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Curriculum

The main aspects of our academic programme are:

English language

Language teaching is based on CLIL (Content and Language Integrated Learning). CLIL is fundamentally different from typical foreign language teaching. Unlike traditional language lessons, the CLIL method involves teaching subject content through a foreign language. The foreign language is a tool for our students to explore the world, not a target for learning.

CLIL-based language learning aims to get children interested in learning English by demonstrating the usefulness of the language and motivates them to seek it out in the world around them: in music, computing, film, storytelling. CLIL develops students in a wide variety of areas, so that they can easily find their way around the topics covered at school. Our CLIL program is based on several basic assumptions:

  • Task-Based Language Teaching (TBLT) – children perform tasks in the language they are learning. All exercises that are done have a purpose, such as understanding the differences between tenses. The teacher speaks English when interacting with students, so young people quickly learn new vocabulary, phrases and tenses
  • Language immersion – learning using only the foreign language.
  • English is fun! – learning the language through learning and fun. The classes are interesting and fun for the students, which keeps them engaged and immersed in the English language.
  • English is living – this premise is intended to illustrate to children that English is not just a school subject, but also a means of communication, for getting to know people from other cultures.
  • Engage & Interact – the teacher’s job is to get children involved in the learning process. If students are bored with lessons, they won’t absorb much knowledge. That’s why we decided to use attractive, interactive teaching methods and techniques to make children become participants in the lessons.

Students have five to fifteen English lessons per week. At the beginning of each school year, we evaluate every child’s level. It is then that the decision for students to take their Cambridge exams is made, by the teacher together with a native speaker and an English methodologist.
Passing the exams means achieving the YLE, KET and PET certificates, which show to what extent the child has mastered the language.

Research Projects

One of the pillars of an Einstein School education is our research project learning method. This method departs from the traditional way of teaching. It shapes the ability to think, research and solve problems. It is the children who determine their goals, ways of doing things, are responsible for their work, evaluate achievements and draw conclusions. By making choices, the sense of agency and control over one’s own actions increases. Self-esteem increases, the child has a sense of success.

The research project method focuses on the person of the student, who independently initiates the topic, engages in the educational process, plans it, then performs and evaluates it.

The child is an active researcher who seeks, explores, decides, hypothesizes, draws conclusions. The teacher’s task is to choose a topic that is in line with the child’s interests and life experiences, and to set the substantive framework. The teacher plays a supporting and organizing role.

Research projects in our school last about a month. Classrooms are equipped with Research Centers. An integral part of the project is a thematic excursion, an expert visit and a public presentation at the end of the project.

career

Leadership education

The mission of Einstein School is to educate leaders.

We believe that everyone has talent but it is often undiscovered. By unearthing and developing that talent all every child can achieve a lot and become a leader in a particular field. We believe that achieving success is largely a matter of attitude, not just innate ability.

In line with the theory of multiple intelligences, our definition of talent and the leadership potential of a given child goes beyond the traditional thinking about ability, which is limited to academic and linguistic strength.

We do not expect or educate children to be masters at everything. To this end, our learning program involves developing character traits typical of people who have significant achievements in their chosen field and lead others. Other elements of our school’s educational program (talent development, research projects, CLIL) are an integral part of the leadership education project.

We therefore focus on these leadership qualities:

  • Eagerness
  • Courage
  • Self-confidence
  • Adaptability
  • Optimism
  • Goal orientation
  • Communicating with others
  • Humility
  • Perseverance
  • Being a teacher
  • Empathy
  • Public speaking
  • Independence
  • Thinking “out of the box”
  • Curiosity about the world
  • Acceptance of failure/not giving up

We do not give lectures on how to be a leader. We develop the above qualities by setting an example for children with our own attitude. We expect parents to adopt a similar attitude. Many daily school activities have the enhancement of leadership qualities written into their DNA. Typical school leadership activities include:

  • Individual and team educational tasks for each month
  • Quotes above the entrance to each classroom
  • Leadership visits
  • Character development assignments
  • Use of school academies
  • Volunteer work
  • Talks
  • And much more

Leadership education

At Einstein, we do not use standard grades, but have formative assessment. This approach is designed to help students learn because they take responsibility for their own learning process. They learn for themselves, not for grades

A system of formative assessment makes sense if students and parents are conscious participants in the assessment process, if the student understands that formative assessment will help them learn; and parents that through formative assessment they can help their child grow by becoming an ally and mentor.

It is important that parents understand the essence of formative assessment from the beginning. Parents actively participate in the process of building a system of values in their children, interact and support teachers in their work, help solve any doubts or difficulties. Teachers with high substantive competence are ready to teach and develop passions in children and young people. Students take responsibility for learning, their behavior and character formation.

Formative assessment is information for the student and his/her parents. It covers four key elements:

  • listing and appreciating the good elements of the student’s work
  • noting what needs improvement or additional work on the part of the student
  • guidance – how the student should improve their work
  • hints – in what direction the student should work further

Our teachers using formative assessment:

  • determine the objectives of the lesson and formulate them in language that the student understands,
  • determine with students the criteria for assessment, that is, what they will take into account when evaluating student work,
  • distinguish between the function of summative and formative assessment,
  • build a friendly learning atmosphere, in cooperation with students, parents
  • Are able to formulate key questions that make students think,
  • Are able to ask questions that engage students in the lesson,
  • Apply effective feedback,
  • Introduce self-assessment and peer assessment.

The formative assessment system inclues a peer assessment. This shows students how much effort it takes to earn a good grade. It also teaches the culture of being tactful, suppressing negative emotions towards those who are less capable, or shy. Through peer review, students become more sensitive and cause less educational problems.

Students self-evaluate their work, because if a student can assess how much he or she has learned and how much more he or she needs to learn in order to achieve the set goal, it helps them in the learning process and makes them an active participant in the process. Learning ceases to be an unpleasant chore. It becomes a challenge and allows the student to be better prepared to enter adulthood. This approach to evaluation also promotes a better understanding and acceptance of how an individual functions in society.

Parents are partners in their child’s development. We expect parents to understand the educational methods used in our school and, consequently, to support the school in achieving its mission through active participation in school life, for example, as experts in certain research projects. Parents receive regularly updates on life in the classroom/school through a newsletter.

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