Yes

Yes

Spanish. Chinese, German

22

15

Yes

At International School 33, technology is integrated thoughtfully and progressively.

Students begin learning how to use digital tools towards the end of primary school, where they are introduced to responsible use of devices, research skills, and basic digital literacy.

From middle school onwards, students have dedicated technology and digital skills lessons. However, technology does not dominate classroom time — we maintain a balanced approach, ensuring that screen use supports learning rather than replacing traditional pedagogical methods.

In high school, students who wish to pursue a deeper interest in technology can choose Computer Science as part of the IB Diploma Programme. This allows them to develop advanced skills in programming, computational thinking, and problem-solving.

Our philosophy is to use technology as a meaningful tool to enhance learning, while preserving strong foundations in critical thinking, communication, and human interaction.

Yes, and we have done it very successfully

No

IB Diploma, IB certificate, IB Career-related Programme, IB e-assessment, Cambridge exams, Cervantes, HSK, diplôme national du brevet

In line with their predicted grades.

Yes

Yes, teachers do assign homework, but it is carefully structured according to age and stage.

In primary school, homework is designed to review concepts that have already been taught in class. It is given one week in advance and never includes new material to learn independently. The goal is reinforcement, not pressure.

In middle school, students begin to receive slightly more homework, although our school policy is to avoid overloading them. A significant amount of learning takes place during class time through differentiated instruction, allowing students to progress effectively within the school day. We believe that after-school time should also allow children to develop other important skills and interests — such as sports, the arts, and personal passions.

In high school, particularly within the IB Diploma Programme, academic expectations are more demanding. Students who aim to achieve excellent results must dedicate a meaningful amount of time to independent study. This prepares them not only for strong IB outcomes, but also for the academic rigor of university.

Our approach is always to maintain a healthy balance between academic excellence and overall well-being.

Almost all of our students go on to attend a higher education institution after graduating from our school.

With the exception of a very small number who may choose to take a gap year, which remains quite rare, the vast majority continue directly to university, both in France and internationally.

Our academic preparation, particularly through the IB Diploma Programme and its certificate, ensures that students are well equipped to access and succeed in higher education.

Yes

At International School 33, our small class sizes allow us to individualise both learning pathways and objectives for each student. Teachers are able to closely monitor progress and adapt instruction according to individual needs.

We work in close collaboration with external specialists who may be supporting the student (speech therapists, psychologists, occupational therapists, etc.). Our teaching teams carefully follow their recommendations to ensure consistency between school and therapeutic guidance.

When necessary, students can be supported by a dedicated learning support assistant (AVS). This support may be provided for a few hours per week or, in some cases, throughout the entire school day, depending on the student’s needs.

Our goal is always to provide a structured, caring, and inclusive environment that enables each student to progress with confidence.

At International School 33, we welcome many gifted, able and talented students, and supporting them is one of our strengths.

Students are not placed strictly according to their age group, but according to their academic level and readiness. This flexible approach allows them to progress at an appropriate pace and ensures that their intellectual potential is fully nurtured.

Through differentiated instruction and personalised learning pathways, we make sure that gifted students are consistently challenged. Our teachers adapt objectives, deepen content, and encourage independent research, critical thinking and creative problem-solving. The goal is simple: they should never feel bored in class, but always stimulated and engaged.

We also encourage them to explore their passions beyond the core curriculum — whether in mathematics, sciences, humanities, languages or the arts — so that their motivation remains high and meaningful.

Thanks to this structured and supportive environment, many of our students graduate with one or more years in advance, fully prepared for ambitious academic pathways and highly competitive universities.

Our philosophy is to combine excellence with balance, ensuring that gifted students grow not only academically, but also personally and socially.

No, but we can recommend external psychologists that are used to working with our students.

No, we do not organise formal entry exams or high-pressure screening tests.

We are aware that assessments can sometimes be a source of stress for students, and our philosophy is to avoid unnecessary pressure.

Instead, we carefully review the student’s academic records and previous school reports. We always meet with families as part of the admissions process to better understand the child’s profile, strengths and needs. When necessary, we may also contact the previous school to ensure continuity and proper placement.

Our goal is not to “test” students, but to ensure that each child joins the class level that will allow them to thrive academically and personally.

There can be a waiting list.

No deadline

Yes

8:30 am

In kindergarten and primary at 4:00 pm, in middle and high school, depending on the options, between 3:00 and 5:00 pm.

Yes

Yes, Bordeaux-Gradignan

Yes, but there is a possibility to bring your own lunch.

Yes

Yes

Model United Nations, chess, theater, dance, self-defense, arts, piano, guitar, singing, Cambridge club, robotics etc.

Judo, and various sports during the school year.

Science lab, library, arts class.

International School 33 is one of 5,300 schools that teach International Baccalaureate® (IB) programs to over one million students around the world. All IB World Schools are distinguished by their pedagogical rigor and emphasize the critical thinking skills, diversity and personal growth of their students.

At IS 33, teaching is bilingual in English and French in kindergarten and primary. Students therefore study all subjects (mathematics, language, natural and human sciences, art and personal, social and physical education), in both languages, as many hours in French as in English.

In middle and high school, bilingual students enter the international section in order to study English language and literature. They will thus take bilingual IB exams at the end of their course. Non-bilingual students join a section dedicated to them.

IS33’s mission is to encourage students to become active, compassionate, tolerant, open-minded and life long-learners who are proud of their own values and beliefs and ready to contribute to a better world.