Two languages, alternatively.
Instruction is in English 50% of the time from Year 1 to Year 6. Each class year meets daily with one French-speaking and one English-speaking teacher, with speciality teachers in subjects such as PE, language, and music.
Our school has developed a unique, shared pedagogy that encompasses statutory elements of both the French and English curriculums. Pupils benefit from an education in French and in English, thanks to two teachers who work in close partnership.
The bilingual curriculum is enhanced by creating links between topics and by dividing subjects between two teachers with common themes. This is further enhanced by different teaching methods and practices from all over the world, which address critical thinking, collaboration, and risk-taking.
We also benefit from specialist teachers with a background in EAL and FLE (English as an additional language and French as an additional language) to support beginners in either.
The French curriculum is divided between two class teachers. English is taught 50% of the time from Year 1/GSM to Year 6/CM2. Each class year meets daily with one French-speaking and one English-speaking teacher, coordinating as well with specialty teachers in subjects such as PE, language, and music.
In the Primary school, classes start at 8:45 am sharp every day. The school gates open at 8:15 am for an early drop-off with supervised time.
The school day ends at 3:15 pm on Monday through Thursday and at 3 pm on Friday. We encourage families to observe these times, thus ensuring a good and stress-free start to the day for all.
After school activities are organised every day until 5 pm for an additional fee. Onsite after school care until 6 pm is also available for a fee.
At LIL, each year group is composed of two parallel classes who, daily, share between them an English and a French class teacher.
Example of a Primary class weekly timetable for 2020-2021:
Modern learning is defined by the way we engage students through differentiated and challenging activities.
In the Primary section, we employ technology to enhance learning. Pupils sometimes use iPads in class to access resources or to showcase their work and comprehension through visually attractive presentations. Technology integration allows teachers to differentiate their instruction more effectively and lets pupils work at their own pace and collaborate on projects.
The use of technology as a tool empowers pupils to become digital citizens, engaging them in 21st-century skills to enhance their learning. Technology is always used under the supervision of teachers.
For more information on how technology is used to enhance education progressively and securely at Lycée Winston Churchill, read about it here.
- ESL — English as Second Language
- FLE — Français Langue Etrangère
Our math curriculum is based on the French system from the French Department of Education adding elements of Singapore’s vaunted mathematics instruction.. The English and French teachers share the curriculum, allowing students to experience different approaches and ways of working. This gives them a deeper understanding of mathematical concepts. Students also learn to express themselves with ease using a precise mathematical vocabulary. Participation in many competitions and international games is another way to strengthen our curriculum and build students’ confidence and joy of learning.
The History and Geography curriculum is divided between the two teachers, according to the local environment. Links are made between the two languages through literature, texts, and pictures so that both cultures are intertwined. This allows students to better understand and acknowledge diversity. Students learn how to research, make hypotheses, and write a synthesis. They also develop specific vocabulary in both languages, which helps them feel more confident when presenting their work in front of peers.
The English- and French-speaking teachers work in collaboration on projects that are ambitious and motivating for the students, helping bridge both languages. Each project follows set procedures to reach realistic conclusions. This allows the students to be active participants in their learning. Teachers deliver theory-based learning to serve as a tool for pupils to use in experiments aimed at reaching conclusions. As a result, students become practical researchers in an ongoing journey through science.