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Summary of the school board of the 3rd of November

Safety measures

Many parents’ questions relate to safety, some answers:

– Dealing with a complicated regional situation (boycott of French products) despite the UAE’s condemnation of the attacks and their message of solidarity

– The French authorities are in contact at all levels in order to ensure security conditions

– The Ambassador called for increased vigilance measures

– Patrols are set up around the school (day and night)

– Police presence around the establishment

– Increase in the number of security guards at entrances and exits

– Establishment of a parent badge that will allow access to the establishment

– Security guards will be equipped with metal detectors

– Certain changes will surely be made in terms of children’s entry and exit

Back to school report

– Structure and workforce: a new nurse this year specifically for kindergartens

– Return to school strongly impacted by sanitary conditions

o Movement of CPs in Bat A

o All kindergartens spread over Bat J

o Modification of entries and exits from nursery schools and CPs

o Establishment of staggered schedules

– Entrances and exits and staggered schedules have been designed to impact the functioning of families as little as possible; rather positive results of this organization

– The playgrounds have been compartmentalized with a space reserved for each group, the college grounds are also used by the primary (setting up staggered schedules)

– For the moment it is not possible to set up sports activities, but an adaptation is underway with contactless sports and without equipment to take into account all the constraints

– The swimming pool will remain closed until further notice

– 56 students chose or were forced for medical reasons to distance themselves

o 2 or 3 zoom visios per week o Language courses (almost the same number of hours as the children in the classroom)

o Large volume of work for teachers who have had to reinvent their profession

– Parent question on e-learning:

o Possibility of creating a common space on the e-learning platform? The platform used for e-learning is it’s learning, each student has 3 workspaces which are managed independently by the teachers concerned, each student has their own unique access codes, teachers can follow progress.

Intervention of Mr. Fontaine:

– One of the objectives is to make the students as independent as possible in their learning over a 15-day period

– There is a significant evolution of teaching practices

– Teachers do training when the children are in person on the use of the platform (where is what)

Intervention of Ms. Boujaoudé (Head of the Arab Pole): The timetables are already available on it’s learning for Arabic courses.

o Would it be possible to receive an email notification when new work is available? Some reluctance to use emails (personal or professional) from parents, an it’s learning application exists which allows you to receive notifications, a training capsule is available

o Would it be possible for the school to lend computer equipment? It’s not planned this year, and the school doesn’t have any equipment to lend

Intervention of Mr. Fontaine: It is complicated to merge the different tabs on its learning since the groups are not the same, the entries are individual according to the student registrations but we will see what it is technically possible to do. There are no more planned changes to the schedules.

o Possibility of going 100% face-to-face for all primary? There are not enough classes available and especially not enough teachers since classes are limited to 15 students per group for primary

o There was a lot of homework given during the last vacation. It is important to rest during the holidays but it is a time that is also conducive to reading and research

o Will extra-curricular activities be implemented? The LLM had planned a real organization around extra-curricular activities, but it is forbidden to involve people from outside. The project is ready and will be implemented as soon as possible but should remain on hold for now.

How to open the PS

– Considered as a crèche by ADEK

– Obligation to hold a commercial license for the reception of children under 3 years old

– Awaiting authorization to open

– Regular reminders of the competent authorities

– Health constraints are very restrictive:

o No nap o No public transport

o Obligation for parents to download the Al Hosn application

o Obligation for children to be clean (no more possibility of change on site)

o No more personal objects authorized at school (blanket)

o Children with symptoms are of course not allowed

o Masks in kindergartens are recommended but not mandatory

– 72 students were enrolled, 3 withdrawals so 69 enrolled including a few high risk students

– The school has little latitude in the application of health rules

– Important to thank the teachers of the small section who have been very active since the start of the school year

Intervention of Mr. Fontaine: The communication package for the parents is ready and will be sent to the families as soon as possible so that they can organize themselves as well as possible. No date yet, still awaiting validation of the file.

Intervention of Mr. El Ayachi: It’s not a nursery year. There is a real small section learning strategy. Teachers, rooms and communication are ready. Ms. Simon communicated a file on kindergarten which will be distributed to families.

Axes of the school project

Aim for and guarantee excellence for all students

– Diagnostic evaluations

o The results are reassuring

o Students are up to date in their learning

o Reinforcement required in French for cycles 1 and 2

o Required reinforcement in reading in cycle 3 especially in CM2

o No disaster linked to distance

o A disparity between students who took advantage of the distance and those who suffered from it (especially non-French speaking families)

Intervention of Ms. Simon: Assessment carried out as in France and which complies with expectations This assessment is used to check the expectations or prerequisites for entering a school level.

o Average high compared to the area (Middle East) and the Emirates and very high compared to certain French regions

o Some students should read and write more o Important to thank the teachers because it is largely thanks to them

– Specialized teaching in French and foreign languages:

o Online resource and weekly newsletter

– Linguistic course:

o Not the same hourly volume

o Supplemented by personal working time at home

o The content is of high quality but it is not used enough by families

Intervention of Ms. Boujaoudé:

– Meetings are organized to explain the different routes

– A summary will be sent to families

– The learning is divided into 2 parts: teaching and practice

– Students do not practice enough outside

– You have to use a language to learn it

– Platforms are available that allow children to practice writing and speaking: compensates for the lack of practice

– The child can choose what he wants to read

– These activities are fun and complement what cannot be done at school

o Grouping of ALEs with ALEs and ALMs with ALMs in class pairs

o Try to minimize constraints o A teacher has been recruited

o Except for CP or FTAs ​​and ALMs are mixed o ALMs are also placed in this category according to their passport

Intervention of Ms. Rafei (APE): As a representative of all parents, it is important to thank the management for raising the level of the language. Thanks also for the “little thinking mind” platform which made it possible to avoid blackouts during the holidays.

