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France : Appendix

Last updated: 03-Apr-2011
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5

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Appendix 1

Secondary timetable details prior to the 1997-1999 curriculum reforms

Time allocation for compulsory subjects in the cinquième²⁶

Until the cinquième reforms came into force on 1 September 1997, the curricula and timetables were those fixed in 1990 and 1993, as provided in the table below, and accounted for 22.5 of the total 26 hours per week.²⁶

Subject	Hours
French	4.5
Mathematics	3
First modern foreign language	3
History, geography and an introduction to economics	2.5
Civics	1
Biology/geology	1.5
Art	1
Music education	1
Technology	2
Physical education and sport	3
Total	22.5

Source: EURYDICE UNIT, FRANCE (1997).

The above timetable for the cinquième changed during the 1997-1998 academic year.²⁶ Full details of the revised arrangements for compulsory and optional subjects in the cinquième are provided in sections 5.3.2 and 5.3.3.

Options and timetables in the quatrième and troisième

Prior to 1 September 1998, students entering the quatrième had the choice between two types of study:

• general study/education; and
• technological study/education²⁸

Their choice determined the subjects studied and timetable followed, as detailed below:

Subject timetable for students in the quatrième and troisième, general branch (prior to 1 September 1998 for the quatrième and 1 September 1999 for the troisième) ²⁶

Subject	Hours taught
French	4.5
Mathematics	4
First modern foreign language	3
History, geography and economics	2.5
Civics education	1
Technology	2
Physics and chemistry	2
Biology and geology	1.5
Arts education (music and art)	2
Physical education and sport	3
Total	25.5

 

Subject timetable for students in the quatrième and troisième, technological branch (prior to 1 September 1998 for the quatrième and 1 September 1999 for the troisième)²⁶

Subject	Hours taught
French	4.5
Mathematics	4
First modern foreign language	3
History, geography and civics	3
Technology	7
Physics and chemistry	1
Biology	1
Arts education (music and art)	2
Physical education and sport	3
Total	28.5

In addition to these compulsory subject areas, students also selected one compulsory optional course. They could also choose a second optional course if they wished. The hours for the various options were as follows:

Optional subject	Hours
Latin	3
Greek	3
Second modern foreign language	3
Intensified study of first modern foreign language	2

Details of the arrangements in place for compulsory and optional subjects in the quatrième and troisième since the 1998/1999 reforms are provided in sections 5.3.2 and 5.3.3.

 

Appendix 2

Vocational Baccalauréat timetable prior to the 1999/2000 lycée reforms

Prior to the 1999/2000 reform of the lycée, and regardless of the specific vocational Baccalauréat a student was taking, he/she studied for 30+ hours each week, usually distributed as follows:

• vocational, technological, and scientific education (16 to 18 hours);
• general education:
  •  French, with an emphasis on expression and awareness of the world (three to four hours);
  • a modern foreign language (two to three hours);
  • knowledge of the contemporary world through history, geography, and civics (two hours);
  • physical education and sport (three hours);
  • art education (music and art) (two hours). ^23,44

In addition, three to six hours were set aside for individual projects and 16 to 20 weeks were spent on on-the-job training over two years.²³

 

Appendix 3

The elementary school curriculum (6- to 11-year-olds) prior to the September 2002 curriculum reform

Users are recommended to read this section together with section 5.2.

6- to 8-year-olds

studied most subjects of the compulsory curriculum, but the sciences, technology, history and geography were combined in one subject entitled 'discovering the world' (découverte du monde). Modern foreign languages were also studied by many children during this phase even if only for very short weekly sessions. Their introduction into the elementary school curriculum commenced in 1989, on an experimental basis. English was generally the language studied.  When studied, a foreign language was usually studied during what would normally have been French lessons. 28

8- to 11-year-olds

studied all subjects of the compulsory curriculum, but modern foreign languages was an optional subject for 8- to 9-year-old students (studied for a maximum of 1.5 hours per week during what would normally have been French teaching), and all the sciences and technology were combined into one subject (science and technology). History and geography were also studied jointly.28 For students in the final year of elementary school education (age 10-11), the study of a modern foreign language became compulsory in September 1998. 67,16,70

