LATITUDE BILINGUAL – CATALOG OF OPERATING PROCEDURES A School of Excellence Combining National and International Curricula

Shaping the Next Generation of Global Thinkers

Latitude Bilingual ® : a School of Excellence Whether you are living abroad for work or for pleasure, finding the right school for your children with the same standards of quality you would hope to find in your own country is essential. LATITUDE BILINGUAL respondS perfectly to this imperative, offering a top-level international and bilingual programme in a secure and happy educational environment which both motivates and challenges young learners. LATITUDE BILINGUAL is not a language school. It is a bilingual private international school which is recognized both nationally and internationally. LATITUDE BILINGUAL is both bilingual with French and English, and multi-lingual with pupils from all over the world. Children receive a quality multi-disciplinary individualized education with voluntary enrolments limited to a maximum of 20 children per class. Welcoming children from age 2 to 11 years, both LATITUDE BILINGUAL schools offer an official educational programme recognized by UNESCO, designed to meet the needs of current and future international families.

With one international campus situated in Luynes (Aix-en- Provence) and another school set in a historical building in Marseille (please see video), LATITUDE BILINGUAL schools provide a welcoming and safe learning environment for its children, offering each child the opportunity of a real international education. LATITUDE BILINGUAL consisits of two international schools in Provence, the first located in Marseille between Roucas Blanc and the old port, and the second in Luynes, 10km south of Aix-en –provence. Since the schools’ creation, LATITUDE BILINGUAL offers a unique educational concept for the region, yet based on a curriculum recognized by UNESCO and mastered by more than 2000 International schools around the world. LATITUDE BILINGUAL, as International Private Schools are not under a contract with the state, in the sense that they are not subsidized. Voluntarily set apart from any ideology, LATITUDE BILINGUAL is a member of the FNEP, National federation of Private Education ( la FNEP, Fédération Nationale de l’Enseignement Privé). In addition, LATITUDE BILINGUAL is a full member of the European Council of International Schools, ECIS ( Conseil Européen des Ecoles Internationales, l’ECIS), an independent official body which ensures, through regular inspection, quality and ethics of the member schools. LATITUDE BILINGUAL is alos working to meet the requirements of the French National Inspection Académique, with which it is registered, and was able to audit and verify the rigor and relevance of its procedures. Finally, LATITUDE BILINGUAL is an official preparation for the University of Cambridge Young Learners exam.

PROGRAMMATION LATITUDE BILINGUAL Our mission is to enable children to be successful, motivated lifelong learners, who are internationally minded, creative and flexible thinkers, able to embrace the challenges of our ever changing world. In order to achieve this, the conditions for success are carefully planned:

Fertile Grounds for Embedding Strong Roots: The ethos of a caring, secure environment in which children and adults know they are valued and respected are conditions met at LATITUDE BILINGUAL. Important values fixed on a curriculum which is relevant, with breadth and balance. A curriculum delivered by quality teaching, with ongoing assessment, evaluation and adaptation to enable all children to learn. Strong Established Roots Enable Lifelong Learning Our approach to teaching and learning is consistent with high expectations for all. Teaching at LATITUDE BILINGUAL promotes a profile of learners who: are actively involved, learn through enquiry and problem solving, apply ideas and knowledge to new learning situations, embrace new ideas and concepts, analyze and adapt their existing knowledge and skills, communicate clearly in spoken and written forms, show respect in all they do for themselves, others and the world around them. A Rich and Meaningful Broad Curriculum Areas of learning are linked in teaching so that children transfer skills and knowledge to different situations. The range of experiences in Early Years is broad and varied with children motivated to engage and explore. Interdisciplinary Approach for fruition of Learning Building on quality Early Years foundations, the Primary Areas of learning continue with a cross curricular approach. Children are able to employ their skills and understanding in a range of situations. In tackling real life practical problems, children see the value of learning and its preparation and continuation for life. Concepts and skill in all the areas of the curriculum are taught with high expectations with the onus on transfer of knowledge and skills. Children blossom in harmony and branch out with confidence to reach new Latitudes Each child develops in their unique way to fulfil their potential with learner expectations at the end of the Primary school. Children are expected to be skilled in communication in at least one language, take initiatives, recognize and value similarities and differences, talk about and reflect on present and past learning from different societies and cultures, analyse, test and evaluate ideas, show curiosity and compassion in and for others, make connections in their learning and know the importance of healthy living for themselves and others.

A Comprehensive Programme to engage, challenge and inspire young learners from 2 to 10 years old: At LATITUDE BILINGUAL, we welcome children from the age of two into Nursery and Infant classes, Playgroup and Petite section (Reception) and leading then to Grande Section (Year 1). Nursery and

Infant classes lay the essential foundations of all learning that follows. Social and emotional learning is key to nurture young children. Learning is through play and active learning. Children learn in a continuum linking essential learning experiences and emotions to develop. As children progress into Primary classes, children are still active in practical hands on learning, where they ask questions to then explore and expand their knowledge and understanding. As much as possible, cross curricular links are made and subject boundaries blurred. Children appreciate that skills and knowledge extend to all domains of learning and that we are all active participants. In the Primary years homework is introduced notably in reading activities first. The LATITUDE BILINGUAL curriculum delivers to all ages of children equally in two languages. Children therefore grow and expand as learners in both languages and cultures, appreciating the similarities and differences of both to become internationally minded citizens. At LATITUDE BILINGUAL teaching is adapted to the child. Children are at the centre of learning. We are committed to developing a child’s natural curiosity to acquire the skills and aptitudes needed for independent learning and a love of learning to carry with them throughout their lives: At LATITUDE BILINGUAL the week is split equally in half between both English and French. Each class has two teachers: one native English speaker, and one native French speaker. The standard objectives of both French and English National curriculums are covered and met through the programme delivery. Teachers teach separate language programmes but share the objectives of other disciplines. Mathematical concepts and skills are taught in both languages for example. The teachers decide for each term when planning, which elements will be in which language, using their knowledge of the children, their languages, and their competences as a guiding principle. In the classroom at LATITUDE BILINGUAL teachers create a motivating learning environment which promotes inquiry from children. Children are taught knowledge and skills across a broad and balanced range of disciplines where learning is hands on and links made in their learning so that it is meaningful, preparing them to be critical independent thinkers as well as communicators who can work effectively with others. Learning is mainly through play in the Early Years. The teacher identifies the interests of the children and the obstacles they may face, tailoring learning experiences to their audience. The teacher works essentially to develop children’s reasoning through manipulation and experimentation. They create a climate of trust where children can ask questions, express their doubts, and take risks in their learning. Small class sizes (maximum 20) facilitate the teacher’s ability to accommodate and tailor activities to each child’s learning style and ability so that they may then reach their potential. The ultimate goal is to motivate children from their earliest experience at LATITUDE BILINGUAL to feel personally concerned with their learning, with meaningful and challenging situations where a child can exercise their initiative, apply their knowledge and skills and will want to learn. A Curriculum delivered in two languages which then goes above and beyond a bilingual programme: Language Teaching: English and French are taught by native speakers. The learning of a language is also cultural, and this important element tranfers an understanding and openness towards others, their customs and traditions. At LATITUDE BILINGUAL children can truly experience an Anglo-phone and French culture through consecutive days immersed in that language. French and English language programmes are taught separately as each language has specific phonic, grammar and transcription rules. The objectives for native speaking children follow the Education Nationale or national Curriculum programmes. Objectives for a year are then divided into terms. Planning for each term is then further detailed into week by week objectives. From this medium term planning, class teachers produce daily lesson plans which are differentiated to children’s ability levels. The separate programmes do however, share coverage of genres to ensure there is sufficient breadth in each genre.

