College programs |Ministry of National Education of Youth and Sports

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College programs

Programs organized in a coherent and progressive manner

Programs based on the common core of knowledge, skills and culture

The programs ensure the acquisition of fundamental knowledge and skills. They set out and specify the objectives defined by the new common base. This revolves around five areas:

These programs, intended to be simple and understandable, aim to promote the success of all students and improve the quality of teaching. Their objectives are clear and defined according to a progression adapted to the learning of the children.

Programs designed by cycle

The programs must allow, for each pupil, the progressive acquisition of knowledge and skills within the three cycles of compulsory education:

The programs present the challenges and training objectives of each cycle, highlight the contribution of the different disciplinary fields to the acquisition of each of the five training areas of the common base and specify, by disciplinary field or discipline, the levels of mastery expected at the end of the cycle, the knowledge and skills to be acquired. They also indicate the benchmarks of progressiveness necessary to organize the training of students during the three years of the cycle.

Implementation accompanied by training and resources

Training actions have been organized at national and academic levels. At the same time, the General Directorate for School Education has published, in partnership with the General Inspectorate for National Education, a set of educational resources to support the implementation of these new programs from cycle 2 to cycle 4.

Cycle 3 - consolidation cycle: CM1, CM2 and sixth grade

Cycle 3 now links the last two years of primary school and the first year of college, with a greater concern for pedagogical continuity and coherence of learning in the service of the acquisition of the common base of knowledge, skills and culture. The 6th grade class occupies a special place in the cycle: it allows students to adapt to the rhythm, the pedagogical organization and the living environment of the college while being in the continuity of the learning undertaken in CM1 and CM2. .

French

Cycle 2 allowed the acquisition of reading and writing. Cycle 3 must consolidate these acquisitions in order to put them at the service of other learning in a wide and diversified use of reading and writing. Oral language, which also conditions all learning and also constitutes a means of entering the culture of writing, continues to be the subject of constant attention and specific work. In general, mastering the language remains a central objective of cycle 3 and the integration of the 6th grade class into the cycle must make it possible to ensure that all pupils have sufficient autonomy in reading and writing to approach cycle 4 with the necessary for further education.

Skills worked:

On the program:

Progress in the mastery of oral language continues in continuity and in interaction with the development of reading and writing. Students learn to use spoken language to:

In reading and reading comprehension, the challenge of cycle 3 is to train the student reader. All students must, at the end of cycle 3, master oral and silent reading that is fluid and fast enough to continue the work of comprehension and interpretation.

In writing, training in cursive writing continues, to ensure that each student has automated the gestures of writing and gains in speed and efficiency. At the same time, the use of the keyboard and word processing is more methodically learned.

In language study, after cycle 2 which allowed a first structuring of knowledge about language, cycle 3 marks an entry into an explicit, reflexive study of language, which is put at the service of comprehension activities texts and writing. It is a question of ensuring solid knowledge in grammar around the central notions and of arousing the interest of the pupils for the study of the language.

Literary and artistic culture is also an essential part of teaching French. It develops the imagination, enriches the knowledge of the world and participates in the construction of oneself. In cycle 3, the reading choices and the writing and speaking activities related to them are organized around major entries that highlight the aims of the teaching. In 6th grade, four themes structure the program: "The monster, at the limits of the human; Adventure stories; Creation stories; poetic creation; Resisting the strongest: tricks, lies and masks".

Modern languages

In cycle 3, the teaching of a modern foreign or regional language aims to acquire skills and knowledge that allow more assured and more effective use of another language. than the French language. Communication situations adapted to the age, cognitive abilities and interests of the pupils contribute to the construction of language knowledge, making it possible to reach level A1 of the Common European Framework of Reference for Languages (CEFRL) in the five activities language.

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On the program:

The themes or types of media (theater, cinema, poetry, etc.) mentioned in cycle 2 can be taken up, making sure to offer a progression throughout compulsory education and avoiding redundancies, the objective linguistic enrichment remaining linked to the other courses provided. In Cycle 3, cultural knowledge is divided into three areas:

Visual arts

During cycle 3, the teaching of visual arts is based on the experience, knowledge and skills worked on in cycle 2 to gradually engage students in a more sensitive practice. autonomous, that they learn to analyze more. The development of the potential for invention and creation is continued. The learning is nourished by the introduction of more precise knowledge and by a more sustained attention to the explanation of the plastic production of the pupils, the artistic processes observed, the reception of the works encountered.

