DNL EPS – IUFM de Rennes

Année 2007-2008

"IUFM DE L'ACADEMIE DE RENNES"

Supplementary qualification for the “non linguistic subject” (DNL) In

PHYSICAL EDUCATION

Report of the four weeks placement in a Secondary school in Liverpool : Calday Grange Grammar school

Student teacher: Mr Sami HAMROUNI

Student teacher subject mentor: Mr Martin KEENAGHAN Student teacher host school mentor : Miss Carol HUNTER Student teacher iufm mentor: Miss Linda GUERVENOU

Year 2007-2008 Sami Hamrouni Plc2

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DNL EPS – IUFM de Rennes

Année 2007-2008

THANKS TO

All the Calday educational staff who has welcomed and helped us in the best possible way,

my english mentors (Miss HUNTER and Mr KEENAGHAN) who were always encouraging and available for us,

all the Rennes IUFM international staff, and more particularly

Linda

GUERVENOU

and

Magalie

HARDOUIN for their valuable help and advices.

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CONTENTS

1.

THE PLACEMENT BACKGROUND INTRODUCTION: .................................................................... 4 1.1. THE REASONS OF THIS PLACEMENT ABROAD? ....................................................................................... 4 1.2. INTRODUCTION OF THE HOST CITY : LIVERPOOL ................................................................................... 4 1.3. INTRODUCTION OF THE HOST SCHOOL: CALDAY GRANGE GRAMMAR SCHOOL ..................................... 4 1.3.1. A specific kind of school: the Grammar school: ............................................................................ 4 1.3.2. A prestigious school :...................................................................................................................... 5 1.3.3. The school background: .................................................................................................................. 5 1.3.4. The pupils :...................................................................................................................................... 5 1.3.5. The pedagogical features of the school :........................................................................................ 5 1.3.6. The teachers : .................................................................................................................................. 5 1.3.7. A quick introduction of this four weeks placement : ....................................................................... 6

2. THE DIFFERENTS CONTRIBUTION OF THIS PLACEMENT : ANALYSES AND REFLECTIONS:................................................................................................................................................... 8 2.1.

THE MAIN DIFFERENCES AND SIMILARITIES BETWEEN THE ENGLISH AND FRENCH EDUCATIONAL

SYSTEM: 8

2.1.1. An individual comparative study: see on page 14thor Click to see the table ................................. 8 2.2. A LESSON INTRODUCTION:.................................................................................................................... 9 2.2.1. The example of a Swimming lesson:............................................................................................... 9 2.3. MY OPINION ABOUT THE CONTENTS AND METHODS OBSERVED: ......................................................... 10 2.3.1. The PE theoretical lessons:........................................................................................................... 10 2.3.2. The pedagogical model observed :................................................................................................ 10 2.3.3. Level groups .................................................................................................................................. 10 2.3.4. The sports practiced :.................................................................................................................... 11 3.

CONCLUSIONS AND PERSPECTIVES : ............................................................................................. 11 3.1. REVIEW OF THIS STAGE ....................................................................................................................... 11 3.1.1. At a professional level:................................................................................................................. 11 3.1.2. At an individual level : .................................................................................................................. 11 3.2. HOW DID THIS PLACEMENT AMENDE MY TEACHING PRACTICE?.......................................................... 12 3.2.1. Towards more curiosity and open-minded attitude :..................................................................... 12 3.2.2. Towards greater vigilance on my reflexive practice : ................................................................... 12 3.2.3. Towards more theoretical and writing contributions to the pupils :............................................. 12 3.2.4. Towards more ICT : ...................................................................................................................... 12 3.3. MY PROJECTS: .................................................................................................................................... 12 3.3.1. Currently, in experimenting: ......................................................................................................... 13 3.3.2. In construction and preparation: ................................................................................................. 13

