What is the capacity of the school? Click for more information. Click to close.
Square is a primary school that contains all year groups. There is a maximum of 20
children in each class from year 1 all the way through to year 9.
How is the school open? Click for more information. Click to close.
The classes at Square begin at 8.30am, but children may come to school from 7.30am and attend before school club. The lessons are taken every weekday from 8.30am until 2pm for 1st - 3rd grade and from 8.30am until 3pm for 4th - 9th grade. After the children finish their classes they can attend our after school care or school club which is open until 6pm.
What is the philosophy of the educational program? Click for more information. Click to close.
Understand things in context - Practical use of knowledge - Learning to learn - Motivation to develop - Art of reflection and self-reflection. At Square, thanks to a sophisticated educational program, modern methods of education, (self-) reflection, and excellent teachers, works with children to understand things in context, learn what they can use for their age and have their own motivation for knowledge and competence to handle. At Square, it is important for us that children enjoy the education, they like it and want to develop themselves. Our multicultural environment in itself promotes respect for others as well as individual approaches. But we are going one step further and we are actively working with the emotions of each child as well as with the overall climate of the class and school. Not only through the school culture do we co-create with children but also through the project interconnection of children from different age groups and with the real world, and a sophisticated system of preventive programs that we start when children begin the school.
How do we teach in Square? Click for more information. Click to close.
Our goal is that what children can learn from us can be used throughout their whole life. Children learn how to learn, because this is one of the skills they will always need. That's why Square teaching takes place through the use of integrated subjects and projects to help children learn about contexts and learn to use them fully. For each grade, at Square we have prepared areas that the child will pass through during the year, and for each area there is a compulsory base which all children will deal with so that the competencies required for primary education are fulfilled. This base is determined by the school, but, children can also choose areas where they want to develop beyond the basic education that is offered according to their interests and possibilities (in lower grades in cooperation with teacher and parents) - this guarantees an individual approach for each child. And because every child, just like any adult, manages some areas with great ease, others well and some with difficulty, needing more help, children learn effectively to evaluate themselves and others and learn to accept development feedback. Square supports "learning from errors".
Do you teach Mathematics by Hejný? Click for more information. Click to close.
Square is trying to bring out the best in each of us. We support the method of Hejný, but we also want everyone to find ways for themselves. As we approach children individually, we do so in the same direction with teachers. Therefore, every teacher can choose the method by which he/she wants to teach mathematics, as well as this, they can choose how to teach children how to read. More importantly than the method itself, however, is clearly that the teacher is enthusiastic for education. It is then that their enthusiasm can very easily be transferred, by the right methods, to the children and they will like to learn - whether it be according to the classical method or method of the Hejný.
Do you mark? Click for more information. Click to close.
At Square, we have created our own evaluation system that combines reflection of the teacher and self-reflection of the child.
A teachers reflection is a combination of percentage and word evaluation. We have chosen the percentage rating because the classical scale 1 - 5 is inadequate for individual evaluation. Each percentage evaluation is in any case supplemented with a word evaluation so that you and your child know where he/she is doing well and where there is room for development.
Part of the assessment is a self-reflection on the part of the child. This way we give the children the ability to influence, to a great extent, what they want to focus on, but also the space to critically self-evaluate their skills and advances in an attractive and playful way. Reflection is so flexible that the child, in co-operation with a teacher, can set goals and projects that will be 'tailored' for him/her, while supporting other areas of development, especially the soft skills that we put emphasis on, in particular when drawing up the school educational plan. At the same time, this self-reflection serves as a feedback for parents who see already completed degrees and areas on which they are working.
This system of reflection has been compiled with the awareness of the transition of children to secondary schools. The final evaluation at the end of the school year will be both a summary of the year-end evaluation (percentage score with verbal evaluation), as well as a classic transcript into the marking system so that the transition to any secondary school is easier and understandable for other schools.
How do you test children's knowledge? Click for more information. Click to close.
