Baccalaureate AMBASSADE DE FRANCE EN AUSTRALIE - A pathway of excellence to higher education
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The French
Baccalaureate
A pathway of excellence to higher education
January 2021
AMBASSADE
DE FRANCE
EN AUSTRALIE
Liberté
Égalité
Fraternité
Overall presentation
table of contents The renewed French BAC
01
02
CORE CURRICULUM
Philosophy 04
French 05
English 06
History and Geography 07
Science Studies 08
Physical Education 09
German 10
Spanish 11
ELECTIVES
Mathematics Extension 1 12
Physics and Chemistry 13
Biology, Earth and Environmental Science 14
Digital and Computer Sciences 15
Economics and Social Sciences 16
International Relations Studies 17
Humanities, Literature and Philosophy 18
- Literature, Language and Culture in English 19
OPTIONAL CURRICULUM
Mathematics Extension 2 20
Mathematics Advanced 21
Sciences in English 22
History and Geography in English 23
Law and Contemporary Issues 24
Latin 25
Mandarin 26
SELECTIVE CURRICULUM
The British International Section (OIB) 27
English (OIB) 28
History and Geography (OIB) 29
Competitive Sport 30
PRESENTATION OF LCS AND LFAC
About LCS 31
About LFAC 34
“The strength of our model of emancipation through education
comes from the universal values on which it is based,
and which we want to promote through it.”
Jean-Yves Le Drian
Minister for Europe and Foreign Affairs
Overall presentation
The French Baccalaureate, (“le Baccalauréat” or “Bac”) is an internationally recognised diploma which is often
considered a reference when evaluating general cultural knowledge, critical thinking and academic progress.
The Baccalauréat is a year 12 final exam, approved by the French Ministry of National Education and recognised
internationally. Created in 1808, this diploma possesses two special features: it marks the successful conclusion
of secondary studies and opens access to higher education. It prepares students for higher education anywhere
in the world and in any subject, at universities, preparatory schools, business or engineering schools, etc.
In June 2020, more than 750 000 students graduated with the French Bac, in France and in the 535 French
schools abroad.
The Baccalauréat is an all-encompassing, adaptable and demanding pre-university programme:
• All-encompassing because it includes humanities studies (literature, philosophy, foreign languages),
science, sport, and a wide choice of elective subjects in the fields of science and mathematics, social
sciences or language and literature.
• Adaptable as it offers students the possibility to choose their own elective subjects as of year 11. For
example, a student in year 11 could decide to discontinue studying mathematics while another, through
his or her electives and options, could choose to study up to 9 hours of mathematics per week.
• Demanding as students are expected to be able to acquire, organise and express in-depth knowledge in
order to develop their critical thinking skills which is necessary as they become informed and active
citizens of society.
AMBASSADE
DE FRANCE
EN AUSTRALIE
Liberté
Égalité
Fraternité
1
2021, the renewed
“Baccalauréat”
Structure:
The curricula are designed and issued by the French Ministry of National Education. Most subjects are taught in
French. The new Baccalauréat (introduced in 2021) is structured around a compulsory core curriculum and
Elective Subjects allowing a higher degree of subject specialisation. Therefore, it is an all-encompassing diploma
that requires competence in a range of subjects whilst also allowing a degree of specialisation in certain chosen
subjects.
The compulsory core curriculum includes: French literature (Première / year 11), philosophy (Terminale / year
12), English, a foreign language, civics, history-geography (taught as one subject in France), physical education,
and science.
In addition to studying the core curriculum, students choose three Elective Subjects in Première / year 11 (each
being taught for 4 hours per week) and retain two of these in Terminale / year 12 (both being taught for 6 hours
per week).
Students can also choose to study up to three optional subjects, e.g. Latin, Mandarin, mathematics extension
2, etc. Each subject includes three hours of instruction per week and allows students to broaden their skills and
knowledge.
Selective pathways pathways are also available for students who demonstrate outstanding academic or physical
skills. Students gain access to these selective pathways through entry tests and have to study a more in-depth
academic programme or join an elite sport squad for up to four extra hours a week.
Assessing the new Baccalauréat:
Over the course and at the end of year 11 (Première) and year 12 (Terminale), students sit a series of
extensive national exams, covering all areas of study, which make up the Baccalauréat. Starting in
2021, in order to better prepare students for their higher educational pursuits, the French Baccalaureate
includes ongoing assessments as well as final examinations.
• Continuous formal assessments (“contrôle continu”):
During year 11 and year 12, students take different exams based on nationally designed exercises, focusing on
history and geography, foreign languages A and B, scientific culture, P.E. and one elective. These ongoing
assessments count for 30% of the final grade.
The subject teachers for each mandatory course carry out other assessments, in the form of tests. These tests
will count for 10% of the final grade.
2
• Final examinations (nationally designed exams):
At the end of year 11, students sit a final French language and literature exam in June, as the first part of the
Baccalaureate. They are tested on their written skills and on an oral presentation of a text.
At the end of year 12, students take three written exams (philosophy and two electives they will have studied
during year 11 and year 12) as well as one oral examination about an individual project related to an elective.
Final exams count for 60% of the final grade.
The “Grand Oral”
The “Grand Oral” is a 20-minutes oral exam designed to enable students to demonstrate their ability to speak
in public in a clear and convincing manner.
Students prepare two separate topics related to both of their year 12 electives from which a jury of two teachers
selects one.
The jury evaluates the solidity of the candidate's knowledge, his/her ability to debate and make links between
knowledge, his/her critical spirit, the precision of his/her expression, the clarity of his/her speech, his/her
commitment to his/her words, and his/her strength of conviction.
While the Grand Oral is demanding, students prepare for this type of examination throughout their education,
as oral presentations and public speaking in general are encouraged and emphasised in the French curriculum.
