Our English Language
Training Courses
Scientifically designed within our research centre, the Technique Leader Harrison© places innovation, learner performance and above all, human well-being at the heart of its revolutionary language teaching technique. After several years of commitment and rigorous research, we have designed and developed the fastest English language learning technique in the world, and what's more, in the ideal learning environment.
Invest in your future!
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Group lessons for adults
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Schools (ages 10 and up)
- Private lessons
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Vocational training
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Group Vocational training (CPF, OPCO, FAFCEA, VIVEA, AGEFICE...)
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Private vocational training tailored to specific sectors (tourism, industry, business, aeronautics, maritime, aerospace, professional sports, art and culture, high-tech industry, diplomacy)
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Intensive training courses (sports, politicians, managers, etc.)
Employees, Business Owners,
Job Seekers
UP English School France is a quality-certified and accredited training centre, allowing you to optimise your Personal Training Account, which will financially support your vocational training.
Job seekers: your training course can also be funded by France Travail (formerly Pôle Emploi, the French Job centre).
Our team are by your side throughout your vocational training course application process.
Comparative Acquisition table for Beginners
Number of hours calculated based on more than 300 people using the Technique Leader Harrison©. Data for information purposes only – training course length as indicated on individual quotes.
10 reasons why you should enroll on a
UP English School training course
You will be certain of :
truly learning to speak English 10 times faster while mastering all four language skills.
benefiting from the successful teaching experience of one of the best English language teachers in the French-speaking world.
using an innovative technique that has proved its efficiency.
saving on travel expenses, time and course fees since we are
10 times faster.
receiving a full lesson summary emailed to you after each hour of training, written by Mrs Harrison herself; one of the unique features of our technique is that you save time on note taking).
enjoying yourself while developing your skills in the ideal learning environment.
achieving good results on the CLOE, LANGUAGE CERT, GYMGLISH, TOEIC, TOEFL, BULTATS, and DCL tests, as the Technique Leader Harrison© also allows you to perfect your writing skills.
growing professionally and personally on many levels thanks to our high-quality training courses that have a real intrinsic value.
benefiting from our expertise as we are a quality-certified research and language training centre with a true code of ethics, bound by performance-based obligations.
standing out and offering yourself new perspectives...
Our training courses are adapted for people with disabilities
Adapting to each trainee, whether in group or individual classes, is an integral part of the Technique Leader Harrison's© design. As a result, people with disabilities are not only welcome in our training courses but also thrive during the language acquisition process because they feel that their needs have already been taken into consideration during the preliminary interview, which is the ideal time to discuss how individual requirements will be addressed. This close, trusting relationship allows all our trainees, and particularly those with disabilities, to envisage their course with total peace of mind.
When necessary and with the trainee's consent, we contact their disability advisor at Capemploi, the MDPH, or the AGEFIPH (French Agency for the Protection of Persons with Disabilities) to also take their recommendations into account.
Our disability advisor, Victoria Harrison, has completed the Auvergne-Rhône-Alpes regional "Disability Recognition" training course and supports all trainees from their initial contact through to the end of their course.
UP English School France is also committed to recognising the value of workers with disabilities in the workplace. Not only does more than half of our team have Disability Worker Recognition certification(RTQH), but we are also part of the #progressactivator community to raise awareness among our professional and personal circles that people with disabilities help us all progress, and are valuable asset to society as a whole.
If you have a disability (or know someone who does), it can be difficult to know where to turn to get the support and assistance you need to help your workplace or society adapt to your needs. We've provided the documents below to help you understand more. Feel free to download them or share them with others. (Documents available in French)
Finally, in order to help further raise public awareness, why not test your knowledge of disability and employment by playing the online game developed by AGEFIPH:
Our team are here to help you through the application process.
Cécile, Holiday cottage Manager -
Person with a disability
"Victoria knows how to listen to students' needs and really takes into consideration their difficulties. She knows how to boost our confidence. I've really enjoyed coming to learn English and I know I've made progress."
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Objet de la charteLa charte de déontologie engage tout le personnel d'Universal Pedagogia English School France. Elle est le fondement éthique des pratiques de notre structure. Son but est d’établir un cadre bienveillant pour les stagiaires ainsi que les formateurs et les personnes associées dans le cadre de la relation formateur-formé.
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Article 1 - L'empathie au cœur de la pédagogieLe formateur a reçu une formation professionnelle initiale théorique et pratique par Universal Pedagogia English School France sur la place de l'empathie au cœur de la pédagogie. Il s'engage à adopter une posture empathique en toutes circonstances et surtout un regard positif sur le stagiaire en essayant de comprendre les difficultés rencontrées dans l'apprentissage de celui-ci, qui sont majoritairement liées aux échecs précédents. Le rôle du formateur est bien défini : il est au service du stagiaire. De ce fait, si un stagiaire motivé n'arrive pas à assimiler des notions, c'est au formateur d'adapter son mode de transmission et de se remettre en question notamment suite aux essais 'manqués' de la part du stagiaire. Tout le personnel travaillant au sein d'Universal Pedagogia est associé à la formation des stagiaires et doit également adopter une posture empathique en étant au service des stagiaires ainsi qu'au reste du personnel.