Intervention of Ms. Boujaoudé: GS have been added to the “little thinking mind” platform ADEK’s assessment rated the LLM’s Arabic level as “very good”. The LLM is the only school to have obtained this grade.

– International Section:

o Teachers’ binomial with common times

o Following a request from parents, an extra teacher time has been set up after 4 p.m. (office open)

o Time constraint therefore end before 5 p.m.

o Some withdrawals at the start of the year which were not replaced by students on the waiting list in order to have a smaller number of students

o The number of students is high for video lessons

o Important to trust teachers

o There are constraints to take into account

Intervention of Mr. Fontaine:

– Normal heterogeneity

– Selection of non-elitist students to be able to accommodate a large population

– Taking into account the student’s ability to take on an overload of work

– Vocation to continue in college

– Heterogeneity is a strength in a group

– There is no beginner in English

– Students have been selected by teachers or on file for newcomers

– We must trust the teachers

– There were not many refusals

– Around 80% of requests accepted

– There was strong pressure from some parents

– This is not a bilingual class

– This represents 3 hours of English more per week on British culture

Information on dialogue with families

– Collective meeting by level

– Specific meeting for languages

– End of term on December 5 for primary

– Use of Livre Eval and not Pronote for French

– Use of Pronote for languages

– Use of “I validate” for kindergarten

– Parent teacher meeting in January for primary and in February for kindergarten Digital workspace and digital tools

Digital equipment

– Use of it’s learning

– Equipment improvement plan

– Set up live time with the class

– Reinforcement of WiFi and networks

– Classrooms equipped with overhead projector and video projector

Continuation of the project to develop the playground and the entrance to the primary school and work

– Improved canopy

– Awaiting authorization for the establishment of the waiting canopy for parents

– The educational garden is on hold

– The APE helped finance the improvement of the primary yard

– Other improvements are planned for the playgrounds (ball track, bike circuit, ground games, etc.)

Intervention of Ms. Rafei (APE): Would like to congratulate the members of the APE who worked hard to provide 120,000 AED in donation to the school last year despite the difficult conditions


Educational projects and festive events

– Hard to envision given the context

– The children were delighted to be able to come in disguise for Halloween

– We must discuss a calendar of events and adaptation to the health situation

– Lots of action in college

– Reflection in progress on the UAE National Day

Intervention of Ms. Boujaoudé:

Setting up of sets

– There will be no speakers this year

– Organization of educational activities on heritage and novelties (satellite, etc.)

– Implementation of vocabulary games

– Will be organized the last week of November

– Christmas party: gifts will be bought by teachers

– See for virtual tours

– Sports projects have already been initiated with the GS

– The ‘ambassadeur en herbe’ project is maintained and will be adapted to the circumstances

Intervention of Ms. El Kabsi (APE): Planning or date to be communicated on the other levels?

Intervention of Mr. Fontaine:

– There is no calendar yet

– Teachers adapt to circumstances

– Work will be done around the orienteering race

– Lots of new things are in place

– It’s a lot of teamwork

– Good feedback


– Language week – plurilingualism

Intervention of Ms. El Kabsi (APE): Possibility of authorizing the loan of books from the CDI to promote reading? Intervention of Mr. Fontaine: Formal ban on borrowing, moreover the two CDI rooms are now used as classrooms. Possibility of subscription with the ‘L’Ecole des Loisirs’.

Divers questions

– Bags too heavy? There is no locker this year, some school bags are already heavy being empty so we may have to review the choice at this level, scales have been ordered to study the subject

– Too long a wait for the buses? Not possible to make it shorter since places are limited

– Implementation of a half-fare system if only one trip is made per day? After a financial study, it is more profitable for parents to pay a fixed price, the transport price has not changed since 2015

– Increase in tuition fees? This question will be dealt with by the governing board, a survey was carried out by the two associations of parents of pupils, the activity books were paid for this year by the LLM, parents were asked to provide material in MS and GS but the budget is minimal.

– Quarantine when you return from vacation? A study is underway with ADEK to set up 100% distancing when returning from vacation for everyone. Unless otherwise instructed by ADEK, quarantined LLM students will not be distanced.

2 thoughts on “Summary of the school board of the 3rd of November

  1. Bonjour
    Ayant lu ce bilan de réunion, est-ce que j’ai bien compris: Les CP comme tous les primaires continueront à venir à l’école que un jour sur deux à partir de janvier?
    Même si la majorité de primaires fréquentés Par les occidentaux a Abu-Dhabi ont repris à 100%??
    Merci pour votre retour

    1. Bonjour,
      Le LLM ne peut effectivement pas accueillir tous les primaires en 100% presentiel, dans la mesure ou il n’y a pas assez de salles, et pas assez de professeurs ou meme surveillants dans le cas ou l’on pourrait avoir une visio sur un ecran dans une autre salle. De nombreuses ecoles sont toujours en modele hybride a ce jour.
      Bien cordialement,
      L’Equipe de l’APE

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