{"id":5352,"date":"2017-08-08T16:47:10","date_gmt":"2017-08-08T09:47:10","guid":{"rendered":"https:\/\/bouleetbilles.net\/elementary-school\/"},"modified":"2026-04-10T04:06:58","modified_gmt":"2026-04-10T04:06:58","slug":"elementaire","status":"publish","type":"page","link":"https:\/\/bouleetbilles.net\/en\/elementaire\/","title":{"rendered":"Elementary School"},"content":{"rendered":"<div class=\"et_pb_section_0 et_pb_section et_pb_fullwidth_section et_section_regular et_block_section\"><section class=\"et_pb_fullwidth_header_0 et_pb_fullwidth_header et_pb_bg_layout_dark et_pb_text_align_center et_pb_module et_flex_module\"><div class=\"et_pb_fullwidth_header_container center\"><div class=\"header-content-container center\"><div class=\"header-content et_flex_module\"><h1 class=\"et_pb_module_header\">ELEMENTARY SCHOOL<\/h1><span class=\"et_pb_fullwidth_header_subhead\">Primary School - French International Elementary School in Ho Chi Minh City, Vietnam<\/span><div class=\"et_pb_header_button_wrapper\"><a class=\"et_pb_button et_pb_more_button et_pb_button_one\" href=\"https:\/\/bouleetbilles.net\/tarifs\/#dt-tabs|1\">View Pricing Information<\/a><a class=\"et_pb_button et_pb_more_button et_pb_button_two\" href=\"https:\/\/bouleetbilles.net\/contactez-nous\/\">Contact-us<\/a><\/div><\/div><\/div><\/div><div class=\"et_pb_fullwidth_header_overlay\"><\/div><div class=\"et_pb_fullwidth_header_scroll\"><a class=\"scroll-down-container\" href=\"#\"><span class=\"scroll-down et-pb-icon\">;<\/span><\/a><\/div><\/section><\/div><div class=\"et_pb_section_1 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_0 et_pb_row et_block_row\"><div class=\"et_pb_column_0 et_pb_column et_pb_column_4_4 et-last-child et_block_column et_pb_css_mix_blend_mode_passthrough\"><div class=\"et_pb_tabs_0 et_pb_tabs et_pb_module\" id=\"dt-tabs\"><ul class=\"et_pb_tabs_controls clearfix\"><li class=\"et_pb_tab_nav_item_0 et_pb_tab_nav_item et_pb_tab_0 et_pb_tab_active\"><a class=\"et_pb_tab_nav_item_link\" href=\"#\">Presentation<\/a><\/li><li class=\"et_pb_tab_nav_item_1 et_pb_tab_nav_item et_pb_tab_1\"><a class=\"et_pb_tab_nav_item_link\" href=\"#\">Program Grade 1, Grade 2, Grade 3<\/a><\/li><li class=\"et_pb_tab_nav_item_2 et_pb_tab_nav_item et_pb_tab_2\"><a class=\"et_pb_tab_nav_item_link\" href=\"#\">Grade 4 and Grade 5 Programs<\/a><\/li><li class=\"et_pb_tab_nav_item_3 et_pb_tab_nav_item et_pb_tab_3\"><a class=\"et_pb_tab_nav_item_link\" href=\"#\">Educational project<\/a><\/li><li class=\"et_pb_tab_nav_item_4 et_pb_tab_nav_item et_pb_tab_4\"><a class=\"et_pb_tab_nav_item_link\" href=\"#\">Language policy<\/a><\/li><li class=\"et_pb_tab_nav_item_5 et_pb_tab_nav_item et_pb_tab_5\"><a class=\"et_pb_tab_nav_item_link\" href=\"#\">FAQ<\/a><\/li><\/ul><div class=\"et_pb_all_tabs\"><div class=\"et_pb_tab_0 et_pb_tab clearfix et_pb_active_content et_pb_module et_block_module\"><div class=\"et_pb_tab_content\"><h2><span style=\"font-weight: 400;\">Elementary classes have existed since September 2010 at Boule &amp; Billes school. We welcome children aged 6 to 11 years old on the Binh Thanh campus in Ho Chi Minh City.<\/span><\/h2>\n<p>https:\/\/youtu.be\/AmjXmU2Jjvs?si=F8Y25I2pu72tJKNI<\/p>\n<h3><span style=\"font-weight: 400;\">Children are divided into 5 levels: <\/span><\/h3>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Grade 1: Cours Pr\u00e9paratoires<\/span><b> (CP)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Grade 2: Cours \u00c9l\u00e9mentaires 1\u00e8re ann\u00e9e <\/span><b>(CE1)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Grade 3: Cours \u00c9l\u00e9mentaires 2e ann\u00e9e <\/span><b>(CE2)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Grade 4: Cours Moyen 1\u00e8re ann\u00e9e <\/span><b>(CM1)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Grade 5: Cours Moyen 2e ann\u00e9e <\/span><b>(CM2)<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">All levels are<\/span> <a href=\"https:\/\/www.aefe.fr\/reseau-scolaire-mondial\/rechercher-un-etablissement\/viet-nam-ho-chi-minh-ville-ecole-boule-et-billes\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">approved by the Ministry of National Education<\/span><\/a><span style=\"font-weight: 400;\"> as well as the French Ministry of Foreign Affairs. We are a French School affiliated <\/span><a href=\"https:\/\/www.aefe.fr\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">with AEFE network<\/span><\/a>.<\/p>\n<p><span style=\"font-weight: 400;\">Classes are created according to the level of the children and they can be single or double levels. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">For example, Grade 1 level children can be in a single level class or in a double level Grade 1\/2 or Grade 1\/5 class.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The children have class all day until 3:00 p.m. (see Timetable).<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The school week has 26 hours of teaching, spread over nine half-days: Monday, Tuesday, Wednesday (morning only), Thursday and Friday<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The school year has 36 weeks, divided into five work periods.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Class sizes are on average 16 to 22 children maximum.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">All teachers of French nationality have a teaching diploma.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Sports sessions are provided by our school teacher on a basis of 2 hours per week.