A place where pupils gain solid knowledge, learn to think in context and naturally use Czech and English every day.
At Maple Bear Brno, we connect the Czech educational programme with the proven principles of Canadian education. Pupils from the 1st grade are not just listeners with us. They ask, discover, cooperate, look for solutions and gradually take responsibility for their own learning.
Our goal is not just to master the subject matter. We want pupils to really understand what they are learning and to be able to use their knowledge at school and in everyday life.
Pupils in our school master the curriculum of the Czech FEP, but the way they get to it is also based on the Canadian curriculum and the Maple Bear methodology. We don’t just want the pupil to remember the correct answer. We want them to understand the principle, be able to explain their procedure, look for connections and be able to use the acquired knowledge in a new situation.
Therefore, teaching often begins with a question, problem or specific experience, not a ready-made theorem. In the natural sciences, for example, pupils can first observe a phenomenon, estimate what will happen, propose a simple experiment and then explain the result together. In mathematics, it is not enough to come up with the right number. Pupils work with illustrative aids, models or objects, try out different solution strategies and learn to describe why their procedure works. It is understanding, problem solving and the ability to communicate mathematical thinking that are among the principles of the Maple Bear program.
Therefore, we use projects, experiments, practical tasks, books, pictorial materials, kits and other handling aids, technology, movement and discussion. The pupil does not have to just hear or read the new concept. He can assemble, measure, try, draw, compare, discuss it with others or use it to solve a specific problem.
Learning centers are also an important part. The classroom is not only built on a situation where all students sit at the same time over the same worksheet. In the centers, they can read independently, in pairs or in small groups, solve a mathematical problem, work on an experiment, create, build or search for information. Maple Bear works, for example, with centers focused on reading, mathematics, science, drama education, creativity or technology.
At the same time, such an arrangement allows the teacher to work more purposefully. While part of the class works independently or collaborates in groups, the teacher can devote themselves to a smaller group of students, explain something again, ask more difficult questions, observe their way of thinking or offer another challenge.
For us, the Canadian methodology does not mean that we just “learn differently”. It means that students actually do something with what they learn during teaching. They ask, try, manipulate aids, discuss, look for their own way to a solution, make mistakes, return to them and explain their conclusions. The goal is for them not to be passive recipients of information, but active participants in their own learning. Maple Bear combines this approach with independence, critical and creative thinking and problem solving.
English does not become just a subject that pupils learn. It becomes the language in which they learn. In a lesson conducted in English, for example, they solve a mathematical problem, observe a natural phenomenon, work in a group, create or explain their procedure. They use the language because they need it at a specific moment to understand, communicate and work. It is on this principle that the immersion method is based.
Důležité přitom je, že od žáků neočekáváme, že budou od prvního dne všemu rozumět nebo okamžitě plynule mluvit. Nový jazyk si osvojují postupně. Nejprve hodně poslouchají a význam si spojují s tím, co vidí a právě dělají. Učitelé jim pomáhají názornými ukázkami, gesty, obrázky, předměty, opakováním a praktickými činnostmi. Postupně se porozumění rozšiřuje a žáci začínají jazyk sami používat stále jistěji.
Každou třídu zároveň provází česky a anglicky mluvící pedagog, kteří výuku společně plánují. Čeština a angličtina tak nevytvářejí dva oddělené světy, ale jeden propojený vzdělávací program. Žáci se postupně učí přecházet mezi oběma jazyky podle situace a používat je jako nástroje k přemýšlení, spolupráci, objevování i komunikaci.
We pay the same attention to quality Czech. We systematically develop reading comprehension, written and spoken expression, work with text and the ability to accurately formulate one’s own ideas. For us, bilingual education does not mean replacing Czech with English. The goal is for pupils to have a solid foundation in the Czech environment and at the same time to build real confidence in using English in everyday life and learning.
In the same class, there may be pupils who need to explain the new principle once again, work with a tool or be given more time, as well as pupils who are ready for a more complex problem.