TABLES TABLE 1: THE CLASSIC SCHOOL DAY TIMETABLE ..................................................................................................... 6 TABLE 2: SUMMARY OF THE FIRST TWO WEEKS ( DOMINANT =OBSERVATING) ........................................................ 7 TABLE 3: SUMMARY OF THE LAST TWO WEEKS (DOMINANT = TEACHING) .............................................................. 7 TABLE 4: COMPARATIVE STUDY BETWEEN G-B AND FRANCE EDUCATIONAL SYSTEMS: PART 1.......................... 14

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1. THE PLACEMENT BACKGROUND INTRODUCTION: 1.1. THE REASONS OF THIS PLACEMENT ABROAD? In fact, why do I want to do an abroad professional placement? It represents an important additional investment in terms of time, work, financial costs in a year already busy because of our hours of teaching and training at the IUFM. Despite all of this, I felt that the benefits would largely outweigh on the drawbacks. This experience offers a unique opportunity to discover another culture and other ways to teach. It was also the best way to be able to improve my language skills, establish lasting relationships with foreign teachers and the foundations for potential school exchanges... With a view to teach in european section, the total immersion placement was also the best way to find authentic documents, to share with english teachers to constitute an importante and appropriate material ressources basis. Finally, this placement would be for me a new impulse, a mean to initiate a project towards development and acquisition of these skills (language, ICT...); in other words, take over a challenge.

1.2. INTRODUCTION OF THE HOST CITY : LIVERPOOL Liverpool was chosen to be the «European capital of culture » in 2008; Liverpool is a city in the Merseyside, in the North-West of England, on the northern shore of the estuary of the River Mersey. The city’s population was (Census 2001) at 439 473 inhabitants (more than 1 000 000 in the suburbs). Second port for export from the United Kingdom, it still has an important industry (shipbuilding, cars with Jaguar). The city was originally in the Lancashire county. The city is, of course, internationally famous for having been witnessed to the birth of the "Beatles" and a whole generation of groups known collectively as the Merseybeat: "Frankie Goes to Hollywood," "Echo and the bunnymen." In 2001, “Speke Airport”, the Liverpool airport, was renamed" John Lennon Airport "in honor of this member of the Beatles. The Liverpool peoples are officially called « Liverpudlians », but more familiarly “scousers”. The typical accent is different from The reference, the sovereign one. It is quite difficult to understand at first. The city has two famous football club in English Premier League. Everton Football Club (the « Toffees ») which plays at Goodison Park and Liverpool Football Club (the « Reds ») which plays at Anfield.

1.3. INTRODUCTION OF THE HOST SCHOOL: CALDAY GRANGE GRAMMAR SCHOOL 1.3.1. A specific kind of school: the Grammar school:

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DNL EPS – IUFM de Rennes Année 2007-2008 The host school is a state school. As a Grammar school, it’s also a selective school. It means that only pupils who achieve the entrance test after the keystage 2 (in year 6) may enrol in this school.

1.3.2. A prestigious school : In 2008, Calday Grange Grammar School celebrated its 372nd anniversary. It is an highly successful school known for its results to GCSE, GCE A-level but also for his brilliant musical, cultural and sports activities. The school was judged "Outstanding" (the highest grade) by OFSTED, an independant Institute. (Link : http://www.schoolportal.co.uk/GroupRenderCustomPage.asp?GroupID=4460&ResourceId=709475)

1.3.3. The school background: The school is located in a residential area, quite well off: the Wirral. The students are mostly from "Dee" in Wirral. However, in recent years, more and more students from the rest of Wirral and Cheshire ask for registration (only the success at the entry test is necessary to integrate the school: no restriction attached to the pupils home is planned).

1.3.4. The pupils : The school has about 1500 pupils. The Keystage 3 and 4 have only boys (about 1000), while the sixth form level accepts both boys and girls (500 students). Most of the pupils are very respectful and attentive. Depending on their ages, they are divided into keystages (see the table comparing the schooling stages between French and British).

