External Evaluation of the European Baccalaureate (Annexes)

General skills:
1 manipulation, argumentation, reasoning
2 communications
3 structuring, synthesizing
Specific skills:
1 algebra: complex numbers
2 analysis
3 geometry
4 probability, numerical analysis of data.
The syllabus is presented in three columns: topic, content, remarks. In the first column (topic), titles
appear such as continuity and limits, or integration. These are very broad in scope.
The second column (content) is similar to summary in a handbook: for example, trigonometric form,
introduction to complex numbers, notion of continuity of a function at a point, etc.
The third column (remarks) has little information: for example, nothing in page 13, and only the order in
which the two notions of continuity and limit will be studied is left to the teacher…, in page 12
1.2. Mathematics at French baccalauréat
In France, students have 5 hours per week in sixth year and 5 ½ hours in seventh year; in seventh, it is
possible to add two hours per week to study others parts of mathematics.
The text form in the French Bac contrasts sharply with the text form in the EB. As extended discursive
text, it requires a real effort of concentration and interpretation on teachers’ part. Official reports point out
that too many teachers don’t read first parts of official texts (Introduction).
There are three main parts to the text:
1 analysis (about 45 % ; 14 weeks or 70 hours)
2 geometry (about 35 % ; 11 weeks ; 55 hours)
3 probability and statistics (about 20% ; 6 weeks ; 30 hours) 1 .
Content is presented in three columns:
1 topic and content
2 how to use
3 remarks
The indications in first column (topic and content) are very contracted descriptions: continuity at a point, in
a segment; real functions x → a x , given a > 0
The second column (how to make use) explain how different notions must be presented and studied
The third column complements the second one with general remarks: for example, ‘…the form to present
logarithms is not fixed.’
1.3. Comparison:
General points:
The statement of curriculum is lighter in EB than in the French Bac and seems to give more autonomy to
the teachers in the choice of methods and supports.
1 We find these precisions at the beginning of the description of content.
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