CURRICULUM + FRENCH BACCALAUREAT

Purpose: 

The goal of philosophy instruction is to form students’ critical judgement skills and educate them through the acquisition of introductory philosophical knowledge.

Receptive to acquisitions of other disciplines, philosophy instruction aims to develop a concern for questioning and truth, an aptitude for analysis and independence of thought without which students would not be able to understand the complexity of reality. Its purpose is to enable each student to orient themselves in the major problems of existence and thought. Therefore, since it develops fundamental, transversal skills (analysis, critical examination, rigor), philosophy instruction prepares students for very diverse educational pathways: scientific and literary preparatory classes, human sciences, law, etc.

Objectives:

The student will learn how to analyse concepts, how to distinguish them from one another and how to articulate them in a relevant way. They will express their ideas clearly, both orally and in writing, formulating them precisely and accurately. They will subject these ideas to doubt, examine objections, and respond to them based on reasoned justifications. Throughout this course, the student will: examine their ideas and knowledge to test the validity thereof; narrow down issues that require prior reflection to receive an answer; confront different points of view to a problem before finding an appropriate solution; justify what they believe and what they reject by formulating well-constructed propositions and educated arguments. Instruction is based on two major forms of composition: text explanations and essays.

Cognitive learning:

Students will progressively learn how to make use of the philosophical knowledge they are acquiring to address the issues in question. Students will develop questions and problems and consider a possible solution to them, not only by analysing concepts and delineating ideas but also by reading texts and work. They will implement reasoning and formulate objections.

Purpose:

 The Gr 11 and 12 French program aims to:

• increase students’ general knowledge;
• consolidate students’ written, oral expression, reading and interpretation skills, so as to educate both the person and the citizen.

The French language is a fundamental aspect of all subjects as it allows students to obtain the written and oral skills required for any further studies to be cemented. This subject is particularly important for university studies in literature, human sciences, journalism and political sciences.

French plays a decisive role in the formation of the mind, and in developing an imagination and a sensitivity to aesthetic impressions. Through frequenting literary works and texts, this subject also helps enrich the students experience, their approach to ethical questions, and their knowledge of the world and of others. Therefore, it finds itself where the arts and humanities meet.

Objectives:

• Improve of expression and comprehension skills through regular practice of the language, and through various reading, writing and speaking exercises;
• build a common literary foundation, open to other arts, to the various fields of knowledge and to society;
• acquire a clear and solid historical benchmarks, form an aesthetic sense and develop a taste for literature through varied reading and strengthening analytical and interpretation skills;
• deepen of judgement and critical thinking, development of personal reflection and convincing argumentation, both written and oral, and an ability to analyse argumentative strategies of speeches both written and oral;
• develop an independent and responsible attitude, particularly in terms of information and documentation research.
   

• Cognitive learning:

  The goal of this subject is to transmit knowledge and a taste for the language as well as pleasure in literature, to encourage the practices of speaking, writing and reading, which are at the heart of the humanities, and to promote a personal appropriation of works within our students In this manner, it helps students acquire fundamental comprehension, expression, reflection, interpretation and argumentation skills.

Purpose:

The instructional approach consists of placing students in active communication situations conducive to exchange. Above all, a modern language course is a course where students communicate and interact in a foreign language as much as possible. It’s a time and space where they speak and listen. Regular writing practice that allows students to reinforce what they have learnt and enrich their knowledge complements the systematic practice of oral skills using authentic documents (videos, recordings, texts and images). All throughout the final year, the student will work on documentary research in the modern language: the intersection of information sources, the diversification of exposition methods between languages, and the responsible usage of computer technologies help foster autonomy and build civic-mindedness and education through media and information. Project pedagogy strengthens autonomy and creativity and helps students work in a team, make choices, and deepen their thinking.

A digital portfolio for everything they have learnt in modern languages may help the student reflect on their own growth in cultural and linguistic study. By developing their linguistic, cultural, and communication skills, students will prepare themselves for higher education and more appropriate, spontaneous use of modern languages.

Objectives:

The goal is to enhance the student’s autonomy in practicing a foreign language with the following language activities:

• Reception (oral comprehension, written comprehension).
• Production (continuous oral expression, written expression).
• Oral Interaction.

