Why an international school ?

An international school is primarily a multicultural school, encouraging the recognition, understanding and mutual enrichment of pupils coming from different nationalities. The international school aims to develop young people to be responsible and curious, eager to learn, understand and respect the different cultures of the world.
Exposure to different cultures, through mastering their languages, provides a child with a veritable passport for better understanding the evolving world.

The international school provides a different method for teaching languages to young children - it is essentially a “trans-national” form of teaching, intended for pupils of different nationalities, who want to preserve their national identity.

A bilingual education opens the two cultures to pupils during their school life through the teaching of their languages.

The use of communication and the skills acquired in school activities aim to reinforce a sense of initiative, solidarity and curiosity, and provides each pupil with the skills to deal with a changing world.

An alternative to conventional Education which will provide the ever demanding society of tomorrow with academically, linguistically and culturally well prepared citizens - a full immersion Early Years Education, because Languages are Learned from a very Young Age!
Bilingual Education is an enriched model of education where two languages and two cultures meet to create a unique quality school experience. Children who have been educated through such a model will be able to function in two languages and in two or more cultures, and will be better prepared to face up to the demands, the new millennium places upon us.
Bilingual Education strives not only for bilingual proficiency but also for high academic achievement and cross-cultural awareness.
Bilingualism and Bilingual education offer educational, social, economic and cultural advantages.
Bilingual Education strives for Additive Bilingualism.
Bilingual Education is developmental and child-centred.
Bilingual Education is inclusive and languages are taught through curriculum subjects and not in isolation by segregating pupils in ESL withdrawal programmes.
 In Bilingual Education parents and teachers work as partners and share common objectives.
 Bilingual Education fulfils the requirements of both national and international curricula and provides its learners with life-long knowledge and skills.

How ?

We have created a school of the highest quality -

Mathematics and the main literature classes are conducted in the child’s first language.

Science, language, history, geography, civic education, art, music and sport are conducted in multi-national class groups, alternating between French and English, but generally in the child’s first language.

The pupils therefore study the same things and answer the same questions in the areas of testing, except for the courses in their mother tongue.
This system makes it possible for the pupils to keep in contact with their mother tongue, to pass easily from a system to another and to be reintegrated easily in the school system of their country.
(The children are able to work in two or even three languages).

From the CE2 or Year 3, the children who will have followed a bilingual schooling from the nursery school will be able to have the possibility of choosing a third language (for initiation). 

Who is it for ?

The children who have just arrived in the country and who are unable to intergrate in a local school due to the language barrier.
For every child of pre-school age and up, regardless of his/her nationality,  linguistic or cultural background. It is a model of education where, every child, growing in the ever- changing world with no frontiers, should have the right to attend.
For the French monolingual child who will benefit not only from the maintenance and development of his/her mother tongue, but also from the possibility to become proficient in a second language as well as to develop a wide multicultural awareness in a language-rich environment and through a challenging academic programme.
The children autochtones to which the parents wish to give a bilingual education;
For the "bilingual family" child who, will not only be able to develop and extend his/her language skills through the bilingual programme of studies, but will also be made to feel proud and confident of his/her dual identity and culture.  
The already bilingual children (for example, resulting from a mixed marriage) and the parents wish to ensure a bilingualism more balanced than if they attended the local school;

For the "international community child", who will benefit from coming in closer contact with the host country children, establishing valuable relationships, picking up the language and culture through social interactions with peers as well as through the specially-structured bilingual programme.
 By attending a Bilingual School the children of the international community not only benefit from a continued quality international education but also have increased opportunities to integrate better with the host society, thus avoiding isolation. If one of the objectives, when moving into a new country, is that of learning more about that country and gaining new life experiences, learning the language and culture and through the language and culture of that country, will help you to better achieve this. A Bilingual School will ensure that this opportunity is not missed!

An operation system for the school not like the others.

Teaching:
For the French-speaking children:

The school conforms to the curriculum of French National Education.
Competences to be acquired in French and mathematics are taught in French for the pupils   whose mother is French.
The national evaluations of CP and CE2 are given to all pupils in those levels.
English courses are given to the French-speaking pupils at a rate of 45 minutes/day.

For the English-speaking children:

The school conforms to the curriculum of the New South Wales (Australia) Board of Studies.
Outcomes to be acquired in English and mathematics are taught in English with the pupils whose mother tongue is English.
The tests carried out by the Board of Studies of New South Wales are also given to the pupils in Year 3.
French as a second language courses are given to the English speakers pupils at a rate of 45 minutes/day.

For the French-speaking and the English-speaking pupils:
The other subjects (history, geography, sciences, civic education, arts, music, songs .....) are conducted in alternation entirely in English or entirely in French. An even distribution in the timetable is given to both languages in order to balance the working time in the two languages.

A typical school day

Total work time: 22 hours 30/ per week
 Total rest time: 8 hours 15 minutes/week
(lunch break included)

Internal Organization of the 8 classrooms

 Each class will be equipped with:

 - 20 individual desks

 - 20 individual chairs

 - 1 desk for the teacher

 - 1 chair for the teacher

 - 1 large white board

 - 5 computers connected by a network

 (Internet connection with safe guards against unwanted site access)
 - 1 printer

 - 1 television

 - 1 DVD player

 - 1 audio Hi Fi

The school consists of :

 - 1 large room  (72m2) for physical Education Classes and music Classes
 (includes sound-proofing and a video projector)

 - 1 Sciences and Art Classroom

 - 1 room of visual arts

 - 1 large library (60m2)

 -1 rest area for the younger pupils

 - 1 infirmary

 - 1 cafeteria

 and

 - 1 large play ground (600 m2)

Lunch break

 the idea of the international school is to therefore keep what seems to us most interesting of the two education systems to which we refer, we decided to found in our school the principle of the “Buffet Box”.
The “buffet box” is a small isothermal bag in which the parents will have to prepare the lunch. Of course, the children will not eat midday of “steak fried” but of small salads, of the small sandwiches ......, the fruits…., and a drink.
At the time it time to lunch, the children will be able to outside put themselves at the shade where well in the cafeteria to appreciate their meal, that they will have the impression to take as “a picnic”.

Uniform

As we already mentioned that we have taken the good things from each educational
system that we will be working within. The policy of the school is to wear a uniform

There are many positive aspects of wearing a uniform, first of all it takes the worry of choosing something to wear each morning before leaving to the school.
Ends the pre-occupation of clothing with some children and lets them concentrate on more  positive values at school.

But most importantly it gives a sense of belonging to a group and proud to belong to their school and the values it stands for.

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