The article 6 of the "Missions" Decree (Decree of 24/07/1997) sets out the 4 priority objectives of basic education:
Promote the self-confidence and development of the individual of each student.
Bring all students to appropriate knowledge and acquire skills that make them able to learn their entire lives and take an active place in economic, social and cultural life.
To prepare all students to be responsible citizens, capable of contributing to the development of a democratic, united, pluralistic society open to other cultures.
Provide all students with equal opportunities for social emancipation.
We have embraced these goals. Here is, succinctly, the general framework put in place to achieve them.
We follow the Official Program of the French Community of Belgium. It is a repository of contents, learning situations and methodological orientations to reach the bases of competences.
The list of these skills is included in a repository: The Knowledge Base. This reference system describes the skills that are to be built, certified and maintained during the various stages of compulsory schooling. This concerns the following areas: French, Mathematical training, Awakening (scientific initiation, historical and geographical training, art education), Modern Languages (English / Dutch), Physical Education.
We are committed to making our school a School of Success for everyone. That is to ensure that all children master the basics of essential skills to live and develop in the society of the twenty-first century. This ambition is expressed along three axes:
the continuity of learning: skills are built progressively. We are therefore careful to ensure the continuity of class learning in class thanks to the cooperation between teachers, the development of common standards and the setting up of common activities.
Differentiated pedagogy: everyone progresses at their own pace to achieve learning objectives common to all.
Formative evaluation: evaluation helps to regulate the learning process. It allows teachers to observe the effect, on each student, of didactic strategies put in place and, therefore, to adjust them. This form of evaluation favors the implementation of differentiation practices
Programme des études : http://www.wallonie-bruxelles-enseignement.be/progr/363-2008-24.pdf
Socles de compétences : http://www.enseignement.be/index.php?page=24737 (anglais, français et allemand)
Last edited: 26/09/2018