The lower-secondary school curricula define, for each cycle, the essential knowledge and skills that must be acquired, as well as the methods that must be assimilated. They constitute the national framework within which teachers organise their teaching, taking into account the learning pace of each pupil. The current secondary school curricula for cycles 3 and 4 were last amended on 30 July 2020.

Programme development

Since Law No. 2013-595 of 8 July 2013, the development of new curricula has been coordinated by a new body, the Higher Council for Curricula (CSP). This council is composed of parliamentarians, members of the Economic, Social and Environmental Council, and members appointed by the Ministry of National Education, Higher Education and Research. 

The CSP does not draft the curricula, but entrusts this task to a group of experts that it appoints. It is also important to note that the General Inspectorate of National Education (IGEN) plays an important role in the discussion of school curricula.

The Ministry refers to the CSP to develop new programmes, the CSP submits its proposal, and if the Higher Education Council If the CSE approves this proposal, the Ministry will finalise the project and publish it in the Official Gazette. 

Programme content

Teaching at secondary school depends on the stage of education the pupil is at.

Year 6 is the final year of the consolidation cycle (cycle 3), which began in primary school. The subjects taught are:

• French
• Modern language 1
• Visual arts
• Music education
• History of the arts
• Physical Education and Sport
• History and Geography
• Moral and Civic Education
• Mathematics
• Science and technology

For Years 7, 8 and 9, which constitute the advanced cycle (cycle 4), the subjects taught are:

• French
• Modern language 1
• Visual arts
• Music education
• History of the arts
• Physical Education and Sport
• History and Geography
• Moral and Civic Education
• Mathematics
• Life and Earth Sciences
• Physics and Chemistry
• Technology

The teaching of art history was introduced into secondary school curricula following the 2008 reform. It is a cross-curricular subject based on a multidisciplinary approach to works of art, enabling pupils to master the historical and cultural references essential for understanding works of art and enriching their own artistic practice. 

Potentially involving all subjects and teachers, this teaching is generally provided in music, art and history lessons.

The use of new information and communication technologies (ICT) is integrated into technology education.

With regard to modern languages, the programmes are designed according to the Common European Framework of Reference for Languages (CEFR)Since the start of the 2016 academic year, the second modern language has been taught in Year 7.  

In addition, schools have a set number of hours in their timetable allocation depending on the cycle (3 hours in Year 7 for cycle 3, 4 hours in Years 8, 9 and 10 for cycle 4) which are not allocated to specific teaching but to complementary teaching. In Year 7, this consists solely of 3 hours of personalised support. In Years 5, 4 and 3, these hours are to be divided between personalised support and interdisciplinary practical teaching.

Schools may offer additional optional courses. Bilingual classes allow for the teaching of two languages starting in Year 7. Also starting in Year 7, pupils can take up to two hours of regional languages and cultures.  In Year 7, European language and culture classes reinforce modern language learning for two hours per week. Finally, Latin and Greek classes are reinforced with one hour per week in Year 7, and up to three hours in Years 8 and 9.

In Years 7, 8 and 9, pupils have four hours of complementary teaching, divided between personalised support (one to two hours) and interdisciplinary practical teaching (EPI – two to three hours). Involving at least two subjects, EPI enables students to build and deepen their knowledge and skills as outlined in the various teaching programmes.

Timetables by subject

This table shows the number of teaching hours per subject planned for the school year, with the number of weekly hours planned shown in brackets.

Of these 26 hours, 4 hours per week are devoted to complementary teaching (personalised support and/or interdisciplinary practical teaching).

In addition, there are at least 10 hours of class time per year per level.

The same conditions apply to secondary schools as to primary schools. In the case of secondary schools (state schools), it is the departments (and not the local authorities) that provide pupils with textbooks.

In terms of teaching methods, there are no national recommendations. Finally, unlike in primary education, there is no ban on giving pupils homework.

The Digital Strategy for Education 2023–2027 aims to educate pupils to become informed and competent citizens in the digital age. It is structured around four main areas:

1. An ecosystem mobilised to support public policy
2. Digital education promoting citizenship and the development of digital skills
3. An educational community supported by a well-thought-out, sustainable digital offering that is accessible to all
4. The introduction of new rules for a ministerial information system focused on the needs of its users

The interim assessment of the implementation of this strategy provides an opportunity to evaluate the actions taken and their impact on teaching methods, equipment and digital tools used in the classroom. Notable progress includes: 

5. The widespread teaching and assessment of digital skills, particularly through certification Pix (Pix, Pix 6e, Pix Junior, Pix+ Édu, Pix Parents), integrated into educational programmes for all school levels. 
6. The implementation of the plan " Girls and maths ", which aims to enhance the appeal and diversity of digital and scientific fields (STIAM). This plan is in line with initiatives led by the Directorate for Digital Education (DNE), such as TechForAll and the operation " 1 scientist, 1 class: you're on! ", designed to encourage young girls to pursue careers in science. 
7. Strengthening measures related to digital parenting, in line with the work of the "screens" commission. These measures include: 
   1. The suspension of updates to Digital Work Environments (ENT) and school management software in the evenings and at weekends, in order to preserve the right to disconnect for pupils and teachers.
   2. The trial of a "digital break" in participating schools, aimed at reducing screen time and promoting moderate use of digital devices. 
8. The creation of sovereign and consolidated digital commons, through the deployment of collaborative tools ("Apps.education") and the distance learning and training ecosystem (Elea, Magisterium, Designers' network), the Capytale STIAM learning platform, as well as the forge of digital educational commons. 
9. An inclusive offering, with the development of accessibility to educational resources supported by the Ministry (Édu-up), and differentiated teaching for pupils with special needs using artificial intelligence (Artificial Intelligence Innovation Partnership, etc.).