From our Teachers,


From Vincent,


Bonjour, Hello, שלום, हैलो, Χαίρετε, Привет!


As this article in the Financial Post pointed out in March this year, speaking another language helps not only with communication but also boosts brainpower, improves memory and multi-tasking skills, is a significant asset in global business and of course it allows easier travel.


You can find tips on raising multilingual children and on encouraging your children on our school’s website. Click here for the English version and here for the one in French.

If you ever need to look for additional material to look at or give your children in LOTE French, here are my recommendations:


For younger children, I really like these excellent Youtube videos: Learn the alphabet in French and Learn to draw animals in French.


For children in Years 3 to 6, Here is a wonderful playlist which covers much of the essential in French in an entertaining manner.


Finally, why not visit the best parts of Paris this weekend?

What do you mean you can’t!?

It’s easy! Take this brilliant free guided tour and BON VOYAGE!


Vincent Berraud




From Leora,


I have been reading some articles about learning from home, as this happens to be at the top of my mind lately, in relation to my teaching and my own children’s learning.

Some of the main points I would like to share with you.


Young learners need an adult to help them access and navigate their work. 

  • Make materials accessible.  Teachers can design resources so that early learners can approach them as independently as possible. Teachers are making instructional videos with clear and concise directions for how to complete activities. The activities are offering multiple modalities for learning, including computer-based, worksheet-based, and sent-home manipulatives. Paper packets may be more effective with parents who work from home because their child could work at a nearby table while parents used the computer. If this is something you think may help please contact your classroom teacher to organise.
  • Engaging families is important. Through direct communication, teachers are ensuring parents feel validated in their role in their child’s learning and their goal is to provide for what that role might entail. It has been important for teachers to be explicit with instructions because families and teachers may have different perspectives on what learning looks like. It is important to remember that online teaching is a new skill for both parents and teachers. 
  • Be available and flexible.  There is no sugar coating it: to meet learners and families where they are, the teachers could be responsive at all hours of the day. This is not possible. Just know that teachers are working to make online learning, engaging for students and as simple for parents as possible. This is a work in progress for teachers as what they find naturally to do in a classroom takes on a more complicated aspect when having to relay what they want done with the students.
  • Prioritize assignments and focus on mastery.  For families struggling to complete the work, it is important to only do what one can. Teachers can focus on evidence of learning, not just a completion of tasks. If a student demonstrates they’ve mastered a concept in ways other than the teacher’s assignment, it counts.

Young learners struggle to focus on learning at a distance. 

  • Prioritize relationships, dialogue, and feedback.  While it is difficult to keep “wiggly” students on task without being in the room, teachers are finding that student engagement increases the more they participate in live communication and dialogue. Regularly seeing faces (on videochat or even a prerecorded video) encourages young learners to keep focus on school despite the change in format. Dialogue (live or asynchronous) allows teachers to continue building relationships with students and to better assess their strengths and struggles. This time round, our teachers are increasing their live sessions with students.
  • Make learning personally relevant. Teachers can activate student interest by selecting resources and designing assignments that spark curiosity, are relevant to students’ real lives, allow open-ended engagement, and provide authentic choices.

After a while, everyone gets tired.

  • Build routines.  Routines – such as a predictable schedule of a few meetings, a set of weekly assignments, and a rhythm of when and how dialogue and feedback occur – can support endurance by creating a regular flow to the week.
  • Create rituals and celebrations.  When stamina fades as time wears on, rituals and celebrations can reinvigorate engagement and help young learners process inflection points in the curriculum.

Leora Heitlinger.