Interview: Regent College International Schools

On this page:

History of the School
The Special Character of a Boarding School
Boarding Students vs. Commuting Students
Teaching Staff
What Does It Mean That the School Is a "Cambridge School"?
Which Program Has More Students?
Extracurricular Activities
The School's Unique Features

The interviewee of Our Kids is Dr. Anna Martowicz, the school’s vice principal.

Here is a video recording of this conversation in Polish, followed by the translated text in English:

History of the School

Our school is an institution with over a 20-year tradition, and the general secondary school as part of Regent College International School was established 8 years ago. Since then, we have undergone various modernizations and enhanced our offerings in different ways. At present, we offer the possibility to study at our school either in the Polish program or in the Cambridge International program.

For several years now, we have been an accredited school within Cambridge International Education, preparing students for IGCSE exams and the International A-level diploma. Meanwhile, in the Polish program, we fully prepare students across various profiles for the Polish high school diploma (matura), with extended English language instruction, including classes with native speakers at all levels of education and in all profiles of the Polish program. These profiles include the medical profile, the mathematics-geography profile, and the humanities profile, which offers extended instruction in history, social studies (WOS), and Polish.

When it comes to the Cambridge program, there is already a great deal of flexibility in terms of subject selection, especially in the 3rd and 4th years, which are directly focused on preparing for the final exams.

The Special Character of a Boarding School

In our school, education is conducted on-site, and we have both local students and students who live in our boarding house. We are certainly unique on the map of Poland, because not only do we offer two academic programs, including an international program, but our educational offer is truly accessible and open to students from all over Poland and abroad. Even now, our student community includes students from all over Poland and from abroad.

Our boarding house is less than a kilometer away from the main school building, located in a very quiet area. It is very well situated in terms of access to various sports attractions. This is a format that is certainly not very common in Poland—perhaps some people even associate it with old-style dormitories from the past, but those times are long gone. We definitely follow the Western model when it comes to boarding, meaning that we create opportunities for students to study away from home, which is also preparation for the next stage of life—taking care of oneself, preparing for university life, and learning responsibility and organization. It also certainly teaches teamwork, as sharing a room (although we do have single rooms as well) and preparing for classes together—studying together—are challenges that help build character. Of course, the boarding house is supervised by our educators.

This entire format works excellently, also due to our school’s location: we are a school in Elbląg, in northern Poland, 40 minutes from Gdańsk, meaning we are very close to major urban centers. At the same time, Elbląg itself is a quiet, peaceful city, but we still have access to theaters, cinemas, and various festivals, including international ones. There is also an excellent sports offer, and the sea is literally at our doorstep.

What works particularly well here is that this is not a big city, meaning this model aligns with the Western model—where the most prestigious boarding schools, such as Eton, are never located in large cities. Instead, they are placed a little outside major cities—among other reasons, to minimize urban distractions, allowing students to focus on intellectual and athletic development, ensuring safety, and preparing them for the challenges that university life will soon bring—whether in Poland or abroad.

Boarding Students vs. Commuting Students

Approximately 15% of our students are commuting students. Some, as I mentioned, come from abroad. This, of course, fluctuates, as our offer continues to expand.

Our entire high school community consists of just under 100 students, so everyone knows each other. However, we are fully prepared to expand our offer and to accept more students. Everything is ready and waiting, along with all the other attractive elements of our offer.

Teaching Staff

Our teaching staff consists of: Polish teachers who were educated in Poland, Polish teachers who studied abroad, and international teachers.

All teachers hold subject-specific qualifications and have joined us at different stages of their educational and academic careers. We have teachers with master’s degrees and doctoral degrees, both from Poland and abroad.

Our faculty also includes native speakers from various countries, including: the United States, the United Kingdom, South Africa, Trinidad and Tobago, and Canada.

Each of them contributes something unique to our school environment.

What Does It Mean That the School Is a "Cambridge School"?

Our school is accredited by the University of Cambridge and holds the title of Cambridge International Education School. We are part of a network of schools worldwide that offer education based on the British system, where students at the high school level can take exams. These exams are divided into two stages for secondary school: IGCSE exams and the final two years of preparation for the International A-level exams, which are equivalent to the high school diploma.

This means that all instruction in our internationally profiled classes is conducted in English, based on English-language materials and programs developed by Cambridge International Education. These programs are highly academic but also allow for great flexibility. The teachers in this program are subject specialists who are fluent in English, and for four years, we encourage our students to explore, as this program is largely built on discovery, asking questions, and seeking out what interests them.

In the first two years, students in our school take several mandatory subjects: English, mathematics, a foreign language, chemistry, physics, biology, geography, and history. Later, in the third and fourth years, they choose the subjects they want to continue studying intensively over two years. They will ultimately take exams in these three subjects, which are the equivalent of the Polish high school diploma. These exams are very prestigious British high school qualifications—International A-levels—which not only open doors to universities around the world but also provide excellent academic preparation and the development of key competencies such as critical thinking, analysis, and data communication. These programs differ significantly from what we know from the Polish education system. They also offer great flexibility because the student decides which subjects they want to pursue.

