BACHELOR IN COMPUTER SCIENCES
Diplôme national en convention avec l’Université Polytechnique Hauts-de-France
Licence sciences – technologies – santé / mention informatique
FOR WHOM ?
For admission to the first year of undergraduate studies (Licence 1):
- High school students from a general baccalaureate with the specialization in « Computer Science » (NSI) and « Mathematics » or « Additional Mathematics ».
- High school students from a general baccalaureate with the specialization in « Mathematics » or « Additional Mathematics ».
The program is open to students who have not taken the « Computer Science » (NSI) specialization. It includes review and support in programming if necessary.
- High school students who have completed a preparatory year for scientific studies.
They want to engage in concrete projects but need to acquire and deepen their knowledge in programming, web development, databases, system administration, networks, security, etc.
For admission to the second year of undergraduate studies (Licence 2):
Students who have completed L1 in Computer Science or Engineering Sciences, or hold a BTS SIO (Services Informatiques aux Organisations) or former IRIS (Informatique et Réseaux pour l’Industrie et les Services).
For admission to the third year of undergraduate studies (Licence 3):
Students who have completed L2 in Computer Science or hold a DUT (Diplôme Universitaire de Technologie) in Computer Science.
WHY CHOOSE THIS BACHELOR DEGREE ?
- Acquire and consolidate solid and diversified bases in computer science (programming languages, technologies, discovery of trades, specialties, etc.)
- Make the right choices in accordance with desires and ambitions
- Prepare well for further studies with a Masters or in Engineering School, in line with professional direction
- Participate in the AC’LAB adventure and implement concrete projects with support
ADVANTAGES
- A theoretical education that allows students to develop their analytical skills and logical thinking during lectures, lab sessions, and tutorials.
- A pragmatic education that emphasizes autonomy and creativity.
- A project-based approach to education, preparing students better for the business world.
- Learning by doing during projects and practical work with professionals from the field of computer science.
- Individual support to help students build their personal projects.
- Reduced class sizes: groups of 30 students (20 in certain targeted subjects in the first year).
- Option to pursue the third year of the program in either an alternating work-study format or full-time study.
- Priority admission to the FGES Master’s in Cybersecurity for students who have achieved good academic results in their undergraduate studies.
SUCCESS RATE 2021
BACHELOR 3: THE YEAR OF CHOICE
The 3rd year of the degree is carried out either in initial training or in a study-work programme (except for the Gaming cours, only in initial training). The student decides on the form of teaching.
In initial training, the student is on the course all year long and performs a minimum 6-week internship.
In a study-work course, the student divides their time throughout the year between course and company.
FOCUS ON STUDY-WORK :
- Your studies are financed by your company, you are employed and paid during your course.
- The digital sciences study-work programme allows training in the different IT professions (developer, web developer, integrator, devops, etc.) and to integrate more easily into the life and culture of the receiving company.
- The professionalisation or apprenticeship contract allows you to alternate periods in the field and supervised phases with the teaching team in the form of theoretical courses, exercises, projects and practical work preparing for the diploma.
- This study-work programme also makes it possible to progress more quickly by applying one’s theoretical knowledge to the practice of the profession in a constant and rapid manner.
- The training programme is designed in a progressive manner to be correlated with the periods in the company and to ensure the practical implementation.
- The professionalisation or apprenticeship contract gives the student the possibility to face the world of work, before choosing to continue their studies in a Masters or other Institute.
- This study-work programme allows the student to strengthen their CV: study-work students will already have significant professional experience once they graduate from their BAC+5.
Program
Licence 1
| Semestre 1 | |
| Unités d’enseignement | 30 crédits |
| Renforcement mathématiques – Analyse de Base | 5 |
| Fondamentaux de la programmation – Renforcement programmation | 6 |
| Bases de Données | 2 |
| Techno web front | 4 |
| Systèmes d’exploitation | 3 |
| Projet Gaming | 2 |
| Connaissance de l’entreprise | 2 |
| Formation Humaine | 2 |
| Pré-professionnalisation | – |
| Matière d’Ouverture | 2 |
| Anglais | 2 |
| Semestre 2 | |
| Unités d’enseignement | 30 crédits |
| Algèbre Matricielle | 3 |
| Outils d’analyse | 3 |
| Programmation avancée | 5 |
| Structures de données linéaires | 4 |
| Réseaux | 4 |
| Projet Gaming | 2 |
| Techno Web Dynamic Front | 4 |
| Projet architecture des ordinateurs | 4 |
| Formation Humaine | 2 |
| Matière d’Ouverture* | 2 |
| Anglais | 2 |
| Stage | – |
*La matière d’ouverture est remplacée par des cours complémentaires pour les étudiants en L1 remédiation (L1 en deux ans) : mathématiques, expression écrite et orale, projet, anglais.