Children who are non -native speakers access the national programmes according to their ability levels as FLE or ESL learners. For first time learners, additional one on one or small group lessons are provided. A FLE or ESL learner will access a class lesson at two levels: immersive for the introduction to the whole class, and individualized as subsequent activities are given tailored to individual needs. Cross-curricular links need to be made between languages and other areas to practise skills, cover reading and writing in different genres. These links must be made explicit in term planning of objectives. History for example, can be the occasion to study and write diary entries, using historical documents such as the diary of Samuel Pepys. Handwriting is taught as children learn to form letters correctly in both languages using one chosen cursive style. Children who subsequently join from countries who do not teach a cursive style, are encouraged and taught to join, but they are not penalized in their written work in any way. Language themes include: spoken language, reading skills and comprehension, writing skills including phonics, spelling, vocabulary, grammar, punctuation, composition and hand writing. Genres for reading and writing include: fiction (fairy tales, traditional tales, modern stories, stories from other lands), non-fiction (poetry, newspapers, adverts, instructions, reports ), play scripts, letter writing, diaries. Going above and beyond its bilingual programme, LATITUDE BILINGUAL currently enriches the range of languages offered in its school with Dutch and German. In response to demand, LATITUDE BILINGUAL provides opportunities for non-native English or French students to make progress in their national curriculum programme. Working with experienced teachers from their own country of origin, the children benefit from two to three hours weekly of study in their language, incorporated into the school’s bilingual French/English schedule. With this reinforced teaching, children can then easily make the transition back into their school system which they left a few years earlier. Mathematical Understanding: Mathematics is taught in both languages. Objectives are shared by both languages in concepts and skills. When planning for a term, teaching pairs decide on which elements will be either covered by one of the languages or both in a particular week or weeks. At the end of the term, the objectives detailed in both the Education Nationale and National Curriculum will have been covered. An example may be one language focusing on shape for two weeks, or both languages sharing practical money problems over a week. This shared programming is tailored by the teachers to reflect the age, native languages and aptitudes of the children. For example for a class of older children who are chiefly French speaking some new concepts may first be introduced in French before being encountered in English. The objectives given in the programmes of study are divided into terms or periods. The teaching pairs then specify in Medium term plans the elements to be covered each week. Weekly objectives are then used to inform teachers’ daily lesson plans. A mathematics lesson is timetabled each day, preferably in the morning along with language teaching. Each lesson must include mental and oral Maths as well as written, and recordings. Mathematics themes include: number (place value, addition, subtraction, multiplication, division, fractions), geometry ( shape, symmetry, angles, position and direction), statistics ( data collection and analysis) and measurement (time, capacity, weight, length, area, angles). These themes are met each term and objectives are progressive, building on previous knowledge secured. They are linked into other aspects through our multi -disciplinary teaching. Measurement of weight can be practised in cookery which in turn is part of instruction reading of the recipe, which in turn is linked to practical motor skills, which in turn is linked to social skills of cooperation with others.

Cross curricular links are important for the transfer and consolidation of skills and knowledge and are highlighted in the term’s planning of objectives. Surveys and statistics link naturally to science or to geography for example. A multi-disciplinary approach ensures that children develop a deeper understanding of key concepts, and put skills into practice in relevant and different scenarios. Children at LATITUDE BILINGUAL get to see learning as a continuum therefore, developing a love of learning and a sense of responsibility and accountability. The World Around Us: Programmes of study in Geography and History elements are shared by both languages with aims, skills and concepts common to both. Skills and concepts are key as they are used to make connections, analyse, interpret and communicate. Programmes teach pupils knowledge about different people, places, and resources, human environments and processes and natural environments and physical processes. The content described by the Geography programme begins with the child’s immediate environment and resident country, widening to include whole world issues. History programmes teach pupils knowledge and understanding about their country’s past and that of the wider world, the process of change, differences and similarities between communities and relationships. The content described by the History programme begins with the child’s family, and events in living memory, to those beyond living memory including important world historical figures, events and issues. The content for immediate environment and resident country needs therefore be varied according to the host country. Teaching pairs plan a geographical and historical aspect each term. These may be taught weekly or as block. Geography may be covered in French in weeks 1 to 6 for example, and then History in weeks 7 to 12. Cross-curricular links make learning meaningful, but also aid coverage of programmes. Work about the coast line for example can link to science. Local Planning issues can be used for example in language lessons on persuasive writing or balanced arguments. Geography themes include: Location knowledge, Place Knowledge, Human and Physical Geography, Fieldwork and Maps. History themes include: Changes, People and Places in their locality, significant events, lives of significant individuals ( local, national, world)

Scientific Understanding: Children are naturally curious to investigate their surroundings. At LATITUDE BILINGUAL, children are encouraged to ask questions to initiate enquiries about the world, to be able to explain what, how and why things occur and behave. Science is vital to the world’s future development, and problem solving, explanation as well as excitement and curiosity are maximized at LATITUDE BILINGUAL. Coverage of Science themes is shared between both English and French and they are common to both National and International schemes: Living Things, Plants, Materials, Forces and magnets, Light and Sound, Electricity, Earth and Space. Knowledge and conceptual understanding of the themes is important along with an understanding of scientific skills and methods: questioning, planning scientific enquiries, observation, pattern, collecting and recording data, report and presentation of findings, analysis to draw conclusions, explanations and solutions. Science is taught within the school’s wider curriculum within different contexts to capitalize on children’s engagement and application of skills and concepts across a broad spectrum. Scientific knowledge and understanding is seen as relevant to everyday life and is not in isolation. Initial self-assessments and brainstorms share existing knowledge and understanding, while raising questions and lines of enquiry, giving children a vital role in leading their learning. Growing plants to test the best conditions for a bumper crop is a good example of an enquiry where active learning skills of hypothesis, testing,

overcoming practical difficulties, observing, adapting, and prediction for future scenarios are encountered. Actual problems or those leading from a story engage and give children ownership of their learning. Story characters may have a dilemma to solve: a need for a waterproof material, a container which insulates heat, a system to transport goods safely etc. Through exploration, discussion and analysis, children recognize how science helps to understand and predict how the world works.