At the end of the final year, the competency level required is B2 (independent user advanced level). However, our students achieve C1 and C2 as assessed by the Cambridge Advanced Exam (advanced/native speaker level).

Cognitive learning:

Students can follow an academic course at university level, communicate effectively at a managerial and professional level, participate with confidence in workplace meetings or academic tutorials and seminars and express themselves with a high level of fluency.

Purpose:

History, geography, and civics give students precise and diverse knowledge over a wide historical timeframe, spanning from ancient times to the present day. They contribute in a complementary way to students' intellectual education, civic education and general knowledge.

This course helps students acquire temporal and spatial benchmarks that allow them to discern the evolution of societies, cultures, policies, the various phases of their history as well as the actions and decisions of their actors, thus exposing them to other cultures through knowledge of previous human experiences and various territories. This will provide them with an enlightened understanding of the worlds of both yesterday and today in a more distanced, reflective manner. In terms of education, this subject is particularly useful for studies in human sciences (history, geography, psychology, information and communication sciences, sociology), law, political science, business, journalism, history and geography, at universities, regional planning schools, and selective preparatory courses.

Objectives:

The goal of history education is:

• the construction of a reflection on time and sources;
• an introduction to reasoning;
• the development of an ability to place human actions and facts in the proper context and time;
• the students awareness of their belonging to the history of the country, of Europe and of the world, as well as the values, knowledge and reference points that contribute to the development of their responsibility and civic education;
• the development of the student’s culture on a general knowledge.

The goal of geography is to understand how individuals and societies organise their space, develop themselves in it and transform it. In particular, it relies upon maps and aims to achieve the following goals:

• to understand the organisation of territories; to adopt a multi-scale approach;
• make comparisons between territories;
• highlight interactions between actors, their territories and their environments;
• develop critical analysis of documents, contact with the field, and drafting sketches to ensure the acquisition of spatial reference points on French, European and world scales.

The goal of moral and civic education is:

• to transmit the values of the Republic to all students,
• to enable an adoption of principles and values that guarantee respect for others,
• to help forge their critical senses,
• to adopt an ethical mind-set,
• to prepare to moral citizenship,
• and to raise awareness of individual and collective responsibilities.

Cognitive learning:

Upon their entry to high school, students master knowledge and skills acquired in middle school. This involves consolidating, expanding and deepening these skills by introducing subjects that are more complex on the one hand and on the other, by strengthening their reflection, analysis, curiosity and questioning capacities. In order to develop their independence, students use subject specific concepts and tools, take on historical or geographical approaches and justify them, construct historical or geographical arguments, and use computer technologies. This instruction contributes to the development of oral skills, in particular through the practice of argumentation. This leads them to clarify their thinking and explain their reasoning in a convincing manner.

Purpose:

The Science Studies provide general scientific training to all students while also providing a point of reference to those who are pursuing, or who may want to pursue, tertiary scientific studies.

The goal of scientific education is not to build encyclopedic knowledge but rather to seek to achieve three inter-related goals:

• help make each student an enlightened person, aware of who they are, what the world is and what their relationship to the world is
• help make each student a responsible citizen, one who knows the consequences of their actions have on the world and one who has the necessary tools to control them
• help each student develop a rational, independent, and enlightened mind, one able to exercise critical analysis in the face of misinformation and rumors.

Objectives:

This program is presented as a succession of themes. The themes are to instill the three main training objectives:

• understanding the nature of scientific knowledge and its methods of development,
• identifying and implementing scientific practices,
• and identifying and understanding the effects science has on societies and the environment.

Cognitive learning:

This involves making each student understand how scientific culture is essential in today’s world in understanding the evolution of societies, such as environmental sciences and how to control this evolution through:

• understanding of the nature of scientific knowledge and its methods of development.
• identification and implementation of scientific practices.
• identification and understanding of the effects science has on societies and the environment.

Purpose:

Physical Education (P.E.) is a mandatory subject. Its purpose is to instruct, train and educate students in physical, athletic and artistic activities.

