- Dzień otwarty on-line! (February 8, 2023)
The most important skill that should be shaped by a modern school in a rapidly changing world is the ability to learn quickly, through which we understand flexibility and ease of adaptation to new conditions, adaptation. The new generations will have to feel all their lives, because once acquired knowledge at school is not enough for a lifetime. In order for a student to be able to learn quickly, he / she should know his / her individual learning profile and be able to use it effectively.
Today, Distance Learning has become both a necessity and a challenge for us all. It is of the utmost importance that we are able to provide access for teachers to needed hardware and software to ensure continuity in teaching. Enabling students to be able to work on reliable computers and have “personal” contact with teachers. This will make learning easier, up-to-date and active, and most importantly, that lessons are prepared and conducted professionally. Creating an "Online School" through: • Ensuring the full continuity of the educational progression by employing various forms of remote education (video-conferencing, webinars, conducting online exams) • Creating and sharing educational content through content from external, integrated content, in major educational and social networks. i.e. Google, G Suite, YouTube, Wikipedia, Quizlet, Office 365, Dropbox, QuestionMark, etc. • Contact between teachers and students through implementing a timetable, sharing educational materials, conducting correspondence that allows, amongst others, to submit and check homework. • Monitoring student activity and educational progress, data, feedback on students’ work. • Providing access from any device (computer, tablet for each student and teacher.) • Rapid implementation and substantive, technical support. Leader in education. Reliable also online!
View recent COVID-19 updates from Pro FuturoFounded in 1993, Pro Futuro consists of two schools located in Warsaw: a non-public bilingual primary and high school with biingual (English and French) classes. Both these schools conduct education in accordance with the core curriculum and requirements of the Polish Ministry of National Education. They offer original programs, using modern teaching and learning methods, in part developed by the school’s strategic partner, Colin Rose, a world authority in teaching pedagogies and their effectiveness. The basis of education of the Pro Futuro schools is the "we teach" program, which combines modern teaching methods, such as multi-sensory education, project work, and tutoring, with activities that improve the speed and effectiveness of learning, such as brain training. Each student is developmentally evaluated and their progress is monitored, so that teaching methods can be adapted to meet their needs, abilities, and potential. Also, in language education, the school uses a program that combines intensive teaching methods, such as language immersion and CLIL, with the latest discoveries in cognitive psychology, neuropsychology, and neurobiology. All classes are taught in English, with the exception of Polish history and geography of Poland, which are taught in Polish. At the end of each level of education, children must pass Cambridge English-Language Assessment exams because both Pro Futuro schools are accredited as Cambridge English Language Assessment Preparation Centres preparing for the international high school diploma.
Our Kids speaks to Żaneta Cornily, chair of the board at Pro Futuro
Pro Futuro is an elementary and high school in Warsaw with over 24 years of history in children's education. The first school was launched in 1992, and is one of the oldest non-public schools in Poland. Pro Futuro implements a bilingual program in English and boasts high scores in external exams. In addition to its attractive curriculum, the school provides students with the opportunity to take advantage of a wide range of additional activities, such as sports, music, art, and acting. This enables kids to develop their talents in many ways, focusing on balanced development in the areas of knowledge, emotions, social relations, and physical activity.
Gallery showcasing school life and general photos of Pro Futuro.
Gallery showcasing specific locations and facilities found at Pro Futuro.
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: Polish Curriculum (Ministry of National Eduction, MEN)| Focus |
|---|
| Academic |
| Flexible pacing style | offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
| 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: Acceleration (The main focus is on acceleration. This means that all students work at a much quicker pace than public school peers (usually working at least one grade-level ahead). )
| 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) |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Gymnastics | ||
| Soccer | ||
| Swimming | ||
| Tennis |
| Clubs Offered |
|---|
| Karate |
| Judo |
| Foreign Language Club |
| Outdoor Education |
| Robotics club |
| Student Council |
| Yearbook |
| Art Club |
| Choir |
| Computer Club |
| Dance Club |
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment |
|---|---|---|---|
| Gr. 1 to Gr. 12 | Coed | Day School | Varies |
| Total enrollment | Varies |
| Average enrollment per grade | N/A |
| Average class size | 15 to 20 |
| Gender | Coed |
| Grades | Gr. 1 to Gr. 12 |
| Boarding offered | No |
| % of foreign students | N/A |
| # of nationalities attending school | N/A |
| Services | Offered |
|---|---|
| Career planning | |
| Internships | |
| Mentorship Program | |
| University counseling |
| Key Numbers | |
|---|---|
| Average graduating class size | N/A |
Philosophy of PRO FUTURO Schools
The most important skill that should be shaped by a modern school in a rapidly changing world is the ability to learn quickly, through which we understand flexibility and ease of adaptation to new conditions, adaptation. The new generations will have to feel all their lives, because once acquired knowledge at school is not enough for a lifetime. In order for a student to be able to learn quickly, he / she should know his / her individual learning profile and be able to use it effectively.
Today, thanks to the latest discoveries about brain activity, we know that every person learns in a different way. Colin Rose, an English researcher in the process of effective learning, one of the world's most recognized psychologists, the author of the book Accelerated Learning, initiated the current trend of modern education using knowledge about ways of learning the brain, in particular:
the theory of the hemisphere of the brain, which in 1981 brought Roger Sperry the Nobel Prize in the field of psychology; each hemisphere is responsible for other activities and "learns" in a different way;
the concept of the intelligence of the multiple Harvard scholar Howard Gardner; we have 8 intelligence, not just one;
research on the dominant styles of learning: visual, auditory or kinesthetic (motor); we have 3 channels of information reception and for each of them information to be remembered must be given in a different way;
research on the mechanisms of remembering and the role of polisensoricity in learning; information is provided through many channels, with the use of many senses (sight, hearing, smell, touch) and emotions to ensure a multi-sensory way of learning, as it happens from birth.
March 26, 2021
Dzień otwarty on-line.
Formularz rejestracyjny: http://profuturo.edu.pl/kontakt-do-szkol-pro-futuro/ Zapraszamy! ...
POL
CAN