Physical Development: Sport is an integral part of the LATITUDE BILINGUAL curriculum. Children develop a physical confidence in a way which supports their health and fitness. Team and shared activities promote social values of fair play, respect and cooperation which are important life skills. Sport is in both languages and certain activities are covered as part of the wider curriculum. Children develop balance, agility, coordination and spatial awareness through a range of activities: gymnastics, athletics, dance, adventure challenges, team and competitive games. Our youngest children enjoy school on campus using indoor and outdoor resources. As part of this there is a weekly yoga session with a specialist teacher. These sessions teach balance, coordination and basic movements, whilst reflecting on the effects of exercise on the body, concentration as well as relaxation. From Grande Section, Year 1, children practise sports off site. Children from the Luynes campus practise at a Sports club with specialist teachers for a wide range of activities which cover our LATITUDE BILINGUAL programme. Sports activities rotate so that each child can practice, improve performance and encounter different skills and games. They develop an understanding of how to improve their own performance and how to recognize their own success through specialist tuition and regular feedback including written reports. The variety of sports includes: tennis, archery, Padel, circus skills, basketball, football, scooter skills, and handball. Children from our Marseille campus have blocks of swimming lessons with the Cercle de Nageurs (national Life guards), use of a large local gymnasium and a block of Karate lessons with a specialist teacher. In conjunction with our termly themes such as Healthy Living, Living Themes, People who help us, the skills and understanding in sport transfer to other areas of learning. Children learn the importance of decision making for health and fitness. National school initiatives such as ‘A Table pour Agrandir’ (eating habits and diet) are also incorporated into programmes which inform, with the onus on children making choices for healthy lives as adults. Computing and Technology: Computing and technology equip children to operate in our ever changing world, giving them the skills and knowledge to change systems through a combination of logical thinking and processes to thinking creatively to invent and innovate. Many elements are taught through cross curricular subjects, where ICT assists other areas of enquiry learning. Some elements are taught discreetly in both languages. Children are taught to use technology safely and know where to go for help if they have concerns regarding the use of the internet for example. Children learn how to question and select information and how to use technology to present data and findings effectively. Studying sources for bias and comparison of accuracy encourages analytical and reflective thinkers. Primary aged children have proof of competencies with the French National B2I exam. This exam is a series of tests/practical activities administered over time by the class teacher.

The caring ethos and rich and stimulating environment at LATITUDE BILINGUAL promote conditions for effective teaching and learning : The Early Years Classroom Environment: The Early Years classroom is a space in which children play and explore, enjoy, select materials and ways to do things. Children learn and develop well in enabling environments in which their experiences respond to their individual needs. An environment in which they create, are motivated and inspired, make links in their learning, persevere, adapt and achieve. Children learn by leading their own play and by taking part in play which is guided by adults. The classroom needs to be an inviting, secure and stimulating place to be with resources that inspire and engage children. Resources must be accessible with labels which are written and pictorial and/or colour coded. Open-ended resources are great as they can be adapted and used in different scenarios and areas. Objects and toys which promote motor skills are good such as those involving pressing, opening flaps, threading, turning etc. Puzzles of different kinds, sizes and pieces and different levels of difficulty need to be provided The setting must include a flexible indoor and outdoor space where children can explore all areas of learning. Matching and duplicate items are good so children can mirror play and that there are sufficient resources for children. A wide variety of containers for water play and sand need to be provided. These activities promote exploration of quantities, of materials, of cause and effect whilst offering wonderful opportunities for talk, creativity and vocabulary extension. Similarly, there should be natural materials for children to discover, handle, sort, describe, count etc. Photos should display key people at school and also photos of children and their families to promote discussion. A visual timetable is helpful for parents and children to relate to and for teachers to refer to throughout the day. There should be a construction area with different sizes, materials and ways of fixing and joining. Materials should be varied often with new intriguing materials introduced to appeal to children’s curiosity and problem solving skills. Such makes as duplo, k-nex, meccano, lego, klixi, big builder, are staple construction toys. A home corner should be present where children can role play and recreate routines and familiar activities. The resources can be varied to include cooking utensils from different cultures and a selection from which children can make choices. Small world play should also be provided such as figures, a dolls house, and toy cars. This again gives children opportunities to create and recreate worlds, letting their imagination take over and engaging in rich opportunities for play and talk. A corner for books of all types must form part of the class with comfortable seating. Puppets, story sacks and CDs which accompany books give further occasions for imagination and involvement with telling and retelling stories. Mirrors are also usual for children to see themselves talking, role playing, describing and experiencing. Word banks and writing resources should be available both indoors and outdoors. These model examples of the written word and offer opportunities to extend and introduce new vocabulary. A wide range of writing tools include crayons, chalks, pens, pencils, gel pens, and of papers and surfaces, all motivate children to handle them and to make marks on paper. Number lines and number cards should also be provided and displayed linking written forms to actual numbers. Children can select to use these at play as well as at times when modelled or directed by the adult.

A creative area in class should provide a wide range of tactile materials for children to explore and create with. Modelling materials such as play dough, paste, paper extend children’s sensory experience, language and imagination. Children need opportunities for child led and adult led activities. Adults observe as children engage in important free play, noting their progress, allowing children to follow their line of inquiry or imaginary play where they discover and learn. In group activities, adults engage, present, model, prompt with questions, propose lines of inquiry to extend children’s learning.

Children learn to be strong and independent through positive relationships: The Primary Classroom: The Primary classroom is a space in which children investigate, explore, enjoy, analyze and evaluate. An environment in which they are motivated and inspired, make links in their learning to persevere, adapt and achieve. The classroom needs to be an inviting, secure and stimulating place to be with resources that inspire and engage children. Resources must be accessible with labels, encouraging children’s autonomy. Open-ended resources are great as they can be adapted and used in different scenarios and areas. Dictionaries and reference books relevant to the topics should be in class along with a selection of fiction books. Whiteboards should be available, one per child, with non-permanent marker pens. This useful resource ensures every child is involved and gives an answer in whole class introductions; particularly useful in Language and Mathematics. Similarly, digit cards and number or letter fans mean everyone participates in the question and answer process. Concrete Mathematics materials such as bead strings, number lines, units, tens, hundreds and thousands are needed. For some children concrete materials will be essential for them to calculate, and for others, useful to support and visualize. When new concepts are introduced in Mathematics, teachers always begin with concrete resources before moving to the abstract. Highlighter pens are useful for children to highlight and identify key ideas in texts, parts of spelling or punctuation. Teachers may also use them to mark where a child needs to focus on a sheet or where to start and finish. The classroom should represent the themes studied in class with engaging displays which not only celebrate children’s work but ask questions and lead them to inquire further. Word banks, number grids and lines should be displayed as reference and support. A weekly timetable needs to be on the wall for everyone to follow along with any rotas. Teachers write the date on the board along with the day’s lessons. In this way, children can anticipate their day and be ready for the next session for example. It also gives them ‘ownership’ of their learning, fostering responsibility and independence. Tables and chairs are to be arranged according to the lesson and learning taking place. A ‘u’ arrangement is good for visibility and discussion, a block is useful when children are working together and sharing resources. Furniture organization should therefore be flexible with the learning objective in mind.

