Senior high school
When students complete their senior high school studies, they are awarded a high school diploma (the French baccalaureate), which allows them to attend universities all around the world.
In addition to pursuing standard subjects, students at the lycée level must select one of nine different specializations in order to focus their education onto more specific subjects. Lycée students attend special orientation sessions designed to help them select a profile that aligns well with the university program of their choice. The curriculum is designed to empower students to reach their personal goals and achieve the level of academic success required to open doors in the future.
Lycée Claudel is proud to announce a 100% baccalaureate success rate. Our graduates have pursued their studies in the most reputable universities in Canada and around the world.
From Seconde to Terminale, students prepare for the French baccalauréat exams. This diploma, recognized internationally for its strictness and the quality of its teaching, marks the end of secondary school and opens the door to higher education.
From the Seconde onwards, students can choose up to two complementary options to enrich their academic path. In Première, the student is led to choose 3 speciality courses which he can also complete with a choice of two options. Then, in Terminale, students choose to deepen two of the three speciality lessons chosen in Première.
Click here to consult the table presenting the choice of options and specialities.
Common lessons :
The common base of knowledge, skills and culture presents what every student should know and master at the end of compulsory education. It brings together all the knowledge, skills, values and attitudes necessary to succeed in school, in life as an individual and as a future citizen.
The teaching of French develops the students’ ability to read and express themselves. It enriches their literary and artistic culture and plays a decisive role in the formation of the mind, the development of the imagination and the education of sensitivity.
In high school, work on language now occupies a fundamental place alongside the study of literature. It allows students to deepen the knowledge they have acquired in junior high school, to use it to understand texts and to improve their expression.
The programs focus on four areas of study: poetry, literature of ideas and the press, the novel and narrative, and drama.
In the second year of high school, students begin to work progressively on the written and oral exercises for the baccalauréat.
The specific objectives of French language instruction in high school are as follows :
- to improve the students’ ability to express themselves and to understand by continued teaching of the language, and by frequent and regular practice of various reading, writing and oral expression exercises;
- to get students to read and to understand and appreciate works of art, so as to build a common literary culture, open to the other arts, to the various fields of knowledge and to society. This requires the acquisition of solid knowledge in the discipline, particularly in the areas of literary analysis and literary history;
- structuring this culture by allowing students’ sensibility and creativity in their approach to forms, works and texts, but also by giving full scope to the historical dimension, which enables students to acquire clear and solid reference points;
- to form the aesthetic sense of the students and to cultivate their taste, by encouraging the appropriation of their readings and by reinforcing their capacities of analysis and interpretation;
- to deepen and exercise students’ judgment and critical thinking skills, making them capable of developing personal reflections and convincing arguments, both written and oral, as well as analyzing the argumentative strategies of the speeches they read or hear;
- to encourage them to adopt an autonomous and responsible attitude, particularly in terms of researching information and documentation, in cooperation with the documentalist teacher.
The teaching of philosophy aims in all its approaches to develop in students an aptitude for analysis, a taste for accurate notions and a sense of intellectual responsibility. It thus contributes to the formation of autonomous minds, aware of the complexity of reality and capable of implementing a critical awareness of the contemporary world.
The teaching of philosophy aims to train students’ critical judgment and to instruct them through the acquisition of an initial philosophical culture. These two objectives are closely linked: judgment is exercised with discernment when it is based on mastered knowledge; an initial philosophical culture is necessary to pose, formulate and attempt to solve philosophical problems.
The student learns to analyze notions, to question them, to distinguish them from one another, to articulate them in a relevant manner. They will practice presenting their ideas clearly, both orally and in writing, and formulating them with precision and accuracy. He/she applies himself/herself to subject them to doubt, to examine the objections, to answer them on the basis of reasoned justifications. In the work required of them, students :
examine their ideas and knowledge to test their validity ;
identify questions that require further thought before they can be answered
compare different points of view on a problem before coming up with an appropriate solution
justifies what he/she asserts and what he/she denies by formulating constructed propositions and educated arguments
mobilizes in a timely manner the knowledge he/she acquires through the reading and study of philosophical texts and works.
History and geography
History and geography contribute in a complementary way to the intellectual training of students, to their civic education and to the construction of a common culture. Therefore, these two subjects have the same annual time allocation and the same number of themes, specifically chosen to achieve these goals.
