Programming doesn't mean staring at the screen...
Our ultimate goal is not to lead our students to graduation and prepare them as best as possible for university, our goal is to bring our students to the threshold of their adulthood knowing that they believe in themselves and in their abilities. We want to give them consistent knowledge and skills highly demanded in the current labour market.
What is modern education for us?
- Teachers are a team
- Individual approach
- Connected educational areas
- Use of technologies, effective communication
- Content and Language Integrated Learning (CLIL)
- Emphasis on the present
- Connection with the outside world
- Sport and healthy movement
- We are not perfect, we are authentic
Teachers as a team
To prepare good teaching that integrates nearly all educational areas requires much greater demands on both teachers and preliminary preparation. Therefore, mutual cooperation between the whole pedagogical team is crucial and for instance, it enables the possibility of organizing tandem lessons in the classroom too. Our teachers know about each other's teaching while communicating together every and thus the whole school work as a team and information is not unnecessarily duplicated or com-minuted twice. Teachers can talk together about the students, share their every day findings, joys, fears, and inspire each other with their own attitude and experience.
We will teach in ninety minute blocks, some days it will be more natural science taught, other days the humanities. In language lessons, particularly in English, we want to build on topics that are being discussed and taught on that school day with a view to use and practice the vocabulary of the topics.
Individual approach, formative evaluation
Our individual approach begins with the admission procedure, we want to meet each candidate in person. We want to know what conditions he is based on, what influences him, what ideas he has and why he chose our school. In the introductory phase, we also meet with parents. The teaching then can take into account the individual needs; for this reason too, we have small classes, with a maximum of twenty students.
If someone is ill, we are ready to connect him to the class by videoconference, we build the curriculum directly so that it can be used online.
We also have students who do competitive sports, we are ready to create a tailored plan for them including distance work.
There are not only marks in our school, but the formative evaluation as well. Formative assessment accompanies the whole educational process as a feedback focused on a practical statement of how the student understood the curriculum, where he has reserves and what he should do to achieve better results. The goal of such assessment is to monitor personal growth, not to compare the student with the others, nor to measure performance. The mark or summative evaluation then serves to let the student know how he stands on an imaginary scale of measurable performance and can, for example, evaluate that he is not achieving good results in a given area, although he tries and works intensively, he will probably profile himself in another area. In foreign languages, the mark reflects the level of the International Framework of Reference for Languages. In English we have C1 = 1, B2 = 2, B1 = 3, etc. If, for example, a student has already come up with a high level of C1 and is not moving on, it will be evident from the formative evaluation.
Interwoven educational areas
We interconnect educational areas to teach in context. It can be well described on different epochs such as Baroque for example: it is not very effective to discuss it separately - firstly in the history, then in literature, further in the arts and music, later on in philosophy and, ultimately, in the natural sciences. Not only it is ineffective but it is lengthy as well.
Further example can be shown on the work with text itself. These days people work with various texts all the time - because what the text can be meant? Text can be any television discussion or a social network is crucial conversation. We always need to understand the content and intent of any speaker before we are interested in communication strategies, including the formal choice of language means or if the text is spelling correctly. We think that discussing 19th-century authors can be amazingly interesting, but it is not quite useful for the needs of today's people.
Focus on the present
In the first year we will begin with the history of the 21st century. Our year-round theme is HUMAN. Human being here and now - in Prague, in the Czech Republic, in Europe, in the whole world. For this purpuse, there it will be human biology discussed in Natural Science and contemporary literature and art in Humanities. All in connection with the omnipresent technological boom.
Obviously, we are not forgetting about the history of the past centuries - will certainly get to it.
We are not afraid of technology, the mobiles are not forbidden
"Blaming technology for confusing the world makes no sense. Technology is neutral. Its implications has arisen from the way we use it. It's like with the fire: Firtsly, we had to burn ourselves a few times, but in the end we learned that we could heat food on it without burning the whole village." says Petr Mára in an interview for business-energy.cz. We do fully agree with him. It's up to us and it's should be learnt at school.
We use modern technology on a daily basis for effective communication across the entire school. We are able to inform all students of a fundamental change in a matter of seconds. We have no problem connecting a sick student to the school, we are used to distance solving tasks. We build the curriculum directly so that it can be used online and so that students can continue their divided work at home.
We are not perfect, we are original
Primarily, the teacher should be credible. Professor Hejny speaks very warmly about the pedagogical work in an DVTV interview.
Sound in body, sound in mind
There is a double grant for physical education lessons at our school. There are several reasons for this - see also our Introduction section. We are convinced that getting a positive attitude to healthy and ideally regular exercise is a great benefit for life and we want to focus on it at our school. We approach to physical education individually and we are also interested in related disciplines such as sports physiotherapy. We are sports-based pedagogical team and we have our own sporting activities and thus we want that everyone finds the sport activity that suits him or her. In addition to regular ski tours, we will organize boating trips, camping tours and hiking. If there is enough interest, we can offer several adrenaline disciplines too.
Our curriculum is based on the Framework Educational Program for Grammar Schools (hereinafter RVPG). We use the available lessons to increase the number of lessons for: informatics, English and physical education. We have created our own subjects that fully integrate and correspond with the educational areas described in the RVPG. We are even further beyond the required output competences.