Grading in the Baccalauréat:
It is important to point out a very significant conceptual difference in terms of grades in the French educational
system. The grading scale in secondary education is strictly numerical and ranges from 0 to 20.
A score of 20 out of 20 means perfection, therefore such a grade is rare and almost unimaginable in certain
subjects such as literature or philosophy.
Written examinations call for argumentative answers and problem solving, and never multiple-choice answers.
The elegance, form, reasoning ability and written expression in all subjects are also graded. All students achieve
an overall score out of 20 for their Baccalauréat – this includes fractions.
A Pass (Passable/Sans mention) requires an average of 10 points or more.
In addition, honour grades (mentions) are based on the basis of the average point score achieved:
• Très bien (High Distinction) = average of 16 or more points
• Bien (Distinction) = average of 14 points or more but fewer than 16
• Assez bien (Credit) = average of 12 points or more but fewer than 14
3
Philosophy
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
Philosophy is a compulsory subject for all final year students. The goal of philosophy instruction is to form
students’ critical judgement skills and educate them through the acquisition of introductory philosophical
knowledge.
Rationale: Content:
Receptive to acquisitions of other disciplines, Year 12 The program is based mainly on 17 144 h
philosophy instruction aims to develop a concern concepts: art; happiness; consciousness;
for questioning and truth, an aptitude for analysis duty; the state; the subconscious; justice;
and independence of thought without which language; freedom; nature; reason; religion;
students would not be able to understand the science; technique; time; work; truth.
complexity of reality. Its purpose is to enable each
student to orient themselves in the major problems
of existence and thought. Therefore, since it
develops fundamental, transversal skills (analysis,
Assessment:
critical examination, rigour), philosophy instruction Year The philosophy assessment consists of 4h 8% of the
prepares students for very diverse educational 12 one final written exam. The test is scored final result
pathways: scientific and literary preparatory out of 20 and is assigned a coefficient of
classes, human sciences, law, etc. 8. The student chooses one topic from
among the three offered (two essay topics
and a text explanation).
Objectives:
The student will learn how to analyse concepts,
how to distinguish them from one another and how
to articulate them in a relevant way. They will
express their ideas clearly, both orally and in
writing, formulating them precisely and accurately.
They will subject these ideas to doubt, examine
objections, and respond to them based on
reasoned justifications. Throughout this course, the
student will: examine their ideas and knowledge to
test the validity thereof; narrow down issues that
require prior reflection to receive an answer;
confront different points of view to a problem before
finding an appropriate solution; justify what they
believe and what they reject by formulating well-
constructed propositions and educated arguments.
Instruction is based on two major forms of
composition: text explanations and essays.
Cognitive learning:
Students will progressively learn how to make use
of the philosophical knowledge they are acquiring
to address the issues in question. Students will
develop questions and problems and consider a
possible solution to them, not only by analysing
concepts and delineating ideas but also by reading
texts and work. They will implement reasoning and
formulate objections.
LCS - Orientation - 2021
4
French
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
In continuity for the second year, the goal of French instruction in the first year is to broaden and enhance
the student’s knowledge and taste of language and literature, to continue the individual construction and
adoption of a literary culture, as well as the acquisition of expression, analysis, interpretation and reflection
skills, as evaluated at the end of the school year by the expected French exams (EAF).
Rationale: Content:
The year 11 and 12 French program aims to meet
instructional and educational objectives that Year 11 The student studies four works, one for 144 h
represent the French teaching rationales through- each of the four subjects of study (poetry,
out the students’ curriculum: the novel and the narrative, theatre, and
- increase students’ general knowledge; ideas in literature) and the associated paths
- consolidate students’ written, oral expression, (groupings of literary texts): the works are
reading and interpretation skills, so as to educate defined by a national schedule of twelve
both the person and the citizen. works, with half of them renewed each year.
The French language is a fundamental aspect of all
subjects as it allows students to obtain the written Cursory reading is constantly encouraged:
and oral skills required for any further studies to be at least four works must be read at home.
cemented. This subject is particularly important for Among the readings offered to students,
university studies in literature, human sciences, preference is given to French and foreign
journalism and political sciences. literature, from Classical texts to the greats
French plays a decisive role in the formation of the of modern and contemporary literature,
mind, and in developing an imagination and a relying on quality translations.
sensitivity to aesthetic impressions. Through
frequenting literary works and texts, this subject To enhance reading of the works and texts
also helps enrich the students experience, their comprising the student’s pathway using
approach to ethical questions, and their knowledge works geared toward other arts and to thus
of the world and of others. Therefore, it finds itself ensure a broader understanding of the
where the arts and contexts and aesthetic challenges that
humanities meet. correspond to them; artistic and cultural
extensions are also proposed.
Objectives:
The specific rationales of teaching French in high
school are the following:
• improve of expression and comprehension skills
through regular practice of the language, and
Assessment:
through various reading, writing and speaking
Written test Commentary or dissertation 4h 5% of the
exercises; final grade
• build a common literary foundation, open to other
arts, to the various fields of knowledge and to Oral test An explanation of the text and a 20 5% of the
society; debate min final grade
• acquire a clear and solid historical benchmarks,
form an aesthetic sense and develop a taste for
literature through varied reading and
strengthening analytical and interpretation skills;
• deepen of judgement and critical thinking,
development of personal reflection and convin-
cing argumentation, both written and oral, and an
ability to analyse argumentative strategies of
speeches both written and oral;
• develop an independent and responsible attitude,
particularly in terms of information and
documentation research.
Cognitive learning:
The goal of this subject is to transmit knowledge
and a taste for the language as well as pleasure in
literature, to encourage the practices of speaking,
LCS - Orientation - 2021
writing and reading, which are at the heart of the
humanities, and to promote a personal appro-
priation of works within our students In this manner,
it helps students acquire fundamental compre-
hension, expression, reflection, interpretation and
argumentation skills.
