The National Education program has been fleshed out and deepened to provide students with solid knowledge beyond the main pillars of education, and thus enriching their future studies in France or abroad.
We have gradually integrated Humanities at the end of cycle 3 and during cycle 4, which cements general knowledge of the younger pupils, and initiates and prepares the older students to the strategic selection of options, they will come to choose in High School, following the new reform of the French Baccalaureate.
6th : Classical studies and the history of religions
In conjunction with the sixth grade History and Literature program, we invite students to discover the richness of culture in classical antiquity. Our apprentice archaeologists will be introduced to Latin and ancient Greek; marvellous tools to understand in a playful manner the importance of etymology.
A second module will concentrate on Greco-Roman mythology, one of the fundamental pillars of Western Culture; which always captivates our young audience.
A final module will be devoted to the history of religion, echoing their history program. From the plethora of polytheistic religions to the emergence of the great motheistics religion, they will undergo a stimulating journey, discovering the many facets of the evolution of humanity, and come out as tolerant and open-minded individuals.
7th : Geography applied to contemporary issues
Upon observation, we remarqued that the official program addressed very broad themes in Geography from sixth grade, however students often find themselves lost navigating the major geographical landmarks. In this globalised world, who are our close or distant neighbours, where are the countries and cities we regularly discuss about in the news?
This module is taught in a playful and interactive manner, which incites students to discover and gradually memorise the names and capitals of all the countries around the world; then be able to locate them on a map. Furthermore, they will study the major cultural areas and the interactivity between them ( languages, religions, culinary traditions, music, cinema ), echoing their History and Geography program. At the end of the year “Eurécole World Challenge” is organised : a competition between classes is held, students form teams and compete orally on all the concepts they learned throughout the year.
8th : Introduction to philosophy
Adolescence is a pivotal period in one’s life during which teenagers ask themselves a multitude of questions. The adult world is not always reassuring and international news can provoke anxiety.
The incentive behind the module “ Introduction to philosophy ” is to spur inquisitiveness, leading them to explore some of the great notions that they will later on study in High School (freedom, justice, art, happiness, duty, truth, time). By the bias of debates and oral presentations, they will learn both to defend a point of view – sometimes different from their own – and to listen and respect others opinions. The transition to writing will help them to gradually assimilate the rules of dissertation writing (learning the structure of a dissertation), a tool that will help them in their 10th year and continuously in Highschool and University .
9th : Initiation to Social-Economic Sciences
Students abruptly encounter the density and complexity of Socio-Economic sciences in High School. We have chosen to offer an initiation module in 10th grade, to better prepare our students for this often selective subject and guide them in their crucial decision-making in the first grade of highschool, where they will come to elect options decisive for their preparation for the French Baccalaureate.
After defining the three major themes : Economic Sciences, Political Science and Sociology, the students will discover the main concepts inherent to the 9th grade social-economic sciences program : how do we create wealth and how do we measure it ? How are prices established in a market? How do we become social actors? How is political life organised? The students are encouraged to transpose their knowledge in a more realistic and contemporary setting, bridging their knowledge with information from local and international news, and thus will be able to uncover the business world more tangibly during their compulsory internship.
Let’s read !
In the fourth year, Eurécole college asks students to take apart in the Voltaire Project, a program approved by the French National Education system, which enable students to acquire all the essential spelling rules from middle school level to higher education With more than 7 million users and 5,000 partner institutions, the Voltaire Project has become the number 1 platform for spelling refresher courses.
Each student has a personal account that allows them to progress efficiently and at their own pace in spelling on an individualised platform available on a computer, tablet and phone. For their progress to be effective, we require a regular training minimum of 30 minutes weekly at home. Students who have successfully completed the middle school level are invited to work on the high school level.
Obtaining an official certificate at the end of the year validates the student’s achievements and enhances their academic record.
We attach particular importance to active reading. Whilst some students are avid readers, the newer generations have a difficult time avoiding their screens which are at their disposal on a day to day basis.
Finding pleasure in reading can be learnt with time ! The French teacher has curated specific reading programs for each level, which combines classics and contemporary novels – to not discourage the novices.
Some of the novels, included in the school curriculum, are mandatory and are subject to assessments in class.The pupils must in conjunction write a summary of the books they have chosen to read for each trimester in their reading journal .
The school has a small library with a selection of books in French, English, Spanish and German. We also provide families with lists of thematic books by level to help them make their choice.
Families are encouraged to accompany their child in their reading journey and in the creation of a routine around the “book object”: taking their child to the library, introducing them to the palpable world of reading in bookstores or creating a ritual family reading time which can have a positive impact on their relationship with reading.