Early learners have great energy, enthusiasm and ability. ICE’s goal is to channel these attributes into skills that will serve children throughout their learning career and beyond. Accordingly, in the Kindergarten programme, called in French “l’école maternelle”, which includes Pre-Kindergarten and Kindergarten levels, a team of French and native English speaking teachers first prepare the students for the work they will do in Elementary school, but they also help them with socialization skills, learning to express themselves in a manner appropriate to the time and place, and learning to understand the consequences of their actions. About 25% of the instruction is offered in the second language, thus preparing the children to become bilingual.
Through a variety of fun and academic activities, the child who goes to Kindergarten progressively becomes a student. The main objective of this division is the acquisition of a thoughtful, organized and understandable language. Native French and English speaking teachers work cooperatively to provide a language-rich environment in preparation for the Elementary grades..
Social growth is also an important aspect of ICE’s Kindergarten programme in which we extend the child’s world beyond his home and offer opportunities to interact with other children through discovery, free or guided activities, play, and a rich and varied exercises that contribute to developing their personality and their discovery of the world around them.
Kindergarten programme is followed by 1st Grade (CP) and 2nd Grade (CE1). From 1st Grade onward (‘l’école élémentaire’), students are familiar enough with the language to receive their primary instruction mainly in French but also partly in English. During this cycle of fundamental learning, students are encouraged to become more autonomous.
The primary objectives of 1st and 2nd Grades are the learning of reading, writing and speaking of French, and the knowledge and understanding of numbers, including how to write numbers and how to calculate small quantities. At the end of 2nd Grade, students have acquired a basic mastery of these skills as well as addition and subtraction techniques.
3rd to 5th Grades’ primary objectives are the command of French and the main elements of mathematics. In addition, literature, geography, history, experimental sciences and technology are taught in those grades, expanding the students’ knowledge base and extending their aptitude. The use of IT tools in various school activities increases .
Autonomy, reflection, observation, and creative imagination, universally considered conditions for success at school, are encouraged in all domains. These skills allow each student to gain self-confidence and increase learning proficiency – tools that will serve them well at the intermediate and secondary school levels.
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The French Program in the French Stream of ICE, accredited by the French Ministry of Education, is compliant with the French Ministry of Education and follows the Scope and Sequence of the French Program:
In both Streams, the French Program and the PYP program are
enriched/made up of the PYP Essential Elements:
1. The Knowledge: through the six Transdisciplinary Themes.
o Who We Are
o Where We Are In Place and Time
o How We Express Ourselves
o How We Organize Ourselves
o Sharing the Planet
o How the World Works
2. The Skills: which students develop and apply during learning and in life beyond the
o Social Skills
o Communication Skills
o Thinking Skills
o Research Skills
o Self-management Skills
3. The Concepts: which students explore through inquiry in order to develop in-depth
o Form What is it like?
o Function How does it work?
o Causation Why is it like it is?
o Change How is it changing?
o Connection How is it connected to other things?
o Perspective What are the points of view?
o Responsibility What is our responsibility?
o Reflection How do we know?
4. The Attitudes: which contribute to international-mindedness and the wellbeing of
individuals and learning communities.
5. The Student-Generated Action: which is an expectation in the PYP that successful
inquiry leads to responsible, thoughtful and appropriate action.
IV. In both stream our students/learners strive to be: