color your future - vd.ch · bilingue français-allemand ou français-anglais”. ... This is only taught in the third year, along with Information Technology and an introduction

General Baccalaureate English-French Certification2nd Year curriculum and class schedules: study-abroad programme

Department of Education, Youth, and Culture Directorate General of Post-Mandatory Education Canton de VaudSwitzerland

color your future ///// // / /// ///// // /

2 // SUMMARY

General BaccalaureateEnglish-French Certification 2nd Year curriculum and class schedules: study-abroad programme

LANGUAGE 1: FRENCH 8LANGUAGE 2: GERMAN OR ITALIAN 9LANGUAGE 3: ENGLISH 12MATHEMATICS 13BIOLOGY 15CHEMISTRY 16PHYSICS 17GEOGRAPHY 18HISTORY 19VISUAL ARTS OR MUSIC 20PHYSICAL EDUCATION AND SPORTS 21

SPECIALISED ELECTIVE / 23

VISUAL ARTS 23BIOLOGY AND CHEMISTRY 24ECONOMY AND LAW 25SPANISH 26GREEK 27ITALIAN 28LATIN 29MUSIC 30PHILOSOPHY AND PSYCHOLOGY 31PHYSICS AND APPLIED MATHEMATICS 32

CORE COURSES / 8

PERSONAL DIPLOMA RESEARCH PROJECT / 34

FOREWORD 3INTRODUCTION 4SECOND-YEAR CURRICULUM: GENERAL BACCALAUREATE SCHOOL 7

3 // FOREWORD

The present brochure has been created following the implementation of a pilot programme for General Baccalaureate diploma studies (in an Ecole de maturité) with bilingual French-English certification within the high school1 programme in the Canton of Vaud. For all students admitted, this programme involves a one-year residential language study-abroad programme in an equivalent establishment in an English-speaking country. The first high school class to be able to avail itself of this opportunity is the one that began its first year in 2014-2015.

This brochure was created as a pedagogical reference document for all English-speaking partners who will be involved with the ‘Vaudois2’ students. It provides practical information concerning the organisation, follow-up, and recognition of their study-abroad stay in an English-speaking country (Australia, England, and the United States). Specifically, these partners are the public officials working within the various governments, as well as school boards, International Baccalaureate programme heads, and the faculty that will be directly concerned.

This document contains the class schedule for each of the academic disciplines, as well as an excerpt of the official curriculum (2014-2015 version). It focusses on the requirements set for 2nd Year studies - that being the year that participating students will be spending abroad in an English-speaking country.

The enclosed curriculum overview also contains additional explanatory and contextual information in order to put the established requirements into the greater context of the three-year General Baccalaureate diploma study programme. This brochure aims to provide information that will enable the above-mentioned partners to understand the structure and content of the Vaudois high school education system. More importantly, it gives said partners an idea of the knowledge, know-how, and behaviours students learn throughout 2nd Year.

The curriculum is a cantonal (state) one, and does not, for example, provide detailed information on actual course content. This freedom – an integral part of high school education – implies an even greater responsibility on the part of the schools in building content. On the basis of the information provided herewith, our partners will be able to place the visiting Vaudois students in the equivalent associated course level in the host establishment, based on the subject of study.

Upon their return to Switzerland, those students who successfully completed their year of study abroad will continue into their third year of education, enriched by the unique knowledge, understanding and academic experiences they have enjoyed abroad.

The procedures relating to the preparation of – and the admissions requirements for – the bilingual General Baccalaureate diplomas are not described herewith. These can be found in the brochure entitled, “Préparation d’une maturité avec mention bilingue français-allemand ou français-anglais”.

FOREWORD

1 Ecole de maturité in Switzerland is typically attended by students aged 15-18. This is similar in level to high school grades 10-12 in the US; secondary school in the UK in Years 4-6 (GCSE and/or A-Levels); or senior high school in Australia (Year 11-12; Senior Secondary Certificate of Education). For the purposes of this brochure, we will use the terms “high school” and “General Baccalaureate School”.2 From the Canton of Vaud, Switzerland’s French speaking canton.

4 // INTRODUCTION

The Swiss educational system is governed under the joint responsibility of the Swiss Confederation (federal government) and the Cantons (state governments). The educational system’s legal framework is therefore governed at both administrative levels. The general structure of the educational system, and the total duration of mandatory schooling (11 years) are identical throughout Switzerland. However, the modalities for implementing the educational policy vary from Canton to Canton as does, in consequence, the school structure itself.

In the Canton of Vaud, children start attending school at 4-5 years of age, depending on their date of birth. The first (until age 7/8) and the second cycles of primary education (until age 11/12) are carried out over four years. The first cycle of secondary education, however, takes 3 years (from age 12/13 to age 14/15). The certification received at the end of these three years of secondary education marks the end of the compulsory schooling period.

At this point, those students who – over those three years – had already been tracked into the “VP” (“voie pré-gymnasiale” or pre-baccalaureate) stream, and whose grades are good enough to qualify them to do so, can then go on to high school. In French-speaking Switzerland, this is known as the “Ecole de Maturité”, and is commonly referred to as the “gymnase”.

High school education in Switzerland is based on the Regulation on the Recognition of General Baccalaureate Diplomas (RRM). This regulation notably specifies that high schools must offer a balanced and consistent general education that awards all students the General Baccalaureate required to pursue higher education, while avoiding overly-focussed specialisations. The fundamental objective outlined in the RRM gives students a fair number of educational choices based on their skills, personal interests, aspirations, and any ambitions for future studies or training, without however obligating them to pursue their studies later on in any given university faculty.

The RRM also establishes that Canton-awarded ‘bilingual certifications’ shall be recognised by federal authorities. Students can therefore, under certain conditions, earn a General Baccalaureate with bilingual certification. Moreover, the objectives and requirements are the same as they are for the other General Baccalaureates.

High School in the Canton of Vaud

In the Canton of Vaud, high school – the ‘école de maturité’ (EM) – is completed over three years (i.e., 1st Year, 2nd Year, 3rd Year EM). The academic year begins towards the end of the month of August, and ends at the beginning of the month of July the following year.

Those students who have successfully completed their high school studies earn a General Baccalaureate (or maturité) that is recognised throughout Switzerland, and which provides unconditional and direct access to all faculties in all Universities and Polytechnic Institutes. Thus, the General Baccalaureate certifies that its holder has a rich palette of educational knowledge and the diploma required to undertake any type of university studies without – aside from a few rare exceptions – having to go through an additional selection process (entrance examinations).

This is a Swiss peculiarity that serves as a guarantee of the quality of the education provided in General Baccalaureate schools. Another typically Swiss characteristic is that language-learning traditionally plays an important role. In the French-speaking Canton of Vaud, French is the teaching language. All EM students are also taught a second national language, as well as a third language. The level of language acquisition achieved by students at the end of every school year is measured against the Common European Framework of Reference for Languages (CEFR).