Children learn with peers of their age, where teaching is adapted to suit the child’s level within the group. Children recognize and value different learner profiles and the contribution each individual makes to a class, knowing that children develop and learn in different ways and at different rates. Class Groupings: The size of an educational setting and number of children on roll affect the class groupings. Classes can be of one age group or mixed, such as Playgroup/Petite Section. When planning to teach a mixed class, the teacher uses the expectations for each age group detailed in the programme, but the most important factor is the ability of the individual child. Children have different strengths and weaknesses in all areas of learning. Recognizing and tailoring teaching for the needs of the children in the class is key. A class of mixed ages where individual strengths and weaknesses lead the planning, does not present a difficulty. Where a child has already attained a learning expectation, the next steps need to be taught by ‘scrolling up’ the programme. Similarly, for a child who is less able ‘scrolling down’ to previous objectives may be required. In addition, a mixed age class can offer several advantages: that of older, more autonomous children acting as a role model of expectation, or the advantage of the opportunity for consolidating learning, where a child may not be secure, as well as the confidence of being an older child in class may bring. Within the International class, there will also be different levels in language capacity. This involves careful assessment of level and needs. Some children may be bilingual, some may fluent in but one of the languages in which the curriculum is taught. Some children may not be familiar with either language. In subjects like mathematics and science for example, the teacher needs to take account of the different language competences in the group. Clear visual aids, word banks, practical and interactive resources help understanding of concepts. Accelerator classes for individuals or very small groups help children who are new to a language to quickly gain confidence and access the curriculum in class. Children work out of class with a peripatetic teacher on the same language day. For children who present learning difficulties which exceed those common to their age, an Individual education Plan may be required additionally. This is a more detailed planning of specific targets. An IEP, may target speech difficulties, behaviour or spelling for example. The plan is written in partnership with the parents and child and other professionals where needed. Partnership in working towards IEP targets is essential for successful progress. Targets are reviewed and rewritten at regular intervals, specified at the start of the first plan. The context of the International classroom is one in which differences and individuality are welcomed and anticipated as well as cooperation and collaboration. Children know and understand that they each possess a repertoire of experiences, learning and skills unique to them. Through exploring and learning together at school, this repertoire will expand and deepen for children to successfully participate in society.

At LATITUDE BILINGUAL, mistakes help children identify the areas where they need to improve: they are not a means of punishment: Marking forms part of assessment and learning. Marking monitors performance but is essentially part of the learning process to guide children towards next targets in learning. Marking is a tool for the teacher. It is important at LATITUDE BILINGUAL, where children learn to learn, that they are part of the marking process. In Early Years, adults talk to children to guide them, using photographs as well as independent

work samples to record. Written comments and notes are meaningful with children included as part of a discussion either during or after marking. Marking is timely, and preferably done with the child. Marking is of the objective taught and then assessed. Children are encouraged to proof read and identify own errors with teachers often highlighting but not immediately correcting errors. The purpose of marking is to improve and not to punish or discourage a child. Simple comments such as ‘good’ are not accepted where they are unqualified by what is considered ‘good’ in particular. Assessment is continuous through different forms: Formative assessment through observation of children working and /or modelling to others, Summative assessments/tests at the end of a unit to plan next steps in learning, questioning which is adapted to the ability of the child to lead them in their thinking and learning, dialogues and written marking of work, self-evaluation in brainstorm activities, confidence indicators and reflections by pupils. Summative assessments in English are Cambridge language exams for non-native speakers which link directly to the European Languages Ladder, and SATs (standardised attainment tests) for native speakers or pupils operating at a high level in English. In French, native speakers, or those operating at a very high level in French, sit Evaluations Nationales, and ‘Entrée en 6ème’ for those who wish to enter a French Collège after LATITUDE BILINGUAL.

Teachers at LATITUDE BILINGUAL teach children how to learn and are role models of enquiring motivated learners: LATITUDE BILINGUAL is very selective in the recruitment of their teachers. Every year, LATITUDE BILINGUAL receives a large number of applications for teaching positions and thus maintains a high level of requirements for teachers who join their team. Qualifications and expertise required include: • • • • •

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Appropriate qualifications, training, skills and knowledge Teaching experience with Infant and /or Primary aged children, and a clear understanding of their roles and responsibilities Reflective practice with the ability to adapt teaching strategies and programmes to cater for differentiated ability levels as well as differentiated competencies in language ability. Flexibility to execute a range of tasks linked to teaching in our international schools Communication skills in English or French, with the ability to inspire native and non -native language learners. The ability to inform, empathize with and to advise parents. The ability to work as part of a two teacher class, sharing information and teaching. The ability to cooperate as part of a team. Excellent class management skills in daily lesson planning, practice, evaluation and assessments, showing understanding and inclusion for linguistic, cultural and social differences. A passion for learning. A teacher’s role is to prepare children as life- long learners who can enter the adult world as confident, responsible citizens, able to adapt to our ever changing world. Teachers need to be able to inspire, motivate, challenge, listen, tailor, advise, understand, explain, demonstrate, analyze , simplify, extend, question, reinforce and evaluate to get the best for and from the children they teach.

During an academic year, teachers plan with class partners and extended teams. They are observed teaching at least termly to evaluate performance and work on school improvement targets. Teachers lead termly presentations to parents aided by the class pupils to inform about work that term or an aspect of school life such as marking, reading schemes or sport. Teachers meet termly with parents to inform on progress and to advise as partners in children’s learning. Weekly staff meetings give teachers opportunities to share information, plan and to discuss individual children and issues of learning support.

Reports are written each term with targets highlighted for next steps in learning as well as celebrating achievements and progress. Teachers formalize termly programme objectives into medium term plans for a period with a weekly break down of expected outcomes and activities. These plans are kept in files accessible for all. A résumé of what children will be learning in a particular term, is sent to parents at the start of each period. Daily detailed lesson plans are made by each teacher and kept for them as a daily record to aid evaluation, assessments and future lessons. Provision of learning tailored to needs: In addition to everyday classes following our programme of learning, LATITUDE BILINGUAL offers additional learning options. The Creative Arts in English Club in Marseille offers after school activities created for children from aged four to ten. The club is open on a Wednesday afternoon to all children. Over the course of the afternoon, children practice and enjoy a wide variety of creative activities: cooking, painting, modelling, and drama for example, whilst learning English with a native speaking teacher. Children learn informally through immersion in natural learning situations. Children in our Luynes campus can access accelerator classes for those entering an older class, totally new to French or English. Specialist teachers of ESL (English as a second language) or FLE( Français comme Langue Etrangère) give weekly or twice weekly lessons specifically tailored to the individual. LATITUDE BILINGUAL can also offer Dutch, German, Italian and other languages to native speakers. These lessons allow a child to continue to learn and follow an educational programme from their country of origin. This ensures a smooth return to their country of origin if needed and for levels of attainment to be in line with other children of their nationality.