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Article 2 - Recherches professionnelles continuesL'ingénieur-formateur poursuit ses recherches dans le domaine de la pédagogie dans l'objectif de produire des outils favorisant un apprentissage réussi, centré sur les besoins des stagiaires qui sont au cœur de l'organigramme de la structure. Les recherches sont peaufinées à travers la pratique qui permet de tester et d'adapter de nouvelles techniques ainsi que du matériel pédagogique qui sera vraiment au service des stagiaires. Le matériel et les techniques sont ensuite transmis au fur à mesure des besoins des formateurs lors de formations internes.
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Article 3 - Formation professionnelle initiale et permanenteLe formateur a reçu une formation professionnelle initiale théorique et pratique lui permettant d'acquérir une réelle compétence et expérience du métier de formateur. Il s’engage à régénérer sa formation et son développement personnel tout au long de l’exercice de sa profession, via des participations à des sessions de formation complémentaire, notamment animées par l'ingénieur-formateur, qui lui fournira un regard extérieur sur son travail ainsi qu'une progression à suivre afin d'atteindre les nouveaux objectifs conjointement fixés.
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Article 4 - Processus de travail sur soiCompte tenu des implications psychologiques, en particulier concernant la relation pédagogique entre formateur et stagiaire, le formateur atteste d’une démarche de travail sur lui-même approfondie, ce travail étant bien distinct de sa formation. Ce même travail doit être perceptible à travers l'attitude et le comportement du formateur vis-à-vis des stagiaires dont il a la responsabilité ainsi qu'envers le reste du personnel de la structure. À titre d'exemple, le formateur doit constamment surveiller sa place au sein de la relation pédagogique afin de ne pas se placer à son centre, ce qui lui demande donc, d'avoir un regard objectif et honnête sur lui-même à tout moment.
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Article 5 - SupervisionL'ingénieur et les formateurs sont supervisés dans leur pratique par le dirigeant. Les stagiaires formés ont également un rôle de supervision sur la pratique du formateur et sont encouragés à s'exprimer sur la qualité de la relation pédagogique pendant la formation lors de l'entretien à mi-parcours, ainsi qu'à la clôture de la formation lors du questionnaire de satisfaction.
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Article 6 - ConfidentialitéLe formateur est tenu par le secret professionnel. Il prend toutes les précautions pour maintenir l’anonymat des personnes qu'il forme et, en particulier, ne communique aucune information à un tiers sur une personne sans son accord express. Pour des raisons de richesse linguistique, le formateur peut parler de façon générale des expériences d'autres stagiaires, mais en aucun cas il ne peut décliner l'identité de ceux-ci. Toute information sur un apprenant est traitée de façon strictement confidentielle sous réserve du respect des lois en vigueur. Cette règle de confidentialité est essentielle pour l’établissement d’une relation de confiance sans laquelle le processus de formation ne peut ni commencer, ni perdurer. L’apprenant est néanmoins informé que dans certaines circonstances graves, où s’il représente un danger pour lui-même ou pour les autres, le formateur peut sortir de la confidentialité et entre-prendre une action appropriée.
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Article 7 - Respect de la personneL'une des caractéristiques d’une relation pédagogique est le lien transférentiel entre formateur et stagiaire. Ce lien peut mettre le stagiaire dans une relation de dépendance vis-à-vis du formateur. Cependant, vu que le formateur au sein d'Universal Pedagogia English School France doit créer une relation pédagogique empathique, permettant d'instaurer une relation d’interdépendance entre lui-même et le stagiaire, cela permet d'écarter le lien transférentiel. De plus, cette posture améliore les techniques de transmission des savoirs du formateur. Cependant, si un stagiaire se sent dépendant du formateur, cela peut signifier la présence d'un déséquilibre dans la relation pédagogique, dû à l'attitude et au comportement du formateur. Le formateur doit prendre conscience de sa part de responsabilité dans ce déséquilibre et tout faire pour y remédier. Il n’en tirera pas avantage et s’abstiendra de tout abus de pouvoir à l’encontre du stagiaire. Tout jugement de valeur sur les stagiaires sera banni du mode d'exercice du formateur. Lorsqu'il fera appel aux stagiaires dans le cadre de jeu de rôles, toutes les dispositions seront prises pour garantir l'intégrité physique et le respect des personnes ainsi que de leur vécu psychologique. Aucune contrainte morale ne sera exercée sur les stagiaires.
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Article 8 - Devoirs envers l'entreprise des stagiairesLe formateur est attentif au métier, aux usages, à la culture, au contexte et aux contraintes de l’organisation pour laquelle le stagiaire travaille. En particulier, le formateur garde une position extérieure à celle-ci et ne prend ni position, ni ne s’ingère dans des questions internes. Il ne porte pas de jugement de valeur.
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Article 9 - Obligation de moyensLe formateur met en œuvre tous les moyens qui lui sont propres pour permettre, dans le cadre de la demande de l’apprenant, le développement professionnel et personnel de celui-ci, y compris en ayant recours, si besoin est, à l'ingénieur-formateur.
