INCA Education around the world
France : Curricula (age 3-19)
5.2.1 Control
5.2.2 Compulsory subjects
5.2.3 Optional/elective subjects
5.2.4 Formulation of curriculum
5.2.5 Key skills
5.2.6 Curriculum materials
5.2 Second phase: Primary, age 6 - 11 [see 3.2.2]
5.2.1 Control
There is central, state control of the curriculum in France and a statutory national curriculum. This differs for different age groups, but usually includes: French, mathematics, science (physics, chemistry, biology and geology), history/geography, civics, technology, modern foreign languages, physical education and sport, and art and music.
The national Government (through the Ministry of Education) is responsible for defining and implementing educational policy, including educational guidelines and curricula. Ministry-defined national curricula and an official text prescribe the skills to be acquired in the course of each cycle of compulsory education. Official guidelines do not prescribe specific teaching methods, but the curricula defined by the Ministry must be respected.84
The general inspectorate of national education is responsible for monitoring and evaluating the curriculum in operation and does so annually.84
In February 2002, the Ministry of Education announced the gradual introduction - from September 2002 - of reforms to the primary level curriculum. These aimed to "provide students with the tools they need for life and future learning". Literacy was at the centre of the reforms, teaching children to read and write whilst focusing on language and the cross-curricular elements of literacy. The 2002 curriculum also promoted the teaching of foreign and regional languages, arts and culture and introduced new assessment tools.150 Further reforms were introduced in September 2008 (see below).
5.2.2 Compulsory subjects
The statutory national curriculum, which differs for different age groups and, includes: French, mathematics, science (physics, chemistry, biology and geology), history/geography, civics, technology, modern foreign languages, physical education and sport, and art (which includes music and art) applies to elementary school, collège and the compulsory initial year of upper secondary (lycée) education.84
The introduction of reforms - in September 2008 - linked to the socle commun made changes to the organisation of the curriculum for primary education. What is currently in force is described below; details of the organisation of previous versions of the curriculum is available in Appendix 3.
In July 2006, the decree instituting the provisions of the Act on the Future of Schools was published. This introduced the socle commun (de connaissances et de compétences), (common basis/foundation of knowledge and skills), which defines the skills that students are expected to acquire by the end of compulsory education. The socle commun defines fundamental knowledge; it is not intended to be a minimum core curriculum, but is the starting point from which the curriculum is built. It aims to give an overall meaning to all compulsory education, defining its main themes, purposes, objectives, and essential content. In addition to knowledge and skills, the socle commun also highlights attitudes. For example, in mastering a foreign language a student is expected to become more open-minded and to develop a desire to communicate with his/her European neighbours and other foreigners. 188
As part of the implementation of the socle commun, new national programmes for each phase of primary education have been defined and these began to be introduced in September 2008. These set out, for each phase, the knowledge and skills to be achieved and the benchmarks to be reached at the end of each academic year in French and mathematics. They aim to help teachers to plan studies progressively, whilst leaving the choice of teaching methods to teachers to encourage them to personalise learning to the needs of students.188
The new primary programmes comprise two distinct but linked sections. The first outlines programme content, the second the outcomes students are expected to achieve at the end of each year and cycle Although the programmes are organised by (subject) discipline, these are not intended to present a barrier to cross-curricular activities. To help users understand what progress a child is expected to make, a section of each document details expectations for achievement at the end of the year. 188
Basic learning cycle (cycle des apprentissages fondamentaux) (primary children aged 6 -8)
The key learning objectives during this phase are learning French (reading and writing) and understanding numbers and basic calculations. These skills should be at the centre of all learning activities whatever the activity. 190
Subjects and areas covered during this phase include 190:
|
French |
Spoken language |
|
Mathematics |
Numbers and arithmetic |
|
Physical education and sport |
Development of motor skills, introduction to physical activities (both sports and artistic activities) |
|
Modern languages |
|
|
Discovering the world |
Understanding the local environment |
|
Art and art history |
Visual arts |
|
Civic and moral instruction |
Good behaviour and social attitudes |
Consolidation cycle (cycle des approfondissements), ages 8 - 11
Mastering French language and literature and the principles of mathematics remain high priorities during this phase of education. In addition, particular attention is paid to understanding and expression in language. Autonomy and initiative, which are a requirement for success in school (and in life), are increasingly included in learning activities during this phase.190
Subjects taught during this phase include 190:
|
French |
Spoken language |
|
Mathematics |
Arithmetic |
|
Physical education and sport |
|
|
Modern languages |
With a focus on spoken language and expression |
|
Experimental sciences and technology |
Helping students to understand and describe the world. Includes learning about the universe, materials, energy, living organisms, human bodies and health, the environment and essential technologies |
|
Humanities |
History and geography |
|
Civic and moral instruction |
Time allocation
Under the socle commun, the new timetable for primary education breaks from the previous French norm, suggesting an annual amount of time for each discipline, or group of disciplines, but maintaining a weekly time allocation for French and mathematics, around which the remainder of the curriculum is built. This new flexibility is intended to allow teachers and school teams to organise teaching in a global and transversal manner, with simultaneous or successive projects and blocks of time adapted and variable across weeks or months.190
Basic learning cycle (6- to 8-year-olds) 189
|
Annual number of teaching hours |
Weekly number of teaching hours |
|
|
French |
360 |
10 |
|
Mathematics |
180 |
5 |
|
Physical education and sport |
108 |
9* |
|
Modern foreign language |
54 |
|
|
Arts |
81 |
|
|
Discovering the world |
81 |
|
|
Total |
864 |
24 |
* The weekly allocation of time dedicated to these subjects is decided by the teacher.