Its goal is to develop, through physical, athletic and artistic practice, a fulfilled, cultivated citizen, capable of making enlightened choices to regularly and independently engage in an athletic, supportive way of life. High school P.E. prepares students for the rest of their post-high school studies through the construction of long-lasting, reasoned physical practices, the adoption of an athletic culture, engagement in collaborative and collective work among various groups, oral development, and elective education. All these elements will enable the development of skills that students will have to use after high school.

Objectives:

The year is broken down into 3 sequences or 12 sessions of 2 hours.

Improving locomotion: The students will enrich their motor skills through their engagement in diversified, in-depth athletic and artistic physical activities (PAAs), level 4 for Mandatory P.E. and level 5 for Elective P.E. (School Sports Section).

Knowing how to prepare and train: Through their engagement in the courses, the students will learn how to manage their exercise, alone and with others. Therefore, the students get used to training and learn how to train independently.

Exercise responsibility individually and within a group: Through their involvement in the PAAs and in various roles (opponent, partner, observer, referee, judge, counsel, aide, etc.), the students will build social and supportive behaviors.

Improving Health Sustainably: Through their involvement in physical exercise, the students will learn how to improve their health sustainably. By developing their physiological, motor, cognitive and psychosocial resources, they will improve their well-being, for themselves and for others.

Accessing cultural heritage: The various physical, athletic and artistic activities the high school students take part in will allow them to access a cultural heritage in which they find themselves not only as a practitioner but also a spectator or critic.

Cognitive learning:

In order to achieve the objectives of the program, the goal behind the P.E. program is to have the student develop skills along different dimensions: motor, methodological and social. To develop their skills, students engage in diversified physical, athletic and artistic activities, organized into five complementary learning fields. These five learning fields constitute the students training path. They allow them to gain practical experience and access academic knowledge and elements of contemporary culture. This subject contributes to the development of oral skills, in particular through the practice of argumentation. This leads them to clarify their thinking and explain their reasoning in a convincing manner.

Purpose:

In High School, students consolidate their linguistic and communication skills while deepening their knowledge of the geography(ies) and culture(s) associated with the language studied.

By the end of High School, students' intellectual maturity allows them to develop a rational, comparative, more systematized approach to the various constituents of a language, i.e. its lexicon, grammar, phonology and spelling. Students are encouraged to use their entire linguistic repertoire to develop an in-depth use of each language studied.

Objectives:

The main objective for high school is to significantly consolidate progress in oral skills recorded in recent years. This progress does not, however, separate the oral and written facets of the language: These facets are complementary to each other in learning and are shown in communication situations in which the student takes part. By developing the student’s linguistic, cultural, and communication skills, the student will prepare themselves for higher education and a more appropriate, spontaneous usage of modern languages.

Cognitive learning:

Modern foreign and regional languages (MFRLs) help make students active and autonomous; they put them in a position to exchange, persuade and debate using oral skills, as well as describe, tell, explain and argue using writing.

Regular writing that allows students to cement what they have learnt and enrich their knowledge complements the systematic practice of oral skills using authentic documents (videos, recordings, texts and images). All throughout the final year, the student will work on documentary research in the modern language: the intersection of information sources, the diversification of exposition methods between languages, and the responsible usage of computer technologies help foster autonomy and build civic-mindedness and education through media and information.

Purpose:

The elective is a continuation of the mandatory mathematics course delivered in Gr 10. This elective allows students to gain a better understanding of mathematics, as well as developing their critical thinking skills.

This mathematics elective allows the development of reasoning, thinking, rigor, logic and argumentation skills by making students explain and defend their problem solving methods and model solutions using technological tools. This elective is highly recommended for further studies in many fields: technological, engineering, mathematic, business and scientific studies.

Objectives:

The mathematics elective is designed with the intention of allowing each student to develop a taste for mathematics, to appreciate the different rationales as well as the major study axis. This, in turn, allows them to personally experience the efficiency of mathematical concepts and of abstract thinking, to develop interactions with other electives, and to prepare for tertiary studies through an ambitious and demanding program.