5
English
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
LCS and LFAC teach English as a language, culture and literature subject.
Rationale: Content:
The instructional approach consists of placing
Year 11 Theme: Founding movements and moving 288 h
students in active communication situations
and 12 worlds. This theme allows us to analyse
conducive to exchange. Above all, a modern
cultural phenomena by exploring the history
language course is a course where students
of the language and observing the forms it
communicate and interact in a foreign language as
takes in the world today. In the final cycle, it
much as possible. It’s a time and space where they
contains eight axes:
speak and listen. Regular writing practice that
allows students to reinforce what they have learnt
and enrich their knowledge complements the 1) Identities and exchanges
systematic practice of oral skills using authentic 2) Private space and public space
documents (videos, recordings, texts and images). 3) Art and power
All throughout the final year, the student will work 4) Citizenship and virtual worlds
on documentary research in the modern language: 5) Fictions and realities
the intersection of information sources, the diversi- 6) Scientific innovations and responsibility
fication of exposition methods between languages, 7) Diversity and inclusion
and the responsible usage of computer 8) Territory and memory
technologies help foster autonomy and build civic-
mindedness and education through media and
information. Project pedagogy strengthens auto- Assessment:
nomy and creativity and helps students work in a
Year Exam 1: oral comprehension 1h 2.5% of the
team, make choices, and deepen their thinking. 11 and written expression final grade
A digital portfolio for everything they have learnt in
modern languages may help the student reflect on Exam 2: written 1h30
their own growth in cultural and linguistic study. By comprehension and written mins
developing their linguistic, cultural, and commu- expression
nication skills, students will prepare themselves for
higher education and more appropriate, sponta- Year Exam 3: oral comprehension, 1h30 2.5% of the
12 written comprehension, written mins final grade
neous use of modern languages.
expression
Objectives: Oral expression 20 mins
The goal is to enhance the student’s autonomy in
practising a foreign language with the following
language activities:
• Reception (oral comprehension, written
comprehension).
• Production (continuous oral expression, written
expression).
• Oral Interaction.
At the end of the final year, the competency level
required is B2 (independent user advanced level).
However, our students achieve C1 and C2 as
assessed by the Cambridge Advanced Exam
(advanced/native speaker level).
Cognitive learning:
Students can follow an academic course at
university level, communicate effectively at a
managerial and professional level, participate with
confidence in workplace meetings or academic
tutorials and seminars and express themselves with
a high level of fluency.
LCS - Orientation - 2021
6
History and Geography
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
Senior high school history, geography, and civics give students precise and diverse knowledge over a wide
historical timeframe, spanning from ancient times to the present day. They contribute in a complementary
way to the student’s intellectual education, their civic education and their general knowledge.
Rationale: This course helps students acquire of geography is to understand how individuals and societies
temporal and spatial benchmarks that allow them to organise their space, develop themselves in it and transform it.
discern the evolution of societies, cultures, policies, In particular, it relies upon maps and aims to achieve the
the various phases of their history as well as the following goals: to understand the organisation of territories; to
actions and decisions of their actors, thus exposing adopt a multi-scale approach; make comparisons between
them to other cultures through knowledge of territories; highlight interactions between actors, their territories
previous human experiences and various territories. and their environments; develop critical analysis of documents,
This will provide them with an enlightened contact with the field, and drafting sketches to ensure the
understanding of the worlds of both yesterday and acquisition of spatial reference points on French, European and
today in a more distanced, reflective manner. In world scales.
terms of education, this subject is particularly useful The goal of moral and civic education is to transmit the values of
for studies in human sciences (history, geography, the Republic to all students, to enable an adoption of principles
psychology, information and communication and values that guarantee respect for others, to help forge their
sciences, sociology), law, political science, critical senses, to adopt an ethical mind-set, to prepare to moral
business, journalism, history and geography, at citizenship, and to raise awareness of individual and collective
universities, regional planning schools, and responsibilities.
selective preparatory courses.
Content:
Objectives: Upon their entry to high school, History Year 11: Nations, empires, nationalities (from 108 h
students master knowledge and skills acquired in 1789 to the aftermath of World War I): Europe
middle school. This involves consolidating, in the face of revolutions, France in a Europe of
nationalities: politics and society (1848-1871),
expanding and deepening these skills by The Third Republic before 1914: a political
introducing subjects that are more complex on the regime, a colonial empire, World War I.
one hand and on the other, by strengthening their
reflection, analysis, curiosity and questioning Year 12: Relationships between powers and the
capacities. In order to develop their independence, opposition of political models, from the 1930s to
the present day: Fragilities of democracy,
students use subject specific concepts and tools, totalitarianism and World War II, The multi-
take on historical or geographical approaches and plication of international actors in a bipolar world
justify them, construct historical or geographical (from 1945 to the beginning of the 1970s),
arguments, and use computer technologies. This Economic, political and social challenges from
1970 to 1991, The world, Europe and France
instruction contributes to the development of oral since the 1990s: between cooperation and
skills, in particular through the practice of conflicts.
argumentation. This leads them to clarify their
thinking and explain their reasoning in a convincing Geography Year 11: The dynamics of a world in recom- 108 h
position, Metropolisation: a differentiated global
manner. process, A diversification of spaces and actors
of production, Rural spaces: multifunctionality or
Cognitive learning: The goal of history fragmentation? China: multiple spatial
education is: the construction of a reflection on time recompositions.
and sources; an introduction to reasoning; the Year 12: Territories in globalisation: between
development of an ability to place human actions integration and rivalry: Seas and oceans: at the
and facts in the proper context and time; the heart of globalisation, Territorial dynamics,
students awareness of their belonging to the history cooperation and tensions in globalisation,
of the country, of Europe and of the world, as well European Union in globalisation: complex
dynamics, France and its regions in the
as the values, knowledge and reference points that European Union and in globalisation: driving
contribute to the development of their responsibility forces and recompositions.
and civic education; the development of the
student’s culture on a general knowledge. The goal Civics Year 11: Society: foundations and weaknesses 36 h
of the social bond, recompositions of the social
bond.
