Elementary (6 – 10 years)

The elementary school welcomes children from 6 to 11 years old.

It has five levels:

  • Preparatory class (CP),
  • the first year elementary class (CE1)
  • second year elementary (CE2),
  • the first year middle school (CM1),
  • the second year middle school (CM2).

 

The teaching is conceived by cycle, of a duration of three years:

  • cycle 2 (cycle of fundamental learning), includes CP, CE1 and CE2.
  • Cycle 3 (consolidation cycle) includes CM1 and CM2, this cycle continues in the middle school, in the sixth grade.

The class projects are numerous and varied: visits, cultural outings and shows organized by the teaching staff according to the educational projects.
The school programs are those of the French Ministry of Education.

In addition, the French International School of Berne offers English and German language instruction from the early grades (see the language section).

Regular attendance at elementary school is mandatory in accordance with current French regulations.

Learning in elementary school:

The mastery of the French language and the first elements of mathematics are the priority objectives of elementary school to allow students to access the fundamental tools of knowledge.

In cycle 2, the program includes lessons to question the world, artistic lessons (visual arts and musical education), physical and sports education and moral and civic education.

In Cycle 3, students consolidate their learning in these areas, discover science and technology, history and geography, and art history.

The school takes into account the plurality and diversity of each student’s abilities. Alongside reasoning and intellectual reflection, the sense of observation, the taste for experimentation, sensitivity, motor skills and creative imagination are developed.

CP : Sophie GIRARD
CE1 : Laëtitia ZANON
CE2 : Isabelle EBERHARDT
CM1/CM2 : Anne ALLEGRE

English : Marie-Pierre MANCO
German: Marc ALBERTI / Arbresha ARIFI
Computer science: Rolf KIPFER
Music (CM1/CM2) : Enrico ZAPPARRATA

SPECIALIZED TEACHERS :
French as a foreign language (FLE/FLS) : Marie LABROUSSAA

The school programs are those of the French Ministry of Education. In addition, the French International School of Berne offers English and German language instruction from the early grades (see the language section).

Learning in elementary school:
The mastery of the French language and the first elements of mathematics are the priority objectives of the elementary school in order to allow students to access the fundamental tools of knowledge.
In cycle 2, the program includes lessons to question the world, artistic lessons (visual arts and musical education), physical and sports education and moral and civic education.
In Cycle 3, students consolidate their learning in these areas, discover science and technology, history and geography, and art history.
The school takes into account the plurality and diversity of each student’s abilities. In addition to reasoning and intellectual reflection, the sense of observation, the taste for experimentation, sensitivity, motor skills and creative imagination are developed.

You can find all the programs on the official EDUSCOL website:

EFIB has an ambitious language policy that sets it apart from other schools: a student who has completed his or her schooling from kindergarten to 9th grade benefits from 701 hours of German and 605 hours of English more than a student who has completed his or her schooling in the Swiss system.

EFIB SWISS SYSTEM
GERMAN ENGLISH GERMAN ENGLISH
Level Language EMILE* Language
EMILE*
Language
EMILE*
Language
EMILE*
PS 2 x 30’ / 2 x 30’ /
MS 2 x 30’ / 2 x 30’ / / / / /
GS 3 x 45’ / 2 x 45’ / / / / /
CP 3 x 45’ / 2 x 45’ / / / / /
CE1 3 x 60’ / 2 x 45’ / / / / /
CE2 3 x 60’ 1 x 60′ 2 x 60’ / 1 X 45′ / / /
CM1 3 x 60’ 1 x 60’ 2 x 60’ / 2 x 45’ / / /
CM2 3 x 60’ 1 x 60’ 2 x 60’ / 3 x 45’ / 2 x 45’ /
6ème 3 x 60’ / 3 x 60’ / 3 x 45’ / 2 x 45’ /
5ème 3 x 60’ / 3 x 60’ / 3 x 45’ / 2 x 45’ /
4ème 3 x 60’ / 3 x 60’ / 3 x 45’ / 2 x 45’ /
3ème 3 x 60’ / 3 x 60’ / 3 x 45’ / 3 x 45’ /
TOTAL 1242 H 918 H 541 H 313 H

EMILE* : Teaching of a subject (Physical and Sports Education) integrated with a foreign language

The main objectives of teaching German in elementary school

GS/CP

(group level)

– Discover and learn to use some familiar words and classroom instructions

– Discover and learn some common expressions (e.g., greeting, congratulations, name, age, politeness)

– Follow simple, short instructions

– Follow the flow of a very short story, with teacher’s help (signs, mimicry, gestures)

– Repeat basic dialogues from class rituals.