Courses & timetable breakdown for the General Baccalaureate diploma

On the basis of the federal rules established by the RRM, the education provided by General Baccalaureate Schools in the Canton of Vaud includes:

• Eleven core subjects: These courses (French, German or Italian, English or Latin or Greek, Mathematics and History) are mandatory and taught over the three years of schooling. Certain mandatory courses (Biology, Chemistry, Physics, Geography, Philosophy and Visual Arts or Music) are taught for only one or two of the three years. When students register with the General Baccalaureate School, they have to choose: a second national language; a third language; the level in mathematics; visual arts, or music. For students wishing to follow the General Baccalaureate with bilingual French-English certification, the third language must be English.

INTRODUCTION

5 // INTRODUCTION

• A specialised elective course: This course is taught over the 3 years of schooling, and allows for studies to be done according to student interests or research projects (Visual Arts; Biology and Chemistry; Economy and Law; Spanish; Greek; Italian; Latin; Music; Philosophy; Physics, and Applied Mathematics);

• A Personal Diploma Research Project (PDRP) between the second and third years of study. For students aiming at a bilingual French-English certification, this must be written in English.

• Physical education and sports over the three years of schooling.

• A complementary elective course: This is only taught in the third year, along with Information Technology and an introduction to economy and law (only taught in the first year). These courses are therefore not part of the residential language study-abroad programme in an English-speaking country.

The table below summarises the education given in the General Baccalaureate Schools in the Canton of Vaud.

* Continuation of Greek classes in the VP track (“voie prégymnasiale”) ** Continuation of the specialised electives in the VP track (“voie prégymnasiale”)

CORE SUBJECTS

FRENCH GERMAN OR ITALIAN

ENGLISH, LATIN, OR GREEK MATHEMATICS

BIOLOGY CHEMISTRY

PHYSICSHISTORY

GEOGRAPHYPHILOSOPHY

VISUAL ARTS OR MUSICS

SPECIALISED ELECTIVE COURSE1ST AND 3RD YEAR

VISUAL ARTS

BIOLOGY AND CHEMISTRY

ECONOMY AND LAW

SPANISH

GREEK*

ITALIAN**

LATIN**

MUSIC

PHILOSOPHY AND PSYCHOLOGY

PHYSICS AND APPLIED MATHEMATICS

APPLIED MATHEMATICS

VISUAL ARTS

CHEMISTRY

ECONOMY AND LAW

GEOGRAPHY

HISTORY

HISTORY OF RELIGIONS

COMPUTER SCIENCES

MUSIC

PHYSICSPERSONAL DIPLOMARESEARCH PROJECT

COMPUTER SCIENCES

INTRODUCTION TO ECONOMY & LAW

PHYSICAL AND SPORTS EDUCATION

CANTONAL SUBJECT OTHER SUBJECTS

COMPLEMENTARY ELECTIVECOURSE - 3RD YEAR

SPORTS

BIOLOGY

6 // INTRODUCTION

These various subjects are taught over the three years of General Baccalaureate studies, according to the timetable below. The table also shows those disciplines that are subject to examination (written and/or oral), and that include an end-of-studies grade (note de maturité).

FIELD SUBJECT 1ST 2ND 3RD TOTAL EXAMSGENERAL

BACCALAUREATEGRADE

First language French 5 4 4 13 w+o 1

Second national language German or Italian 4 3 3 10 w+o 1

Third language English 4 3 3 10 w+o 1

Latin or Greek 3 3 3 9

MathematicsBasic level 4 4 4 12 w+o 1

Advanced level 4 5 6 15

Experimental sciencesBiology 1.5 2.5 4 1

Chemistry 2.5 1.5 4 1

Physics 1.5 2.5 4 1

Social sciencesHistory 2 2 2 6 1

Geography 3 3 1

Philosophy 3 3 1

Arts Visual arts or music 2 2 4 1

Specialised course 4 4 5 13 w+o 1

Complementary course 3 3 o 1

General Baccalaureateresearch project

1 1 2 1

Physical activityPhysical and sports education

3 2 3 8 -

Cantonal subject

Mandatory subject

Computer sciences 1 1 -

Introduction to economy & law

2 2 -

TOTAL 34 - 37 33.5 - 37.5 33 - 35.5 105.5 - 109 14 GRADES

The study programme for a bilingual French-English General Baccalaureate degree is therefore subject to certain conditions, namely: The courses students follow during their year abroad in an English-speaking country must meet, as closely as possible, the requirements for the second year of study at the General Baccalaureate School. Once back in Switzerland, students must catch up on those disciplines or subjects they were not able to study in the host establishment.Students having successfully completed the course will receive a General Baccalaureate diploma entitled “General Baccalaureate Diploma with bilingual (French-English) certification”.

7 // SECOND-YEAR CURRICULUM

Obtaining a bilingual French-English General Baccalaureate degree involves a one-year academic stay abroad in an English-speaking country. This must be done in the second year of high school studies.

The following pages are broken down into three sections: The first section is dedicated to the core courses, the second to specialised elective courses, while the third section summarises the essential information on completing Personal Diploma Research Project (PDRP).

The pages dedicated to the core courses and to the specialised electives are all organised in the same manner, and include:

• The title naming the relevant discipline

• Based on the curriculum, the first paragraphs provide an overview of the general objectives, the possible choices made by students as of the first year, as well as core elements of the first- and third-year programmes. This is done to put the second-year studies into the greater context of the General Baccalaureate School’s general programme;

• Lastly, a detailed description is provided, by discipline, of the second-year curriculum.

To understand the document’s overall content, please note that this curriculum was written as a joint exercise by the heads of the various disciplines; curriculum structures and content are therefore not identical.

SECOND-YEAR CURRICULUM: GENERAL BACCALAUREATE SCHOOL

8 // CORE COURSES

The teaching of French aims to develop the student’s ability to master the written and oral language through the exploration of form and content in the literary field, a constant reflection about the language, and the study of argumentative techniques.

In 1st Year, particular emphasis is given to the technical aspects of the language (spelling, grammar, syntax). The analysis of argumentative texts enables students to – among other things – learn to distinguish between fact and opinion, to extract the argumentative structure of a text, and to identify core issues. Students analyse a given text, establish and prioritise a list of arguments, and practice writing an argumentative text. Reading works from different literary genres, presentations on literary subjects, and oral text analyses all strengthen the skills acquired.

In 3rd Year, students are encouraged to develop a coherent and rigorous argumentative strategy to defend a given point of view. This deepens and completes the skills learned through the reading of more difficult works, with a view to developing greater independence. Students write essays on literary as well as general topics, and practice oral text analyses.

LANGUAGE 1: FRENCH

Literature and languages

By reading major works of literature:

• Introduction to the main critical approaches and key trends in literary criticism;

• Identify the characteristics of a literary genre;

• Deepen and broaden knowledge of the history of literature;

• Gain a chronological overview of literature;

• Develop independent research methods;

• Refine presentation techniques.

