Walecznych 4/6, Warszawa, , 03-916, Poland
Wandy Rutkiewicz 2, Warszawa, , 02-956, Poland
4,470.0 km
4,473.0 km
1919
2007
Varies
Variesww
PS/Kindergarten (24 months) to Gr. 12
PS/Kindergarten (2,5 years) to Gr. 8
Coed (Day)
Coed (Day)
English, French, Polish
French, Polish
Intellectual
Social
Balanced
Intellectual
Progressive, International
Traditional, French National Curriculum
Standard
Standard
Rigorous
Supportive
20 to 26
18
Learning, Behavioral
Academic
Academic
28,100 to 38,600 zł
1,600 to 2,000 zł
No boarding program
No boarding program
No
No
-
-
0%
0%
Lycée Français de Varsovie is a French international school, also known as "Lycée Français de Varsovie - René Goscinny." Currently, the school consists of four educational institutions, located in the Sadyba and Saska Kepa districts of Warsaw. LFV is a very large private educational institution, with a total of nearly 800 students from 40 different countries. It has a kindergarten, elementary, and high school. At each level, the French curriculum is used, taking into account requirements of international schools in Poland. Students learn required French content, but at the same time learn Polish (as a foreign language), and Polish children learn it as a mother tongue. The main language of instruction at LFV is French. At the end of the fifth year of primary school students who do not have French citizenship take an exam DELF A2 level. LFV attests that the pass rate for this exam is 100%. High school study is also different from studying in a Polish institution at this level. Students choose compulsory as well as additional subject groups ("subject blocks") which are of interest to them from among socioeconomic subjects, humanities or science, and additional subjects, which they then take on their final school leaving exams.
This is a private educational institution with a comprehensive French program. It offers education from elementary (including kindergarten) to high school. At every level, the Polish core curriculum is enriched with elements of French, including intensive teaching of the French language. A special feature of the school is used in the method drop, according to which every teacher teaches in his native language: Poles in the Polish and French-speaking teachers in French. The method refers to the learning which takes place in bilingual families where each parent speaks to the child in his or her own native language. According to La Fontaine, children, using this method, attain functional bilingualism within 1-2 years.
School "La Fontaine" is located in the Wilanow district of Warsaw. It offers a bilingual education, in Polish and French, at the elementary and middle school level. It also offers individualized teaching, and the services of a psychologist and speech therapist. At the lower levels, teaching is based on the pedagogies of Celestin Freinet and Maria Montessori. This means great emphasis is placed on the development of independence, self-sufficiency, and problem-solving skills.
The French School accepts students from 2 to 18 years old Language of instruction: French Languages taught: Polish, English, German, Spanish, Latin A wide range of extracurricular activities: sports, artistic and language 750 students, 46 nationalities 100-person qualified teaching and administrative staff School belonging to the largest educational network in the world managed by the AEFE state agency: 494 schools in 135 countries
We are the first school in Poland that offers bilingual education in accordance with the Polish curriculum from kindergarten to middle school level. We work with UPUL (une personne, une langue) - every teacher speaks in his native language: in Polish or French. This is done in a similar way to a bilingual family. Multiculturalism and multinationality of classes and staff favors linguistic interaction between children.
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Traditional
French National Curriculum
Progressive (sometimes called "inquiry based" or "discovery based") curricula use students' interests and their natural curiosity as the driver for instruction. Teachers provide materials, experiences, tools and resources necessary for students to investigate a topic or issue. Students are then encouraged to explore, reflect on their findings, and discuss answers, solutions, and insights.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Uczniowie najpierw zdobywają wiedzę podstawową i teoretyczną, aby później stosować ją w praktyce. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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We want our students to be: - open and curious of the world, respecting cultural, religious and racial diversity - independent in the search for truth, goodness and beauty - bilingual, combining elements of Polish and French culture - creative and independent in thinking - able to cooperate, support each other and compromise
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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We are a kindergarten whose curriculum focuses on learning a foreign language from the earliest age and on the multipolar, individualized development of a child. We offer interesting, varied activities tailored to the needs, abilities and interests of our pupils
Standard
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
A school with a "rigorous" academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards - and a challenging yet rewarding curriculum - are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called "rigorous".
A school with a "supportive" academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, that the school provides a less intensive culture than schools with a "rigorous" academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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Intellectual
Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.
Balanced
Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.
Social
Socially aware and active citizens, motivated to change the world (or their community) for the better.
Intellectual
Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.
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The main assumptions of our program: - implementation of the program approved by the Ministry of National Education - integrated education in a bilingual system in Polish and French - classes in Polish and French are complementary - teaching methodology based on the concepts of recognized pedagogues, such as: C. Freinet, M. Montessori - shaping attitudes, broadening horizons through work using the project method
Lycée français de Varsovie, primary and secondary education |
La Fontaine |
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FORMS OF SUPPORT DELIVERY | ||||||
Full-time special needs school | ||||||
Full-time special education class | ||||||
A special education class with partial integration | ||||||
A regular class with withdrawal assistance | ||||||
A regular class with resource assistance | ||||||
A regular class with indirect support | ||||||
INFORMAL SUPPORT FOR MILD DIFFICULTIES | ||||||
Learning strategy | ||||||
Extra support |
Lycée français de Varsovie, primary and secondary education |
La Fontaine |
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Accommodations |
Modifications |
Extra support |
Accommodations |
Modifications |
Extra support |
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Mild but clinically diagnosed learning disabilities and ADHD |
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESFORMAL SUPPORT THROUGH: ACOMMODATIONS (A), MODIFICATIONS (M) and REMEDIATIONS (R) | ||||||
AccommodationsA |
ModificationsM |
RemediationR |
AccommodationsA |
ModificationsM |
RemediationR |
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ADHD | ||||||
Learning disabilities | ||||||
Dyslexia | ||||||
Auditory processing disorder | ||||||
Dyscalculia | ||||||
Dysgraphia | ||||||
Language processing disorder | ||||||
Non-verbal learning disorders | ||||||
Visual motor deficit | ||||||
Developmental | ||||||
Autism | ||||||
Asperger's | ||||||
Down syndrome | ||||||
Intellectual disability | ||||||
Behavioural and emotional | ||||||
Troubled teens | ||||||
Depression | ||||||
Suicidal | ||||||
Substance abuse | ||||||
Oppositional defiant disorder | ||||||
Physical | ||||||
Dyspraxia | ||||||
Blindness | ||||||
Deafness | ||||||
Cystic fibrosis | ||||||
Multiple physical |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Lycée français de Varsovie, primary and secondary education |
La Fontaine |
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
Jujitsu
Judo
Kung fu
Aikido
Karate
IT Club
English Club
Polish Club
Film Club
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Jujitsu
Judo
Kung fu
Aikido
Karate
IT Club
English Club
Polish Club
Film Club
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation