Support for Gymnase / College
Gymnases: three types of training
What curriculum and what studies are to follow ?
After compulsory school, your child can follow one of the three types of training at the Gymnase (or College in the canton of Geneva):
Maturity school :
The school of general culture :
The business school :
The Gymnase corresponds to the secondary II level (education) in the French-speaking school system.
To enter the gymnase in the Maturity section, you must have obtained your certificate of completion of secondary I studies in the VP level.
In addition to the Swiss or gymnase maturity through an unfettered curriculum, there are other ways to reach university courses :
Specialized maturity :
after the general knowledge certificate, the course lasts one year and allows access to universities of applied sciences and universities of applied sciences through the additional bridging exam.
Professional maturity :
it is possible to prepare for it during the CFC (integrated model) or after the CFC (it is a school that lasts 1 year full-time or 2 years part-time). This allows access to universities of applied sciences and universities of applied sciences through the additional bridge exam.
Additional bridge exam ("Dubs Passerelle") :
it is a complementary examination organised for holders of a specialised maturity or a professional maturity. It can be prepared in one year in daytime training or in evening classes. It provides access to universities and polytechnics.
Solutions whatever your sector
Gymnasian.ne or college.ne, do you lack self-confidence? Do you want to improve your organization and motivation?
Whether you are in the gym or during the connection process, we have solutions that suit you.
It may be that it is a branch that is blocking or a lack of learning strategies, but it is always possible to find ways to get up to speed.
At Benk, we offer adapted support for young teenagers or adults to prepare before and during the Gymnase (College) program.
A person is said to have “high potential” (HP) when he or she has a rate of intellectual development that is significantly higher than the average for his or her age. We also speak of “gifted”. This particularity will influence their lives in all its aspects (academic, social, family and professional).
Dyslexia, dysorthographia, dysgraphia or dyscalculia etc. are not new phenomena and yet it seems that their problems are beginning to worry schools more and more, as they have difficulty finding concrete solutions.
How to manage access to screens for our children? What are the rules to adopt?
What are the limits to be respected? When does your child become “addicted” to screens? Modern or virtual addiction? How can we describe this phenomenon, which is growing more and more widespread?