The following exercises will strengthen the skills acquired:

• Give presentations on literary subjects and oral text analyses;

• Write literary essays and text analyses;

• Write reading summaries, book reports, and presenta-tion synopses;

• Creative writing.

Analysis

From the critical analysis of a thesis to the writing of an essay (consolidation of acquired skills):

• Identify the assumptions and implicit conclusions within a statement;

• Provide a critical definition of key terms;

• Work more extensively on the subject and structure;

• Gather documentation on a specific topic;

• Use the necessary knowledge to work on a given thesis;

The following exercises will strengthen the skills gained:

• Write entire essays on general subjects;

• Write critical reports using various sources (including film, television shows, radio, etc.)

2ND YEAR CURRICULUM (4 PERIODS)

9 // CORE COURSES

Skills

• Understand newspaper articles and radio broadcasts or television shows on topical subjects, culture, society, etc.

• Understand a literary passage, its structure, formal aspects, as well as its themes and issues.

• Understand a lesson, presentation, or discussion pertai-ning to a subject worked on in class.

• Understand the core elements of complex analysis and be able to convey these.

• Write clear, structured and detailed texts on a literary, cultural, societal topic, etc.

• Develop a complex analysis on literary, cultural, societal issues, etc.

• Give a presentation on a literary, cultural, societal topic, etc.

• Ask and answer questions following a presentation.

• Participate in a conversation or a debate on a literary, societal, or current event topic, etc.

Knowledge

• Learn the complex structures of German grammar; subordinates and infinitive phrases; verb modalisation; use of tenses and verb moods (passive voice), etc.

• Strengthen and learn vocabulary so as to be able to express oneself on subjects studied in class in the fields of literature, the arts, culture, society, history, current events, etc.

• Read, analyse, and comment on representative works of German literature.

• Read newspaper and magazine articles.

• Watch films and/or listen to other audio or audio-visual materials.

• Deepen analysis of certain aspects of the German- speaking countries and regions: the arts, history, society, geography, etc.

Required level to be achieved

The above set of knowledge and skills is intended to enable students to obtain the first part of Level B2; the lists are not exhaustive.


In 1st Year, the teaching of German aims to consolidate the basics of grammar, as well as consolidate and ensure acquisition of basic vocabulary enabling students to express themselves on familiar everyday topics; German knowledge is also deepened by reading various text types (newspaper articles and literature), listening to audio or watching audio-visual material, as well as studying the cultural elements of German-speaking countries and regions. The course aims to enable students to obtain level B1.

In 3rd Year, knowledge of grammatical structures and vocabulary is expanded. Students are encouraged to express themselves on more complex subjects (literature, the arts, culture, society, history, current events, etc.) and to carry out deeper reading and analytical exercises (using representative works of German literature, newspaper and magazine articles, audio recordings or audio-visual material). The different cultural elements of German-speaking countries and regions are also broadened. Teaching aims for students to achieve level B2.

GERMAN

LANGUAGE 2: GERMAN OR ITALIANThe teaching of modern languages (national or foreign) in high school is particularly important. In the different languages taught, students learn to read, listen, write, and speak at level B2 of the Common European Framework of Reference for Languages (CEFR).

Upon enrolment in the General Baccalaureate School, students must pick a second national language (Language 2): German (only one level taught) or Italian (Beginner or Intermediate level).

10 // CORE COURSES

In 1st Year, the objectives are the acquisition and mastery of a basic vocabulary as well as a few simple language and grammar structures. Students also learn to express themselves simply on everyday topics (identity, family, home, daily life, food, shopping, leisure, sports, etc.) and are introduced to some socio-cultural aspects of the Italian-speaking regions. The course aims to reach level A2.

In 3rd Year, the programme for both levels (beginner and standard) is in common. Teaching focusses on: the acquisition and mastery of a broader vocabulary; using grammatical concepts studied in previous years; the acquisition and mastery of complex grammatical subjects; the ability to speak on varied topics of conversation (e.g., nature, environmental protection, mass media and information, current events, social integration, etc.) and the further development of knowledge of the cultural elements of Italian-speaking regions. The target level is B2.

ITALIAN (BEGINNER LEVEL)

Skills

• Understand simple radio or television interviews, brief information bulletins expressed in clearly-articulated standard Italian, television programmes on familiar sub-jects.

• Recognise the key points and define the main conclu-sions within a clearly-articulated text without, however, necessarily understanding the details.

• Scan a relatively long text and summarise the information from different sections thereof (newspaper articles, short literary texts).

• Describe current or past situations or imagine future situations; be able to express desires, give advice, form hypotheses and opinions; tell a story and relate expe-riences by expressing feelings and reactions, both in oral and written form.

• Provide and request information relating to the discussion topics presented in class.

• Tell a story or share experiences by describing personal feelings and reactions, both in oral and written form.

Knowledge

• Acquire and master vocabulary comprised of between 1,000 (production) and 1,500 (reception) words.

• Deepen and use the grammatical rules learned in the first year.

• Acquire and master other grammatical topics, inclu-ding: conditional tense, present subjunctive and simple concordances/tense sequencing, use of the infinitive, double personal pronouns, pronoun placement, compa-risons and superlatives, the impersonal form, irregular and altered nouns, relative pronouns, indefinite adjec-tives and pronouns.

• Build upon the communication themes studied in first year.

• Students express themselves on discussion topics related to the professional sphere, studies, travel, means of transportation, health and wellbeing, feelings and moods, character and personality, public services (hospitals, postal, banking, police), social themes relating to youth, and traditions.

• Deepen certain socio-cultural aspects of the Italian- speaking regions.


The above set of knowledge and skills is intended to enable students to obtain level B1; the lists are not exhaustive.


11 // CORE COURSES

The 1st Year begins with the revision and the broadening of the basic vocabulary in different themes (identity, family, professional life, daily activities, leisure, food, geography, etc.). Basic grammatical structures are reviewed and expanded. Students study topics related to culture and civilisation in the Italian-speaking regions, and begin reading unsimplified literary texts in their original language (novellas, novels, newspaper articles). The course aims to reach level B1.

In 3rd Year, the programme for both levels (beginner and standard) is in common. Teaching focusses on the acquisition and mastery of a broader vocabulary, using grammatical concepts studied in previous years, the acquisition and mastery of complex grammatical subjects, the ability to speak on varied topics of conversation (e.g., nature, environmental protection, mass media and information, current events, social integration, etc.) and the further development of knowledge of the cultural elements of Italian-speaking regions. The target level is B2.

ITALIAN (STANDARD LEVEL)

Skills

• Students express themselves clearly and in detail on a wide variety of subjects by forming an opinion and arguing the pros and cons thereof.

• Understand the main ideas in complex interventions, most radio shows and television programmes, as well as most films in standard Italian.

• Understand, summarise, comment on, and present the literary works read in class.

Knowledge

• Consolidate and broaden vocabulary (music, nature and the environment, travel and tourism, the arts, etc.)

