For over 20 years, as the first network of non-public pre-schools, and then non-public educational establishments, we have developed recognized methods of working with children. We know how to entertain so as to develop new skills of our pupils and how to make learning a fascinating adventure. We help children build self-esteem and courage to reach for dreams and achieve goals.
AI is a network of international educational institutions that provide care and education for children beginning at the age of one. Schools are located in several districts of Warsaw: nurseries and kindergartens in the districts of Żoliborz, Downtown, Wilanow, and Wawer, and primary schools (which include kindergarten) in the districts of Wola (at ul. Karolkowa 49) and Wawer (ul. Dec. 27, 52). All of these schools follow the guidelines of the Polish Ministry of Education, and offer bilingual education, with lessons conducted in English and Polish. English is taught based on the guidelines of the European Union CLIL (Content and Language Integrated Learning), which combines language learning with learning in other subjects, and emphasizes lots of practice. AI education focuses on the acquisition of knowledge in an environment of adventure, joy, cooperation, creativity, and engagement. This program is based on the Dalton International curriculum — in fact, all AI schools are under the care of Dalton International Poland. A major focus of these schools is the development of each child's self-reliance and responsibility for their performance and actions, as well the ability to cooperate, reflect, and reason. Children are trained in logical thinking, creativity, sensitivity to culture, art, and openness to multiculturalism and diversity.
Our Kids speaks to Małgorzata Guzy and Paweł Guzy, founders and principals of Academy International
Our Kids interviews principals of Academy International Małgorzata and Paweł Guzy about their unique approach to preschool and elementary school education.
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Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Primary Curriculum: TraditionalTraditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Uczniowie najpierw zdobywają wiedzę podstawową i teoretyczną, aby później stosować ją w praktyce. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Secondary Curriculum: Polish Curriculum (Ministry of National Eduction, MEN)| Focus |
|---|
| Academic |
| Flexible pacing style | offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
| Subject type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
| Special needs | Accomodations
Formal adjustments are made to the delivery of lessons to help mitigate the learning difficulty or exceptionality. The underlying content and expectations remain unchanged with accommodations, however. (Example: allowing a student to write tests in a quieter room). | Modifications The underlying content and expectations are modified and/or simplified for the sake of the student. (Examples: allowing student to use a calculator on a test when other students can’t; allowing students to bring word-banks or “cheat sheets” into certain tests, etc) | Remediation Research-based therapeutic measures that target and ameliorate the underlying weakness. |
|---|---|---|---|
| Learning disabilities | |||
| ADHD (moderate to severe) | |||
| Dyslexia (Language-Based Learning Disability) | |||
| Auditory Processing Disorder (APD) | |||
| Dyscalculia | |||
| Dysgraphia | |||
| Language Processing Disorder | |||
| Nonverbal Learning Disorders (NLD) | |||
| Visual Perceptual/Visual Motor Deficit | |||
| Developmental | |||
| Autism | |||
| Asperger's Syndrome | |||
| Down syndrome | |||
| Intellectual disability | |||
| Behavioral and Emotional | |||
| Troubled behaviour / troubled teens | |||
| Clinical Depression | |||
| Suicidal thoughts | |||
| Drug and alcohol abuse | |||
| Oppositional Defiant Disorder (ODD) | |||
| Physical | |||
| Dyspraxia (Developmental Coordination Disorder) | |||
| Blindness | |||
| Deafness | |||
| Cystic Fibrosis | |||
| Multiple physical |
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
| Program | offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment |
|---|---|---|---|
| Gr. 1 to Gr. 8 | Coed | Day School | 110 |
| Total enrollment | 110 |
| Average enrollment per grade | INF |
| Average class size | 18 |
| Gender | Coed |
| Grades | Gr. 1 to Gr. 8 |
| Boarding offered | No |
| % of foreign students | N/A |
| # of nationalities attending school | N/A |
July 13, 2019
[email protected] w Warszawie
Academy International zaprasza dzieci do udziału w kolejnej odsłonie konferencji TEDxKids! ...
July 9, 2019
International Summer 2019
Z początkiem lipca ruszyła kolejna edycja półkolonii tematyczno-językowych w przedszkolach Academy International. ...
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