The end of the year is fast approaching and another school year has flown by. Last August, I wrote that the year ahead held numerous challenges for us and that we shouldn’t allow ourselves become complacent. A school that doesn’t move forward, that fails to call its practices into question, that always falls back on tried-and-tested methods is a school that is moving backwards. I am not condoning change for change’s sake, but I do think it is essential for us to continuously rethink and reexamine what we do, in a constructive manner and to dust off any cobwebs we might find.

Our school’s structure was conceived in order to facilitate such dusting off. Our management team was established in order to allow for reflection, to promote innovation and to imagine the future. It is incredibly difficult for us to disconnect from the ins-and-outs of daily school life and to let our imagination run free a little, but it is the price we pay to ensure that the decisions we are making are the right ones for today and for the future.

We have held many fascinating, fruitful working sessions this year, which have resulted in a number of exciting new projects for our school. Today, I would like to talk to you about three examples that will be in place from August 2018, whose impact will resonate for a long time to come and which will place us en route to our school of the future.

Firstly, the creation of the FLC (French Language and Culture) pathway – one that has found an echo with a great many of you, if the number of students enrolled is anything to go by. It is a pathway that will profoundly change the transition from primary to secondary.  It is an original way of uniting the three classes that make up cycle 3 – CM1 and CM2 from primary and 6eme from secondary. The cycle 3 challenge is a considerable one for all schools and I believe that our solution is both pertinent and promising.

Secondly, the transformation of the two CP classrooms will also involve a transformation in the way that we teach. New furniture, new material – the physical space of the classroom plays a very important role in the type of activities that take place there. The project is guided by deep and meaningful pedagogical considerations and our objective is naturally to extend it to all classrooms.  I would like to take this opportunity to thank the FSPA for their generous contribution to the financing of this project.

Finally, the third project concerns the timetables of our secondary teachers, which have been revised to allow them spend more time on interdisciplinary projects, to organise workshops or simply to plan together, train together and to work better together. Possibly even more than the other two projects, this one represents a leap into the unknown, but we can feel the enormous potential it holds for the medium and long term of our school.

These three evolutions will naturally be the object of particular scrutiny. If we succeed in launching and nourishing them – and I don’t doubt that we will – we will have taken three giant steps forward on all levels: an innovative primary school that strives to prepare its students for a rich and stimulating secondary school life. The foundations are in place, we are looking forward to seeing the walls go up.

Have an excellent weekend

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