1.3.5. The pedagogical features of the school : The school has received approval for several teaching specialties: in 1996, the school obtained the "Technology College” qualification, which permited to develop the ICT (Information and communication technology), sciences, mathematics and technology. Recently, in 2006, the school also obtained the "Languages College” qualification, permitting then to propose a unique offer of languages (Chinese, French, German, Latin, Russian and Spanish). Calday is one of five institutions throughout all the UK to have obtained the "Confucius Classroom" approval, to help the Chinese government develop the Mandarin Chinese language in UK.

1.3.6. The teachers : The teachers are distributed into several departments, according to their subject. Each department is composed of teachers and a head of department. Each department has his own staff room. All teachers are given a laptop loaned by school. Teachers must remain in the school throughout the day, whether they have lessons or not (to provide a permanent attention for students or/and to replace absent colleagues…) Sami Hamrouni Plc2

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IMPORTANT : WE HAVE TO BE AWARE OF THE RISK OF THE “EPISTEMOLOGICAL OBSTACLE OF THE FIRST EXPERIENCE” (BACHELARD, FORMATION OF THE SCIENTIFIC SPIRIT., 1938) SO THAT WE WON’T EXCESSIVELY GENERALIZE OUR CONCLUSIONS. In fact, this experience is particular and linked to a singular context and period (only 4 weeks). This report only illustrates a single point of view (the author one) and therefore is marked by a great subjectivity. Moreover, it is essential to keep in mind throughout the reading of this report that in Great-Britain, the rules, the teaching methods, the pupils profiles can greatly vary from one school to another. This is as much true and important as our course took place in a Grammar School (this type of school has only the best students, and represents only 5% of all schools)

1.3.7. A quick introduction of this four weeks placement : The first week was for us an opportunity to integrate gradually into the teaching staff of the school and especially the departmental staff of our subject, physical education (PE) in my personal case. Our first morning was devoted to a clear and comprehensive explanation of our placement. As a first step, our general mentor (Miss Carol Hunter) told us in its outline the British educational system and host school main rules. After a necessary presentation to the school staff (teachers, headmaster, cleaning officers, canteen officers…) and a comprehensive visit of the school facilities (staff room, canteen, french department, art room, technology room… ), where we were warmly welcomed, we met our respective subject mentor. The content of the afternoon and the following days of these four weeks placement is summarized in the tables below. Throughout these four weeks, our presence time in school was identical, namely we were present between 08.30am and 03.35pm. Our lessons represented 60% of a full-time timetable, that is to say around 16-17 lessons. All days were organised as below: Table 1: The classic school day timetable

Heure 08:35 08:40 08:50 09:40 10:30 10:50 11:10 12:00 12:50 13:00 13:50 13:55 14:45 15:35

Period Kind of lesson Enter school Registration by form tutor Period 1 Lesson Period 2 Lesson Period 3 Assembly / Form Period 4 Break Period 5 Lesson Period 6 (Lesson) Lunch Lunch Period 7 (Lesson) Registration by form tutor Period 8 Lesson Period 9 Lesson School ends

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DNL EPS – IUFM de Rennes Année 2007-2008 To make the detailed presentation of these 4 weeks more efficient and pleasant, I made the choice to summurize it into two tables. The first sum up the first two weeks and the second the two last. Table 2: Summary of the first two weeks ( dominant =observating)

Weeks 1 and 2 In the school

Observation lessons

Teaching (with small groups) During the free hours

Week N°1

Week N°2

- Physical education (PE) practical lessons: Hockey, Basketball, swimming, Netball, Football, Gymnastics.

- PE practical lessons:: Football, Basketball, swimming, Gymnastics, Volleyball, Rugby, Ultimate, aussie Football.

