Cycle III, is from the 6th to the 8th grade, during which the pace of work, at school and at home, is intensified to prepare the pupils for the transition to Secondary school.
Days at school: Monday, Tuesday, Wednesday morning, Thursday and Friday Class hours: 8:30am-3:30pm (children are welcomed at 8:00am), Wednesday morning 8:30-12:00
Percentage of teaching in French and English:
- In 6th grade: English 45% / French 55%
- In 7th and 8th grade: English 30% / French 70%
In the final two years, English is taught :
- Through complete immersion on a Wednesday morning
- In co-teaching one afternoon per week
- In intensive language teaching 1 hour 30 mins per week
Little by little, our pupils from 7th-8th grade are initiated into the SAT 2 program. The English objectives lead to the passing of the Cambridge University Exams. The tests that they take are either at level A2 or B1 - CEFR (Common European Framework of Reference for Languages). They are either KET (Key English Test) or PET (Preliminary English Test) for schools.
The objectives at the end of the 8th grade are those of the Romand Program of Study. They must acquire and develop the skills, which enable them to understand short texts, simple stories, game rules, letters and forms. They must have a certain vocabulary and be able to identify certain language characteristics and patterns. They must be able to react to a given situation by expressing themselves in clear sentences.
At the end of their education at La Découverte, the children take the Genevan Cantonal exam in German. Our German teachers are all native speakers.
Our learning objectives are assessed at the end of Primary according to the procedures of the Geneva State.
Read the objectives:French and Maths (pdf)
Artistic, cultural and environmental education:
- School, a place of culture for young people
- Culture, the source of knowledge and learning
Parent/Child/Teacher meeting in November and May
More information in Assessment
End of Cycle III report
- Cantonal exams in French, Maths and German
- Cambridge University Exam KET or PET
- Parent meeting at the end of 8th grade with a written report sent to the parents and the child's prospective Secondary school
Gradually, they learn to use a computer and to manage their folders in an autonomous way. They discover useful programs for the presentation of their class work and learn to use the Internet in an intelligent way, teaching them to complete their research in complete security.
Information technology is integrated into the class work and may be a time to complete research project during a themed lesson, or to shape and record work intended to be read by a third party. Little by little, the children take on board the management of their own digital portfolio, which is available for families to view.
The class teachers and Information technology teachers work collaboratively so that the technology objectives are integrated into the program of study.More information (pdf)
The practice of philosophy with children
At the end of the 1960's, an American philosopher, Matthew Lipman, wrote a short book explaining the story of a group of children who set out to discover the principles of the art of philosophical thinking. This first essay, 'Harry Stottlemeier's Discovery', is intended for children from 10-12 years and its central theme is the study of the rules of logic. The story scenario is the creation of a learning community where everyone plays their part in a communal search for truth and for meaning. Through this book, a central idea can be perceived that will guide the children throughout the process: it creates conditions for young people to think by and for themselves with rigour, coherence and originality.
This initial experiment revealed itself to be so convincing that Matthew Lipman developed it further, with Ann Margaret Sharp, creating new novels concerning ethics, aesthetics, epistemology and originality. The objective remains the same: allowing the children to participate in a thought process according to the principles of philosophical discussion.
As philosophy is key for developing critical thought, creative though, self-confidence and social skills, there has been growing interest in the practice of philosophy with children, because of its contribution to the development of autonomous, free, responsible individuals.
Recognised by UNESCO as a way of putting emphasis on democracy in education, this practice can be found today in schools in over 60 countries.
At La Découverte, it seemed essential to introduce, gradually, the practice of philosophy with the children as path to building coherent arguments, nourishing critical reflexion and constructing thought processes.