COVID-19 information EN



Please check the FAQ below for regular updates: the arrangements may continuously develop and evolve according to the rapidly changing situation and regular feedback from the educational and parent community.

What are the principles adopted by LFS for the implementation of the Continuity through Distance Learning (CDL) system?

➔ Ensures safety of all: strictly follows the crisis management decisions of the Korean authorities, in conjunction with the French authorities
➔ Applies the common French schools abroad network (AEFE) educational principles that extends beyond the classroom.
➔ Aims to ensure students acquire the anticipated skills for the academic year
➔ Proposes activities that students can complete independently
➔ Evolves its educational and pedagogical offer on the basis of a weekly analysis of the system and dialogue with all the actors of the school community
➔ Recognizes that the distance learning system cannot be the simple reproduction of the usual teaching/learning conditions, and must respond to the specificities of a distance pedagogical continuity between students and the school.
➔ Builds CPD on the following framework:

◆ Common framework for all grades, from Kindergarten to high school
◆ Common and coherent foundation by level; simultaneously,
◆ Personalized by class according to the different projects in progress and the approaches specific to each teacher, disciplines and groups of students
◆ Modified timetable of the activities, from day to week

What is the common framework adopted by LFS which guides all teachers, from Kindergarten to high school?

➔ Pedagogical steering is continuously evolving and the system is re-adjusted as needed

◆ Organization of a weekly pedagogical follow-up meeting
◆ Steering by the school management and teaching teams
◆ Feedback from the school community via surveys or interviews

➔ Communication with students and parents is regular and structured

◆ School Management is responsible for crisis communication and the general orientations of the system
◆ Main teacher of the class is responsible for pedagogical communication specific to his/her class
◆ Timetable/program of activities is shared weekly and unequivocally
◆ A regularly updated Q&A is shared on

➔ New teaching terms and methods maintain the regular annual learning objectives, while developing new skills

◆ Continuation of work objectives originally planned
◆ Activities are either clearly marked as compulsory or optional for an customization of individual work
◆ Development of new skills

➔ Activities are based on a hybrid system: alternating between asynchronous and synchronous activities

◆ Live synchronous session, various durations and formats, adapted to the objectives while evolving
◆ Asynchronous session with audio/video clips, comments and online exchanges with the teacher via Classroom
◆ Independent work session; with accompanying instructions; variable deadlines and formats for the production and transmission of productions
◆ Hybrid session, combining the 3 types mentioned above

➔ Interactions involve different educational actors, with various forms and intervals

◆ Synchronous sessions are provided by each teacher, to preserve a daily relationship, introduce new learning and support individual work; limited to             protect students from overexposure to the screens
◆ New interaction formats: videoconferencing, audio/video clips, online support
◆ New temporalities of interactions: before, during and after the activities
◆ New interactions in everyday life: teacher-students, student-students, teacher-parents, school-Vie Scolaire

➔ LFS digital tools are prioritized and developed, exposure to digital tools as limited as possible

◆ G Suite Classroom
◆ G Suite Meet
◆ Pronote Students using their traditional tools – textbooks, notebooks, books, etc.

A weekly meeting is scheduled between the teachers and the school management to ensure the follow-up and the evolution of the program.

The Pedagogical Service of the Agency for French Education Abroad (AEFE) also assists schools and teachers in the implementation of distance learning.

What kind of digital programs/tools are used by the LFS for the CDL program?

LFS has chosen to use the tools already available and familiar to students and parents:
➔ General communication from LFS: e-mail from School Management
➔ Communication of the weekly Work Plan: Pronote / Information menu (for Primary School), Pronouncement/Timetable (Emploi du temps) menu (for Secondary School)
➔ Communication of the Meet appointment schedule: Pronote / Timetable (Emploi du temps) / Memo (Mémo)
➔ Communicating assignments to be done by students: Pronote / Student Diary (Cahier de textes) / Task to do (Travail à faire)
➔ Work documents and specific instructions: Classroom
➔ Videoconferences: G Meet
➔ Other applications if they are already familiar and regularly used by the students
Guide available in English on Eduka under Reference Documents menu
Guide available in French on Eduka under Documents de référence menu

LFS can provide students with laptops, within the limits of the available digital resources.