Through the study of the past and the examination of the present, history and geography taught in high school provide students with precise and diverse knowledge of a broad historical span, extending from Antiquity to the present day. They help them acquire temporal and spatial reference points; they allow them to discern the evolution of societies, cultures, and policies, the different phases of their history as well as the actions and decisions of the actors. They provide them with the means for an enlightened understanding of the world of yesterday and today, which they thus apprehend in a more distanced and thoughtful manner.
In Seconde, the history program focuses on the major stages in the formation of the modern world, from the legacy of antiquity and the Middle Ages to the 18th century. In geography, students work on the concepts of environment, development and mobility.
In Première, the history program focuses on Nations, Empires and Nationalities (from 1789 to the aftermath of the First World War), and the geography program on the dynamics of a changing world.
In Terminale, students will study the relations between powers and the opposition of political models, from the 1930s to the present day in History, as well as territories in globalization: between integration and rivalry in Geography.
The teaching of mathematics in the second grade is designed to:
- allow each student to consolidate the knowledge acquired in middle school and a basic mathematical culture, to develop a taste for mathematics, to appreciate its approaches and objects so that he/she can personally experience the effectiveness of mathematical concepts as well as the simplification and generalization that the mastery of abstraction allows;
- prepare students for their choice of major (choice of mathematics);
- to ensure the mathematical foundations necessary for all further studies in high school.
The mathematics program defines a set of knowledge and skills based on the middle school program, reactivating the notions already studied and adding a reasonable number of new notions to be studied in sufficient depth.
The program is organized into five main parts: “Numbers and Calculations”, “Geometry”, “Functions”, “Statistics” and “Probability”, “Functions”, “Statistics and Probability” and “Algorithms and Programming”.
The globalization of exchanges, the reinforcement of cultural and linguistic diversity of societies and the development of electronic communication make the role of modern languages even more fundamental today. In order to participate fully in these economic, social and cultural changes and to integrate into today’s world with confidence and without apprehension, it is essential that students achieve sufficient fluency in modern languages, particularly in the area of oral communication. The main objective in high school is therefore to significantly reinforce, starting in Seconde and continuing throughout the three years of Senior high school, the progress made in oral proficiency in recent years.
Equally important, while consolidating their linguistic and communication skills, students in high school deepen their knowledge of the geographical and cultural areas of the languages they are learning, and open up to new worlds and spaces thanks to a presentation free of stereotypes and prejudices.
Life and Earth Sciences (SVT)
The teaching of life and earth sciences in high school aims to provide a solid scientific education. As an extension of middle school, it continues the civic education of students. As a discipline in tune with the evolution of knowledge and technology, life and earth sciences allow students to understand scientific objects and methods and to learn about the environment, health and safety, thus contributing to the training of future citizens. In its programs, the discipline has three major objectives:
- to reinforce the mastery of scientifically validated knowledge and modes of reasoning specific to the sciences and, more generally, to ensure the acquisition of a scientific culture based on the fundamental concepts of biology and geology;
- to participate in the training of critical thinking and civic education by apprehending the current world and its evolution in a scientific perspective;
- to prepare students who choose a scientific education for further study in higher education and, beyond that, for the careers to which it leads.
In order to achieve these objectives, the SVT program in the second grade is organized into three main themes (each of which is broken down into several topics):
- The Earth, life and the evolution of living organisms
- Contemporary issues of the planet
- The human body and health
In the continuity of Junior High School, the physics-chemistry program in Seconde aims to have students practice the methods and approaches of these two sciences by putting a particular emphasis on experimental practice and modeling activities. The objective is to give students an interesting and authentic vision of physics and chemistry.
The program places great emphasis on concepts and proposes a concrete and contextualized approach. It aims to give students a good understanding of the phenomena studied and to make them perceive the unifying and universal scope of the laws and concepts of physics-chemistry. The modeling approach occupies a central place in the activity of physicists and chemists to establish a link between the “world” of objects, experiments, facts and the “world” of models and theories. Thus, the proposed teaching aims at introducing the main elements of this approach, such as: simplifying the initial situation; establishing relationships between quantities; choosing a suitable model to explain facts; making predictions and confronting them with facts; using a simulation to experiment on a model; choosing, designing and implementing an experimental device to test a law.
Such an approach, in which reasoning plays a central role, provides an accurate picture of what will be taught in physics and chemistry in the final year of high school or beyond, in a post-baccalaureate program. The program in Seconde thus enables all students to make informed choices regarding their educational pathway in the Première générale or Première Technologique class and to profitably follow the scientific education offered in the common core of the final cycle of the general track.
