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During the spring holidays, a thorough review of distance learning took place. Our goal was to evaluate the current situation and identify specific measures that could bring further improvement for students.
During the spring break, we revised the current provision of distance learning. The school management and teachers followed the guidelines issued by the UK Department for Education as a recommendation to schools.
As suggested in the guidelines, we focused and thoroughly and critically evaluated distance learning from several perspectives: distance learning leadership, current context and student engagement, curriculum planning and delivery, capability and capacity, communication, and physical and mental wellbeing and safety.
On a scale from one to five, where the first level means serious gaps or difficulties in providing quality distance learning and the fifth level refers to an established and functioning system with examples of good practice, we oscillated around the 4th level. Given the circumstances, we consider this to be a very good result.
As part of the evaluation, we identified areas where we are doing well and which we want to improve even further and areas where it is possible to do some more. From this evaluation, several tasks arose that we have already fulfilled and that we will focus and work on in the next period.
In relation to this, we are issuing a new revised policy defining the rules for the provision of distance learning. Furthermore, with regard to the continuous closure of schools, we will focus more on the use of Agora as a means of strengthening social contact among students, we will include other school-wide events such as poetry day or maths competition or joint guided breaks online, where students can just talk.
To work with Google Classroom well, we again include links to training videos, where not only students but also parents can see how to effectively use all the features that Google Classroom offers, which can make everyone's work and easier and save time.
Here are the video links:
Video 1: introducing Google Classroom
Video 2: completing and returning assignments
Below you can download the current and revised rules of distance education. We highly recommend reading this updated policy.
They will gain perfect knowledge of English.
Your child will become a global citizen with wide understanding of local and international topics.
We put a strong emphasis on the development on subject specific skills rather than on acquisition of knowledge.
Emphasis on skills development (not just memorising).
Individual approach; school’s ability to motivate for improvement.
Your child will be excited to come to school.
You are not buying success, you are paying for the school to monitor your child’s progress to their goals and motivate them to fulfil their potential.
We are not a selective school: we believe that everybody can be successful.
Jolly Phonics is an engaging way to teach children pre -reading and pre -writing skills using phonics. Phonics is the teaching of the sounds that letters make, rather than the names of letters that are taught in the alphabet, because it is the sounds that are useful for reading and writing, not the names. These sounds are taught in a systematic way, alongside all of the skills needed for being a fluent reader and writer in future. Jolly Phonics also teaches all of this in a fun and engaging way, through characters, stories, actions, songs and games! To read more about Jolly Phonics, clickhere.
ORT is a reading scheme which has been developed to help children learn to read from the age of 4. This scheme is used by a vast majority of preschools and schools in the UK and around the world.ORT includes popular characters and illustrations such as Biff, Chip and Kipper, Floppy, Wordless Stories and easy regular word books to capture children’s imagination and interest and help them develop their pre reading skills. It is an excellent way to practise the skills learned through the Jolly Phonics Programme..
Cambridge Primary ENGLISH promotes an enquiry-based approach, developing learners’ confidence, creativity and intellectual engagement. Learners develop English skills that they can apply to a range of different purposes and audiences in everyday situations and in study.
We teach English as a first language. Pupils that are only starting to learn English or need some additional support are allocated to our intensive English as a Second Language (ESL) programme.
More about Cambridge Primary EnglishCambridge Primary MATHEMATICS focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject. Knowing your times tables facts without practical application and without developing alongside some good problem solving skills is not that helpful - in our school, we make sure our pupils know why they are learning it and how they can use the specific knowledge and skill.
More about Cambridge Primary MathsThis subject develops the skills of research, analysis, evaluation, reflection, collaboration and communication. We focus on developing pupils’ transferable skills that will be essential for success in their other subjects, higher education and work life. Pupils work on ‘challenges’ throughout the year. These can include but are not limited to topics such as:
Ty mohou mimo jiné zahrnovat témata jako například:
For more information about each subject, please see here.