A school for all

By educating students of various nationalities and cultures, the Lycée Français René Descartes offers respect for others and inclusion.

Each student’s uniqueness is viewed with kindness and students receive the attention needed for progress. Being fully inclusive is a strong ambition of ours; the objective is to ensure a path of academic success for all students from kindergarten to high school by helping them achieve their full potential.

For our students with special educational needs, our teaching staff include three specialized teachers, a speech therapist and a school psychologist. With parents’ permission, they provide an action plan and develop educational tools to best meet their educational needs. The school-family partnership is a fundamental lever for the development and success of our students with special educational needs.


Plurilingualism and openness to the world

From an early age, students evolve in an international environment. With French schools in 140 countries, families benefit from an unparalleled global network, that ensure continuity in education in the event of a change of country of residence. The mastery of French, English and one or more modern languages is a determining factor in the success of future citizens of the world. Our international streams and language curricula are adapted to the our students’ profiles, backgrounds, and their personal and professional projects. Throughout their school years, they can choose to enroll in reinforced courses in different modern languages: English, Chinese, Khmer, and Spanish.

Dès leur plus jeune âge, les élèves évoluent dans un environnement international. La présence d’écoles et d’établissements français dans 140 pays permet aux familles de bénéficier d’un réseau mondial sans équivalent, et donc d’assurer une scolarité continue aux enfants en cas de changement de pays de résidence.
Language and options curriculum – Middle School/High School

PARLE (Adapted Courses for Strengthened Foreign Languages)

Les parcours PARLE (parcours adaptés et renforcés de langues étrangères) conçus par l’AEFE ont pour objectif de conforter qualitativement la formation linguistique des élèves, de renforcer la maîtrise d’une langue vivante étrangère autre que la langue du pays hôte.

En complément des horaires réglementaires de langues vivantes, le LFRD offre un enseignement disciplinaire dans cette même langue, selon le principe de l’EMILE (enseignement d’une matière intégrée en langue étrangère) dans le premier degré ou d’une DNL (discipline non linguistique) dans le second degré.

Au lycée, les élèves pourront choisir une quatrième langue: l’espagnol ou le chinois. Ce parcours mène vers la réussite universitaire et professionnelle en France, au Cambodge, et à l’international.

Khmer Language Section (SLK)

The teaching of Khmer language, as a counterpoint to teaching of French, is the key to a successful educational cooperation between Cambodia and France. This educational requirement is fundamental. It ensures the transmission of the double heritage of our binational or national students. They can choose the LFRD and keep learning about their linguistic and cultural heritage.

The Khmer Excellence Curricula was created for these students. This course strengthens the mastery of the Khmer language both spoken and written, as well as knowledge of the Cambodian culture. It offers a trilingual course:

  • French,
  • Khmer (with extra teaching hours)
  • and English from cycle 4.

In high school, students will be able to choose a fourth language: Spanish or Chinese. The Khmer Excellence Curricula leads to academic and professional success in France, Cambodia, and internationally.

American International Section (SIA)

The international sections are bilingual and bicultural set up by the French Ministry of Education, in cooperation with partner countries. Their particularity is to integrate, within the French curricula, an education related not only to the language, but also to the culture and the pedagogical requirements of the partner country. “The purpose of the training provided in the international sections is to facilitate the integration and reception of a foreign language for foreign students in the French education system and to train French students in the in-depth training through the use of this language in certain subjects” (article D.421-132 of the education code).

The teaching provided in the American international section in primary and middle school aims to allow students admitted to it to practice a foreign language in depth, through the study of American language and literature.

The French International Baccalaureate (BFI) will be offered when the approval of the SIA in high school is validated. The “BFI” makes it easier for students to access further education in the US and other English-speaking countries. Students in year 11 year admitted in SIA prepare for the exam during two years.

Kindergarten and Elementary school

Middle school

High School


"Sport is the love of pushing yourself and of teamwork. The joy that effort, excellence, friendship, solidarity and respect brings: these values are also those of the French Republican school."

JM Blanquer

French Minister of Education
JM Blanquer

We believe that sports teaches fairness, teamwork, equality, discipline, inclusion, persistence and respect. Sport has the power to provide a universal framework for learning these values, thereby contributing to the development of the personal skills necessary to become a responsible citizen. The practice of sport and the commitment it entails, promote universality, inclusion and shared experiences, values and rules. Sports events promote cultural diversity and ecourages the success of all of our students, which is at the heart of the LFRD’s mission.

Physical and sports education in school curricula

At the LFRD, PE is geared towards all students regardless of their resources. Our purpose is to train future citizens to be knowlegeable, aware, autonomous, and physically and socially educated.

Elementary school sport

At the LFRD the three hours/week physical and sports education (PE) lessons develop motor skills and the practice of physical, sports and artistic activities. It contributes to health education by allowing students to know their bodies better, and to take controlled risks. It teaches responsibility and autonomy, by giving students access to moral and social values, such as respect for rules, respect for oneself and for others.

Middle school physical and sports education (PE)

All middle school students receive compulsory weekly physical education and sports (PE): 4 hours in the sixth grade and 3 hours in the other grade levels.

PE is part of assessed for the 9th grade ‘Diplôme National du Brevet’ (DNB). PE teaches self-awareness and awareness of others, new sources of motivation and ways of becoming more efficient.