The essential purpose of science education is to provide a general science education for all students, while providing a foundation for those who pursue and want to pursue science. It does not aim to build encyclopedic knowledge but rather seeks to achieve three interrelated goals:
- to contribute to making each student a lucid person, aware of what he or she is, what the world is and what his or her relationship to the world is;
- to contribute to making each student a responsible citizen, who knows the consequences of his or her actions on the world and has the necessary tools to control them;
- to contribute to the development in each student of a rational, autonomous and enlightened mind, capable of critical analysis in the face of false information and rumors.
Science education seeks to develop general skills through the practice of scientific thinking. The following objectives are an essential dimension of science education and should not be neglected in favor of a mere thematic description. They are grouped around three interrelated ideas.
- Identify and implement scientific practices
- Identify and understand the effects of science on societies and the environment
- Understand the nature of scientific knowledge and its methods of development.
Themes studied in Première :
- A long history of matter (radioactive decay, crystals, nuclear reactions, etc.)
- The Sun, our source of energy (solar radiation, the Earth’s energy balance, etc.)
- The Earth, a singular star (the shape of the Earth and measurements on the surface of the Earth, geocentrism and heliocentrism, …)
- Sound and music, carriers of information (pure and composed sounds, digitization and coding of a sound, the human ear and the perception of a sound,…)
Topics studied in Terminale :
- Optimization of electricity transmission
- Estimation of a number by sampling
- Hardy-Weinberg equilibrium
- Bayesian inference
- Demographic models
- Artificial intelligence
Physical and Sports Education
Physical and sports education offer all students the opportunity to practice physical activities that develop the pleasure of acting. Through physical, sports and artistic activities, PE allows each student to develop his or her motor skills, to learn how to prepare and train, to develop social behaviors and to improve health.
This teaching also aims to form a fulfilled citizen, capable of engaging regularly and autonomously in an active and united way of life.
Economic and Social Sciences
Economic and social sciences are now part of the common curriculum for all students in Seconde. The objective is to enable students to master the essential concepts and reasoning in economics, sociology and political science.
This teaching contributes to the formation of enlightened citizens on the major economic, social and political issues of the contemporary world.
This course allows students to discover new fields of study and to help them choose a specialty in their final year.
This course aims to:
- enable students to master the essential concepts and reasoning in economics, sociology and political science
- enable students to discover new fields of study that their previous studies have not allowed them to tackle, and thus inform their choice of specialization for their further studies in the final cycle of high school;
- to contribute to the civic education of students through a better knowledge and understanding of major economic, social and political issues.
In this perspective, students are introduced to the main steps of a scientific approach in social sciences:
- formulation of hypotheses,
- conducting surveys or building models,
- confrontation with facts, conclusion.
Digital and Technology Sciences
The Digital and Technology Sciences courses provides students with the main concepts of digital science, in order to understand the growing importance of digital technology and the issues at stake.
Students acquire scientific knowledge and know-how that will enable them to adopt a thoughtful and reasoned use of digital technologies in everyday or professional life.
The different themes covered in the program are:
- Internet (IP addressing, routing and route calculation, TCP protocol,…)
- the web (content and form, timeline, search engines)
- social networks (historical references, cyber-violence, etc.)
- embedded computing and connected objects (timeline, impact and importance of information in objects, …)
- digital photography (learning to manipulate a digital image, image processing, Python,…)
Specialty subjects chosen by the student and intensified between Première and Terminale (three subjects in Première and then two in Terminale among the three taken in Première). These disciplines are given significant time to offer ambitious programs and to give students time to learn.
Humanities, Literature and Philosophy
The specialization in humanities, literature and philosophy aims to provide students in Première and Terminale with a solid general education in the field of literature, philosophy and the humanities. Bringing together disciplines that are both different and strongly linked, it offers them a new approach to major cultural issues and an initiation to personal reflection. It develops all the skills related to reading, interpreting works and texts, expressing themselves and analyzing complex problems and objects.
Like all courses, this specialty contributes to the development of oral skills, particularly through the practice of argumentation.
This program is intended for all students who wish to acquire a humanistic culture that will enable them to reflect on contemporary issues from a broad perspective. With a plurality of aspects, and in direct contact with a certain number of societal issues, this training will constitute a valuable contribution to studies in the sciences, arts and literature, philosophy, law, economics and management, political science, medicine and the health professions. It will be particularly recommended to students wishing to enter teaching and research careers in the humanities, culture and communication.
