When the new Franco-Cypriot School opened in Aglandjia, Nicosia in September, President Demetris Christofias hailed it as “an investment in education” and “a great investment in French Cypriot relations”.
I went to meet the director, Pascale Lagleize, to see what the new school has to offer and how this collaboration between the Cyprus and French governments is working in practice.
For more than four years, Lagleize was the head of the Arthur Rimbaud School, in the old city, which went on to form the basis of the Franco-Cypriot school. It was one of a large network of about 450 French schools worldwide, supported by the French ministry of education and the ministry of foreign affairs. She is employed directly by the French government and therefore can move around at regular intervals. She will be leaving to take up a new post at the end of this academic year though she is not yet sure where she will be going next. While clearly sad to be leaving on one level, she is pleased to have had the opportunity to see this joint venture for a new school through to fruition. And even at this stage in her career, with grown up daughters of her own, she is not afraid of a new challenge. She believes that “change is a good thing,” and that with change comes “new energies and new ideas”.
So what has changed? What is different about the new school?
Lagleize explains that it is still part of the worldwide network of French schools, but now it is also recognised and supported by the Cyprus government. In the past it was mainly populated by French families. Now it offers the option of a bilingual stream, in French and Greek, and is much more multicultural.
Lagleize points out that French schools in France are multicultural, so too are French schools abroad, and although they follow a French curriculum, “they adapt to the local environment and culture”. In the new Franco-Cypriot school, between 35 and 40 per cent of the student population comes from French families, 30 per cent from Cypriot families, (including five Turkish Cypriot students), with 20 nationalities in total.
In the playground, you hear many different languages spoken. According to the director, the children switch between languages easily and choose their language according to the context.
“Often the teenagers communicate in English, as this is the language of much popular culture,” she says.
The school has spacious new premises, the former Aglandjia Higher Technical Institute, donated and renovated by the Cyprus government. Buildings are bright and clean and airy. Situated next to Athalassa Park, this is an extra resource that the school uses for science lessons and some of their sport. They also have access to an indoor sports centre and a large playground with basketball courts. A good-sized piece of land next to the school is also being developed as another outdoor space.
The school can hold up to 400 pupils from age two to 18. At the moment, there are 155 pupils, so for obvious reasons the school is keen to attract more pupils. Although it receives funding from the French government, (which pays part of the teachers’ salaries, funds regular training abroad in the region for all teachers and pays some scholarships for French pupils), it offers a full French curriculum, regardless of numbers. “In the senior years - the lycee - the school is obliged to offer all three main French Baccalaureate options: Scientific, Economic and Literature,” she says.
And as the bilingual French-Greek stream grows, they also have plans to offer the Apolytirion.
Lagleize is looking to build a multi-cultural community who can all benefit from the curriculum on offer, not just French speaking and Greek speaking families. She believes change is good. “But in terms of building a school community, you need stability to build an identity,” she says.
Lagleize is confident the school will attract international students to the school. “The opportunity to learn three of the main European languages is a major attraction,” she says.
Students will learn French, Greek and English, plus either Spanish or German, regardless of the stream they choose. (The hours spent studying in each language changes depending on the stream chosen). And as French speakers, they can all benefit from the opportunity to attend any number of the French universities, which are free, or virtually free. With the French Baccalaureate, students can also be admitted to UK universities.
To ensure linguistic fluency, the school deals with the primary and secondary schools differently. There are two classes in the primary part of the school. In the secondary school, (gymnasium 11-14 and lycee 15-18), all students are taught together. This is a deliberate choice to integrate students. Lagleize believes that even as the school grows it benefits all pupils as they “learn better together”.
There are already French families that choose the bilingual stream, Cypriot students who choose the French stream and students from elsewhere who might choose either. Core subjects like French and maths, history and geography are common to both streams. These subjects follow the French curriculum, while science is taught in Greek but following the French curriculum. Even the Greek language course is a copy of the French language course, which “helps to reinforce the language learning better”.
A key question is how well students who speak neither French nor Greek can fit into the system. Lagleize says they fit in very well.
“If they join at the primary school level, they adapt quickly,” she says. It is obviously more difficult the older they get, yet the director described one girl who joined the school aged 14 with no French or Greek and managed to pass the Diplome National Du Brevet, taken at the end of the gymnasium.
“It is not a problem of language, it is a problem of level,” she says.
Good students in one language will be good students in a new language. In her experience, children need one to two years to become fluent in a new language.
So, up to what age is it realistic for students to join? She will not accept new students into the lycee if their language skills are not good enough. Potential new students are assessed in maths and their own language. And in the older age group, it very much depends on how committed the students themselves are, rather than the parents.
“It has to be their choice at this age,” she says.
The school provides in-class language support with two French teachers available in the language classes. One is there to adapt the teaching materials to support non-native speakers in the class. There is also extra in-class support in the primary school and free homework support for students between 1pm and 2pm. This may be for those whose parents do not speak French at home. But the help is directed where needed and for whatever subject it is most appropriate.
Lagleize believes that students should get all the help they need in school; extra lessons after school do not benefit anyone. “If parents think they are helping their children by paying for this, they are not,” she says. “Children need to learn autonomy - how to learn on their own.”
Compared to other fee-paying schools in Cyprus, the fees are competitively priced. The kindergarten is €2,900 per year, the primary is €4,200, the gymnasium is €4,600 and the lycee is €5,400.
When the original Arthur Rimbauld school changed in September, some parents pulled their children out because they were wary of the role the Cyprus ministry of education might play. Lagleize says their fears were unfounded. The school is inspected every year by French inspectors who come from France. Students take French national evaluations twice in the primary school, which are sent back to France to be marked. And all teachers are employed by the school, even the Greek teachers. The Cyprus ministry of education, she says, has been helpful and offers support, but “it is the director’s job to hire and manage staff”.
Whilst the school board includes two Cyprus government representatives, two French government representatives and parents, the board does not strictly speaking run the school. The board manages all financial issues but the director manages all pedagogical issues. So there is a clear separation of responsibilities.
While the teachers are accountable to the director, not the board, Lagleize makes clear that she values good working relationships with parents.
“In France, parents want their children to do well, but they do not get involved,” she says. Regular communication with parents is important for students to do well and the school holds class meetings with parents, four times a year. Individual meetings also happen whenever parents request it. On the school website parents can see what their children have been doing in class each day and what marks they receive. This gives parents a daily point of engagement with their children and “makes it easier, for younger children especially, to talk to their parents about what they are doing in school”.
I met some parents drinking coffee outside the primary school cafeteria, who seemed very relaxed and happy with the school.
“We feel that it is a huge opportunity for our children - who speak English at home - to learn French properly, to study in a very relevant and useful language,” one parent said. “Being a small school, which is essentially parent-run, the school has a very positive vibe. It has also attracted a number of young, progressive and very energetic teachers. We are very happy.”
Contact Information:
School Secretary: Ms Philippou 22665318
Email: secretariat@efcn.info (in French, Greek or English)
Website: http://www.efcn.info