The private publishers or the National Centre for Distance Learning (Centre National d’Enseignement à Distance, CNED) of France propose other distance working tools. Please note that these tools can only be used in addition to the methods already implemented by the teaching teams at LFS.

When are the schedules of Meet sessions per class communicated to families?

In Secondary School, the Meet appointments schedules are sent on Friday evening for the following week, in order to facilitate the organization of the students’ work. You can also consult it directly on Pronote: in the Emploi du temps (Timetable) for the Secondary School, in the Information menu for the Primary School.

The school systematically reminds you of the access link.

Why not implement more synchronous live sessions between the teacher and students?

In principle, LFS distance learning arrangements are based on a hybrid type as per the advice of educational experts, where the days are a balanced mix of synchronous, asynchronous, and assignment sessions.

After all, live sessions are just one part of multifaceted components of education. As students, especially the younger ones, should spend limited time in front of a screen, the hybrid system allows for students to diversify their habits, activities and learnings through different methods.

The frequency and lengths of the live sessions have been adjusted depending on the educational assessment and a mid-to-long term plan per level. Evidently, this ratio will continue to be adjusted and evolve

Why not organize Meet sessions for all classes as per the usual schedule?

LFS does not offer Meet sessions for every hour of the usual schedule for several reasons:
– Refrain students from spending too many hours in front of a screen, especially for younger children,
– Within the weekly schedule, there is a daily schedule clearly indicating mandatory/optional activities. Students and families can then organize their schedule more flexibly at their own pace, but under the guidelines set forth by the teacher,
– Students also develop new skills, methodology in their personal work, such as self-organization and anticipation, a key competency to be developed in the French education system,
– Not all students can connect to the usual timetables for reasons of family organization, childcare and time differences,
– Students work at a different pace,
– If all can not attend the Meet sessions for any of the above mentioned reasons, it can create inequality between students

The Continuity through distance learning program requires a different way of working, as it is and cannot be a simple replica of a physical classroom. Work arrangements may therefore change.

Can LFS increase the opportunity for beginner level students to express themselves in French?

For students who are at the beginner level in French, the school recognizes that the current context does not allow for the same interactions as in the regular classroom.

In this regard, for primary students who require additional French language support, separate online sessions are to be provided by not only the regular class teacher but also by Vie Scolaire assistants and other educational staff.

Secondary school students who need to reinforce the French language will have sessions with the French teacher.

Please note that the ability to express oneself in a foreign language is not only the result of more hours with the teacher, but of different activities implemented through asynchronous activities. We therefore advise parents to make full use of all asynchronous activities, focusing, in particular, on self-recording activities, recorded narration, activity instructions, practice of rhymes and songs, as well as returning productions to the teacher.

The pedagogical team will continue to adapt and implement new activities during the week, such as a recorded or live session with the librarian, a development of group projects etc.

How will the school handle possible gaps in the student’s learning during this period?

The French education system consists of cycles, where the ‘Common core of Knowledge, Skills, and Culture’ identifies and categorizes the necessary knowledge, skills, values, and attitudes for students per cycle, not by grade (year) as in some other systems. This means that all skills and competencies are progressive and assessed at the end of each cycle.

The French curriculum is organized in a spiral way: this means within the same cycle, there is progressiveness and continuity in the learnings and competencies are reviewed and deepened each year.

During the beginning of the school year, teachers will evaluate the skills expected for the current year. If necessary, the teams will adapt the program for the next school year, as will be the case around the world.

How is the school adapting to distance learning challenges at the Kindergarten level?

We are aware that the context of distance learning is of course the least adapted to children in Kindergarten, as the learning at this age is based on interactions with adults, peers, and experiencing collective life. This implies that there needs to be even more close contact and communication between parents and teachers.

