Our Senior School welcomes students in Year 7 to 11.
From Year 7 to Year 9, the curriculum is based on the French National Curriculum with subjects being taught equally in English and French. In Year 10 French nationals may opt to take the Diplôme National du Brevet and all students may be taking courses in IGCSE subjects. Year 11 is the final year of IGCSE courses and incorporates courses in study skills and research
EIFA will continue to enter students for the Brevet in Year 10. We achieved 100% SUCCESS RATE at the last Brevet examination, and 100% PASS RATE at the last IGCSE exams.
“Our students worked incredibly hard and I am very proud of their achievements”
Andy Hill, Headteacher.
The school is open from 8.00am.
Classes start at 8.30am and finish at 4.15pm or 3:45pm depending on the year group.
From 3.45pm students have the option to enrol in our extra-curricular activities. For more information, please visit our page Extra-curricular.
The school closes at 5.00pm.
Senior School Curriculum
The English department's main aim is to achieve the highest possible standards for all students. We strive to ensure that our curriculum offers a full and diverse range of learning experiences to enable our students to read and write to a high standard, to communicate successfully and to appreciate the richness and beauty of the English language. Each year, pupils study a full-length work, poetry and a selection of shorter texts.
- To provide learning opportunities for all
- To develop a student's capacity for learning and potential to achieve
- To make learning active, challenging and enjoyable
- To encourage high levels of accomplishment and intellectual skill
- To give opportunities for students to make appropriate choices in accordance with their individual interests and needs
- To ensure that assessment supports learning
- To enable all young people to flourish as individuals, reach high levels of achievement, and make valuable contributions to society
The French programme enables students to develop their language skills, engage in critical thinking and gain an insight into French literary and artistic culture. The course also encourages autonomy, perseverance and involvement in both individual and group activities. Students learn and develop their skills through a range of activities using different media, thus whetting their curiosity and improving their retention of knowledge whilst consolidating key skills in areas such as reading, writing and speaking & listening.
The growing demands for more global citizens able to "respond positively to the opportunities and challenges of the rapidly changing world we live and work in" (The National Curriculum) call for the teaching and learning of languages, providing opportunities for the development of cultural awareness, interest in others' ways of doing and curiosity about differences. They are an opportunity to broaden our horizon and experience different cultures and traditions and a means of enabling consolidation of basic skills (communication, understanding of oneself and the world around, use of mother tongue).
Students develop all their dimensions (spiritual, moral, social and cultural) in order to acquire the ability to communicate with foreign speakers.
Students interact with authentic materials (hand-written texts, newspapers, magazines, books), in meaningful question/answer practice, and in contact with Spanish speakers (correspondence, visits, and exchange programmes). They use Spanish for communication in the classroom as well as for creating a learning-encouraging ambience.
« The Essence of Mathematics is freedom »
Georg Cantor (1845 - 1918)
To allow students to build a mathematical knowledge is essential to understand today's world. This is the first ambition of the official French mathematics curriculum.
"Search, model, represent, calculate, communicate" are the five key skills developed during cycles 3 and 4.
Modelling real problems, developing intuition, seeking solutions, learning from their mistakes, building and constructing arguments, communicating them to others, developing automatic mathematical responses, acquiring methods, developing an approach ... are the main objectives of mathematics teaching.
The programme is rooted in five areas (the language of thinking and communicating, methods and tools for learning, people and citizenship, natural and technical systems, world representations and human activities) and is structured in line with the four classic themes: numbers and calculations; data handling; quantities and measures; space and geometry.
Investigative practices (trial - error, guess - validation) are essential and use physical supports or paper / pencil research, as well as the use of digital tools. Mastering the use of calculators, dynamic geometry and spreadsheet software are skills developed throughout school life and are a full part of mathematics today.
