Elementary School

Welcome to the Elementary School

The Elementary School bilingual program combines the pedagogical core requirements of both the French Ministry of Education and the framework of standards put forth by the California State Department of Education.

The Elementary School is structured in accordance with the French “cycle” system. Cycle 2 includes the 1st,  2nd and 3rd grades, and Cycle 3 includes the 4th, 5th (and 6th) grades. The number of hours taught in English increases gradually from seven hours in 1st and 2nd grade to 10 hours in 5th grade. Our team has worked to harmonize the French and American programs to offer students a unique, rich, challenging, and balanced program that meets the requirements of both the French and American systems. Throughout Lower School, students at SDFAS build their knowledge, analyze, think critically, create, and use these fundamental skills to bolster future learning. In addition, because of the great diversity of nationalities and cultures that exist in our school’s community, teachers integrate aspects of citizenship and community into the curriculum.

Francis Carlier, Lower School Pedagogic Director

We are accepting incoming elementary students with no prior exposure to French. Come and visit to learn more about our Fluency Transition Program tailored to address motivated learners with strong academics and a keen interest in foreign languages.

A stimulating, supportive, culturally rich, and academically challenging environment

Academic Support

Students benefit from individualized programs designed to ensure positive academic progress. This support is designed to help students who are struggling temporarily, as well as to address the unique needs of highly talented pupils.

  • The PPRE (Individualized Program for Student Success) is usually implemented for a term of one school year. Meetings are held three times per year with parents to follow up and plan the necessary actions to ensure student and program success. PPRE actions may include individual support in class, Learning Center sessions, special testing procedures, and differentiated class work and homework.
  • The Learning Center program is designed to help students who are struggling temporarily, as well as to engage talented students in stimulating activities that further bolster their academic development. An individualized program is provided by the teacher to ensure progress on a very precise set of skills. At the end of each term, parents receive information on their child’s progress.
  • ESL (English as a Second Language) or FLE (French as a Foreign Language) is offered for at least one year to students who have not mastered a language taught at SDFAS. According to what is taught in class, the ESL/FLE teacher designs a specific program for students to help them to integrate effectively into the school’s program.

Pedagogic Projects

Projects reinforce the SDFAS curriculum by giving students the occasion to work on specific and concrete actions: humanitarian projects (food collection, debate about short movie…), Earth Week, Jog-a-Thon (students run a certain amount of time after finding a sponsor that will fund the humanitarian project), field trips (close to the rich environment of the school or several hours away for three days), the school gala (all classes participate in producing a piece of art that will be offered for auction), winter and end-of-the-year shows.


Evaluating student performance is an ongoing process that allows teachers to monitor progress, remediate difficulties, and confirm the acquisition of skills and knowledge. Our assessment tools function to help our students reach goals and succeed. SDFAS uses ERB and proprietary testing, as well as French Ministry standardized tests. By the end of the Lower School cycle, our students typically perform well above or above average in both languages.

Class Delegates

In accordance with the civic and moral education program, each class votes for two delegates. The election occurs at the beginning of the school year, and delegates are elected for the entire school year. The students assume an active role in school life and play their roles very seriously and enthusiastically. Once a month, all delegates meet with the school and elementary directors to discuss ideas for improvements in aspects of the school community that they have generated or any other issues that need to be addressed. Those meetings are prepared in the classroom and provide opportunities for the students to act as engaged, responsible citizens and representatives of the school community.

Social Emotional Learning with Responsive Classroom

Teachers pay close attention to any issues that may occur at school. We have implemented a Social Emotional Program in PK-8 with Responsive Classroom.