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">English and Vietnamese are learned in small groups of levels for greater efficiency and interaction between students.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Elementary school ensures the acquisition of fundamental knowledge and skills.<\/span><span style=\"font-weight: 400;\"><br \/><\/span><span style=\"font-weight: 400;\">The common base is structured around five areas:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Languages \u200b\u200bfor thinking and communicating <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Methods and tools for learning <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Training of the person and the citizen<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Natural systems and technical systems<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Representations of the world and human activity<\/span><\/li>\n<\/ul>\n<h3><span style=\"font-weight: 400;\">Elementary school: Cycle 2 of fundamental learning and cycle 3 of consolidation. Programs designed by cycle.<\/span><\/h3>\n<p><span style=\"font-weight: 400;\">The programs must enable, for each student, the progressive acquisition of knowledge and skills within the three cycles of compulsory education:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Cycle 2, fundamental learning cycle (Grade 1, 2 and Grade 3)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">the Cycle 3, consolidation cycle (Grade 4, 5 and Grade 6)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The Cycle 4, cycle of in-depth studies (Grade 7, 8 and 9)<\/span><\/li>\n<\/ul>\n<h3><span style=\"font-weight: 400;\">The unique school booklet from Grade 1 to Grade 9)<\/span><\/h3>\n<p><span style=\"font-weight: 400;\">The single school report is a simple and precise tool to report to parents on the achievements and progress of their children and thus provide a more complete and demanding assessment. Following the recommendations of the national conference on student assessment, this booklet allows parents and students to read it whenever they wish.<\/span><\/p>\n<\/div><\/div><div class=\"et_pb_tab_1 et_pb_tab clearfix et_pb_module et_block_module\"><div class=\"et_pb_tab_content\"><h2><b>The Cycle 2, fundamental learning cycle (Grade 1, 2 and Grade 3)<\/b><\/h2>\n<h3><b>French<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Teaching French consolidates students' skills to communicate and live in society, structures each person's relationship to the world and contributes to self-construction; it facilitates entry into all teachings and their languages. The integration of Grade 3 into cycle 2 must ensure solid basic reading and writing skills for all students.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Understand and express yourself orally <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Read<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Write<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Understand how French language works<\/span><\/li>\n<\/ul>\n<h3><b>Fine arts<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">The teaching of fine arts particularly develops students' potential for invention, within open situations promoting autonomy, initiative and critical perspective. It is constructed from the elements of artistic language: shape, space, light, color, material, gesture, support, tool, time. He explores various fields, both in practice and in references: drawing, painting, collage, modeling, sculpture, assemblage, photography, video, digital creation... The encounter with works of art finds a privileged space there, which allows students to engage in a sensitive and curious approach, enriching their potential for singular expression and judgment. The latter thus learn to accept what is other and otherwise in art and through the arts.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In cycle 2, this teaching consolidates the artistic awareness initiated in preschool and provides students with knowledge and means which will allow them, from cycle 3, to explore personal expression, to recognize the singularity of others and to access a shared artistic culture.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Experiment, produce, create<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Implement an artistic project<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Express yourself, analyze your practice and that of your peers; establish a relationship with that of the artists, open up to otherness<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Find your way in areas related to the visual arts, be sensitive to questions of art<\/span><\/li>\n<\/ul>\n<ul><\/ul>\n<h3><b>Musical education<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Musical education develops two major areas of skills structuring the student's entire training course until the end of cycle 4: perception and production. Taking into account the sensitivity and pleasure of making music as well as listening to it, musical education provides the cultural and technical knowledge necessary for the development of listening and expression skills.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The voice plays a central role in musical practices in the classroom. The most immediate vector for making music, it is particularly appropriate for production and performance work in a collective setting in a school environment. Likewise, the mobilization of the body in musical gesture contributes to physical and psychological balance.