Comparing 4 schools side by side in USD.
Plot 22725 Alick Nkhata Avenue, Longacres, Lusaka, Zambia 10101. Located behind the Alliance Française.
Nursery (from 2 years) through high school.
French international school; part of the AEFE network; follows the French curriculum; classes are taught in English and in French.
Catered to just over 33 nationalities.
PAP – Personalised Support Plan; PPRE – Personalised Programme for Academic Success; PAI – Individual Health Care Plan; adaptations for assessments and examinations.
Affiliated with France's education system via the AEFE network.
Lycée Français International de Lusaka is a private school within the AEFE network. Governance comprises a School Board and a School Council. The School Board oversees the budget and long‑term strategy for the school and is made up of eight members: five elected parents from the School Assembly and two management representatives (Head of School and the French Embassy representative), who are consultative voices. The School Council handles pedagogical and educational matters for all students in primary and secondary and is composed of twelve members: one administrative/social/service staff member; three teaching/educational staff; three parents; one student representative; and four management members including the head of school and the embassy representative. The School Board is not the parents' representatives; the parents' representatives sit on the School Council.
The French Ministry of National Education programmes are followed, ensuring continuity from nursery through upper secondary and international recognition of academic pathways and diplomas, including preparation for the French Baccalauréat. The curriculum emphasizes autonomy, critical thinking, and cultural openness within an international environment. Nursery (under 6) has five learning areas and 25 hours of teaching per week; Primary (6-12) covers core subjects including French, Mathematics, Science, EMC, modern languages, arts and physical education, with 25 hours per week and differentiation and academic support. Lower Secondary (12-16) offers a structured, subject-based curriculum with 26 hours per week and subject specialist teachers, with support measures. Upper Secondary (16-18) combines a common core with specialist subjects and optional subjects, with 27-30 hours per week and personalised guidance, preparing for the Baccalauréat and higher education. The Equivalency Table maps the French system to British and American systems, and the school is AEFE network member; classes are taught in English and in French, and the school welcomes children from ages 2 to 18.
Students are prepared for success in the French Baccalauréat (internationally recognised) and for French and international higher education. Since the upper secondary reform, teaching is organized around a common core, specialist subjects in Première and Terminale, and optional subjects. Personalised support and guidance counselling are provided to help with higher education progression.
1. Determine the level and age. Maternelle/Pre-school is for children over 2 and has four age bands: 2-3 (TPS), 3-4 (PS), 4-5 (MS), 5-6 (GS). There are no language pre-requirements. 2. Primary admissions. Students from French or AEFE-accredited schools are automatically admitted based on their official academic record. For other students, a placement test determines the best grade level. For children over 7, meeting with school administration to discuss options is strongly encouraged. 3. Middle School and High School admissions. From 6ème to Terminale, AEFE-accredited students are automatically admitted based on their academic record; other students take a placement test to determine the best grade level. There are no language pre-requirements; a meeting with administration to discuss options is encouraged. Lycée levels run Seconde to Terminale. 4. School year timeline and registration. The school year runs from early September to the end of June (or early July). The calendar applies across all levels. Registration is open for the 2025/26 year. 5. Inquiries and contact. Telephone numbers are +260 975 01 02 03 and +260 211 254 122. Address: Plot 22725 Alick Nkhata Avenue, Longacres, Lusaka.
487 A/F/3 Leopard's Hill Road, Lusaka, Zambia. The campus is on Leopards Hill Road and described as a 25-acre, secure, purpose-built site. AIS Lusaka serves students from preschool through grade 12 and uses an English-medium international curriculum.
preschool through grade 12
independent, co-educational day school
40 nations represented; approximately 21% European, 28% North and South American, and 22% African.
Learning specialists work with classroom teachers to remediate language-processing difficulties and other learning differences. Educational assessments determine current performance levels; IEPs and SAPs are created to ensure access to the curriculum. The Inclusion Team uses RTI, and auxiliary services such as occupational, physical, or speech therapy are provided by external specialists when available.
Associated with the American Embassy (United States)
The school is a day school; boarding is not provided.
