In developing the school’s curriculum, we proceeded with respect to the new Education Act, i.e. the Framework Educational Programme for Primary Education, while using selected topics and educational thematic areas from the British curriculum that we have specifically adapted for the extended English language education starting as early as Class 1. The majority of subjects at our school are taught in Czech and English, with selected subjects only in English (e.g. PE, music).
The curriculum of our primary school is based on the new Education Act, specifically on the Framework Education Programme for Primary Education, including the foreign language teaching programme developed in detail and specifically adapted for, in our case, an extensive teaching of English. Key competencies as well as a cross-section of topics have been integrated into it.
To the maximum extent, this programme has been focused on the environment where a child exists and on an above-standard system of teaching and learning where we make full use of the experience and traditions of the British educational system. Through this concept, we are aiming to achieve a smooth interconnection between the Czech and British concepts of education.
We make an effort to continuously develop independent thinking skills in pupils and emphasise the need to enjoy learning and have a positive approach to school education. With every school day, children also learn how important their role is in the wider community.
We regularly test the study results achieved by children, putting a great emphasis on the major subjects, i.e. Czech and mathematics. At the end of every academic year, pupils are tested orally and in writing not only in the Czech curriculum, but also the British curriculum.
The Czech curriculum – our school has successfully joined the “Knowledge and Skills Diagnostics of Pupils Focusing on Their Development” project.
The project offers skill diagnostics of pupils from Class 5 in primary schools and Class 9 in senior schools in the form of electronic testing, providing immediate feedback to pupils, teachers and school managers, including recommendations for further activities in the following subjects: Czech language, mathematics, a foreign language (English, German), and natural sciences. It is the recommendations of further activities to improve results achieved by pupils that play a key role and motivate pupils to develop their learning.
The objective of the project is to improve the results achieved by pupils, not only to obtain information on the results being currently achieved. The project is thus in line with the Long-Term Plan of Development of the Educational System in the Czech Republic.
Although this is the first time we have joined such a project, we were exceedingly satisfied with the results. Our pupils achieved excellent results. The rate of their success in the above-specified subjects ranged between 89 – 100% as compared to the set criteria and the national average.
The British Curriculum – towards the end of each year, starting with Class 1 (Year 2), pupils of both schools, CBZS as well as PBS, undergo SAT tests or written standard assessment tests that determine the level of knowledge of children in individual years and their results are compared with the results of the average pupil population in Great Britain. The written tests are taken in English and mathematics. Tests are subsequently corrected by teachers, and pupils are assigned knowledge levels corresponding to their results. Only in Class 5 (Year 6) are tests sent directly to Great Britain where they are corrected by local teachers. Both the school and pupils’ parents are subsequently informed about the results achieved.
English language teaching permeates all major and minor subjects at our school. Children solve simple as well as more complicated tasks completed in Czech also in English in parallel. Teaching English as a modern world language includes lessons referred to as “EAL” (English as an Additional Language), which include gradual familiarisation with and extending of vocabulary in a natural manner thanks to permanent and close contacts between pupils and teachers at PBS; getting acquainted with the spelling of the English language; regular conversation with children in the international community and last but not least specialised terminology that children meet with in technical as well as educational and aesthetic subjects (e.g. mathematics, the basics of humanities and natural sciences, art, music and physical education, etc.). An integral part of education in both languages is an introduction to the world around us, the ability to express one’s opinion on more or less substantial issues of everyday life, and building vocabulary from the global viewpoint.
French language lessons – at our school it is a compulsory optional subject that is taught once a week by a native speaker. Lessons of French as a modern world language again include the gradual building and extending of vocabulary in a natural manner, especially through conversation not only with French teachers but also children from the French community. An integral part of French lessons is an introduction to the world around us, the ability to express one’s opinion on more or less substantial issues of everyday life, and building vocabulary from the global viewpoint.
At the end of an academic year, our pupils command basic knowledge from all spheres of human life on the level that corresponds to and, in some aspects, exceeds the level of their peers at mainstream primary schools. However, as regards their language skills, they command spoken and written English fluently, thus beating their peers from other primary schools.