Consolidation cycle (8- to 11-year-olds) 189
|
Annual number of teaching hours |
Weekly number of teaching hours |
||
|
French |
288 |
8 |
|
|
Mathematics |
180 |
5 |
|
|
Physical education and sport |
108 |
11* |
|
|
Modern foreign language |
54 |
||
|
Experimental sciences and technology |
78 |
||
|
Humanities |
78 |
||
|
Arts (culture) and history of art** |
|||
|
History, geography and civics |
|||
|
864 |
24 |
||
* The weekly allocation of time dedicated to these subjects is decided by the teacher.
** 20 hours is allocated each year for the study of the history of art.
Religious education
Since public-sector schools in France are secular, religion is not taught as a subject in schools although it may be covered in other curriculum areas. The exceptions to this are in the Upper Rhine, Lower Rhine and Moselle départements, which have retained a special status since their return to France in 1918.23 However, following the recommendations of a study into religion in schools, completed in late 2001, the French Education Minister announced new programmes for religious instruction for primary schools. This move aimed to expand children's cultural knowledge and understanding of world events. The new programmes do not introduce religious studies as a subject in its own right but rather strengthen integration of the topic throughout the curriculum.149
Civics education
Civics education has been part of the statutory curriculum for compulsory education in France for some considerable time, and aims to teach what the French call 'Republican values', such as equality, democracy, rights and duties. Lessons cover such items as the Declaration of Human Rights, appropriate behaviour at home and school, moral and ethical issues, and acting responsibly. Additional measures were introduced in 1998 to 'improve living together and good citizenship at school' from (nursery education in the) maternelle to (the upper secondary) lycée. Such measures included a new charter for every school, to be signed by teachers, students and parents, defining everyone's rights and duties, and a 'book of life' for each (nursery) maternelle child to tell parents how their child is doing at school.69
Although children in the basic learning cycle of primary education (aged 6-8) are generally considered to be too young to study civics education per se, they do follow a course known as 'discovering the world'. Such classes cover topics including personal hygiene, personal and collective security, the notion of national identity and an introduction to rest of the world.150
Civics education for 8- to 11-year-olds (in the primary consolidation cycle) aims to use the everyday situations encountered by children to illustrate the problems of personal freedom, reacting to others and shared values. Weekly, organised debates also contribute towards teaching children how to argue/debate with others and form a point of view.
- By the end of the first cycle of elementary school education (aged 8), children are expected to have begun to develop appropriate social behaviour, respect for self and for others, and to be learning the rules for living in harmony with others.
- By the end of elementary school education, children aged 11 are expected to respect the rules and values in school and to be aware of the individual's responsibility in society. (All subjects, not only civics education are expected to contribute to this awareness.) In addition, the student has some understanding of the political system and institutions in France.
Sex and relationships education
Sex and relationships education is compulsory in France. There is no parental opt-out. During primary education sex education is integrated under other subjects where possible. Teachers are responsible for introducing sex education topics but may receive assistance from trained health professionals.192
5.2.3 Optional/elective subjects
Regional languages
Although the official language of education is French, some regional languages, such as Breton, Catalan, Corsican, Occitan, Basque, Alsatian and Flemish, are still in use in certain areas of the country, and may, optionally, be taught in some schools.26
In écoles élémentaires, the teaching of regional languages may take the form of an introduction to/initiation in the regional language, or bilingual teaching, in which the regional language is both the language being taught and the language in which the teaching is being carried out.26
Modern foreign languages
Prior to the introduction of the socle commun in 2008, the study of modern foreign languages was optional for most children in elementary school education, although it did become compulsory for children aged 10-11 years in all elementary schools in 1998. 23 It is now compulsory from age 7 (the second year of primary education). In addition, there is a general tendency towards the introduction of earlier langauge learning. As a consequnce, at primary level, schools are allowed to introduce a foreign language from age six (first year of primary).