 

Time allocation

During the period 1992 to 2002, there were 26 hours of lessons per week in the école élémentaire, usually taught over four-and-a-half days; schools usually close on Wednesdays and on Saturday afternoons as well as on Sundays.²³

Central government defined overall time allocations per subject area for each of the compulsory subject areas of the statutory curriculum (see the table below). Some flexibility was, however, afforded to individual schools who could, for example, increase or decrease by a maximum of two hours the time set for each of the subject groups. This flexibility was designed to enable the individual teacher - aware of the strengths and weaknesses of his/her class - to devote extra time in certain subjects to those children who needed it. ^10,23

Compulsory subjects and time allocation
Basic learning cycle - elementary school children aged 6-8  ²⁶ 

Compulsory subject area	Number of hours
French	9
Mathematics	5
'Discovering the world' (sciences, technology, history, geography) and civic education	4
Art (and music), PE and sport	6
Supervised study	2
Weekly total	26

Note: In the final year of the basic learning cycle (children aged 7-8), up to one hour of French teaching could be taken up by the optional study of modern foreign languages. This was introduced in some elementary schools on an experimental basis in 1989.²⁸

Compulsory subjects and time allocation
Primary consolidation cycle- children aged 8-11²⁸ 

Compulsory subject area	Number of hours
French and/or modern foreign languages	9
Mathematics	5.5
History/geography; civics; science and technology	4
Art, sport and PE	5.5
Supervised study	2
Weekly total	26

Note: Up to one and a half hours of French teaching could be taken up by modern foreign languages. This was introduced on an experimental basis in some elementary schools in 1989. In September 1998, the study of a modern foreign language became compulsory in the final year of elementary school education (children aged 10-11).

Sports and artistic and cultural activities were frequently also offered in addition to the 26 hours of teaching. These extra-curricular activities were usually arranged by local organisations or associations. A supervised or directed study service in the afternoons, usually provided by teachers, was also available for children whose parents work.²⁸

The elementary school curriculum - September 2002 to 2008 (prior to the socle commun reforms)

The reforms of the primary curriculum, announced in February 2002 and which began to be introduced in September 2002, made some changes to the subjects taught at primary level in France. The statutory national curriculum, which includes: French, mathematics, science (physics, chemistry, biology and geology), history/geography, civics, technology, modern foreign languages, physical education and sport, and music and art still applied to elementary school. However, the emphasis placed on specific subjects changed. See above for information on the elementary school curriculum in force before the revised curriculum for this phase was introduced in September 2002.

One of the most important changes in the revised 2002 curriculum was an increased emphasis on literacy, with teachers being expected to ensure that basic literacy activities (reading, writing and speaking) were covered across all subject areas.¹⁵⁰  To support these literacy activities, a list of 180 recommended texts was produced for children in the consolidation cycle of primary education (aged 8 to 11 years).  Children at this stage of primary education were expected to read books in the categories of poetry, stories, novels and illustrated narratives, albums, cartoons and drama, and the list contains children's classics, more modern reads and books with cultural importance which cover all of the categories. ¹⁸¹

During the period September 2002 to September 2008, the following subjects from the national curriculum were studied in elementary school:

6- to 8-year-olds (basic learning cycle) NB.5-year-old children in the final year of pre-elementary education are also in the basic learning cycle

Literacy and French Living together (vivre ensemble/civics) Mathematics Discovering the world (découvrir le monde - which combines science, technology, history and geography) Foreign or regional languages Art (including both art and music) Sport and physical education Running throughout the cycle is the essential notion of improving literacy through all subject areas.

8- to 11-year-olds (in the primary consolidation cycle)

Four main subject areas, covering the statutory national curriculum: French language, literature and humanities: literature (reading, writing and speaking), language (grammar, conjugation, spelling and vocabulary), a foreign or regional language, history-geography and a weekly debate on 'living together' (civics/citizenship). Science education: science, technology and mathematics. Artistic education: music and art. Sport and physical education. In addition, children also have civics education lessons and the theme of literacy runs through each of the subject areas. 150

Time allocation, September 2002 to September 2008
At elementary school level, central government defined overall time allocations per subject area for each of the compulsory subject areas of the statutory curriculum (see the table below). The revised curriculum for this phase, introduced in September 2002, increased the flexibility afforded to individual schools and teachers to tailor these government guidelines to individual need.

