The LFRD is accredited by the French Ministry of Education. It has an agreement with the AEFE, and belongs to the largest international school network in the world. French schools abroad believe in the values ​​of excellence, sharing and prestige.

These schools provide quality education at an international standard, based on French principles, all the while opening up to the host country. French schools welcome students of all nationalities: French expatriates, nationals of host countries and other foreign nationals.

We foster cultural diversity through innovative pedagogy and a spirit of openness, with particular emphasis on language learning. We are part of an international, dynamic and attractive network that develops rewarding joint educational projects. Membership to this vast global network allows children to receive seamless education, from kindergarten to Baccalaureat, from one school to another and from one country to another. Schooling in a French lycée and obtaining the Baccalaureat open up prospects for particularly interesting graduate studies at French or international universities and “grandes écoles” (Ivy League).

Kindergarten

The first years of schooling are indeed decisive in helping children gain self-confidence. It contributes to the personal and social development of the child.

Through play, children develop all the skills they will need to acquire fundamental knowledge (reading, writing, counting, respecting others). Teachers’ attention to language, in particular, is constant. All the time spent in class is an opportunity for the students to express an opinion or a need, to ask questions, to give their point of view and to take an interest in what others are saying. Through the discovery of letters, the manipulation of syllables and phonemes, and regular speaking, children are trained to understand and use increasingly sophisticated oral language.

"Kindergarten is one of the great assets of the LFRD. "

Elementary School

UNLOCKING POTENTIAL

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.

CYCLE 2 (grade 1 to 3): FUNDAMENTAL LEARNING CYCLE

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.)

CYCLE 3 (grade 4 to 6): CONSOLIDATION CYCLE

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.

Middle School

French education: a path towards excellence

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.

CYCLES 3 AND 4 – MIDDLE SCHOOL CURRICULA

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.

High School

As of the beginning 2019 school year, the organisation of the high school has been overhauled in view of preparing students for the baccalaureate and for entry into tertiary education.

High school spans 3 years, and allow students to broaden their general knoeldge, and to gradually specialise in preparation for university studies.

10 th grade allows students to consolidate what they have learned in Middle school. Two new subjects are introduced: Economic and Social sSciences (SES), and Digital and Technological sciences (SNT). During this year, students have to choose the electives they will be pursuing in 11th grade. Optional courses may be added to the 26:30 hours of compulsory lessons per week.

In 11th grade, all students continue to broaden their knowledge through common core subjects (History, Geography, French, Sciences, modern languages ​​and PE) which represent 16 hours of lessons. To that, students must add 3 electives of 4 hours each, chosen at the end of 10th grade. At the LFRD, students can choose from the following subjects: Humanities literature and Philosophy, English: contemporary studies, Biology (SVT), Chemistry and Physics, Mathematics, Economic and Social Sciences (SES), History, geography, Geopolitics and Political science).

Optional courses may be added.

Results obtained during 11th grade are taken into account for the baccalaureate.

In the final year, Philosophy replaces French as a common core subject. Students continue with two of the three electives they had in 11th grade, at 6 hours/week in order to prepare students for their entry into higher education. Students also continue the optional subject they pursued in 11th grade, to which they may add “Complementary Mathematics” or “Expert Mathematics” depending on their career plans.

Results obtained throughout 11th and 12th grades (continuous assessment; and final exams) count towards the ‘baccalaureat’.

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.

The high school curricula in 10 points

1

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.

2

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.

3

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.

4

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.

5

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.

6

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.

7

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.

8

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.

9

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.

10

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.