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">At the end of cycle 2, students have a set of experiences, know-how and cultural benchmarks which will be the basis of the musical and artistic training continued in cycle 3.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sing <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Listen, compare<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Explore and imagine<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Exchange, share<\/span><\/li>\n<\/ul>\n<h3><b>Physical education and sport<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Physical and sports education develops access to a rich field of practices, with strong cultural and social involvement, important in the development of the personal and collective life of the individual. Throughout schooling, physical and sports education aims to form a lucid, autonomous, physically and socially educated citizen, with a concern for living together. It encourages children and adolescents to seek well-being and care about their health. It ensures the inclusion, in the class, of students with special educational needs or disabilities. Physical and sports education introduces you to the pleasure of practicing sports.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Physical and sports education responds to the training challenges of the common core by allowing all students, girls and boys together and equally, especially those furthest from physical and sporting practice, to build five skills worked on continuously during the different cycles:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Develop your motor skills and learn to express yourself using your body <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate, through physical and sporting practice, methods and tools<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Share rules, assume roles and responsibilities<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Learn to maintain your health through regular physical activity<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate a sporting and artistic physical culture<\/span><\/li>\n<\/ul>\n<h3><b>Moral and civic education<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Moral and civic education aims at the acquisition of a moral and civic culture and a critical spirit which aims to develop the dispositions enabling students to gradually become aware of their responsibilities in their personal and social lives. This teaching articulates values, knowledge and practices.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Moral and civic education also aims for a free and enlightened appropriation by students of the values \u200b\u200bwhich found the Republic and democracy: the base of common values \u200b\u200bincludes dignity, freedom, equality - particularly between girls and boys - , solidarity, secularism, the spirit of justice, respect and the absence of any form of discrimination, that is to say the constitutional values \u200b\u200bof the French Republic, enshrined in the Declaration of Human Rights and of the citizen of 1789 and in the preamble of the Constitution of 1946.<\/span><\/p>\n<h3><b>Question the world<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">From kindergarten school onwards, pupils explore and observe the world around them; in cycle 2, they will learn to question it more precisely, through an initial scientific and thoughtful approach. The general objectives of \u201cQuestioning the world\u201d are therefore: on the one hand to enable students to acquire the knowledge necessary to describe and understand the world around them and develop their ability to reason; on the other hand to contribute to their training as citizens. The learning, repeated and deepened during successive cycles, will then continue throughout schooling by calling on increasingly elaborate, abstract and complex ideas.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Practicing scientific approaches <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Imagine, realise<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate tools and methods<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Practicing languages<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Mobilize digital tools<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Adopt ethical and responsible behavior<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Position yourself in space and time<\/span><\/li>\n<\/ul>\n<h3><b>Maths<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">In cycle 2, problem solving is at the center of students' mathematical activity, developing their abilities to research, reason and communicate. The problems make it possible to approach new concepts, to consolidate acquisitions, to provoke questions.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">research <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">modelise<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">represent<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">raison<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">calculate<\/span><\/li>\n<\/ul>\n<\/div><\/div><div class=\"et_pb_tab_2 et_pb_tab clearfix et_pb_module et_block_module\"><div class=\"et_pb_tab_content\"><h2><b>Cycle 3 - consolidation cycle (Grade 4, 5 and Grade 6)<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Cycle 3 now links the last two years of primary school and the first year of middle school, with greater concern for educational continuity and coherence of learning in the service of acquiring a common base of knowledge, skills and culture. <\/span><\/p>\n<h3><b>French<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Cycle 2 allowed the acquisition of reading and writing. Cycle 3 must consolidate these acquisitions in order to put them at the service of other learning in a broad and diversified use of reading and writing. Oral language, which also conditions all learning and also constitutes a means of entering into the culture of writing, continues to be the subject of constant attention and specific work. Generally speaking, mastery of the language remains a central objective of cycle 3 and the integration of the 6th grade class into the cycle must ensure that all students have sufficient autonomy in reading and writing to tackle cycle 4 with the acquired necessary for continued education.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Understand and express yourself orally <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Read<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Write<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Understand how French language works<\/span><\/li>\n<\/ul>\n<h3><b>Fine arts<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">During cycle 3, the teaching of visual arts draws on the experience, knowledge and skills worked on in cycle 2 to gradually engage students in a more autonomous sensitive practice, which they learn to analyze further. Pursuing the development of the potential for invention and creation. Learning is nourished by the introduction of more precise knowledge and by more sustained attention to the explanation of the students' plastic production, the artistic processes observed, and the reception of the works encountered.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Experiment, produce, create <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Implement an artistic project<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Express yourself, analyze your practice and that of your peers; establish a relationship with that of the artists, open up to otherness<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Find your way in areas related to the visual arts, be sensitive to questions of art<\/span><\/li>\n<\/ul>\n<h3><b>Musical education<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Continuing from cycle 2 and to prepare for cycle 4, musical education in cycle 3 continues the discovery and development of the two major areas of skills which structure the entire training course: perception and production.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sing and perform <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Listen, compare and comment<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Explore, imagine and create<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Exchange, share and argue<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">As in cycle 2, each student who wishes must be able to commit each year to carrying out an ambitious choral project combining as many other forms of artistic expression as possible. This possibility allows him, in addition to finding pleasure in singing in a collective setting, to discover the requirements of a show organized at the end of the school year. Bringing together students from different levels of the cycle, the choir benefits from bringing together schoolchildren and college students, the latter even beyond cycle 3.<\/span><\/p>\n<h3><b>History of art<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Multidisciplinary and transversal teaching of the history of the arts structures the student's artistic culture by acquiring benchmarks from various and major works and artistic trends of the past and present and by providing methods to situate them in space and time, interpret them and relate them. It contributes to the development of a sensitive, educated and thoughtful view of the works. Throughout cycle 3, the history of the arts helps to create links between other courses and highlights their cultural dimension. From the sixth grade onwards, it brings together teachers from several disciplines.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Identify: give a reasoned opinion on what a work of art represents or expresses<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Analyze: identify from a work of art, through observation or listening, its main technical and formal characteristics<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Situate: link the characteristics of a work of art to uses as well as to the historical and cultural context of its creation<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Finding your way around a museum, an art venue, a heritage site<\/span><\/li>\n<\/ul>\n<h3><b>Physical education and sport<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Physical and sports education develops access to a rich field of practices, with strong cultural and social involvement, important in the development of the personal and collective life of the individual. Throughout schooling, physical and sports education aims to form a lucid, autonomous, physically and socially educated citizen, with a concern for living together. It encourages children and adolescents to seek well-being and care about their health. It ensures the inclusion, in the class, of students with special educational needs or disabilities. Physical and sports education introduces you to the pleasure of practicing sports.