Year 12: Democracy: Democratic foundations
and experiences, rethinking democracy and
bringing it to life.
Assessment:
Year 2 External writing compound tests 2h 2.5%
LCS - Orientation - 2021
11 (Essay, Document analysis or of the
transposition of a text into a diagram) final grade
Year 1 External writing compound test 2.5%
12 (Essay, Document analysis or 2h of the
transposition of a text into a diagram) final grade
7
Science Studies
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
The Science Studies provide general scientific training to all students while also providing a point of reference
to those who are pursuing, or who may want to pursue, tertiary scientific studies.
Rationale: Content:
The goal of scientific education is not to build
encyclopedic knowledge but rather to seek to Year 11 A detailed overview of the material: 72 h
achieve three inter-related goals: - An organisational level: chemical elements
•help make each student an enlightened person, - Orderly buildings: crystals
aware of who they are, what the world is and what - A complex structure: the living cell
their relationship to the world is;
•help make each student a responsible citizen, The sun, our source of energy:
- Solar radiation
one who knows the consequences of their actions
have on the world and one who has the - The terrestrial radiative balance
necessary tools to control them; - Biological conversion of solar energy:
photosynthesis
•help each student develop a rational, indepen-
dent, and enlightened mind, one able to exercise
Earth’s radiation balance
critical analysis in the face of misinformation and
- The shape of the Earth
rumours.
- The history of the age of the Earth
Objectives: Sound and music, carriers of information:
This program is presented as a succession of - Sound, a vibratory phenomenon
themes. The themes are to instil the three main - Music, or the art of understanding
training objectives: understanding the nature of numbers
scientific knowledge and its methods of develop- - Sound, information to be coded
ment, identifying and implementing scientific - Understanding music
practices, and identifying and understanding
the effects science has on societies and the Year 12 Science, climate and society: 72 h
environment. - Earth’s atmosphere and life
- The complexity of the climate system
- The climate of the future
Cognitive learning: - Energy, development choices and the
This involves making each student understand how future climate
scientific culture is essential in today’s world in
understanding the evolution of societies, such as The future of energies:
environmental sciences and how to control this - Two centuries of electrical energy
evolution through: - The advantages of electricity
•understanding of the nature of scientific - Optimisation of electricity transport
knowledge and its methods of development. - Energy choices and their impacts on
•identification and implementation of scientific societies
practices.
•identification and understanding of the effects A story of life:
science has on societies and the environment. - Biodiversity and its evolution
- Evolution as a way to read the world
- Demographic models
- Artificial intelligence
Assessment:
Year Written assessment: test combining 2h 2.5%
11 analysis, summary and calculation of the
issues relating to 2 themes of the final grade
course.
Year Test combining analysis, summary and 2h 2.5%
LCS - Orientation - 2021
12 calculation issues relating to 2 themes of the
of the course. final grade
8Physical Education
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
Physical Education (P.E.) is a mandatory subject. Its purpose is to instruct, train and educate students in physical, athletic
and artistic activities. The year is broken down into three sequences with 12 sessions of two hours.
Rationale: skills, students engage in diversified physical, athletic and
Its goal is to develop, through physical, athletic and artistic activities, organised into five complementary learning
artistic practice, a fulfilled, cultivated citizen, fields. These five learning fields constitute the students training
capable of making enlightened choices to regularly path. They allow them to gain practical experience and access
and independently engage in an athletic, supportive academic knowledge and elements of contemporary culture.
way of life. High school P.E. prepares students for This subject contributes to the development of oral skills, in
the rest of their post-high school studies through the particular through the practice of argumentation. This leads them
construction of long-lasting, reasoned physical to clarify their thinking and explain their reasoning in a
practices, the adoption of an athletic culture, convincing manner.
engagement in collaborative and collective work
among various groups, oral development, and Content:
elective education. All these elements will enable
the development of skills that students will have to Year 11 Physical and artistic activities (PAAs) are taught 144 h
use after high school. and 12 with a didactic and educational process that
enables each student to engage in real learning
and adapt to the characteristics of the
Objectives: instructional contexts.
The year is broken down into 3 sequences or 12
These academic forms of practice continue to
sessions of 2 hours.
carry the cultural background of contemporary
Improving locomotion: The students will enrich physical and artistic activities.
their motor skills through their engagement in P.E. must lead to acquiring of the skills outlined
diversified, in-depth athletic and artistic physical in the “End of High School Achieve-ments”
activities (PAAs), level 4 for Mandatory P.E. and (EHSAs) section of each of the five
level 5 for Elective P.E. (School Sports Section). learning fields.
Knowing how to prepare and train: Through their EHSA 1: Engaging in the activity (Motor)
engagement in the courses, the students will learn EHSA 2: Knowing how to prepare and train
how to manage their exercise, alone and with (Methodology)
EHSA 3: Choosing and assuming roles (Social)
others. Therefore, the students get used to training
and learn how to train independently. These EHSAs cover the five general objectives
Exercise responsibility individually and within and thus involve motor, methodological and
social dimensions.
a group: Through their involvement in the PAAs
and in various roles (opponent, partner, observer, There are 3 to 4 in each learning field (LF) out of
referee, judge, counsel, aide, etc.), the students will the 5 possible:
build social and supportive behaviours. LF1: Producing an optimal performance that is
measurable within a given time frame. Example:
Improving Health Sustainably: Through their swimming
involvement in physical exercise, the students will LF2: Adapting movement to various
learn how to improve their health sustainably. By environments. Example: surfing
developing their physiological, motor, cognitive and LF3: Expressing oneself before others in an
psychosocial resources, they will improve their well- artistic and/or acrobatic expression.
being, for themselves and for others. Example: Acrobatics.