- PE theorical lessons: A-level (about - PE theorical lessons: A-level drugs issues, muscle fibres...) ; GCSE (Overload…) (sports history, public-schools…) - Lessons in other subjects : General - Other subjects : Art and design, studies, Assemblies, Form tutor, Assemblies, chinese introduction. - Guiding small groups of 5-6 pupils - Bring support for ensuring safety on learning situations in Volleyball, and giving individual advices in Basketball and Gymnastics. gymnastics lessons (Vault) - Teaching 2-3 pupils in difficulty in a Swimming lesson. - Observation of a parent teacher meeting. - Discussion/exchange with different PE teachers, other subject teachers about the teaching methods, teaching conditions... - Collection of the specific sport and classroom management vocabulary used by the teachers.

Out of the school (evenings, week-ends) Personal work

- Development of a specific vocabulary basis, adaptated to the educational and PE fields. - Research (LJMU campus library) on the PE theoretical programs, official assessment….

Table 3: Summary of the last two weeks (Dominant = Teaching)

Weeks 3 and 4 In the school

Observation lessons

Teaching (with Sami Hamrouni Plc2

Week N°3

Week N°4

PE practical lessons: Football, Rugby. - PE theorical lessons: GCSE (motoneurones, synapses…) - Lessons in other subjects : French, religious education, Personal and social health education (pshe). - One Volleyball lesson ( work

PE practical lessons: Cross country, Rugby.

- In a « special educational needs» school : English lesson, ICT, sport activity (Football) - One Volleyball double lesson : 7

DNL EPS – IUFM de Rennes on the volley skill and the three entire class) touches organization) - One Basketball lesson (work on the fast break) - Two Swimming double lessons (≈2h) :
work on the front glide and the spatial structuring of the arms actions (year7)
Learning undulations and butterfly arms actions ( Year 11 ; this lesson was observing by our french placement mentor, Linda Guervenou) - One theorical lesson talking about comparative studies (between France and Greatbritain) on the issue of the elite performers training.

During the free hours

Année 2007-2008 (work on the underarm service and the spike) - One Basketball lesson (work on the fast break and the offensive organization) - Two Swimming double lessons:
work focused on the front crawl stroke and the team relay (Year 7).
Work based on several kinds of relays : legs propulsive efficiency / undulations / Butterfly stroke/ water safety/ 4 strokes relay.
That is to say a total of 7 lessons in entire class teaching during the fourth week


That is to say a total of 7 lessons in entire class teaching during the third week - Get involved in a PE staff meeting to prepare some theorical lesson sequences... - Practical and theorical lesson preparation. - Supplement and update the specific vocabulary of sport activities and classroom management. - Discussion/exchange with language assistants, PE student-teachers, language teachers...

Out of the school (evenings, week-ends) Personal work

- Teachers sport competition : soccer… - Research about the elite performers training in the UK, working out of a powerpoint presentation, some explaining videos about french ethnic sports (bullfighting, pétanque, gouren)…

2. THE DIFFERENTS CONTRIBUTION OF THIS PLACEMENT : ANALYSES AND REFLECTIONS: 2.1. THE MAIN DIFFERENCES AND SIMILARITIES BETWEEN THE ENGLISH AND FRENCH EDUCATIONAL SYSTEM: 2.1.1. An individual comparative study: see on page 14thor Click to see the table Sami Hamrouni Plc2