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Physical and sports education responds to the training challenges of the common core by allowing all students, girls and boys together and equally, especially those furthest from physical and sporting practice, to build five skills worked on continuously during the different cycles:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Develop your motor skills and learn to express yourself using your body <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate, through physical and sporting practice, methods and tools<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Share rules, assume roles and responsibilities<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Learn to maintain your health through regular physical activity<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate a sporting and artistic physical culture<\/span><\/li>\n<\/ul>\n<h3><b>Moral and civic education<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Moral and civic education aims at the acquisition of a moral and civic culture and a critical spirit which aims to develop the dispositions enabling students to gradually become aware of their responsibilities in their personal and social lives. This teaching articulates values, knowledge and practices.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Moral and civic education also aims for a free and enlightened appropriation by students of the values \u200b\u200bwhich found the Republic and democracy: the base of common values \u200b\u200bincludes dignity, freedom, equality - particularly between girls and boys - , solidarity, secularism, the spirit of justice, respect and the absence of any form of discrimination, that is to say the constitutional values \u200b\u200bof the French Republic, enshrined in the Declaration of Human Rights and of the citizen of 1789 and in the preamble of the Constitution of 1946.<\/span><\/p>\n<h3><b>History and Geography<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">In cycle 3, students continue the progressive and increasingly explicit construction of their relationship to time and space, based on the contributions of two linked disciplinary courses, history and geography, including the civic and cultural purposes of the end of the cycle. These two courses deal with common themes and concepts and share tools and methods. Their specificities lie in their objects of study, time and space, and the methods they use to understand them.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Finding your way in time: building historical benchmarks<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Finding your way in space: building geographical markers<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Reason, justify an approach and the choices made<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ask questions, wonder.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Be informed in the digital world<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Understanding a document<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Practice different languages \u200b\u200bin history and geography<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Cooperate and pool<\/span><\/li>\n<\/ul>\n<h3><b>Science and technology<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">During cycle 2, the student explored, observed, experimented, and questioned the world around him. In cycle 3, the concepts already covered are revisited to progress towards more generalization and abstraction, always taking care to start from the concrete and the student's representations.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The construction of knowledge and skills, through the implementation of various scientific and technological approaches and the discovery of the history of science and technology, introduces the distinction between what concerns science and technology and what concerns of an opinion or belief. The diversity of procedures and approaches (observation, manipulation, experimentation, simulation, documentation, etc.) simultaneously develops curiosity, creativity, rigor, critical thinking, manual and experimental skill, memorization, collaboration for living better together and a taste for learning.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Practice scientific and technological approaches <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Design, create, realize<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate tools and methods<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Practicing languages<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Mobilize digital tools<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Adopt ethical and responsible behavior<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Position yourself in space and time<\/span><\/li>\n<\/ul>\n<h3><b>Maths<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Continuing with previous cycles, cycle 3 ensures the continued development of the six major mathematics skills: research, model, represent, calculate, reason and communicate. Problem solving constitutes the main criterion for mastering knowledge in all areas of mathematics, but it is also the means of ensuring appropriation which guarantees its meaning. If algebraic modeling primarily concerns cycle 4 and high school, problem solving already makes it possible to show how mathematical notions can be relevant tools for resolving certain situations.