Study programme 2020-2021Français
Preparatory Training for Working in Schools
Programme component of Master's in Biochemistry and Molecular and Cell Biology : Teaching Focus à la Faculty of Science

Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what special Covid-19 assessment methods are possibly planned for the end of Q3

CodeTypeHead of UE Department’s
contact details
US-M2-BBMCFD-008-MCompulsory UEDUROISIN NatachaP316 - Méthodologie et formation
  • DUROISIN Natacha

of instruction
of assessment
HT(*) HTPE(*) HTPS(*) HR(*) HD(*) CreditsWeighting Term
  • Français
Français00100011.00Full academic year

AA CodeTeaching Activity (AA) HT(*) HTPE(*) HTPS(*) HR(*) HD(*) Term Weighting
P-SEMF-194Preparatory Training for Working in Schools001000A100.00%
Programme component

Objectives of Programme's Learning Outcomes

  • Adequately interpret situations experienced in the classroom and outside the classroom by mobilising knowledge in human sciences
  • Interact with the institution, colleagues and parents for effective partnerships
  • Master legal documents so as to practise the profession properly
  • Master the disciplinary and interdisciplinary knowledge that justifies educational activity
  • Master the language of instruction, both orally and in writing
  • Master the disciplinary didactics that guide the educational activity

Learning Outcomes of UE

This programme will enable the students will be able to master the practical use of concepts relating to school life. In addition, students will be able to have a critical and documented understanding of organisational issues concerning schools outside class teaching/learning activities.

Content of UE

Organisational bodies at school: class council; participation board; school project, "CPMS"...

Prior Experience

To know the concepts worked during the course "Vie scolaire et gestion de groupes"

Type of Assessment for UE in Q1

  • N/A

Q1 UE Assessment Comments

Not applicable (integrated assessment at the end of Q2)

Type of Assessment for UE in Q2

  • Presentation and/or works

Q2 UE Assessment Comments

An essai written by group of 3 or 4 students from different faculties (submitted by Moodle and by post). The students will have to write, in groups of three or four, an essay on a subject related to the practical organisation of secondary schools (for example, the school project, interior school regulations, school rules, the functioning of the PMS centre, of parents' association...).

This work is composed of several stages

1) To research: what's the subject? What's its role?
2) To consider the subject to be analysed in each school (3 or 4 according to the number of members in each group).
3) To analyse each subject.
4) To compare the subjects in relation with their school.
5) To choose a specific slant for the analysis and to take into account the actors' point of view.

All the students  will have to interview (record face-to-face or remotely, depending on the health situation and sanitary measures taken) actors (teacher, parent, student, director, psychologist from the PMS centre) in relation to the analysis slant (for example: what's the relationship between the PMS centre and the parents' association? / what's the link between the teachers and the school project? /...). One of the objective is to show the specificities of the establishments attended. The recorded interview will be transcribed by the student who will analyse the point of view of both actors.

Together, the students of one group will write down a report of 15 to 20 pages (+ transcriptions; + annexes) to be submitted before the first day of the session. This assessment is organised only once a year and is based on the team work only.

Type of Assessment for UE in Q3

  • N/A

Q3 UE Assessment Comments

No assessment is organised at the second session if the written report was not submitted at the first session and subjected to improvement (schools are closed during summer holidays)

Type of Resit Assessment for UE in Q1 (BAB1)

  • N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable

Type of Teaching Activity/Activities

AAType of Teaching Activity/Activities
  • Stages et activités d'intégration professionnelle

Mode of delivery

AAMode of delivery
  • Mixed

Required Reading


Required Learning Resources/Tools

AARequired Learning Resources/Tools
P-SEMF-194Vitali, C. (2015). Nouveaux enjeux pour La vie scolaire. Hachette Éducation.
Beckers, J. (2008). Enseignants en Communauté française de Belgique. Mieux comprendre le système, ses institutions et ses politiques éducatives pour mieux situer son action. Bruxelles: De Boeck, Coll. Pédagogies en développement.

Recommended Reading


Recommended Learning Resources/Tools

AARecommended Learning Resources/Tools
P-SEMF-194Not applicable

Other Recommended Reading

AAOther Recommended Reading
P-SEMF-194Labrégère, R. (2010). Territoires éducatifs. Quand la vie scolaire prend l'initiative. L'Harmattan.
Gasparini, R. (2013). Un contexte tendu autour des questions de discipline. Dans : , R. Gasparini, La discipline au collège: Une analyse sociologique de la note de vie scolaire(pp. 15-26). Paris cedex 14, France: Presses Universitaires de France.
Gasparini, R. (2013). La discipline au collège: Une analyse sociologique de la note de vie scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.gaspa.2013.01.
Perrenoud, P. (2000). Métier d'élève et sens du travail scolaire. Issy-les-Moulineaux : ESF.
Perrenoud, P. (2011). Quand l'école prétend préparer à la vie... Développer des compétences ou enseigner d'autres savoirs ?
Issy-les-Moulineaux : ESF, 221 p.
de Saint Martin, C. (2012). Nommer les violences scolaires. Des incivilités au harcèlement scolaire. La lettre de l'enfance et de l'adolescence, 87(1), 119-126. doi:10.3917/lett.087.0119.
Guillotte, A. (1999). Violence et Éducation: Incidents, incivilités et autorité dans le contexte scolaire. Paris cedex 14, France: Presses Universitaires de France. doi:10.3917/puf.guill.1999.01.

Grade Deferrals of AAs from one year to the next

AAGrade Deferrals of AAs from one year to the next
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term
Date de génération : 09/07/2021
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