5.2.4 Formulation of curriculum
The curriculum is expressed in terms of subjects/subject areas and number of hours (see 5.2.2 also), and in terms of competencies to be achieved during each cycle of the école élémentaire. 59,26
5.2.5 Key skills
The principal aim of elementary school education is that of acquiring the key skills of reading, writing and arithmetic.27 Artistic and sports education are also regarded as important during this phase.26
Ecole élémentaire is intended to provide students with the basic elements and tools of knowledge: oral and written expression, reading and mathematics. It allows students to make use of and develop their intelligence, sensitivity, and manual, physical and artistic abilities. Elementary school education should permit students to extend their awareness of time, space, the objects of the modern world and their own body; facilitate the gradual acquisition of methodological skills: and provide students with a solid preparation for further schooling at a collège.23
Generally, the fundamental purpose of the basic learning cycle in elementary school education (primary children aged 6-8) is to ensure that knowledge is structured and that basic skills are being acquired. Reading, writing and arithmetic are emphasised. The consolidation cycle (children aged 8-11) is characterised by two features: reinforcement and consolidation of the knowledge acquired in the previous cycle; and broadened knowledge and greater rigour in investigative methods so that students can identify more accurately areas of knowledge and working methods specific to each subject.23
The acquisition and consolidation of the three basic skills (reading, writing and arithmetic) aims to facilitate the move from elementary school to collège. Language skills also play a special part. To ensure that every child learns to read, there is a "reading plan" (literacy programme), which has the following aims:
- To help children make better use of their language, which is the instrument of knowledge and learning.
- To set up special schemes for children who do not have French as their mother tongue.
- To work alongside, and encourage, parents and local authorities in their efforts to help children acquire language and reading skills (particularly through the use of public libraries).
- To support efforts to instil the habit of reading, once children have started to learn, in order to prevent illiteracy.10
5.2.6 Curriculum materials
Textbooks
Textbooks intended for use in school must be approved by the national Minister of Education. 21
Under French law, the textbooks produced by private- or public-sector educational publishers for the various levels of school education are based on the curricula and official recommendations of the Ministry of Education. Once publishing houses have received the Ministry's official recommendations/guidelines, they have a minimum 14-month period in which to produce the textbook(s). Textbooks must comply with the agreed curriculum and the cover or title page must state which class and level of education the textbook is intended for. Textbook publishers also produce teachers' manuals to accompany the relevant student text and workbooks. Such manuals are, however, the sole responsibility of the author and, consequently, do not replace official texts providing guidelines on teaching methods and the curriculum.21
Teaching materials are usually published and approved for use nationwide. Local or regional associations and documentation centres in the régions or départements sometimes produce teaching materials as a local supplement to those published for national use.23
Although textbooks are officially approved, there are no prescribed teaching methods or materials for elementary school education. Teachers are free to choose their teaching methods, course books and other materials. Teachers in each school usually agree on the particular materials they wish to use from the approved range available from private-sector educational publishers.23
Teachers are, however, expected to develop clear criteria for the selection of school textbooks from those approved by the Ministry of Education. One of the criteria for selection is usually expected to be that the textbook stands alone, that is, that it does not depend on the provision of support documents. Groups of teachers in each subject area meet under the chairmanship of the school principal (or equivalent) to discuss their proposed criteria for the selection of textbooks and their proposed list of textbooks. These criteria and the list are then put before the school's Conseil d'administration (board of governors), which includes some parent members. This Conseil makes its opinion known, but the final decision is that of the 'teaching council' (the council of all relevant subject teachers). Their decision must be made public no later than the June preceding the start of the relevant school year. Textbooks must leave teachers free to choose their own teaching methods, which can be suitably adapted in accordance with the needs of different groups of students. 21
Headteachers use their own commercial judgement to select the publishing house/bookseller from whom to acquire the approved textbooks chosen by subject teachers.21
It is generally expected that a school's list of recommended textbooks should not be changed too often. Four years is the recommended replacement period for textbooks in France. Any change of textbook or purchase of supplementary textbooks during the course of the school year is prohibited. Teachers are also expected to use the same textbooks for classes of the same level.21
In elementary school education, the communes (via the municipal budget) are responsible for ensuring that there are adequate funds in their budget to pay for textbooks. In about 10 per cent of cases, however (such as in small communes in which budgets are restricted), parents pay.30
Generally, textbooks are loaned free of charge to students in compulsory education (and must be returned on completion). Teachers also receive the teacher's textbook free of charge (on demand) and are able to keep this for their own use. Headteachers receive a specific budgetary credit per teacher and per subject for this purpose. Credits not used for this purpose can be used to purchase other educational materials, audio-visual equipment/documents etc. especially those which are produced by the Centre national de documentation pédagogique (CNDP) (National Centre for Educational Documentation/Information).21
Small, individual items of equipment required, such as exercise books, items of stationery etc. are usually provided by a student's family. Families are consulted when lists of such materials are compiled for the following school year.21
(Parents are expected to contribute towards the cost of damaged or lost textbooks loaned free of charge by the State to their children in elementary school education. In such cases, they are expected to pay the full cost of brand new textbooks; 50 per cent of the original cost of a textbook which is being used for the second year; 30 per cent of the original cost of a book in its third year of use; 20 per cent in the fourth year etc. Money received by schools for this purpose must be used to repair the damaged textbooks or to renew lost ones.)21