In terms of  weekly programs in Kindergarten, it will still allow flexibility for families to work at the children’s own pace, but teachers will also provide suggestions of daily organization.

There will be a daily Meet session with the teacher, although we fully realize the limitations that arise with young children.There will also be language-based or special Meet sessions in small groups in French.

In order  to assist non-French speaking families, Kindergarten assistants (Agent spécialisé des écoles maternelles, ASEM) who speak Korean will be available for once or twice a week in a smaller group to assist the teacher and parents, to provide translation in Korean if necessary.

We are now also planning to make audio or video recording in korean to translate the instructions or the activities. 

In the French Kindergarten system, most of the learning is through various interconnected activities and interactions, games and new experiences. Thus activities at the Kindergarten level will consist of learning in a different way, such as cooking, playing games, counting, creativity exercises, expression, manipulations and so on. All of the activities prepared by the teachers are seriously thought to maintain the learnings and enable the students to keep on developing the expected competencies.

Please also note that educational competencies and skills are taught and covered in cycles, not by grade in the French system, and so the school will follow-up and make sure that all required competencies are acquired by the end of the children’s cycle 1.

Can assessed or graded assignments be organized as part of distance learning (CDL) program?

Teachers plan many learning activities. The teacher can assess the skills and achievements of students both during the Meet appointments and through the written work that is regularly submitted via Classroom.

Therefore, teachers continue with assessments during this period. When this is the case, teachers then specifically indicate that the activity will be subject to formal evaluation, as well as its modalities. The results are taken into account in the report cards (bulletins).

In the same way, class councils are held and report cards are sent out at the end of the term. If this arrangement becomes long-term, an indication (mention) will be made in the report cards.

Are students marked absent if they do not attend a Meet session?

Yes, this allows the school to follow up on the schooling and to contact the family to check on the students’ working conditions.

Are students marked absent if they do not attend a Meet session?

Yes, this allows the school to follow up on the schooling and to contact the family to check on the students’ working conditions.

Can I schedule meetings with teachers?

Yes, it is possible to ask the teacher questions by email. Online meetings can also be arranged directly between parents and teachers via Meet.

We highly encourage you to reach out to teachers as the first contact person for class-specific questions or when you need special assistance such as when you cannot understand certain instructions or require translation support. There will also be additional assistance to non-French speaking families at the Kindergarten level: Kindergarten assistants (Agent spécialisé des écoles maternelles, ASEM) will be available during the class Meet sessions to better facilitate the work that has to be done at home, with special translation of the instructions in Korean


Where can I go and learn about the weekly work to be done by the students?

In Primary School, the schedule of activities is sent on Saturday or Sunday on Pronote/Information to parents and students. It is then also shared in the G Classroom space of the class as a reminder.

In Secondary School, the details of the activities and work to be done during the week are available to parents and students on Pronote :

-G Meet sessions: in the Student Diary (Cahier de textes) / Timetable (Emploi du temps) / Memo (Mémo)
-Work to be done independently: in the Student Diary (Cahier de textes) / Work to be done (Travail à faire) section; G Classroom can be used to share further details regarding Work to be done

How to reduce the time spent in front of the screens?

Distance learning indeed leads students to spend some time in front of the computer.
LFS implements some principles to limit this exposure in front of the computer screens:
– No digital exchanges between teachers and students on Saturday and Sunday
– Meet appointment schedules reflect the usual recess and lunch times during which students are asked to move away from the screens
– Teachers can consult the workload requested by other teachers in the class
– Meet appointments are arranged to alternate between working on paper and textbooks and working on the computer
– Work should be carried out as far as possible with the usual tools, notebooks and textbooks
– Stop the school work after 6:00 p.m. if the parent feels that the child has spent too much time on the computer
– Plan daily physical activities and outdoor outings in compliance with current health measures.

Who should I contact in case of technical difficulties with the digital tools or in case of faulty equipment?

