The Florida Department of Health requires that schools licensed by the FDOH publish standards of ethical conduct on their website.
Standards of Ethical Conduct
1. Our school values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.
2. Our primary concern is the student and the development of the student's potential. Employees will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.
3. Concern for the student requires that our instructional personnel:
a. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety.
b. Shall not unreasonably restrain a student from independent action in pursuit of learning.
c. Shall not unreasonably deny a student access to diverse points of view.
D. Shall not intentionally suppress or distort subject matter relevant to a student's academic program.
e. Shall not intentionally expose a student to unnecessary embarrassment or disparagement.
f. Shall not intentionally violate or deny a student's legal rights.
g. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination.
h. Shall not exploit a relationship with a student for personal gain or advantage.
i. Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
4. Aware of the importance of maintaining the respect and confidence of colleagues, of students, of parents, and of the community, employees of our school must display the highest degree of ethical conduct. This commitment requires that our employees:
a. Shall maintain honesty in all professional dealings.
b. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization.
c. Shall not interfere with a colleague's exercise of political or civil rights and responsibilities.
d. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual's performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination.
e. Shall not make malicious or intentionally false statements about a colleague.
Training Requirement
All instructional personnel and administrators are required as a condition of employment to complete training on these standards of ethical conduct.
Reporting Misconduct by Instructional Personnel and Administrators
All employees and administrators have an obligation to report misconduct by instructional personnel and school administrators which affects the health, safety, or welfare of a student. Examples of misconduct include obscene language, drug and alcohol use, disparaging comments, prejudice or bigotry, sexual innuendo, cheating or testing violations, physical aggression, and accepting or offering favors.
- Reports of misconduct of employees should be made to Sophie Lavigne, Head of School.
- Reports of misconduct committed by administrators should be made to Sophie Lavigne, Head of School.
Legally sufficient allegations of misconduct by Florida certified educators will be reported to the Office of Professional Practices Services. Policies and procedures for reporting misconduct by instructional personnel or school administrators which affects the health, safety, or welfare of a student are posted on the staf Bulletin Board in the Main Office as well as on our website.
Reporting Child Abuse, Abandonment or Neglect
All employees and agents have an affirmative duty to report all actual or suspected cases of child abuse, abandonment, or neglect. Call 1-800-96-ABUSE or report online at: http://www.dcf.state.fl.us/abuse/report/.
Signs of Physical Abuse
The child may have unexplained bruises, welts, cuts, or other injuries; broken bones; or burns. A child experiencing physical abuse may seem withdrawn or depressed, seem afraid to go home or may run away, shy away from physical contact, be aggressive, or wear inappropriate clothing to hide injuries.
Signs of Sexual Abuse
The child may have torn, stained or bloody underwear, trouble walking or sitting, pain or itching in genital area, or a sexually transmitted disease. A child experiencing sexual abuse may have unusual knowledge of sex or act seductively, fear a particular person, seem withdrawn or depressed, gain or lose weight suddenly, shy away from physical contact, or run away from home.
Signs of Neglect
The child may have unattended medical needs, little or no supervision at home, poor hygiene, or appear underweight. A child experiencing neglect may be frequently tired or hungry, steal food, or appear overly needy for adult attention.
Patterns of Abuse
Serious abuse usually involves a combination of factors. While a single sign may not be significant, a pattern of physical or behavioral signs is a serious indicator and should be reported.
Liability Protections
Any person, official, or institution participating in good faith in any act authorized or required by law, or reporting in good faith any instance of child abuse, abandonment, or neglect to the department or any law enforcement agency, shall be immune from any civil or criminal liability which might otherwise result by reason of such action. (F.S. 39.203)
An employer who discloses information about a former or current employee to a prospective employer of the former or current employee upon request of the prospective employer or of the former or current employee is immune from civil liability for such disclosure or its consequences unless it is shown by clear and convincing evidence that the information disclosed by the former or current employer was knowingly false or violated any civil right of the former or current
employee protected under F.S. Chapter 760. (F.S. 768.095)
(Adapted from the Code of Ethics of the Education Profession in Florida and Principles of Professional Conduct for the Education Profession in Florida)
- Jumping & Landing
- Balancing
- Awareness of Space (personal & general)
- Rhythm & Movement
- Locomotion
Pre-K4
At this age, students have P.E. with a specialized Coach to incorporate games, the notion of rules, as well as an introduction to team sports. Developmentally appropriate activities include:
Athough in France Kindergarten is considered the last level of Preschool (La Maternelle / Le Cycle 1), we are including it in this section so as to coincide with the American system. Grades 1, 2, and 3 together form Le Cycle 2, the primary objective of which is to ensure students fully assimilate the academic fundamentals. At the beginning of this new stage, students discover the joy of reading, hone their verbal communication skills, begin to develop their writing abilities, and learn about the world around them. They also begin to have homework -- and grades. This is a time of transition in other ways too, for academic subjects begin to require more of their class time than the arts, unlike what they were accustomed to in preschool. This may seem like a lot, which is why it is important that they receive praise and encouragement both at school and at home, not only for their accomplishments but also for their efforts.
The curricula for the early elementary grades (Le Cycle 2 / Grades 1-2-3) revolve around the following seven core subject areas:
1. French Language Arts (c. 10 hours per week)
By the end of La Grande Section, students have greatly developed their vocabulary so as to be able to express themselves precisely, listen attentively, speak before a group, and fully understand a story read by an adult. They are also able to clearly distinguish the various linguistic sounds as well as the graphic signs that represent those sounds in writing.