Following the September 2002 implementation of the elementary school curricululm reforms, some changes were made to the way time was allocated to the compulsory subjects in French elementary schools.  The school week continued to be based on four and a half days teaching (usually organised on Monday, Tuesday, Thursday, Friday and Saturday morning), amounting to around 26 hours.  However, one of the major changes was the introduction of greater flexibility for teachers to adjust curriculum organisation to better meet the needs of individual classes and their own teaching style. Teachers were, though, expected to ensure that all children carried out reading and writing tasks across all curriculum areas on a daily basis.¹⁵⁰  This included the requirement (following on from the final year of pre-school education, 5- to 6-year-olds) to devote two-and-a-half hours daily to reading and writing activities for children in the first two years of elementary school (aged 6 - 8 years). In the remaining three years of elementary school (8- to 11-year-olds), children were expected to spend two hours daily on reading and writing skills. This concentration on literacy skills aimed to provide students with a good grounding in literacy and prevent future literacy problems.¹⁵⁵ 

Compulsory subjects and time allocation, September 2002 - September 2008

Basic learning cycle (cycle des apprentissages fondamentaux) (children aged  6 -8)¹⁵⁰

Subjects	Minimum Hours	Maximum Hours
Literacy and French language	9h	10h
Living together (civics)	0h 30 (weekly debate)
Mathematics	5h	5h 30
Discovering the world (science, technology, history and geography)	3h	3h 30
Foreign or regional language	1h	2h
Artistic education (music and art)	3h
Physical education and sport	3h

Daily Activities	Minimum Hours
Reading and writing (composition or copying)	2h 30

NB. It was expected that the daily activities were carried out within the teaching of all subjects; the time spent on these activities was consequently included in the time allowance for the subject. 

Consolidation cycle (cycle des approfondissements) (children aged 8 - 11)¹⁵⁰

Subject area	Subject	Minimum hours	Maximum Hours	Total hours for area
French language, literature and humanities	Literature (speaking reading and writing)	4h 30	5h 30	12h
	French language (grammar, conjugation, spelling and vocabulary)	1h 30	2h
	Foreign or regional language	1h 30	2h
	History and geography	3h	3h 30
	Living together (civics/organised debate)	0h 30	0h 30
Scientific education	Mathematics	5h	5h 30	8h
	Science and technology	2h 30	3h
Artistic educartion	Music and visual art	3h		3h
Physical education and sport		3h		3h

In addition:

Cross-subject area subjects	Hours
Literacy and French language	13 hours across the various subject areas, of which two hours daily must be used for reading and writing.
Citizenship education	1 hour across the various subject areas 0h 30 for the weekly debate

Sports and artistic and cultural activities were frequently also offered in addition to the 26 hours of teaching. These extra-curricular activities were usually arranged by local organisations or associations. A supervised or directed study service in the afternoons, usually provided by teachers, wass also available for children whose parents work.²⁸

 

Appendix 4

Pre-school curriculum subjects until September 2002

The New Contract for Schools¹ defined the six main areas of activity for nursery school children, as follows:

• Living together
• Speaking and building up language
• Learning about the written word
• Taking action/acting in the world
• Discovering the world
• Imagining, feeling and creating.²⁶

For each of the above, there were series of activities contributing to the child's overall development and preparing him or her for elementary school:

• Physical activities to keep the child in good health, increase his motor skills and allow him to become aware of his body in the spatial environment.
• Scientific and technical activities to allow the child to state and solve a problem by exploring, discovering and making.
• Communication, writing and oral exercises, which aimed to develop mastery of language.
• Artistic and aesthetic activities to develop the child's sensitivity, listening and observation and familiarise him with a great variety of art forms and materials.²⁶

