The school project is structured around four axes:
1 | Accompany students in their appropriation of languages and cultures
By encouraging its students to use all possible tools for learning languages, and to maintain their curiosity towards Burmese culture, LFIR aims to increase their openness to the world.
2 | Individualize and promote success paths
We ensure the follow-up of the learning of the student, and we listen to his aspirations, while cultivating the taste for collaborative work, to make it possible to mature an educational and professional project exciting for the pupil.
Note: In the LFIR, as in all institutions, some students experience difficulties, short or long-term learning disorders. Others have facilities in most of the academic areas. Personalized instruction is tailored to each student according to his or her needs and orientation. Our goal is to drive each child on the path to success and to direct each student to her or his personal project. The child should experience the feeling of success daily; The school staff will therefore be here to assist the most fragile students in school and to feed the potential of those who seem to have more facilities. Sharing, teamwork, tutoring will be a level that will facilitate this solidarity, valuing and benevolent approach for all.
3 | To develop autonomy and moral values
The values of democracy are built at school. Citizenship education, solidarity, responsibility, self-reliance, personal commitment and respect for the environment are values transmitted by all adults involved in LFIR. Through day-to-day work and the creation of multidisciplinary and federative projects, from kindergarten to high school, a sense of belonging to school and even beyond, to its entourage, to humanity and to the planet.
4 | Enhance the creativity and personal achievement of the student
By offering innovative and creative teaching, the goal is to foster students’ meeting with culture, sports disciplines, works, places, French and European heritage, as well as the host country; Myanmar and, more generally, Southeast Asia.
These four areas of work are transverse and each one organizes a policy for the benefit of students and their personal development to provide an inclusive school. These lessons are taught in educational activities, at all levels and in cycles, allowing students at all times to build up their personalities, to improve their learning and to mature their personal orientation project. The student will thus be the actor of the life of the institution, with a sense of belonging, and this in continuity of learning. This promotion of the values of the school will be a factor of flourishing. The same will be true for parents whose ties with the school will be strengthened.