Question 1

What is the yearly school calendar?

Accepted Answer

Lab School Paris follows the academic calendars of the Paris and Créteil school districts. We have the same school holidays as French public schools. You can view the calendar here,(https://www.education.gouv.fr/calendrier-scolaire-100148) Zone C. You can also download our simplified calendar here.(https://7dd48898-3a93-4eb8-89ff-8a7ff06f0252.filesusr.com/ugd/7eaf32_1df08374199b406589e582e6c9cc11c8.pdf)

Question 2

How long is the school day?

Accepted Answer

In primary school, students arrive between 8:30 and 8:45 a.m., then follow core academic lessons until the lunch break at noon. Beginning at 2:00 p.m., they work on project-based learning. The school day ends at 4:15 p.m., but students may stay for after-school care or extracurricular activities.

In middle school, students arrive at 8:50 a.m., and classes begin at 9:00 a.m. The school day ends between 4:20 p.m. and 4:50 p.m. Students may remain for extracurricular activities.

In high school, schedules are more individualized. For 3e (Grade 9) and 2nde (Grade 10), the day begins at 9:00 a.m. and ends at 4:20 p.m. For 1ère (Grade 11) and Terminale (Grade 12), classes take place between 8:30 a.m. and 5:45 p.m., but schedules vary depending on the students’ elective choices.

There are no classes on Wednesday afternoon from CP (Grade 1) through 2nde (Grade 10).

Question 3

What is the Lab School curriculum?

Accepted Answer

In primary school, the curriculum is largely based on the French Ministry of Education’s socle commun de connaissances, de compétences et de culture (common core of knowledge and skills), which is organized into three-year learning cycles. This structure allows each child to learn at their own pace. The school’s organization reflects this approach, as students are placed in multi-age classrooms.

In middle school, up through 3e (Grade 9), students continue to follow the French national curriculum in preparation for the Brevet. Instruction up to 3e is bilingual—50% in French and 50% in English. Middle school students also receive language support classes in English or French to ensure they can fully access the curriculum in all subjects.

Starting in 2nde (Grade 10), instruction is provided primarily in English to prepare students for the International Baccalaureate Diploma Programme. The IB Diploma is delivered 100% in English (except for language acquisition courses). You can read more about the International Baccalaureate in the Secondary – High School section or on their website: https://www.ibo.org/en/(https://www.ibo.org/en/)

Significant emphasis is placed on the development of psychosocial skills (soft skills) at all grade levels. Lab School Paris places student and teacher well-being at the heart of its educational mission, drawing on methods validated by scientific research.

Question 4

How do you organize the teaching levels?

Accepted Answer

We welcome students from CP (Grade 1) through Terminale (Grade 12).

In primary school, classes are often organised in multi-level groups. The teacher-student ratio is 1:15.

In middle and high school, students remain in their designated classes, each with 15 students. Some courses may have slightly more or fewer than 15 students—French and English classes are organized by language level, while elective subjects may be taught in smaller groups of around five students.

Question 5

How are the teachers recruited?

Accepted Answer

In primary school, each class is taught by a pair of teachers—one French-speaking and one English-speaking. In middle and high school, all teachers are bilingual in English and French and speak at least one additional language.

All of our primary teachers hold qualifications issued by the French Ministry of Education. Our middle and high school teachers are highly qualified, either in the field of education or in the subject they teach. A significant percentage of our secondary teachers hold doctoral degrees.

We follow strict safeguarding and safety standards in our recruitment procedures. Every Lab School employee must provide a clean criminal record extract from each country in which they have resided. Please consult our Child Protection Policy.(https://fe6ff9f3-9092-4118-9014-2455e7ff7947.usrfiles.com/ugd/fe6ff9_2f8b91f7489d453da7546deb1f5b7378.pdf)

Question 6

Do you organize school trips?

Accepted Answer

In primary school, we organize a large number of field trips each year. Students also go on a classe verte (overnight nature trip) once a year.

In middle and high school, students go on at least one outing per month. There is also at least one external speaker each month who leads an activity connected to our core values—engagement, socio-emotional skills, and research. Classes vertes at the secondary level are organized by the students themselves and take place depending on available budgets, the success of fundraising efforts, and the students’ level of involvement.

Question 7

Where do recess and informal playtime take place?

Accepted Answer

Recess takes place in the parks located around the primary and middle school. Physical education classes are held in facilities provided by the cities of Paris or Montreuil, in shared spaces also used by French public schools.

For their breaks, high school students have access to the school courtyard, the balconies, the library, and the lounge area on the top floor of the high school building.

Question 8

What school supplies should I buy?

Accepted Answer

There will be a limited number of supplies (notebooks, folders, pencil cases, paper, etc.) that parents will be responsible for. The team will provide a list of supplies at the time of enrollment.

Question 9

What is your inclusion policy?

Accepted Answer

Lab School aims to serve all children, with well-being in the classroom as one of the founding values of the project. The school seeks to be representative of society. Consequently, we strive to welcome children from diverse social backgrounds as well as children with special educational needs (such as dyslexia), in proportions that reflect real social diversity.

Given the school’s current structure (facilities, staffing levels, and pedagogical organization), we do not have the resources to accommodate students with significant behavioral challenges (including physical aggression) or those who require continuous one-on-one support throughout the school day.

Our school is not a specialized institution; therefore, we cannot modify instruction or classroom life beyond the reasonable accommodations typically offered. When a student’s needs exceed what our framework can support, we work with families to guide them toward appropriate programs or schools.

Please consult our Inclusion Policy (https://fe6ff9f3-9092-4118-9014-2455e7ff7947.usrfiles.com/ugd/fe6ff9_d097c8f317f44fdb93ba762e4fb5a6a9.pdf)for full details.

Question 10

How much do students use digital tools?

Accepted Answer

At Lab School Paris, we promote a thoughtful and critical use of digital tools: technology serves the pedagogical project and is selected only when it provides a clear benefit to its users. It is meant to complement other learning methods, not replace them (and certainly not function as a gadget). Students therefore alternate between using a computer or phone and using other learning materials such as paper, pencils, books, or the board. Digital tools can be especially helpful for remediation (see, for example, the Domoscio project in collaboration with Hatier Publishers).

Digital tools are particularly useful in three situations:
 • to support teachers in differentiated instruction through individualized tracking dashboards
 • to support student learning: personalized learning platforms, online resources, etc.
 • as learning tools themselves: educational games, programming, and more

The role of the school is to help students develop multimodal literacy, which includes digital media alongside other forms of media (press, television, print). The multidimensional concept of multimodal literacy has been developed since the early 2000s.

We also aim to educate students in the responsible use of media—digital or otherwise—by helping them develop critical thinking and the ability to analyze different forms of discourse (for example, learning to evaluate and prioritize information found on the Internet).

Finally, students are made aware of the risks associated with digital tools so that they can adopt “a reflective, civic, and responsible use of the Internet,” “reflect on both the opportunities and risks of digital technologies without demonizing them,” and “learn to master the Internet without being controlled by it,” as suggested in the guide Internet and Young People: A Guide for Primary School Teachers.

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