LF4: Leading and mastering group or
Accessing cultural heritage: The various interindividual competition.
physical, athletic and artistic activities the high Example: badminton, European handball and
school students take part in will allow them to tennis
access a cultural heritage in which they find LF5: Performing physical activity to improve
themselves not only as a practitioner but also a one’s resources and to train. Example: Long-
spectator or critic. distance running and step aerobics.
Cognitive learning: Assessment:
In order to achieve the objectives of the program,
the goal behind the P.E. program is to have the Year Year 11: Throughout the cycle of 11 sessions, students are
student develop skills along different dimensions: 11 graded on 08 points, the grade is finalised in the last
motor, methodological and social. To develop their session: Knowing how to prepare and train (Methodology),
Choosing and assuming roles (Social).
As for Engaging in the activity (Motor), graded out of 12 pts,
the evaluation is done during the last session.
Year Throughout the cycle of 11 sessions, students are graded on
12 8 points, the grade is finalised in the last session: Knowing
LCS - Orientation - 2021
how to prepare and train (Methodology); choosing and
assuming roles (Social). The students decide on the
distribution of points between these two components
(2pts, 4pts, or 6pts).
As for Engaging in the activity (Motor) graded out of 12 pts,
the evaluation is done during the last session.
9German
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
During the last two years of high school, the students will consolidate their linguistic and communication
skills, deepen their knowledge of the geographical and cultural areas of the language, and open their minds
through units of works devoid of stereotypes and prejudices toward the language or its speakers.
Rationale: Content:
For final year students, their intellectual maturity
allows them to develop a rational, comparative, Year 11 Reception refers to oral and written 144 h
more systematised approach to the various and 12 comprehension. Examples of situations
constituents of a language, i.e. its lexicon, grammar, requiring oral comprehension (listening and
phonology and spelling. Students are encouraged understanding) include: listening to public
to use their entire linguistic repertoire to develop an announcements, receiving information
in-depth use of each language studied. (media), being a spectator (film, theatre,
public meetings, conferences, shows), etc.
Objectives: Examples of written comprehension
(reading) activities include: reading for
The main objective for high school is to significantly
orientation, getting information or following
consolidate progress in oral skills recorded in recent
instructions, reading for fun, etc.
years. However, this progress does not separate
the oral and written facets of the language. These
Production refers to oral and written
facets are complementary to each other in learning
expression. For oral production situations,
and are shown in communication situations in
the student may make real or fictitious
which the student takes part. By developing the
student’s linguistic, cultural, and communication public announcements, read an original text
skills, the students will prepare themselves for aloud, sing, present, comment on data or an
higher education and a more appropriate, event, persuade, etc. For writing activities,
spontaneous usage of modern languages. the student may transcribe a message from
dictation, fill in a questionnaire, write press
articles, create displays, write notes,
Cognitive learning: reports, and summaries, write emails,
Modern foreign and regional languages (MFRLs) create creative writings, etc.
help make students active and autonomous; they
put them in a position to exchange, persuade and The gradual acquisition of foreign and
debate using oral skills, as well as describe, tell, regional language skills, the development of
explain and argue using writing. comprehension, expression, interaction and
mediation capacities are, for final-year
Regular writing that allows students to cement what students, focused on a theme: Founding
they have learnt and enrich their knowledge movements and moving worlds. This
complements the systematic practice of oral skills theme, which is common to all modern
using authentic documents (videos, recordings, foreign and regional languages, can be
texts and images). All throughout the final year, the broken down differently for each modern
student will work on documentary research in the language according to its own cultural
modern language: the intersection of information history and makes it possible to analyse
sources, the diversification of exposition methods cultural phenomena by exploring the history
between languages, and the responsible usage of of each language and observing the forms
computer technologies help foster autonomy and they take in today's world.
build civic-mindedness and education through
media and information.
Assessment:
Year 2 mid-term exams 1h 2.5% of the
11 (CE): Oral Comprehension and +1h30 final grade
written expression mins
Year 1 mid-term exam 1h30 2.5% of the
12 (CE): Oral comprehension and mins final grade
written expression +10
+ oral expression mins
Assessments are done according to European standards for
LCS - Orientation - 2021
common exams.
10Spanish
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
The core curriculum consists of 16 weekly instruction hours in a number of mandatory subjects.
CORE CURRICULUM
During the last two years of high school, the student will consolidate their linguistic and communication skills,
deepen their knowledge of the geographical and cultural areas of the language, and open their minds through
works devoid of stereotypes and prejudices toward the language or its speakers.
Rationale: Content:
For final year students, their intellectual maturity
allows them to develop a rational, comparative, Year 11 Reception refers to oral and written compre- 144 h
more systematised approach to the various and 12 hension. Examples of situations requiring
constituents of a language, i.e. its lexicon, grammar, oral comprehension (listening and under-
phonology and spelling. Students are encouraged standing) include: listening to public
to use their entire linguistic repertoire to develop an announcements, receiving information
in-depth use of each language studied. (media), being a spectator (film, theatre,
public meetings, conferences, shows), etc.
