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Zespół Szkół Społecznych SPLOT im. Jana Karskiego is one of the first "social schools" in Poland, founded in 1989, known for its openness and innovation. It offers a full cycle of education, from primary to the end of secondary school. The primary school operates in the Montessori system, through which the Polish core curriculum is taught. At both levels, students' curiosity, ability to acquire knowledge and ask the right questions are encouraged. Languages are of particular importance at SPLOT - English is the language of instruction in several subjects, and the teachers are native speakers. Students can also choose a second foreign language: German, French, Spanish or Russian. The school offers a highly diverse variety of physical education programs and a very wide range of additional classes as well as trips, also abroad, and exchanges with other countries. The school participates in the well-known EU Erasmus + project. Teachers provide after-class consultations. The atmosphere in the school is very friendly, and the furniture and equipment encourage group work and inquiry. The building is adapted to people with physical disabilities. The school has an extensive scholarship system - students who achieve good results receive scholarships, education is free for the winners of subject competitions and olympiads, and one student spends a year at an American high school. Graduates study at the best Polish and international universities and become highly successful professionals.
Gallery showcasing specific locations and facilities found at Zespół Szkół Społecznych SPLOT im. Jana Karskiego.
Boisko szkolne
Zajęcia sportowe w ogrodzie
Front budynku szkoły
Wejście główne
Widok od strony ogrodu
Klasa I-III Montessori
Kącik czytelniczy w kl. I-III Montessori
Aula
Biblioteka
Nasi uczniowie czytają
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:| 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: This information is not currently available.
| 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 |
|---|---|---|
| Basketball | ||
| Cross-country skiing | ||
| Downhill skiing | ||
| Running | ||
| Snowboarding | ||
| Soccer | ||
| Swimming | ||
| Track & Field | ||
| Volleyball | ||
| Badminton | ||
| Cycling | ||
| Gymnastics | ||
| Mountain biking | ||
| Weightlifting |
Clubs offered: None
| Grade | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Day | zł490 / month | zł400 / month | zł450 / month | |||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| Full payment | Day | 80% |
| 2nd child (sibling) | Day | 30 zł |
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment |
|---|---|---|---|
| Gr. 1 to Gr. 12 | Coed | Day School | 10 |
| Gr. 1 to Gr. 12 | Coed | Day School | 18 |
| Gr. 1 to Gr. 12 | Coed | Day School | 15 |
| Gr. 1 to Gr. 12 | Coed | Day School | 24 |
| Gr. 1 to Gr. 12 | Coed | Day School | 26 |
| Gr. 1 to Gr. 12 | Coed | Day School | 41 |
| Gr. 1 to Gr. 12 | Coed | Day School | 20 |
| Gr. 1 to Gr. 12 | Coed | Day School | 21 |
| Total enrollment | 175 |
| Average enrollment per grade | 15 |
| Average class size | 10 to 24 |
| 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 | 18 |
| Alumnus | Grad Year | Accomplishment |
|---|---|---|
| Monika Zuchniak-Pazdan | 1993 | Diplomat. Former consul to Bulgaria, Canada, Estonia, Lebanon and Lithuania. Currently office head to the General Director at the Ministry of Foreign Affairs in Warsaw. |
| Robert Bocheński | 1993 | Doctor. Director of medicine at North Valley Health Centre in North Dakota, USA |
| Marcin Chłodnicki | 1993 | Economist. Assistant professor at Da Vinci College. Board member at the Service Design Network, Poland. |
| Krzysztof Kaczmarczyk | 1993 | Philosopher. A doctor of phenomenology from Pope John Paul II Theological Academy. |
| Wojciech Gąsiorowski | 1993 | Doctor of rehabilitation. Established Euromedica, in Nowy Sacz, a centre for diagnostic healing and rehabilitation of spinal ailments. |
| Sabina Czech- Śmiałkowska | 1993 | Judge at the central Krakow regional court. |
| Paweł Eilmes | 1994 | Solicitor. Establish his own law practice in Krakow. |
| Łukasz Pawłowski | 1994 | Economist - Vice Director at the office of the Mayor of Warsaw. |
| Piotr Rasiński | 1994 | Naval officer. Doctor of Science specialising in geophysics. |
| Jacek Powałka | 1994 | Marketing Director at Expondo GmbH in Berlin. An experienced manager in product management and marketing. 15 years of experience with InPost, Polkomtel S.A., France Telecom, Meteor Mobile and PepsiCo. |
| Dominik Chmielewski | 1998 | Clergyman of The Church of England. Ordinand in Cuddesdon, England. |
| Irina Ovcinicov | 2007 | From Moldova. Former employee of the Polish Ministry of Foreign Affairs. Currently IT Implementation Adviser in Sollers Consulting, Warsaw. |
Welcome to Splot!
In the more than two decades I’ve known Splot, I never imagined I would one day be its director. For 6 years, as the mother of a Splot student, I was able to observe firsthand just how much the school had to offer. Looking back on those years, I can say with total conviction that Splot graduates are broad-minded young adults, prepared to stand up for their beliefs and ready to face life’s challenges head-on.
Our school provides students with the tools needed to independently acquire knowledge and instills in them the motivation to do so. We believe that the art of asking questions is more important than ready answers. The curriculum is designed so that each student can develop his or her true areas of interest without the rigid division into humanities or science classes found in traditional public schools. This flexibility allows education to be tailored to the individual while going beyond the state-mandated minimums.
We are especially proud of our newly opened Montessori Elementary School which addresses the education of the whole child. Each youngster’s intellectual, social, and emotional needs are met at their level development.
Curious, but unsure 7 year olds will graduate from high school as mature citizens of the world.
Splot is known for its exciting exchange programs and numerous international contacts. Thanks to this approach, our students are tolerant, open, and accepting of the richness and variety of cultures they encounter. The friendships made during these encounters last much longer than their education at Splot.
For more than 20 years, thanks to the Charles Merrill scholarship one Splot student each year is able to study at the prestigious Thomas Jefferson School in Saint Louis, Missouri. This exceptional yearlong experience enriches each recipient as well as the larger Splot community.
Splot teachers make the school what it is! They are actively involved and willing to spend their free time on academic or extracurricular activities with the students. The students grow in an atmosphere of empathy and respect for others. These youngsters never cease to amaze me with their ideas for volunteering or service projects for the benefit of the wider community or a needy individual.
Come join us and see for yourself!
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