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Children may only choose the activities to a certain extent and only get as much freedom as they can handle with regard to their sense of responsibility. The teachers and assistants make sure that children do not interrupt each other and that each child is developing at the desired pace in all subjects.
Yes. In fact, Montessori classes support academic development better than the routine approach of the more abstract traditional education. The Montessori method is applied in many schools throughout the world and their graduates are very successful in competing with graduates from other educational institutions. Our school, like any other primary school in the country, is bound by reaching the level of curriculum set for the end of Year 5. Our goal is to support each child in fulfilling their academic potential by making the most of their strengths and skills.
Children set up weekly plans containing the current curriculum. These plans are available to parents and clearly show what is taught any given week. Twice a year, so-called parents’ conferences are held, allowing parents to meet teachers individually and get detailed information about the children’s’ progress in relation to the yearly goals.
Montessori education is above all empiric and practical. At first, children use special equipment and materials before moving into the more abstract pen-and-paper method. In later years the use of written sources gradually increases, although more often in the form of scientific literature and fiction.
On average children get homework once a week while some homework may be individualized. An important part of homework throughout the school is reading.
Similar questions arise from the perception that Montessori education fabricates a parallel universe isolated from real life. That is, however, far from the Montessori concept and our teaching philosophy. The fact that children grow up in a non-harming environment, safe from the fear of being constantly compared to others and getting bad grades, does not mean that they are unprepared for the real world. On the contrary – we systematically nurture those skills and qualities which matter most in private and professional life – responsibility, creativity, ability to cooperate and communicate, independence and willingness to learn and to discover.
We believe that on principle it is. All cases, however, must be considered individually. It is always a good idea to Consult the matter with the experts at the school’s disposal.
Definitely. Prior experience from a Montessori pre-school is an advantage, but not a requirement. Children with prior Montessori experience are preferred in the selection process as they help facilitate the introduction to the system to others thanks to their knowledge of the organization of work, daily routines etc. This gives the teachers and assistants more time to help less experienced pupils adapt to a new environment.
In principle, yes. Our aim is to mix children with different levels of English in the classes. To support the bilingual aspect of our environment as much as possible, children from bilingual families are preferred in the admission process. A child with no knowledge of English would find it hard to communicate at first and would be dependent on a Czech-speaking teacher. The situation, however, gradually improves and children usually begin to understand more and more and later manage to speak in the foreign language.
The current maximum is 18 children per class. For the future we are considering raising the numbers to 20 children in years 1 – 3 and 22 children in classes 4 – 5.
Yes, there will be an open doors day at the beginning of November when parents can come to any class after inquiring with our office which will handle the entire process.
Children choose between two meals, one of which is always vegetarian. The pupils also have the opportunity to create exactly the snack they like from a variety of ingredients (cheese, fruit, bread, cereal etc.) and can easily make a vegetarian snack.