Objectives: Examples of written comprehension
(reading) activities include: reading for
The main objective for high school is to significantly
orientation, getting information or following
consolidate progress in oral skills recorded in recent
instructions, reading for fun, etc.
years. This progress does not, however, separate
the oral and written facets of the language: These
Production refers to oral and written
facets are complementary to each other in learning
expression. For oral production situations,
and are shown in communication situations in
the student may make real or fictitious
which the student takes part. By developing the
student’s linguistic, cultural, and communication public announcements, read an original text
skills, the student will prepare themselves for higher aloud, sing, present, comment on data or an
education and a more appropriate, spontaneous event, persuade, etc. For writing activities,
usage of modern languages. the student may transcribe a message from
dictation, fill in a questionnaire, write press
articles, create displays, write notes,
Cognitive learning: reports, and summaries, write emails,
Modern foreign and regional languages (MFRLs) create creative writings, etc.
help make students active and autonomous; they
put them in a position to exchange, persuade and The gradual acquisition of foreign and
debate using oral skills, as well as describe, tell, regional language skills, the development of
explain and argue using writing. comprehension, expression, interaction and
mediation capacities are, for final-year
Regular writing that allows students to cement what students, focused on a theme: Founding
they have learnt and enrich their knowledge movements and moving worlds. This
complements the systematic practice of oral skills theme, which is common to all modern
using authentic documents (videos, recordings, foreign and regional languages, can be
texts and images). All throughout the final year, the broken down differently for each modern
student will work on documentary research in the language according to its own cultural
modern language: the intersection of information history and makes it possible to analyse
sources, the diversification of exposition methods cultural phenomena by exploring the history
between languages, and the responsible usage of of each language and observing the forms
computer technologies help foster autonomy and they take in today's world.
build civic-mindedness and education through
media and information.
Assessment:
Year 11 2 mid-term exams (CE): oral 1h 2.5% of the
comprehension and written +1h30 final grade
expression mins
Year 12 1 mid-term exam (CE): oral 1h30 2.5% of the
comprehension and written +10 final grade
expression + oral expression mins
Assessments are done according to European standards for
LCS - Orientation - 2021
common exams.
11Mathematics Extension 1
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
Elective subjects allow students to delve deeper into areas of particular interest to them that they may
they wish to pursue in higher education.
ELECTIVES
The elective Mathematics Extension 1 is a continuation of the mandatory mathematics course delivered in
year 10. This elective allows the students to gain a better understanding of mathematics, as well as developing
their critical thinking skills.
Rationale: Finally, students are given written homework projects at regular
intervals, in the form of training exercises or formative
This mathematics elective allows the develop-
assessments.
ment of reasoning, thinking, rigour, logic and
argumentation skills by making students explain
and defend their problem solving methods and Content:
model solutions using technological tools. This Year 11: 144 h - Year 12: 216 h
elective is highly recommended for further
studies in many fields: technological, Algebra and Combinatorics and counting, manipulation
engineering, mathematic, business and scientific geometry of vectors, lines and planes of space,
studies. orthogonality and distances in space,
cartesian equations.
Objectives:
The mathematics elective is designed with the Analysis Number Sequences (arithmetic, geometric,
intention of: allowing each student to develop a variations, limits, recurrent reasoning), limits
taste for mathematics, to appreciate the different of functions, continuity of functions of a
rationales as well as the major study axis. This, variable, exponential and logarithmic
in turn, allows them to personally experience the functions, sinus and cosine functions,
efficiency of mathematical concepts and of primitives and equations differential, integral
abstract thinking, to develop interactions with calculus.
other electives, and to prepare for tertiary
studies through an ambitious and demanding Probability Statistical test of independence, sums of
program. random variables, concentration and law of
large numbers.
Cognitive learning:
In the prolongation of previous cycles, we work Algorithmic, Variables, iterative and conditional loops,
using six major skills: programming computer functions and lists. Programming
• Search, experiment, particularly with the help languages such as Python.
of online tools;
• Create, make simulations, validate or inva- Set and Set, subset and complementary, meeting,
lidate a model; logical intersection, n-tuple and cartesian product. To
• Represent, choose a subject (numerical, vocabulary reason by disjunction elimination, by the
algebra, geometry ...), change the register; absurd, by contrast.
• Reason, demonstrate, find partial solutions Reasoning by equivalence, using a
and put them into perspective; characteristic property.
• Calculate, apply certain techniques and Distinguish necessary conditions and
enforce algorithms; sufficient conditions. Demonstrate a property
• Communicate a result orally or written, explain by recurrence: use of counter-example.
your reasoning.
Maths Complex numbers, Arithmetic, Graphs and
Students work on these skills in class, via many experts matrices.
diverse math exercises (performed individually
or in groups), such as automatisms, problem
solving and practical work that requires using
algorithms to simulate or practice programming.
Assessment
Year 11 General exams for 2h 5% of the
Many situations require well-developed oral those dropping final grade
skills: interactive exchanges during the physics + chemistry
construction of the lesson, putting work in
common after its completion, corrections of Year 12 Written exam 3h30 mins 16% of the
exercises and individual or group presentations. + practical exam +30 mins final grade
Oral work equally occupies an important place Year 12 “Grand Oral” exam 20 mins 10% of the
in the mathematics elective, especially in the final grade
field of argumentation.
LCS - Orientation - 2021
Year 11 Continuous assessment (research, 10% of the
Many situations require well-developed oral and 12 oral presentation, prac., etc.) final grade
skills: interactive exchanges during the
construction of the lesson, putting work in
common after its completion, corrections of
exercises and individual or group presentations.
12Physics and Chemistry
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
Elective subjects allow students to delve deeper into areas of particular interest to them that they may
they wish to pursue in higher education.
ELECTIVES
The elective physics and chemistry (SPC) is a continuation of the mandatory SPC course taught in year 10.
The physics and chemistry elective allows the students to gain a better understanding of physics and
chemistry, and to develop both their individual and collective sense of responsibility as citizens of the world,
particularly in areas such as environment and sustainability.
Objectives: Content:
Year 11 and 12 pupils who study the physics and The Year 11 and 12 curriculum is composed of four
chemistry elective are able to explore their interest in the themes: Constitution and Transformation of Matter,
sciences and to acquire various modes of reasoning Movement and Interactions, Energy: Conversions
necessary to the pursuit of experimental sciences. and Transfers, and Waves and Signals.
