Parent representatives: Mrs. Després, Mrs. Mahjoubi
School management staff: Mrs. Campels, Mr. Ragouvin, Mr. Jublot
Student representatives: 2 students

Summary of selected agenda items

Start-of-year review – Secondary school

• 786 secondary students this year as of November 10.
• Opening of an additional Terminale class.

Mock exam and exam calendar

Mock exams impact other classes because teachers are mobilized (orals, practical exams, invigilation). Course cancellations should therefore be anticipated.

DNB (3eme):

• Oral exams: June 4–5
• Written exams: dates to be confirmed
• Classes for other secondary levels are cancelled during the exams.

Première:

• French: written exam June 15, oral exams June 22–25
• Mathematics: written exam June 16

Terminale:

• June 2–3: SVT and SPC practical exams
• June 3: BFI Literature written exam
• June 5: BFI History-Geography written exam
• June 8: Philosophy written exam
• June 9–10: Specialties written exams
• June 11–12: LLCER oral exam, NSI practical exam
• June 17–19: Grand Oral
• June 24: First-round results
• June 26: Make-up exams

2nde internships

From June 22 to July 3.

Sports association and club activities

• 22 clubs in addition to the Sports Association (AS), run by students.
• Sports clubs are supervised by a volunteer adult.
• The Sports Association is available from 5eme.
• 6e students remain in extracurricular activities (end of Cycle 3).

Educational projects, outings, and trips 2025–2026

• Annual budget for secondary projects: 2.6 million yen.
• Numerous projects, including:

Class trips:

• 1ere to Hiroshima
• 4eme C and D to Gotemba

Other projects with overnight stays:

• SIMUN Asia in Phnom Penh (December): as many candidates as places
• Prozap Football, Bangkok/Asia, 2nde and 1ere
• Ambassadeurs en Herbe, Canberra, Australia: 5–6 students in March
• Prozap Basketball, Bangkok: 2 teams, 4eme to 1ere, in March
• SIMUN, Singapore, 2nde and 1ere
• Prozap Table Tennis, Kyoto, 6eme to 4eme, in April
• Film Marathon, exchange with Hong Kong, 2nde and 1ere, in December and March
• Prozap Interlanguage Theatre Festival, Hanoi, 4eme
• Prozap Chess Tournament in May in Tokyo: 90 students from the Asia zone

Parents’ questions

1. EVARS Program

The EVARS program is currently part of the curriculum (3 sessions per year). How was it designed by the teaching team, given that it spans from preschool to Terminale and addresses body awareness, consent, emotional relationships, sexuality, gender identity, and the prevention of discrimination and violence? This is a broad and important program that can be addressed by different teachers or external speakers, not only biology teachers as was traditionally the case. How will this be coordinated, and what information will be shared with families?

Response:
Communication will be sent to families, based on official resources on the one hand and differentiated by grade level on the other. The internal program developed last year must be reassessed and revised by teachers in light of the new framework published in 2025, as well as shared among teaching staff.

2. Local Assessment Plan

Could you share the updated Local Assessment Plan for this year? Does it concern only exam classes or all secondary classes?

Response:
The assessment project was finalized before the October break, following updates made by subject teams in line with the service note dated August 25, 2025, and discussed at the Pedagogical Council on October 1, 2025. It applies only to the upper secondary cycle. Final checks were conducted before communication.
It has since been shared with 1ere and Terminale families.

3. TESCIA and Maths+ Mathematics Competitions

At the School Council on May 28, 2025, it was mentioned that the TESCIA mathematics competition organized last year at LFITokyo would not be offered this year if exam conditions remained unchanged. Was feedback provided to the competition organizers regarding the issues encountered in Tokyo and the changes needed? Have you received a response? Parents would like this competition to be offered again to Terminale students, as for some it can be a decisive factor in higher education admissions. Additionally, many Terminale students participated last year in the Maths+ option offered by math teachers on Friday evenings. Will this option be offered again this year, and in what form?

