduce

40. Physical and sportive education
Develop
traction and
build a
corporal
language
Acquire tools and
methods to learn
alone or with
practice
Respect rules,
assume roles
and
responsibilities
Learn to stay
healthy with
sport
Acquire a sportive
and artistic
culture
Cycle
II
-Be conscious of
different
resources used in
movement
-Adapt movement
to different
contexts
-Express and
accept one’s body
-Learn from mistakes
-Learn to plan actions
before doing them
-Take specific roles
(coach, arbitrator
etc…)
-Make and respect
rules
-Discover
principles of a
healthy way of life
-Not put oneself
into danger by
physical exercise
that exceeds one’s
physical capacities.
-Discover various
activities and sports
games
-Express intentions
and feelings with the
body
Cycle
III
-Adapt movement
to different
contexts
-Acquire specific
techniques to
progress
-Learn by action and
observation
-Repeat a gesture to
make it more efficient
-Use computer tools to
observe, evaluate and
change actions
-Hold specific roles
(coach, referee,
etc…)
-Understand,
respect and enforce
the rules
-Enforce security
regulations
-Evaluate quality
and quantity of
usual exercise
-Know and apply
principles of a
healthy lifestyle
-Adapt intensity to
respect one’s own
capacity
- Situate human
performances
-Understand and
respect a sports
environment

41. Produce optimal
performance, measurable at
a given time
Adapt to travel to a
variety of
environments
To express
themselves in front
of others by an
artistic or
acrobatic
performance
Lead and master a
collective
confrontation
Cycle II - Athletic activities: running,
jumping, throwing, aim at a
measured performance and
confronting the others
-Swimming: move in the water
for fifteen meters without
support and after a time of
immersion
-Be able to run
-Orientation course
-Dance
-Gymnastic activities
-Circus arts
-Simple traditional
games
-Collective games
-Wrestling games
-Racket games
Cycle III -Athletic activities: running,
jumping, throwing
-Swimming: to know how to
swim, school certificate
-Orientation course
-Climbing routes
-Roller and sled
activity
-Collective dance
-Gymnastic activities
-Complex traditional
games
-Pre-sporting group
games: football,
hand ball, basket
ball
-Fighting games
-Racket games
Physical and sportive education

42. Experiment, produce,
create
Create an artistic
project
Express oneself
and critique a
project
Be sensitive to art’s
questions
Cycle II -Understand the different
elements of creative arts
-Use specific tools for a
desired result
- Represent the surrounding
environment or give form to
one’s imagination by
exploring diverse arts
(drawing, collage, modeling,
sculpture, photography)
-Respect shared space,
tools and materials
-Create an individual
production
-Share a creation and
see what others have
created.
-Speak in front of
others in order to
share creations, be
interested in
discovering other
methods.
-Express feelings, hear
and respect those held
by others.
-Select pictures
-Express feelings about
works of art
-Show an interest in
artistic practices and
culture.
Cycle III -Choose, organize gestures,
tools and materials
depending on effects they
create.
-Find one’s artistic expression
-Identify principal tools
and competences
helping artistic projects
progress.
-Understand the steps
required in creating an
individual or group
creative arts project,
anticipating eventual
difficulties.
-Describe artistic
projects with specific
vocabulary
-Justify choices in
order to explain steps
of realization
-Share ones emotions,
relying on personal
creative art projects.
-Understand artistic and
cultural stereotypes
-Identify which
characteristics place a
work of art in a
geographic or cultural
space, and in a historic or
modern time period.
-Describe a work of art
and propose an
interpretation about it
Artistic teaching: creative arts

43. Sing and interpret Listen and
compare
Explore and
imagine
Share
Cycle II -Sing a simple melody in tune,
or sing something by
imitation
-Interpret a song with feeling
-Describe and compare
sounds
-Compare music and
identify similarities and
differences
-Imagine graphics or
corporal
representations of
music
-Invent a simple
organization from
different sounds
-Express feelings,
emotions and
preferences
-Listen and respect other
points of view and their
sensibilities.
Cycle III -Repeat and interpret a
melodic and rhythmic model.
-Interpret various registers
with feeling.
-Describe and compare
sounds from different
contexts
-Identify and name
similarities and
differences between
two songs
-Identify some
characteristics that
classify a musical work
in a geographic or
cultural reference and
historical timeframe.
-Imagine different
organizations of
sounds
-Make some personal
propositions for
creation, invention
and interpretation
-Present an opinion
about a song
-Listen and respect other
points of view and their
sensibilities.
Artistic teaching: Music

44. III.
The organizational chart

45. Academic organization
Ministry of Education, Higher Education and Research
National
educational
policy
Academic Rector
Decides
academic
strategy
Academic
General
Secretary
School inspector
Academic Directors of the
National Education Services
Inspection
office
Rectorship
services
Establishment
Chief
Inspector of
National
Education
Academic
strategic
implementation
Schools
Teachers
Students
Execution of
teaching units
Departmental
services of
National
Education

46. National Education
Inspector
Director
Teacher
Minister
Rector
Academic Inspector

47. IV.
The Private and public
school

48. Public Private
-Law: State, International, Society
etc…
-Properties: Parks, Street, Nature
etc…
-Work: public services, employees
work for the State etc...
-Schools: layman, free…
-Law: Trials between people,
between business etc…
-Properties: Private properties,
houses, personal goods etc…
-Work: employees work for
companies etc…
-Schools: Catholics (majority),
tuition based…

49. Public school Private school
Depend on the National Education
Ministry
No state agreement State agreement
Confessional
schools
No confessional
schools
Catholics schools
Depend on the National Education
Ministry and General secretary of
catholic education

50. Catholic Education
2 million pupils
8000 schools
17 % of pupils in primary and secondary education
The catholic education is supervised the French Catholic Church. In each
department, the schools are under the control of the diocesan bodies which are
under the authority of the Bishops. About 17 % are linked to religious
congregations.
95 % of the schools of the catholic education have a contract of association with
the State. This contract created in 1959 gives the schools a public mission of
education provided they respect the curriculum and the rules of the organization
of school curricula set by the ministry of Education. The teachers are paid by the
Ministry of Education. The catholic schools are attended by all the children
indiscriminately of their origin, opinion and creed.
The resources of the schools come, on one hand, from the state and, on the other
hand, from the parents.

51. Thank you for
your time
Erasmus+
Project name 2017/2019
« Game as a Method of Education »
2017-1-TR01-KA219-045584-1