LFS can, subject to conditions and with a deposit, provide students with suitable computer equipment

Please read the IT User Charter and complete the loan request form at:

You can also address your questions and requests directly to LFS IT team at:

How can parents support students' work, and how can the student’s work day be organized?

LFS teachers provide weekly programs in French, English. It will shortly be available in Korean at Kindergarten and in grade 2 and 3 (CE1, CE2).
LFS recommends the following for parents’ support:
– Define a suitable location.
– With the child, get acquainted at the end of the week with the program for the following week.
– Establish a daily schedule, setting priorities and identifying mandatory activities.
– In the daily schedule, make clear the alternation between work and leisure time, additional activities planned or not planned by the teachers, outings in accordance with health recommendations for « idle time », which are necessary to develop the child’s imagination and creativity.
– Every evening, read with the child the instructions given on Pronote or Classroom, and identify the activity time defined by the teacher.
– If the work requested could not be completed in full for family reasons, let the teacher know.
– Impose time and quantity limits: beyond the usual timetable, put away the child’s school belongings.
– Make sure to alternate regularly among the following activities: activities in front of the screen, reading, listening, physical exercise and relaxation
– Encourage and congratulate the child, note the progress in organization, use of digital tools.
– Maintain a sleep rhythm essential for learning; get up at a fixed time, children are not on a holiday!
– If possible, plan family activities, reading aloud, games… For many, social life is limited to long-distance relationships with peers and teachers.

In both primary and secondary schools, activities are offered in such a way that children can carry out most of them independently. 

If the work is not finished at the end of the allotted time, stop. If the student is unable to keep up with the pace of the program, the main teacher should be informed as soon as possible.

Do not be alarmed if the child does not finish certain activities. Do not insist and move on. The teacher will resume learning later.

Parents are not required to fully accompany and assist the child. If need be, they can start the activity together and then leave the child to work alone.

How can parents who are not available during the day keep track of classes?

The aforementioned recommendations apply to all situations.

Parents have access to the main information concerning Meet sessions and the work to be done through Classroom and Pronote.

We recommend checking each evening of the activities done, and each morning for the activities to be done. A schedule posted in a common living space at home can be useful.

For secondary school students, a virtual basic service via G Meet is offered once a week by the School Life (Vie Scolaire) team. Students can use this time to ask for advice or ask methodological or organizational questions.

In Primary School, the teacher proposes activities known to the students that correspond to the classroom routine. The teacher can accompany the instructions with a video or audio clips that will specify the organization of the day. This support is also provided during the Meet appointments.

The schedule is sent at the end of the week for the following week to allow parents to prepare the activities with the child, to pass on, if necessary, the instructions to the person in charge of childcare: work to be done, how to organize the day. 

No pressure for younger students (generally up to CE2), if what was planned for the day is not carried out in full. At the end of the day, the child reviews it with his parents. What has not been finished will be done later or not at all if it is not possible. 

You can trust your children and the teachers who prepare the activities. 

You can also ask adults known to the children (grandparents, etc.) and provide remote support, even from a distance.

How do I manage the workload for a child in Kindergarten who is still not very independent?

The teacher can give instructions in the daily video presentation or at Meet sessions so that the student can engage in the activity with a clear understanding of what is expected of him/her.

The teacher prefers activities in which the student already is familiar with and can work independently.

Mandatory activities remain limited and may be postponed if necessary.

The child will only remain concentrated on a task for a very short time;  this is normal, the child is young. It is therefore necessary to alternate between the activities and let the child play freely or rest between each activity, then invite him/her to finish.We advise to alternate between the activities that require concentration with the more playful ones and motor skills activities.

Again, do not worry if an activity is not completed, we will move on or it will be rescheduled.


As aforementioned above, there are ASEM Kindergarten assistants (Agent spécialisé des écoles maternelles, ASEM) will be available once or twice during the class Meet sessions to better facilitate the work that has to be done at home, with special translation of the instructions in Korean if necessary.