Through this elective, students open up a path towards
further studies in the domain of experimental sciences, They are based on everyday situations and find links
medicine, technology, engineering, computer with the other disciplines.
science, mathematics, etc. Being both a fundamental
and applied science, physics and chemistry plays an Year 11 Concepts related to technique 144 h
essential role in the acquisition of crucial knowledge and Year 12 (models, response to an action, etc.) 216 h
skills, in particular for students considering further Concepts related to the values of
studies in engineering as well as biology, Earth and quantities (measurements and error
environment sciences. Furthermore, it enables for a bars, units, etc.)
contextualisation of mathematics and computer
sciences. Experimental and digital devices
(sensors, measuring instruments,
The year 11 curriculum is a continuation of the year 10 microcontrollers, etc.)
curriculum and it combines both experimental and
Mathematical concepts (situations of
theoretical aspects, contextualising the concepts and
proportionality, functions, vectors,
phenomena studied. Thus, modelisations occupy a
etc.)
central place in the curriculum, enabling the students to
form links between the “material world” of experiments Concepts related to digital sciences
and facts, with the abstract concepts and theories. (programming, simulation, etc.)
Cognitive learning: Assesment:
The competencies chosen to characterise the scientific
approach are aimed at structuring students’ training and Year 11 General exams 2hrs 5% of the
assessment. These are some examples: for those final grade
dropping SPC
Taking initiatives: state a thesis question, research and
Year 12 Written exam 3 hrs 30 mins 16% of the
organise information in order to answer the thesis +practical exam +30 mins final grade
question.
Year 12 “Grand Oral: 20 mins 10% of the
Analysis / Reasoning: formulate hypotheses, suggest exam final grade
problem-solving strategies, plan tasks, choose,
elaborate and justify a protocol while respecting safety Year 11 Continuous assessment (research, 40% of the
measures. and 12 oral presentation, practicals...) final grade
Validation: critical thinking, identifying error sources,
estimating the error bars, comparing to a theoretical
value, analysing and contrasting a model with
experimental results, suggesting possible adjustments
to a model or a reasoning.
Communication: presenting a reasoning orally and in
writing in an argumentative, synthetic and coherent the physics
st ud en t an d I have chosen
manner, using specific vocabulary and choosing I am a year 12 that it is a
istr y el ec tiv e because I know knowledge
appropriate representations, working in a team. and chem scientific
to cultivate your
wonderful way ki ng skills.
ur critical thin
and develop yo
w me to
th is sp ec ifi c elective will allo
I believe that perspective,
LCS - Orientation - 2021
from a different
view the world me much more
a grea t un iversity and give
get into I will
thanks to which
opportunities
as a person. Stanislaw
be able to grow
13Biology, Earth and
Environmental Science
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
Elective subjects allow students to delve deeper into areas of particular interest to them that they may
ELECTIVES
they wish to pursue in higher education.
The elective S.V.T (sciences et vie de la terre / biology, earth and environmental sciences) is the continuation
of the compulsory year 10 SVT education. Students acquire scientific knowledge from fundamental concepts
of biology and geology and deepen their scientific knowledge and capacities leading them to become
responsible citizens in many sectors of our society.
Objectives: knowledge and abilities to evolve, until they are able to question
them if necessary, and to gradually reach the truth with research
Biology, Earth and environmental science in
and proof.
senior high school aims to provide students with
scientific skills and knowledge to prepare them for Content:
tertiary education.
Year 11 The Earth, life and the evolution of living beings 144 h
SVT is in tune with the rapid evolution of Year 12 Transmission, variation and expression of the genetic 216 h
knowledge and technologies and allows students patrimony. The internal dynamics of the Earth
to understand and apply scientific objects and
Contemporary issues of the planet
methods, to study the environment, health and Ecosystems and environmental services
laboratory safety, and to become citizens of the From the wild plant to the domestication of plants
future. The climates of the Earth
There are three main objectives set out in the The human body and health
curriculum: Genetic variations and health
Functioning of the human immune system
Behaviours, movements and the nervous system
• reinforce the mastery of scientifically valid
knowledge and relevant scientific reason-
ing methods and, more broadly, ensure the Assessment:
acquisition of general scientific knowledge
based on the fundamental concepts of biology Year 11 General exams 2h 5% of the
and geology. (written) final grade
• structuring students to help develop Year 12 Written exam 3h30 mins 16% of the
+practical exam +1h final grade
critical thinking skills and to gain a civic
education by understanding our current world Year 11 Continuous 20 mins Part of the 40%
and its evolution from a scientific perspective. and 12 assessment of the
(essays, research, continuous
• preparing students pursuing scientific studies debates, etc.) assessment
for higher education and later a career in grade
biology and earth science.
Year 11 Continuous – Part of the 40%
and 12 assessment of the
(essays, research, continuous
Skills / capacities: debates, etc.) assessment
To achieve these goals, the SVT curriculum in the grade
year 12 cycle is organised into three main topics:
→ The Earth, life and the evolution of living
beings
→ Contemporary issues of the planet
→ The human body and health
is spread
In these three topics, having a critical mindset is French biology
erous
particularly necessary when faced with a higher out across num
degree of questioning of the contributions of ing but
chapters, includ
science. geology,
not limited to s, etc…
These three topics also enable students to nmental studie
discover jobs related to fundamental sciences genetics, enviro analysing sure lts as well
lo p sk ills in
We de ve writing
(research, teaching), the current or emerging jobs
lo pi ng sc ie nti fic methods in
in the sciences of the environment and of as deve ology in
al pr es en ta tions. Doing bi
sustainable development, in geosciences, in and in or study a
ve s m e an opportunity to
resource and risk management, as well as jobs French gi ing able to
related to health and sport. e of to pi cs while still be
wide ra ng me a
y chapter, giving
LCS - Orientation - 2021
de pt h in ev er
go into sity and
Finally, this subject contributes to developing oral
am ou nt of ch oices for univer
competencies through the practice of argu- large
ths.
mentation. This helps students to specify their future career pa Alexandra
thoughts and explain their reasoning in order to
convince others. It enables each person’s
14Digital
and Computer Science
ELECTIVES
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
Elective subjects allow students to delve deeper into areas of particular interest to them that they may
they wish to pursue in higher education.
