Our Kindergarten makes the childhood period full of fantastic experiences. Our children learn in a friendly, family atmosphere how to function in a group of peers so that they feel important and appreciated. We support their mental, psychomotor, emotional and social development. Our staff, teachers, instructors and specialists take care of it, for whom every child is important and unique.
Gallery showcasing specific locations and facilities found at Dwujęzyczne Przedszkole Pomarańczowa Ciuchcia Warszawa Włochy.
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: Play-based| Focus | Special needs |
|---|---|
| Academic | Gifted |
| 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. 0, Przedszkole Włochy students perform an average of 15 mins of homework per night.
| NS | PS | 0 | |
|---|---|---|---|
| Przedszkole Włochy | 0 mins | 0 mins | 15 mins |
| Site Average | 2 mins | 2 mins | 8 mins |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Fencing | ||
| Gymnastics |
| Clubs Offered |
|---|
| Ballet and Classical Ballet |
| Robotics club |
| Science Club |
| Chess Club |
| Drama Club |
| Grade | NS | PS | 0 |
|---|---|---|---|
| Day | zł1,950 / month | zł2,050 / month | |
This information is not currently available.
| Grades | Enrollment |
|---|---|
| Nursery (2,5 years) to Gr. 0 | 120 |
| % of foreign students | 1% |
| # of nationalities attending school | 2 |
| NS | PS | 0 | |
|---|---|---|---|
| Class Size | 18 | 16 | 16 |
My kindergarten is a place where children feel like at home, where they march every day with a big smile on their faces. For me and my teachers, every child is important. We approach each preschooler individually, trying to discover his potential, develop his talents and abilities. We are aware that the preschool period is crucial in the development of a child to shape his personality, affects further functioning in the surrounding world. That is why we place great emphasis not only on intellectual development, but above all on the development of the emotional and social sphere of our preschoolers. We believe that we will raise our children to be wise, sensitive, confident and self-confident people.
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