In addition, reforms introduced in September 1999 encouraged teachers to give more emphasis to spoken language activities during this phase.¹⁶

Pre-school subjects from September 2002 to September 2008 

The reforms of the curriculum which began to be implemented in September 2002 redefined the areas of activity followed into five. These were:

• Language at the centre of learning
• Living together (vivre ensemble)
• Movement and expression with the body
• Discovering the world (découvrir le monde)
• Imagining, feeling and creating. ¹⁵⁰

The 'language at the centre of learning' activity area included an introduction to a foreign or regional language in the final year of nursery school (5- to 6-year-olds). Language classes in the final year of nursery school were taught by teachers from the école elementaire (primary school) to ensure continuity in children's learning. The aim of foreign language learning at this level was to familiarise children to the sound of another language, and to encourage them to learn a few foreign words and knowledge of other cultures and languages. ¹⁵⁰

Time allocation to September 2008
Children in pre-elementary education had 26 hours of lessons per week.²³ Within this weekly framework, the organisation of the timetable in the école maternelle was a matter for the individual teacher. It was recommended that some form of structured timetable or programme was followed, but that this should be flexible.⁵⁹ That is, the timetable in nursery school was not usually structured around strict times and structures of subjects, but the individual teacher organised daily activities independently, respecting children's needs and the skills to be acquired during each cycle.²⁶

From September 2002, teachers were required to devote two-and-a-half hours daily to reading and writing activities for children in the final year of the école maternelle (aged 5 - 6). This concentration on literacy skills aimed to provide children with a good grounding in literacy and to prevent future problems. Children continued to follow this daily allocation throughout the basic learning cycle (the final year of pre-primary education (5- to 6-year-olds) and the first two years of primary education, aged 6-8). ¹⁵⁵

 

Appendix 5

Compulsory subjects in the seconde prior to lycée reform (1999)

All students in the final year of compulsory education in France (in the seconde class of the lycée d'enseignement générale et technologique - LEGT) (age 15-16) follow a common curriculum.  In the final two years of study in a lycée (in the première and terminale), they choose specialist subjects dependent on the specific qualification they have decided to pursue.⁴⁴

Prior to the 1999 lycée reform, courses in the seconde usually comprised compulsory core subjects, two optional subjects which students selected from a list provided, and one optional subject or practical workshops selected at the student's discretion.  ²⁶   Time was also built into the seconde timetable for individual support for students, for the study of information technology, for artistic workshops, for social and cultural education, and for class time (see below).

The compulsory core subjects were:

• French
• mathematics
• physics and chemistry
• life and earth sciences 
• first modern foreign language
• history and geography
• physical education and sport
• civics/civic education^26, 100

Time allocation in the seconde

Time allocation for students in the seconde class of the lycée d'enseignement générale et technologique (LEGT)

The overall weekly timetable for upper secondary education (the seconde, première and terminale classes), ranged between 29.5 and 32.5 hours, depending on the options selected. Teaching usually took place in 55-minute periods with five-minute breaks between each period. The curricula and timetable followed by students in the seconde classes differ from those for students in the première and terminale.24

Timetable for compulsory core subjects during the seconde class of the lycée d'enseignement générale et technologique (LEGT)

Compulsory subject	Weekly allocation, hours
French	4 + (0.5 Mod)
Mathematics	3 + (1 Mod)
Physics, chemistry	2 + (1.5)
Earth and life sciences	0.5 + (1.5)
First modern foreign language	2 + (1 Mod)
History, geography	3 + (0.5 Mod)
Physical education and sport	2
Civic, legal and social education	(0.5)

  

Plus:
Individual support	2 hours per week
Information technology	18 hours per year
Class hours	10 hours per year
Artistic expression workshops	72 hours per year
Social and cultural practices	72 hours per year

In the LEGT, students also had to study all the compulsory subjects, except for physical education and sport, in smaller groups.  The amount of time spent studying in the smaller groups is indicated in the table above by the number in brackets. ¹²⁶ 

Key: Mod: = Module.  One module is equal to three hours. 
Source: FRANCE. MINISTERE DE L'EDUCATION NATIONALE (2000). Bulletin Officiel du Ministère de l'Education Nationale No.29, 27 July.