AISL has a Tuck Shop; lunch can be ordered from the Tuck Shop. The Early Learning Center Extended Day Program provides lunch supervised by the ELC teaching team; students may bring lunch from home or order hot lunch from the Tuck Shop. The Tuck Shop is managed by The Fat Chef.
AISL is governed by a seven-member Board of Directors. The US Ambassador to Zambia appoints two Board members, and one of the appointed members serves as Chair; the five remaining members are elected by the AISL Parent Association (two affiliated with the US Government and three from the general parent community). Board terms are two years and members may be re-elected. The Board hires the Director, provides fiduciary oversight by approving the annual budget and setting school fees, and establishes broad policy aligned with the school's vision, mission and values. Open Meetings are held; an AGM occurs in Fall and an EGM in Spring.
AISL is authorized to deliver the International Baccalaureate programmes: Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). The IB framework emphasizes independent thinking, intercultural understanding, and language development. The IB curriculum provides a continuous program from primary through high school, with the Diploma Programme available for eligible students.
The IB programmes prepare students for higher education at universities around the world.
AISL offers the US Ambassador's Merit-Based Scholarship Programme for highly capable and financially needy Zambian students to attend AISL High School and pursue the IB MYP and DP. Scholarship students are expected to perform at a high academic level and participate in a comprehensive extracurricular program. AISL provides scholarship recipients with full tuition, school supplies including an iPad (later a laptop), a home Internet bundle, all examination and university application fees, university and scholarship guidance, local transport, school lunches, and funded opportunities to participate in school-sponsored trips in Zambia and overseas.
The counseling department at AISL aims to foster healthy self-esteem and self-awareness, as well as a sense of responsibility to self and others. The counseling program supports each student's personal, social, academic and career development through a comprehensive and developmental approach to guidance activities and personal counseling. This is a collaborative effort between home, school and community aimed at fostering personal responsibility, emotional intelligence, and flexibility in an ever-changing world as they work towards becoming confident, well-adjusted, and culturally sensitive global citizens. AISL's Inclusion Policy aligns with IB philosophy, providing a safe and supportive environment for diverse learners and supporting their academic, social, and personal growth. AISL emphasizes the whole-child approach, values every student's voice, and aims to ensure access to services and resources for all students within the school's capacity. There are three school counselors on staff (one Primary, two Secondary) to support students across grade levels.
Learning specialists collaborate with classroom teachers in both Primary and Secondary to remediate language-processing difficulties and provide instructional support for students with identified learning differences. Educational assessments determine a student's current level of academic performance and explore receptive as well as expressive languages, including reading, math and written language. When necessary, the Inclusion Team refers students to external specialists for Speech and Language, Psycho-Educational, Occupational Therapy and Physical Therapy assessments. Individualized Education Plans (IEPs) and Student Accommodation Plans (SAPs) are created to ensure access to learning through remediation, differentiation and targeted technology use. In addition to academic support, teachers and the Inclusion Team address the social-emotional needs of all students. The Inclusion Model uses the RTI framework to promote student success and ensure access to the curriculum across all levels, with periodic communication between home and school. External auxiliary services are provided by specialists, arranged and paid for by families, with AISL facilitating referrals when possible.
As English is the language of instruction, developing competence in English is crucial to students' success in all sections of the school. The EAL program addresses the needs of students from non-English-speaking backgrounds who are developing interpersonal and academic English language skills. The goal is to equip students with English language skills necessary to operate independently within the general classroom at a level that reflects their age and ability. EAL students receive support and specialised instruction from qualified EAL staff on a regular basis. They also receive differentiated support within their grade level and subject area classes from their teachers, including EAL staff, and this service model is consistent in both the Primary and Secondary Schools.
The counseling department aims to foster healthy self-esteem and self-awareness, as well as a sense of responsibility to self and others. The counseling program facilitates each student's personal, social, academic and career development through a comprehensive and developmental approach to guidance activities and personal counseling. This collaboration between home, school and community fosters personal responsibility, emotional intelligence, and flexibility in an ever-changing world as students become confident, well-adjusted, and culturally sensitive global citizens. AISL's Inclusion Policy provides a safe and nurturing environment for diverse learners and supports their academic, social, and personal growth. The Student Services' vision emphasizes self-awareness and resilience so students can reach their individual potential and navigate life's challenges to thrive in society. AISL maintains a safe, supportive environment and access-to-services approach to support students' mental wellbeing, with multiple counselors available across the school.
