We are a student-friendly school, we all know each other by name. We provide a safe, pleasant atmosphere, openness, favor and understanding. We expect a lot from ourselves and from others. Our mission is: "The comprehensive development of the student enabling them to get to know and discover themselves for the future."
The building is located close to the city center. We can boast of a playground, a sports field, classrooms equipped with multimedia equipment and a computer lab.
Gallery showcasing school life and general photos of Szkoła podstawowa nr 1 STO Białystok.
Gallery showcasing specific locations and facilities found at Szkoła podstawowa nr 1 STO Białystok.
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 | Special needs |
|---|---|
| Academic | Gifted |
| 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) |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Running | ||
| Soccer | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Cycling | ||
| Football |
| Clubs Offered |
|---|
| Photography |
| Robotics club |
| School newspaper |
| Student Council |
| Chess Club |
| Community Service |
| Computer Club |
| Grade | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|---|
| Day | zł8,280 | ||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| 2nd child (sibling) | 10% | |
| 3rd child (sibling) | 20% |
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment |
|---|---|---|---|
| Gr. 0 to Gr. 8 | Coed | Day School | 181 |
| Total enrollment | 181 |
| Average enrollment per grade | 20 |
| Average class size | 16 to 18 |
| Gender | Coed |
| Grades | Gr. 0 to Gr. 8 |
| Boarding offered | No |
| % of foreign students | N/A |
| # of nationalities attending school | N/A |
Our school is to be a place where, in addition to the subject knowledge, students will gain the ability to cope with life. They will be successful in every field, and will humbly treat failures as a science for further development. We will strive to maintain a very high level of education throughout the entire period of education (from kindergarten to middle school) based on fundamental values. We will continue to raise the qualifications of the teaching staff, improve learning conditions, develop useful skills, maintain a high level of safety, develop students' passions and talents in a favorable working and learning atmosphere, as well as mutual understanding and cooperation between teachers and parents.
We know the port we want to get to. Our students will be able to sail from this port into the wide waters and catch favorable winds.
Each of OUR STUDENTS does SOMETHING well. There is SOMETHING good in everyone. We will help you discover and develop SOMETHING. We are talent seekers.
February 8, 2021
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