Teaching and Learning

Le Jardin - Students' Expectations Reminder

We have noticed an increase in children using sticks to play games in Le Jardin, and there have already been a few incidents where students have been hit, both accidentally and intentionally.

Could you please teach your students the expectations and reinforce that sticks must remain on the ground and are not to be used for play. 

JC students who choose not to follow this rule will need to remain in the JC yard where as SC students will need to remain on the Senior campus.

Thank you for your support in helping to keep everyone safe.

Nancy

Mardi Gras

Mardi Gras is on Tuesday 17th Feb this year, we will have our Mardi Gras Parade on Thursday 19th Feb from 2:50-3:30. I will be finalising details for the parade day very soon. 

Please consider a Mardi Gras lesson implemented through out the week so our students know what all the fuss is about, maybe even a mask decorating session. 

Here is the link to our Mardi Gras - Carnival folder in our Drive.

Merci!

-Claire M

French Teachers only

Weeks 3 and 4 will be the time to complete the whole-school Reading and Grammar assessments with your class.

You can find the folder with the master copies and spreadsheets here.

All spreadsheets have been updated, as shown in the photo below. Please don’t modify the 2025 data, just add your results above the first “TOTAL” line in the correct level.

There may still be a few small errors in the tests or spreadsheets, so please feel free to share any comments in the feedback document in the same folder. Your input is really appreciated.

If you have any questions at all, please don’t hesitate to email me or Marilyne. We’re very happy to help and support you.

Florie S.

French Teachers Years 3-6 only: La compétition des illustrations 2026

Nous commençons le projet des illustrations en semaine 4 ce trimestre. L’année dernière, nous avons illustrés les ‘faux-amis’, par contre cette année ce sont les vire-langues (tongue twisters). 

Voici le breakdown des dates importantes:

En semaine 4: Introduire le projet (on va vous envoyer un PPT). Les élèves vont choisir un vire-langue (il y a 10 choix) à représenter en dessin. S.V.P. permettre une session et demie en semaine 4 pour le travailler en classe (pas plus, pas moins pour que ça soit juste pour tout le monde).

Semaines 5-7: Les élèves peuvent amener leur dessin à la maison et le compléter pendant ce temps. Il faut que tu collectes les dessins des élèves pendant la semaine 7, choisir 2 finalistes par classe et envoyer à Emilie les images vendredi le 13 mars (semaine 7) au plus tard. 

Semaine 8: Vous allez recevoir un PPT avec les images des finalistes de KHPS. Vous allez demander aux élèves de voter pour leur image préféré pour chaque year level. Vous allez envoyer les votes à Emilie.

Semaine 9: Les gagnants de CPS seront annoncer à l’assemblée.

Je vais vous faire des rappels à chaque semaine.  Pour l'instant, garde en tête pendant ton planning la semaine prochaine qu'il faut laisser du temps en semaine 4 pour travailler ce projet en salle de classe.

Gros merci!

Emilie & Elisha

The Four Questions

As discussed, our students are often not clear about their learning goals... that we present them as Learning Intentions and Success Criteria. Hence our conversation about moving to Learning Goals.

Use the Four Questions to check that your students know what their learning goals are!

• What are we learning? / Qu’est ce que nous apprenons?
• Why are we learning this? / Pourquoi on apprend ça?
• How will I know if I’ve been successful? / Comment allez-vous savoir si vous avez réussi ?

A refresher from issue 61 of the Briefing Notes:

Following on from Parts 1 & 2, here is the final edition of this series. So far we have gone over -

• Learning Intention / Goal / Le But
• Purpose / Why? / Porquoi?
• Success Criteria / I am successful if I can … / Je réussis si je peux…

All this detail can also be found in the Learning Intention and Success Criteria tab of our draft CPS Instructional Handbook.

The following verbs are useful to select from for creating Success Critieria. They have been sourced from the Blooms and SOLO taxonomies and are presented here in a progression of complexity.

Essential points to remember

• If presented as part of a slideshow, the Goal, Why? and Success Criteria must also be present elsewhere in the room for students to refer back to once the slideshow has moved on. This can either be on the whiteboard or stuck into student’s books. 
• Exploring and discussing each statement as part of the Explicit Teaching phase is vital so that students are enabled to use the Goal, Why? and Success Criteria.
• Using the Goal, Why? and Success Criteria in conjunction with a worked example, think aloud or teacher modelling enables students to understand what success looks like and/or sounds like.

• Explicitly referring back to the Goal, Why? and Success Criteria both throughout and at the end of the lesson helps students to self assess their progress.

   

  Tim

French Teachers who would like to train to assess the DELF

Ce message vise à rappeler qu’en 2026, l’ambassade de France poursuit la campagne d’habilitation examinateur-correcteur aux examens DELF-DALF auprès des enseignants des établissements AAFEBS, avec l’aide des Alliances françaises d’Australie.

Ces formations sont gratuites pour les participants et ont lieu en ligne, sur des créneaux variés. La plupart de vos établissements ont vu des enseignants bénéficier de ces habilitations en 2025. D’autres enseignants qui avaient exprimé leur intérêt se verront habilités cette année.

Ainsi, je vous invite à relayer cette communication auprès de vos équipes, afin que d’autres personnes intéressées me le fassent savoir par email pauline.dinet@diplomatie.gouv.fr et soient contactés lors des prochaines opportunités.