In addition, students studied two optional subjects selected from those offered by the school, such as a second modern foreign language, a classical language, economics, laboratory physics and chemistry etc. and a choice of subjects selected at the student's discretion or practical workshops.²⁶

Civic education
At this level of education civic education is called "education civique, juridique et sociale" (civic, legal and social education).  This aims to reflect the importance the Government places on its citizens having a knowledge of the law and the legal system.  The syllabuses were designed to enable students to debate social issues of the day in the light of their previous learning.  In the seconde, civics education had four main themes:

• Citizenship and civility/incivility
• Citizenship and integration/exclusion (with the theme of nationality)
• Citizenship, the law and relationships at work
• Citizenship and changes to family life.¹⁰⁵

For the final two years of upper secondary education (in the première and terminale), the broad themes within which the debate took place were 'institutions and citizenship in practice' and 'citizenship in a changing world'.¹⁰⁵

Changes to the seconde curriculum as a result of lycée reforms
The following changes began to be gradually introduced in the seconde (the final year of compulsory education and the first year of upper secondary education in the lycée - students aged 15-16) from September 1999:

• The overall seconde timetable was reduced to allow more time for individual support. In addition, students experiencing difficulties in French and mathematics were offered two hours of assistance in small groups.
• Civic, legal and social education was taught to all students in the seconde (of the LEGT) (for a total of two hours per month). In the first year of its introduction (1999-2000), history-geography teachers were responsible for teaching this subject. Since then, teachers of other disciplines have been involved.
• A specified number of hours of class time was timetabled for education for citizenship, to allow students to debate subjects of interest. (In this respect, school councils were also set up; these represent students and staff and their remit is to discuss issues regarding life within schools.)
• A new physical education and sports option was introduced. This five-hour per week option was aimed at students intending to continue their studies in première and terminale and to prepare for a physical education and sports technological Baccalauréat.
• In addition, 800 artistic expression workshops were set up in schools which did not previously offer arts teaching. Attendance is voluntary for students at all levels.¹⁶  

Special help for certain students
Under the reforms introduced gradually since 1999, certain students were provided with special help on entry into the seconde. This help took the form of two hours of study, in groups of a maximum of eight students, and focused particularly on French and mathematics (with the aim of improving students' mastery of the French language and boosting the confidence of those having difficulties in mathematics). These two hours of small group assistance were included as part of a student's normal timetable (that is, they were not in addition to his/her usual timetable). The study groups are formed during a student's first month in the seconde, on the basis of the types of difficulties being experienced by the students involved; the results of the mass diagnostic assessment which takes place on entry to the seconde (age 15, see sections 6.4.1 and 6.4.2); and following discussions between the teachers responsible for the students concerned.³⁸

Subjects in the première and terminale classes in general and technological lycées (LEGTs)
In general and technological lycées, the course the student decides to follow for the final two years of (post-compulsory) upper secondary education (students aged 16-18) is selected by the individual. Details of the options available to students and the timetables for each option are provided in 5.4.3. However, all students in upper secondary education (ages 15-18) in France must study French for two of the years and mathematics in all three.⁸⁷ All students in upper secondary education in France must also learn at least one foreign language; for many this is often a continuation of their earlier study of English.²⁰

Timetables in post-compulsory upper secondary education in the première and terminale have usually amounted to between 26 and 35 hours per week, although these hours were reduced under former lycée reforms.⁴⁴ Civic, legal and social education was also introduced at this level of education.¹⁰⁰  

