We believe in the fundamental right of all children to realize their creativity potential.
We are committed to creating a positive environment in which the child entrusted to our care will be treated with respect and will be encouraged to become a responsible, resolute and open person with a sense of purpose.
International Montessori Academy - is a team of educational institutions inspired by the methods of education and upbringing of Dr. Maria Montessori. At every level of education - from the nursery to the elementary school, it provides children with learning in the safe Montessori microworld, where they can develop in accordance with the development phases. It consists not only of specially designed and equipped classrooms, but also a garden with plants and animals for which children have to care for. Working in the garden, caring for animals provides them not only with the right portion of outdoor movement, but also with nature, teaching responsibility and independence. The garden is also a place of fun and development of movement coordination, social and communication skills. In a safe environment, children acquire new skills and knowledge. They work alone or in small groups - as a rule - let me do it myself. It is supported by a teacher who follows the child, adapting the program to his abilities and pace of work. At the Montossarian school, children can make mistakes because they are treated as a natural learning process. The evaluation system is also different, in which the most important is information about what the student already knows and what he should work on. Both the kindergarten and the school implement the program requirements of the Polish educational authorities, the British Curriculum guidelines and the Cambridge school curriculum, which the academy is currently applying for. At the same time, he pursues a bilingualism program in all primary school classes, in accordance with the Cambridge Bilingual Education guidelines. By providing learners constant contact with the living language, the school uses various methods, such as language immersion (immersion), CLIL (CLIL) or CLT, in which communication is the most important, not correct speaking or writing. Despite its Montesorrian pedigree, the school emphasizes the development of digital literacy of pupils. For this purpose, among others joined the Microsoft Innovative Educator (MIE) and Cogito 21 programs
Gallery showcasing school life and general photos of International Montessori Academy Wrocław.
Gallery showcasing specific locations and facilities found at International Montessori Academy Wrocław.
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: ProgressiveProgressive (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: Montessori| Focus |
|---|
| Nature-based |
| 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: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)
| 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) |
In grade Gr. 8, IMA students perform an average of No homework of homework per night.
| NS | PS | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| IMA | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins |
| Site Average | 2 mins | 2 mins | 8 mins | 16 mins | 16 mins | 22 mins | 28 mins | 32 mins | 37 mins | 48 mins | 49 mins |
| Sports Offered | Competitive | Recreational |
|---|
| Clubs Offered |
|---|
| Foreign Language Club |
| Outdoor Club |
| Outdoor Education |
| Art Club |
| Grade | NS | PS | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day | zł17,400 | ||||||||||||||
This information is not currently available.
| Grades | Enrollment |
|---|---|
| Nursery (18 months) to Gr. 8 | Varies |
| % of foreign students | N/A |
| # of nationalities attending school | N/A |
In our Academy we want to create a truly homely atmosphere. We want to create a place free from the limitations of conventional education.
We believe in the fundamental right of all children to realize their creativity potential.
We are committed to creating a positive environment in which the child entrusted to our care will be treated with respect and will be encouraged to become a responsible, resolute and open person with a sense of purpose.
The philosophy of our facility was inspired by the idea of education and upbringing of people, in accordance with the assumptions of Dr. Maria Montessori. Our goal is to bring up an independent believer
in his own strength and convinced of the child's own worth.
Our Academy is a place where children learn through the senses, direct action and experience, according to their own pace of development, interests, possibilities and limitations. In order to provide the children with optimal conditions for action and experience, all rooms at the Academy are equipped with original materials, called the development material of Maria Montessori.
We believe that intelligence is not determined at the time of birth and that human potential is unlimited. We know that children learn by example, which is why we use positive support, encourage us to make progress and pay attention to individual efforts as well as the level of development as opposed to focusing on principles and consequences.
When children believe that they are capable and independent, they succeed in school and try with all their might through action. We do our best to give the child a sense of responsibility and encourage them to be proud of doing something by themselves.
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