How much time should be spent on activities during the day?

In Primary School, as a whole, a student’s activities must be based on the teacher’s recommendations for daily and weekly organization, alternating compulsory and optional activities while adapting to the rhythm of each child and his family.

In Kindergarten, activities are to be organized throughout the day according to the child’s rhythm and level of autonomy.

In Elementary school, it is not a question of making the children work as many hours as it would have been in a regular classroom: the teachers give general guidelines and recommendations for a daily schedule based on the weekly schedule, with both compulsory and optional activities. Based on this schedule, children and parents can organize their work flexibly, at their own pace.

The school recommends a maximum of 2 hours per day of effective activity for the mandatory learnings in mathematics and French in Cycle 2 (CP, CE1, CE2), and up to 3 hours in Cycle 3 (CM1, CM2).


Who do I contact at LFS during this distance learning period?

Physical basic service is offered from Monday to Friday, from 8:00 am to 6:00 pm, by appointment only. Wearing a mask is compulsory, as well as taking your temperature at the entrance.

You can find all of your relevant contact points for this period by clicking here , or on Pronote and on Eduka.

How will this distance learning of classes at LFS affect the official examinations at the secondary school (DNB, common and preliminary exams at grade 11 (1ère), final exams) ?

The French Ministry of Education had decided that for the 2020-21 academic year, there would not be final written or oral exams. As of this moment, we do not know the duration of the distance learning nor the French government’s consideration for the exams.

Can my child be temporarily enrolled at another institution during the crisis?

Yes. If you so choose. LFS issues an Exeat (a certificate attesting that you have applied to leave the establishment and are in good standing with the school’s finances). This certificate is indispensable for enrollment at another establishment, whether abroad or in France. Under no circumstances may a student be enrolled in two schools at the same time. This procedure will be applied identically upon return.

Parents are required to inform the primary school, middle school or high school in the event of absence, mobility,  departure and enrollment at another establishment.

Does the extension of the closure of LFS correspond to the measures taken by the French government?

Since the beginning of the crisis, LFS has been applying the instructions and decisions of the Korean authorities, as requested by the French Embassy and the AEFE. The extension of the closure and the re-opening date respect the decisions of the Korean Ministry of Education and the Seoul Metropolitan Office of Education, in agreement with the French Embassy and the AEFE.

On the other hand, LFS retains its autonomy concerning the beginning and end of the school year as well as the school holidays.

Will the school holidays be maintained, and will the school consider extending school days during/after the vacation?

The 2020-21 LFS school calendar remains the same  as of today.

As LFS is a school within the Agency for French Education Abroad (AEFE) network, LFS holidays are validated within a defined AEFE and French Ministry of Education framework and regulations.

Please also note that the French school curricula are developed in a spiraling system and by ‘cycle,’ not by grade (year). If it happens that certain competencies cannot be achieved under the current exceptional conditions, they will continue to be worked on the following academic year.

Will school cafeteria fees be reimbursed for families whose children are not physically attending the school?

As it was done last year, once we will get more visibility on the back-to-school timing and its conditions, the school will make every effort to reimburse the cafeteria fees. Please note that the reimbursement will take into account cost savings made during the distance-learning period.


Does the LFS offer childcare services during the distance learning period?

Yes, an emergency childcare system is set up, but only for children whose parent(s) work(s) without other childcare solutions.

Is there an age limit?

The emergency childcare is for students from 3 to 10 years old, from Kindergarten to last year of elementary school (PS to CM2).

How does this emergency childcare system work?

The emergency childcare is open according to the usual school day schedule, from 8:20 am to 3:15 pm.

The entry process is as follows: every morning before coming to school, parents must have completed the online Health Questionnaire on Pronote to certify that the student does not have any symptoms related to Covid-19. Students enter through the main entrance and go through temperature checks, and are welcomed by surveillance staff in the lobby. They are then directed to the activity rooms.

Is there a limit to the available number of places for emergency childcare services?

