We have been on the educational market for the last 29 years. We have welk equipped school rooms, a gym, 2 pitches and a canteen.
We wish to raise a National and global citizen. We promote a European education and cutting edge technology as a tool aiding the learning process. We teach bilingually and we care about a balanced development of our students.
Our graduates are able to use their aquired at Primus knowledge and skills, reach their goals and fullfil their dreams.
PRIMUS Private Primary School No. 47 and Private Secondary School (both schools are named after Robert Schuman) are two schools run by the PRIMUS Foundation, operating since 1992 and located near the Kabaty subway station in Warsaw. They offer education from kindergarten to high school. Schools implement the Polish curriculum of the Ministry of National Education, but conduct it bilingually. In addition to English, students learn other languages - Spanish, German and French. The schools use innovative methods and programs created by their own teachers. An important element in teaching is the use of modern technologies, such as iPads. The schools cooperate with Cambridge English, the Cervantes Institute and the Österreich Institut and prepare students to obtain prestigious foreign language certificates, including British Council KET, PET, FCE, CAE. The PRIMUS Foundation's schools won the title of "Schools with Class" in the first edition of the contest and the Cogito diploma as a school which promotes creative, critical and scientific thinking. Starting from grade 6, students visit England, Wales, Scotland and Ireland as part of cultural-linguistic and green school projects.
Get to know PRIMUS Niepubliczna Szkoła Podstawowa nr 47 i Niepubliczne Liceum Ogólnokształcące The PRIMUS Foundation runs two schools in the Warsaw district of Kabaty—Non-Public Primary School No. 47 and Non-Public Secondary School. Both schools are named after Robert Schuman and have been operating since 1992.
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: Progressive
Progressive (sometimes called "inquiry based" or "discovery based") curricula use students' interests and their natural curiosity as the driver for instruction. Teachers provide materials, experiences, tools and resources necessary for students to investigate a topic or issue. Students are then encouraged to explore, reflect on their findings, and discuss answers, solutions, and insights.
Secondary Curriculum: Polish Curriculum (Ministry of National Eduction, MEN)
Primus 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 Primus 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.