EKOLA Bilingual High School offers bilingual (Pol-Eng) teaching of Polish national curriculum in grades 9 and 10 as well as International Baccalaureate Diploma Programme in grades 11 and 12. EKOLA was authorized as IB Diploma school in 2006 and since then has been teaching the curriculum which leads students to gaining a diploma recognized by universities worldwide. Within extracurricular activities, EKOLA students participate in academic, cultural, sports or charity events.
The EKOLA School Complex, which operates in two locations, offers education at primary and secondary levels in three institutions: Ekola Primary School, Bilingual Secondary School and the International School of Ekola, where the IB Diploma Program is implemented. The school offers comprehensive education, and apart from the implementation of the core curriculum, ecological, social activities and physical activities, it also includes artistic activities. Interdisciplinary projects in the field of culture and numerous charity campaigns deserve special attention. In the Bilingual Secondary School all subjects are taught according to the Polish core curriculum. Throughout their studies, students can move to classes with the IB program. In grades 1 and 2, the majority of teachers also teach in the IB program - with excellent qualifications and many years of experience in teaching IB. The International School of Ekola prepares students for the IB Diploma. School admits studens all year round.
Gallery showcasing school life and general photos of International School of EKOLA.
Gallery showcasing specific locations and facilities found at International School of EKOLA.
school secretary / library room
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: Traditional
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Uczniowie najpierw zdobywają wiedzę podstawową i teoretyczną, aby później stosować ją w praktyce. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
|Flexible pacing style||offered|
|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|
A school with a "supportive" academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, that the school provides a less intensive culture than schools with a "rigorous" academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
|Learning strategy and study counselling; habit formation|
|Extra support and minor accommodations for children experiencing subclinical difficulties|
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).
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)
Research-based therapeutic measures that target and ameliorate the underlying weakness.
|ADHD (moderate to severe)|
|Dyslexia (Language-Based Learning Disability)|
|Auditory Processing Disorder (APD)|
|Language Processing Disorder|
|Nonverbal Learning Disorders (NLD)|
|Visual Perceptual/Visual Motor Deficit|
|Behavioral and Emotional|
|Troubled behaviour / troubled teens|
|Drug and alcohol abuse|
|Oppositional Defiant Disorder (ODD)|
|Dyspraxia (Developmental Coordination Disorder)|
|Full-time gifted program (parallel to rest of school)|
|Part-time gifted program (pull-out; parallel to rest of class)|
Curriculum delivery: This information is not currently available.
|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. 12, EKOLA High School students perform an average of >2 hours of homework per night.
|EKOLA High School||120 mins||160 mins|
|Site Average||104 mins||112 mins|
This information is not currently available.
|Gr. 9 to Gr. 12||Coed||Day School||90|
|Average enrollment per grade||23|
|Average class size||15 to 30|
|Grades||Gr. 9 to Gr. 12|
|% of foreign students||40%|
|# of nationalities attending school||11|
|Average graduating class size||20|
Our school's mission is:
-teaching key competences and fostering the development of creative personalities
-upbringing in respect of tradition and developing sensitivity to other people
-preparing for living in harmony with the environment