Etz Chaim High School is a school tailored to the individual needs of students, ensuring comprehensive development, taking into account the possibilities and interests of our students. We create conditions for creative activity, we teach independence and we focus on the latest educational trends. We are open to ethnic and religious diversity. We support the student's development under the supervision of tutors. We teach foreign languages in small classes.
The 2020 Experience at Liceum Ogólnokształcące Dialogu Kultur Etz Chaim
In just a few days we were able to prepare for using the Teams platform, where remote teaching is currently taking place. It is not perfect for sure, but it works and we are constantly improving our procedures and contents. This would not be possible without the unprecedented commitment of the whole school community: teachers, parents, students and administration staff. A big thank you to all of them!
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: Progressive
Progressive (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)
What Liceum Etz Chaim says: The first year of high school is an introductory class, in the second year, students choose subjects extending to the matura exam.
Curriculum Pace approach at Liceum Etz Chaim : Student-paced
Liceum Etz Chaim has a Student-paced approach to Curriculum Pace (as opposed to Standard, Accelerated approach).
[Show: About Student-paced?]
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
What Liceum Etz Chaim says: We use the tutoring method to learn about the student's needs.
Flexible pacing style
Flexible pacing style
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
What Liceum Etz Chaim says about flexible pacing: Work in small classrooms, individualization of work.
Academic Culture approach at Liceum Etz Chaim : Supportive
Liceum Etz Chaim has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
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.
What Liceum Etz Chaim says: A multicultural school, ethnically and religiously diverse.
What Liceum Etz Chaim says about their special need support: We support the students by applying an individual approach (tutoring), we adjust the level of teaching to the student's abilities. We work with parents.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
Mild but clinically diagnosed ADHD:
Support for moderate-to-severe special needs:
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.
Dialogue of Culture Secondary School has been tailored to meet individual students’ needs, to provide them with versatile development taking into account their potential and interests. It provides students with creative working surrounding and teaches autonomy using modern technologies. Relating to the school’s tradition, it is open to both multicultural and religious diversity. It caters for individual students’ development working in small groups under tutorial supervision by means of innovative educational methods. The school offers extended foreign language learning (English, German, Spanish, Hebrew) and wide variety of extracurricular activities. Lessons start at 9:00 pm. Besides, the school is equipped with canteen which serves delicious meals. Our school is definitely the place which will enable young people spread their wings.