Response:
The significant organizational issues encountered with TESCIA were reported, but no response has been received to date. Without major and clearly identified changes in organizational arrangements, the school will not host the competition again. Furthermore, it is strictly impossible for the school or families to assess the potential weight of this competition in higher education admission decisions. The idea of making the Maths+ program permanent through extracurricular activities was considered, but no proposal has yet been made.

4. Learning Japanese

Many families regret the way Japanese is taught at secondary level since the language reform. Students who are unsure whether they will complete their entire schooling at LFIT are strongly discouraged from choosing Japanese as a second language from 5eme, which forces them to abandon the language, as no alternative instruction in the host country’s language is offered. Some students wishing to take Japanese LV2 in 5eme were redirected to another LV2 because their Japanese level was deemed insufficient, even though they were not beginners and had studied Japanese at LFIT for several years. What does LFIT offer these families? How can students continue to progress in the language of their host country during middle school? What real options are available for students who wish to commit to Japanese but are not yet fluent? Rather than strictly aligning with the French system without considering the specific context of LFIT students, should linguistic interest not come first?

Response:
Japanese as the Language of the Host Country (JLPH) is offered to newly arrived or transient students, notably from the end of 5eme, over a two-year cycle, with the possibility of continuing in high school as an elective language (LVc).
Three LV2 groups were planned in 5eme, but the third was not opened due to insufficient enrollment (only two students, Franco-Japanese, with an insufficient level).
With the language pathway reform, Japanese instruction:

• now meets exam requirements and compulsory language pathways;
• has increased instructional hours (3 hours in LV1, 2.5 hours in LV2);
• is accessible to beginners (JLPH + LVc);
• is offered at an advanced level through the SIJ program;
• is also available through extracurricular activities.

The school is open to working on the possibility of extending JLPH instruction over four middle school years (instead of only two), subject to demand.

Extracurricular activities – Secondary

Could you remind us of the extracurricular offerings for secondary students for the 2025–2026 school year?

Response:
The extracurricular offer for secondary students is diverse: ballet, theatre, instrumental music lessons, basketball (reserved for 6eme, as other levels are covered by the Sports Association), football (reserved for 6eme), judo, and tennis. A Japanese activity is being prepared for Term 2. During school holidays, basketball camps are organized for middle school students (and tennis until last June), as well as two TOEFL and Cambridge exam preparation courses for high school students. In addition, middle and high school students have free access to club activities (22 different activities) and the Sports Association. Overall, the range of activities available is particularly comprehensive, despite the significant constraints linked to the extended school day in secondary education (up to 6:00 p.m., including Wednesdays).

School trips

Parents would like to thank the school for the full-class overnight trips planned this year (1ere trip to Hiroshima and 4eme C and D trip to Gotemba) and encourage teachers to offer such trips to as many classes as possible. Other multi-level international trips are also planned for targeted projects.

• What are the student selection processes for these trips?
• How is the solidarity fund managed, and where can spending traceability be accessed?

Response:
Each year, teachers propose an increasing number of trips for secondary students, and the administration joins parent representatives in thanking them (see agenda). For reference: 2022–2023: no trips; 2023–2024: 2 trips; 2024–2025: 5 trips; 2025–2026: 10 trips, in addition to numerous day trips. Trips are not a pedagogical obligation. Teachers are responsible for selecting students for non–whole-class projects, based on criteria aligned with the educational objectives of each project (e.g., sports selections for Prozap sports, independent selection juries for Ambassadeurs en Herbe after candidate presentations, motivation and commitment, autonomy, choice to participate in only one project, etc.), following a call for applications for targeted grade levels.
The solidarity fund is managed by a committee that includes parent representatives. Financial traceability is the responsibility of administrators, advisors, and auditors, with all Foundation accounts subject to strict controls by both Japanese and French authorities.
Last year, the solidarity fund was used at least once per trip (primary and secondary). Family anonymity is guaranteed during the review of requests.