Cambridge A-levels are often compared to the IB diploma. The reason we choose Cambridge is primarily because it allows for much greater flexibility. The student selects their subjects—typically three (sometimes four, but this is rare). This program is highly academic and demanding, but it makes learning easier when students can focus on the subjects that interest them. Unlike in the Polish or IB system, there are no required subjects, such as mathematics. For example, a student planning to study medicine can choose mathematics, chemistry, and biology, or physics, chemistry, and biology, and spend two years preparing for these subjects. This allows them to focus on what they enjoy.

Additionally, the British system allows students to spread out their exams. Instead of taking all components of an exam at once—which typically consists of 4-5 parts—they can divide them into a foundational level (AS) and a more advanced level (A2). AS and A2 together form the A-level qualification. There is also an option to take the AS exams at the end of the third year and the A2 exams at the end of the fourth year. This enables better preparation for the challenge of mastering a large body of material.

In the Polish system, students take the high school diploma after four years of study, which is quite unusual because at university, there is never a final exam covering four years of material. University exams usually cover two years at most, and most often, only one year. The four-year final exam is a major challenge, but we also prepare students for it very well, as proven by our excellent results.

As for the Cambridge diploma, the advantage is that students can choose the subjects required by their future university and even decide the order and levels at which they will take their exams. Additionally, Cambridge allows students to take the AS-level exam up to three times during the two-year cycle. A student can sit for AS exams in June, then again in November if they feel they could improve their score, and once more the following June. The Cambridge system ensures that the highest score achieved across multiple sittings is recorded on the official transcript sent to universities. This flexibility allows students to enhance their results and focus on their strongest subjects.

Which Program Has More Students?

Currently, we have more students in the international program at every level of our high school. However, we also have students in the Polish program, all profiles are open to them, and our boarding house is available to them as well.

The core strengths of our school—the academic character, the close-knit and friendly atmosphere, the international environment, access to a boarding house, and a rich extracurricular offering—are shared by both the Polish and international programs. Teachers who teach in the Cambridge program often also teach in the Polish program. Of course, we have dedicated teachers for the Polish curriculum.

We place great emphasis on selecting our faculty carefully. In all our classes—whether Cambridge or Polish—students learn in small groups, typically no more than 10-15 students. This ensures high-quality classroom engagement and, as a result, excellent academic outcomes.

Extracurricular Activities

Our school offers a variety of clubs that students can join based on their interests, curiosity, or a desire to explore new passions. Among the most popular clubs are:

Chess Club, where at times, nearly a quarter of students participate in tournaments. Chessboards are set up around the school at all times, and students play even during breaks.
Journalism Club ("Regent Times"), for students interested in reporting and writing.
Psychology Club, for those fascinated by human behavior and mental processes.
Regent Research Club, which prepares students for academic research by teaching them how to conduct research projects, gather materials, and write academic articles—skills directly applicable at the university level.
Cycling Club, especially popular in the warmer months, with many activities in May.
Golf Club, with access to a nearby golf course.
Film Club, where students watch, analyze, and discuss films based on their own interests and teacher recommendations.

Elbląg offers excellent facilities for water sports and ice skating. We are close to swimming pools, and many of our students take advantage of what the city has to offer. Since Elbląg is not a large metropolis, everything is within walking distance, making extracurricular activities highly accessible.

The School's Unique Features

Beyond our strong academic focus, one of the things that truly sets us apart is the accessibility of our offerings to all students, not just those living locally. You don’t need to live in a big city to have access to top-tier education—our school is proof of that. The combination of a boarding school with the choice of either a Polish or an international curriculum makes us unique in Poland.

The Cambridge curriculum itself is rare in Poland, with only a few schools offering it, which is something we take great pride in.

Another key feature that distinguishes us is our atmosphere. Among Cambridge international schools in Poland and non-public schools in general, we are one of the smallest institutions in terms of student population. This small size allows us to build a strong, close-knit community.

Our student body includes both Polish and international students, and our teaching staff also represents a diverse, international background. We extend our education and community-building beyond the classroom, organizing a wide range of trips and excursions.

Because we have a relatively small student body, we are able to organize large group trips where nearly the entire school participates. These trips are highly educational and cultural—we always make a point of visiting major museums. Our students have visited the Louvre, we travel to London frequently, we tour museums in New York, and we organize trips to major European countries and beyond.

For example, we once had an educational trip to Scotland, where we visited the University of St. Andrews and the University of Edinburgh. These visits included special recruitment sessions, guided campus tours, and meetings with university admissions officers. We do this to give even first- and second-year students an early understanding of their future academic opportunities.

We also have many school traditions, such as:

“Pączkojad Day”, a school-wide doughnut-eating contest.
“Tie Day”, where students design and create their own ties.
Language Days, where students dress up as different cultures, host food tastings, and participate in quizzes.

Thanks to our location, we offer a unique blend of a peaceful, green environment while being only 40 minutes from Gdańsk, with all the advantages of a large city and excellent international travel connections. In short, we truly have the best of both worlds.

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