Pedagogy at Le Petit Cours Du Rocher
We develop the children so that they can reach their full potential and prepare their transition to Primary school
without forgetting to allow time for festive occasions.
Our work focuses on :
The development of the child, respecting his/her uniqueness and specific needs
-His/her path to autonomy
-acquisition of the rules of social life
-building of relationships with others,
-sociability and opening to the outside world
-well-being, physical and psychological
-sensitivity and emotion
The National Education Program is respected
and strengthened by:
-the initiation to French-English bilingualism
-the English-language daily immersion. English is taught in a
scalable way (from initiation to fluent language speaking)
The points of interest of the child
-school in its content, its diversity
-his/her personal development opportunities
-his/her stimulation,
assuring him/her emotional security and academic progress, without neglecting requirements and seriousness necessary to prepare him/her for Primary School
The Pedagogy of Primaire :
The Primary educational project is a direct and logical extension of kindergarten.
The Cours du Rocher offers a bilingual and traditional course to "grow the mind, the hand and the heart".
As in kindergarten, special attention is given to the well-being of the child and its corollary, the well-being of teachers.
Implementation :
• Daily bilingual French / English education, in equal parts (50/50)
• Enrollment limited to 20 students per class
• Educational program respecting that of National Education
• Native English teachers • Weekly sporting, musical and artistic activities
• Weekly coding course in the school curriculum from the first grade
• "FabLab" in the school for innovative activities: "Engineering for Kids" and Robotics.
The "Cours du Rocher" evaluation methods are positive and aim to value progress with the aim of bringing each student to success. Any humiliating or authoritarian method is prohibited.
On the contrary, the student is kindly encouraged.
It is about encouraging the student, to look for the positive, to value the acquired, without falling into hypocrisy or laxity, in a spirit of benevolent rigor.
He discovers the difficulties and is guided towards methods of resolution in order to continue to progress.
The error is de-dramatized, and valued as a "normal" step towards success.
The positive assessment of the student should allow him to understand where he stands in terms of acquisitions, while taking care not to demotivate him.