AISL is committed to keeping children and young people safe from harm and abuse. Creating a safe learning environment, identifying children and young people who are suffering or at risk of harm, and then taking suitable action are vital to ensuring safety at school and home. The school addresses bullying, abuse, or other maltreatment even if it means embarrassment or upset for someone in power, with safety prioritized in activities, rules and policies. Crisis response protocols guide actions for emergencies and child protection, developed by the AISL Crisis Response Team (administration, counselors, security, and IT) and informed by research and documentation from the Association of International Schools in Africa, the American School Counselor Association's National Model and the International Model for School Counseling Programs. In Primary, prevention lessons use Kidpower to teach safety, confidence-building, boundary-setting, positive peer communication and de-escalation; in Secondary, safety and wellbeing are explored through IB MYP Health Education and an Advisory program four times weekly. AISL invites concerns and acts on them in a fair, balanced way in accordance with its policies.
AISL admits students from diverse educational systems and backgrounds for ELC through Grade 12, providing an international English-language education in a mainstream environment. It supports learners with Special Educational Needs and English as an Additional Language, with Learning Support enrollment normally not exceeding 15% of a grade's enrollment and moderate support normally not exceeding 5% of total enrollment, with no more than four moderate students per grade. When spaces are limited, admission follows priorities: children of United States government employees receiving an educational allowance (ELC through Grade 12), AISL faculty children, siblings of enrolled students, siblings enrolling concurrently, and all other applicants. Children of US government employees applying for ELC must apply by April 1 of the previous year; those applying after April may be accommodated as spaces become available. ELC admits up to the first day after the Spring holiday. Students must be toilet trained to be admitted. Kindergarten through Grade 12 cannot be admitted within 30 school days of the end of the school year, and Grade 11 entrants after October 1 are considered case-by-case due to graduation requirements. Students must intend to attend for at least one semester. If a grade reaches capacity, applicants are placed in the Waiting Pool and offered a space as it becomes available based on the admissions criteria; if more applicants exist in a category than spaces, admissions are first-come, first-served within that category. When a space opens, tuition is due from the date the space becomes available, even if the student begins later in the year; for start-of-year admissions, a 25% deposit is due by June 1 to secure the place. Families should regularly check in with the Admissions Manager to confirm continued interest; failure to do so may result in removal from the waiting pool. Acceptance occurs after all paperwork and assessments are reviewed by the Admissions Committee, following a student interview; parents are informed by the Admissions Manager. All acceptances are provisional for the first semester; the school may adjust grade placement or, in rare cases, determine that the needs cannot be met; the school may help locate an alternative education. After acceptance, a non-refundable payment of at least 25% of the tuition is due by 1 June to secure a space; if applying mid-year, an invoice is issued and payment is due within two weeks; failure to pay may revoke admission.
AISL Merit Scholarship Programme provides a Merit Scholarship to attend the high school. Merit Scholars are expected to perform at a high academic level and participate in a comprehensive co-curricular programme. AISL provides Merit Scholars with full AISL tuition fees, a loaned iPad/Laptop and calculator, all examination and university application fees, university and scholarship guidance, transport to and from school on an established bus route, and fully-funded school-sponsored trips in Zambia and overseas. The scholarship does not include boarding, housing, or financial assistance after leaving the school beyond the scholarship contract. A complete application consists of a signed Application Form, birth record or affidavit, Gr. 9 JSSLE results or equivalent (if taken), most recent school report, Writing Assignment, and Mathematics Assignment; the Scholarship Admissions Committee requires a complete application to be considered. A 2026-2027 Application Form is available, and additional information including the Merit Based Scholarship Brochure can be accessed via the Scholarships page. For questions, contact scholarship@aislusaka.org.
