IIL is an IB World School authorised to teach both the International Baccalaureate Diploma Programmes (IBDP) and the Cambridge International General Certificate in Secondary Education (IGCSE). Furthermore, the school is a Cambridge University examination centre.
Learning at IIL
IIL combines a successful academic model, based on official French and English curricula, with an innovative pedagogy that encourages personal development, cultural enrichment and international exposure for each student.
- 100% pass rate (world average 78%)
- Average total score 34 (world average 29.6)
- 23% of students achieved 38 points or more (equivalent to “Mention Très Bien”)
- 19% of students were awarded the Bilingual IB Diploma
- 1 student achieved a perfect score of 44 points (which represents only 0.6% of candidates worldwide)
- 1 student achieved the new Advanced Bilingual IB Diploma and receive a special commendation from the Director General of the IBO
67% A* or A
87% A* / A or B
AS level French
100% A* to B
- 100% pass rate
- 75.7% students passed with “Mention Très Bien” or “Mention Bien”, including 5 “Félicitations du jury”
French “Diplôme National du Brevet”
- 100% pass rate
- 64.7% students passed with “Mention Très bien” or “Mention Bien”
At IIL, we strive to be at the forefront of innovative and appropriate digital learning technologies. Using the latest digital learning tools and software, we encourage both teachers and students to participate in the development and improvement of education as a whole. Learner-centric, creative and engaging collaborative activities are the key to our digital learning approach. Our students use the latest tools to absorb, produce and share new content, while inventing new forms of academic and creative expression.
Teachers use digital tools to enhance the learning experience and provide new forms of support for the children. More broadly, teachers are also here to guide students on the path to digital literacy and make sure they become responsible digital citizens.
From digital art classes to coding lessons, technology shines at IIL. That is the reason why Apple awarded our school with an “Apple Distinguished School” certification.
Given our integrated digital learning approach, IIL was prepared to face the COVID-19 pandemic and effectively extend learning into the homes of our students. Using a variety of digital resources and intensive staff training by our IT and ICT teams, each IIL section was able to provide distance learning to students of all ages.
We are committed to promoting a plurilingual and international learning environment. Joining IIL is a chance for students to connect with a diverse, global community and to encounter a rich array of cultures and languages. From START to the end of Secondary school, students follow an innovative linguistic pedagogy based on the Common European Framework of Reference for Languages, allowing them to achieve a high level of proficiency in several languages.
At IIL we welcome and accompany students from all over the world, offering each one the opportunity to explore their potential.
In some cases, for students with special needs, it may be necessary to individualise a student’s learning path. Depending on the section, the support may be different, such as private lessons or the setting up of a particular protocol. Depending on the situation, IIL may ask parents to call on health professionals to establish a diagnosis or propose the necessary adaptations.
There are two possible scenarios:
- Parents report previously detected difficulties at the time of the child’s enrolment at IIL. A dialogue between the teaching team and the parents will allow the team to determine the child’s needs and to study ways of meeting them.
- The IIL teaching team identifies difficulties that appear during the course of schooling: the child encounters difficulties in one or more subjects, grades are falling, the child does not integrate into the class or becomes isolated. Parents may also notice changes in their child’s attitude: anxiety, tiredness, sleeping problems. The signs are numerous and should not to be taken lightly.
The inclusion of a child with special needs is based on a joint decision between the parents, IIL directors and potentially a health professional, all of whom share the responsibility for carrying out the child’s inclusion. To best serve the interests of the child, it is critical to build a true partnership between IIL, parents and health professionals, establishing mutual trust and recognizing each other’s expertise.