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China, Guangzhou
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The school states its programme emphasises social and emotional learning alongside academic skills, and the Head of School explicitly cites SEL as part of the school's aims. LFIC operates student representative bodies (Elementary School Government and the CVLC Student Life Council) that give pupils roles in decision-making and school projects. The curriculum includes citizenship and moral education components and the lower‑secondary cycle lists a dedicated ‘health education' and ‘citizenship' pathway. The school also runs daily extracurricular activities and supervised study sessions intended to develop social skills and peer interaction.
The LFIC website notes the use of differentiated pedagogy and describes ‘hours of support' and personalised support for pupils in serious difficulty, particularly in lower secondary. These descriptions indicate the school provides remedial and personalised academic support within its programmes. The website does not publish a detailed SEN policy, a list of specific types of special educational needs it can support, nor does it present itself as a specialist SEN institution.
LFIC describes trilingual provision (French, English, Chinese) and a structured PARLE language pathway that groups students by English proficiency and uses CLIL (Content and Language Integrated Learning) for subjects taught in English. The school offers a Full English PARLE Pathway or a Chinese+ Pathway and states extracurricular activities in English to complement in‑school language instruction. The site also notes an intensive French support programme for non‑native French speakers (FLSCO), showing language support is an explicit part of LFIC's curriculum.
LFIC's governance documents describe a CESCE committee (Education in Health, Citizenship and Environment) that designs and oversees preventive and health-related educational initiatives, and the lower‑secondary programme includes a health education pathway. The principal's message also states the programme emphasises social and emotional learning as part of student development. The school offers extracurricular activities, supervised study sessions and student‑led councils, which the website presents as contributing to pupils' wellbeing and social development. The LFIC website does not publicly list specialist mental‑health or counselling staff, nor a detailed student wellbeing service on the pages reviewed.
The LFIC website describes its governance structure (Management Committee, School Council) and refers to school internal regulations and committees that oversee health and citizenship education. The School Council pages show procedures for parent representation and minutes of meetings, indicating formal oversight of school life. However, the school's website does not publish a separate, detailed child‑protection or safeguarding policy accessible on the pages reviewed. For specific safeguarding procedures or named safeguarding officers, the site directs readers to contact the school administration.
The École Française Internationale de Canton (LFIC) is a French-curriculum school that has operated in Guangzhou since 1997 and is part of the AEFE network. It accepts children from toute petite section (from 2 years) through terminale; the school is homologated by the French Ministry from maternelle to seconde and runs the terminale cycle with CNED. LFIC delivers a trilingual pathway (French, English and Mandarin) and says it enrolls students from over 25 nationalities. The campus in Jinshazhou (Baiyun District) includes a school cafeteria and daily extracurricular activities; offerings named on the site include a school choir, a student government, a web radio project for older students, and sports associations (basketball, football, table tennis). The school's public pages list annual tuition by section (RMB) and practical information for parents (admissions, financial regulation, scholarships). All facts above are taken from the school's website pages and published tuition PDF.
