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https://lyceefranklinauray.fr/

Identity, Functioning and Student Life at Benjamin Franklin High School – Auray, France

Benjamin Franklin High School in Auray, located in the Brittany region of France, is a modern General and Technological High School with around 1,300 students and 120 staff members. The school is composed of two main educational units:

A General and Technological High School

A Higher Technical Section (Section de Technicien Supérieur)

It serves students, families, teachers, local authorities, businesses, and various partners who are involved throughout the students’ school life and internships.

The school’s educational project is built around three key pillars:

High expectations combined with kindness, transparency, and coherence

Ambition for the success of students and trainees

Responsibility, encouraging everyone – especially students – to take part in a learning community

Benjamin Franklin High School has received several labels and certifications:

SHN (Welcoming high-level athletes)

E3D (Committed to Sustainable Development)

Erasmus+ accreditation (2022–2027), promoting free international mobility for students and staff

The school is also in the process of obtaining certifications in Gender Equality and Artistic and Cultural Education.

Student Life at Benjamin Franklin High School

The school places great importance on student involvement in school life. All staff members are committed to supporting students in taking ownership of their school by listening to their ideas and initiatives. The development of student life is seen as a powerful tool for improving the school climate, enhancing both peer relationships and student-adult interactions.

By encouraging student engagement, the school fosters autonomy, a sense of responsibility, and the development of social and emotional skills, alongside core academic learning. The values students develop for the benefit of the school community are considered just as important as their academic achievements.

Students are encouraged to take on responsibilities at various levels, such as:

Class representatives

Members of school bodies like:

the Student Life Council (Conseil de Vie Lycéenne)

the School Board (Conseil d’Administration)

the Menu Committee, the Disciplinary Council, and the Educational Committee

Within these groups, elected students are responsible for suggesting improvements to school life, launching initiatives, and acting as communication links with their peers.

In line with citizenship education, student elections are organized in a realistic and official manner, respecting all legal procedures.

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Benjamin Franklin High School has been awarded Erasmus+ accreditation for the period 2021-2027. As such, the school receives annual European funding for all of the mobility programs it organizes within the European Union and thus promotes free international mobilities, both individual and collective, for students and staff.

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School life in Benjamin Franklin Lyceum_more snapshots

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School life in Benjamin Franklin Lyceum_more snapshots

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Auray: Job Shadowing mobility activities

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Συμπεράσματα και Παρατηρήσεις: Επιτόπια Παρακολούθηση των μαθημάτων Ξένων γλωσσών  

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Συμπεράσματα και Παρατηρήσεις: Επιτόπια Παρακολούθηση των μαθημάτων Ξένων γλωσσών  

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Συμπεράσματα και παρατηρήσεις πάνω στις Μεθόδους Διδασκαλίας στα Μαθήματα Ξένων Γλωσσών στο Λύκειο Benjamin Franklin – Auray, Γαλλία.

Κατά την επίσκεψη και παρακολούθηση μαθημάτων ξένων γλωσσών στο Λύκειο Benjamin Franklin στο Auray της Γαλλίας, διαπιστώθηκαν ιδιαίτερα σύγχρονες και καινοτόμες πρακτικές διδασκαλίας. Οι τάξεις αποτελούνται από 22 έως 25 μαθητές, ενώ η διάταξη των θρανίων σε σχήμα «U» εφαρμόζεται αποκλειστικά στα μαθήματα γλώσσας, ενισχύοντας τη διαδραστικότητα και την άμεση επικοινωνία μεταξύ των μαθητών και του/της εκπαιδευτικού.

Η διδασκαλία υποστηρίζεται έντονα από τη χρήση διαδικτύου και εποπτικών μέσων, όπως υπολογιστές, βιντεοπροβολείς και σταθερή σύνδεση στο διαδίκτυο. Οι διδακτικές ενότητες οργανώνονται ώστε να ολοκληρώνονται μέσα σε περίπου τέσσερις διδακτικές ώρες των 55 λεπτών, διευκολύνοντας την οργάνωση της ύλης και την αποδοτική εμπέδωση του περιεχομένου. Η Αγγλική γλώσσα διδάσκεται υποχρεωτικά και στις τρεις τάξεις του λυκείου, ενώ οι μαθητές μπορούν επίσης να επιλέξουν και τη διδασκαλία των Ισπανικών, των Γερμανικών και των Κινέζικων.