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2.2. A LESSON INTRODUCTION: 2.2.1. The example of a Swimming lesson: SWIMMING, thursday 13th MARCH, Lesson for year 11a, Martin’s group Background: I observed their class two weeks ago, and I saw that they were quite efficient in the front crawl, breaststroke and backstroke. So, I thouhgt it was the moment for them to learn how to swim the latest stroke: the Butterfly.It often seems to be very difficult ; most of people and most of those pupils should think: “it’s too hard, you need a lot of strength to achieve it!!” But, in fact, even children of 10 years old can easily swim butterfly! Aim of the lesson: To be able to swim the Butterfly stroke for 25meters in a row Lesson plan: 1) A warm up with severals widths in each stroke (Front Crawl, breaststroke, backstroke). 2) Training to do the dolphin kick (so a leg-based work) 3) training to do the butterfly arm action (so this time a arm-based work) 4) Training to do the full stroke swimming (so a arm and leg-based work) 5) According to the time left: water-polo, relay... Lesson development: 1) warm-up: - 4 width of FC, 3 BreastS, 2 BackS, 4FC. 2) Isolated practices: legs work: arrow position In width - Glide from the wall without any movement: you have to be like an “arrow”: it means stretched out, straight, with your head tighten between shoulders ( for this: contract your abdominals, gluteus and push firmly on the wall with your feet) - Glide from the wall and go as far as possible with dolphin kicks only
challenge your mates. Keys : it’s an undulation movement: it must start from the hips and not from the knees ; you have to kick with both legs simultaneously, and tighten your knees; your feet must be extended and face the ground, so that you can push more efficiently, like a whip. Your buttom should raise to the surface when kicking: because you are undulating) - same thing but with only 5 dolphin leg kick. In length - Glide and then (when your speed is decreasing) make dolphin kicks, as far as possible
challenge your mates. 3) Isolated practiced: arms work only In width - Pull and push strongly to raise your head over the water to breathe in quickly (and bring back your arms under the water)
challenge your mates to see who’s the farthest. - Same thing but with the arm coming back over the water (head faces the ground and shoulder close to the ears) In length -Gliding + 2-3-4 arm movements
as far as possible
challenge. Sami Hamrouni Plc2

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4) Full-stroke swimming length - Gliding + dolphins + arm movements
as far as possible
challenge your mates. - Same thing but with front crawl arm movement, to improve the timing: 2 front crawl arm movements + 1 butterfly with each time a leg kick when the arm enter the water ahead (to glide, to undulate). - Gliding+dolphins+butterfly arm only: 2 kicks + 1 arm: go as far as possible
try to go up to 25m (Keep the times to make the relay teams) 5) Relay, according to the time left: - 4*25 meters butterfly = class record. - 4*25m 4strokes. Water-polo: 2*5-10’

2.3. MY OPINION OBSERVED:

ABOUT

THE

CONTENTS

AND

METHODS

2.3.1. The PE theoretical lessons: The presence of theoretical lessons in the PE national curriculum is quite amazing when you come from France and discover it. In fact, the french official programs don’t talk about any theoretical lesson in PE! PE is, in France, a practical subject with theoretical contents but they must be integrated in the practical lessons. Nevertheless, the observation period showed me interesting opportunities about the usefulness of those theoretical lessons. The level of theoretical knowledge about the body, movement, physiology…. required is far superior to what french pupils can achieve. However, I wonder in which extent they could apply it in practice, as their assessment remains quite binary: the theory on one side and practice on another. In my opinion, it could be interesting to try to evaluate the integration of this knowledge in practice, which require research and reflection for a new assessment way.

2.3.2. The pedagogical model observed : An elite performer model : From my observation, the good model appears to be the elite sport one, that is to say the teacher looks for copy the elite model upon students. For example, let’s look at the organization of a volleyball course: the first two lessons will focus on mastering the overhead pass and the dig. Then, pupils will have to reproduce the classic 3 touches with "getter-setterhitter" (reception-pass-attack) on the 3rd lesson. Finally, they would work on the service and the spike. The elite performers model is stuck onto these pupils while their motor skills and physical abilities prevent some of them from being effective on these ways. This model, which aims to be as close as possible to the sport reference put perhaps finally the pupils away of it.

2.3.3. Level groups

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DNL EPS – IUFM de Rennes Année 2007-2008 In PE and Mathematics, some groups are made to split the pupils into level groups and single sex groups. If teaching and learning seem to be easier in a homogeneous context, I think these educational choices limit and prevent an entire field of learning. The most obvious concerns the question of the pupils socialization, the tolerance to different levels, but also the pupils self-esteem…. Moreover, the level and sex differences can be great wealth in terms of learning PROVIDED that you adopt a relevant didactic processing. But, the elite performers model sticking on PE appears to be quite limited in the learning management, in homogeneous context and increasingly with heterogeneity. These level groups lead the teachers to divide up according to their respective sport specialities. For example, a PE teacher specialist in Rugby will take the best group in Rugby whereas the less comfortable teacher will take the less good. This reinforces the idea of applying elite model and leads teachers to swap theirs pupil groups quite often.