Cognitive learning:

In the prolongation of previous cycles, we work using six major skills:

• Search, experiment, particularly with the help of online tools;
• Create, make simulations, validate or invalidate a model;
• Represent, choose a subject (numerical, algebra, geometry ...), change the register;
• Reason, demonstrate, find partial solutions and put them into perspective;
• Calculate, apply certain techniques and enforce algorithms;
• Communicate a result orally or written, explain your reasoning.

Students work on these skills in class, via many diverse math exercises (performed individually or in groups), such as automatisms, problem solving and practical work that requires using algorithms to simulate or practice programming.

Many situations require well-developed oral skills: interactive exchanges during the construction of the lesson, putting work in common after its completion, corrections of exercises and individual or group presentations.

Oral work equally occupies an important place in the mathematics elective, especially in the field of argumentation.

Many situations require well-developed oral skills: interactive exchanges during the construction of the lesson, putting work in common after its completion, corrections of exercises and individual or group presentations. Finally, students are given written homework projects at regular intervals, in the form of training exercises or formative assessments.

Content:

Algebra and geometry: Combinatorics and counting, manipulation of vectors, lines and planes of space, orthogonality and distances in space, cartesian equations.

Analysis : Number Sequences (arithmetic, geometric, variations, limits, recurrent reasoning), limits of functions, continuity of functions of a variable, exponential and logarithmic functions, sinus and cosine functions, primitives and equations differential, integral calculus.

Probability : Statistical test of independence, sums of random variables, concentration and law of large numbers.

Algorithmic, programming: Variables, iterative and conditional loops, computer functions and lists. Programming languages such as Python.

Set and logical vocabulary: Set, subset and complementary, meeting, intersection, n-tuple and cartesian product. To reason by disjunction elimination, by the absurd, by contrast. Reasoning by equivalence, using a characteristic property. Distinguish necessary conditions and sufficient conditions. Demonstrate a property by recurrence: use of counter-example.

Maths experts : Complex numbers, Arithmetic, Graphs and matrices.

Purpose:

The elective physics and chemistry is a continuation of the mandatory course taught in Gr 10. The physics and chemistry elective allows students to gain a better understanding of physics and chemistry, and to develop both their individual and collective sense of responsibility as citizens of the world, particularly in areas such as the environment and sustainability.

The Gr 11 and 12 curriculum is composed of four themes: Constitution and Transformation of Matter, Movement and Interactions, Energy: Conversions and Transfers, and Waves and Signals. They are based on everyday situations and find links with the other disciplines.

Objectives:

Gr 11 and 12 students who study the physics and chemistry elective are able to explore their interest in the sciences and to acquire various modes of reasoning necessary to the pursuit of experimental sciences. Through this elective, students open up a path towards further studies in the domain of experimental sciences, medicine, technology, engineering, computer science, mathematics, etc. Being both a fundamental and applied science, physics and chemistry plays an essential role in the acquisition of crucial knowledge and skills, in particular for students considering further studies in engineering as well as biology, Earth and environment sciences. Furthermore, it enables for a contextualization of mathematics and computer sciences.

The year 11 curriculum is a continuation of the year 10 curriculum and it combines both experimental and theoretical aspects, contextualizing the concepts and phenomena studied. Thus, modelization occupies a central place in the curriculum, enabling the students to form links between the “material world” of experiments and facts, with the abstract concepts and theories.

Cognitive learning:

The competencies chosen to characterise the scientific approach are aimed at structuring students’ training and assessment. These are some examples:

Taking initiatives: state a thesis question, research and organise information in order to answer the thesis question.

Analysis / Reasoning: formulate hypotheses, suggest problem-solving strategies, plan tasks, choose, elaborate and justify a protocol while respecting safety measures.

Validation: critical thinking, identifying error sources, estimating the error bars, comparing to a theoretical value, analysing and contrasting a model with experimental results, suggesting possible adjustments to a model or a reasoning.

Communication: presenting a reasoning orally and in writing in an argumentative, synthetic and coherent manner, using specific vocabulary and choosing appropriate representations, working in a team.

Purpose:

The elective S.V.T (sciences et vie de la terre / biology, earth and environmental sciences) is the continuation of the G 10 curriculum. Students acquire scientific knowledge from fundamental concepts of biology and geology and deepen their scientific knowledge and capacities leading them to become responsible citizens in many sectors of our society.