Ιδιαίτερη εντύπωση προκαλεί το εξειδικευμένο εργαστήριο διδασκαλίας και μάθησης ξένων γλωσσών, το οποίο διαθέτει συσκευές καταγραφής της φωνής των μαθητών, προκειμένου να ασκούνται και να αξιολογούνται στον προφορικό λόγο και στην προφορά. Η διδασκαλία συνοδεύεται από εκτεταμένη χρήση ψηφιακών εργαλείων, όπως η πλατφόρμα Pearltrees, μέσω της οποίας οργανώνεται το μαθησιακό υλικό, διευκολύνεται η επικοινωνία μεταξύ καθηγητών και μαθητών, αλλά και η αξιολόγηση τους. Οι μαθητές, όμως, ενθαρρύνονται να χρησιμοποιούν λεξικά κατά την διάρκεια εργασίας και έρευνας μέσα στην τάξη καθώς η χρήση των κινητών απαγορεύεται.

Το εκπαιδευτικό περιεχόμενο βασίζεται συχνά σε αυθεντικό υλικό, όπως λογοτεχνικά έργα, κινηματογραφικές ταινίες και σειρές, συνδέοντας τη γλωσσική διδασκαλία με σημαντικά κοινωνικά ζητήματα. Μεταξύ των θεμάτων που προσεγγίζονται είναι η ισότητα των φύλων στον χώρο εργασίας, το κίνημα των Suffragettes, τα δικαιώματα των μαύρων στις ΗΠΑ (Κίνημα Πολιτικών Δικαιωμάτων), ο ρατσισμός και η δράση της Κου Κλουξ Κλαν.

Η εξάσκηση της γλώσσας εμπλουτίζεται μέσα από follow-up ασκήσεις, παιχνίδια ρόλων και βιωματικές δραστηριότητες, οι οποίες συμβάλλουν στην εμπέδωση και την ουσιαστική κατανόηση του περιεχομένου. Η ολοκλήρωση κάθε διδακτικής ενότητας συνοδεύεται από παρουσιάσεις και γραπτές εργασίες, ενώ απουσιάζουν οι συχνές γραπτές δοκιμασίες και εξετάσεις. Σημαντικό είναι το γεγονός ότι γραπτές εξετάσεις διεξάγονται μόνο στο τρίτο έτος φοίτησης.

Η συνολική αξιολόγηση των μαθητών βασίζεται κυρίως στη συμμετοχή τους και στην επίδοσή τους κατά τη διάρκεια της διδασκαλίας, σε όλη τη διάρκεια της σχολικής χρονιάς, δίνοντας έμφαση στην καθημερινή τους προσπάθεια και στην ενεργή εμπλοκή τους στη μαθησιακή διαδικασία.

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English Literature_ Romeo and Juliet by Ms Caroline Lefloch

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English Literature_ Romeo and Juliet by Ms Caroline Lefloch

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The teaching approach of the play Romeo and Juliet in a cross-thematic comparison with the film Warm Bodies, with the aim of improving language skills, enhancing cultural understanding and critical thinking.

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ROMEO and JULIET. compared to WARM BODIES movie

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The Balcony scene in Romeo and Juliet : add-on activities

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The Balcony scene in Romeo and Juliet : add-on activities

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Based on the literature lesson I attended as part of the job shadowing, a Worksheet of activities was designed for second or third grade students in senior high school. These activities can be used in a broader scenario for the teaching and analysis of the balcony scene in Shakespeare's Romeo and Juliet with an emphasis on the theme of love and the use of language.

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ROMEO and JULIET_Exploring Love and Language

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Blackkklansman: Teaching History & Social /Intercultural Awareness through English by Ms Nathalie Niort

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Blackkklansman: Teaching History & Social /Intercultural Awareness through English by Ms Nathalie Niort

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The teaching of History through the medium of English based on the film Blackkklansman with emphasis on understanding the historical context, the significance of the language choices of the characters.

