Mastering the common base of knowledge, skills and culture to a satisfactory level guarantees the achievements necessary for continuing education. This level is not restrictive, each student can aim for a very good mastery.
A report is established at least at the end of each cycle, based on the evaluation of knowledge and skills, a skill being the ability to mobilize one's resources (knowledge, abilities, attitudes) to accomplish a task or face a complex or unprecedented situation. Developing one's skills thus goes further than acquiring knowledge, while building on the latter.
Mastery of the common core of knowledge, skills and culture is assessed at the end of cycle 4 in five areas of training broken down into 8 components:
⦁ Languages for thinking and communicating (4 components)
⦁ Methods and tools for learning
⦁ The formation of the person and the citizen
⦁ Natural systems and technical systems
⦁ Representations of the world and of human activity

The disciplinary programs decline and specify the skills and knowledge of the common base. They are defined by 3-year cycle and organized in a coherent and progressive manner.

End of year expectations and the annual progress markers must enable the educational teams to carry out rigorous, explicit and progressive teaching throughout compulsory schooling. They help teachers to better organize their year.
In each cycle, the teams decide on a common progression by level to facilitate the acquisition of knowledge and skills.
The cycle 3 program, common to the elementary school and the college, must be the subject of consultation between the schools and the college.

Additional lessons take the form of personalized support time or interdisciplinary practical lessons.
Personalized support (PA) helps each student to progress and become autonomous by taking into account their student achievements and their own potential to put them into action in an interactive context. It relies on the discipline of the teacher, but is also a privileged moment to develop more transversal skills, to make students aware of the transferability of their skills, to practice methodology, tutoring between students, etc.

Interdisciplinary practical teaching (EPI) is based on interdisciplinary project approaches leading to concrete individual or collective achievements. They are based on the disciplines and allow an awareness, by their application, of the transversality of the skills of the common base. They help to give meaning to the lessons through a diversified approach to knowledge and shed light on the contributions of the disciplines through their shared views.

These courses do not replace the compulsory courses, they are a particular form which allows the development of many skills. Additional lessons are based on the teaching programs. All subjects contribute to it, at the rate of 3 hours per week in 6th grade and 4 hours per week in cycle 4. Both forms are possible from the 6th grade, and each student must have benefited from both during cycle 4. They contribute to the implementation of student pathways.

To enable each pupil to develop his potential and make the best use of his achievements, the adaptability of teaching methods, such as diversification or differentiation, allows the teacher to offer a framework conducive to the acquisition of skills.

For students with learning difficulties, this educational support is a key way to avoid having to repeat a year by avoiding cumulative delays and, often, by providing responses adapted to their needs. For all the pupils, it is an opening towards new progress.

The notion of educational path thus integrates the idea of a progressive acquisition of knowledge and skills that accumulate throughout the pupil's school career.

In college, there are four educational paths:
⦁ The artistic and cultural education path
⦁ The Future course
⦁ The health education pathway
⦁ The citizen journey