International Lower Secondary Geography Book 1 Pdf

[Rene Seiler]

The education provided in collge participates in the construction of a common basis of knowledge and skills. The foundation of this education is the passing on of the necessary elements to discover and understand France, Europe and the international environment.

Europe is now a key element of collge programmes, in history and geography as well as civic education.

1 - Learning modern languages

Foreign modern languages is one of the seven skills of the common grounding of knowledge and skills. To obtain the national diploma, starting in the 2008 school year, good language command at the CECRL A2 level is required.

The collge pupil can choose to enrol in specific classes known as the sections europennes et internationales (European and international sections). Practising a foreign language in these sections is reinforced by the teaching of certain subjects in this language (the EMILE approach mentioned above).

2 - History teaching

1 - Teaching modern languages

Having a good command of at least two modern languages is one of the objectives of the general and technical lyces. LV1 and LV2 (LV: modern language) are components in compulsory common teaching. LV3 is an optional choice for all general series. Pupils must be able to understand and express themselves with a foreign person in a common communication situation. To promote this effort each lyce can establish a partnership with a foreign school.

Language programmes rely on the Common European Framework of Reference for languages. Emphasis is placed on what pupils can produce, especially orally.

Renovating language tests for the baccalaurat should make it possible to enhance the oral skills of candidates starting with the 2013 school year.

As of the 2010-2011 school year, new sections for obtaining secondary school end-of-study diplomas both in France and other European countries will add to the Abibac (the baccalaurat + the German Abitur), the Bachibac (baccalaurat + the Spanish bacillerato) and the Esabac (baccaulaurat + the Italian Esame de stato).

Lycens may also enrol in European or Oriental language sections or international sections offering language highly prised tracks in the teaching of a subject in a foreign language.

Multimedia means now available in schools have been mobilised to facilitate access to video contents in original languages. Pupils use digital tools to practise oral expression and understanding. Each school engages in a partnership with a foreign school.

2 - History teaching

In lyces, the foundations of the European civilisation are studied in seconde class, Europe through the industrial revolution and he crises of the first half of the 20th century in premire class, and European construction from 1951 to the present era in terminale class.

3 - Geography teaching

The geography programme has focused, among other things, on France and its European dimension in premire class

4 - Civic education teaching

The civic, legal and social education programme tackles the issue of citizenship in light of the transformations of the contemporary world, primarily in terminale classes: citizenship and construction of the European Union as well as citizenship and the aspects of globalisation.

5 - International opening and School projects

Schools are an ideal place for European and international opening, which is by definition a component of the school's educational plan.

Each French school has the possibility of developing a partnership with a foreign school. As an example, here is a list of partnership and network programmes which schools may consult to develop relations with European schools.

Inter-Action program

The Inter-Action programme enables distance exchanges between public collges and lyces with an English European section and British secondary schools (in particular the Language Colleges). 50 partnerships are formed each year.

This programme is part of the educational agreements signed by France and Great Britain. Inter-Action is run in France at CIEP and in Great Britain at the Specialist Schools and Academies Trust (SSAT). DGESCO and IGEN are associated in its guidance.

It enables contacts, mostly through distance exchanges, between English and French classes around a project calling on not just language skills but also other subjects and the use of the ICTEs.

Programmes run by the executive agency for "Education, Audiovisuals and Culture"

French schools actively participate in co-operation programmes promoted by the executive agency for "Education, Audiovisuals and Culture". This mostly means the following:

In small groups of around 17 students, our teachers use a positive and interactive pedagogy to develop children's creative and critical-thinking skills whilst building on their bilingualism and a multicultural view of the world.

We have 2 types of programmes for bilingual children in lower secondary: integrated (International Section) and the Wednesday Secondary School. Both programmes are taught by our team of qualified native-speaking teachers.

Our expert team of teachers aim to develop curious and inquisitive learners who know how to ask questions, explore layers of meaning and to autonomously take their understanding beyond the classroom.

Through a range of classic and contemporary novels, poetry and plays, our students develop a passion for stories and story-telling and hone their linguistic ability to respond creatively and critically to a diversity of voices and points of view.

Les lves tudient les techniques narratives employes dans des genres varis (romans, posies, autobiographies, thtre, ballades, articles de journal, etc.). Il s'agit de permettre aux lves d'accder diffrents niveaux de lecture et de percevoir et comprendre l'implicite.

As part of the core curriculum in Sixime and Cinquime at the SIS, pupils prepare for the Cambridge Secondary 1 Checkpoint tests sat in the spring of the 5e year.

Lire On poursuit la dcouverte des genres littraires (roman policier, science-fiction, roman historique, etc.) et on analyse des textes de fiction traitant de thmes moraux et thiques. Les lves apprennent distinguer les faits des opinions dans des articles de presse ou des textes documentaires complexes (journaux, magazines, publicits, mdias virtuels, etc.).

crire Les lves rdigent des textes de genres diffrents en en respectant les codes d'criture (dialogues de thtre, fables, contes, biographies, autobiographies, lettres officielles, article de presse, ditoriaux, etc.)

Les lves sont initis l'analyse personnelle d'un texte littraire, y compris antrieur au XXme sicle. Ils tudient les effets de style, la structure textuelle, les liens entre le sens et la forme et sont sensibiliss l'importance du contexte historique pour la comprhension d'un texte et son analyse.

Ils analysent aussi des textes non-littraires (publicits, articles de journaux, etc.) pour en dgager le sens en articulant le fond et la forme. On montre comment le document publicitaire peut reflter les questions morales et socitales et on tudie l'influence de la presse et des mdias sur l'opinion publique.

To start off the programme in collge in History, students look at the evolution of human society from the first upright human beings through to the celebrated civilisations of Antiquity. In Geography, students consider the way in which the world is divided in terms of its habitability and what factors may affect that both in the present and going into the future, including how we might face future challenges.

In History, the 5me curriculum for History-Geography takes students along a broad sweep of the Middle Ages and Early Modern Era in Europe and Asia. It starts with the world of knights, caliphs and Crusaders and ending in the flourishing Renaissance courts of figures such as Charles V. The parallel course in Geography centres on fundamental questions of growth both economic and demographic, and how this has an impact on the lives and living standards of different people across the globe.

The 4me curriculum for History-Geography is as follows. In History, students review the development of modern European commercial and industrial societies and their further evolution into imperial states. This has a mirror image in the Geography portion, which considers globalisation as both a general phenomenon and as one that has a diverse range of impacts on both everyday lives through tourism or on broad ecosystems such as seas and oceans.

In Troisme and Seconde, all students in the Anglophone Section study for the IGCSE (International General Certificate of Education), which is a slightly modified version of the GCSEs taken by all students at this age level in the UK.

The IGCSE is assessed and awarded by Cambridge Assessment International Education, one of the official Examination Boards in the UK and the international partner that oversees and validates the British option of the BFI (Baccalaurat Franais International) in consultation with the French Education Nationale authorities.

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