Bibliography of Sources used in LATITUDE BILINGUAL to inform and build our Teaching Programme in English

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The National Literacy Strategy. Framework for Teaching. DFEE Crown Copyright 1998

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The National Numeracy Strategy. Framework for Teaching Mathematics from Reception to year 6. DFEE Crown Copyright 1999

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The National Curriculum in England. Framework Document . Department for Education. Crown Copyright 2013

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Early Years Foundation Stage Profile handbbook

Standards and Testing Agency

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Crown Copyright 2013

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Early Years Outcomes ( a non-statutory guide for practitioners and inspectors to help inform understanding of child development throught the early years) Department for Education o Crown Copyright September 2013

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Jolly Phonics Raising Literacy Standards

Jolly Learning Ltd

The LATITUDE BILINGUAL ® Learning Environment Fertile Grounds for Embedding Strong Roots

Rich, stimulating learning environment Secure, caring environment Continuity High expectations Equality of opportunity Respect Positive relationships

Accurate, reliable, meaningful assessment Balance and Breadth Well organised curriculum, resources and people

Quality teaching

The LATITUDE BILINGUAL ® Learning Principles Strong Established Roots Enable Lifelong Learning

Developing roots and a strong foundation for each unique child

Embedded Learning Problem Solving Inquirers Communicating Playing and Exploring Active Learning Creating and Thinking Critically

A RICH & BROAD CURRICULUM Promoting the early development of each unique child Mathematics

Physical

Communication and Langage

Early Childhood Development

Understanding of the world

Personal, social and emotional

Unique Child

Expressive arts and design

Literacy

This broad and full curriculum is built upon a rich and solid foundation

The LATITUDE BILINGUAL ® Primary Years Rich, Broad Curriculum and Fruition of Learning

History Mathematics

Computing, Design and Technology Geography Music Science

Art and Design Physical Education

English / French Citizenship

UNIQUE CHILD

Primary Years Developed upon a solid, fertile foundation

Followed by the fruition of areas of learning in which to develop each child’s unique abilities

The Wealth of Experience for Each Student Students blossom and branch out to reach new latitudes Develops expertise to perform everyday tasks

Collects and interprets data Produces creative work Performs and sings music from different styles Excellent reading comprehension Competent in a broad range of physical activities Reasons mathematically, solves problems Confident user of ICT Feels compassion towards others and commits to volunteering Understands the implication of science Understands local and world history

LATITUDE BILINGUAL – A CURRICULUM IN DUAL IMMERSION A short description of our key principles and how to inspire and educate children in an international bilingual setting

A School of Excellence able to combine both the national with the international curriculum

Contents LATITUDE BILINGUAL® – a school of excellence

Page 3

Our teaching philosophy

Page 4

Our dual immersion programme – Key principles for success

Page 10

The structure of our teaching environment

Page 14

Measuring progress at LATITUDE BILINGUAL®

Page 18

Conclusion

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_________________________________________________ A School of Excellence Whether you are living abroad for work or for pleasure, finding the right school for your children with the same standards of quality you would hope to find in your own country is essential. LATITUDE BILINGUAL® respond perfectly to this imperative, offering a top-level international and bilingual programme in a secure and happy educational environment which both motivates and challenges young learners. LATITUDE BILINGUAL® is not a language school. It is a bilingual private international school which is recognized both nationally and internationally. Our schools operated by LATITUDE BILINGUAL® are both bilingual with French and English, and multi-lingual with pupils from all over the world. Children receive a quality multi-disciplinary individualized education with voluntary enrolments limited to a maximum of 20 children per class. Welcoming children from age 2 to 11 years, we offer an official educational programme recognized by UNESCO, designed to meet the needs of current and future international families. With one international campus situated in Luynes (Aix-en- Provence) and another school set in a historical building in Marseille, EPIM/ LATITUDE BILINGUAL® schools provide a welcoming and safe learning environment for its children, offering each child the opportunity of a real international education. EPIM International Private Schools of Marseille and the Mediterranean consists of two international schools in Provence, the first located in Marseille between Roucas Blanc and the old port, and the second in Luynes, 10km south of Aix-in –Provence. Since the schools’ creation, EPIM offers a unique educational concept for the region, yet based on a curriculum recognized by UNESCO and mastered by more than 2000 International schools around the world. EPIM, as International Private Schools are not under a contract with the state, in the sense that they are not subsidized. Voluntarily set apart from any ideology, EPIM is a member of the FNEP, National federation of Private Education (la FNEP, Federation Nationale de l’Enseignement Privé). In addition, EPIM is a full member of the European Council of International Schools, ECIS (Conseil Européen des Ecoles Internationales, l’ECIS), an independent official body which ensures, through regular inspection, quality and ethics of the member schools. EPIM is also working to meet the requirements of the French National Inspection Académique, with which it is registered, and was able to audit and verify the rigor and relevance of its procedures. Finally, EPIM is an official preparation for the University of Cambridge Young Learners exam. EPIM is currently operated by LATITUDE BILINGUAL® and will be integrated shortly under the LATITUDE BILINGUAL® school network. 2

The following pages are a guide which will take you from our rationale to essential practical elements of our programme. Each element from this guide is then further detailed in our teaching programme supported by procedures and policy documents. Aspects relating to daily teaching and the formalisation of termly planning are to be read and implemented in conjunction with the programme , Teacher’s Guide and practical tools.

Our Dual Immersion Programme – Key Principles LATITUDE BILINGUAL®, a comprehensive programme to engage, challenge and inspire young learners from 2 to 11 years old: At EPIM, we welcome children from the age of two into Nursery and Infant classes, Playgroup and Petite section (Reception) and leading then to Grande Section (Year 1). Nursery and Infant classes lay the essential foundations of all learning that follows. Social and emotional learning is key to nurture young children. Learning is through play and active learning where formal subject boundaries do not exist but children learn in a continuum linking essential learning experiences and emotions to develop. As children progress into Primary classes, homework is introduced notably in reading activities first. Children are still active in practical hands on learning, where they ask questions to then explore and expand their knowledge and understanding. Where possible, cross curricular links are made and subject boundaries blurred. Children appreciate that skills and knowledge extend to all domains of learning and that we are all active participants. The LATITUDE BILINGUAL® curriculum delivers to all ages of children equally in two languages. Children therefore grow and expand as learners in both languages and cultures, appreciating the similarities and differences of both. LATITUDE BILINGUAL®, a curriculum delivered in two languages which then goes above and beyond a bilingual programme: English and French: English and French are taught by native speakers. The learning of a language is also cultural, and this important element tranfers an understanding and openness towards others, their customs and traditions. At LATITUDE BILINGUAL® children can truly experience an Anglo-phone and French culture through consecutive days immersed in that language. French and English language programmes are taught separately as each language has specific phonic, grammar and transcription rules. The objectives for native speaking children follow the Education Nationale or national Curriculum programmes. Objectives for a year are then divided into terms. Planning for each term is then further detailed into week by week objectives. From this medium term planning, class teachers produce daily lesson plans which are differentiated to children’s ability levels. The separate programmes do however, share coverage of genres to ensure there is sufficient breadth in each genre.