The four main dimensions of this course are:
- speech, its powers, functions and uses (The art of speech – the authority of speech – the seductions of speech) ;
- the various ways of representing the world and of understanding human societies (Discovery of the world and plurality of cultures – Describing, figuring and imagining – Man and the animal);
- the relationship of human beings to themselves and the question of the self (Education, transmission and emancipation – expressions of sensitivity – the metamorphoses of the self);
- the questioning of the Humanity on its history, on its characteristic experiences and on its future (Creations, continuities and ruptures – History and violence – the human and its limits)
The specialization in history-geography, geopolitics and political science provides students with the keys to understanding the past and contemporary world in terms of social, political, economic and cultural relations. By adopting a convergent historical and geographical approach to the situations, events and contexts it examines, it provides an opening onto subjects little explored in the students’ schooling and deepens the common history-geography curriculum in the first and final year of high school. The course also offers a political treatment, on a national and international scale, of major issues with a historical dimension. As such, it is linked, in a flexible and coherent manner, with the specialization program in economic and social sciences. The examination of political issues, linked to their observation on a territory, the interest given to international relations, the study of the history and characteristics of supranational institutions such as the European Union or the UN, give geopolitics a central place in this program.
A multidisciplinary specialty
The history-geography, geopolitics and political science specialization develops a multidisciplinary approach which, in order to analyze and elucidate the complexity of the world, mobilizes several points of view, as well as various concepts and methods. This specialization allows high school students to better master the specificities of the disciplinary approaches and to measure, on the occasion of the treatment of a theme, their fruitful complementarity.
- History grasps each question in its temporal depth. The use of the long term, the putting into perspective of events and contexts belonging to different periods, makes us attentive to continuities and ruptures, to differences and similarities. History sheds light on and contextualizes the role of the actors.
- Geography allows us to identify and understand the logics of spatial organization as well as the influence of actors on territories. Through the continuous practice of changing scales, through the creation and analysis of maps, through the interest shown in nearby or distant territories, it allows for comparisons and critical reflection.
- Political science studies phenomena in their political specificity. It is approached here from its main fields: the study of international relations, concepts, regimes and political actors (including international organizations) in a comparative approach.
- Geopolitics considers rivalries and power issues between territories considered in their historical depth, as well as the representations that accompany them.
The specialization in mathematics in the Première class is designed with the following intentions
- to allow each student to consolidate the knowledge acquired in the second year
- to develop interactions with other specialty courses
- to prepare students for their choice of courses in the final year of high school: in particular, the choice of the specialty course in mathematics, possibly accompanied by the optional course in expert mathematics, or the choice of the optional course in complementary mathematics.
In the Terminale class, this course concerns students who have confirmed their choice of one of the three specialties taken in the Première class. In this respect, within the framework of the six hours per week and in a logic of disciplinary requirements and preparation for higher education, students are encouraged to deepen their knowledge and develop a solid level of skills.
As a continuation of the previous cycles, the six major skills are worked on:
- researching, experimenting, in particular with the help of software tools ;
- modeling, simulation, validation or invalidation of a model
represent, choose a framework (numerical, algebraic, geometric, etc.),
- change the register
- reason, demonstrate, find partial results and put them into perspective;
- calculate, apply techniques and implement algorithms;
- communicate a result orally or in writing, explain an approach.
In Première, students who take the physics-chemistry specialization express their taste for science and choose to acquire the modes of reasoning inherent in an education through the experimental sciences. They thus project themselves into a career path that opens the way to higher education in the fields of experimental sciences, medicine, technology, engineering, computer science, mathematics, etc. Physics-chemistry, a science that is both fundamental and applied, makes an essential contribution to the acquisition of a body of knowledge and know-how that is indispensable, particularly in the context of learning engineering sciences and life and earth sciences, and at the same time constitutes a privileged field of contextualization for mathematics or computer science.
The physics-chemistry program in Première is in line with that of in Seconde, by promoting experimental practice and modeling activities and by proposing a concrete and contextualized approach to the concepts and phenomena studied. The modelling approach thus occupies a central place in order to train students to establish a link between the “world” of objects, experiments and facts and that of models and theories. The proposed teaching is therefore focused on the acquisition of the main elements of this approach. In physics as in chemistry, the themes of the second year are extended. Their study will be continued in the framework of the speciality teaching of the final year of high school, thus allowing the student to progressively study, in continuity and in depth, a deliberately limited number of subjects whose formative virtues are proven to be an effective preparation for higher education. The knowledge and skills worked on complement those used in the scientific education program.