Adolescents learn to:

– respect the rules

– Engage in project management

– take responsibility

– know and push oneself

Physical and sports education (PE) in high school

All high school students have 2 hours of compulsory PE per week.

PE contributes to student development through various sports and artistic activities. It contributes to sound physical health while developing civic values and highlights the benefits of physical commitment. Students learn the importance of regularity and practice.

For the Baccalaureat diploma, continuous assessment is carried out throughout grade 12.

Different skill sets are assessed over three tests. This score is assigned a coefficient of 2.

At the LFRD, students wishing to acquire in-depth sports training can choose:

– optional 3-hour sports instruction per week in 10th, 11th and 12th grades, focusing on two activities

– an introductory course of 5 hours per week in 10th, which can be followed by complementary course of 4 hours/week in 11th and 12th grades.

Arts & Culture

Since the LFRD is open to the world and open to others, we help students to become responsible citizens who are aware of the world in which they live, from an early age. Numerous artistic and cultural projects are carried out throughout the year and events and educational outings are offered to students throughout their school career.

Artistic practice and cultural skills contribute to the development of all learning. Arts and culture are at the heart of our school charter. Students participate in artistic and cultural activies and acquire knowledge in the fields of arts and heritage, through formal learning, specific projects, educational actions or extracurricular activities. The LFRD offers continuity and consistency in artistic and cultural education throughout the schooling of students from primary school to high school. The knowledge and skills acquired in these fields are part and parcel of the requirements of our diplomas. The student’s artistic and cultural education are based on: introduction to artists and works Individual and group activities in diverse artistic fields; art appreciation and criticism.

Drama and performing arts

Drama at the LFRD: an enriching option throughout the school curriculum

At the LFRD, students are given the chance to choose the drama option from 6th grade through to the final year of high school. This exceptional opportunity enables them to develop their artistic skills and blossom in a creative and stimulating environment.

Drama practice offers many advantages in the school curriculum. In addition to fostering oral expression and self-confidence, it also encourages creativity, collaboration and teamwork. Students acquire cross-curricular skills such as stress management, public speaking and the ability to adapt to different situations.

The LFRD places great emphasis on immersing students in the world of theatrical performance. Artist residencies are regularly organized, giving students the opportunity to work closely with professionals in the field. These privileged encounters enable them to benefit from sound advice, explore different acting techniques and familiarize themselves with the practical and technical aspects of theater.

Work on the body is also an essential component of the theater option. Students learn to master their gestures, posture and bodily expression to convey emotions and bring to life the characters they portray on stage. This holistic approach to theater fosters students’ physical, emotional and artistic development.

It’s worth pointing out that drama occupies an important place in the French school curricula. It is recognized as a subject in its own right, and is assessed in national examinations. Students who choose this option have the opportunity to develop their theatrical skills while gaining official recognition for their achievements.

At LFRD, we’re proud to offer the drama option to our students and to support them on their artistic journey. We firmly believe in the importance of theatrical practice in education, as it fosters personal fulfillment, the development of cross-disciplinary skills and awareness of art and culture.

We strongly encourage our students to explore the world of theater and discover the countless possibilities it offers. The LFRD is committed to providing a stimulating learning environment and supporting the artistic aspirations of every student.


From kindergarten all the way to 12th grade, civic education aims at shaping future citizens who are aware of their rights, duties and responsibilities. Civic education is in integral part of our curricula. It is backed by all the subjects taught at school, in particular moral and civic education and media and information studies. Civics teaches the values and principles of the French Republic and democratic societies. School life, all educational and peri-educational activities are imbued with these values.



Representative bodies

Class representatives

In primary school, the delegates represent their class, take note of proposals and convey them to the council of representatives. The election of class representatives, which sparks great enthusiasm among our students, is a concrete manifestation of what students learn in Civics. Students become more involved in the proper functioning of the school, with the trust they are bestowed to put forward ideas, to debate or make decisions. The feeling of belonging to the school is thus strengthened, both among elected officials and among those they represent. In middle and high school, each class has class representatives. They are the spokespersons for all the students in discussions with teachers and other adults in the school. Each class elects 2 representatives and 2 substitutes for the school year. They represent their peers, in particular at teachers conferences. On this occasion, class representatives must perform the following tasks: – Collect their peers’ opinions and proposals – Convey these opinions and proposals to the participants during the teachers conference – Share the information communicated during the conferences with their classmates

Middle and High School Councils

The CVC-CVL promotes student involvement in the life of their school. The challenge is to mobilize the educational community around a representative body and conferring a new role on students. Social skills are developed in an explicit fashion, and thus contributes to their understanding of their civic education.


From CM1 to Terminale, students elect eco-delegates to actively participate in the implementation of sustainable development. Through these elections and the eco-responsible projects carried out throughout the year, students play an active role in the LFRD’s ecological mission.


Being a class eco-delegate means: – Being an environmentally friendly student and leading by example – Raising awareness around every-day actions (turning off the lights, being mindful of optimal conditions for air-conditioning (or heating), installing bins for sorting class waste, etc.) – Being proactive (suggesting initiatives and actions, such as “green markets”, etc.)

1 eco-delegate per class.