« Programmes officiels »
« Training »
« DNB »
« Textes officiels »
« Sujets »
« Concours Kangourou »
- History and Geography
History and Geography play pivotal roles in the Senior School curriculum at EIFA. Knowing about the past is a rewarding and fruitful study offering a window on different times and places. Understanding the past is essential to the education of every child if we are to help our students develop into mature, considerate adults, capable of forming their own opinions and making decisions about their lives. Geography teaches many life skills and trains individuals to think and to question what is happening to them, their town, their country and their planet. Geography introduces students to the role of governments and individuals as decision-makers and catalysts for positive change.
The Role of History and Geography in the Curriculum
History and Geography at EIFA are taught both in English and French, giving students the opportunity to study both countries first-hand. The subjects stimulate curiosity about different ways of life (both in different eras and in different locations), in the local area, in Britain, France and in the wider world and students are encouraged to take responsibility for caring for earth and its people. By engaging with the past and with their present surroundings, students develop their understanding of the characteristics and diversity of British and French society and of different societies, political structures, cultures and beliefs.
The acquisition of an historical/geographic perspective is a valuable asset to understanding the world today. History and Geography emphasise the value of rational explanation and assist the development of enquiring and disciplined minds in young people.
The study of History and Geography encourages a range of critical enquiry, thinking and communication skills.
Year 7 and Year 8
Teaching science is a great opportunity to develop tomorrow's responsible citizens. While training them to understand the facts rigorously and objectively, we engage students' interest and awaken their curiosity in their surrounding world.
In 1996, a programme named "Hands-on" was created for the Science curriculum in primary schools. "Hands-on" gives priority to learning through scientific experimentation and the integration of scientific disciplines.
Since then, this innovative approach has been extended to Year 7 and 8. The "Hands-on" curriculum includes several scientific disciplines (Physics, Chemistry, Life and Earth Sciences, Technology), which allow the student to discover the close links between those fields.
In subsequent years, sciences are taught as separate disciplines. However, experimentation and using an investigative approach to problem solving remain key. The student, in common with most people and with the citizens of tomorrow, is surrounded by an almost infinite mass of data, constantly accessible thanks to new technologies. Therefore, the challenge now is to have a fully developed mind, rather than a head full of facts. Students must know how to choose, use and develop the relevant data, knowledge and experiences to solve problems effectively.
Moreover, the Science classes at EIFA are taught both in English and in French in order to understand the specific vocabulary used in the scientific world, which is, by nature, international and, therefore, has English as a first language.
Programme for Physics and Chemistry
Programme Life and Earth Sciences
- Life and Earth Sciences, Physics and Chemistry
Year 9 and Year 10
Life and Earth Sciences taught in Year 9 and 10, as well as Chemistry, develop the understanding of our immediate environment, our planet and phenomena (volcanoes, earthquakes, birth of the Earth, sustainable development, energies) and the functioning of living organisms (reproduction, infections, evolution, health).
The goal is to understand that we live in a world that has a history and a future and that we also have our own evolution and our own behaviours.
To understand this, it is important to adopt a dynamic teaching approach. Reflection, hypothesis research, development of different experiments to validate or not these hypotheses and results analysis enable students to develop their scientific thinking.
Access to information has changed in recent years and recognising what is both useful and reliable is a challenge. Science is evolving daily forcing us to adapt our way of thinking to incorporate new data.
Référentiel-programmes de l'enseignement physique-chimie au collège:
The aim of the art course is to learn the history of art and to develop artistic skills. Being familiar with the evolution of art helps students to understand art through the ages. It enables them to open their minds to the different approaches of artistic works and to understand important aspects of world culture. Students should understand and respect different types of art and be interested in the relationship between art and history.
Practical art lessons focus on learning artistic skills by experimenting with different media and tools. Students learn how to create compositions using different techniques such as painting, drawing, collage, sculpture etc. Through exercises, pupils develop their skills of observation and concentration and gain confidence in their ideas and choices. It gives them the opportunity to work in a joyful atmosphere.
Students are encouraged to speak about their art and to explain the ideas they wish to convey with a specific project. It gives them the opportunity to express their ideas and be receptive to the views of others.