British International School of the University of Lodz is the only school in central Poland that provides education for children from beginning to end. The youngest pupils are 3 years old and the oldest ones are close to 19. BISofUL comprises a preschool, primary school, and secondary school, providing world-class education at all stages. The school provides the opportunity to acquire qualifications such as IGCSE and IB Diploma, which are recognised and accepted by the most prestigious universities all around the world.
Private school established by the University of Lodz in 2013
International education, a multicultural community, experienced teachers, and a friendly atmosphere
Education at all stages from Preschool, through Primary School, to Secondary School
Qualifications such as Cambridge IGCSE, Cambridge International AS, and A-levels, IB Diploma
Languages offered: English, German, Spanish, French
Our Take: British International School of the University of Łódź
The British International School of the University of Lodz (BISUL): This private, international School was founded by the University of Lodz and the Łódź Special Economic Zone to meet the growing demand of foreign and Polish employees of newly established companies for international education. At present, BISUL conducts education at all stages in accordance with the British National Curriculum. It operates a kindergarten (Nursery and Reception educational stages), a primary school (for educational stages - Key Stage 1 and 2) corresponding to the Polish six-grade elementary school, and a high school, which covers the next seven years of learning, and thus the stages of Key Stage 3 (study years 7-9, corresponding to grades 1-3 of former Polish middle school), Key Stage 4 (10-11 years and the equivalent of 1-2 class of LO) and Key Stage 5, corresponding to science in the 3rd and 4th class of high school, where pupils learn only their chosen subjects. BISUL provides the opportunity to acquire qualifications such as the Cambridge IGCSE, Cambridge International AS and A-level. As a Cambridge International School, it's also part of the global network of British international schools--the Council of British International Schools (COBIS). It implements programs recommended by Cambridge for international schools, which in addition to excellent preparation of students for higher education also develop skills and competences, enabling them to be active in other cultures and countries. The school offers numerous extracurricular activities depending on children's interests and parents' suggestions. And because it's located at a university campus, it has access to well-equipped university laboratories and sports facilities, including a gym, swimming pool, and tennis courts.
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: Liberal Arts
Such an approach to curriculum shares with traditional programs their emphasis on core knowledge-acquisition, but tends to borrow more best practices from the progressive approach. The goal isn't to prepare students for vocational life, but rather to encourage an appreciation of the benefits of education itself, including academic and personal development. There is an emphasis on knowledge acquisition as well as theoretical and academic learning, but the real focus is on cultivating the intellect.
Secondary Curriculum: Polish Curriculum (Ministry of National Eduction, MEN), English National Curriculum
Curriculum Pace approach at BISofUL : Student-paced
BISofUL has a Student-paced approach to Curriculum Pace (as opposed to Standard, Accelerated approach).
[Show: About Student-paced?]
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
What BISofUL says: Teaching small classes teachers are able to focus on each student individually and provide level differentiation depending on individual skills.
Flexible pacing style
Flexible pacing style
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
What BISofUL says about flexible pacing: This information is not currently available.
BISofUL has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
A school with a "supportive" academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, that the school provides a less intensive culture than schools with a "rigorous" academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
What BISofUL says: This information is not currently available.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
Mild but clinically diagnosed ADHD:
Support for moderate-to-severe special needs:
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).
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)
Research-based therapeutic measures that target and ameliorate the underlying weakness.