Objectives:

Biology, Earth and environmental science in senior high school aims to provide students with scientific skills and knowledge to prepare them for tertiary education.

SVT is in tune with the rapid evolution of knowledge and technologies and allows students to understand and apply scientific objects and methods, to study the environment, health and laboratory safety, and to become citizens of the future.

There are three main objectives set out in the curriculum:

• reinforce the mastery of scientifically valid knowledge and relevant scientific reason-ing methods and, more broadly, ensure the acquisition of general scientific knowledge based on the fundamental concepts of biology and geology.
• structuring students to help develop critical thinking skills and to gain a civic education by understanding our current world and its evolution from a scientific perspective.
• preparing students pursuing scientific studies for higher education and later a career in biology and earth science.

Skills and capacities:

To achieve these goals, the SVT curriculum in the year 12 cycle is organized into three main topics:

• The Earth, life and the evolution of living beings
• Contemporary issues of the planet
• The human body and health

In these three topics, having a critical mindset is particularly necessary when faced with a higher degree of questioning of the contributions of science. These three topics also enable students to discover jobs related to fundamental sciences (research, teaching), the current or emerging jobs in the sciences of the environment and of sustainable development, in geosciences, in resource and risk management, as well as jobs related to health and sport.

Finally, this subject contributes to developing oral competencies through the practice of argumentation. This helps students to specify their thoughts and explain their reasoning in order to convince others. It enables each person’s knowledge and abilities to evolve, until they are able to question them if necessary, and to gradually reach the truth with research and proof.

Purpose:

The specialized digital and computer sciences program in year 12 aims to consolidate essential computer science competencies in order to prepare students for university studies. Through this subject, students learn to apply scientific approaches to practical cases and develop their research skills.

Objectives:

The objective of this subject is for the students to master the concepts and methods that represent the core of computer sciences, through scientific and technological dimensions.

Assessments:

Students will develop the ability to:

• analyse and model problems according to infor-mation flow and processing;
• break down problems and subproblems, recognise situations that have already been analysed and reuse the solutions;
• conceive algorithmic solutions;
• translate algorithms into a programming language, specifying interfaces and interactions, understanding and reusing existing code sources, creating development processes and program validation;
• put into place concepts and technologies that enable acquiring, memorizing, processing and disseminating information;
• understand and use abstraction and generalization.

This subject aims to increase the number of practical opportunities students get, including different formats that allow students to develop transversal skills:

• Demonstrate autonomy, initiative and creativity
• Present a problem or its solution
• Develop an argument in a debate
• Cooperate with a team while working on a project
• Research information, share ressources
• Use software responsibly and with critical thinking

Purpose:

This elective contributes to training future students and citizens in understanding major economic, sociological and political challenges of our contemporary societies.

The program is designed to help students acquire knowledge and methods of reasoning specific to the ESS. It gives them the cognitive tools to better understand the debates that cross our contemporary societies. It is particularly useful for students who intend to study programs in which economic, sociological and political skills will be valued such as Bachelors in economics and management, economic and social administration, psychology, information and communication sciences, sociology, law, political science, business studies, journalism, history, geography, urban/ spatial planning.

Objectives:

The program aims to gradually provide the necessary tools for understanding social and economic phenomena, on different scales (micro and macro). Like the other scientific disciplines, the economic and social sciences articulate modeling and empirical investigations to give a rigorous account of social reality and to question preconceptions. The disciplinary approach of the program (economics, sociology and political science) aims to allow students to appropriate the basics of each discipline (objects, approaches and methods, problems, concepts, mechanisms) before the different disciplinary perspectives are intersected with common objects of study.

Students demonstrate understanding of economic terms, concepts and relationships, and apply concepts and theories. Like all courses, this elective contributes to the development of oral skills, notably through the practice of debating.

Cognitive learning:

Ability to work independently and autonomously, engage in group work, critical thinking, develop general knowledge, reflect on contemporary societal issues, use research tools, carry out research from start to finish, communicate results in writing as well as orally, calculate, read and interpret statistical and graphical data (proportion, variation, indices, real and nominal values, average, median, interest rate, correlation, causality, multiplier, geometric mean, interquartile range / ratio, Lorenz curve, Gini coefficient), argue, problematize, write essays and participate in debating.

