From CP to CM2, children strengthen reading, writing, mathematics, and reasoning. In a bilingual elementary school in Dakar, the challenge is to develop these solid foundations while enabling confident communication in French and English.
Strong academic foundations
Elementary school should help children read with understanding, write clearly, solve problems, and develop curiosity. Ask how learning is organised, how educators identify support needs, and how progress is shared with families.
Bilingualism that supports learning
At this stage, children can deepen speaking and writing in both languages. Projects, reading, science, and classroom exchanges give vocabulary concrete meaning. Ask how each language is used across activities and how new pupils are helped to settle in.
Encourage curiosity and responsibility
The best learning goes beyond remembering answers. Children benefit from asking questions, researching, presenting ideas, and working with others. Structured teaching can also develop organisation, project management, and care for their environment.
Prepare for transitions
Parents can ask how the school prepares children to move between levels, what is expected at the end of the cycle, and how confidence is supported. Regular communication prevents surprises and allows early action when support is needed.
To discover BSA Schools’ elementary approach, explore our CP–CM2 programme and book a visit in Almadies.
Read, reason, explain: elementary objectives
At primary level, children need to read for understanding, write to express ideas, and use mathematics to solve real situations. Ask which work demonstrates progress: reading, writing, problems, projects, or presentations.
Make space for science and projects
Science, geography, history, and research help children connect learning with the wider world. A project may begin with a simple question and end with a model, text, talk, or group presentation. This develops curiosity, vocabulary, and cooperation.
Grow in two languages
Elementary bilingualism becomes richer when children read, discuss, and create in both languages. Skills do not always progress at exactly the same pace in each language. The school should explain expectations and offer support when a foundation needs strengthening.
Useful communication with families
The most helpful feedback is more than a grade. It explains what children can do, what they are learning, and the next possible step. Ask how these conversations are organised and how families can support children without replacing educators.