Do not expect us to use any classical testing, may it be oral or in written form. We do not want to surprise the children, we want them to be able to fully understand the lesson so they can use it practically in their lives. Therefore children know in advance when, why and in what form "check of acquired knowledge" will take place.
Are you focused on the performance or happiness of your children? Click for more information. Click to close.
Just as in Bambíno kindergartens, it is fundamental for us that children develop in all directions – both intellectually and emotionally, with respect to the individual. We motivate children naturally to perform. Our goal is that children who leave the school are free, with reasonable thinking, responsible for their behaviour and actions and prepared for the present world. All this in a way that respects the individual and his/her freedom, but also sets the rules and boundaries. We educate small people to enjoy studying, to be happy, but also to achieve the desired results.
What is the connection of your teaching and the real world? Click for more information. Click to close.
The school curriculum is designed to combine the acquired knowledge and skills so that the children can use it in different areas. It supports a child's curiosity and extends their horizons in the areas of interest.
The Square program connects the world surrounding children and their current understanding of the world. In the first year, they will start exploring the closest family, the home and its surroundings, and in subsequent years, the range of activities extends to the city, the state, Europe, the world, and the universe. In the Upper Primary School, the framework of the educational program is the development of Earth and humanity.
When working with children we respond to their dynamics and needs and teach them that making a mistake is the way to further their exploration, changes, and other solutions. In order to avoid theorising about real and concrete things from around the world, we include countless workshops and projects in and out of school (museums, galleries, excursions to nature, etc.).
One concrete example of a practical link between theory and practice is the Square Restaurant project. Children in the 3rd grade are engaged in research of the Czech Republic, in the project they work on preparing refreshments according to regional recipes, they make budgets, prepare the menu according to social standards, serve "guests" and have a brief presentation during the refreshment tasting, etc. The project extends to the following grades, where children prepare refreshments according to the recipes of European cuisine followed by world cuisine.
Do children work individually or in teams? Click for more information. Click to close.
Both individual and team work are equally represented at Square, in learning and in the processing of "homework" tasks. The homework’s are designed in the form of projects that children work on during the school year. Children can work on these projects individually, in pairs or as teams - they choose the time and place (at school, at the after school club or at home). Each project is presented to its classmates.
Do you educate contextually? Click for more information. Click to close.
Yes. At Square, the children are educated to experience as many things as possible or to try themselves, and thus to understand the context. We believe that the experience they have will help them to understand. At the same time, we know that the knowledge and competencies gained during the experience are better processed, preserved and reused at the right moments.
What is the composition of the subjects? Click for more information. Click to close.
The School Educational Program consists of integrated subjects, thus maintaining the interconnectedness of the subject and its logical structure in relation to the surrounding world that we live in. At Square there are the following compulsory subjects:
1. The World of Czech / The World of English - includes the grammar and linguistic aspects of the taught languages (also foreign);
2. The World of Numbers - a subject dealing with problem solving, understanding basic mathematical operations, logical thinking, perceptions of the spatiality of the world around us (the world consists of geometric shapes);
3. The World of Transformations - includes topics dealing with everything that changes with time or space - the history of the Earth, the world, the state, the city, the home in the changing of time, the evolution of man, etc .;
4. World of Science - includes topics exploring the immediate surroundings, its observations, etc., exploring the world from a physical, chemical, biological and environmental point of view;
5. The World of art - involves the practical and aesthetic perception of the world - literary creation, fine arts, music, dance and theatre.
6 The World in motion - creating a positive relationship to movement, the regularity of active rest as an integral part of a healthy lifestyle.
Optional subjects include Extra subjects according to the interest - from the 4 th grade these are Extra Science, Extra Art and from the 6 th grade an Extra Language.
How do we teach foreign languages? Click for more information. Click to close.