Content:

• Economics : Micro and macroeconomics, markets, business life cycle, finance, global economy, international trade, financial system, public policies, European monetary policies, sustainable development
• Sociology : Socialisation, social network, labour markets, social stratification and mobility, social control , crime
• Political science : Power, institutions and political representation, public opinion, parties, unions, interest groups
• Interdisciplinary studies : Social welfare, entrepreneurship, governance, inequalities, theory of justice, positive discrimination

Purpose:

History, Geography, Geopolitics, Political Science: The elective International Relations Studies is an interdisciplinary course that gives a comprehensive understanding of the past and contemporary world with a core focus on social, political, economic and cultural relations.

The subject is suited to high school students who seek to acquire knowledge and methods of reasoning specific to the following subjects: History, Geography, Geopolitics and Political Science. It gives them the ability to deal with large, historically significant issues at national and international levels. It is particularly useful for high school students who are preparing for tertiary studies in areas such as law, business, management, international studies/relations or, furthermore, careers in areas such as the civil and foreign service, international non-profit organisations, journalism and the business world.

Objectives:

The program develops a multidisciplinary approach in order to analyse and elucidate the complexity of the contemporary world. By drawing on 4 core subjects that work together, it creates a powerful learning experience and emphasizes integrative learning, critical thinking, and creative problem solving. The goal is to give to high school students, who will pursue studies in human and social sciences, journalism, political studies or even business studies, a clear perception of issues such as border security, international security order, geo-strategic dynamics and challenges such as the threat of environmental degradation and resource shortages, to infrastructural and economic failure and global terrorism.

Cognitive learning:

Students learn to use a broader knowledge and mobilise several points of view, various concepts and methods such as document analysis and critical understanding in order to explain key global issues. They progressively develop oral expression and written communication, autonomy of judgement, keen understanding of the complexity of international political and economic interaction. They also learn to argue effectively, problematize, write essays and participate in debating.

Purpose:

Bringing together the literature and philosophy disciplines that are different but strongly linked, this course proposes a new approach to the main questions of culture and an introduction to personal reflection about these questions, nourished by encountering and visiting works of major interest.

This course is aimed at students who wish to gain a humanist culture that allows them to reflect on contemporary issues from a broad perspective.

With a multitude of aspects and direct examination of a certain number of societal issues, this course will be a valuable tool for studies in science, the arts, philosophy, law, economics and management, political science, medicine, and professions in health-related fields. It is particularly recommended to students wishing to pursue careers in teaching and research in humanities, culture, and communication.

Objectives:

The elective, humanities, literature and philosophy, aims to provide year 11 and 12 students with a solid general education in the field of the arts, philosophy and human sciences. The student's commitment to a process of reflection and appropriation of works as well as of ideas constitutes the major ambition of this teaching. The attention paid to the works and themes studied is complementary, in writing and orally, to self expression of the student.

The assessments allow students to jointly mobilise all of their knowledge: literary knowledge relating to questions of philosophy, philosophical knowledge relating to questions of literature. The proposed text studies require from the student a relevant questioning, an adjusted problematization and a clear and rigorous argumentation. A significant part of the work concerns the oral, and this, in particular, with a preparation to the “grand oral” planned for the final baccalaureate exams.

Cognitive learning:

This specialty develops a set of skills related to reading, interpretation of works and texts, expression and the analyzing complex problems and objects. It contributes to the development of oral skills through the practice of argumentation. This helps clarify one’s thoughts and explain one’s reasoning in a convincing manner. It allows each person to develop the thought process, even to the point of putting it into question, if necessary, in order to progressively access truth through proof.

Purpose:

The elective is suited to senior high school students who seek to acquire knowledge and methods of analysis specific to Literary Studies.

It provides them with the cognitive tools to analyse a text be it news articles, literary works, or literary reviews, and understand how texts function within their societal, historical and political contexts. Students also acquire the tools to build linguistic parallels between languages.

It is particularly useful for students who intend to study in fields where languages, literature, communication, sociology, or the law are valued whether in France or abroad.