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Skills practiced:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">research <\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">modelise<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">represent<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">raison<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">calculate<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">communicate<\/span><\/li>\n<\/ul>\n<h3><b>Learn more <\/b><\/h3>\n<p><b>Websites to consult<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Eduscol<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/eduscol.education.fr\/pid23199\/ecole-elementaire-et-college.html\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Primary school timetables and programs<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"http:\/\/eduscol.education.fr\/cid46920\/science-ecole.html\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Science at school<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/eduscol.education.fr\/cid74945\/le-parcours-d-education-artistique-et-culturelle.html\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">The artistic and cultural education course<\/span><\/a><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Regards sur l'\u00e9ducation 2021 - OCDE<\/span><span style=\"font-weight: 400;\"> <br \/><\/span><a href=\"https:\/\/www.oecd.org\/fr\/education\/regards-sur-education\/\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">www.oecd.org\/fr\/education\/regards-sur-education\/<\/span> <\/a><\/p>\n<p><span style=\"font-weight: 400;\">Reference texts<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Programmes de l'\u00e9cole \u00e9l\u00e9mentaire<\/span><span style=\"font-weight: 400;\"> <br \/><\/span><a href=\"https:\/\/www.education.gouv.fr\/pid285\/bulletin_officiel.html?pid_bo=33400\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">Bulletin officiel sp\u00e9cial n\u00b011 du 26 novembre 2015<\/span> <\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Cycles d'enseignement : \u00e9cole primaire et coll\u00e8ge<\/span><span style=\"font-weight: 400;\"> <br \/><\/span><a href=\"https:\/\/www.education.gouv.fr\/pid25535\/bulletin_officiel.html?cid_bo=73449\" target=\"_blank\" rel=\"noopener\"> <span style=\"font-weight: 400;\">D\u00e9cret n\u00b0 2013-682 du 24 juillet 2013<\/span> <\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Enseignement de la langue des signes fran\u00e7aise d\u00e8s la maternelle<\/span><span style=\"font-weight: 400;\"> <br \/><\/span><span style=\"font-weight: 400;\">B.O. n\u00b033 du 4 septembre 2008<\/span><\/li>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.education.gouv.fr\/cid22247\/mene0817503a.html\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Objectives and program<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><a href=\"https:\/\/www.education.gouv.fr\/cid22246\/mene0800665c.html\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Conditions for implementing the program<\/span><\/a><\/li>\n<\/ul>\n<\/ul>\n<\/div><\/div><div class=\"et_pb_tab_3 et_pb_tab clearfix et_pb_module et_block_module\"><div class=\"et_pb_tab_content\"><p>https:\/\/bouleetbilles.net\/projet-ecole\/<\/p>\n<\/div><\/div><div class=\"et_pb_tab_4 et_pb_tab clearfix et_pb_module et_block_module\"><div class=\"et_pb_tab_content\"><figure class=\"table\" style=\"width: 100%;\">\n<table class=\"ck-table-resized\">\n<colgroup>\n<col style=\"width: 38.78%;\">\n<col style=\"width: 22.37%;\">\n<col style=\"width: 9.78%;\">\n<col style=\"width: 29.07%;\"> <\/colgroup>\n<tbody>\n<tr>\n<td>Language taught<\/td>\n<td>CP - CE1 (Grade 1-2)<\/td>\n<td>CE2 (Grade 3)<\/td>\n<td>CM1 - CM2 (4-5)<\/td>\n<\/tr>\n<tr>\n<td>English<\/td>\n<td>2h<\/td>\n<td>2h<\/td>\n<td>2h<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\">EMILE* English<\/td>\n<td>1h30<\/td>\n<td>2h<\/td>\n<td>3h<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\">Arts et Discovery of the World<\/td>\n<td>Arts, Sciences et Geography<\/td>\n<\/tr>\n<tr>\n<td>VIETNAMESE<\/td>\n<td>2h<\/td>\n<td>2h<\/td>\n<td>2h<\/td>\n<\/tr>\n<tr>\n<td>EMILE* VIETNAMESE (History &amp; Culture of Vietnam)<\/td>\n<td>N\/A<\/td>\n<td>N\/A<\/td>\n<td>1h<\/td>\n<\/tr>\n<tr>\n<td>Total hours language teaching<\/td>\n<td>5h30<\/td>\n<td>6h<\/td>\n<td>7h<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<h2>Teaching objectives:<\/h2>\n<ul>\n<li>Meet the demands of families and the requirements of our multilingual environment,<\/li>\n<li>Follow the recommendations of the AEFE (French Teaching Agency Abroad), <\/li>\n<li>Offer a curriculum corresponding to the needs of our students and thus ensure a personalized success path, <\/li>\n<li>Propose a coherent course ensuring continuity with the French high school, <\/li>\n<li>Develop language learning skills, knowledge and intercultural skills. <\/li>\n<\/ul>\n<h2>At French International School Boule & Billes, children learn 3 languages: <\/h2>\n<ol>\n<li><strong>French,<\/strong> mastery of which is the priority, and is ensured by the teaching of the French program in French in classes, but also by support in the French language (FLE) or French language of schooling (FLSco) if necessary,<\/li>\n<li><strong>Vietnamese, <\/strong><\/li>\n<li><strong>English<\/strong>.