Waiting Pool: When a grade level reaches capacity, applicants are placed in the waiting pool and offered a space as soon as one becomes available, based on the admissions criteria; if there are more applicants in a category than spaces, admission is granted on a first-come, first-served basis within that category. Once a space becomes available, tuition fees are due from the date the space opens, even if the student will not begin classes until later in the school year. For the start of a new school year, a 25% deposit of the tuition is required by June 1 to secure the place for August. Families should regularly check in with the Admissions Manager to confirm continued interest; failure to do so may result in removal from the waiting pool. If a place is offered and the family declines but remains in the waiting pool, the student is moved to the bottom of the list for their admission category.
LICS is located at 242A Kakola Road, Roma, Lusaka, Zambia. The campus sits in the Roma district of Lusaka. The address on file is 242A Kakola Road, Roma, Lusaka.
Pre-Primary, Primary and Secondary.
co-educational, secular, fee-paying, non-profit.
Student Support Services identifies students who may be struggling and provides tiered support, including counselling and diagnostic assessments. Tools used include ESL support, CAT4, NGRT/NGST, and other assessments; some diagnostic evaluations may incur a fee.
Zambia
secular
Mon-Fri 7:00AM - 4:00PM.
All Primary and Secondary learners wear the school uniform every day; 6th Form learners wear the full school uniform. For sporting activities, learners wear the sports kit, and the uniform shop is located on campus.
The Canteen Services provide hot and cold drinks, nutritious meals, and snacks for the LICS community. A three-week alternating menu keeps options varied, with hot meals including chicken, beef, and vegetarian dishes. Dietary needs such as nut-free, gluten-free, and dairy-free can be catered for by advance request.
LICS uses an Inter-House system with house competitions in Primary and Upper Primary. House chants, teamwork, and sportsmanship are encouraged through these events, fostering house pride.
LICS was founded in 1993 as a non-profit private company and operates as an independent international school with English as the primary language of instruction. It is a non-profit company limited by guarantee with no share capital; the Board of Directors is elected from the parent body at the Annual General Meeting held each November, and the Board provides strategic and governance oversight.
Pre-Primary uses the English EYFS framework for ages 0-5, including an Infant/Toddler programme, play-based learning, ICT and coding, with parental involvement encouraged. Primary follows the Cambridge Primary Curriculum for Maths, English, Science, Music, PE, ICT and Art, with specialist teachers for Art, PE, ICT, French and Music; Going Global emphasises collaborative projects with social impact. Learners in Primary receive termly reports and participate in Learner Showcase Day and educational trips. Secondary follows the Cambridge Lower Secondary Programme with Checkpoint exams in English, Maths and Science in Years 7-9, IGCSE in Years 10-11, and AS/A-levels in Years 12-13, with wellbeing, PSHE and university guidance integrated.
Small class sizes support individual attention.
Learners regularly compete in national and international competitions and win literary competitions, and year on year examination results exceed UK and international averages.
The University & Career Guidance and Counselling programme provides a dedicated counsellor who delivers weekly careers lessons for Years 12-13, offers individual meetings, supports course selection for A-Levels and IGCSE, and coordinates university visits and information sessions to help students plan higher education paths.
The school develops emotional intelligence within students and cares for their wellbeing. It supports access to the broader curriculum while building confidence and emotional security to take learning risks. Student Support Services identify learners who may be struggling and provide the needed support to progress. Staff are trained to assess learning difficulties and provide extra support for mild to moderate needs. Counselling is available as an additional service to address concerns and teach emotional regulation and mindfulness. Regular wellbeing is integrated with academic progress in a supportive environment.
Student Support Services offer a tiered system of support for learners with additional needs. Tier 1 provides advice and training to teachers on topics such as Dyslexia, Dyscalculia, Autism or ADHD. Tier 2 offers in-class support; Tier 3 provides small-group support; Tier 4 provides direct 1:1 support from Counselling or Student Support. Diagnostic assessments identify areas of difficulty and inform support, using tools such as Dyslexia Portfolio, Lucid, COPS/LASS/EXACT, CAT4, NGRT/NGST, PTM/PTE and British Picture Vocabulary Scale; ESL is included in these assessments. Access arrangements for exams, such as extra time or translation dictionaries, can be arranged after assessment. The department is led by Norah Buckley (Head of Student Support Services) and ESL Lead Preenella Chipindi, with leads for Key Stage 1 and Key Stage 2.