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Children who are non -native speakers access the national programmes according to their ability levels as FLE or ESL learners. For first time learners, additional one on one or small group lessons are provided. A FLE or ESL learner will access a class lesson at two levels: immersive for the introduction to the whole class, and individualized as subsequent activities are given tailored to individual needs. Cross-curricular links need to be made between languages and other areas to practise skills, cover reading and writing in different genres. These links must be made explicit in term planning of objectives. History for example, can be the occasion to study and write diary entries, using historical documents such as the diary of Samuel Pepys. Handwriting is taught as children learn to form letters correctly in both languages using one chosen cursive style. Children who subsequently join from countries who do not teach a cursive style, are encouraged and taught to join, but they are not penalized in their written work in any way. Language themes include: Spoken language, Reading skills and Comprehension, Writing skills including Phonics, Spelling, Vocabulary, Grammar, Punctuation, Composition and hand Writing. Genres for reading and writing include: Fiction (fairy tales, traditional tales, modern stories, stories from other lands), Non-fiction (poetry, newspapers, adverts, instructions, reports), Play scripts, Letter writing, Diaries. Going above and beyond its bilingual programme, LATITUDE BILINGUAL® currently enriches the range of languages offered in its school with Dutch and German. In response to demand, LATITUDE BILINGUAL® provides opportunities for non-native English or French students to make progress in their national curriculum programme. Working with experienced teachers from their own country of origin, the children benefit from two to three hours weekly of study in their language, incorporated into the school’s bilingual French/English schedule. With this reinforced teaching, children can then easily make the transition back into their school system which they left a few years earlier.

LATITUDE BILINGUAL®, an interdisciplinary curriculum where learning is meaningful, deepened and embedded by its application across subject borders Mathematics: Mathematics is taught in both languages. Objectives are shared by both languages in concepts and skills. When planning for a term, teaching pairs decide on which elements will be either covered by one of the languages or both in a particular week or weeks. At the end of the term, the objectives detailed in both the Education Nationale and National Curriculum will have been covered. An example may be one language focusing on shape for two weeks, or both languages sharing practical money problems over a week. This shared programming is tailored by the teachers to reflect the age, native languages and aptitudes of the children. For example for a class of older children who are chiefly French speaking some new concepts may first be introduced in French before being encountered in English. The objectives given in the programmes of study are divided into terms or periods. The teaching pairs then specify in Medium term plans the elements to be covered each week. Weekly objectives are then 4

used to inform teachers’ daily lesson plans. A mathematics lesson is timetabled each day, preferably in the morning along with language teaching. Each lesson must include mental and oral Maths as well as written, and recordings. Mathematics themes include: Number (place value, addition, subtraction, multiplication, division, fractions), Geometry (shape, symmetry, angles, position and direction), statistics (data collection and analysis) and Measurement (time, capacity, weight, length, area, angles). These themes are met each term and objectives are progressive, building on previous knowledge secured. They are linked into other aspects through our multi -disciplinary teaching. Measurement of weight can be practised in cookery which in turn is part of instruction reading of the recipe, which in turn is linked to practical motor skills, which in turn is linked to social skills of cooperation with others. Cross curricular links are important for the transfer and consolidation of skills and knowledge and must be highlighted in a term’s planning of objectives. Surveys and statistics link naturally to science or to geography for example. A multi-disciplinary approach ensures that children develop a deeper understanding of key concepts, and put skills into practice in relevant and different scenarios. Children at LATITUDE BILINGUAL® get to see learning as a continuum therefore, developing a love of learning and a sense of responsibility and accountability. Geography and History: Programmes of study are shared by both languages with aims, skills and concepts common to both. Skills and concepts are key as they are used to make connections, analyse, interpret and communicate. Programmes teach pupils knowledge about different people, places, and resources, human environments and processes and natural environments and physical processes. The content described by the Geography programme begins with the child’s immediate environment and resident country, widening to include whole world issues. History programmes teach pupils knowledge and understanding about their country’s past and that of the wider world, the process of change, differences and similarities between communities and relationships. The content described by the History programme begins with the child’s family, and events in living memory, to those beyond living memory including important world historical figures, events and issues. The content for immediate environment and resident country needs therefore be varied according to the host country. Teaching pairs plan a geographical and historical aspect each term. These may be taught weekly or as block. Geography may be covered in French in weeks 1 to 6 for example, and then History in weeks 7 to 12. Cross-curricular links make learning meaningful, but also aid coverage of programmes. Work about the coast line for example can link to science. Local Planning issues can be used for example in language lessons on persuasive writing or balanced arguments. Geography themes include: Location knowledge, Place Knowledge, Human and Physical Geography, Fieldwork and Maps. History themes include: Changes, People and Places in their locality, significant events, lives of significant individuals (local, national, world)

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LATITUDE BILINGUAL®’s commitment is to give the child a vital role in his/her learning Children are naturally curious to investigate their surroundings. At EPIM, children are encouraged to ask questions to initiate enquiries about the world, to be able to explain what, how and why things occur and behave. Science is vital to the world’s future development, and problem solving, explanation as well as excitement and curiosity are maximized at EPIM. Coverage of Science themes is shared between both English and French and they are common to both National and International schemes: Living Things, Plants, Materials, Forces and magnets, Light and Sound, Electricity, Earth and Space. Knowledge and conceptual understanding of the themes is important along with an understanding of scientific skills and methods: questioning, planning scientific enquiries, observation, pattern, collecting and recording data, report and present findings, analyse findings to draw conclusions, explanations and solutions. Science is taught within the school’s wider curriculum within different contexts to capitalize on children’s engagement and application of skills and concepts across a broad spectrum. Scientific knowledge and understanding is seen as relevant to everyday life and is not in isolation. Initial selfassessments and brainstorms share existing knowledge and understanding, while raising questions and lines of enquiry, giving children a vital role in leading their learning. Growing plants to test the best conditions for a bumper crop is a good example of an enquiry where active learning skills of hypothesis, testing, overcoming practical difficulties, observing, adapting, and prediction for future scenarios are encountered. Actual problems or those leading from a story engage and give children ownership of their learning. Story characters may have a dilemma to solve: a need for a waterproof material, a container which insulates heat, a system to transport goods safely etc. Through exploration, discussion and analysis, children recognize how science helps to understand and predict how the world works.

At LATITUDE BILINGUAL® Education and Learning is about the Whole child, preparing them for life and to make their own decisions Sport is an integral part of the LATITUDE BILINGUAL® curriculum. Children develop a physical confidence in a way which supports their health and fitness. Team and shared activities promote social values of fair play, respect and cooperation which are important life skills. Sport is in both languages and certain activities can be met as part of the wider curriculum. Children develop balance, agility, coordination and spatial awareness through a range of activities: gymnastics, athletics, dance, adventure challenges, team and competitive games. Our youngest children enjoy school on campus using indoor and outdoor resources. As part of this there is a weekly yoga session with a specialist teacher. These sessions teach balance, coordination and basic movements, whilst reflecting on the effects of exercise on the body, concentration as well as relaxation. From Grande Section/ Year 1, children practise sports with specialist teachers for a wide range of activities which cover our LATITUDE BILINGUAL® programme. Sports activities rotate so that each child can practise, improve performance and encounter different skills and games. They develop an understanding of how to improve their own performance and how to recognize their own success 6

through specialist tuition and regular feedback including written reports. The variety of sports includes: tennis, archery, Padel, circus skills, basketball, football, scooter skills, and handball. Children may also be offered a block of swimming lessons, a series of Karate lessons with specialist teachers, and use of a gymnasium, depending on internal facilities. In conjunction with our termly themes such as Healthy Living, Living Themes, People who help us, the skills and understanding in sport transfer to other areas of learning. Children learn the importance of decision making for health and fitness. National school initiatives such as ‘A Table pour Agrandir’ (eating habits and diet) are also incorporated into programmes which inform, with the onus on children making choices for healthy lives as adults.