<\/li>\n<\/ol>\n<p>The school has a complete system offering the possibility of setting up a language course respecting the child\u2019s learning pace and the AEFE directives. <\/p>\n<p>Enrollments range from 14 to 16 students per class, allowing personalized daily teaching and exchange.<\/p>\n<p>The policy for teaching modern foreign languages, built on the Common European Framework of Reference for Languages (CEFR), aims to place the school\u2019s educational offering in a context of mobility and international openness. <\/p>\n<p>Students, depending on their level of mastery of the foreign language taught, are grouped into small groups for appropriate progression and teaching. Thus 3 languages \u200b\u200bwill be taught within our establishment: French, Vietnamese and English.  <\/p>\n<h2>From Grade 1 to Grade 3:<\/h2>\n<p>Vietnamese: 2 hours per week with more writing<br \/> English: 2 hours of English language study and 2 sessions in EMILE of 45 minutes (2 x 1 hour in CE2) in arts and questioning the world.<br \/> French support: Intensive FLE can reach 10 hours per week at the beginning of the year for beginner non-French-speaking students with additional support in FL Schooling in class.<\/p>\n<h2>In Grade 4-5 :<\/h2>\n<p>Vietnamese: 2 hours per week with more written work + Vietnamese EMILE in CM2<br \/> English: 2 hours of English language study and 3 one-hour CLIL sessions in arts and sciences for a total of 3 hours.<br \/> French language support: 2 hours of schooling per week is offered to students who still need it during cycle 3.<\/p>\n<h2>*What is \u201cEMILE\u201d?<\/h2>\n<p>EMILE designates a bilingual learning situation in which a language other than the school first language (French) serves as a vector for the teaching\/learning of a subject. Language is therefore no longer simply an object of learning, but becomes a tool allowing access to disciplinary knowledge and know-how. <\/p>\n<h2>What is FLE?<\/h2>\n<p>French as a Foreign Language, abbreviated as FLE. This refers to the French language as taught to non-native speakers in France or abroad. It is a discipline for which specific teaching methods exist.  <\/p>\n<h2>French Language of Schooling: FLSco?<\/h2>\n<p>National Education defines French as a second language as the language which, in France, allows the student to access a qualification. The acronym FLS can in this case be translated as \u201cFrench language of schooling\u201d. <\/p>\n<p>It is a complex language articulating oral and written simultaneously, learned in a school environment and therefore always at a later stage. It participates in the cognitive development of the learner, is developed around an object of knowledge which is gradually constructed in the class. It requires the construction of a meta-discursive and meta-cognitive skill involving complex language material.  <\/p>\n<p>The FLSco is offered to students whose mother tongue is not French, but for whom French should enable them not only to communicate with others, but also to take courses. The difference between these two practices is that in France, the newly arrived student most often stays in the country and becomes French, which gives a different purpose to FSL: that of being a transitional language. <\/p>\n<h2>Language certification:<\/h2>\n<ul>\n<li>French: DELF level<\/li>\n<li>Vietnamese : none<\/li>\n<\/ul>\n<h3>What is the DELF?<\/h3>\n<p>The DELF (Dipl\u00f4me d'Etudes en Langue Fran\u00e7aise) and the DALF (Dipl\u00f4me Approfondi de Langue Fran\u00e7aise) are the only French as a foreign language diplomas issued by the French Ministry of National Education. They have a lifetime validity and benefit from international recognition. They allow you to officially validate your learning of the French language. These diplomas constitute recognition of your educational, university and\/or professional career in French. In addition, the DELF and DALF can allow you to study, work and immigrate to a French-speaking country.    <\/p>\n<h4>Levels A1 and A2<\/h4>\n<p>According to the CEFR (Common European Framework of Reference for Languages), level A1 (introductory or discovery) is the most basic level of personal language use. At level A1, the learner is capable of simple interactions. He can answer and ask simple questions about himself, where he lives, the people he knows and the things he has. The A1 level learner can intervene with simple statements in areas which concern him or which are familiar to him and also respond to them, by not simply repeating ready-made and pre-organized expressions.   <\/p>\n<p>At level A2 (intermediate), we will find most of the descriptors which indicate social relationships such as: uses everyday forms of politeness and address; greets someone, asks them about them and reacts to the response; carries out a very short exchange; answers and asks similar questions about what he does professionally and for leisure; invites and responds to an invitation; discusses what he wants to do, where, and makes the necessary arrangements; makes a proposal and accepts one.