In Terminale, students who take the physics-chemistry specialization have confirmed their choice among the three specializations taken in Première. As such, within the framework of the six hours per week and in a logic of disciplinary exigency, they deepen the content and methods of the discipline, and resolutely project themselves into a path that opens the way to higher education, particularly in the fields of experimental sciences, medicine, engineering, computer science, mathematics and technology.
The themes of the first year are chosen for their formative virtues and are developed in such a way as to ensure that they are well prepared for the demands of higher education.
In keeping with the programs of the first and second year, the program for the final year is structured around four themes: “Constitution and transformations of matter”, “Motion and interactions”, “Energy: conversions and transfers”, “Waves and signals”.
Life and Earth Sciences (SVT)
Life and Earth Sciences (SVT) program is divided into three main themes (each of which is broken down into several topics):
The Earth, life and the evolution of living organisms.
Science builds, from rigorous research and analysis methods based on the observation of the Earth and the living world, a coherent explanation of their state, their functioning and their history.
Contemporary issues facing the planet.
Students understand the major issues facing humanity in the 21st century, such as the environment, sustainable development, resource and risk management, etc. To do so, they rely on the scientific approaches of biology and geosciences.
The human body and health
The themes selected allow students to better understand how their bodies function and to grasp how health is defined today in a global approach that integrates the individual in his or her environment and takes into account public health issues.
In these three areas, the exercise of critical thinking is particularly necessary in the face of the growing number of questions raised about the contributions of science.
Like all courses, this specialization contributes to the development of oral skills, particularly through the practice of argumentation. This leads to the clarification of one’s thoughts and the explanation of one’s reasoning in order to convince. It allows each student to develop his or her thoughts, even to the point of questioning them if necessary, in order to progressively reach the truth through proof. While these considerations are valid for all students, they take on a particular importance for those who choose to pursue this specialization in their final year and who must prepare for the final oral exam of the baccalauréat. The work proposed to students should contribute to this as early as the première class.
Economics and Social Sciences
The specialization Economic and Social Sciences is intended for students who wish to continue the common education followed in Seconde with a view to deepening and diversifying the topics covered. The main objectives of this course are as follows :
- to participate in the intellectual formation of students by reinforcing their acquisition of the concepts, methods and essential problems of economics, sociology and political science
- to prepare students for post-baccalaureate studies and to enable them to make informed choices about their orientation in higher education. There is a wide range of courses of study for which knowledge of economic and social sciences is an undeniable asset (economic and commercial preparatory classes, literature and social science preparatory classes, university courses in economics and management, law, political science, sociology, applied foreign languages (LEA), economic and social administration (AES), institutes of political studies, specialized schools: business and management schools, communication and journalism schools, etc.)
- contribute to the civic education of students through the mastery of knowledge that promotes participation in public debate on the major economic, social and political issues of contemporary societies.
The program aims to progressively provide the tools necessary to understand social and economic phenomena at different scales (micro and macro). Students who have taken the specialization in economic and social sciences in Première will have covered the basic elements of economics, sociology and political science: the Terminale class will allow them to complete and broaden their knowledge.
The following tables specify the knowledge and skills that students should have acquired by the end of each year. Students must be able to define and illustrate the various concepts listed in the learning objectives. In addition to this knowledge and skills specific to the economic and social sciences, students must master a certain number of cross-curricular competencies by the end of the final cycle.
Knowledge and skills that students must have acquired by the end of the Première class:
- mobilization of knowledge ;
- numerical and graphical resolution of simple exercises
- collection and processing of information ;
- analysis and mobilization of data;
- analysis and mobilization of documents of various kinds;
- construction of an argument / rigorous reasoning;
- mastery of written and oral expression.
Knowledge and skills that students should have acquired by the end of the Terminale: (in addition to the cross-curricular skills acquired at the end of the Première) :
- construction of a problematic ;
- construction of an essay.
Digital and Computer sciences
The specialization in digital and computer science aims to appropriate the foundations of computer science in order to prepare students for further study in higher education, by training them in the practice of a scientific approach and by developing their appetite for research activities.
The objective of this non-professionalizing course is to appropriate the concepts and methods that underlie computer science, in its scientific and technical dimensions. This teaching is based on the universality of four fundamental concepts and the variety of their interactions:
- Data, which represents in a unified digital form very diverse information: texts, images, sounds, physical measurements, sums of money, etc.
