Registration for new students for the 2026/2027 school year will open on Monday, February 2, 2026.
Registration for new students for the 2026/2027 school year will open on Monday, February 2, 2026.
The awareness that societies are increasingly multicultural brings a new perspective on education: it is then a question of preparing each student for diversity, otherness and the recognition of the other as a singular and universal subject.
Issues relating to cultural diversity are addressed in the curricula from primary school onwards, particularly in civic education (openness to others and respect for difference) and in language (regional oral traditions and cultural areas of foreign children or children of foreign origin who attend the school, familiarisation with the diversity of cultures and languages).
Intercultural approaches persist mainly in "education for...", such as education for sustainable development, education for citizenship, but also in language, in primary school, where linguistic and cultural diversity is valued.
The French National Education system has defined clear objectives for education for sustainable development (ESD) in elementary school. The idea is to raise students' awareness of environmental, social, and economic issues in order to prepare them to become responsible and engaged citizens. Here are the main expectations for elementary school:
Students should be introduced to key SD concepts, including:
EDD aims to encourage specific skills, which are integrated into other disciplines:
Access to scientific and technological culture is one of the objectives set by the common core of knowledge and skills. Practicing the investigative approach and gradually mastering the mobilization of knowledge in various scientific fields are necessary from the first years of compulsory education.
The scientific approach is a mode of producing knowledge which is based on a set of methodological and ethical standards
Training in the scientific approach as an element of the training base.
Critical thinking is at the heart of the attitudes and skills specific to the scientific and technological culture of the common core of knowledge, skills and culture which defines it as "the distinction between the proven, the probable, or the uncertain, the prediction and the forecast of a result, or of information in its context.
Why work on critical thinking at school in connection with science?
As children and adults, in our daily lives, we are led to seek information and question ourselves every day. We seek to observe, but this observation remains cursory: our impressions can be imprecise or misleading. When we can, we put reality to the test and try to overcome obstacles.
Observing the world, explaining phenomena, evaluating information and its sources, arguing, are actions that fall within our natural tendencies, these are skills that come to us very early, and it is at the moment when they are being built that the opportunity to develop them exists.
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