5ème, 4ème, 3ème
Cycle 3 of schooling ended with the first year of lower secondary school. Pupils have gradually become accustomed to a new pedagogical organisation and new teaching rhythms, and to living in a new environment which they have learned to decode and understand.
They continue to develop skills in the different subjects. These skills, assessed regularly and at the end of the cycle, will enable them to develop personally, to continue their studies and to continue to train throughout their lives, as well as to integrate into society and to participate, as citizens, in its evolution.
The entire teaching and educational team contributes to the development of these skills. In order to highlight the main features that characterise cycle 4, we can insist on several aspects which, although already present in previous years, were not so marked and systematic.
During the three years of Cycle 4, the pupils are teenagers in full physical and psychological development. Physical and sports activities and involvement in the creation of cultural events promote the harmonious development of these young people through the pleasure of practice.
Pupils develop their skills by confronting more complex tasks where they have to think more deeply in terms of knowledge, know-how and attitudes. They are led to make choices and adopt appropriate procedures to solve a problem or carry out a project.
This is achieved through disciplinary and interdisciplinary activities. All teachers play a leading role in this training, and are responsible for its success. In order for the pupil to accept approaches in which he or she tries things out, takes the initiative, makes mistakes and tries again, it is essential to create a climate of confidence, in which questions can be asked without fear and the fear of doing things wrong disappears.
In the same perspective, pupils are encouraged to move from one language to another and then to choose the mode of language adapted to the situation, using the French language, modern languages, physical or artistic expression, scientific languages, the various means of today’s society (images, sounds, digital media, etc.). Many of the texts and documents they have to understand or produce combine different languages. Here again, interdisciplinarity fosters this flexibility and adaptability, provided that it does not lead to confusion, but rather to exchanges and confrontation of different points of view.
In a society marked by an abundance of information, pupils learn to become media and Internet users aware of their rights and duties and in control of their digital identity, to identify and critically evaluate sources of information through a deeper knowledge of a constantly evolving media and documentary universe. They use tools that enable them to be effective in their research. A better understanding of the society in which they live also requires students to take a long-term view of history.
They are thus more confronted with the historical dimension of knowledge but also with the technological, societal and environmental challenges of today’s world. The aim is for them to understand the world around them in order to be able to act responsibly and later on a larger scale, as citizens.
Abstraction and modelling are now much more present, which does not prevent us from seeking concrete ways of achieving them. All subjects contribute to this: the aim is to train pupils who are able to go beyond the individual case, to know how to use effective modelling tools that are valid for many situations and to understand their limits.
Pupils’ creativity, which also crosses all cycles, is deployed in cycle 4 through a wide variety of media (particularly technological and digital) and devices or activities such as group work, the project approach, problem solving, the design of personal works, etc. Each pupil is encouraged to propose new ideas and to develop their own creativity.
Each student is encouraged to propose original solutions, to mobilise his or her knowledge and skills to achieve rewarding and motivating results.
Life within the school and its extension outside it is an opportunity to develop the spirit of responsibility and commitment of each individual and that of undertaking and cooperating with others.
A favourable school climate places the pupil in the best conditions to develop his or her autonomy and ability to think for him or herself. Through moral and civic education and their participation in school life, they are led to reflect in greater depth on questions for which the answers are often complex, but at the same time on the essential values on which our democratic society is based.
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