- Algorithms, which specify in an abstract and precise way the treatments to be carried out on the data from elementary operations.
- The languages, which allow to translate the abstract algorithms into textual or graphic programs so that they can be executed by machines.
- The machines and their operating systems, which allow to execute programs by chaining a large number of simple instructions, ensuring the persistence of the data by their storage, and to manage the communications. Connected objects and networks are included.
This teaching is an extension of the computer science courses taught in elementary school, in secondary school in mathematics and technology and, in secondary school, the common course in digital science and technology. It is also based on the algorithms practiced in mathematics in the second year. It allows the development of skills :
- analyze and model a problem in terms of information flow and processing
- break down a problem into sub-problems, recognize situations that have already been analyzed and reuse solutions
- design algorithmic solutions;
- translate an algorithm into a programming language, specify interfaces and interactions, understand and reuse existing source code, develop program development and validation processes;
- mobilize the concepts and technologies useful to ensure the functions of acquisition, memorization, processing and dissemination of information;
- develop abstraction and generalization skills.
The specialization in film and audiovisual studies engages students in a process of discovery, development and deepening of a cinematographic and audiovisual culture and practice. In this specialization, students acquire cultural, historical and theoretical knowledge related to the main benchmarks in this field, the ability to analyze images and sounds, and the skills of writing in images and sounds. This course is designed to give students a thorough understanding of the artistic issues involved in film and audiovisual creation in their social and economic contexts.
In the course of this specialization, students acquire knowledge (aesthetic, cultural, historical, technical) and develop skills (reflective, analytical and methodological, artistic, critical) that foster the affirmation of their judgment and their creative practice, whether individual or collective.
This knowledge and skill set can be organized into the following four areas:
- Understanding the meaning of a film or audiovisual work in relation to its context and audience its context and its audience;
- Appreciate the specificity of an artistic gesture in the cinematographic and audiovisual field audiovisual field;
- Determine the choices that make up a creative project and implement them.
- Analyze film and audiovisual productions in a precise and reasoned manner audiovisual productions;
- Choose the tools and methods of analysis relevant to the media and the specific
- Choose relevant tools and methods of analysis according to the media and specific writing contexts;
- Mobilize their analytical skills in the service of their own writing practice
- To mobilize analytical skills in the service of one’s own film and audiovisual writing practice.
- Understand the main landmarks in the history of cinema and audiovisual media in relation to other arts with those of the other arts;
- Understand the relationships between technical innovation and cinematographic and audiovisual creation and audiovisual creation at different times;
- Mobilize their knowledge to nourish their experience as spectators and their artistic practice.
- To experience one’s own aesthetic choices through discovery and exchange;
- To affirm the values specific to their responsibility as spectators and creators;
- Present and defend one’s artistic project and the choices on which it is based.
The specialization in film and audiovisual arts is intended for all high school students who are interested in writing in images and sounds, and who wish to strengthen and deepen their culture and practice in this field. This course encourages cross-disciplinary learning through its cross-fertilization with numerous disciplines.
The French baccalaureate
When students complete their lycée-level studies, they are awarded a high school diploma (the French baccalaureate), which allows them to attend universities all around the world. Lycée Claudel is proud to announce a 100% baccalaureate success rate. Our graduates have pursued their studies in the most reputable universities in Canada and around the world.
The Lycée Claudel offers you the slide show presenting the new French Baccalaureate. You will notably find the methods of implementation within the school from the beginning of the 2019 school year, as well as the answers to most of the questions you may have. (In french only)
|Nb of candidates||73||58||62||62||67||65||74||71|
|Nb of candidates who passed||73 (100%)||58 (100%)||62 (100%)||59 (95%)||67 (100%)||65 (100%)||74 (100%)||70 (99%)|
|Distinction Assez Bien (average>12)||21 (29%)||10 (17%)||12 (19%)||7 (12%)||16 (24 %)||10 (15%)||8 (11%)||15 (21%)|
|Distinction Bien (average>14)||19 (26%)||18 (31%)||19 (31%)||19 (32%)||22 (33%)||16 (25 %)||21 (28%)||18 (26%)|
|Distinction Très Bien (average>16)||22 (30%)||21 (36 %)||23 (37%)||20 (34%)||17 (25%)||31 (48%)||44 (59%)||35 (50%)|
|Proportion of distinctions||85%||84%||87%||78%||82%||88%||99%||97%|
|Proportion of Très Bien distinctions||66%||80%||78%||85%||71%||82,5%||89%||78%|