Skills worked:

On the program:

These skills are developed and worked on based on three main questions:

The three questions on the program are addressed each year of the cycle; worked on in isolation or linked together, they make it possible to structure learning.

Music education

In continuation of cycle 2 and to prepare for cycle 4, music education in cycle 3 continues the discovery and development of the two major fields of competence that structure the whole of training course: perception and production.

Skills worked:

As in cycle 2, each student who so wishes must be able to engage each year in the realization of an ambitious choral project and associating as much as possible other forms of artistic expression. This possibility allows him, in addition to finding pleasure in singing in a collective setting, to discover the requirements of a show organized at the end of the school year. Associating students from different levels of the cycle, the choir benefits from bringing together schoolchildren and college students, the latter even beyond cycle 3.

History of the arts

The multidisciplinary and transversal teaching of the history of the arts structures the artistic culture of the student by acquiring benchmarks from the various and major artistic works and currents of the past and the present and by providing methods to situate them in space and time, interpret them and relate them. It contributes to the development of a sensitive, educated and thoughtful look at the works. Throughout cycle 3, the history of the arts contributes to creating links between the other courses and highlights their cultural dimension. From the sixth grade, it involves teachers from several disciplines.

College programs | Ministry of 'National Education of Youth and Sports

Skills worked:

In sixth grade, the teaching of the history of the arts is mainly done in the teaching of plastic arts and musical education, French, history and geography, living languages. Physical education and sports and scientific and technological disciplines can be associated with interdisciplinary art history projects.

Physical and sports education

Physical and sports education develops access to a rich field of practices, with strong cultural and social implications, important in the development of the personal and collective life of the child. 'individual. Throughout schooling, physical and sports education aims to form a lucid, autonomous, physically and socially educated citizen, with a view to living together. It leads children and adolescents to seek well-being and to care about their health. It ensures the inclusion in the class of students with special educational needs or with disabilities. Physical and sports education initiates to the pleasure of sports practice.

Skills worked:

Physical education and sports meet the training challenges of the common base by allowing all students, girls and boys together and equally, a fortiori those furthest from physical and sports practice, to build five skills worked on in continuity during the different cycles:

On the program:

To develop these general skills, physical education and sports offers all students, from school to college, a training course made up of four complementary fields of learning:

Moral and civic education

Moral and civic education aims at the acquisition of a moral and civic culture and a critical spirit, the purpose of which is to develop the dispositions enabling pupils to gradually become aware of their responsibilities in their personal and social life. This teaching articulates values, knowledge and practices.

Moral and civic education also aims at a free and enlightened appropriation by pupils of the values on which the Republic and democracy are founded: the basis of common values includes dignity, freedom, equality - especially between girls and boys -, solidarity, secularism, the spirit of justice, respect and the absence of any form of discrimination, that is to say the constitutional values of the French Republic, enshrined in the Declaration of the Rights of man and citizen of 1789 and in the preamble to the Constitution of 1946.

On the program:

The program highlights the elements of a moral and civic culture that takes into account four dimensions:

History and geography

In cycle 3, students continue the gradual and increasingly explicit construction of their relationship to time and space, based on the contributions of two related subject areas, l history and geography, including civic and cultural purposes at the end of the cycle. These two courses deal with common themes and notions and share tools and methods. Their specificities are due to their objects of study, time and space, and to the methods they implement to apprehend them.

Skills worked:

On the program:

Sixth grade - history

Sixth grade - geography

Science and technology

During cycle 2, the student explored, observed, experimented, questioned the world around him. In cycle 3, the notions already covered are revisited to progress towards more generalization and abstraction, always taking care to start from the concrete and the student's representations.

The construction of knowledge and skills, through the implementation of various scientific and technological approaches and the discovery of the history of science and technology, introduces the distinction between what pertains to science and technology and which is an opinion or a belief. The diversity of procedures and approaches (observation, manipulation, experimentation, simulation, documentation, etc.) simultaneously develops curiosity, creativity, rigor, critical thinking, manual and experimental skill, memorization, collaboration to live better together and the taste for learning.

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The cycle 3 teaching program is organized around common themes that combine major scientific questions and contemporary societal issues. The division into four main themes is organized around:

Each of these themes makes it possible to build concepts or notions that find their application in education for sustainable development. The concept of energy, gradually built up, is present in each theme and connects them.

Mathematics

In continuity with the previous cycles, cycle 3 ensures the continued development of the six major skills of mathematics: searching, modeling, representing, calculating, reasoning and communicating. Problem solving is the main criterion for mastering knowledge in all areas of mathematics, but it is also the means of ensuring an appropriation that guarantees its meaning. If algebraic modeling is above all a matter for cycle 4 and high school, problem solving already makes it possible to show how mathematical notions can be relevant tools for solving certain situations.

