THE LFLP EDUCATIONAL PROJECT

The school charter defines the conditions under which national educational programs are implemented in the school, according to its own specificities and needs while taking into account the recommendations of the French Ministry of National Education and AEFE.

It lays down the educational policy chosen by the institution. With regard to the Lycée Louis Pasteur charter, it has provision for the setting up of experiments, the organization of teaching and establishes the guidelines to be followed by the educational community as a whole. The school charter is developed, on the initiative of the principal, by the various members of the educational community.

The educational council (secondary) and the school council (primary), chaired by the school principal, prepare the educational part of the project. The school charter is adopted by the school board for a period of 3 to 5 years. It is presented to parents by the school management at the start of each school year during the resumption meeting. All of the school’s stakeholders must comply with this project in the implementation of their teaching.

LYCEE LOUIS PASTEUR 2017-2021 EDUCATIONAL PROJECT

Language teaching is an essential focus of the school’s project. It should allow, in a perspective of plurilingual and intercultural education, an appropriation of the mechanisms through the institutionalization of the acquisitions.
At the same time, it participates in the development of motivation and curiosity for a better understanding of the culture of which language is the natural vector.

Objective 1: proficiency in French
Reception and support for non-French speaking students: teaching FFL/FSL
(French as a foreign language / French as a language of schooling), internships outside school time
(partnership with the Alliance Française)
Systematic differentiation in class and in all subjects in connection with the FLE teacher.
Teach and learn French differently: theater, improvisation, writing, games (decompartmentalization in inter-cycle or inter-degree workshops)
Develop the practice of French in communication (exchanges with other schools, connections, trips …)
Web radio / newspaper
Francophonie
Extracurricular activities in French

Objective 2: the development of multilingualism
Linguistic offer: “bilingual” system, expansion of the offer (foreign ​​and regional languages), extracurricular activities …

Objective 3: language enhancement systems
DELF (French Language Studies Diploma), Cambridge, Cambridge Check certifications point, Cervantes, Goethe Certifications…
European section
Partnership with French or foreign institutions
Extracurricular activities (language clubs)

Integrating culture into the development of knowledge and skills is a perfectly relevant and truly fascinating entry point for exercising freedom of expression by appropriating one’s own culture while discovering that of others.

Objective 1: literary and humanist culture
The BCD (Library Documentation Center) and CDI (Documentation and Information Center): a decisive and reaffirmed role
Development of the extracurricular offer, especially at the 2nd level: literary cafes, workshops philosophy, public-speaking contest …

Objective 2: scientific culture
Scientific projects
Partnerships
APP (Pilot Educational Action)
Development of the scientific extracurricular offer (1st and 2nd level)

Objective 3: artistic culture (painting, sculpture, music, song, dance, drama, etc.)
Set up the PEAC (Artistic and Cultural Education Course): plan the courses for each cycle (meeting with works, artists, student production, artists in “residency” …) making sure to explore all artistic fields
Provide students with live shows (concerts, exhibitions, etc.) by developing local partnerships (Muson Center, Alliance, others, etc.)
Promote students’ productions and talents
Develop extra-curricular artistic activities, especially at the 2nd level (orchestra, choir, dance, visual arts, digital arts, etc.)

The French education system is strongly committed to the promotion of civic and solidarity values. They are practiced in all areas of life and form the inescapable and incompressible foundation of relations between people, societies and cultures.

By extension, they are concerned with the defense and protection of the environment and health education. They induce new behaviors and strong commitments in favor of a world more attentive to the future of each and everyone.

Objective 1: education to citizenship
Active participation of students in high school debates, student councils …
APP: aspiring ambassadors, MFNU (Francophone model of the United Nations) …
Creation of an alumni association
Place of EMC (Moral and Civic Education): introduce an “EMC” dimension in all subjects (reminder of the 4 pillars of EMC teaching: sensitivity, law and rule, judgment, commitment)
Tutoring between students
Citizen projects
Debates of ideas

Objective 2: environment and solidarity education
Education to the environment and sustainable development: programs (SVT, HG, EMC …), projects, internal regulations, charter, involvement of all stakeholders
Partnership with local or international stakeholders to promote student engagement (selective sorting, recycling, water management, actions against hunger, charitable actions, etc.)

Objective 3: health education
Physical health (nutrition, sports practice, prevention of addictive and/or dangerous practices, sexuality education) and psychological well-being (school rhythms, detection of psychological difficulties, teacher training, etc.)

Excellence, as a shared ambition in the service of everyone’s success, is the grail towards which we must strive. It is invited and practiced in all areas of pedagogy and education and must guide every bit of individual and collective action. It’s about thinking outside the box, bringing out innovative leads, being clearly … disruptive.

Objective 1: the customization of the courses
Systematic support protocols for EBEP (Students with Special Educational Needs), PPRE (Personalized Educational Success Program), PPS (Personalized Schooling Program),…: diagnosis, implementation of actions, monitoring of these actions –
Tutelage between students
Use of TUIC (Common Information and Communication Technologies) in the service of differentiation
Set up of a group of teachers dedicated to taking charge of EBEP (students with special educational needs): monitoring of actions, personalized assistance, methodological assistance …
Individualization of courses as part of the PRIO orientation (Resource Personnel in Information and Guidance), partnership with specialized schools, Campus France, organizations,

Objective 2: vectors of excellence
Harmonized assessment, at the service of students’ success: systematic diagnosis assessment, communication of assessed skills to students, assessment criteria, positive assessment, self-assessment …
Energized and reinforced sports practices: extracurricular, School, UNSS (National Union of School Sport), AEFE
Innovative teaching practices: pedagogy of projects, decompartmentalization, skill groups, use of digital technology, APP, competitions, multidisciplinary educational trips …
Ambitious initial and continuing teacher training (role of the continuing training unit, EEMCP2 (Expatriate Teacher with Mission of Educational Advisor for the 2nd level)
Effective internal and external communication: inform, involve, promote: website, social networks, staff in charge of communication, social events, etc.

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