
What International Curricula Get Right About Child Development
Comparing the French programme, British curriculum, and IB framework: what I would keep from each.
Primary teacher with six years of experience, seeking to grow within international education. I believe in evidence-based pedagogy, the power of bilingualism, and nurturing every child's unique potential.
I am Laura, a bilingual primary teacher originally from La Réunion, currently based near Paris, and relocating home in August 2026 to pursue a career in international education.
Growing up in La Réunion, a French island in the Indian Ocean where French, Réunion Creole, and multiple cultures coexist, shaped who I am as a person and as an educator. I then studied law at King's College London and the Sorbonne, explored development economics, and eventually found my calling in the classroom. That winding, multicultural path gave me something valuable: the ability to think across disciplines, languages, and cultures.
For the past six years, I have taught children aged 3 to 11 across the French public system, from nursery to upper primary. I hold the CRPE and am a tenured teacher (professeure des écoles titulaire).
Three pillars guide everything I do in the classroom.
A child cannot learn if they do not feel emotionally and physically safe. I create a warm, secure classroom climate where every child feels seen, heard, and confident enough to take risks, make mistakes, and grow.
I ground my practice in research, from reading acquisition strategies to developmental psychology. When something works, I want to know why it works, so I can replicate and adapt it.
Differentiated instruction is not a buzzword. It is a daily practice. I design learning experiences that meet each child where they are, not where a curriculum says they should be.
Reflections on teaching, bilingualism, and early childhood education.

Comparing the French programme, British curriculum, and IB framework: what I would keep from each.

Finding the right balance between guided activities and letting children discover on their own.

What research tells us about early reading, and how I apply it in my classroom every day.
Tools, books, and approaches that shape my teaching practice.
How I adapt to different levels within a single nursery/reception class: practical strategies that work.
The apps, materials, and classroom resources I rely on daily.
From law school in London to the classroom in France.
Clichy (92), Académie de Versailles. Mixed PS/MS class (ages 3-5), full classroom responsibility. Home-school liaison, student assessment, individualised progress tracking.
Multiple schools across the Académie de Versailles, PS to CM2. Experience with priority education areas (REP/REP+).
Académie de Versailles.
Université Paris 1 Panthéon-Sorbonne, École d'Économie de la Sorbonne.
King's College London & Paris 1 Panthéon-Sorbonne. The oldest and most prestigious Franco-British law programme (est. 1977).
Lycée de Vincendo, La Réunion.
I am currently seeking a bilingual or international teaching position in La Réunion from August 2026. I would love to hear from you.