Children in Square have English from the 1st grade. We consider English as a natural part of Square's life. An English teacher is present in 1 st and 2 nd grade for about half of the time of the whole lesson, in grade 5 he/she is present at least one third of the time in the classroom. In the Upper Primary School we use English as everyday part of our integrated subjects, in projects and leisure activities as well. Our goal is to ensure that each child reaches level B2 (FCE) by the 9 th grade. From the 3 rd grade the children choose a second foreign language. If the children select as their interest – languages, in the 6 th grade they get to pick a third language.
And because the whole Square program is based on the practical use of the acquired knowledge, skills and experience, and because native speakers work in our school, who are the guarantors of some projects and tasks for the pupils, children use the languages naturally and in communicative way - even outside the training program.
What competencies does the school develop? Click for more information. Click to close.
Primary School Square aims to develop all 6 basic competencies summarized in the FEP PE (Framework Educational Program for Primary Education) with its Tree-rings School Educational Program.
Learning Competence - a system of milestones and agreements, teaches children to work with time and information sources, provides them with methods of critical reading and writing so that they can effectively search for, process, and transform them into a clear presentation. They teach children to find connections and connect and apply information whenever and wherever needed. It teaches them to recognize their strengths, learning style and thus to find effective pathways for lifelong learning. It supports curiosity and helps them work on the skills of setting their own goals. Children learn to observe, explore, experiment, and summarize the results of their observations into quality outputs.
Problem Solving Competence - Children learn to apply critical thinking and seek different strategies for achieving goals, solving tasks. There isn’t only one way leading to accomplish a goal, respecting the practices and opinions of others, and inspiring one another leads to a wider view of a given issue. Working methods, among other things, teach children adequate arguments and art to present the foundations.
Communicative Competence - From the very beginning of the Square education process, children learn logically to build up their knowledge. They learn to express their needs clearly and communicate with peers and adults. They learn to communicate their findings and observations to their schoolmates, but also to choose the appropriate means of communication to present their work beyond school. Within the subject of "Art and Creativity" they learn to express their messages in all artistic directions, learn to understand the work influenced by the flow of time and the momentary thinking of the people of the time, and to create individually literary and artistic figurative themes and present them appropriately.
Social and Personnel Competencies - Through an approach that respects the uniqueness of everyone, we teach children mutual tolerance. We support their own development skills and help them look for strengths. The activities that children do at school are both individual and teamwork. We put emphasis on the basic rules and strategies of team work, respect for different opinions and the right to a democratic atmosphere in teams. At the same time, freedom without rules can lead to anarchy, and it is necessary to build personal responsibility for the task and the role I play in the team. The methods that Square-adult uses when working with children are supportive, respectful and helpful in building a stable personality and seeing education as a personality development. This is related to the art of self-reflection and developmental feedback that children learn from the beginning of their attendance to Square.
Civic Competence - thanks to the multicultural environment and quality SEP Tree- rings education system, children from the 1st grade learn to connect acquired knowledge with the world around them. They learn to understand the functioning of ecosystems and the impact of each of us' actions on the immediate surroundings. If children orientate in historical events, they can then understand some events of modern history that are logically influenced by these milestones. When discovering the world around them, children are developing and shaping their relationship to their home and try to influence it positively with their actions. Within the educational process, children learn about and compare different cultures, religions, and learn to respect and understand uniqueness and diversity as part of everyday life.
Job Competencies - By understanding the interconnectedness of the world, children understand and apply procedures that help to positively influence their surroundings. The pupils are responsible for their decisions and take up their duties with personal responsibility. They can apply and generalize acquired knowledge. They have a positive relationship to education and understand it as a lifelong process. The children understand the importance of work, they are not afraid to do their job, and at the same time they know how to effectively relax. The students understand the concept of burnout syndrome and use the means of prevention/preventions against it. As part of the educational process, they learn financial literacy and know the essentials of a basic contractual relationship, a simple household budget, and money management. They build a safe work environment and a relationship environment and can effectively defend themselves against inappropriate, dangerous behaviour and conduct. At the end of the education process, they are ready to choose further education according to their interests and their dispositions.