2.3.4. The sports practiced : The National Curriculum for Physical Education divides sport and sporting activities into six categories: Games, Athletics, Gymnastics, Dance, Swimming, Outdoor and adventurous activities. This sports classification is nearly the same as in France. The activities practised in school depend then heavily on the available facilities and experienced sports teachers.

3. CONCLUSIONS AND PERSPECTIVES : 3.1. REVIEW OF THIS STAGE In spite of the stress, the additional workload and the tiredness caused by the preparation and the participation in this placement, the state of affairs was for me very beneficial, for these several reasons:

3.1.1. At a professional level: This placement was an opportunity to rediscover my subject in a different angle (theoretical lessons, practice very close to the elite performers…). The difference of point of views about the same subject (Physical Education) is an incomparable wealth. It makes it easier to be aware of the professional habitus (Clot, 1999), and social idiosynchrasies (Mauss, 1936) linked to one’s country and culture. Therefore, it helps to be more open-minded and relevant in the effectiveness of one’s teaching. Moreover, the total immersion allowed me to improve my language skills and the fact to teach PE in a foreign language to foreign students, also made me more self-confident. I think this self-confidence mixed with an awareness of its difficulties is one of the biggest strengths of this placement.

3.1.2. At an individual level : The discovery of another culture with its ways of thinking was a very valuable experience. The daily bringing into question of one’s certainties is facilitated by the Sami Hamrouni Plc2 11

DNL EPS – IUFM de Rennes Année 2007-2008 confrontation to another way of seeing, living, working… The concrete experience of this other culture allows you to fight against prejudices about it. Finally, the meeting, dialogue and exchange with other teachers have been a major source of satisfaction and probably promising for the future.

3.2. HOW DID THIS PLACEMENT AMENDE MY TEACHING PRACTICE? This placement has initiated a reflection process on my own teaching practice. Although I believe it is still too early to say that this experience could really change my teaching practice, I can say it has changed my approach:

3.2.1. Towards more curiosity and open-minded attitude : The discovery of new sport activities such as Netball, Criket or the Australian Football made me more receptive in the selection of sport activities. In fact, some of these activities typically Anglo-Saxon, offer very attractive learning opportunities to students (for example: how to get free, in Netball). In this way, openness to different sports thanks to this placement and / or ressearches (for example with the website "teacher-tv," which presents original practices as wheelchair basketball) has changed my approach to select the sport activities.

3.2.2. Towards greater vigilance on my reflexive practice : The ideas and practices confrontation (single sex classes, level groups…) pushed me to reflect on my own teaching and to try to improve it. The need to move backwards to analyze my own practice becomes more and more necessary, as a valuable aid to develop my professionnal skills.

3.2.3. Towards more theoretical and writing contributions to the pupils : Even if the french PE programs do not allow "theoretical lesson", the knowledge acquisition by students is encouraged. Also, in this framework, providing more frequent and organized theorical contents seems to be an interesting idea, especially as PE english workbooks provide written materials both attractive and interesting.

3.2.4. Towards more ICT : The widespread use of multimedia materials (videos, PowerPoint presentations) during the PE lessons and the keen interest they generate among students leads me to take an interest in these resources. Whether this is to introduce sports activities more efficiently or to enhance the attractiveness of the lesson, the ICT seems to be more and more as educational tools to operate.