This subject is an extension of the Primary School computer science program, mathematics and technology
subjects in Junior High and the computer science and technology program in Year 10. The subject builds on
the algorithmics taught in year 10 mathematics.
Rationale: Content:
The specialised digital and computer sciences
Year 11 This subject is based on the universality of 144 h
program in year 12 aims to consolidate essential
Year 12 the four fundamental concepts and the 216 h
computer science competencies in order to prepare
students for university studies. Through this variety of their interactions:
subject, students learn to apply scientific Data: represents diverse information in the
approaches to practical cases and develop their form of unified numbers: texts, images,
research skills. sounds, physical measures, sums of money,
etc.
Objectives: Algorithms: give an abstract explanation of
The objective of this subject is for the students to the data processes to carry out using basic
master the concepts and methods that represent operations.
the core of computer sciences, through scientific
and technological dimensions. Languages: allow students to translate
abstract algorithms to text or graph
programs that processing machines can
Assessments: execute.
Students will develop the ability to:
Processing machines and their operating
•analyse and model problems according to infor- systems: run programs with sequences of
mation flow and processing; numerous simple instructions, ensuring
persistent data storage and managing
•break down problems and subproblems, communication. This includes connected
recognise situations that have already been objects and their networks.
analysed and reuse the solutions;
In addition to the aforementioned concepts
•conceive algorithmic solutions; is the transversal element: the interfaces
that enable human interaction and commu-
•translate algorithms into a programming lan- nication, data collection and system control.
guage, specifying interfaces and interactions,
understanding and reusing existing code sources, This subject aims to increase the number of
creating development processes and program practical opportunities students get,
validation; including different formats that allow
students to develop transversal skills:
•put into place concepts and technologies that - Demonstrate autonomy, initiative and
enable acquiring, memorising, processing and creativity
disseminating information; - Present a problem or its solution
- Develop an argument in a debate
•understand and use abstraction and gene-
- Cooperate with a team while working on
ralisation.
a project
- Research information, share ressources
- - Use software responsibly and with
critical thinking
This subject contributes to students
acquiring digital skills for which they can
receive a certification at the end of the year
11 and 12 cycle.
Assessment:
LCS - Orientation - 2021
At least one quarter of the total teaching time is allocated to
conceiving and elaborating projects in groups of two to four
students.
15Economics
and Social Sciences
The French Baccalaureate comprises the core curriculum, electives, options and selective curricula.
ELECTIVES
Elective subjects allow students to delve deeper into areas of particular interest to them that they may
they wish to pursue in higher education.
The elective ESS is a continuation of mandatory year 10 ESS (preliminary course). It contributes to training
future students and citizens in understanding major economic, sociological and political challenges of our
contemporary societies.
Rationale: Cognitive learning:
The teaching is suited to High School Students who Ability to work independently and autonomously, engage in
seek to acquire knowledge and methods of group work, critical thinking, develop general knowledge, reflect
reasoning specific to the ESS. It gives them the on contemporary societal issues, use research tools, carry out
cognitive tools to better understand the debates research from start to finish, communicate results in writing as
that cross our contemporary societies. It is well as orally, calculate, read and interpret statistical and
particularly useful for high school students who graphical data (proportion, variation, indices, real and nominal
intend to study programs in which economic, values, average, median, interest rate, correlation, causality,
sociological and political skills will be valued. multiplier, geometric mean, interquartile range / ratio, Lorenz
curve, Gini coefficient), argue, problematise, write essays and
Post school studies: Bachelors in economics and participate in debating.
management, economic and social admi- nistration,
psychology, information and commu- nication Content:
sciences, sociology, law, political science, business Year 11: 144 h - Year 12: 216 h
studies, journalism, history, geography, urban/
spatial planning. Economics Micro and macroeconomics, markets, 170 h
business life cycle, finance, global
economy, international trade, financial
Objectives: system, public policies, European monetary
policies, sustainable development
The program aims to gradually provide the neces-
sary tools for understanding social and economic Sociology Socialisation, social network, labour 118 h
markets, social stratification and mobility,
phenomena, on different scales (micro and macro). social control , crime
Like the other scientific disciplines, the economic
and social sciences articulate modeling and Political science Power, institutions and political 52 h
representation, public opinion, parties,
empirical investi- gations to give a rigorous account unions, interest groups
of social reality and to question preconceptions.
Interdisciplinary Social welfare, entrepreneurship, 74 h
The disci- plinary approach of the program studies governance, inequalities, theory of justice,
(economics, sociology and political science) aims positive discrimination
to allow students to appropriate the basics of each
discipline (objects, approaches and methods,
problems, concepts, mechanisms) before the Assessment:
different disci- plinary perspectives are intersected
Year 11 External writing compound test 2h 5% of the
with common objects of study. final grade
Students demonstrate understanding of economic External writing compound test or 4h 16% of the
Year 12 long essay (1500 words) final grade
terms, concepts and relationships, and apply
concepts and theories. Like all courses, this elective
contributes to the development of oral skills, notably Year 12 External oral exam (jury 20 10% of the
through the practice of debating. examination) mins final grade
Year 11 Continuous assessment (essays, Part of the
and 12 research, debates, etc.) 40% of the
continuous
assessment
grade
LCS - Orientation - 2021
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