Nursery and Primary : Pedagogical topics

This 2022-2023 school year pursues several priorities

  • Continue to implement a “Well-being at School” program for students and teachers.
  • Ensuring full inclusion of all children with special educational needs: Erasmus project on inclusion 2022-2023
  • Transmit civic values, fight against all forms of discrimination and harassment through the KIVA program.
  • Raising students’ awareness of sustainable development
  • Continue the work of reflection on the 8 key competences and develop an annual planning organized around these 8 competences. Support the use of the 8 key competences through the use of “pedagogical scenarios”
  • Introduce the new nursery curriculum and develop language awareness through educational projects in the nursery.
  • Reflection on assessments based on the pedagogical document provided by the Central Office “Assessment tools for the primary cycle”, reflection on observation and evaluation in the nursery.
  • Promote practical exchanges in the context of pedagogical differentiation.

Practical arrangements for the start of the school year

Projects carried out in the nursery and primary school in line with these main topics

  • Erasmus projects on inclusive education:
    • Proposal of internships and job shadowing in different European countries to enrich staff knowledge and the dissemination of this knowledge within the teaching staff.
  • Pedagogical day with different themes: the 8 key competences and pedagogical scenarios, the well-being of students and staff, differentiation in learning, specific workshops on learning disabilities, the use of digital tools, the Erasmus+ “pedagogical coffee meetup”, language awakening in the nursery cycle.
  • Pilot project « Digital Classroom
    • Digital project 1:1 (iPads) in the nursery and primary cycle (1 class in nursery, 1 P4 class, 5 P5 classes); new /modern technologies in everyday life, 8 key skills, digital portfolio, new pedagogical support policy
  • Internal training on digital tools:
    • Training courses on topics such as SWAY, Forms, tablets, digital whiteboard will be offered to the teachers.
  • Offer classrooms visits between colleagues to share practices and enrich knowledge (planning for main teachers, L2 teachers and support teachers: from January 6 to February 18)
  • Organize thematic and scientific weeks by level in order to promote exchanges between sections.
    • First thematic week in October around Africa to revitalize living together in our school after this pandemic period (opening show mid-October with African music and dance)
  • Valuing and disseminating good practices in the classroom
    • E-twinning
    • Scientific projects
      A scientific room has been created in the nursery, various scientific projects have been set up since last year due to the creation of this room
  • Continue to extend online resources per section in “LUX PEDA” to share and remember different innovative classroom practices.
  • Promote the use of digital tools for students with special needs
    • Develop the use of laptops and tablets, disseminate more widely different educational software adapted to different learning needs.
  • Continue to promote the use of the portfolio: upgrade exchanges of practice to develop the digital portfolio
  • Continue to improve communication in the school by promoting the use of digital tools such as Sharepoint, One Drive, blog, SWAY, FORMS…
  • Well-being at school
    • Time dedicated to well-being in the timetable of the primary classes.
      Implementation of specific workshops in different areas such as yoga, sophrology, affective education, mindfulness methods, positive pedagogy, sports and well-being activities, peer mediation, kindness week, self-esteem and assertiveness, philosophical workshops, friendship benches in the playground…
    • Focus group working on well-being at school.
      Writing a curriculum about well-being to promote classroom practices regarding the well-being of students.
    • In primary school, creation of a room adapted to students with special needs. It will welcome students in a caring and adapted environment with a focus on relaxation.
    • Care Team in nursery and primary school
      Management, general coordinators, psychologists and nurses meet regularly to monitor the progress of students with disorders, disabling illnesses or family problems.
    • Transition activities scheduled during the school year Nursey / P1 and P5 / S1
  • Continue to update the school’s website
  • Continue to cooperate with external partners: IFEN (training center), external experts, Luxembourg competence centers, ANEFORE (Erasmus), European School Luxembourg II (Mamer) and accredited schools.
  • Sustainable development:
    • Installation of boxes for growing various plants in the nursery.
  • School trips are planned for the school year in P3, P4, P5
  • Continue to work on the harmonization of teaching in L2 across the 5 levels, practice exchanges between colleagues planned over the year.
  • Work on the harmonization of schedules in sports education. Implementation of sports days in the nursery and primary school.
  • Education and school life:
    • Clarify school rules and distribute them to the entire school community.
    • Improve the follow-up of student absences, communication with parents to reduce this absenteeism that affect the school performance of some students.


Sandra Ribić, Deputy Director Nursery and Primary Cycle, Lux1

Nathalie José, Assistant to Deputy Director Nursery and Primary Cycle, Lux1