3.3. MY PROJECTS:

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3.3.1. Currently, in experimenting: In the short term: I tried to teach PE in english with one of my vocational form (as a lower sixth form of “vocationnal A-level”) of "Accounting, Secretariat/Reception" option. Linked with the English teacher, I suggested to pupils a project “PE in English”. The aim is double and is close to the European sections objectives: to improve by the same time and in a reciprocal way both the language and PE skills. This project, underway since the placement come back (March 25, 2008) took place according to an increasingly involvement of the pupils in the foreign language. At first, only the warm up was taught in english (led by the teacher ,for 5 minutes), but the pupils efforts and the progressive confidence (and also the commitment of the english language teacher) allowed us to increase the working time in english: up to 15 minutes in the last lesson. I’m working on setting up a specific resources basis for the bilingual teaching in PE. With some PE teachers interested in this idea and volunteered for this project, we decided to pool our resources, work, experience s to improve our respective teaching practices. This collective work should be finalized by designing a website.

3.3.2. In construction and preparation: In the medium term : Following this placement, I have sought to maintain lasting relationships with Calday teachers, PE students…. Also, it seemed interesting to propose a sustainable exchange with them. For this, I'll go on summer, as far as possible, to Calday to participate (as a PE teacher) in a sporting event for new pupils’ integration (year 7). This will be an opportunity for me to a new immersion and further exchanges. In the long terme: As part of the next Olympic Games in London (2012), it could be very interesting to begin a cross curriculum project, based on and finalized by a schooltrip and pupils participation (to be defined according to the possibilities…) in a sporting event organization.

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Table 4: Comparative study between G-B and France educational systems: Link to the contents page

AGE

Great-Britain FORM

17-18 years old Sixth form college 16-17

CURRICULUM Year 13 (Upper 6th Form)

Year 12 (Lower 6th Form)

France EXAMINATION

GCE A Level (Advanced Level) 3 subjects among the 4 of Exams based on grades the« lower 6th form » ( A* to G) and not ont the notion of success or failure.

4 subjects

GCE AS Level (Advanced Subsiduary Level)

FORM

CURRICULUM

Terminale

Same subjects than « Première » « Baccalauréat » (Philosophy replace the French).

Première

Compulsory subjects :

15-16

Key stage 4 14-16

Year 11 Year 10

14-15

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Maths, Science, Information and Communication Technology (ICT), Physical education, Citizenship, careers education, workrelated learning and religious education, sex and relationship education (SRE) and at least one subject from each of the four entitlement areas (Arts subjects, Design and technology, Humanities,

GCSE. Exam based on grades ( A* to G) and 2nde not ont the notion of success or failure. Minimum of 10-11 subjects.

3ème

The subjects depend on the kind of serie (general / Technologic/ vocational) but some of them remain compulsory: French, Maths, History-geography, language, Pe. For the general and technologic series : compulsory subjects are: French, Maths, Historygeography, Pshe, Pe, language, physic-Chemistry, biology.

EXAMINATION

Early subjects exam. It depends on the serie but very often : it’s French and History-geography.

No exam but reflect on the serie choice (General / technologic, kind of BEP…)

For the vocational series: compulsory subjects are: French, Maths, Historygeography, foreign language, Pe, Arts. French, Maths, Historygeography, English, Pe, foreign « Brevet des collèges » language, pshe, Biology, Physic(continuous assessment during the entire year, for 14

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Modern foreign languages)

13-14 12-13

11-12

Key Year 9 stage 3 Year 8 11-14 Year 7

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Compulsory subjects : English, Maths, Science, Design and technology, Information and Communication Technology (ICT), History, Geography, Modern foreign languages, Art and design, Music, Citizenship, Physical education, Schools also have to provide:Careers education and guidance (during Year 9), Sex and Relationship Education (SRE), Religious education and Personal, social and health education (PSHE).

all subjects except French, and Historychemistry, Technology, Arts: Maths are musical education, artistic geography which education, Pe, foreign language assessed in a terminal exam) 2. 4ème 5ème

S.A.Ts (Standard Assessment Tasks). Compulsory national exams at the end of each keystage, in 3 subjects: english, maths and science.

6ème

French, Maths, foreign language, History-geography, Pshe, Biology, Physic and chemistry, Technology, Artistic education, Musical education, Pe.

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