Examples of themes:

Family, alphabet, seasons, songs, stories,

etc.

The children work with index cards and file them in a folder.

If necessary, the learning of German-speaking or advanced children will be supported with additional material.

In the CP/GS classes, the written word is essentially used for comprehension. It is only used to support the spoken word, as a trigger for speech or as an aid to memorization.

Language learning takes place essentially in the language class and the children will not have any homework!

CE1/CE2 (level group) – Understand classroom instructions

– Use familiar and everyday expressions

– Reproduce a short excerpt from a song, poem, story.

– Read aloud short texts.

– Introduce him/herself (name, surname, age, place of residence).

– Speak/engage in a very short conversation (ask questions and answer spontaneously).

– Write simple sentences using a model.

– Discover calendar traditions and holidays.

Examples of themes:

Talking about self and family, daily life, school activities, nearby geographic and cultural environment (cities, countries), seasons, climate, weather, elements of physical description, expressing preferences, congratulations (birthday), friendship, etc.

Students work with a book and an activity book. If necessary, the learning of German-speaking or advanced students will be supported with additional material (e.g. a folder).

Language learning takes place mainly in the language class. Small assignments are possible (e.g. practicing reading a short text, a poem, etc.).

To assess the students’ skills/knowledge the teacher will observe their learning process (continuous assessment). Checks of the objectives are also possible in oral or written form and will be announced in advance.

CM1/CM2

(group level)

– Listen to and understand simple oral messages from everyday life, simple stories

– Use context, illustrations and knowledge to understand a text.

– Know how to express an opinion on topics.

– Participate in simple exchanges using lexical and grammatical knowledge.

Write expressions or a simple and brief text using spelling and syntactic knowledge.

– Communicate in a simple manner. Know some facts about German-speaking regions and countries.

Examples of topics:

The person, daily life, physical and moral portrait, German-speaking countries/regions, grammar, children’s literature, etc.

Students work with a book and an activity book. They also have a notebook to take notes.

If necessary, German-speaking or advanced students will be supported with additional material.

Homework is possible.

In order to evaluate the students’ skills/knowledge the teacher will observe their learning process (continuous assessment). Objective tests are also possible in oral or written form and will be announced in advance.

The main objectives of teaching English in elementary school

 

 

GS/CP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

-Understand class instructions.

-Know some familiar words.

-Know some very common expressions.

-Follow a very short story line. -Follow short and simple instructions.

Oral expression is worked on using songs or rhymes and skits based on excerpts from children’s books or films, and games.

Clothes, the day’s activities, the weather… The first graders have an English notebook.

CE1/CE Writing is in its infancy and is used to support oral language, especially in comprehension. Writing is mainly for the third grade:

Write a simple message independently or under dictation, a short simple postcard, carry personal details in a questionnaire.

Talking about oneself and one’s family, one’s home, one’s geographical environment, activities, daily life, expressing feelings…

 

Students have a workbook and homework is given every week (exercise to finish, vocabulary to learn…)

 

Students are evaluated regularly.

 

 

CM1/CM2

-Ability to exchange freely on familiar topics. Speakers speak clearly and simply.

-Can give a short presentation.

-Understand texts on a variety of topics, both oral and written. Listening materials are more varied.

-Read excerpts from children’s books.

-Write expressions or a short simple text using spelling and syntax.

-Know some facts about English-speaking countries and regions

 

 

Physical and moral portrait, daily life, time of day, transportation, directions, English culture, children’s literature

 

Students have a workbook and homework is given weekly (exercises to finish, vocabulary to learn, research to do…)

 

Students are evaluated regularly.

 

Scope of pedagogical action:

The APC offer a wide field of pedagogical action and make it possible to provide students with differentiated support, adapted to their needs, to encourage or reinforce the pleasure of learning.

Teachers can help students when they encounter difficulties in their learning, accompany them in their personal work or offer them an activity planned as part of the school project.

All students may be involved in complementary educational activities at some point during the school year, depending on the needs identified by the teachers.

 

Complementary educational activities :

Anticipate, extend or accompany the learning of students, in the cognitive, educational or cultural fields.

The choice of priorities is up to the educational teams.

Complementary educational activities encourage the development of innovative practices. They allow teachers to offer students activities that are limited by the 24 hours of whole-class teaching (lack of time, favourable conditions, diversified lees, number of students, etc.)

They offer the possibility of carrying out ambitious projects in class, using these complementary educational activities to complete them with the most vulnerable students.