School concept

KUBUKI is a community of people who want everyone to work together and help children grow into responsible, independent and distinctive adults. When creating the school concept, we selected from various educational systems what we believe is beneficial and benefits children and adults.

Mixed age classes (small school) - It is a form of group teaching and independent work. Students learn to work independently, analyze a problem and plan the work appropriately. The smaller number of students per year allows for immediate feedback from the teacher and information on mastering the curriculum. This fact allows the teacher to have much more frequent contact and interaction with students - he can take a much larger individual approach. Students in a small school receive and process a large amount of information not only from the teacher but also when they combine classes from older classmates (new high school curriculum) or from younger classmates (they repeat previous years curriculum). There are often situations where students can help their classmates and explain the curriculum, which has been found to be very effective in practice. One of the basic signs of understanding something is the ability to explain things to others so that they can understand. And mixed age groups are ideal for this.
 
Differentiated Teaching - The aim of differentiation is to use different teaching styles to ensure that children can approach learning in different ways but with the same or similar outcomes. The goal of differentiation is to encourage creativity by helping children make stronger connections, understand relationships and concepts more intuitively. Differentiated instructions can be used in any number of subjects. Children can receive visual, acoustic, tactile or motor stimuli and choose learning aids and materials according to their teaching style. Some may do the job on paper or in pictures, others may give an oral report or make a three-dimensional model. Differentiation can also change the way the class itself is organized. Depending on the learning approach, children can be divided into groups or, if desired, can be given quiet study rooms.

Autonomous learning - the child decides about their own learning process. This does not mean that all responsibility in the classroom is transferred from the teacher to the student. However, the role of the teacher is changing. One of the most important changes, closely related to the development of student autonomy, is that the teacher supports the development of student independence in acquiring new knowledge and in developing students' skills. He understands the practice of learning strategies as part and content of the teaching process and uses such teaching forms that support the independence of the student.

Assessment - A grade cannot contain what the teacher is trying to tell the student. Is it rated "bad" or "good" for knowledge, effort, speed, ability to concentrate? It is important for children to understand what they are being scored for and why. The oral assessment is thorough, the child can work with the information it contains, and the feedback is much more beneficial and has a completely different value to the child than a grade.
The evaluation consists of three parts. The child deals with the ongoing assessment every day. This is feedback that we either give verbally immediately at work or in the form of a written message. The overall assessment, in which the results of the child's work for a certain period (quarter, semester) are summarized, is made orally and in writing, always in an understandable and beneficial way, especially for the child. As part of the self-assessment, the child mainly focuses on understanding the topic. He ponders the causes of his successes or failures and the importance of what he has already learned. It expresses what conditions are needed to master the curriculum and what other educational goals it pursues. In school, the assessment takes place in interviews with parents and through direct assessment of the children's work.

Soft Skills - Interpersonal or soft skills are in some way linked to Emotional Intelligence (EQ), which expresses how well an individual can deal with their own emotions and how they can empathize with the emotions of others. This also includes die general ability to solve random problems. Soft skills simply refer to the things that are difficult to learn. These include communication skills, the ability to work in a team, flexibility and adaptability, the willingness to learn new things, negotiation and conflict resolution or self-reflection, and the ability to accept criticism.

Teaching reading and writing according to the genetic method - in Czech schools children mostly learn to read and write according to the analytical-synthetic method (simply using syllables). This method has a very strong tradition in the Czech Republic. In addition to reading by breaking down words into syllables, children also immediately learn all four letter forms - uppercase and lowercase letters as well as uppercase and lowercase letters at the same time. The genetic method differs in that it teaches children to read and write all uppercase letters first, then the derivation of lowercase letters, and only after a confident mastery of the uppercase letter continues cursive writing. The advantage of reading is that children very soon start reading even seemingly long and complex words (dinosaurs or princesses). However, since children learn to read words letter by letter and whole words at the same time, there is no need to distinguish between syllables.

Immersion - a way to teach foreign languages ​​on the "language immersion" principle. A native speaker speaks his language to children, he doesn't translate what he says. Children naturally learn a foreign language.