Yes, groups are limited to a maximum of 8 students in kindergarten and 10 students in elementary. The LFS can accommodate a maximum of 36 students in total.

Can the students bring their own personal digital equipment to school during emergency childcare services?

No. Digital equipment use inside the school is prohibited by the LFS Rules and Regulations for elementary students.

What kind of activities are organized for emergency childcare?

There are mainly ‘occupational activities’: games (play corners in Kindergarten with various materials), board games, outdoor recreation, relaxation or dancing games in the gym, motor skills in the playground, reading, storytelling corners, coloring, crafts or simple manual activities, time in the library, etc.

What is a regular day like in emergency childcare services?

Here is an example of how a day would be arranged:

Welcoming students (10 min), Activities (1h30), Recreation (30 min), Activities (1h), Lunch (30 min), Recreation ( 30 min) or Rest for the young children in Kindergarten, Activities (1h15), Recreation (30 min), Activity (1h). End of day.

Which staff supervises the students during emergency childcare?

Students are welcomed and cared for all day long by LFS Kindergarten assistants and educational assistants.

Can children have lunch in the school cafeteria during emergency childcare services?

Yes, lunch will be served at the school cafeteria.

In case of absence or tardiness to emergency childcare, who should I contact at school?

In the same way as you would during the regular school year: first send an email to the Vie Scolaire team at, and then provide your reason and, if necessary, supporting documents via Pronote/Vie scolaire.


Which educational resource sites are recommended?

Online Media Libraries (Médiathèques en ligne)

Éduthèque offers free and secure access to digital educational resources free of rights offered by major cultural and scientific institutions that are partners of the French Ministry of National Education and Youth.

Access : LF SEOUL, classes_lfseoul

National Library of France (Bibliothèque nationale de France, BNF) offers a number of books on Gallica free of charge (books, manuscripts, news and magazines, audios, videos, pictures, maps, scores), more than 80 educational files, video conferences, virtual exhibitions, competitions.

The youth library of the Arab World Institute (Institut du Monde Arabe) offers about 5,000 books in Arabic, French and in both languages.

Digital library of UNESCO

Audiovisual Channels (Chaînes audiovisuelles)

Educ’ARTE : more than 1,000 videos (in French, German, English) on all school subjects, from first (CP) to grade 12 (Terminale), on major current affairs and media and information education topics. Customised content tools: cutting out excerpts, annotating a video, creating a mind map.

LUMNI, an educational platform with more than 10,000 items of content offered free of charge to students and teachers by, Ina, Arte, France Médias Monde, Radio France and TV5Monde: games for Kindergarteners, discovery of reading with Yétili, a visit to Europe with Scooby-Doo for primary school students, « It’s not Rocket Science (C’est pas sorcier) », code lessons for middle school students, revision assistance for high school students, current affairs, information literacy.

TV5MONDE offers free educational features on a theme or in connection with current events, as part of the teaching of French as a Foreign Language (FLE) or for a native French-speaking audience.

Great Museums (Les grands musées)

Major national (France) and Ile-de-France museums and monuments offer an educational offer copyright-free on each of their websites, available to teachers : musée du Quai d’Orsay (including podcasts for children based on exhibited paintings and iconic works / online conferences / virtual visit) ; Quai Branly Museum (musée du Quai Branly) ; Universcience (Palace of Discovery ; City of science and industry) ; Paris Museum of Modern Art (musée d’Art moderne de la ville de Paris) ; National Museum of History of Immigration (musée national d’histoire de l’immigration) ; musée des arts et des métiers (CNAM) ; about art history (sur l’histoire des arts) ; educational fact sheets on the National Centre for Cinema and the Moving Image (CNC) website; 14 museums in the city of Paris provide free access to 150,000 works.

Dance and Music

Orchestrated by Réseau Canopé and the Francofolies, to capture the work of an artist on the Francophone scene. Thanks to the wealth of multimedia resources on offer, the Enfants de la Zique platform promotes the discovery of songs.