How do you work with digital technologies and how does the school work with them? Click for more information. Click to close.
We realize that modern technologies are already a natural part of everyday life. The school is equipped with modern technologies as we meet them in real life. They are not a form of education, but an instrument - like books, games, crayons, or compasses. Both big and small people have the opportunity to use a computer, tablet, projector or audio system for their work or play.
From the 3rd grade children with ICT commonly work in integrated subjects as well as during project preparation. From the 1st grade, we have been preparing children to work with digital technologies, and we have included prevention programs that teach them to work with ICT safely and meaningfully.
How will a school graduate “look like“? Click for more information. Click to close.
Our goal is for a graduate to have a solid place in a real, varied world - a person who can connect the theoretical and practical knowledge that is also able to think critically and who can express their opinion and ideas.
In addition to the general theoretical knowledge based on the FEP EE (Framework Educational Program for Education), the graduate will also have rich experiences based on the experience and logical linking of teaching to the real world. We believe that our own experience is much more valuable than mere theoretical knowledge. The linking of knowledge with the possibilities of real use can give children a clear and concrete idea of the focus they want to pursue and learn to look for connections between the different areas.
Our graduate will be equipped with rich language skills, especially in English (from 1 st grade), which is a natural part of school education and then the involvement of a second foreign language (from 3 rd grade) and in the case of language orientation also the third language (possibility from 6th grade).
How can children relax at school? Click for more information. Click to close.
The program is designed in blocks where children can drink or respond to other basic physiological needs. There is a planned break between each block. Between the morning and afternoon blocks there is a longer lunch break and relaxation time.
To relax during breaks and throughout the program, each classroom is adapted to it by its architectural structure. If a child needs to rest alone, he always has the opportunity to relax in a room designed for such a purpose. Afternoon blocks are organized more freely, so there is more room for relaxation.
How regularly do meetings with parents take place? Click for more information. Click to close.
Meetings with parents are divided into several areas. A meeting of all parents with a class teacher of their children will be held several times a year. At the beginning of the year, parents learn about all organizational issues related to the course of the school year and get detailed information about the specific system of their children's evaluation that we do in Square so that they know what outputs they can expect and how much room they should give children for independence and responsibility for own work and preparation. And the school automatically informs parents about any happenings (eg. expeditions).
Twice a year, parents can participate in Npartity - evaluation of the child attended by a parent, child, class teacher and, if necessary, another specialist (school principal, special educator, etc.).
Other opportunities to meet and continuously provide feedback about the course of education is through a personal meeting with a teacher or other school worker who can arrange an appointment.
What teachers do you have? Click for more information. Click to close.
We choose the best teachers from all over the world. Therefore, the Square selection is very specific, careful and is done in a three-round procedure, which is compiled by a team of experts (school principal, teacher with years of experience, psychologist, a special educator and HR specialist).
We look at many aspects when choosing teachers. In addition to professional readiness, we also look at the level of soft skills, how they respect children, creativity in activities for children, organization of work, educational attitude, flexibility, and their personality approach in case of unexpected situations. We also evaluate language skills. The Teachers' Team consists of native speakers whose mother language is English and also of Czech teachers whose level of English is at least communicative.
What kind of leisure activities does the school offer? Click for more information. Click to close.
In the afternoon, the school offers a rich variety of different-purpose activities that children can sign up for. Primary hobbies will be led by external lecturers who will go directly to school so the children do not have to travel anywhere else. A great benefit is, in particular, cooperation with the elementary school of art, which resides in the same building, with which we discuss the possibilities of a wide range of educational offerings.
What kind of school catering do you provide? Click for more information. Click to close.
There is a dining room right in the school building. It is important for us that the children can choose from a healthy and varied diet. We think of vegetarians, but also children with specific dietary habits that are affected by health or religious needs. Of course there is also a day-long drinking regime. Throughout the day, the small and big once have an access to a small kitchen where they can prepare their own drink or snack.
