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College Curriculum

Overview of the French System

The Education Nationale has prepared a very useful document in English showing how the French System works.

School Education in France

Collège Curriculum

The official Collège Curriculum for International Sections within the French System can be found here.

Language Choices

In 6eme, students will have the option of studying a foreign language but section students are NOT OBLIGED to do so.  Please note that French and English are not considered foreign languages for Anglophone Section students. Any student who has difficulties with either of the ‘base’ languages should consider concentrating on these languages and to wait until 5e before beginning the study of another language.

LogoTransparentThe different languages currently available to Anglophone Section students are: German, Russian and Portuguese. This will be considered as their first Foreign Language ( LV1). This language must to be studied during all 4 years of Collège. Additionally, all students will begin a second foreign language in 5e (LV2) with a choice between German  and Spanish.

As Anglophone Section students already have relatively full time-table in Collège,  they are unable to study Greek or Latin. Those pupils who are interested in the study of these subjects should consider the excellent programmes offered by the State-run CNED (Cours National d’Enseignement à Distance).

Anglophone Curriculum

English Language and Literature – 6e, 5e, 4e

The scheme of work for the Collège has been designed to cover the three years of Anglophone Section collège education from the 6e to the 4e. It aims to revise and cement the literacy skills learnt in the Anglophone Primary Section, and to develop and prepare the new skills required for success in examinations; at iGCSE level, in the 3e and 2nde, and at OIB level, in the Terminale year. It is also focused around building a standardised approach to the delivery of the curriculum in the Collège, ensuring that all students reach the 3e with similar experiences and skills.

The ideals and objectives of the UK’s National Literacy Strategy (NLS) have been consulted in devising a suitable curriculum for an international school. This strategy provides a framework of skills to be taught including Word Level Work, Sentence Level Work, Reading Skills, Writing Skills and Speaking and Listening Skills.

The long-term view provides a snapshot of the curriculum in Collège, breaking down each of the three years into units of study, in half-termly blocks (for the fourth year, 3e, see below). These units provide a variety of approaches, exploring various types of reading, writing, speaking and listening. They will usually be taught in the order they appear.

Each student will be given a ‘file’ in the Section filing cabinet, in which their major pieces of course work will be stored. Usually one piece of work will emerge naturally from the scheme of work each half term. Once marked, it will be placed in the file, as evidence of their progress. Students will review their progress on a half-termly basis, using the work in their file. This will encourage an awareness of their individual progress over the year, and allow students to set targets for future pieces of work.

Homework is set on a regular basis, usually consisting of between 60 to 90 minutes of study per week. Tasks set underpin the skills being taught in class, and can involve research, reading tasks, drafting, preparation for the next lesson and so on. The department encourages students to make use of the Internet and ICT where appropriate within their homework tasks.

English examinations take place in the Autumn term for all Collège students, to allow teachers to review student progress, and for students to become increasingly familiar with examination techniques, in preparation for the Brevet, and iGCSE exams.

Progress will be reported to parents using the half termly report, the bulletin, the Anglophone reports in March and at the Parent’s Evening for each year group.

The Literature course offers students the study of pre and post 1914 poetry, prose and drama. They learn to respond to texts critically, sensitively, in detail and to develop an awareness of their social, historical and cultural contexts.

The study of Language aims to improve the fluency and accuracy of students’ written and spoken expression. They read a variety of texts learning to distinguish between fact and opinion; to follow an argument; to select material appropriate to purpose and to appreciate writers’ use of language. They also develop their ability in speaking and listening in order to communicate clearly for different purposes and to different audiences.

English in College

Our teachers have put together an overview of the topics that will be studied during your child’s college years:

College Curriculum

Anglophone Curriculum

History and Geography

See this page.

Conseil de Classe

The Conseil de Classe meet three times a year to discuss the bulletins (report cards/grades) of every child in the class. The Conseil de Classe is made up of the teachers, the head teacher, two parent representatives and two student representatives. Its purpose is to discuss the class as a whole and deal with any issues concerning all the students.

CEFR

Common European Framework of Reference for Languages

The CEFR (Common European Framework of Reference for Languages has been developed by the Council of Europe to be able to compare language levels across the board in over 39 different languages.  There are 6 different levels A1, A2, B1, B2, C1, C2 moving from A1 – (beginners) to C2 (master level). The CEFR Assessment Grid explains what each of these levels mean in the context of language ability.

For further information, please consult the Council of Europe’s website.

Homework Policy

Homework is an integral part of the English curriculum for students within the Anglophone Section. We believe that it facilitates the development of good working practices which are independent of the classroom, enabling students to meet the demands of the curriculum and providing time outside of the classroom for students to reflect upon lessons and to learn from them.

Teachers will set homework on a regular basis for all groups, usually allowing students seven days to complete the work. Time spent on homework will depend upon age and ability, but as a general guide to maximum and minimum expectations:

60 minutes for 6e

60 minutes for 5e, 4e

60-90 minutes for 3e

Teachers ask students to record tasks and deadlines in their agendas, and ensure that these deadlines are met.

Missed Deadlines

Where there is felt to be just cause students can arrange an extension to deadlines with their teacher. Valid reasons include illness, family commitments, volume of work and so on. Similarly, if a student brings a letter from parents on the day of the deadline, offering an acceptable excuse for non-completion, a new deadline can be mutually agreed by the teacher and student. In the absence of an agreed extension students can be subject to the following sanctions:

  • The piece of work will incur a penalty of two marks, which will be deducted from the final mark.
  • If, despite this, work does not arrive within 7 days of the agreed deadline, a zero will be given.

A letter will be sent home to inform parents should this occur. Students should be aware that in the case of absence it is their responsibility to ensure that they are up-to-date with classwork and homework.

Time-line

The figure below depicts, in timeline format, a comparison between the French, English and USA education systems.  To view this in more details click Interactive integrated French-British-USA education systems time line to download this information in Excel format.

A comparison of the UK, USA, and French education systems.