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Article 10 - RecoursToute organisation ou toute personne peut avoir recours volontairement au dirigeant de la structure en cas de non-respect de l’une des règles édictées par la présente charte, ou en cas de conflit avec un formateur. Les formateurs contractuels de la structure peuvent rappeler, dans toute communication professionnelle, qu’ils sont tenus au respect de la charte de déontologie de ladite structure.
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Ethical Code GoalThe Ethical Code outlined below is binding on all staff members at Universal Pedagogia English School France. It is the ethical foundation of our organisation's practice. Its purpose is to establish a supportive framework for learners, teachers as well as all those associated with our training courses and in particular, developing the teacher-learner relationship.
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Article 1 - Empathy at the heart of teachingTeachers receive initial theoretical and practical professional training from Universal Pedagogia on the place of empathy at the heart of teaching. They are committed to adopting an empathetic stance in all circumstances and, above all, a positive outlook on learners, trying to understand their difficulties, which are mostly related to previous “learning failures”. Teacher roles are well defined, quite simply, to serve learners. Therefore, if a motivated learner is unable to assimilate concepts, it is the teacher's responsibility to adapt their teaching method and reassess themselves, particularly following a learner's "failed" attempts. All staff working at Universal Pedagogia English School France are involved in the learning process and must also adopt an empathetic stance, always ready to serve learners and other staff members.
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Article 2 - Continuous professional researchOur pedagogical engineer is continuously researching the field of pedagogy in order to produce tools focused on learner needs, which are at the heart of our organisation, and allow learners to successfully achieve their goals. Research is refined through practice allowing for new techniques and teaching materials to be tested and adapted, which truly serves learner needs. These new materials and techniques are then presented when needed to teachers during internal training sessions.
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Article 3 - Initial and continuous teacher trainingAll teachers receive initial theoretical and practical professional training enabling them to acquire the true skills and experience the profession requires. They must commit to continuous training and personal development throughout their time within our organisation by participating in additional training sessions, in particular led by our pedagogical engineer, who will provide them with an external perspective on their work as well as a goal orientated chart in order to achieve the new objectives jointly set.
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Article 4 - Personal development processGiven the psychological implications, particularly regarding the pedagogical relationship between teachers and learners, teachers must commit to an in-depth self development process which is quite distinct from teacher training. A teacher's attitude and behavior towards learners and other members of staff will show how the self-development process is evolving. For example, teachers must constantly monitor their position within the pedagogical relationship so as not to place themselves at its center, which requires them to have an objective and honest perception of themselves at all times.
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Article 5 - SupervisionThe general manager oversees the work of both teachers and the pedagogical engineer. Learners also have a supervisory role in terms of teacher practice and are encouraged to express themselves on the quality of the pedagogical relationship during their mid-term interview and through the satisfaction questionnaire they complete at the end of the training course.
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Article 6 - ConfidentialityTeachers are bound by professional secrecy and must take every precaution to maintain the anonymity of the individuals they teach and, in particular, by not sharing any information about learners with a third party without their express consent. For linguistic reasons, teachers may speak generally about the experiences of other learners, but under no circumstances may they disclose their identities. All information about learners is treated as strictly confidential, subject to compliance with the laws applicable in France. This confidentiality rule is essential for establishing a trusting relationship, without which the training process cannot begin or continue. The learner is nevertheless informed that in certain serious circumstances, or if they represent a danger to themselves or others, teachers may break confidentiality and take appropriate action.
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Article 7 - RespectOne of the characteristics of any pedagogical relationship is the transference bond between teacher and learner. This bond can place learners in a relationship of dependence on teachers. However, since teachers at Universal Pedagogia English School France must create an empathetic pedagogical relationship, establishing a relationship of interdependence between themselves and learners, this helps to avoid the transference bond. Moreover, this stance also improves teacher knowledge transmission techniques. However, if a learner does feel dependent on their teacher, this may indicate an imbalance in the pedagogical relationship, due to the teacher's attitude and behavior. Teachers must be aware of their share of responsibility for this imbalance and do everything possible to rectify it. They must not take advantage and must refrain from any abuse of power towards learners. Any personal judgments about learners is prohibited. When using learners for role-playing, every effort will be made to ensure the physical integrity and respect of individuals and their psychological experiences. No moral constraints must be placed on learners.
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Article 8 - Duty towards a learner's place of workTeachers must be attentive to the profession, customs, culture, context and constraints of the organisation for which learners work. In particular, teachers must maintain an external stance and not take sides or interfere in internal matters. They must not make value judgments.
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Article 9 - Technical obligationsTeachers must use all the pedagogical means available to ensure learner development on the professional and personal front, in line with the predefined learner goals. This may include consulting the pedagogical engineer when necessary.
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Article 10 - AppealsAny organisation or individual may contact the general manager in the event of non-compliance with one of the above ethical code articles, or in the event of a conflict with a teacher. Our teachers may mention that they are required to comply with the above code of ethics in any professional communication.