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On the program:

Cycle 3 aims to deepen the mathematical notions covered in cycle 2, to extend the field of study, to consolidate the automation of the written calculation techniques introduced previously (addition, subtraction and multiplication) as well as the results and mental calculation procedures of cycle 2, but also to build new written (division) and mental calculation techniques, finally to introduce new concepts such as decimal numbers, proportionality or the study of new quantities (area, volume, angle notably).

The geometric activities practiced in cycle 3 are part of the continuity of those attended in cycle 2. They are distinguished by a greater part given to reasoning and argumentation which complete the perception and use of implements. They are also an opportunity to experience new representations of space (patterns, perspectives, front, side, top views, etc.).

Cycle 4 - advanced cycle (fifth, fourth and third grades)

French

The teaching of French in cycle 4 constitutes an additional and important stage in the construction independent thinking based on correct and precise use of the French language, the development of critical thinking and the qualities of judgment that are necessary in high school.

This teaching is organized around skills and knowledge that can be grouped into three main categories:

Skills worked:

On the program:

In cycle 4, work in French, in its various components, is organized around four main points:

These themes are each the subject of a specific questioning each year.

Modern languages

In cycle 4, students learn two foreign or regional modern languages in parallel. They acquire oral and written skills enabling them to understand, express, interact, transmit and create. In each language studied and in the convergence between them, cultural discovery and intercultural relations are, in close coordination with language activities, major aims of the cycle.

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On the program:

As an extension of the cultural orientations of cycles 2 and 3, four cultural themes are called upon which allow students to confront various genres and communication situations:

These themes are common to LV1 and LV2 in order, on the one hand, to facilitate interlingual and interdisciplinary projects within the framework of practical interdisciplinary teaching, on the other hand to work on the cultural dimensions of the common core of knowledge, skills and culture.

Visual arts

The teaching of the plastic arts is based on plastic practice in relation to artistic creation. It offers the means to cast an informed and critical eye on art and on the visual universes to which it refers, artistic and non-artistic.

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On the program:

Cycle 4 continues the investigation of the fundamental questions tackled in the previous cycles (representation, fabrication, materiality, presentation) by introducing three questions:

The questions are worked on every year in a more in-depth approach.

Music education

As in previous cycles, two fields of competence organize the program in cycle 4, that of production and that of perception. The first invests in ever-diversified repertoires and engages in the realization of more complex musical projects using the techniques used. The second pursues the discovery of the musical creation of yesterday and today, mobilizes a more precise and developed specific vocabulary, finally endeavors to construct, by comparison, references organizing the knowledge of musical aesthetics in time and space.

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A choral singing course is additionally offered in each establishment to students wishing to deepen their vocal commitment and practice music in a collective setting for a concert or show project. This teaching is interlevel and intercycle; it welcomes all volunteers without any prerequisites.

History of the arts

Cross-disciplinary and co-disciplinary teaching of artistic culture, the history of the arts, in cycle 4, helps to give all students a common awareness, that of belonging to a history of cultures and civilizations, inscribed in the works of art of humanity. The teaching of the history of the arts works to reveal its meaning, beauty, diversity and universality.

The history of the arts is taught within the framework of:

Skills worked:

On the program:

Physical and sports education

Skills worked:

On the program:

To develop these general skills, physical education and sports offers all students, from school to college, a training course made up of four complementary fields of learning:

Moral and civic education

On the program:

The program highlights the elements of a moral and civic culture that takes into account four dimensions:

History and geography

During cycle 4, students gradually understand how the scientific disciplines of history and geography make it possible to reflect with precision on the times and spaces of human societies and apprehend social phenomena of great diversity. The programmed teaching themes ensure that the pupils discover the complexity of the historical evolution and the geographical organization of human groups.

Skills worked:

On the program:

History

Fifth grade

Theme 1: Christianity and Islam (6th-13th centuries), worlds in contact

Theme 2: Society, Church and political power in the feudal West (11th-15th centuries)

Theme 3: Transformations of Europe and opening up to the world in the 16th and 17th centuries

Fourth grade

Theme 1: The 18th century. Expansions, Enlightenment and Revolutions

Theme 2: Europe and the world in the 19th century:

Theme 3: Society, culture and politics in 19th century France

Third grade

Theme 1: Europe, a major theater of total wars (1914-1945)

Theme 2: The world since 1945

Theme 3: French women and men in a redesigned Republic

Geography

Fifth grade

Theme 1: The demographic question and unequal development

Theme 2: Limited resources, to be managed and renewed

Theme 3: Preventing risks, adapting to global change

Fourth grade

Theme 1: The urbanization of the world.