ESL support is provided for students learning English as a Second Language. Preenella Chipindi is the ESL and Key Stage 2 SS Lead. Diagnostic assessments include ESL as part of identifying language needs for continued access to the curriculum.
Wellbeing is a core focus, with a commitment to developing emotional intelligence and supporting emotional security to enable learning. Counselling helps students manage concerns and develop coping strategies, including mindfulness and emotional regulation. Regular counselling supports students in feeling in control of their thoughts, mood and behaviour and promotes healthy relationships. The school integrates wellbeing with academic progress in a supportive environment.
The school is committed to safeguarding and promoting the welfare of children and young people. If a disclosure is made, staff refer to the Designated Safeguarding Lead (DSL) or a Senior Manager. The Safeguarding Team includes Norah Buckley (DSL Secondary), Sarah Abberton (DSL Primary) and Precious Mulisa (DSL Pre-Primary). Supervising Principals for Pre-Primary, Primary and Secondary are listed. The safeguarding policy outlines prevention, reporting and response steps, with a QR code and procedures for reporting concerns to the DSLs.
1. Initial Visit and placement. Parents and children are encouraged to tour the school on a preliminary visit with the Admissions Manager. The Admissions Manager facilitates the admission process. In consultation with the parents, the Principal places each learner in the appropriate class. All relevant documents are passed to the class teacher and pastoral coordinator. 2. Application and Documentation. Applications are accepted throughout the year, though a place cannot always be guaranteed. An online admission application must be completed for each learner and should be accompanied by the documents listed: medical record form; birth certificate and/or passport; most recent school report; confidential student reference form from the previous school; financial clearance certificate; copies of parental identities; copies of immigration permits if applicable; tuition fee payment policy read and signed; and any relevant placement assessment reports. The admissions team will contact applicants to confirm receipt and advise on the next steps. Additional information may be requested as needed. 3. Admission Tests and English. Baseline admission assessment tests are conducted for all new learners from Reception up to Year 10. The CAT4 is used for Year 2 to Year 10 and assesses Verbal, Quantitative, Non-verbal and Spatial abilities. English as a Second Language (ESL) considerations apply if the ESL needs can be met, as determined by the SSS and Principal. Placement decisions consider age-appropriate placement, curriculum continuity, prior school reports, entry date, and the needs of the learner. 4. Placement, Offers and Movement. The Head of School and Principals determine admission; offers depend on appropriate age placement, space availability, and SSS considerations. If space is full, learners may be placed on the waiting list. Movement between year groups follows a defined timetable: at the start of the academic year for Reception and younger year groups, and in January for some movements based on assessments. The school reserves the right to use external entrance assessments for external applicants. 5. Settling In, Immigration and Insurance. Settling In occurs after admission to help learners adjust. Non-Zambian Immigration Status: it is mandatory for all children of expatriates to obtain a study permit, with requirements varying by parent's permit type (Work/Investor permits; Residence permits; Diplomatic permits are exempt). Insurance: the school has minimal insurance cover for students; families should arrange their own medical/accident insurance.
Waitlist: If classes are fully subscribed, learners may be placed on the waiting list. The school may fill openings from the waitlist as space becomes available and in line with the admission policy.
The school is located at 6945 Nangwenya Road, Ridgeway, Lusaka, Zambia (PO Box 50121).
The school serves students from nursery to Year 13, including Early Years, Primary School, Middle School and High School.
The school is an international day school.
The school represents 60 nationalities among learners and staff.
Learning Support and ESOL (English for Speakers of Other Languages) are provided across Primary and Secondary.
No religious affiliation; ISL does not align itself to any political or religious creed.
Nursery 08:00–12:00; Preschool 08:00–12:40; Reception 07:05–12:40; Years 1–13 07:05–13:30.
There is a tuckshop on site for snacks; during COVID-19 guidelines the tuckshop was closed.
