International French School of Amman
Birthplace of great minds


Education and Accreditation

Elementary School

Teaching Staff
Enseignants AIT ZOUAOUA Akila
  AUBERT Virginie
  BOUIMA Sabrina
  DOUEZ Alain
  GRILLO Faustine
  HADDAD Amale
  HOUTE Lucile
  LAMBOLEY Valérie
  LAPAUW Alexandra
  MANSILLA Dorothée
  MICHEL David
  OUALA Saïd
  PILLOT Sébastien
  PILLOT Stéphanie
Professeurs d’Anglais ALHMOOD Ahlam
  AWAD Amira
  NINO Lilian
Professeurs d’Arabe AL ORFAHLY Suzanne
  ALI Laila
  KHATER Darine



Structure and class numbers


Level No. of classes Class size
TPS 0.5 6
PS 1 27
MS 2.5 44
GS 2 60


Level No. of classes Class size
1ST GRADE 3 67
2ND GRADE 3 68
3RD GRADE 2 57
4TH GRADE 2 49
5TH GRADE 2 55

The French School of Amman is a French institution accredited by the French Ministry of National Education, which establishes objectives, programs, methods, guidelines and exams. The LFA is compliant with these guidelines for each level.

Language teaching

The specificity of the French School is a trilingual education for all from pre-school. The school takes into account its own individual specificities and thus adapts its language teaching to these. Our long-term objective is to take the highest possible number of students to an advanced level of proficiency in English and Arabic.

This context has led the elementary school to offer a trilingual education for all; teaching is mainly delivered in French.
When the students enter the pre-school in TPS, PS or MS levels, they first develop their French language acquisition but also have 5 hours of Arabic per week. This is either to familiarize themselves with the language of the host country or to preserve the link with their mother tongue.
From the last year of pre-school to 5th grade, all students receive a TRILINGUAL education. Teaching is delivered mostly in French and complemented by English and Arabic following timetables that vary depending on the class level and the choices of the families.
The families may choose dominant English or Arabic language teaching; this choice will be made at a meeting with the Elementary School Principal.
The school also offers extracurricular activities in French, English or Arabic to allow students to practice speaking in real life situations.

Progression in Arabic by level of teaching
Progression in English by level of teaching

High school


Through the CNED, students enrolling midway through their schooling may take a language not taught by the LFA that they had started in the 8th grade of another school.

Middle School (6th to 9th grade):

  • English (MFL1)
  • Spanish (MFL2)
  • Arabic (compulsory)

High School (10th Grade):

  • English (MFL1)
  • Spanish (MFL2)
  • Arabic (optional)

High School (11th and 12th grade):

  • English (MFL1)
  • Spanish (MFL2)
  • Arabic (optional)
Exploratory classes

Exploratory classes are weekly 90-minute classes that give guidance on future plans to students in 11th grade, but do not necessarily determine the end-of-year decision.

The various exploratory classes have a twofold common objective:
- To allow students to discover areas of scientific research (science and humanities) and the working methods of the sectors. The approach is prioritized over the content.
- To discover the study possibilities and the professions within the chosen areas.
Where possible, the school relies on local resources, in order to integrate company visits and presentations from professionals.
The exploratory classes are chosen based on the student's taste and curiosity.

High School;

  • Economic and Social Sciences (compulsory)
  • Literature and Society or Sciences and Laboratory
Specialty subjects

High School (11th and 12th grade): Mathematics.

Teaching Staff
 Enseignants ABU RASSA Margot
  AYOUB Renad
  CRESPEL Fabien
  DURAND Corinne
  DUVAL Marc
  GALLIENNE Maroussia
  HEDDEN Juliet
  KIMAN Atongoh
  LE LAN François
  MARKINE Dominique
  RIFAI Ana Maria
  SALAH Carole
  SALEH Nathalie
  YOUCEF Mohammed
  ZAKHOUR Maroun
   ZIID Youssef



Structure and class sizes


Level No. of classes Class size
6th 2 49
7th 2 30
8th 1 32
9th 2 39


Level No. of classes Class size
10th 2 38
11th (Sciences and Economic Sciences) 1 26
12th (Science, Economic Sciences and Laboratory) 3 28
Educational Principles

"The 21st century child is not one from the days of Jules Ferry. Bombarded with images and information, subjected very early to the contradictions of the modern world, its tensions and temptations, these children need solid benchmarks, basic knowledge to understand the complex world around them and make learning about autonomy, socialization and responsibility."

(BOEN - Official Bulletin of the Ministry of Education, November 26, 1998)
Beyond knowledge alone, multiple skills must be developed to tackle the challenges of the 21st century: globalization, mobility, the digital world, the environment and citizenship, among others.
This is the challenge that the École Centrale Paris [to name just one example] when it undertook a complete renovation of its educational project [in 2012]: each subject is now seen in its global context by explaining its applications and issues to the students.
This involves training for companies, governments and institutions, stakeholders capable of integrating the major environmental and social issues into a balanced development strategy. The challenge is to allow access to energy, water, food, health, information and training to 9 billion men and women who will populate our planet in 2050, two-thirds of whom will live in cities."
Since 2005, the reforms to the elementary and middle school common foundation, then the high school reforms in 2008, have profoundly changed the programs and teaching methods.


Find out more about the common foundation of elementary and middle schools

The common foundation for knowledge and skills was introduced by the guidance and planning law for the future of schools of April 23, 2005.