<\/p>\n<p>At level A2, we will also find descriptors relating to outings and travel, a simplified version of all the transactional specifications of the threshold level for adults living abroad such as: carrying out a simple exchange in a store, an office post office or bank; find out about a trip; use public transport: buses, trains and taxis; request basic information; ask for directions and indicate them; to buy tickets ; provide and demand the products and services needed on a daily basis. <\/p>\n<\/div><\/div><div class=\"et_pb_tab_5 et_pb_tab clearfix et_pb_module et_block_module\"><div class=\"et_pb_tab_content\"><ul>\n<li><b>What is the program?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">The programs are the official programs of French National Education, you will find them in detail on this site: <\/span><\/p>\n<p><a href=\"https:\/\/www.education.gouv.fr\/programmes-et-horaires-l-ecole-elementaire-9011\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">https:\/\/www.education.gouv.fr\/programmes-et-horaires-l-ecole-elementaire-9011<\/span><\/a><span style=\"font-weight: 400;\"> <\/span><\/p>\n<ul>\n<li><b>Are we entitled to the scholarship?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Only children of French nationality can apply for the school grant. <\/span><\/p>\n<ul>\n<li><b>Are you part of the AEFE?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Yes, we are an AEFE partner establishment from cycle 1 to cycle 3. From Kindergarten to CM2 (Grade 5).<\/span><\/p>\n<ul>\n<li><b>Can my child join the French School after \u201cBoule &amp; Billes\u201d?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Yes because Boule et Billes is a school whose 3 cycles approved by the AEFE follow the same programs as all French schools approved in France and abroad.<\/span><\/p>\n<ul>\n<li><b>Is the teacher French? What diploma does he have? <\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Yes, FLE (French as a Foreign Language) or PE (school teacher) graduate, with at least 3 years of teaching experience.<\/span><\/p>\n<ul>\n<li><b>What time can we drop off our child?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">The establishment is open Monday to Friday from 7:30 a.m. to <\/span><span style=\"font-weight: 400;\">4:30 p.m. <\/span><span style=\"font-weight: 400;\">Reception is from 7:30 a.m. to 8:05 a.m. for preschool and elementary classes.<\/span><\/p>\n<ul>\n<li><b>Can the child have breakfast at school? <\/b><b> <\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">No, breakfast must be taken before arriving at school.<\/span><\/p>\n<ul>\n<li><b>What kind of meal is served at lunch?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Varied dishes, European and Vietnamese. We favor fruits and vegetables. One vegetarian menu per week.  <\/span><\/p>\n<ul>\n<li><b>Is the meal included in school fees?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">No, lunch is charged additionally. See <\/span> <a href=\"https:\/\/drive.google.com\/drive\/folders\/18SolwxqNQTKTz0Ol4Hm1v_HGGw3oTuR1\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">fees<\/span><\/a>.<\/p>\n<ul>\n<li><b>Do they have snacks at school?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Yes if they are registered in an extra-curricular activity. (<\/span><a href=\"https:\/\/drive.google.com\/drive\/folders\/148V16D6GvHQfAE45sJFkTt3OhhObcHMd\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">See Menu of the month<\/span><\/a><span style=\"font-weight: 400;\">).<\/span><\/p>\n<p><span style=\"font-weight: 400;\">At morning recess, fruit juice and fruit or cake are served to the children.<\/span><\/p>\n<ul>\n<li><b>What time can we pick up the children?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">At 3:00 p.m. for children who do not do extracurricular activities.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">At 4:20 p.m. for children doing an extracurricular activity.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Wednesday at 12:20 p.m. or after extracurricular activities at 3:00 p.m. or 4:20 p.m.<\/span><\/p>\n<ul>\n<li><b>Is there a shuttle bus?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Yes, morning and afternoon.<\/span><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><div class=\"et_pb_row_1 et_pb_row et-vb-row--no-module et_block_row\"><div class=\"et_pb_column_1 et_pb_column et_pb_column_4_4 et-last-child et_block_column et_pb_column_empty et_pb_css_mix_blend_mode_passthrough\"><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>ELEMENTARY SCHOOL<br \/>\nPrimary School &#8211; French international elementary school in Ho Chi Minh City, Vietnam. Register and Visit the school<\/p>\n","protected":false},"author":110,"featured_media":5354,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","footnotes":""},"class_list":["post-5352","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/pages\/5352","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/users\/110"}],"replies":[{"embeddable":true,"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/comments?post=5352"}],"version-history":[{"count":28,"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/pages\/5352\/revisions"}],"predecessor-version":[{"id":9764,"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/pages\/5352\/revisions\/9764"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/media\/5354"}],"wp:attachment":[{"href":"https:\/\/bouleetbilles.net\/en\/wp-json\/wp\/v2\/media?parent=5352"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}