• Continue revising and deepening knowledge of the grammatical structures of Italian: regular and irregular verbs, past conditional, historical past tense, hypothetical propositions, relative pronouns, prepositions, comparisons/superlatives, etc.

• Deepening of knowledge linked to current affairs, culture, history, and society in Italian-speaking regions.

• Read literary works from different eras and genres.

• Introduction to Italian theatre and cinema.


The above set of knowledge and skills is intended to enable students to obtain level B1/B2; the lists are not exhaustive.


12 // CORE COURSES

In 1st Year, the teaching of English aims to: gradually broaden the mastery of the fundamental structures of English; increase vocabulary (feelings, relationships with others, travel, current events, political life, the arts, etc.); broaden knowledge of various cultural aspects; introduce historical, political, economic, and social facts and events in the English-speaking world. It also includes reading newspaper articles and literary texts. This content aims to consolidate the elements learned in level B1, as well as the first skills needed for level B2.

In 3rd Year, the aim is to revise knowledge, master grammatical structures in everyday English, acquire more complex vocabulary specifically linked to tasks to accomplish, the deepening of cultural, historical, political, economic, and social elements, as well as the reading of original texts stemming from various different genres, sources, and eras. The required level is B2.

LANGUAGE 3: ENGLISH

Skills

• Read, understand and analyse texts.

• Use one’s cultural knowledge to understand and explain a text.

• Follow the broad lines of a speech, conference.

• Join in a conversation.

• Understand abstract and complex reasoning.

• Understand newspaper articles, radio or television shows on topical subjects.

• Develop and build clear argumentation on a known sub-ject; give a well-structured, well-articulated presentation.

• Write well-crafted texts of different kinds, including nar-ratives, creative writing, opinion pieces, etc.

• Easily answer questions pertaining to a familiar topic or read material.

Knowledge

• Strengthen understanding of grammatical structures and deepen knowledge of certain more complex elements.

• Develop more complex vocabulary including idioma-tic expressions, and vocabulary pertaining to literary analysis.

• Delve deeper into cultural, historical, political, and economic and social elements.

• Read original texts of different kinds, sources, and eras.

Required level for achievement

The above set of knowledge and skills is intended to enable students to obtain the first part of Level B2; the lists are not exhaustive.


13 // CORE COURSES

For the most part, an analytical approach to math is taken in Second Year. An important milestone is met with the introduction of infinitesimal and differential calculus. Equations and trigonometric functions are introduced. Vector-based geometry is expanded upon with analytical geometry, through the study of lines in the plane and by solving metric problems. In algebra, roots, exponentials, and logarithms are introduced and developed so as to, in particular, understand the principles of exponential growth. An initial synthesis is pursued through optimisation, enabling the modelling and resolution of concrete problems.

Algebra

• Definitions and properties of rational exponent powers, roots, exponentiations and logarithms. Solving of expo-nential and logarithmic equations.

Trigonometry

• Introduction to the notion of periodic function. Proper-ties of sine, cosine, and tangent functions and their gra-phical representation.

• Trigonometric equations of the first and second degree in sine, cosine, or tangent.

• Study of functions of the first degree in sine, cosine, or tangent.

Analysis

• Definitions of a real function and its domain.

• Definitions of the image, a number or set’s pre-image, and of the composite function of two functions.

• Examples of inverse in bijective functions.

• Study of a function’s graphical representation.

• Intuitive approach to the concept of limit and calculation of limits.

• Determination of a function’s vertical asymptotes.

• Determining a rational function’s affine asymptote and the position of the graph of such a function in relation to this asymptote.

• Definition and properties of a function’s derivative. Derivatives of polynomial functions, power functions with rational exponents, and trigonometric functions. Derivative of the sum, product, quotient and composite of such functions.

• Study of a function’s growth. Equation of the tangent to a function’s graph. Study of polynomial and rational functions. Solving optimisation problems.

Geometry

• Cartesian and parametric equations of a line. Direction vectors, normal vectors, and slope of a line. Distance from a point to a line. Angle between two lines.

• Relative positions of two lines. Determining the equation of a parallel or a perpendicular to a line through a point, a segment’s perpendicular bisector, the bisectors of the two lines, as well as the medians and heights of a triangle.

2ND YEAR STUDY PLAN CURRICULUM (4 PERIODS)

In 1st Year, mathematics education aims to consolidate and develop certain basic tools such as algebraic calculations or trigonometry, and to introduce new concepts such as vectoral geometry and certain rudiments of logic, as well as the vocabulary relating to Set Theory.

In 3rd Year, the programme continues with the study of exponential and logarithmic functions, and the analytical geometry of the circle and its tangents. Combinatorial mathematics and probability calculation are also introduced. Problem solving is favoured as a means to formulate a synthesis or extend the concepts introduced.

MATHEMATICS (STANDARD LEVEL)

MATHEMATICS Students may choose the level of mathematics classes for their high school studies – either standard or advanced level. The advanced level is more challenging and requires a greater number of course hours in the 2nd and 3rd years. It is strongly recommended for those students who intend to pursue scientific studies later on.

14 // CORE COURSES

In 1st Year, teaching fosters understanding of the deep nature of mathematics, with – in particular – elements of logic and Set Theory. Particular attention is paid to proof, as well as certain abstract structures. Students are asked to assimilate or find mathematical demonstrations. Chapters studied: polynomials (all degrees), rational fractions, equations, equation systems, triangle trigonometry, trigonometric functions, and vectoral geometry in space.

In 3rd Year, the programme approaches the study of exponential functions and logarithms, as well as integrated calculation through concrete problems and theoretical research. In geometry, circles and spheres are studied. In combinatorial mathematics and probability, the aim is to provide students with the tools necessary to understand the concept of randomised experiment. Lastly, much of the year is spent studying linear algebra.

MATHEMATICS (ADVANCED LEVEL)

In 2nd Year, students are introduced, for the first time, to fundamental concepts such as complex numbers, and the formal notions of limit that will enable more advanced analysis. In algebra, we study exponentials and logarithms so as to understand the phenomenon of exponential growth and the application of logarithms, in particular. In analysis, we tackle sequences to understand the concept of limit and recurrence. Real functions are studied more deeply to understand the concept of limits, continuity, derivatives, growth, and convexity so as to fully study such functions on the one hand, and to solve optimisation problems on the other. Trigonometry is studied with a view to integrating trigonometric functions within analysis. Geometry is also studied analytically so as to solve metric problems in both the plane and space, and to provide a base for linear algebra.

Algebra

• Definitions and properties of powers with rational exponent powers, roots, exponentiations and logarithms. Solving of exponential and logarithmic equations.

Complex numbers

• Definition and representation of complex numbers in algebraic and trigonometric form. Operations. De Moivre Formula. Solving equations.

Analysis

• Sequences of real numbers, limits and convergence.

• Definitions of a real function and its domain.

• Definitions of the image, a number or a set’s pre-image, and of the composite function of two functions. Injective, surjective and bijective functions. Inverse function of a bijection.

