Vision and mission
“Supporting each student on their path to success; allow him to become a fulfilled and responsible citizen”
The school project is part of a global process of improvement and progress in the service of the academic and human success of the students. It is also a mandatory statutory element allowing approval.
Developed with all the components of our educational community, our school project takes into account the particular situation of the EFIR and is divided into three priority areas:
Sub-axis 1: Strengthen oral practice
1.1.1. Appropriate language structures through nursery rhymes, singing, theater, poetry.
1.1.2. Develop oral practices in class and in asynchronous mode.
1.1.3. Offer French language of schooling modules as support during school time.
Sub-axis 2: Strengthen the study of the language
1.2.1. Use a universal correction grid (with variable geometry) linked to a self-correction grid (cycles 3, 4, high school) for the student.
1.2.2. Organize the appropriation of a common lexicon.
1.2.3. Enhance language proficiency by setting up specific activities from pre-elementary to terminale and by evaluating it in all homework.
1.2.4. Set up a spelling patent from elementary to terminale.
Sub-axis 3: Make people read more and better
1.3.1. Build a reading-writing project by level and by year in collaboration with the BCD and the CDI, pilots of the projects.
1.3.2. Strengthen the place of the book, language tool and object of culture.
Sub-axis 4: Make the establishment a place of life and culture
1.4.1. Deploy a cinema project (school-college-high school)
1.4.2. Create internal media (web radio, WebTV, podcasts) and train a team of reporters
Sub-axis 1: Adapt teaching
2.1.1. Implement the expectations of education for the sustainable development goals of school programs in collaboration with the Tara Ocean association.
2.1.2. Train staff in the sustainable development objectives of school curricula.
2.1.3. Sensitize and educate the students of the Efir to the environmental cause.
Sub-axis 2: Acting at the EFIR
2.2.1. Save consumables and fluids.
2.2.2. Save and recycle waste.
2.2.3. Establish an environment day within the establishment.
2.2.4. Create an educational garden adapted to the climate
2.2.5. Eat better.
Sub-axis 3: Thinking about the future
2.3.1. Think collectively about the future establishment.
2.3.3. Prepare the EFE3D labeling for the future establishment
Four components of the AEFE's strategic orientation plan find their place within each of the priority areas: orientation, continuing education, digital technologies and educational cooperation.