Children at LATITUDE BILINGUAL® are taught to be reflective and flexible thinkers Computing and technology equip children to operate in our ever changing world, giving them the skills and knowledge to change systems through a combination of logical thinking and processes to thinking creatively to invent and innovate. Many elements are taught through cross curricular subjects, where ICT assists other areas of enquiry learning. Some elements are taught discreetly in both languages. Children are taught to use technology safely and know where to go for help if they have concerns regarding the use of the internet for example. Children learn how to question and select information and how to use technology to present data and findings effectively. Studying sources for bias and comparison of accuracy encourages analytical and reflective thinkers. Primary aged children have proof of competencies with the French National B2I exam. This exam is a series of tests/practical activities administered over time by the class teacher.

The Structure of our Teaching Environment At LATITUDE BILINGUAL®, children are at the centre of learning, and teaching is adapted to the child. We are committed to developing a child’s natural curiosity to acquire the skills and aptitudes needed for independent learning and a love of learning to carry with them throughout their lives. At LATITUDE BILINGUAL® the week is split equally in half between both English and French. Each class has two teachers: one native English speaker, and one native French speaker. The standard objectives of both French and English National curriculums are covered and met through the programme delivery. Teachers teach separate language programmes but share the objectives of other disciplines. Mathematical concepts and skills are taught in both languages for example. The teachers decide for each term when planning which elements will be in which language, using their knowledge of the children, their languages, and their competences as a guiding principle. In the classroom at LATITUDE BILINGUAL® teachers create a motivating learning environment which promotes inquiry from children. Children are taught knowledge and skills across a broad and balanced range of disciplines where learning is hands on and links made in their learning so that it is meaningful, preparing them to be critical independent thinkers as well as communicators who can work effectively 7

with others. Learning is mainly through play in the Early Years. The teacher identifies the interests of the children and the obstacles they may face, tailoring learning experiences to their audience. The teacher works essentially to develop children’s reasoning through manipulation and experimentation. They create a climate of trust where children can ask questions, express their doubts, and take risks in their learning. Small class sizes (maximum 20) facilitate the teacher’s ability to accommodate and tailor activities to each child’s learning style and ability so that they may then reach their potential. The ultimate goal is to motivate children from their earliest experience at EPIM to feel personally concerned with their learning, with meaningful and challenging situations where a child can exercise their initiative, apply their knowledge and skills and will want to learn. At LATITUDE BILINGUAL®, children learn to be strong and independent through positive relationships Early Years at LATITUDE BILINGUAL® The Early Years classroom is a space in which children play and explore, enjoy, select materials and ways to do things. Children learn and develop well in enabling environments in which their experiences respond to their individual needs. An environment in which they create, are motivated and inspired, make links in their learning, persevere, adapt and achieve. Children learn by leading their own play and by taking part in play which is guided by adults. The classroom needs to be an inviting, secure and stimulating place to be with resources that inspire and engage children. Resources must be accessible with labels which are written and pictorial and/or colour coded. Open-ended resources are great as they can be adapted and used in different scenarios and areas. Objects and toys which promote motor skills are good such as those involving pressing, opening flaps, threading, turning etc. Puzzles of different kinds, sizes and pieces and different levels of difficulty need to be provided. The setting must include a flexible indoor and outdoor space where children can explore all areas of learning. Matching and duplicate items are good so children can mirror play and that there are sufficient resources for children. A wide variety of containers for water play and sand need to be provided. These activities promote exploration of quantities, of materials, of cause and effect whilst offering wonderful opportunities for talk, creativity and vocabulary extension. Similarly, there should be natural materials for children to discover, handle, sort, describe, count etc. Photos should display key people at school and also photos of children and their families to promote discussion. A visual timetable is helpful for parents and children to relate to and for teachers to refer to throughout the day. There should be a construction area with different sizes, materials and ways of fixing and joining. Materials should be varied often with new intriguing materials introduced to appeal to children’s curiosity and problem solving skills. Such makes as duplo, k-nex, meccano, lego, klixi, big builder, are staple construction toys. A home corner should be present where children can role play and recreate routines and familiar activities. The resources can be varied to include cooking utensils from different cultures and a selection from which children can make choices.

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Small world play should also be provided such as figures, a dolls house, and toy cars. This again gives children opportunities to create and recreate worlds, letting their imagination take over and engaging in rich opportunities for play and talk. A corner for books of all types must form part of the class with comfortable seating. Puppets, story sacks and CDs which accompany books give further occasions for imagination and involvement with telling and retelling stories. Mirrors are also usual for children to see themselves talking, role playing, describing and experiencing. Word banks and writing resources should be available both indoors and outdoors. These model examples of the written word and offer opportunities to extend and introduce new vocabulary. A wide range of writing tools include crayons, chalks, pens, pencils, gel pens, and of papers and surfaces, all motivate children to handle them and to make marks on paper. Number lines and number cards should also be provided and displayed linking written forms to actual numbers. Children can select to use these at play as well as at times when modelled or directed by the adult. A creative area in class should provide a wide range of tactile materials for children to explore and create with. Modelling materials such as play dough, paste, paper extend children’s sensory experience, language and imagination. Children need opportunities for child led and adult led activities. Adults observe as children engage in important free play, noting their progress, allowing children to follow their line of inquiry or imaginary play where they discover and learn. In group activities, adults engage, present, model, prompt with questions, propose lines of inquiry to extend children’s learning.

Primary Years at LATITUDE BILINGUAL® The Primary classroom is a space in which children investigate, explore, enjoy, analyze and evaluate. An environment in which they are motivated and inspired, make links in their learning to persevere, adapt and achieve. The classroom needs to be an inviting, secure and stimulating place to be with resources that inspire and engage children. Resources must be accessible with labels, encouraging children’s autonomy. Open-ended resources are great as they can be adapted and used in different scenarios and areas. Dictionaries and reference books relevant to the topics should be in class along with a selection of fiction books. Whiteboards should be available, one per child, with wipeable marker pens. This useful resource ensures every child is involved and gives an answer in whole class introductions; particularly useful in Language and Mathematics. Similarly, digit cards and number or letter fans mean everyone participates in the question and answer process. Concrete Mathematics materials such as bead strings, number lines, units, tens, hundreds and thousands are needed. For some children concrete materials will be essential for them to calculate, and for others, useful to support and visualize. When new concepts are introduced in Mathematics, teachers always begin with concrete resources before moving to the abstract. Highlighter pens are useful for children to highlight and identify key ideas in

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texts, parts of spelling or punctuation. Teachers may also use them to mark where a child needs to focus on a sheet or where to start and finish. The classroom should represent the themes studied in class with engaging displays which not only celebrate children’s work but ask questions and lead them to inquire further. Word banks, number grids and lines should be displayed as reference and support. A weekly timetable needs to be on the wall for everyone to follow along with any rotas. Teachers write the date on the board along with the day’s lessons. In this way, children can anticipate their day and be ready for the next session for example. It also gives them ‘ownership’ of their learning, fostering responsibility and independence. Tables and chairs are to be arranged according to the lesson and learning taking place. A ‘u’ arrangement is good for visibility and discussion, a block is useful when children are working together and sharing resources. Furniture organization should therefore be flexible with the learning objective in mind.