• Definition and properties of trigonometric functions and their inverse functions.

• Study of a function’s graphical representation. Parity and periodicity.

• Definition and calculation of limits. Concept of continuity. Determination of a function’s line asymptotes and the position of this function’s graph with respect to these asymptotes.

• Definition and properties of a function’s derivative. Derivatives of polynomial functions, power functions with rational exponents, and trigonometric functions.

• Derivative of the sum, product, quotient, and composite of such functions.

• Study of a function’s growth and curvature. Equation of the tangent of a function’s graph. Study of functions. Solving optimization problems.

Geometry

• In a plane: parametric and Cartesian equations of a line. Direction vectors, normal vectors, and slope of a line. Distance from a point to a line. Angle between two lines. Relative positions of two lines. Determining the equation of a parallel or a perpendicular to a line through a point, a segment’s perpendicular bisector, the bisectors of two lines, as well as the medians and heights of a triangle.

• In space: parametric and Cartesian equations of lines and planes; relative positions. Direction vectors, normal vectors. Projections, distance between points, lines, and planes. Angles between lines and planes. Bisector and perpendicular bisector planes.


15 // CORE COURSES

The biology course focusses on the study of living beings, from their internal organisation to the complex relationships they have with their surrounding. It studies life in all the diversity of its levels of organisation and their functioning.

In 1st Year, biology is not taught.

In 3rd Year, the following subjects are studied: information (genes, proteins, characters, human genetics), evolution (facts and theory), and ecology (material cycles, trophic networks, ecological balances and imbalances, sustainable development).

BIOLOGY

Reproduction

• From individuals to sexual cells: DNA, mitosis, meiosis

• From sexual cells to individuals

Characteristics of living organisms

• Levels of organisation

• From the sun to food; from food to breathing

• Asexual and sexual reproduction

• Adaptation and sensitivity

In 2nd and 3rd Year, the biology course also involves practical work (1 period every two weeks) that is centred, for example, on the observation of vegetation and animals, microscopic observations, experiments on animal and vegetable physiology, behavioural analysis, field studies, and genetics.

2ND YEAR CURRICULUM (1.5 PERIODS)

The study of chemistry must enable students to learn the concept that all matter is made up of atoms and molecules, and understand how – with the help of a molecular model – one can explain or predict the properties and diversity of those substances that constitute said matter.

The 1st Year focusses on teaching the basic concepts (elements, atoms, ions, elementary particles, molecules, and simple and compound bodies). We also address the microscopic view of states of matter, chemical reactions, quantitative relations, separation methods, and chemical bonds. Practical work illustrates and reinforces the topics covered in the course.

Chemistry is not taught in 3rd Year.

CHEMISTRY

Basics in at least two of the following chapters:

• Acid-basic reactions

• Redox reactions

• Introduction to organic chemistry

Practice lab (1 period every two weeks in both 2nd and 3rd Year)

Practical laboratory work is used to illustrate and consolidate the themes undertaken during the classes.


16 // CORE COURSES

17 // CORE COURSES

As a core discipline, the physics course is geared towards those students who did not choose physics and applied mathematics as their specialised elective course.

The teaching of physics must enable the study of natural phenomena and technical constructions. It also aims to explain experimental methodolgy and theoretical models of observed phenomena.

In 1st Year, basic concepts, kinematics, dynamics, gravitation, and astronomy are introduced.

Physics is not taught in 3rd Year.

PHYSICS

• One elective subject:

- Radioactivity and nuclear physics

- Fluids

- Thermodynamics

- Other

Three of the following 4 subjects:

• Energy

• Electromagnetism

• Waves


The geography course makes students ponder the processes and multiple relationships that structure space and human activity. Teaching raises the student’s awareness to the norms, behaviours and values as defining elements of identity. Lastly, the analysis of the complex structures of space enables students to situate themselves in today’s world, and then form an opinion on the repercussions of human action. This awareness brings about a realisation that one is able to act responsibly, and that – in this regard – has a direct impact on the environment.

Geography is only taught in 2nd Year.

GEOGRAPHY

Four to six subjects from those listed below, similar subjects, or a combination of subjects:

• Globalisation, interdependence, the shrinking world

• Urban planning, principles, and a few projects

• The representation of geographical space, of the earth (cartography, GPS, remote sensing, GIS)

• Demographics; migrations, multiculturalism

• Epistemology; applications of geography

• Climate issues, environmental warming, meteorology

• The ocean; coastlines

• Water issues

• A geomorphology topic

18 // CORE COURSES

• The city; urbanisation

• Development, development aid

• A geopolitical topic: borders, limits, conflicts

• The countryside

• Mobility and mass transportation

• Raw materials

• Natural, technological, and health risks

• Energy, natural resources

• Agriculture, food, hunger

• The evolution of industrial zones

• Tourist and recreation areas.


19 // CORE COURSES

The history course teaches students the methods and issues to address the past in a rational and critical manner, as well as how to question, analyse, and understand societies and civilizations.

In 1st Year, students build on prior learning (reading, synopsis, note-taking, memorisation, basic chronological concepts), and start learning specific skills, namely: periodization and chronology; analysis and explanation of sources; the study and creation of a graph, diagram, or map; bibliographical research; presentation skills; multi-disciplinary approaches; building a specific vocabulary; fostering a considered, curious, and critical attitude; initiation to research, etc. Through course content, teaching focusses on a descriptive, factual, and anthropological approach.

In 3rd Year, the curriculum targets the reinforcement and mastery of prior learning, and includes an introduction to new, specific skill sets, namely: debate; argumentation; controversy; the historiographic approach; epistemological and critical reflection; the study of value origin and relevance; initiation to political debate, etc. Through course content (history of human rights, nationalism and identity, ideology and society, the fall of Communism and globalisation, etc.), teaching emphasises a critical thinking approach.

HISTORY

Contents

The analytical approach is favoured in the teaching.

Within the context of the proposed approach, the teaching will cover at least two major subjects that enable an analysis and a questioning of social facts in a thorough, diverse, and diachronic, or synchronic manner.

Examples

• History and intolerance (history of ideas, political history, cultural history, social history, etc.).

• Man and death (history of mentalities, religious history, history of art, social history, etc.).

• The Enlightenment (history of ideas, cultural history, political history, history of mentalities).

• History of the inter-war period (political history, economic history, social history, history of ideas, etc.).

Objectives

Consolidating and strengthening prior learning, introduction to new specific skills.

Consolidation

• Research

• Source analysis

• Reading and schematic representations (maps, diagrams, graphs, etc.)

• Basics of chronology

• Developing awareness of otherness and the relativity of judgements

• Introduction to political life

Introduction

• Assessment of the nature of history.

• Drawing up of a dossier, a report.

• Analysis of social, political and economic mechanisms.