How does the school approach the pupil's individual needs (Gifted Children Program, ADHD, Dyslexia, etc.)? Click for more information. Click to close.
Everyone is original, and accordingly, we approach education. We place great emphasis on the choice of educators, in particular, that they are able to respect the uniqueness, individual needs and working pace of each child.
The range of methods that we use with children is varied. We believe that the different types of activities and the practical interconnection of learning with reality will meet a better understanding of the topics in children with any needs. Talented children can choose the "expert level" of knowledge and proceed at their own pace, which naturally allows our sophisticated program. Children with specific disabilities or integrated children may, on the contrary, choose a "basic level" in different areas, and choose their extension in the areas of interest.
If necessary, children can use the services of counselling for individual lessons, compensatory exercises, etc. As well as the educators, they will consult with the counsellors on possible individual settings for children with SEN (Special Educational Needs). If required, we will engage with other consultancy facilities or specialists.
Is a psychologist, a special educator and a teacher’s assistant at school? Click for more information. Click to close.
Expert supervision at school is provided by the School Counselling Centre, Counselling Square: School Speech Therapist, School Special Educator, Psychosocial Worker, Crisis Intervention and Preventist. The counselling is for children, parents, and employees. Assistants are at school according to the needs of children and teachers - personal assistant, teachers assistant.
What does the school organize throughout the year? Click for more information. Click to close.
The school regularly organizes field trips, swimming and ski training, sports courses, expeditions, shows and workshops for parents that combine classes, grades and parents. In addition, each class has its own annual budget, which can be used for trips, excursions, lectures, etc. at its discretion.
Does Square have School Parliament? What can children influence at school? Click for more information. Click to close.
The doors of the principal’s office, the counselling centre, and all the teachers in Square are open to the pupils. Children can come up with their suggestions, reminders, concerns and difficulties at any time. However, the school also has a school parliament that brings together children from different classes and grades together and solves how their school will work and look like. In larger projects, the school parliament is a link between the school management and its students.
How can parents get involved? Click for more information. Click to close.
Parents can get involved in Square's life by their own tastes and choices, from attending various events organized by the school, co-organizing, through participating in the school council, where they can directly participate in school administration.
What other additional services do you offer? Click for more information. Click to close.
The school offers a wide range of portfolio services.
The education program itself can be extended every working day until 6pm and can add various courses (educational, sports ...) organized by the school or regular afternoon classes.
The school provides transport by its own mini buses.
We can also organize a weekend or night birthday celebration at school or in our villas with gardens in Vinohrady and Dejvice with program and decoration.
It is possible to use the extended services of a special pedagogue, speech therapist or psychologist at the school counselling centre.
With what organizations does the school cooperate? Click for more information. Click to close.
Bambíno nurseries and kindergartens, which primary school Square is a successor, have a number of partner organizations from different areas with whom they work together.
Thanks to cooperation with non-profit organizations AIESEC and EDUCA o.p.s. we are getting interns from around the world who are actively engaged in teaching and enriching the lessons with their culture and experience. The number of trainees is expanding thanks to cooperation with Charles University, high schools and Evropská College, as well as Czech students who complete their experience in different areas in our school. It is no exception that these students become temporary staff or full- valued members of the teaching team.
It is also important for us to cooperate with suppliers. E.g. for several years we have been cooperating with Sport Kids, which organizes sports classes for children or with Crokids - children activities.
No less important is philanthropy, the art of donating and helping, and so we work with charities. In the long run, we help the Sue Ryder Home for collections and realizations of art workshops at their charitable bazaars. We help with the international adoption of Kolonkan by the Pro-Kontact company, and we are also committed to Pink Bubble events. We supported VIGVAM (a counselling for children who experienced loss and their families) in filming "Don’t Call Anymore ..." on the topic Child and Loss. These big and small people are involved in these collaborations, so they have an educational overlap.