Primary school

A national organization

The programs are national and mandatory. for all teachers and all students.

The courses are designed in cycles, lasting three years.

  • Cycle 2, or fundamental learning cycle, includes the preparatory course (CP), the first-year elementary course (CE1) and the second-year elementary course (CE2).
  • Cycle 3, or consolidation cycle, includes the average first-year course (CM1) and the average second-year course (CM2); The cycle of consolidation continues in middle school, in the sixth grade.

Programs for cycles 2 and 3

Learning in primary school

Elementary education

Mastery of the French language and the first elements of mathematics are the priority objectives of primary school to allow students to access the fundamental tools of knowledge.

From the CP, students discover learning a modern language (foreign or regional). In cycle 2, the program includes lessons on questioning the world, artistic lessons (plastic arts and music education), physical and sports education, and moral and civic education.

In cycle 3, students consolidate their learning in these areas, discovering science and technology, history and geography, and the history of the arts.

The school takes into account plurality and diversity abilities of each student. Along with reasoning and intellectual reflection, the sense of observation, the taste for experimentation, sensitivity, motor skills and creative imagination are developed.

The common core of knowledge, skills and culture.

The “common core of knowledge, skills and culture” constitutes the set of knowledge, skills, values ​​and attitudes necessary for the success of education, life as an individual and future citizen. From primary school to the end of compulsory education, students progressively acquire the skills and knowledge necessary to master this common foundation.
The common core of knowledge, skills and culture.

Systems support

Support systems complement required classes in elementary school. Schoolchildren will be able to benefit from additional educational activities, refresher courses for CE1, CM1 and CM2 students and educational support in priority education centers. These measures promote academic success for all.

Support systems for schoolchildren.

National assessments

National assessments (start of CP, mid-CP, start of CE1, start of 6th grade) are tools for student success. They allow students’ difficulties to be identified and provide teachers with tools to better monitor progress throughout a student’s education.

For the 2022-2023 school yearThe emphasis is on:

  • joint analysis of student results among teachers to consider the most effective teaching methods, particularly for core classes (CP, 6th and 2nd);
  • conditions of return to parents which will be further improved. The results of these evaluations will constitute a major axis of dialogue between the academies and the ministry to develop an observation and share an educational strategy adapted to each of the territories.

Evaluation of student achievements from the CP to high school

The class division

Division of CP and CE1 classes

After class sizes are reduced, social justice measures continue to provide students with the best possible learning conditions and promote success for all.

Since the beginning of the 2017 school year, 375,000 CP and CE1 students In educational centers located in priority educational areas (Rep and Rep+) they benefited from the class division measure.

An evaluation by the Directorate of Evaluation, Foresight and Performance (Depp) shows first results which must be confirmed through explicit, structured and effective teaching. In this perspective, the work carried out within the framework of priority education will come to an end this year.

Class division in Rep+

Students’ skills in French and mathematics.

  • At the end of CE1 (after 2 years of schooling in a small class), they obtain higher results than students trained in Rep schools with similar characteristics, but which have not benefited from the reform.
  • The positive impact is especially visible in CP and persists in CE1. It is also stronger for students with greater difficulty in mathematics.

An impact on teaching practices

  • Positive effects on classroom behavior.
  • Teachers have more confidence in their teaching.
  • Greater use of differentiation.

how the school works

Primary school includes classes CP In CM2. Primary school includes nursery classes and primary classes, from the small section to CM2.

The school principal

He exercise rresponsibilities administrative, educational and represents the institution with the municipality and the parents of the students.

The teachers council

He brings together the principal and teachers assigned to the school. It meets at least once a quarter.

The council of cycling masters.

It allows take stock of student progress and D’elaborate the educational project of each cycle (fundamental learning cycle and consolidation cycle).

The school-university council

The school-college council aims to strengthen educational continuity between the first and second levels. It brings together teachers from the school and schools in your area. The school-university council is chaired by the school principal and the national education inspector in charge of the district.

the school council


  • director
  • Mayor
  • the municipal councilor responsible for school affairs
  • the teachers of each class
  • elected representatives of parents
  • the departmental delegate of National Education
  • the national education inspector

It meets at least once a quarter and votes on the internal regulations of the school, gives opinions and suggestions on the operation of the school.

parents of students

Parents are full members of the educational community.. The class teacher maintains a dialogue with them about the situation of his son. Parents, elected at each school, represent them on the school council.
parents of students

Participation in the health and citizenship education committee (CESC)

In secondary education, the health and citizenship education committee (CESC) has four missions:

  • contribute to citizenship education;
  • develop the violence prevention plan;
  • propose actions to help parents in difficulties and fight against exclusion;
  • Define an education program in health, sexuality and prevention of risk behaviors.

It is in the educational continuity that actions must be taken that allow students to develop behaviors of individual, collective, moral and civic responsibility, appealing to the sensitivity, conscience and commitment of each person.

The modalities of action must be linked to the objectives of knowledge and skills for the domain of the common core, in particular those of domain 3 “the formation of the person and the citizen”, the disciplinary and interdisciplinary courses, as well as the different educational courses . implemented, in particular the health education course and the citizenship course.

The actions are also framed in a co-education approach with parents and the implementation of educational alliances.

School teachers, school directors and national education inspectors in charge of the primary school district can participate in the university’s health and citizenship education committee (CESC), as part of the CESC Interdegree.

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