Theme 2: Transnational human mobility

Theme 3: Spaces transformed by globalization

Third grade

Theme 1: Territorial dynamics of contemporary France

Theme 2: Why and how to develop the territory?

Theme 3: France and the European Union

Physics-chemistry

During cycle 4, the study of sciences - physics, chemistry, life and earth sciences - allows young people to distance themselves from an anthropocentric vision of the world and their beliefs, to enter into a scientific relationship with natural phenomena, the living world, and techniques.

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On the program:

The training objectives of cycle 4 in physics and chemistry are organized around four themes:

These themes form the backbone of a scientific reading of the natural world, they are part of scientific and technical culture, they make it possible to understand the great variety and evolution of professions and training as well as the economic issues in relationship with science, especially physics and chemistry.

Life and Earth Sciences

During cycle 4, the aim is to enable young people to distance themselves from an anthropocentric vision of the world and to distinguish between scientific facts and beliefs, to enter into a scientific relationship with natural or technical phenomena, and the living world.

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On the program:

The training objectives of cycle 4 in life and Earth sciences are organized around three main themes:

Technology

In continuity with the scientific and technological education of the previous cycles, technology in cycle 4 aims at the appropriation by all students of a culture that makes them enlightened and responsible actors the use of technologies and the associated issues.

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On the program:

In cycle 4, technology education favors the study of technical objects rooted in their social reality and develops along three dimensions:

In addition, computer science education is provided in both mathematics and technology. This is not intended to train expert students, but to provide them with the keys to deciphering a digital world in constant evolution. It makes it possible to acquire methods that build algorithmic thinking and develop skills in the representation of information and its processing, problem solving, control of results.

Mathematics

Training in reasoning and initiation to demonstration are essential objectives of cycle 4. Reasoning, at the heart of mathematical activity, is based on various situations (for example problems of an arithmetic or geometric nature, but also the development of a program which must run on a computer or the practice of games for which it is necessary to develop a winning strategy, individual or collective, or to maximize one's chances). Investigative practices (trial-error, conjecture-validation, etc.) are essential and can be based both on manipulations or paper/pencil research, and on the use of digital tools (spreadsheets, geometry, etc).

Skills worked:

The implementation of the program must make it possible to develop the six major skills of mathematical activity:

An important place is given to problem solving, whether internal to mathematics or related to situations from daily life or from other disciplines. The program provides tools for modeling various situations in the form mathematical problems.

On the program:

The program is anchored in the five areas of the common base and is structured according to the four classic themes:

In addition, computer science education (algorithmics and programming) is provided jointly in mathematics and technology. It does not aim to train expert students, but to provide them with the keys to deciphering a digital world in constant evolution. It makes it possible to acquire methods that build algorithmic thinking and develop skills in the representation of information and its processing, problem solving, control of results.

Media and information literacy

Media and information literacy, present in all fields of knowledge transmitted to students, is covered by all courses. All the teachers, including the librarian teachers, collectively ensure that the lessons provided in cycle 4 provide each student with:

Skills worked:

Reference texts

College programs

The Special Official Bulletin n°11 of November 26, 2015 is devoted to the teaching programs of elementary school and middle school .Find the teaching programs of the cycle:

To the special BO of November 26, 2015: elementary and middle school education programs

Optional teaching of languages and cultures of Antiquity

Optional teaching of languages and cultures of Antiquity (LCA) can provide valuable support for mastering the fundamental knowledge of the French language . The apprehension of a humanist general culture contributes to the emancipation of pupils, especially those whose cultural achievements are the most fragile. A circular recalls the importance of the languages and cultures of Antiquity in middle school and high school and specifies the teaching conditions. Implementation of optional teaching of languages and cultures of Antiquity

Adjustments for the start of the 2018 school year

The Official Bulletin of July 26, 2018 specifies the adjustments made to the French, mathematics and moral and civic education school programs for the start of the 2018 school year, in order to take into account the results obtained by France during the major international surveys in educational matters and to strengthen the mastery of fundamental knowledge: reading, writing, counting, respecting others.

Consult the official texts: Cycle of fundamental learning (cycle 2), cycle of consolidation (cycle 3) and cycle of in-depth study (cycle 4): modification : optional teaching at college, choral singing program