20 // CORE COURSES

In 1st Year, Visual Arts education includes practical workshops as well as art history classes. Workshop time enables students to learn to use elements of visual language (colours, values, lines, volumes, etc.) and their relation with one another, in order to recognise their expressive qualities. The art history part of the course introduces students to the core elements of art history through the study of representative works based on different forms of art, thereby enabling their placement in broader history so as to foster their knowledge and independence vis-à-vis images.

In 3rd Year, visual arts are not taught.

VISUAL ARTS

During the first part of the year, we experiment with visual arts/plastic language to master it and to learn to make choices.

In addition, we address the questions of meaning that every image gives rise to. This, in particular, implies learning how to use references, as well as using personal documentation.

In the second half of the year, students must - together with the teacher - outline a personal project. This project allows them to apply prior learning and to express their relationship with the world.

They are brought to examine and select techniques and materials depending on the direction of their work.

In 1st Year, solo or group singing is done in the practical part of the music classes, and offers practice reading pieces in the G- or F-keys, rhythmic improvisation, and the playing of common binary rhythms. Aural training aims at the identification of intervals, different registers and voice types, as well as timbres.

In 3rd Year, music is not taught.

MUSIC

Practice

Continue voice work, broaden the range, rhythmic improvisation, and play common ternary rhythms and irregular measures.

Harmony

Perform given basses and melodies

VISUAL ARTS OR MUSICUpon enrolment in a General Baccalaureate School, each student much choose an arts-related (visual arts or music) course that will then be followed over the two first years of study.

2ND YEAR, WORKSHOP CURRICULUM (2 PERIODS)


Experimentation and research

Create musical sequences and explore new audio materials.

Attitudes

Musical education aims to:

• Develop students’ sensitivity and aesthetic sense

• Facilitate students’ participation or integration into private or public musical life

• Foster respectful and tolerant attitudes to world music.

21 // CORE COURSES

This discipline is taught so as to link the students’ health management and their awareness of the importance of physical activity. The curriculum is the same for all three years. The objectives of the physical and sports education are organized into three areas, namely: life skills, expertise and knowledge.

Life skills relate to the social sphere (fair play, respecting one’s own identity and that of others, knowing how to set the rules for sharing in joint activities, etc.), and the student’s personal growth (awareness of the roles of others, choosing activities that foster greater personal development, and daring to try unusual activities).

The expertise element of the course focusses on motor skills (developing athletic ability, trying difficult sports activities, etc.), experimentation (for example, establishing and applying a personal training plan), technical skills (learning how to work in grouped levels, using relaxation techniques), and lastly, on fitness (endurance, speed, strength, flexibility, relaxation and coordination).

Knowledge is developed through themes such as security (warming up, monitoring techniques, skills in the event of injury, specific rules for the sports played, etc.), specific knowledge (muscular stretching and reinforcement; biomechanical principles of human movement; physiology of exercise; tactics and strategy in big games; basic principles of training), and lastly, openness (training and participating in different competitions; awareness and analysis of interactions between sports and nature, as well as sports and the economy).

PHYSICAL EDUCATION AND SPORTS

23 // SPECIALISED ELECTIVE

The specialised elective course in visual arts builds on the studies done in the core course. Works created in the workshop portion of the course are regularly shown in exhibits or other events, offering practical learning in terms of presentation-giving and communication.

In 1st Year, workshop-based teaching aims to broaden the palette of techniques and foster the longer-term creation of works. The art history portion of the course builds upon techniques for interpreting works of art through the more systematic study of iconography and the visual language in the greater socio-historical context in which the works are placed.

In 3rd Year, workshop-based teaching is essentially dedicated to creating a personal project, set with the teacher’s agreement, which summarises the skills and knowledge acquired in the 1st and 2nd Years. Art history study follows on from the objectives set for the first two years, but with subjects chosen at the teacher’s discretion. Upon completing their schooling, students have as cohesive an overview as possible of the history of visual arts up until modern day.

At the end of their studies, students present a personal project based on a work of art.

VISUAL ARTS

Workshop (3 periods)

Three axes of work are addressed:

• Develop an artistic project, defining its intentions, and placing it in the context of visual arts

• Studying the series, exploring the narrative, image suc-cession, montage

• Communicating a message either through image, page layout, or text by combining image and text (poster, book, illustration, etc.).

Art history (1 period)

In-depth study of works of art, eras, genres, themes and issues in art history. This includes, notably, a development of notions of iconography associated with knowledge and methods borrowed from other disciplines.

Examples of possible topics: surrealism, medieval archi-tecture, still-life, art and advertising, counterfeiters and copyists, patronage, the 19th century and modernity, art and totalitarianism, the metamorphoses of contemporary sculpture, the virtual image, etc.



The biology course enables students to become familiar with the multiplicity of living organisms, define classification and differentiation criteria, and acquire knowledge in cellular biology, physiology, genetics, evolution, ethology, and ecology.

In 1st Year, studies focus on the characteristics of living things, organisation in living systems and living environments, as well as reproduction.

In 3rd Year, studies focus on animal physiology, genetic engineering, biotechnologies, and ecology.

BIOLOGY

This specialised elective addresses chemistry from a quantitative perspective, and develops the models in a more systematic way than in the core chemistry course. The entire programme is approached in relation to the environment.

In 1st Year, studies focus on the classification of matter, methods for separating mixture, the structure of the atom, the classification of the elements, chemical bonds, molecular geometry, polarity, and intermolecular forces, as well as stoichiometry.

In 3rd Year, studies focus on redox reactions, batteries, corrosion, electrolysis, organic chemistry, hydrocarbons and functional groups, isomerisms, and polymers.

CHEMISTRY

• Thermochemistry, enthalpy, spontaneity of a reaction

• Reaction speed

BIOLOGY AND CHEMISTRY This specialised elective is comprised of two disciplines, biology and chemistry. These are taught in tandem with the corresponding core courses. It also includes practical work sessions.

Genetics

• Classical genetics (Mendelian and non-Mendelian inhe-ritance)

• Molecular genetics

Evolution

• Introduction to geology

• History of the Earth and living beings

• Theories and arguments

Matter and energy

• From the sun to food

• From food to cellular respiration

• Transport and circulation

• Chemical equilibrium

• Acids and bases in aqueous solution. Protolysis equili-bria and pH calculations, buffer solutions, titrations.




This specialised elective course includes two distinct but complementary branches of study: economic policy as well as business economics and law.

In 1st Year, within the framework of business economics and law, the following subjects are studied: general characteristics of businesses; the basics accounting for a commercial company; introduction to contract law and legal forms.

In 3rd Year, still within the framework of business economics and law, studies move into the financial and social functions of an enterprise. Under the framework of economic policy education, certain macroeconomic subjects and topical issues (monetary policy, economic disruptions, etc.) are also studied.