Licence 2
| Semestre 3 | |
| Unités d’enseignement | 30 crédits |
| Bases de Données | 2 |
| Philosophie de la technique | 1 |
| Structures de données avancées | 5 |
| Programmation Objet | 5 |
| Projet Gaming | 2 |
| Techno Web Back-End | 4 |
| AC’Lab | 2 |
| Techniques de communication | 1 |
| Stage en entreprise (rapport) + professionnalisation | 3 |
| Matière d’Ouverture | 2 |
| Anglais | 2 |
| Techshop | 1 |
| Semestre 4 | |
| Unités d’enseignement | 30 crédits |
| Algorithmes avancés | 3 |
| Programmation Objet 2 | 4 |
| Sécurité | 3 |
| Théorie des langages | 3 |
| Architecture Système | 3 |
| Projet Gaming | 2 |
| Framework Web | 3 |
| AC’Lab | 3 |
| Cryptologie | 2 |
| Matière d’Ouverture | 2 |
| Anglais | 2 |
| Stage | – |
Licence 3
| Semestre 5 | |
| Unités d’enseignement | 26 crédits |
| Enseignements Fondamentaux | |
| Données – Modélisation (UML) | 2 |
| Recherche opérationnelle | 4 |
| Programmation fonctionnelle | 3 |
| Probabilités – Statistiques | 3 |
| Stage en entreprise (soutenance + rapport) | 3 |
| Système et réseaux | 3 |
| Conception de logiciels | 2 |
| Méthodes numériques et simulation | 2 |
| Ethique et numérique | 2 |
| Anglais | 2 |
| Parcours au choix (voir ci-dessous) | 4 crédits |
Sous réserve de modifications
| Semestre 6 | |
| Unités d’enseignement | 26 crédits |
| Enseignements Fondamentaux | |
| Cloud Computing | 2 |
| Alternance ou projet professionnel | 4 |
| Design | 3 |
| Framework Web | 3 |
| Fondamentaux du management de projet | 2 |
| Ergonomie | 3 |
| Design Pattern | 3 |
| Recherche appliquée et innovation | 2 |
| Entrepôts de données | 2 |
| Anglais | 2 |
| Parcours au choix (voir ci-dessous) | 4 crédits |
Sous réserve de modifications
3 parcours au choix en Licence 3
Une Licence 3 « 2.0 » avec 3 parcours proposés :
- Parcours Data (8 crédits)
Semestre 5 : DataViz (2 ECTS), Science des données (2 ECTS)
Semestre 6 : Ac’Lab – Projet IA (4 ECTS)
- Parcours Maker
Pour les passionné(e)s des objets connectés, du « Do It Yourself » avec des Arduino™
Pour imprimer en 3D drones et robots animés par l’intelligence artificielle
Semestre 5 : Maker – Impression 3D (2 ECTS), IoT – Internet des objets (2 ECTS)
Semestre 6 : Ac’Lab – Projet IA (4 ECTS)
- Parcours Gaming (pas d’alternance possible pour ce parcours)
En partenariat avec Pôle 3D
Semestre 5 : Gaming (2 ECTS), Matière d’ouverture (2 ECTS)
Semestre 6 : Projet Gaming (4 ECTS)
1 Stage chaque année
- Licence 1 : stage, mission d’exécution de 4 semaines minimum
- Licence 2 : stage de technicien de 4 semaines minimum
- Licence 3 : en formation initiale : stage d’orientation professionnelle de 6 semaines minimum / ou en formation en alternance : en contrat de professionnalisation ou en apprentissage tout au long de l’année
Our partners: Pôle 3D and TechShop.
The school PÔLE 3D, member of the Institut Catholique de Lille, offers a 5-year course in 2D/3D animation film and video games. This educational partnership between the FGES and the school PÔLE 3D allows students to work on concrete projects related to the world of games, throughout their bachelor’s degree course. During the Gaming project, in the first year, the students make a board game in order to discover game mechanics. In the second year, they discover the making of 2D video games. In the third year, they can enrol for the Gaming course offered by Pôle 3D and thus discover video game professions such as: Gameplay developer, Client/Server developer, Tools developer, etc. to then join the school’s masters programme in video games or UX design, Gamification and IOT .
The TechShop is a Makerspace: simultaneously a place, a workshop and a community to carry out projects. Continuing on from the Gaming project, the students are supported by the TechShop and put themselves in the shoes of a maker to improve their board game and manufacture its components (board, pieces, tokens, etc.). They are assisted by professionals who train them in the use of the various machines (laser cutting and engraving, printing, etc.)
And after ?
- Master’s in Computer Science at EDN, such as the Master’s in Cybersecurity or the Master’s in Data & AI, both offered in a work-study format.
- Master’s in Video Games or UX Design, Gamification, and IoT offered by Pôle IIID.
- Engineering School.
experience sharing
After an STI2D baccalaureate (science and technology of industry and sustainable development), I was looking for digital training and I chose the digital sciences degree from the FGES because I wasn’t yet sure in which IT field I wanted to specialise. I made the right choice with this course because it allowed me to discover programming languages oriented to the web, algorithms, object oriented, gaming, etc. What also appealed to me was the possibility of doing the 3rd year as a study-work course, which I am currently doing. After having been hesitant on what I wanted to do during my apprenticeship, I finally chose object-oriented programming rather than the web. This allows me to use technologies studied in class, such as Java, SQL and JavaScript for business.
After my degree I am considering a master’s degree with focus on the back-end in order to work for a large group