The common foundation of knowledge and skills is a set of knowledge and skills that students must master at the end of compulsory education to further their education, build their professional future and a successful life in society.
Each major skill in the foundation is designed as a combination of fundamental knowledge, the ability to implement them and indispensable attitudes to adopt. Each skill therefore requires the contribution of several disciplines and, conversely, a discipline contributes to the acquisition of several skills. The common foundation is acquired progressively from pre-school to the end of compulsory education.
It is divided into 3 levels:
Level I: stage II of elementary school (Last year of pre-school – 1st grade – 2nd grade)
Level II: stage 3 of elementary school (3rd grade – 4th grade – 5th grade)
Level III: middle school (6th to 9th grade)
The establishment of the common foundation has laid down new pedagogical principles, such as:
In class, the work methods are based on the observation, manipulation and the formalization of rules.
Transdisciplinary activities are needed.
Assessment not only focuses on knowledge, but also on know-how and life skills.
Within this context, doing a lot of homework is not a sign of efficiency; in fact, "it is when we need tools to work that we can learn useful intellectual techniques," and especially since "students are not acquiring useful work skills when doing their homework, and teachers cannot see their students working either." For Patrick Rayou*, professor and researcher in educational science at the University Paris-VIII,
The 7 skills of the foundation:
1. Mastery of the French language;
2. Mastery of basic mathematics;
3. A humanist and scientific culture allowing free exercise of citizenship;
4. The practice of at least one foreign language;
5. The mastery of usual information and communication techniques.
6. Social and civic skills
7. Autonomy and initiatives
Validation of learning:
Validation of student's learning is recorded in a personal skills booklet which proves the acquisition of knowledge and skills in the common foundation, in level I (end of 2nd grade) and in level II (end of 5th grade), in level III (end of 9th grade)
1. Validation of the foundation is indispensable for obtaining the DNB (Diplôme National du Brevet, the national diploma) in 9th grade.
2. An oral test on art history (a multidisciplinary and cross-curricular test) for the DNB has been in place since the 2010 session.

Find out more about the high school reforms

In continuation of the common foundation and in pursuit of the general youth training objective, the high school reform undertaken since 2010, completes its implementation with the class of 10th grade students in 2010 who entered 12th grade in 2013.

What changed with the reform:
Organization of teaching
The high school reform rebalances the general and technological courses and the series within each course. It allows students to specialize more gradually and to think more thoroughly about their career plans.
In 10th grade, to help students to determine
The new organization of 10th grade facilitates the choice of a series in 11th grade for the students (Literary, Social and Economic, Scientific or technological)
Common lessons represent 80% of the total of the student timetable, which is 23.5 hours.
2 hours of personalized assistance (support, more advanced learning, guidance, methodology, etc.)
Classes with fewer students
In 12th grade of the general course, the series are less compartmentalized. The three general series (Literary, Social and Economic, Scientific or technological) include common lessons as well as specific lessons.
In 11th grade, 60% of lessons are common.
2 hours of personalized support
Reduced class sizes
On the other hand, in 12th grade, over 70% of subjects are specific.
2 hours of personalized support
Reduced class sizes*
A specialist subject, explored in greater depth, to choose in each series
The high school that moves with the times
The high school moves with the times: it promotes modern language learning, access to culture and ensures its students become responsible citizens.
Modern languages: promoting more effective teaching
To improve the students' ability to express themselves and communicate, particularly orally, schools can:
- Organize teaching according to skill groups and modulate teaching periods, for example to allow intensive teaching periods;
- Forge partnerships with foreign school establishments, to encourage students' mobility and promote remote exchanges;
- Promote the teaching of a non-linguistic discipline in a modern language;
Increase students' exposure to the language through ICT (digital workspaces, mobile digital tools, etc.).
To guarantee access to culture for all high school students
The compulsory teaching of art history, enhanced artistic practice and increased visits to cultural organizations contribute to building a coherent cultural pathway for each student. Schools can:
- Expand partnerships with the artistic and cultural world
- Offer film screenings as part of Ciné Lycée
- Develop art workshops and school choirs
- Promote the creation of school radios
- Promote access to digital resources in the area of art and culture.
- In each high school, a "cultural advisor" is in charge of its cultural life. S/he works in collaboration with the Educational Council and the High School Delegates Council.
The management of these measures is part of the cultural strand of the school development plan.
To promote students' assumption of responsibility
To encourage students to take responsibility, the High School Student Association plays a greater role and benefits from a more flexible scheme. Placed under the responsibility of the students, these associations bring together those students who wish to engage in civic activities and initiate projects in the arts, sports and humanitarian fields.
Students can engage further with the reduction from 18 to 16 in the minimum age for taking on associative responsibilities.

Find out more about the language reform

The updated teaching of modern foreign languages (MFL):

• A more coherent curriculum with varied opportunities for progression
• New disciplinary objectives
• A more coherent language curriculum
• A more flexible organization
• Privileged access to foreign languages and cultures
• New disciplinary objectives
• New modern language programs are now common in foreign and regional modern language programs. They are based on the Common European Framework of Reference for Languages and encourage the development of skill sets. The focus is on what students can produce, particularly orally.
• The new scheme of work for 10th grade entered into force at the start of the 2010 school year. The new modern language programs for 12th grade in the general and technological series entered into force at the start of the 2011 school year for 11th grade and 2012 for 12th grade.
• A reform of the language tests in the baccalaureate should enhance candidates' oral skills from the 2013 session.