ECONOMY AND LAW

Business administration and law (3 periods)

The objective is to study a company’s different functions

The production function

• Basic concepts

• Components of production costs

The commercial function

• Marketing

• Sales contracts

Political economy (1 period)

Objective: Address selected chapters in microeconomics Different market typesThe law of supply and demand in perfect competition Production theory



This specialised elective course requires no previous knowledge of Spanish at the beginning of the first year, and is geared towards reaching level B2 over a 3-year period. Teaching leverages the Spanish language’s closeness to other Latin languages.

In 1st Year, students learn the lexical, grammatical, phonological, and written basics while building a basic vocabulary. Students learn about sociocultural elements of the Hispanic world and, as of the second semester, read texts adapted to their level. Level A2 is reached at the end of the school year.

In 3rd Year, students study literary works. They are able to follow the basic lines of a speech involving abstract and rather complex reasoning, build clear arguments, and give a well-structured presentation based on a source text.

SPANISH

Knowledge

• Continue learning the fundamental grammatical struc-tures of Spanish: past tense, subjunctive, relative tenses, etc.

• Broaden basic vocabulary: emotional life and rela-tionships with others, travel, news, the arts, politics, etc.

• Deepen cultural knowledge: Country, personalities, tra-ditions, film, etc.

• Introduction to historical, political, economic and social facts and events in the Hispanic world.

• Broadening of reading to include non-simplified, literary as well as journalistic texts, or literary texts and news-paper articles.

Skills

• Share an experience (in writing or orally), a story, a real or imaginary event (a trip, for example).

• Make a presentation, briefly presenting objects, tradi-tions, famous individuals, etc.

• Understand the salient points in a newspaper article, a story, or film and be able to given an overview thereof.

• Understand and describe a placer, character, or topic encountered in reading material.

• Share a personal opinion (on a topic, reading material, or film), explain an issue (in writing or orally).

• React to feelings (surprise, joy, sadness, etc.) and describe these (in writing or orally).

• Carry out an interview and be interviewed.

• Prepare and participate in a conversation on an every-day topic.


The above set of knowledge and skills is intended to enable students to obtain level B1; the lists are not exhaustive.


This specialised elective course – the continuation of Greek classes given in the last two years of obligatory schooling – nourishes and enriches students’ general culture by teaching them the Greek society’s main modes of expression: language, the arts, and techniques.

In 1st Year, studies focus on technical analysis, historical and literary interpretation of prose and poetry texts (the Gospels, historical texts, prose-writers from the classic or Roman era, hymns to the gods, lyrical poems), as well as subjects in Greek culture linked to these readings. Language syntax and morphology are expanded upon. There is also an introduction to tenses and modes, the three declinations, as well as the formation and use of the participle and the infinitive. Subordinates are also studied.

In 3rd Year, students study philosophical texts, Greek orators, Hellenistic poetry, etc. Topics pertaining to Greek culture linked to these readings and to the 2nd Year programme are built upon. Other subjects can also be studied, such as Greek thought, science, or philosophy, as well as the conquests of Alexander the Great, and Hellenistic Greece.

GREEK

Suggested reading

Technical analysis, historical and literary interpretation of prose (philosophical texts, Greek orators) and poetry (comedy or tragedy).

Written translation

Prose, notably taken from authors studied in class.

Language and vocabulary

Revision and deepening of knowledge acquired. Study of irregular verbs and some inflexions. In-depth study of sentence structuring.

Etymology and vocabulary

Practice in using the Greek-French dictionary. Exercises and work to monitor progress.

Metrics and scansion

Greek culture

Subjects are chosen on the basis of reading done in class; these can, for example, include Athenian theatre, civic institutions, the worship of Dionysus, the birth and development of science and philosophy.




The Italian course is only available to those students who have already taken Italian as their specialised elective course during their obligatory schooling.

In 1st Year, the programme aims to consolidate and broaden the vocabulary and the main grammatical structures already learned. At the end of the school year, students can tell a story (in writing or orally), understand the main points in a specific work, and hold a conversation or write a simple argumentative text, thereby attaining a level B1.

In 3rd Year, students learn to comment on literary texts or long and complex speeches. They can write a clear and well-structured text, essay or report, underlining the important points and developing their points of view. Students can take part in a conversation by appropriately managing objections with ease and spontaneously. These skills aim to attain level B2, and level C1 for comprehension, respectively.

ITALIAN

Knowledge

• Acquire a more detailed vocabulary, linked to the the-mes studied.

• Become familiar with some everyday expressions.

• Consolidate grammatical linguistic structures and delve deeper into certain elements such as: connectors, subordinates, tense agreements, verbal periphrases, etc.

• Study different aspects of Italian social and cultural life using varied supporting tools (media, cinematographic works, iconographic works, etc.)

• Read literary texts ranging from the 18th to the 21st centuries.

• Introduction to poetical, theatrical and cinematographic languages through a few seminal authors in Italian literature.

As of the end of the second year, a first general introduction is recommended to one of the great classic works (such as Boccaccio’s Decameron, etc.).

Skills

• Read and review the literary works studied in class.

• Use cultural knowledge to understand and explain a text.

• Follow the broad lines of a relatively complex speech or conference.

• Take notes.

• Understand articles in the press and television pro-grammes dedicated to current affairs.

• Build and develop a clear argument, give a methodical and well-articulated presentation.

• Write detailed descriptions about events, real or fictional experiences, etc.

• Get involved in conversations of a cultural or social nature.

• Easily answer questions relating to a theme studied or a reading done.


The above set of knowledge and skills is intended to enable students to obtain the B1/B2 Level; the lists are not exhaustive.



This specialised elective is only available to students who have already studied Latin during their obligatory schooling. Teaching is based on the knowledge of the language, regularly practiced through reading and translation. It also aims to look at the present in light of the past, highlighting the role played by Antiquity in western tradition.

In 1st Year, readings (Cicero, Ovid, Caesar, etc.) are focussed on developing a technical and literary approach to Latin texts. Students review and consolidate the knowledge acquired in morphology and in syntax, revise and learn vocabulary, and begin translation based on methodical learning. They choose subjects that enable a greater understanding of the Latin culture.

In 3rd Year, readings are focussed on Lucretius, Tacitus, Horatio, and on a selection of texts from the Imperial Age. Students approach the indirect style and the peculiarities of post-classic Latin based on a selection of authors and works.

LATIN

Suggested reading

Virgil, Livy, Seneca, Lucretius, Saint Augustine, or a choice of other Biblical or Early Christian texts…

Grammar

Revision and deepening of knowledge gained thus far.

Vocabulary

Revision of the entire grammar manual. Elements of Latin etymology.

Additional vocabulary relating to the readings done.

Translation from Latin into French or English

Study of texts taken from Livy, Cicero, Seneca.

Latin culture

Documents centred on certain areas of ancient civilisation (for example, technical, scientific, or sociological documents); Renaissance authors.



The classes and workshops for this specialised elective course are open to all despite the possible disparity between student levels of proficiency. The programmes are adapted to the groups.

In 1st Year, students learn to sing solo or in groups, play binary and ternary rhythms, and go from the basic techniques to improvisation. They learn the basics of harmony, reproduce intervals and three-note chords. They analyse musical works from different eras and of different genres, learn to describe the interactions between the creation and the development of the instruments.