Post school studies: Bachelor of Languages; Bachelor of Arts (Translating and Interpreting); Bachelor in Tourism and Travel management; Bachelor in Communication (Journalism); Bachelor of Commerce; Bachelor in Sociology; etc.

Objectives:

The programme aims to gradually provide the tools for literary understanding and criticism, as well as for understanding societal expectations through time.

Like other literary subjects, the LLCE course develops the ability to understand syntax and delve into linguistics; to write essays, whether argumentative or analytical; to practice creative writing; to structure thought processes; to deepen students’ understanding of various literary genres and movements; to analyse visual and performing arts; to develop oral skills and to question preconceptions.

The students demonstrate understanding of literary terms and stylistic devices, the specificities of literary movements, and the influence of the British Empire on world literature and art.

European Framework for languages: C1 (advanced speaker).

The literature program covers the Gothic genre; Utopias and Dystopias; Rewritings of Fairy-Tales; the Seeds of Feminist literature; Female African-American authors and literature; the Bildungsroman; Love and Friendship; Literature as a form of protest; Speeches; and Travels and Exiles.

The students also develop their understanding of the world today through weekly oral press reviews.

Purpose:

This option defines a set of knowledge and skills, both realistic and ambitious, that builds upon the year 11 mathematics extension 1 program, reactivating concepts already studied and adding a reasonable number of new concepts to be studied in sufficient depth.

The optional subject of mathematics extension 2 is intended for students who have a strong interest in mathematics and whose pathways include education in which mathematics occupies a pro- minent place (scientific studies, engineering studies, computer studies). It enables students to deep dive into other fields of study outside of those offered by elective instruction.

Objectives:

As an extension of the previous years, we work on the six major skills:

• Researching (experimenting, in particular using software tools)
• modeling (making a simulation, validating or invalidating a model)
• representing, (choosing a numerical or algebraic or geometric framework and knowing how to change registers)
• reasoning (demonstrating, finding partial results and putting them into perspective)
• calculating (applying techniques and implementing algorithms)
• communicating (presenting a result orally or in writing, explaining a process).

Problem solving is an important framework for developing, engaging and combining several of these skills. The student must take initiatives, imagine possible solutions, and engage in them without going astray. The problems offered to students may be inherent to mathematics, come from the history of mathematics, or come from other disciplines.

Learnings:

Education in mathematics extension 2 in the final year is organized around the following themes: complex numbers seen as algebraic and geometric objects (35h); arithmetic (35h) and; matrices and graphs (30h). Complex numbers are studied from an algebraic point of view. The fundamental results of integer arithmetic are presented in the second theme. An important place is given to the study of congruences. The goal of the last theme is to introduce notions of graphs and matrices by emphasizing the interest of applying them to other disciplines, in particular economic and social sciences, biology and environmental sciences, physics, chemistry and computer technologies.

For complex numbers: Performing algebraic calculations with complex numbers; Solving a linear equation (az = b) Solve a simple equation involving a complex number and its conjugate; Determining the modulus and arguments of a complex number; Representing a complex number by a point; Determining the affix of a point. Switching from the algebraic form of a complex number to its trigonometric or exponential form, and vice versa; Performing calculations on complex numbers by choosing a suitable form, especially when solving problems; Using Eulers and Moivres formulas to transform trigonometric expressions in various contexts (integration, sequences, etc.), to calculate powers of complex numbers; Solving a polynomial degree 2 equation with real coefficients; Solving a degree 3 equation with real coefficients and with a known root; Factorizing a polynomial with a known root; As for problem solving, using complex numbers to study plan configurations: orthogonality demonstrating alignment, calculating lengths and angles, and determining sets of points; Using roots of the unit to study configurations related to regular polygons.

For arithmetic: Determining the divisors of an integer, the GCD of two integers; Solving a congruence (ax ≡ b [n]) ; Determining an inverse of a modulo n when a and n are co- prime; Establishing and using divisibility tests, studying the primality of certain numbers, studying encryption problems; Solving simple Diophantine equations.

