Frequently asked questions

Do you have any questions about any of the steps? Do you want to know more about our teaching methodology? Here you will find answers to these topics.

admissions

In French education it is a requirement that students start school when they turn 3 years old, as we consider it important that children grow up in a structured school environment. These first lessons are the ones that will allow them to later start primary school with greater confidence.

 

By choosing to enroll your child in a French school in the preschool cycle, you give them the possibility to build the foundations of an excellent development in a caring environment, perfectly adapted to their age. It also helps them start a solid multilingual education with autonomy. This is why we recommend that students enter PS when they just turned 3 or about to turn them.

The Lycée Français of Medellín opens its doors to future students between the ages of 5 and 11 who wish to study at our institution under the Integration Program, which allows us to receive new students who do not speak French but who demonstrate excellent academic performance, eager to learn the language and with a family committed to the education of their child.

Our methodology offers a program with certified teachers to accompany and help level the student in learning the second language both at school and at home and enhance the child’s own abilities in their education.

The integration process is approved after the pedagogical team analyses the commitment of the family to work with the school in the adaptation and leveling of the new student.

The Lycée does not have a deadline for the delivery of documents, but families must take into account that we have limited places, therefore, the applications will be reviewed and sent to the admissions committee according to the order of arrival.

Families that apply as candidates will receive a response from the Admissions Committee one month after their application. It is important to bear in mind that the school has summer vacations in July and August, so processes at this time are paused until the team returns to school.

We suggest starting this process at least one year in advance, due to limited space availability.

The AEFE through the French embassy in Colombia grants scholarships to French children over 2 years of age who reside abroad and come to live in Colombia. French families can apply for these scholarships in two moments: in April and in October. Complete information can be obtained by visiting the website https://co.ambafrance.org/ 

 

Please follow the steps below:

Step 1: Come and meet us, sign up for one of our next “Open Door” meetings

Step 2: Fill out the appropriate form

Step 3: Fill out the required documents according to the type of form. This will be reviewed by the Admissions Committee.

Step 4: Families that have received a favorable response from the Admissions Committee will be called for an interview with the principal and the psychology department.

Step 5: We will inform applicant families of the Admissions Committee’s decision; After notifying them, families will have one calendar month to confirm if their child will enter the school.

Step 6: Accepted students must attend a special session at the Lycée. On this day children will get to know the school facilities and will participate in activities with the psychology department, which will allow the pedagogical team to prepare and define the distribution of the classrooms. Attending this activity is a prerequisite for new students.

Learning methodology

When children enter school for the first time, they are at an age in which games have fundamental virtues such as freedom, creativity, spontaneity, and imagination.

With games, they experience a world of personal relationships and begin socializing with other students, which allows them to learn about teamwork, decision-making, values and understanding social environments outside their home. At the Lycée Français of Medellín, we consider that games are a highly educational activity, throughout the period of studying and learning.

Beginning in CP, children will be assigned small tasks, which function as a mirror of what was done in class. They are not new lessons.

The tasks can be: reading a text, preparing for a dictation or writing training.

We take this opportunity for them to acquire leadership, acting as a tutor for other classmates.

We also differentiate each case as the teacher will analyze their knowledge in order to propose appropriate activities for their level, so that they can continue advancing in their learning process.

The Lycée considers inclusion as part of its philosophy and educational model, therefore, among our students we have children with Special Educational Needs, such as autism, attention deficit disorder, among others.

 

We assume these cases ethically and with responsibility with the child and his family, constantly reviewing, even from the admission process, what the characteristics and needs of each child are and what are the resources that as an institution we have to offer, in order to provide an excellent education. In this process of permanent analysis, the family leads the way, and we rely on external professionals who are specialists in each case.

 

In the Colombian system there is the PIAR (Individualized Plan for Reasonable Adjustments). In the French system, we have several official documents that allow us to follow up in the most appropriate way possible according to the condition of each child: PPRE (in case of temporary difficulty in learning), PPS (in case of disability), PAI (in case of allergy, asthma …) and even PAP (type of DYS …).

 

If difficulties are observed, or, on the contrary, significant progress is made, the family will be invited to be part of an educational team, to discuss the matter and where the school may propose, follow-ups and/or external tests carried out by professionals, to be able to follow-up correctly on the child’s progress at school and at home.

 

In addition, we know that all children progress at their own pace, which is why we have programs with goals per cycle. It is normal for each student to prefer certain subjects and like others less, but it is important that all students have a knowledge of the fundamental lessons for their future. We strive to find solutions to accompany students that present difficulties and in the future, when they are teenagers, they will be able to choose a path more oriented towards what they like.

From the CP grade, equivalent to first grade in Primary School.

The Lycée Français of Medellín forms students and capable social beings, who develop skills for global interaction. Students characterized by their values, respect, joy, leadership, innovation, creativity, and imagination. Pioneering human beings, capable of making their own decisions and assuming the consequences of these and that are always in search of personal, family, and social growth.

All of this is worked hand in hand with the school team (teachers, psychologists) and with the family.

Lack of motivation can be caused by several reasons, and we strive to find the cause in order to help the child feel motivated again. Everything is done through assertive and timely communication.

We believe in a positive education where all the actors in the student’s life work together.

In the case of sadness, anger, or any other emotion, we take the time to talk with the child, and we will contact the family to inform them of the situation, which is also part of the educational process. It is important that in the event that something happens at home, parents inform the teachers.

We talk to him and find a solution. Everything is done through communication.

The idea is for the student to be responsible for his own education and for them to be the main character in front of their decisions and emotions.

The Lycée Français of Medellín, applying the directives of the Ministry of Education in its curricular guidelines, fully assumes the role of developing in the student, values and principles necessary to help them understand their current and future life as a responsible citizen, devoted parent, honest businessman or someone capable of living in a society respecting its rules of coexistence.

Teachers

We have specialized teachers from France, that have passed the Teacher Recruitment Competition (French national education officials).

Other teachers have been trained by other French high schools in the world or by ours, with a teaching profile specialized in FLE (French as a foreign language). They all have experience teaching and we have Colombian teachers who have an excellent French dominance. This diversity allows us to consider our various student profiles and our language focus.

The way discipline is handled is very different from one country to another and from one family to another. The Lycée offers opening up to the world, which is also done through the management of discipline.

Discipline is understood from a positive approach: communication, autonomy, and expectations, because we know that from a very young age students are capable of doing many things by themselves and we give them the possibility to progress in the best possible way. We do not have very strict discipline, we take a different approach, due to our cultures.

Since we are members of the AEFE (Agency for the Teaching of French Abroad), the Lycée Français of Medellín has an annual training plan abroad and in Bogotá, both for teachers and the administrative staff.

The AEFE training plan is aimed at developing the capacities, competencies, skills and abilities of teachers; as well as sharing knowledge and practices between the different French High Schools in the AMLANORD area (North of Latin America). This translates into better pedagogical practices and better teaching and learning processes.

 

We also offer local training with experts on different topics.

 

Regarding administrative staff trainings, these seek the standardization of different practices among French high schools in order to promote group and organizational growth, thus leading to the improvement and effectiveness of the provision of quality service.

Additionally, the school often proposes on-site training for teachers with internal and external personnel, learning programs, orientation inductions (reinductions), which increase capacities and develop competencies specific to each process, allowing for the improvement of these and the growth of the institution.