In 3rd Year, students learn to play ensemble music, harmonise basses and melodies, analyse modern music or music from elsewhere. They also try their hands at making their own musical compositions.

MUSIC

Vocal and instrumental practice

• Continue vocal and instrumental practice with awareness of phrasing and breathing. Master irregular rhythms

Music theory

• Harmony: Produce 4-note chords on keyboard or on the guitar

Musical culture and history

• Master more elaborate musical forms (fugues, varia-tions, freeform…)

• Analyse works in relations to the forms studied

Experimentation and research

• Develop new musical horizons

• Improvise on chord grids



The specialised elective course in philosophy aims to introduce philosophy and philosophical questioning. Founded at once on a historical approach and on the development of reasoning and argumentation, this course prepares students for the understanding of modern reality.

In 1st Year, the main elements of logic and rhetoric are introduced so students can become familiar with the practice of reasoning and argumentation. It includes reading texts chosen among the classics of ancient culture and philosophy (pre-Socratic, sophists, Plato, Aristotle, Hellenistic philosophy, biblical and patristic literature). These texts provide the opportunity to practice argumentative/reasoned discussion.

In 3rd Year, the different currents of modern philosophy are addressed. Over the course of the year, students will be able to actively deepen the questions of truth, meaning, sense, as well as foundation, legitimacy and responsibility, and approach modern issues appropriately.

PHILOSOPHY

PHILOSOPHY AND PSYCHOLOGYThis specialised elective course is comprised of two disciplines – philosophy and psychology – taught in each of the three years of General Baccalaureate schooling.

Objectives

While texts on Greek philosophical culture will have been read in First Year, teaching will focus on the great writers of the modern era (from the Renaissance to the 18th century), using the same rigorous methods, and with a view to highlighting the intellectual foundations of the period.

Contents

The Renaissance thinkers, Descartes, Spinoza, Leibniz, Locke, Hume, Kant, philosophies of history; in other words, questions of God, of the world, the soul and their relationship at the dawn of modern science.

Psychology addresses questions that relate to many aspects of our personal and social lives. In particular, the course will ensure that students are able to draw upon and share a sense of their personal learning path, while respecting the interior life of each individual in terms of his/her private sphere.

In 1st Year, psychology is introduced in a historical perspective, highlighting the big questions that led to its development and to the establishment of its methods. Among others subjects, students study the main theoretical models of psychology, perception and feelings, and the theories of learning.

In 3rd Year, students focus on relations with others, including elements of social psychology, highlighting human behaviour in relation to various cultural and social environments.

PSYCHOLOGY

• States of consciousness

• Concept of self

• Emotions and affectivity, motivation

• Personality theories

• Elements of child and adolescent developmental psychology

• Cognitive processes and creativity




In 1st Year, students are introduced to fundamental notions such as the structure of matter and the Universe, kinematics, dynamics, and astronomy.

In 3rd Year, the programme is focussed on electromagnetism and on waves, as well as on subjects of choice (the rotation of solids, harmonic movements, variable current circuits, etc.).

PHYSICS

The term ‘Applied Mathematics’ covers various areas of research using computer technology. The resolution of most problems requires core activities that involve the development of mathematical models and the use of numerical or geometric methods. The programme describes these three areas of activity.

In 1st Year, in the field of geometric methods, students study different projection methods (perspective, axonometry, Monge Method, etc.) and the construction of a geometric solution to a problem.

In 3rd Year, the 2nd Year programme is extended (modelisation and numerical methods).

APPLIED MATHEMATICS

PHYSICS AND APPLIED MATHEMATICS This specialised elective course is comprised of two disciplines – physics and applied mathematics – taught in each of the three years of General Baccalaureate schooling.

• Energy: work, forms of energy and energy transforma-tion, power

• Electrostatics: electrical charge, electrical force, electrical field, voltage, potential, capacitors

• Electrodynamics: electrical current; electrical energy; resistance, generators and receivers

• Electromagnetism: magnetic field, magnetic force, source of the magnetic field.

In 2nd Year, students deal mainly with modalisation and numerical methods.

Modelisation

In this important part of Applied Mathematics, students deal with simple applications through the development and experimentation with models, thus using interdisci-plinarity. More precisely, they translate – in mathematical form – concrete problems stemming from biology, the economy, Information Technology, physics, or another field. They then deal with them using the appropriate mathematical tools (algorithms, stochastics, etc.), interpret results correctly, and ultimately investigate the adequacy and limitations of the models they used.



Numerical methods

While mathematical analysis indeed explains and proves the existence of solutions to certain problems, in Applied Mathematics, we learn to implement methods that efficiently produce reliable estimates to these solutions. The calculation methods often require a solid understanding of the performance potential and limitations of machines. These always require the mastery of the basics of algorithms.

34 // PERSONAL DIPLOMA

Like all students in the General Baccalaureate School, those involved in a study-abroad programme must complete a personal diploma research project (PDRP). This must be written in English.

The PDRP is a long-term personal research project that is done between the beginning of the second semester in 2nd Year, and the end of the first semester in 3rd Year. This corresponds to approximately one calendar year. Those students aiming at the Bilingual French-English General Baccalaureate must therefore already start working on their project during their residential language study-abroad stay in an English-speaking country. The modalities of how this work is carried out are set by each establishment. For these students, the modalities on how the PDRP is completed and project supervision are established by the school the students attend upon their return in 3rd Year.

The PDRP pushes students to use a certain number of skills in terms of knowledge and know-how, as well as in terms of methods used and ways to approach this kind of project.

Specifically, the PDRP aims to help the student:

• Develop critical thinking;

• Research, evaluate, structure and use information;

• Learn and use appropriate work methods;

• Communicate ideas, approaches, and research results;

• Foster motivation, curiosity and open-mindedness;

• Decompartmentalise knowledge.

Each student’s PDRP is followed by a supervisor and is to a large extent done outside of normal class hours. PDRP supervisors suggest a general topic in one discipline, or an interdisciplinary approach within which students choose a study topic.

The PDRP is done in three main steps, specifically:

• PDRP implementation;

• Creation of the written report;

• Oral defence of the project.

The PDRP can also be presented in recorded (audio or video) form, or in any other form. In all cases, a written report must be included with the project.

Each of the three steps of the PDRP is graded. Together, these grades form an overall grade for the 3rd Year that carries the same weight as grades for all other disciplines. The title of the personal diploma research project is included on the formal certification that marks the end of the General Baccalaureate studies.

PERSONAL DIPLOMA RESEARCH PROJECT

Illustrations and layout by Camille César Boldt

Rue St-Martin 241014 LausanneSwitzerland

www.vd.ch/gymnase [email protected]

Edition February 2015

Department of Education, Youth, and Culture Directorate General of Post-Mandatory Education Canton de VaudSwitzerland

color your future ///// // / /// ///// // /