OUR CURRICULUM

The elementary program is a direct follow-up from kindergarten. It has the same objectives while adapting to the child’s development. The curriculum responds to their growing needs and invites each student to develop intellectually. Our team will provide your child with the basic elements and tools of knowledge. Lessons allow students to exercise and develop intelligence and sensitivity and build manual, physical and artistic skills. We promote maturity and autonomy in order for your child to pursue a successful middle school education. Languages are at the heart of the teaching program, to find out about our language course click here.

In cycle 2, the curriculum includes French and mathematics; additional English and the language of the host country; arts; PE and moral and Civics. In order to develop their curiosity, students will learn to question the world (reasoning, critical thinking, scientific approach, etc.)

In Cycle 3, children are engaged in more complex challenges to stimulate their personal and intellectual development. For the sake of continuity and consistency, Cycle 3 bridges the last two years of primary school and the first year of middle school. The purpose of this cycle is at once to consolidate the acquisition of the fundamental knowledge (French, mathematics, English, etc.) and to introduce students to History, Geography , Science and Technology. Artistic, cultural or sporting activities are always valued. A major goal is to shape individuals and citizens.

The excellent results obtained by French schools abroad on the ‘brevet’ and ‘baccalaureat’ reflect the quality of the training provided. Recognized everywhere for their educational excellence, these institutions open doors of the best French and International universities.

The middle school is organized into four levels and structured into educational cycles.

These cycles make allows us to assess the students’ progress over a longer period and to set up more effective educational support. All middle school students receive 26 hours of instruction, to which optional lessons may be added.

The curricula define the fundamental knowledge and the methods that the students have to acquire by the end of each cycle. They constitute the national framework within which teachers organize their lessons all the while respecting each student’s pace. Moreover, French schools abroad offer rich and varied laguage streams as well as high-quality artistic, cultural, sports and civics courses.

The curricula define the fundamental knowledge and the methods that the students have to acquire by the end of each cycle. They constitute the national framework within which teachers organize their lessons all the while respecting each student’s pace. Courses become increasingly varied over time, and build towards the ‘Diplôme National du Brevet’ (DNB), for which pupils sit at the end of their middle school career.

The high school curricula are ambitious. They consolidate what students have learned in middle school; ensure the acquisition of solid disciplinary content and contribute to the students’ intellectual development.

The curricula promote the acquisition of a common literary, historical, humanistic and scientific culture. It gives students the keys to understanding the world in which they live: the evolution of societies, cultures, policies, the different phases of their history as well as the actions and decisions of the actors.

The scientific syllybi are based on theoretical concepts and train the students in the particulars of scientific reasoning. They aim to help students understand that scientific knowledge is specific in its practices, methods and in its societal issues.

It aims to stimulate students’ creativity and their ability to construct rigorous reasoning, to exercise their critical thinking, to consolidate their civic education to become responsible and free citizens, aware of their rights but also of their duties. It encourages students to understand the conditions for their intellectual, social and political emancipation.

In modern languages, while consolidating their linguistic and communication skills, students broaden their knowledge of the geographical and cultural intricacies of the languages they are learning.

Economic and Social sciences, which is a common core students in 10th grade, and subsequently an elective, help to consolidate the microeconomic approaches necessary to understand the fundamental mechanisms of the economy.

In Digital Sciences and technology, studied in 10th grade, pupils are introduced to the concepts of digital sciences, to the growing importance of digital technology and the major impacts that result from it on human practices.

Some courses offer multidisciplinary approaches: Sciences in 11th grade, as well as “Humanities, literature and philosophy”, “History, geopolitics, political science”. They allow for crossed views on major questions of culture or knowledge of the contemporary world.

The curricula place emphasis on the mastery of language and the development of oral skills, in particular through the practice of argumentation. Even though these skills are developed in all lessons, they take on particular importance in elective courses in which pupils are prepared for their final oral exam.

The curricula seek to establish a balance between the various stages of learning: time for research, activity, manipulation; time for dialogue and exchange, verbalisation, reasoning; experimental practice and modeling.