The Centre national de la danse de Pantin offers the Tadaam platform to do online choreographies with choreographers.

Private publishers and Organizations

Encyclopædia Universalis (encyclopédies Universalis) : Universalis Edu (high school) et Universalis Junior (primary and middle school) with bilingual English-French versions: illustrated media encyclopaedia, dictionary and atlas; innovative tools to facilitate the appropriation of content (Mon Universalis: personal space to save, edit and share articles, personalized Mental Maps, the Listen (Écouter)  function to learn languages.

Encyclopædia Universalis gives free access to its resources until 30th April to the schools within the AEFE network; they also offer a special subscription rate.

Glose Education : a collaborative reading platform, a bookstore of 4,000 digital books made available free of charge to teachers and students for the duration of the Covid-19 crisis, anywhere in the world and on all digital media; a social network of readers with an interface allowing them to annotate and comment directly on the book being read.

Ask the teachers to create an account so that students can then register.

Dear students, Dear parents,

Health Monitoring

As of 22nd March, all persons arriving from Europe will have to systematically undergo a screening test for the coronavirus. Travellers will be confined to the airport for 24 to 48 hours until the results of the test are available. In case of a positive result, these people will be hospitalized. In case of a negative result, these people will be asked to keep in touch with the KCDC (, and through the Self Health Assessment application, inform the authorities of your health status for the next 14 days.

The government and the Seoul Metropolitan Education Office are asking all schools to monitor all students and staff who have returned to Korea since 5th March until further notice. We therefore call on the parents of students concerned to :

These measures are to be applied by LFS as of today, and will continue to apply, in case of resumption on 6th April. 

Finally, please respect the health instructions recommended by the KCDC :

  • Wearing a mask,
  • Regular and thorough hand washing,
  • Avoiding all unnecessary outings and gatherings, including outdoor playgrounds

Follow-up on the Continuity of Distance Learning (CDL) program

Once again, we would like to thank the students, teachers and parents for their remarkable follow-up and commitment to this arrangement, which is changing habits and benchmarks, but also enabling everyone to develop new digital skills!

We also thank you for the time you spent last weekend answering the survey on the implementation of CDL. Adjustments to the arrangements have already been put in place, and others will be introduced in the coming days.

Based on your comments, exchanges with the parents’ representatives and follow-up meetings with the teachers, we have prepared a Frequently Asked Questions (FAQ). It will be available from Monday evening on the school website:

You can continue to send your questions to the following representatives of the School Council who meet with the school Management at the beginning of every week:

Ms. Alix GOT (French, English)

Mr. Jintae KIM (Korean, French, English)

Mr. Kyu-Ho Paul PARK (French, English)

Ms. Flor BELLEGO AGUILAR (French, English)

Reading, again and again

We will offer students the opportunity to borrow and return books from the BCD and CDI again on Wednesday, 25th March. The specific organization of the students’ visit will be announced shortly in the “Information” section on Pronote at the beginning of next week.

Secondary Class Council Schedule

  • Wednesday, 25th March: Grade 6 (6e 1) at 4:15 pm, Grade 9 (Troisième) at 5:15 pm
  • Thursday, 26th March: Grade 8 (4e 2) at 4:15 pm, Grade 8 (4e 1) at 5:15 pm
  • Friday, 27th March: Grade 10 (Seconde) at 4:15 pm
  • Monday, 30th March: Grade 6 (6e 2) at 4:15 pm, Grade 7 (5e) at 5:15 pm

Collecting your pictures and videos about Distance Learning

In order to share and promote our collective experience of continued education beyond the school, we would like to ask you to share any pictures and/or videos of your child(ren) or yourself working at home, for example, during synchronous work time with the teacher and other classmates using digital tools, asynchronous work time working on their written assignments, and so on. 

To share these files, please use the following link of Wetransfer: and send it the following address at:

Please note that these pictures you share may be used for promotional purposes of the school online. 

Once again, thank you very much for your continued support and understanding.