The curriculum in primary education is based on the  common core of knowledge, skills and culture, which came into force in September 2005 and was revised in 2015, with a new version due to be adopted in 2025. The core curriculum identifies the knowledge and skills that must be acquired by the end of compulsory schooling. It is structured around five areas that provide an overview of the objectives of the primary and secondary school programmes, which break down and specify this new core curriculum. Mastery of the core curriculum is acquired gradually during the three cycles of primary and secondary school.

While the common core curriculum covers primary and lower secondary education, the programmes currently in force for primary education are described in  the fundamental learning cycle programme  and in  the consolidation cycle programmeBoth cycles cover three years each:

1. The fundamental learning cycle covers CP, CE1 and CE2;
2. The consolidation cycle covers CM1, CM2 and Sixth Form, the first year of secondary education.

Governance

Two bodies are primarily involved in the work on curricula. Curricula for school education in France are established by the Higher Council for Curricula (CSP) at the request of the minister. The CSP sets up a group of experts who are responsible for designing the draft curriculum. The latter submits it to the CSP, which debates and votes on it. The draft is then sent to the Higher Council for Education (CSE) for its opinion, and is finally adopted by the Minister.

The CSP is composed of:

• three members of parliament and three senators;
• two representatives of the Economic, Social and Environmental Council (CESE);
• ten qualified individuals appointed by the minister (academics, inspectors general, etc.).

It issues opinions and makes proposals on:

• the general design of the curriculum taught to pupils in primary and secondary schools, and the introduction of digital technology into teaching methods and knowledge building
• the content of the common core of knowledge, skills and culture, and school curricula, ensuring their consistency and articulation across cycles, as well as the methods for validating the acquisition of this core
• the nature and content of examinations leading to national secondary school diplomas and the baccalaureate, as well as the possibilities for adapting and adjusting these examinations for pupils with disabilities or disabling health conditions
• the nature and content of the tests for primary and secondary school teacher recruitment competitions, the possibilities for adapting and adjusting these tests for candidates with disabilities or disabling health conditions, and the objectives and general design of initial and continuing teacher training

The CSE is an advisory body chaired by the Minister and is called upon to issue opinions on:

• the objectives and functioning of the public education service;
• regulations relating to programmes, examinations, the awarding of diplomas and tuition fees;
• matters concerning private educational establishments and the staff of such establishments under contract;
• all matters of national interest relating to teaching or education, regardless of the ministerial department concerned.

The CSE comprises 97 representatives of staff, users and government partners in its plenary session. Their term of office is four years, with the exception of user and high school student representatives, who serve for two years.

The Common Core of Knowledge, Skills and Culture

The common core of knowledge, skills and culture defines the skills, based on knowledge from different areas of education, that a pupil must master during compulsory schooling. In primary education, a common school culture is thus built up during cycles 2 and 3.

The common core curriculum is divided into five areas of education that define the knowledge and skills that must be acquired by the end of compulsory schooling:

1. languages for thinking and communicating;
2. methods and tools for learning;
3. the development of the individual and the citizen;
4. natural systems and technical systems;
5. representations of the world and human activity.

Timetables by subject

The weekly timetable for primary school is spread over 24 hours. The school year comprises 864 hours of compulsory education. The timetable allocated to the various subject areas is specified in  the decree of 9 November 2015.

Provided that the overall annual timetable for each subject area is maintained, the weekly teaching time for each subject area may be adjusted according to the educational projects being carried out. In addition, break times, which are approximately 15 minutes in primary school, should be distributed evenly throughout the week across all subject areas.

* 10 hours per week are devoted to daily oral, reading and writing activities based on all subject areas.
** EMC: 36 hours per year, or 1 hour per week, of which 30 minutes is devoted to practical situations promoting oral expression.

* 12 hours per week are devoted to daily oral, reading and writing activities based on all subject areas.
**Moral and civic education: 36 hours per year, or 1 hour per week, of which 30 minutes is devoted to practical situations promoting oral expression.

Source : Recommended annual instruction time in full-time compulsory education in Europe

Language teaching

In primary education, a modern language is compulsory from Year 1 onwards.  Resources are made available to teachers.  to frame language learning.

Specific courses are offered as part of international foreign language teaching (Eile), which is optional and open to all pupils who wish to take part in schools offering it from Year 3 onwards, for 1½ hours each week, in addition to the 24 hours per week. Teaching is provided by teachers provided by partner countries who are fluent in French.

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

1. an ecosystem committed to public policy
2. digital education that develops citizenship and digital skills
3. an educational community supported by a well-thought-out, sustainable and inclusive digital offering
4. New rules for a ministerial information system that serves its users

The interim review of the strategy's implementation provides an opportunity to assess the measures taken and their impact on teaching methods, material resources and digital teaching tools. Significant progress includes:

1. 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.
2. The implementation of the plan " Girls and maths ", aimed at promoting attractiveness and diversity in digital and scientific fields (STIAM). This plan is consistent with initiatives supported 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.
3. Strengthening measures relating 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 guarantee the right to disconnect for pupils and teachers.
   2. The trial of a "digital break" in participating schools, aimed at limiting screen time and promoting sensible use of digital tools.
4. Sovereign and consolidated digital commons have been created through the deployment of collaborative tools called "Apps.education" from the distance learning and training ecosystem (Elea, Magisterium, Designers' network), the STIAM learning platform Capytale, and finally the forge of digital educational commons.
5. An inclusive offer with the development of accessible educational resources supported and promoted by the Ministry (Édu-up), differentiated teaching for pupils with special needs using AI (Artificial Intelligence Innovation Partnership, etc.).

Since these are materials used by a single pupil and which ultimately remain their property, individual school supplies, which in theory include textbooks, are not covered by the principle of free education and remain the responsibility of families. However, some local authorities have decided to cover the cost of textbooks. The principles governing the choice of textbooks or teaching materials are subject to consultation with the school council. Finally, in primary school, all or part of the small school supplies needed by each pupil, such as stationery or writing materials, may be provided at the initiative of the local authority, although this is far from being the norm.

Apart from what can be provided from the municipal budget, a list of school supplies that each pupil must have is drawn up and given to families. As far as possible, school supply requirements should be kept to a minimum so as not to burden family budgets or create inequalities between pupils. In this regard, since 2007, a list of essential school supplies has been drawn up annually by the Ministry of Education. Teachers are advised to refer to this list when drawing up the list of school supplies required from pupils.