For graphs and matrices : Modeling a situation using a graph; Modeling a situation using a matrix. Associating a weighted directed graph with a two or three state Markov chain. Calculating the inverse and powers of a square matrix; As problem solving, using matrix calculus, in particular the inverse and powers of a square matrix to solve a linear system, studying a linear recurrence sequence, calculating the number of paths of a given length between two vertices of a graph and studying a two or three state Markov chain (calculating probabilities, determining an invariant probability).

Assessment:

There is no final exam. Students are evaluated each term according to expected abilities and according to various methods: supervised homework with or without a calculator, homework during free time, writing individual or group research work, practical work that can be based on software, and oral presentation of a solution.

Purpose:

The purpose of this option is to introduce and utilize the notions required for mathematics studies in most higher education courses.

This optional subject of mathematics advanced is intended primarily for students who, having studied mathematics extension 1 in year 11 and who do not wish to continue this instruction in their final year, still need to supplement their knowledge and mathematical skills with instruction adapted to their subsequent higher education studies, in particular in medicine, economics or social sciences.

Students work on analysis (sequences, functions, integration, differential equations), probabilities (discrete laws and density laws), statistics with two algorithmic variables. We rely upon nine themes: models defined by a function of a variable, logarithm function, area calculations, distribution of wealth, inequalities, Bayesian inference, repetition of independent experiments and sampling, waiting time, correlation and causality.

This complementary mathematics programme is based on the first-year mathematics elective program, which it reinvests and enriches with new mathematical knowledge and skills related to study themes wherein the concepts are placed in the context of various disciplines.

Objectives:

The diversity of the mathematical activities offered should enable students to become aware of the richness and variety of the mathematical process and its role in other disciplines.

This awareness is a crucial element in defining their pathway. This diversity is reflected in the study themes offered to students and in the manner in which they are approached.

The work offered to students is adapted to their choice of elective courses and their higher education trajectory. They may take the form of written work or lectures, individually or in groups. Students will develop independence and initiative qualities, while cementing knowledge and skills.

Cognitive learning:

Students are assessed according to expected abilities, using various methods: writing individual or collective research projects, practical work that can be based on software, modeling activities, presentations, production and presentation of a computer program, written or oral questions, supervised homework with or without a calculator.

More broadly, this assessment takes into account and values mathematical skills and the qualities desired within the study themes: initiative, commitment to a research process, and teamwork. Modeling and communication skills are particularly emphasized, but all mathematical skills are engaged, including reasoning and the ability to build a demonstration.

Assessment:

There is no final exam. Students are evaluated each term according to expected abilities and using various methods: supervised homework with or without a calculator, homework during free time, writing individual or group research work, practical work that can be based on software, and oral presentation of a solution.

Purpose:

The option recognizes that Theater is a combination of different arts, from writing and designing to performing and directing. This option provides a well-grounded introduction to all the components that make theater such an exciting and creative art form.

The option values the role of the viewer/ audience and encourages students, under the supervision of their teacher, to deeply discuss about the performance they attended, to develop their knowledge of the Art of Theater.
Each year, students perform: 

• an improvisation competition between Gr11 and Gr12 students
• a show at the end of the school year

Objectives:

Theater opens students' minds to human experience and inspires both reflection and activism. The option enables students to gain the vital knowledge and insight that will prepare them not only to perform and work in theater, but also to engage with the world in which we live. Theater courses are helpful to actors and non-actors alike as confidence boosters in speaking to audiences and learning collaborative skills

Meeting theater professionals with the TLF:

Through a partnership with the TLF program (Théâtre du Lycée Français de San Francisco, with a capacity of 325 seats), which venue is conveniently located on campus, students have the opportunity to attend 5 professional shows a year. The TLF program welcomes each year top theater companies, and entertainment professionals. Some of them are regularly performing at the renowned Festival of Avignon, or even Molière Award winners. This allows students to observe and meet with actors and directors, through workshops and master classes. During the past few years, our students had the chance to meet famous theater professionals such as George Lavaudant, Alexis Michalik, Jean-Philippe Daguerre, Zabou Breitman, and talented actors such as Francis Perrin, Pierre Richard, Patrick Timist, Charlotte de Turchkeim, Richard Berry, Eric-Emmanuel Schmitt, Barbara Schulz.