In Le Cours Préparatoire, learning to read is done through decoding and word identification, in other words through the progressive acquisition of the knowledge and skills necessary to understand a written text. Reading and writing, whether of words, phrases, or texts, are taught together and reinforce each other throughout the year. These lessons, although based on the oral practice of language and on the development of vocabulary, are enriched by an early introduction to both grammar and spelling.
2. Mathematics (c. 5 hours per week)
Knowledge of numbers, arithmetic, and problem solving are the subject of a learning progression that develops imagination, rigor, and precision as well as reasoning. At the same time, a regular practice of mental math is essential as early habits take root. In addition to numbers, arithmetic, and problem solving, students are introduced to geometry (spatial orientation as well as recognizing, describing, tracing, and reproducing 2D and 3D shapes), measurements (length, mass/weight, volume, time, and currency), classification, and elementary data management (charts, graphs, and tables).
3. English Language Arts (c. 6.5 hours per week)
Students are exposed to various cultural American staples as they are taught to read and write in English. Whether learning their sightwords or spelling from their word families, students receive a solid foundation in English Language Arts.
4. Discovering the World Around Me (c. 2.5 hours per week)
While Kindergartners initially continue to approach this subject through observation and tactile manipulation, First Graders are able to draw on their growing abilities in reading and math to learn about the world in which they live. Throughout the year students develop their understanding of where they fit in time and space, mastering the corresponding vocabulary.
Space: Beginning with familiar settings (their classroom, their school, their neighborhood, their city), they come to discover more distant settings as the year progresses. They also learn of the various tools used to represent these places, including photographs, maps, and globes.
Time: Students learn about the alternance of day and night, about weeks, months, and the seasons. The tools they learn to use to measure time are the calendar and the analog clock.
5. Art Creation & Appreciation (c. 2.5 hours per week)
Children not only continue to create their own art work, they also are exposed to other artists' work. Such cultural references help develop students' artistic sensibilities and expressive abilities. These activities are accompanied by the use of a precise vocabulary, allowing students to express their feelings, their emotions, their preferences, and their tastes. Early exposure to art appreciation improves students' ability to observe, listen, describe, and compare -- all important skills to develop in any field.
6. Physical Education (c. 1.5 hours per week)
Students participate in P.E. during the regular school day, developing their physical abilities, learning about team work and good sportsmanship as well as the enjoyment of movement and physical activity. They can also choose to participate in Tennis and Soccer as part of the Afterschool Enrichment Program.
7. Civics and Ethics (varies)
As this subject is incorporated into the other core areas, students learn general proper etiquette and appropriate social behavior throughout the year. They gradually acquire more responsible behavior and become increasingly independent in their work as wells as autonomous in their daily functions.
The curricula for the early elementary grades (Le Cycle 2 / Grades 1-2-3) revolve around the following seven core subject areas:
1. French Language Arts (c. 10 hours per week)
By the end of La Grande Section, students have greatly developed their vocabulary so as to be able to express themselves precisely, listen attentively, speak before a group, and fully understand a story read by an adult. They are also able to clearly distinguish the various linguistic sounds as well as the graphic signs that represent those sounds in writing.
In Le Cours Préparatoire, learning to read is done through decoding and word identification, in other words through the progressive acquisition of the knowledge and skills necessary to understand a written text. Reading and writing, whether of words, phrases, or texts, are taught together and reinforce each other throughout the year. These lessons, although based on the oral practice of language and on the development of vocabulary, are enriched by an early introduction to both grammar and spelling.
2. Mathematics (c. 5 hours per week)
Knowledge of numbers, arithmetic, and problem solving are the subject of a learning progression that develops imagination, rigor, and precision as well as reasoning. At the same time, a regular practice of mental math is essential as early habits take root. In addition to numbers, arithmetic, and problem solving, students are introduced to geometry (spatial orientation as well as recognizing, describing, tracing, and reproducing 2D and 3D shapes), measurements (length, mass/weight, volume, time, and currency), classification, and elementary data management (charts, graphs, and tables).
3. English Language Arts (c. 6.5 hours per week)
Students are exposed to various cultural American staples as they are taught to read and write in English. Whether learning their sightwords or spelling from their word families, students receive a solid foundation in English Language Arts.
4. Discovering the World Around Me (c. 2.5 hours per week)
While Kindergartners initially continue to approach this subject through observation and tactile manipulation, First Graders are able to draw on their growing abilities in reading and math to learn about the world in which they live. Throughout the year students develop their understanding of where they fit in time and space, mastering the corresponding vocabulary.
Space: Beginning with familiar settings (their classroom, their school, their neighborhood, their city), they come to discover more distant settings as the year progresses. They also learn of the various tools used to represent these places, including photographs, maps, and globes.
Time: Students learn about the alternance of day and night, about weeks, months, and the seasons. The tools they learn to use to measure time are the calendar and the analog clock.
5. Art Creation & Appreciation (c. 2.5 hours per week)
Children not only continue to create their own art work, they also are exposed to other artists' work. Such cultural references help develop students' artistic sensibilities and expressive abilities. These activities are accompanied by the use of a precise vocabulary, allowing students to express their feelings, their emotions, their preferences, and their tastes. Early exposure to art appreciation improves students' ability to observe, listen, describe, and compare -- all important skills to develop in any field.
6. Physical Education (c. 1.5 hours per week)
Students participate in P.E. during the regular school day, developing their physical abilities, learning about team work and good sportsmanship as well as the enjoyment of movement and physical activity. They can also choose to participate in Tennis and Soccer as part of the Afterschool Enrichment Program.
7. Civics and Ethics (varies)
As this subject is incorporated into the other core areas, students learn general proper etiquette and appropriate social behavior throughout the year. They gradually acquire more responsible behavior and become increasingly independent in their work as wells as autonomous in their daily functions.