This teaching Module and the relevant Worksheets demonstrate educational messages and approaches that develop critical thinking and intercultural awareness.

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Τhe School Library, a pioneer in educational and cultural activities, is a place for students to study, meet and collaborate. The people in charge of its operation are Ms Karen Laurent and Ms Cecile Pouliquen. The library also implements visual arts workshops in collaboration with the Fine Arts teacher with an emphasis on the artistic expression of students. On the basis of the collection of students' works, the innovative project "Lending Works of Art" is implemented, in the context of which students' paintings and other creations of theirs are loaned to members of the school community for the temporary decoration of personal or public spaces, which encourages student creativity and the interaction of Art with students' everyday life.

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Lesson Observation of Student Evaluation through  Presentations by Ms Christelle Richard

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Lesson Observation of Student Evaluation through  Presentations by Ms Christelle Richard

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The main goal of this lesson was to engage students in exploring the theme of Destination through research, collaboration, and creative expression. Students were expected to prepare and deliver PowerPoint presentations, allowing them to develop both content knowledge and presentation skills. This activity also served as a formative evaluation of their understanding and communication abilities.

Strengths Observed:

Strong engagement and collaboration

Effective use of digital tools

Creative and confident presentations

Areas for Improvement:

Slide design structure

More peer feedback opportunities

A dynamic, student-centered lesson that combined technology, critical thinking, and communication skills. Great potential for cross-curricular adaptation!

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Teaching modal verbs in the context of Shelock Holmes and Souffragettes by Ms Miriam Ferguson

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Teaching modal verbs in the context of Shelock Holmes and Souffragettes by Ms Miriam Ferguson

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Teaching English Grammar through Films and series

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The School Newspaper Project: "Journal des Lycées"

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The School Newspaper Project: "Journal des Lycées"

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The school actively participates in the "Journal des Lycées" program by publishing the school newspaper Franklin’s News, thus offering students a unique opportunity to learn about the process of producing a publication, journalistic techniques and the demands of writing in real life conditions. The editorial team is supported throughout by professional journalists and collaborators from major French newspapers, giving students an authentic experience of print and digital media.

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Έλενα γαλλικη εφημεριδα-1

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Observation Report on the Foreign Language Teaching Method – Benjamin Franklin High School, Auray, France

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Observation Report on the Foreign Language Teaching Method – Benjamin Franklin High School, Auray, France

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During our visit and observation of foreign language classes at Benjamin Franklin High School in Auray, France, we noted particularly modern and innovative teaching practices. Classes consist of 22 to 25 students, and a U-shaped desk arrangement is used exclusively during language lessons, promoting interactivity and direct communication between students and the teacher.

Teaching is strongly supported by the use of the internet and visual aids, including computers, projectors, and stable internet connection. The teaching units are structured to be completed within approximately four class periods of 55 minutes each, allowing for efficient organization of content and thorough learning. English is a compulsory teaching subject in all three grades of high school, while students can also choose to study Spanish, German and Chinese.

A particularly impressive feature is the specialized language learning and teaching lab, equipped with voice recording devices. These are used to help students practice and be evaluated on their speaking skills and pronunciation. Instruction is also enhanced by the extensive use of digital tools, such as the Pearltrees platform, which is used to organize learning materials, facilitate communication between teachers and students, and support student assessment. However, students are encouraged to use dictionaries during classwork and research, as the use of mobile phones is prohibited.

Educational content is often based on authentic material such as literary works, films, and series, connecting language learning with important social issues. Topics explored include gender equality in the workplace, the Suffragettes movement, civil rights for African Americans in the USA, racism, and the actions of the Ku Klux Klan.

Language practice is enriched through follow-up exercises, role-playing games, and experiential activities, which help consolidate understanding and support meaningful engagement with the material. Each teaching unit concludes with presentations and written assignments, while frequent written tests and exams are notably absent. Written exams are only conducted in the third year of study.

Student evaluation is based primarily on their participation and performance throughout the teaching process over the course of the academic year, with emphasis placed on daily engagement and active involvement in the learning experience.