ISL uses a house system. Students are members of Houses named Zambezi, Luangwa and Kafue, with House Captains and Vice Captains elected and supported by a teacher House Leader. House competitions emphasise maximum participation, fair play and learning how to lose gracefully.
ISL is owned and operated as a not-for-profit association, run by a Board of Governors composed of nine members who are all parents of current students. The Board oversees the running of the School and sets policy; Members serve for three-year terms and may be elected for a second concurrent term. The Head of School is a non-voting, ex-officio member of the Board.
ISL follows the International Baccalaureate continuum, from the Primary Years Programme to the Diploma Programme. In High School, Cambridge IGCSE is offered alongside the IB Diploma Programme. ISL staff are IB (PYP, DP) trained and also trained in Cambridge (IGCSE) and IMYC. ESOL support is provided at Beginner, Intermediate and Advanced levels in both Primary and Secondary. French and Spanish lessons run from Reception to Year 13, Chinyanja language lessons are offered, Zambian Studies are included, and English for Speakers of Other Languages is available.
There are 721 students and over 80 teachers and teaching assistants, giving a student-to-staff ratio of about 9:1.
The school fosters a community built on mutual respect and understanding, ensuring learners feel welcome, safe, included, and valued.
The school offers an English for Speakers of Other Languages (ESOL) support programme at Beginner, Intermediate and Advanced levels in both Primary and Secondary.
The counselling programme supports the social, emotional and academic growth of the student body by providing a safe and happy environment through communication and support for our diverse student population.
Safeguarding and Child Protection Policy and Procedures are in place.
1. Confirm eligibility and year placement. The minimum age to join ISL is 2 years by September 1 in the year of admission; Nursery must be over 2, Pre-School over 3, Reception over 4, and Year 1 over 5 by that date. Students are placed by age and school history, and ISL normally will not place a child more than one year outside the year appropriate for their age. 2. Start the online application. Begin via the ISL OpenApply portal by selecting 'Register Your Interest' or 'Apply Now' to start the application process. 3. Submit required documents and pay fees. Provide date of birth, academic records from the previous school, and the intended date of admission; complete the online medical form with vaccination details; the Registration Fee is non-refundable. The Capital Levy (Enrolment Fee) is payable after accepting a place and there is a 50% discount for second and subsequent children. 4. Undergo assessments for placement. ISL has an open admissions policy and an assessment is required for Years 1–13 to ensure correct class placement and to address any specific needs. Primary assessments are done by the class teacher; Secondary assessments cover English and Maths, with potential ESOL or Learning Support assessments if needed. 5. Receive and accept an offer. After an offer is made, acceptance is required and the Capital Levy must be paid by the date stated on the offer. ISL also notes that there is a 50% discount for second and subsequent children. 6. Induction and first day planning. Once an offer is accepted, new families attend a morning induction for Primary families and a New Students Orientation for all new students; new pupils can start the following day or as agreed. Details are shared closer to the start of the school year. 7. Start date and ongoing welcome. New students begin on the agreed start date, with induction and orientation arrangements completed prior to the first day of school.
ISL offers a limited number of scholarships each year for exceptional students. The Scholarship Selection Committee welcomes external applicants who demonstrate excellence in academics and the potential to be a positive and contributing member of the ISL community, with the aim of providing access to an excellent academic programme for families who otherwise may not be able to afford it. There are two scholarships available for external candidates: one for students entering the two-year Year 10–11 IGCSE programme and the other for students entering the two-year Year 12–13 IB Diploma Programme. Beacon Scholarship ISL partners with the Beacon Scholarship programme for students with strong leadership qualities. The Beacon Scholarship provides access for financially disadvantaged students to top-tier secondary schools in their home country and undergraduate programmes at world-class universities in the UK. The programme includes leadership training and mentoring, as well as a goal-setting performance management system; applicants must demonstrate that they are ‘Changemakers'—they are already making a difference and have the capacity to influence others.
ISL maintains waiting lists when necessary due to ongoing turnover; if a class is full, a waiting list is opened for the respective year level concerned.