At the end of the seconde general or technological class, students have a choice between:

either

• Three types of general Baccalauréat: BAC L (literary - main subjects are French, philosophy and modern languages), BAC ES (economic and social sciences), and BAC S (scientific - main subjects are mathematics, physics and natural sciences).
• Four types of technological Baccalauréat : BAC STT (tertiary sciences and technology), BAC STI (industrial sciences and technology), BAC STL (laboratory sciences and technology), BAC SMS (medical and social sciences).
• Three specific technological Baccalauréats for the hotel trade, applied arts, and the techniques of music and dance.²⁶

or

• The technical certificate (brevet de technicien). This provides a qualification as a specialist technician and the curriculum includes common and compulsory general courses (French, introduction to the modern world, a modern foreign language, mathematics, and physical education and sport), as well as specific courses according to the specialisation chosen, and technological and vocational courses. Students who have been awarded a brevet de technicien can either enter employment, by taking up a position corresponding to their specialisation, or continue their studies, primarily in higher technical sections (STS) or in a university institute of technology (IUT).²³ (Some brevets de technicien can be studied for on completion of the troisième by entering a specific seconde class.)²⁶

or

• a vocational Baccalauréat course at a lycée professionnel.

The curricula and timetabled hours for the première and terminale classes of the general and technological lycée vary depending on the specialisation chosen by the student. Prior to recent reforms, the weekly timetable varied between 29.5 and 31.5 hours, with the organisation of classes being based on time slots of 55 minutes with five-minute breaks. This timetable is being reduced as a result of lycée reforms - see the detailed timetables below. Within each specialisation there are, however, common compulsory subjects (forming a common core for all students following the same Baccalauréat type); specialised courses, offered as options, in order to allow students to tailor the courses offered in each Baccalauréat type to suit their personal tastes and future ambitions; and courses in the form of options designed to allow the student to widen his or her general knowledge/culture or to test their aptitude. ^26,100

Time allocation for students in the première and terminale  in general and technological lycées (LEGTs)
The previously specified number of hours for the common core compulsory subjects and optional subjects for the various types of general Baccalauréats available are provided in the table below:

 

Compulsory subjects	BAC L Lit/Arts	BAC L Lit/Arts	BAC S  Science	BAC S Science	BAC ES Econ	BAC ES Econ
	P	T	P	T	P	T
French (+literature in BAC L)	5 + (1)	4	4		4
Philosophy		7		2 + (1)		4
Modern foreign language 1	2.5 + (1)	2 + (1)	1 + (1)	1 + (1)	1.5 + (1)	1 + (1)
History/ geography	4	4	2.5	2 + (0.5)	4	4
Science	1.5		*	+	1 + (0.5)
Modern foreign language 2 ***	1 + (1) (or 3 hours for latin)	1 + (1) (or 3 hours for latin)	1 + (1)	1 + (1)	1 + (1)	1 + (1)
PE and sport	2	2	2	2	2	2
Economic and social sciences					4 + (1)	4 + (1)
Physics/ Chemistry			2.5 + (2)	3 + (3)
Biology			*	+
Mathematics (and IT in BAC L)	1 + (1)		4 + (1)	4.5 + (1)	2.5 + (0.5)	4
Agronony, territory, citizenship			1 + (2.5)
Compulsory optional subject (from a pre-determined list)	2 - 5	2 - 5		2 - 3.5	2 - 3	2 - 3
Two (maximun) optional subjects	3	3	3	3	3	3
Civic, legal and social education	(0.5)	(0.5)	(0.5)****	(0.5)****	(0.5)	(0.5)

P=Première, T=Terminale

*Première: Earth/natural sciences 2 + (2), or Engineering 2 + (6), or Biology Ecology 2 + (3)

+Terminale: Earth/natural sciences 2 + (1.5), or Engineering 2 + (6), or Biology Ecology 2 + (3)

***Modern foreign language 2 or regional language, or latin in BAC L

****included in agronomy in agricultural lycées

The time students spent studying in smaller groups is indicated in the above table by the numbers in brackets.   

In addition, students had two hours a week of individual study (known as "travaux personnels encadrés" (supervised personal work) related to their chosen branch of study. There were also ten hours per year of 'class hours' and 72 hours each year for artistic expression workshops.  In agricultural lycees, students normally studied social and cultural practices. 

SOURCE: FRANCE. MINISTERE DE L'EDUCATION NATIONALE (2000). Bulletin Officiel du Ministère de l'Education Nationale No.29, 27 July.

