Elementary school in France

The elementary school is the school which accommodates the children as from six years, age to which begins obligatory education in France. However, the elementary school represents for much of them the continuation of the maternal , with which it forms the school known as primary .

The Public school is free and laic. It has obligation to accommodate the children living in the zone which is allotted to him by the Report card, that they are of French nationality or not. It accommodates also children whose Handicap was recognized by MDPH located except Report card, when they do not find reception facilities in the school nearest, school known as of fastening (it is the case mainly for the pupils accommodated in CLIS).

A private sector coexists with public education.

Organization and statute

The importance of the various lesson varies gradually according to the Cycles, which themselves are subdivided in years and which are the following:

Cycle II: cycle fundamental trainings

Second year: preparatory Course or CP (6-7 years).
Third year: elementary Course level 1 or CE1 (7-8 years).

Cycle III: cycle deepenings

First year: elementary Course level 2 or CE2 (8-9 years).
Second year: Middle price level 1 or CM1 (9-10 years).
Third year: Middle price level 2 or CM2 (10-11 years).

NB: Cycle II first year is carried out during the second part of the Grande Section (GS) of the nursery school which, in the regulation of State education, belongs at the same time to cycle I (with the small section and the average section of the nursery school) and to cycle II.

The Enseignement is generally exempted by one (or one) general-purpose Professor of the schools (statute gradually replacing that of Instituteur). This one is charged to organize the teaching of the various matters by in particular respecting their average time distribution envisaged in the programs:

mastery of the language and the French language which includes/understands in particular the oral expression, the Lecture, the production of writings, the literature, considered observation of the French language: grammar, orthography, vocabulary, conjugation,
human education: collective life, history, geography, initiation with a regional foreign language or ,
the scientific education which includes/understands mathematics, the applied sciences, technology,
physical education and sporting,
artistic education: musical education, visual arts
civic education or food together.

Juridically , like the nursery schools, the elementary schools is not autonomous public corporations. They do not have an operational budget like the local public corporations of teaching (EPLE), colleges and colleges. The teaching personnel depends on the State education. Thus the mayor does not have any authority on the teachers.

From the hierarchical point of view, the French teachers do not depend on the directing which is teaching under the articles and whose competences, directed specifically towards the operation of the school, do not have an individual incidence, in particular in the teaching plan, even if it is an element of the hierarchical chain (the mail is addressed to the hierarchy under its cover ). If the teachers of the schools do not depend on this primus inter pares which is the director, they concern the authority of an inspector district (Inspecteur of State education or IEN). Mutatis-mutandis , the IEN cumulates the responsibilities which, in the second degree (colleges and colleges) are assumed, on the one hand, by the chief of establishment and, on the other hand, by the regional teaching inspectors.

On the other hand, the common to the responsibility for the buildings, and finances the material expenditure. Except in the Alsace-Moselle (local statute), there exists a Caisse of the schools , public corporation autonomous whose president is an elected local official (law of March 28th, 1882). There exist also co-operatives of school. The directors are often, but not necessarily, presidents of the co-operative of the school to which sometimes the parents cotisent - in a voluntary way and without obligation - and the town hall and which with a limited budget makes it possible to finance projects like the classes of discoveries. The school funds, whose operation is framed by very strict rules, are supervised by the central Office of the co-operation at the school.

But the school funds, by definition, are independent associations with educational vocation. They have prohibition to pay wages. In the absence of statute of establishment, one needed, during the creation of assistance-teachers (AE), that the public power imagines an easy way juridique : the AE, concerned with the labor regulation and not of the general status of the public office, were employed by a EPLE college-employer and placed at the disposal of the schools under the authority of the Principal ). The same device was extended to other types of similar jobs, created in particular to support the insertion of the handicapped pupils: Assistants of education, Employment school life, contracts with a future…

Timetables

The national model is based over four days and half worked: Monday, Tuesday, Thursday and Friday + Saturday morning.

In 2007, the four days week touches 24,30% of the pupils, in 26% of the schools, in particular in the near total of the schools of 13 departments. The courses are transferred of Saturday morning to the Wednesday morning for 6,5% from the pupils at the national level.

The government wishes to remove the courses of Saturday in 2008.

Programs

Note: The programs being likely to change, information of this section are given as an indication and are only the broad outlines of the programs, which are generally preserved during the modifications of the programmes.
Source: Official bulletin of State education HS1 of February 14th, 2002.

Since the decree of the 9/6/1990, following the law of orientation of 1989, primary school education is organized in three cycles for more than one year, of the objectives having to be reached either at the end of one school year, like before, but at the end of the cycle.

cycle 1 or cycles trainings first includes/understands part of the nursery school, that is to say the very small section (TPS), the small section (PS) and the average (MS) section.
cycle 2 or cycles fundamental trainings relates to at the same time the nursery school and the elementary school, since it include the GS of nursery school as well (in fact with horse on two cycles) that CP and CE1.
CE2, CM1 and CM2 correspond to cycle 3 or cycles approfondissements.

The child has three years to acquire the whole of competences of the cycle considered. For example, an entering pupil cycles 2 of them will be three years old to acquire a current reading, as well as an explicit comprehension of texts. This training, distributed on the whole of the cycle, can be in process of acquisition as of the great section, for most mature; during the preparatory course for most of the pupils; for certain children, this training is sometimes possible only during the year of CE1.

Cycle 2 or cycles fundamental trainings

Levels concerned: the GS of nursery school, plus the CP and CE1.

This cycle is organized around seven disciplinary fields:

Mastery of the language and the French language (control of the oral language or evocation, training of the reading and the writing).
To live together (training of the rules of life, first approach of the citizenship).
Mathematical (discovery of the numbers, of calculation automated, reflected and instrumented, of the basic geometrical forms, measurements and the sizes…).
To discover the world (with the program: space, time, life, matter, objects and technologies information; initiation with the human and scientific matters taught later).
Foreign languages or regional (initiation with cultural diversity and linguistics).
artistic Education (visual arts and musical education).
Physical education and sporting.

Cycle 3 or cycles deepenings

Levels concerned: CE2, CM1 and CM2.

The material taught in this cycle fall under the continuity of cycle 2. Thus “to live together” becomes “civic education”…

These matters are the following ones:

Mastery of the language and the French language (to know to communicate to the oral examination and the writing).
Civic education (to take part in the life of the school, to be citizen in its commune and in France, to discover Europe and to open in the world…).
Literature (literature of youth, reading, writing).
considered Observation of the French language (grammar, conjugation, orthography, vocabulary).
regional Foreign languages or (to listen, express themselves, read and include/understand: deepening of the training of the previous years): this teaching is not always ensured for lack of financing of the speakers necessary.
History (of Prehistory at our days: great periods and striking facts).
Geography (glances on the world, Europe, France, introduction to France into universalization).
Mathematical (calculation, fractions, space and geometry (property of bases, some solids, enlarging and reduction, lira a chart), angles, sizes and measurements).
Applied sciences and technology (matter, alive world, environment, hygiene and health, energy, sky and ground, world built by the man, information technologies…).
visual Arts (drawing…).
musical Education (song, music).
Physical education and sporting.

External bond

the booklet ''' Which learned is at the elementary school? ''' to be downloaded on the site of the CNDP or National center of teaching Documentation.

Simple: Primary school

''' the platform of the classes of discovered ''' is accessible to all the teachers from nursery school and primary education and makes it possible to exchange and find any information for the organization of their class of discovery. Partir-en-classe.org is a French national gate of the transplanted classes.

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