Less known than CAPES History, the CAPLP Letters-History prepares forvocational high school education. The success rate are much better than for the CAPES. However, the lack of knowledge of the test is often the first reason for the stress of the candidates until the D-Day, it must be said that following the competition renovation National Education has managed to maintain a certain artistic vagueness. This article aims to give a brief overview of the admission and admission tests.
The CAPLP (Certificate of Aptitude for Vocational Lycée Professorship) Letters-History Geography is, as its name suggests, intended to select candidates suitable to teach in vocational lycée (which does not include agricultural lycées). Unlike the CAPES, which certifies middle school and general high school teachers, the CAPLP is marked by bivalence, that is to say that it covers two disciplines. However, this competition remains more accessible and less well known than CAPES. Most of the candidates are trained individually, or come in parallel with a preparation for CAPES, however there are at the level of some ESPE (Higher School of Teaching and Education) specific preparations with very good success rates. During these preparations, the candidate can also do an internship in a vocational school (to confirm or refute his choice) and validate a Master, essential today to teach with a competitive examination.
Since this year, the CAPLP test has changed significantly (like that of the CAPES for that matter) and many candidates preparing themselves are more or less disoriented, not knowing what is expected of them. This article aims to answer some of their questions about the nature of the CAPLP Letters - History exams. However, we would point out that this text has nothing institutional and does not assume any responsibility in the event of a change in expectations. The aim is to give a first overview of the competition and its tests, which in no way excludes consulting the documents of the Ministry of National Education.
The admissibility tests:
The admissibility tests are written tests organized at the level of the academy. The goal is to qualify for the oral exams.
Letters: The letter test consists in making the literary (and not historical ...) study of an extract of a work. There is also a question of grammar.
History Geography : The History-Geography test is divided into two parts, a dissertation and a study of documents. If the candidate has a dissertation in History, he has a documentary study in Geography and vice versa.
The format of the admission tests is always the same: 2h30 of preparation, 30min of presentation and 30min of interview with the jury. The candidate takes an EAD test in History-Geography or Letters. If he has done an EAD in Histoire-Géo, the candidate will do a text study in French. If he has done an EAD in Letters, he will do a lesson in History-Geography. The question of AFER (Acting as a Civil Servant in an Ethical and Responsible manner) is no longer the subject of a question in itself, however institutional questions can be addressed during the interview with the jury. As a general rule, the Letters juries are considered to be more benevolent than those of Histoire-Géo, but this is simply a feeling on the part of the candidates. Admission tests are held at a nationwide site.
Test from a French file: The EAD is a test whose goal is to show that from a documentary corpus, the applicant is able to construct a sequence of courses. The first part of the test therefore consists in making a problematized presentation of the corpus. It is not a question of making a presentation document by document: nature, author, source ... No, it is necessary to place the corpus in the context of the program, to problematize it and to answer this problem by mobilizing all the documents. The idea is to show the internal consistency of the corpus and what concretely each document brings us.
The second part of the test consists of proposing a sequence project, or more truly a draft sequence project. It is therefore necessary to again problematize its sequence (the problematic may be the same as that of the presentation of the corpus) then contextualize it: which class, which part of the program, which objectives for this sequence, major or minor sequence, possibly at what time of the year we involve this sequence, before and after what other sequences ... Once this framework has been set, each session must be presented, its problematic, its objectives in terms of knowledge and capacities, the teaching documents used, the the way they are used, the form the paper trail takes ...
Then comes the conclusion with an opening that can also open (or return) to possible interdisciplinary projects.
Test from a History-Geography file: The problematization and presentation of the file is done in the same way as explained previously for the Letters test. Then, in a second step, the candidate selects a document from the corpus and makes a scientific presentation, he explains everything the teacher needs to know about this document. Finally, he ends with a proposal for the didactic use of the document he has just proposed, all of which of course placed in the context of a class level, program, sequence and session.
History or Geography Lesson: The lesson begins with the handing over of a USB key containing the programs and a documentary corpus. The candidate prepares his service in the computer room. While relying on the corpus, the candidate does not study documents but a theoretical lesson on the principle of the dissertation. However, in a second step, the candidate makes a proposal for a sequence or session where he proposes a didactic use of one or more documents of the corpus. All of this, of course, placed in the context of the programs. The candidate having a computer during his preparation and a video projector during his oral, it is possible and even recommended to take advantage of it to make a projection. So it is advisable to project the plan and the documents that are called upon. If the candidate has the full range of open office, PowerPoint seems the most suitable software.
Text study: for this Literature test, the candidate has the possibility of choosing between two works. In each work, an extract has been pre-selected by the jury to be the subject of a literary study. This test does not have a didactic dimension, however this aspect can be discussed during the interview with the jury.