At LATITUDE BILINGUAL® , children learn with peers of their age, where teaching is adapted to suit the child’s level within the group. Children recognize and value different learner profiles and the contribution each individual makes to a class, knowing that children develop and learn in different ways and at different rates. Class Groupings The size of an educational setting and number of children on roll affect the class groupings. Classes can be of one age group or mixed, such as Playgroup/Petite Section. When planning to teach a mixed class, the teacher uses the expectations for each age group detailed in the programme, but the most important factor is the ability of the individual child. Children have different strengths and weaknesses in all areas of learning. Recognizing and tailoring teaching for the needs of the children in the class is key. A class of mixed ages where individual strengths and weaknesses lead the planning, does not present a difficulty. Where a child has already attained a learning expectation, the next steps need to be taught by ‘scrolling up’ the programme. Similarly, for a child who is less able ‘scrolling down’ to previous objectives may be required. In addition, a mixed age class can offer several advantages: that of older, more autonomous children acting as a role model of expectation, or the advantage of the opportunity for consolidating learning, where a child may not be secure, as well as the confidence of being an older child in class may bring. Within the International class, there will also be different levels in language capacity. This involves careful assessment of level and needs. Some children may be bilingual, some may fluent in but one of the languages in which the curriculum is taught. Some children may not be familiar with either language. In subjects like mathematics and science for example, the teacher needs to take account of the different language competences in the group. Clear visual aids, word banks, practical and interactive resources help understanding of concepts.

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Accelerator classes for individuals or very small groups help children who are new to a language to quickly gain confidence and access the curriculum in class. Children work out of class with a peripatetic teacher on the same language day.

Special needs For children who present learning difficulties which exceed those common to their age, an Individual education Plan may be required additionally. This is a more detailed planning of specific targets. An IEP, may target speech difficulties, behaviour or spelling for example. The plan is written in partnership with the parents and child and other professionals where needed. Partnership in working towards IEP targets is essential for successful progress. Targets are reviewed and rewritten at regular intervals, specified at the start of the first plan.

At LATITUDE BILINGUAL®, additional learning options support our tailored curriculum In addition to everyday classes following our programme of learning, LATITUDE BILINGUAL® offers additional learning options. A Creative Arts in English Club offers after school activities created for children from aged four to eleven. Over the course of the afternoon, children practice and enjoy a wide variety of creative activities: cooking, painting, modelling, and drama for example, whilst learning English with a native speaking teacher. Children learn informally through immersion in natural learning situations. Children can also access accelerator classes for those entering an older class, totally new to French or English. Specialist teachers of ESL (English as a second language) or FLE (Français comme langue étrangère) give weekly or twice weekly lessons specifically tailored to the individual. LATITUDE BILINGUAL® can also offer Dutch, German, Italian and other languages to native speakers. These lessons allow a child to continue to learn and follow an educational programme from their country of origin. This ensures a smooth return to their country of origin if needed and for levels of attainment to be in line with other children of their nationality.

Measuring Progress at Latitude Bilingual® At LATITUDE BILINGUAL®, mistakes help children identify the areas where they need to improve: they are not a means of punishment. Marking forms part of assessment and learning. Marking monitors performance but is essentially part of the learning process to guide children towards next targets in learning. Marking is a tool for the 11

teacher. It is important at EPIM, where children learn to learn, that they are part of the marking process. In Early Years, adults talk to children to guide them, using photographs as well as independent work samples to record. Written comments and notes are meaningful with children included as part of a discussion either during or after marking. Marking is timely, and preferably done with the child. Marking is of the objective taught and then assessed. Children are encouraged to proof read and identify own errors with teachers often highlighting but not immediately correcting errors. The purpose of marking is to improve and not to punish or discourage a child. Simple comments such as ‘good’ are not accepted where they are unqualified by what is considered ‘good’ in particular. Assessment is continuous through different forms: Formative assessment through observation of children working and /or modelling to others, Summative assessments/tests at the end of a unit to plan next steps in learning, questioning which is adapted to the ability of the child to lead them in their thinking and learning, dialogues and written marking of work, self-evaluation in brainstorm activities, confidence indicators and reflections by pupils. Summative assessments in English are Cambridge language exams for non-native speakers which link directly to the European Languages Ladder, and SATs (standardised attainment tests) for native speakers or pupils operating at a high level in English. In French, native speakers, or those operating at a very high level in French, sit Evaluations Nationales, and ‘Entrée en 6ème’ for those who wish to enter a French Collège after LATITUDE BILINGUAL®.

Teachers at teach children how to learn and are role models of enquiring motivated learners: LATITUDE BILINGUAL® is very selective in the recruitment of their teachers. Every year, our schools receive a large number of applications for teaching positions and thus maintains a high level of requirements for teachers who join their team. Qualifications and expertise required include: • • • • •

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Appropriate qualifications, training, skills and knowledge Teaching experience with Infant and /or Primary aged children, and a clear understanding of their roles and responsibilities Reflective practice with the ability to adapt teaching strategies and programmes to cater for differentiated ability levels as well as differentiated competencies in language ability. Flexibility to execute a range of tasks linked to teaching in our international schools Communication skills in English or French, with the ability to inspire native and non -native language learners. The ability to inform, empathize with and to advise parents. The ability to work as part of a two teacher class, sharing information and teaching. The ability to cooperate as part of a team. Excellent class management skills in daily lesson planning, practice, evaluation and assessments, showing understanding and inclusion for linguistic, cultural and social differences. A passion for learning. A teacher’s role is to prepare children as life- long learners who can enter the adult world as confident, responsible citizens, able to adapt to our ever changing world. Teachers need to be able to inspire, motivate, challenge, listen, tailor, advise, 12

understand, explain, demonstrate, analyze , simplify, extend, question, reinforce and evaluate to get the best for and from the children they teach. During an academic year, teachers plan with class partners and extended teams. They are observed teaching at least termly to evaluate performance and work on school improvement targets. Teachers lead termly presentations to parents aided by the class pupils to inform about work that term or an aspect of school life such as marking, reading schemes or sport. Teachers meet termly with parents to inform on progress and to advise as partners in children’s learning. Weekly staff meetings give teachers opportunities to share information, plan and to discuss individual children and issues of learning support. Reports are written each term with targets highlighted for next steps in learning as well as celebrating achievements and progress. Teachers formalize termly programme objectives into medium term plans for a period with a weekly break down of expected outcomes and activities. These plans are kept in files accessible for all. A resumé of what children will be learning in a particular term, is sent to parents at the start of each period. Daily detailed lesson plans are made by each teacher and kept for them as a daily record to aid evaluation, assessments and future lessons.

Conclusion The context of the International classroom is one in which differences and individuality are welcomed and anticipated as well as cooperation and collaboration. Children know and understand that they each possess a repertoire of experiences, learning and skills unique to them. Children explore and learn together at school, to expand and deepen this repertoire in order to successfully participate in society. Through detailed planning and coordination, and continuous assessment and evaluation, the teaching team at Latitude Bilingual are active participants in educating and inspiring children in their learning and beyond, aiming towards new horizons and latitudes.

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