Le Sallay International Academy

Learn more about the conditions of study.

By popular demand, we are organizing a pilot period for early 2019.

How will the pilot period be organized?

In January, students will spend two weeks at Chateau Le Sallay, get acquainted with
their teachers and start an intensive course of learning, which will be continued remotely at a more leisurely pace over the next four weeks. Then, in late February, they will return to Le Sallay for another week to conclude the pilot period.

Chateau Le Sallay is a 16th century castle converted into a four-star hotel. Le Sallay is situated in the middle of a private park of 4 hectares, near the town of Nevers  (Burgundy, France, two hours away from Paris). Having often served as the location of children's and adult educational programs, the Le Sallay hotel is equipped with facilities for classes and recreation, sports and games. The rooms for children and teachers are spacious and comfortable.

How does the pilot period differ from full-fledged enrollment?

Our pilot period begins on January 12th and will combine 2 weeks of in-person sessions, followed by 4 weeks online, and culminating in a 1 week in-person session.

Only the core subjects will be included: science, mathematics, and literature. While participating in this pilot program, students can still continue their regular school or home studies.

We offer these seven weeks as a chance for parents and students to experience what awaits them if they choose Le Sallay Academy as their school in 2019-2020.

Enroll now for Le Sallay's pilot period and have your child experience a difference in education. 

The cost is 5,000 euros.
The number of participants is limited.


Pilot Curriculum

English Course 

During our pilot period, students will study the essential elements of narrative. Narrative’s essential elements include plot, character, setting, theme, and narrator, and we will work through each of these five elements in three different difficulty levels, depending on the ability and progression of each individual student.

At the beginner level, students will learn the basics of reading and talking about stories. They will learn the most fundamental terms necessary to describe what they read.

At the intermediate level, the vocabulary learned will be applied in more complex ways.

At the advanced level, students will learn the ways that writers have challenged the categories that we learned at beginner and intermediate level. After they learn that rules do not always apply, they will be ready to interpret at the high school level.

Together, the three levels might be described as foundation (beginner), complication (intermediate), and demolition (advanced).




Students at the beginner level will master the fundamental vocabulary necessary for describing and analyzing the five elements.

We will read: Gary Soto’s “Seventh Grade”


Students who have already been exposed to the essential elements of narrative and are ready for more challenging application of these concepts will study the ways that authors both hide and provide necessary information for the purposes of humor, suspense, and surprise. They will be expected to name and classify the parts of a narrative, but also to find multiple pieces of evidence to support their understanding of a narrative structure.

We will read: “Roald Dahl’s “The Landlady,” Pu Songling’s “Growing Pears”


Those ready for advanced treatment of narrative will study the ways that authors break with traditional structures to create startling effects.

Katherine Mansfield’s “The Fly”



Students just beginning to understand character will start by describing the characters in a story and matching their descriptions to appropriate evidence from the text. Beginning with character charts, a visual representation of a character, they will progress to writing a complete paragraph complete with quotations from the text.

Shirley Jackson’s “Charles”


Intermediate learners will be expected to chart a character who develops or changes significantly over the course of a story. They will read and analyze stories with dynamic characters whose growth is central to the narrative’s main conflict.

Amy Tan’s “Rules of the Game”


The advanced course in character will discuss narratives that complicate the very idea of a character. They will explore complex characters whose changes redefine “people.”

Kurt Vonnegut Jr.’s “Who Am I this Time?”



As with the other elements of narrative, beginners need to understand the fundamental vocabulary needed to describe a setting.

Anne Hart’s “The Friday Everything Changed”


Intermediate students will read stories in which location becomes the central conflict. They examine narratives that make us think about our place in the world.

Jack London’s “To Build a Fire”


Advanced students will read stories that blur the lines between setting and character. They will ask can a place be a person? Can time go backward?

Gabriel Garcia Marquez’s “A Very Old Man with Enormous Wings,” Pu Songling’s “The Painted Wall”



Since theme is the most abstract element of a story, beginning students often struggle to discern it. But every story has one! Learners at this level will hunt for concrete evidence of this elusive concept.

Langston Hughes’ “Little Dog”


Intermediate students have yet to master the hunt for a theme. They will learn to find all the evidence by following every trace. By the end of the course, they should be extraordinary trackers of theme!

Kurt Vonnegut Jr.’s “Harrison Bergeron,” Pu Songling’s “The Taoist Monk of Mount Lao”


Advanced students can already articulate a simple theme, but about about themes in conflict? What happens when a story seems to fight our attempts to “thematize” it? Advanced students will learn to express the contradictions of stories--and life!



Beginners must learn the foundational categories of narrator and how to determine what kind a story uses. They must also learn that narrator is not the same as author, even though it seems to be.


Intermediate learners will read stories in which the narrator is also a character who has qualities they can analyze. They will learn the advanced techniques of narration, and they must pay attention to the way the narrator speaks.

Alice Walker’s “Everyday Use”


Advanced students will learn that narrators cannot always be trusted. They will read stories that must be read more than once, just to reexamine the narrator’s statements.

Daniel Keyes’ “Flowers for Algernon”

Math Course 


Unit conversion, data presentation, coordinate plane. Perimeter, area, and volume.

The plan of the castle - how could it look like 300 years ago. French unit of measures and the imperial measurement system. (Lenght units conversion, arithmetics with fractions.)

Planning the castle park. The length of a fence and tracks. How much space a tree needs? Could we evaluate the area of a pond? (Perimeter and area, arithmetics with fractions.)

How much hay will fit in a stable? Volume (air in buildings, water in the pond).

Castle supplies (data presentation - charts). The chart independence on unit choice.

Unit conversion problems (game).

Area, volume and speed. How long will vacuum clean this room? How much water runs through the tube (or river) in a second?

Coordinate plane. Drawing and movement on the coordinate plane.

Data presentation - charts and graphs. Simple graph-based forecast. What if we plan a camp in the castle - how much food etc. would we need?

Castle plan on the coordinate plane. Perimeter and area on the coordinate plane. Parallel lines.


 Arithmetic with fractions. Real-world problems about ratios and rates. Symmetry. Similarity and scaling effects.

Upper Intermediate

Linear equations with linear inequality constraints. The graph of a linear function. Vectors - addition and subtraction. Components of a vector.

How to cross the river. Physical quantities are not just numbers. Displacement and speed are vectors. Vector addition.

My displacement in a day is zero. Reverse vector and vector subtraction. Closing speed.

Plot the way=f(time) function. Where’s the speed? What does the intersection of two graphs mean? What two graphs are parallel?

How much gas left in a tank (mpg). Word problems on linear equations. Mean velocity for accelerated movement.

How the tree trunk diameter depends on age? How the river ice thickness depends on temperature? Calculating the constant of proportionality in tables.

Plotting the route. Do three given points belong to one line?

Plotting contd. When will the object with a given speed cross the border of a rectangular area (linear equation with constraints, components of a vector)?

Packing the sack. The lighter the sack, the faster I can walk. But the heavier the sack, the more food I’ve got. How long can I walk? (Almost linear programming :)

Perpendicular vectors (components) and linear functions with perpendicular graphs (coefficients). More word problems.


Quadratic equations. Pythagorean theorem.

Nice to meet you

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