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The path of lifelong discovery and exploration of ourselves and the world we live in.

We want every student to experience success, enjoy learning and be motivated. To know what to expect, what they are interested in, what they are good at and what they need to develop. To be able to work with their emotions, to be oneself and to be a fruitful member of a team.

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5S concept

  • Self-reliance
  • Self-awareness
  • Self-confidence
  • Self-reflection
  • Self-regulation

How we educate

Innovative approach 

We use innovative teaching methods in accordance with the principles of laboratory schools, e.g. place-based education, communicative approach in language teaching, inquiry-based learning, etc. We emphasize the so-called cognitive approach to education. Even though we have traditional subjects, the specific content is determined by monthly and year-long themes and project work. 

In mathematics, we use the Hejný's method. We teach children to read using a "healthy" combination of the genetic and analytical-synthetic methods, and to write in Comenia script

D-lesson when children determine what to do

From the first grade onwards we have a special lesson in which each child decides for themselves what they want to work on. 

  • They DECIPHER what they don't understand. 
  • They DECIDE what they want to pursue and elaborate.
  • They DEVELOP what they are interested in.
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Languages are a priority

More English from the first grade

Since the first grade the kids have an English lessons with a native speaker and a Czech teacher. Some projects and activities are conducted only in English. And we also offer an English language club.

The innovative CLIL method

We use the CLIL method. We have established cooperation with foreign schools, which allows children to use the language in real life and during exchange visits. In the upper grades, children learn German and, in the future, other languages.

Individual approach

We give children individual support. To help them gain more confidence, we offer them pre-teaching sessions in which they have the opportunity to practise the study material beforehand. We also have an individual programme for bilingual children.

How we evaluate

We only use formative evaluation, i.e., feedback that best describes how the children are doing and what needs further training. Once a term we discuss the views of children, teachers and parents in tripartite meetings.

Self-assessment is part of the learning process. From the first grade onwards, children learn to set weekly and long-term goals, plan their way to achieve them and reflect on their work.

We teach children to evaluate the work of others. Children comment on each presentation, workshop or performance in their own words. Thus, they train how to give constructive feedback and to communicate ideas.

How we support children

Well-being is the basis of successful education. We regularly incorporate relaxation and meditation techniques to calm the children and enhance concentration.

The school also has a Support and Counselling Centre, which offers services to pupils, their parents and teachers.

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Support and Counselling Centre

We are here for our children, parents and teachers whenever they need us. We provide psychological counselling, assessment, short-term and/or long-term interventions.

What we offer

We organise individual or group work with pupils who need more intensive support. We describe pupils' individual needs through thorough observation and interaction with the pupils.

We offer comprehensive assessment based on the principles of dynamic assessment. We map pupils' process of learning and thinking, reveal their strengths and the causes of difficulties, and suggest forms of intervention to solve the situation.

We use innovative methods such as Feuerstein instrumental enrichment, Nyborg's Grunlaget, evidence-based support for reading and other study skills.

Who works at our centre

Psychologists

who are in charge of the assessment and individualized education plans for pupils in accordance with their needs;

Special educators

who continuously work with the pupils - individually and in groups, during lessons and/or within individual lessons;

Teaching assistants

who attend lessons when needed and work with those who are currently in need.

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