Technological Baccalauréats - curricula and timetabled hours
The curricula and timetabled hours for all technological Baccalauréat syllabuses included general teaching in mathematics, French, philosophy, history/geography, two modern foreign languages and physical education for two to four hours a week per subject.  Lycée reforms resulted in the following changes to the core curriculum for technological Baccalauréats:

• 10 hours a year are now allocated to discussion in class on topical/citizenship issues.  These hours are known as "heures de vie de classes".
• 72 hours are allocated to artistic expression workshops.  
• In addition, there has been an increase in the number of hours available for optional study of art/art and craft - from two to three hours.
• Classes preparing students for family life and social life are no longer taught. ¹³⁶

This common core Baccalauréat curriculum is supplemented by the study of specific specialised subjects, dependent on the specialisation chosen. See the tables below.²³  These time allocations do not seem to have been affected by the recent reforms. 

General and technological lycées, technological Baccalauréat - industrial sciences and technology (BAC STI), première (P) and terminale (T) classes

	Mec. Eng	Mec. Eng	Elec. Eng	Elec. Eng	Elec	Elec.	Civil Eng	Civil Eng	Ener	Ener
	P	T	P	T	P	T	P	T	P	T
	HOURS PER WEEK
Building studies	7	7.5	5	4.5	5	4.5	7	7.5	5	5.5
Industrial systems	10	11	8	10	9	12	10	11	12	13
Applied physics	3	4	7	8	6	6	3	4	3	4
TOTAL	20	22.5	20	22.5	20	22.5	20	22.5	20	22.5

Key: P = première, T = terminale
Source: EURYDICE UNIT FRANCE (1997).

Materials engineering was included in the industrial sciences and technology Baccalauréat as a specialist subject in the terminale during the autumn term of 1995. The first Baccalauréat examination session on this subject was held in 1996.²⁶ In the 1999 examination session for the industrial sciences and technology Baccalauréat (BAC STI), in addition to mechanical engineering, civil engineering, electronic engineering, electrical engineering, and material engineering/energy, students were, for the first time, able to take examinations in two new specialist subject areas - optical engineering and applied arts.³⁵

General and technological lycées, technological Baccalauréat - laboratory science and technology (BAC STL), première (P) and terminale (T) classes (number of hours a week)

	Lab. physics	Lab. physics	Lab, chem	Lab. chem	Biochem/ biological eng.	Biochem/ biological eng.
	P	T	P	T	P	T
Physics	3	3	4	4	7	6
Chemistry	2	2	11	10
Electricity	6	6.5
Measurement & Automation	2	2
Regulation & Control	6	6
Computer science/IT		2
Chemical technology			3	4
Engineering					7
Biochemistry						7
Microbiology					6	6
Human biology						5.5.
TOTAL PER WEEK	19	21.5	18	18	20	24.5

Source: EURYDICE UNIT FRANCE (1997).

General and technological lycées, technological Baccalauréat -medical and social sciences (BAC SMS), première (P) and terminale (T) classes (number of hours a week)

Compulsory subjects	Première	Terminale
Social and health sciences	5	5
Health and social work communication	5	4.5
Human biology	4	4
Medical terminology and physiological pathology		2
Physical sciences	2.5	2
Total hours per week	16.5	17.5

Source: EURYDICE UNIT FRANCE (1997).

General and technological lycées, technological Baccalauréat -tertiary science and technology (BAC STT), première (P) and terminale (T) classes (number of hours a week)

	Mgmt	Admin/ Commerce	Mgmt/ accountancy	Mgmt/ IT	Admin/ Comms	Comm./ comms
	P	P	T	T	T	T
Econ and law	5	5	6	6	6	6
Computer science (IT)/ mgmt	5 - 6	4 - 5	9			6
Mgmt/ accountancy	4	5	9
Admin/ comms					9
Business Comms/ Commerce						9

Source: EURYDICE UNIT FRANCE (1997)

In optional courses in the BAC SMS and BAC STT series Baccalauréats, options are open with the aim of widening career choice. It is also possible to take a second modern language in the BAC SMS, BAC STI and BAC STL series Baccalauréats. A second modern foreign language has been compulsory in the terminale of the BAC STT series Baccalauréat since 1995.²⁶  

Subjects in vocational lycées  (lycées professionnels)
Subjects and time allocation for the vocational Baccalauréat/Baccalauréat professionnel

First introduced in the 1985-86 academic year^,40 vocational Baccalauréats (Baccalauréats professionnels) were created in close collaboration with employers and take into account specific vocational requirements to lead directly to employment. They differ from technological Baccalauréats, inasmuch as they are targeted on specific occupations, whereas the technological Baccalauréats are much broader in scope (electronics, mechanics, etc.).²³ Usually taken in lycées professionnels, vocational Baccalauréats are now available in over 40 specialist subjects, with around 60 subject options, from aeronautics to hotel work and the building industry.⁶⁸

Vocational Baccalauréat courses include compulsory and optional subjects, and most courses also include a period of on-the-job training/work experience in both the première and terminale.  This lasts between eight and 10 weeks each year. Teaching hours for students must not exceed eight hours a day and 35 hours a week.³⁷  The subjects studied on vocational Baccalauréat courses are divided, in the seconde, première and terminale classes, between general education subjects and vocational/technical education. The hours for general education classes in the première and terminale are distributed as follows:

Subject	Hours each week
Mathematics	2
French	3 - 4
History - geography	2
Modern foreign languages	2 - 3
Artistic education and applied arts	2
Sport and physical education	3
Civics	1/2

Source: FRANCE. MINISTERE DE L'EDUCATION NATIONALE (2001). Bulletin Officiel du Ministère de l'Education Nationale No.33, 13 September.

Certain vocational Baccalaureat disciplines also include between two and two and a half hours of physics and general science and/or business studies each week.¹³⁵ The amount of time dedicated to vocational/technical education in the première and terminale varies dependent on the type of vocational Baccalauréat as shown below:

Sector	Minimum weekly study time in hours	Maximum weekly study time in hours
Production	11.5	12
Service	13.5	14
Catering	10	10
Food industry	14	14
Arts and crafts	11.5	14

Source: FRANCE. MINISTERE DE L'EDUCATION NATIONALE (2001). Bulletin Officiel du Ministère de l'Education Nationale No.33, 12 September.

Subjects and time allocation for the CAP

The courses in vocational lycées (lycées professionnels) which prepare students for the certificat d'aptitude professionnel (CAP) include:

• General education (14.5 - 16 hours per week, dependent on the type of CAP) which includes: French, mathematics, history/geography, economics, civics, a modern foreign language, arts education (art and music), social and family studies, and physical education. It is intended that the study of these general subjects should have real relevance to the modern world and should be adapted to suit the vocational needs of the students concerned.
• Technological and vocational education (12 - 17 hours per week, dependent on the type of CAP), which comprises vocational studies relevant to the subject area. Includes classroom theory lessons and practical sessions in school workshops or school office environments and periods of in-company training.⁴⁴

CAP courses are usually completed in two or three years following the troisième (final year of collège) (or can be completed in one year if the student already has a CAP or BEP certificate in a related subject) and are available in over 200 subject specialisms.⁴⁰ After the CAP, some students move on to take the BEP.

Subjects and time allocation for the BEP

The courses in vocational lycées, which prepare students who have completed the troisième class (final/fourth year) of collège for the BEP (brevet d'études professionnelles) in two years, include:

• General education (14 to 22 hours). Most of the general education subject areas taught in collèges continue to be taught in vocational lycées. They are oriented more directly towards vocational needs. General education is also important for success in vocational examinations and enables students to continue their studies in preparation for a vocational or technological Baccalauréat.
• Technological education (16 to 20 hours). This differs according to the specialisation chosen, but always includes a curriculum common to specialisations that are similar or belong to the same vocational sector, in addition to specialised training linked directly to the exercise of the occupation concerned.²³

Both the theoretical and the practical timetables are heavier than in the collège (33 to 36 hours, depending on the specialisation; 48 specialisations were available in 1997), but the distribution of hours is different and there is less work to be done at home. ^{23, 40} Since the beginning of the 1992/93 school year, periods of on-the-job training leading to an examination have been introduced into the different BEP courses.²³

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