Therefore, we do not expect everyone to do the same task in the same way and at the same pace. Teachers continuously monitor how individual pupils work and adjust the difficulty of the tasks, the level of support, the way they work or the materials accordingly.
Například při stejném matematickém cíli mohou žáci pracovat s různě náročnými čísly, při čtení zase s texty odpovídajícími jejich aktuální úrovni. Diferenciace neznamená snižovat očekávání. Znamená dát každému žákovi takovou podporu nebo výzvu, aby se mohl neustále posouvat dál z místa, kde právě je.
For us, assessment is not just a grade at the end of a topic. It is part of everyday teaching and helps us continuously decide what the next step of a particular student should be.
At the beginning of a new topic, teachers find out what the students already know, what they understand and where, on the contrary, they may need more support. During the lesson, they then monitor their work, ask about the procedure, conduct interviews with them and work with the results of tasks, projects or other activities. Thanks to this, we do not wait until the final test to find out that someone has not understood something. We can adjust the teaching continuously.
Feedback doesn’t just tell the pupil what went wrong. It helps them understand what they can already do, what their next goal is and what they can do to move on. Gradually, they also learn to evaluate their own work, name their strengths and areas they want to work on, and take more responsibility for their own learning.
We want to give the same overview to parents. During the school year, they therefore receive a more comprehensive assessment in November, January, April and June, which shows not only the current result, but also the pupil’s development over time, their strengths and other goals.
Tripartites, i.e. joint meetings of the pupil, parent and teacher, are also an important part. The pupil is not just someone adults talk about. Gradually, he learns to describe on his own what he is doing well, what he is working on and where he wants to move. The parent thus gets a much deeper picture than just a number or grade.
For us, school is not just a place where pupils acquire knowledge. It is equally important that they learn to think about information, formulate their own opinion, listen to others, cooperate and look for solutions when the answer is not clear at first glance.
Therefore, we develop critical thinking directly in regular teaching. Pupils learn to ask “why”, compare different options, look for evidence for their conclusions, explain their own procedure and accept that the same problem can have multiple ways to solve. At the same time, during projects, discussions and group work, they learn to divide roles, agree, present their own idea, respond to a different opinion and come to a result together.
For us, part of education is also working with emotions and relationships. Pupils learn to name what they are experiencing, manage frustration, ask for help, work with mistakes and solve common conflict situations with respect for themselves and others. We do not perceive mistakes as failures, but as a natural part of the learning process.
Gradually, we also promote independence, resilience and responsibility. The pupil learns to complete a task, persevere even if the solution does not come right away, accept feedback and think about what they can do differently next time. The goal is for them to take away from school not only what they have learned, but also the ability to continue learning, work with others and confidently handle new situations.
We want pupils to see that what they learn at school also exists in the world around them. That is why we supplement teaching with excursions, trips, visits to interesting places, meetings with experts and experiences outside the classroom.
If possible, we connect them with topics that pupils are currently dealing with in the classroom. Learning is also followed by an afternoon after-school club, where free play alternates with planned activities, such as creation, science, drama or being outdoors.
Throughout the year, we also offer optional clubs according to the interests of pupils and current possibilities, such as choir, musical theatre, science club or LEGO robotics.
These experiences are not just something extra. Pupils develop independence, self-confidence, communication, cooperation and the ability to deal with new situations. We want them to understand that learning does not happen just over a worksheet, but wherever they explore, create, try and connect with the real world.
"We chose Maple Bear Brno for its high-quality bilingual education that seamlessly integrates Czech and English. Our children used to attend an English-speaking kindergarten, so it was important for us to be able to continue to develop in both languages. We were really impressed by Maple Bear Zero not only with its preparation for the school environment, but also with its approach, which actively supports the holistic development of our children."
"We like Maple Bear Brno's approach to education, which develops children in every way and prepares them for the future. It was also important for us that this is not a purely international school, but a combination of Canadian and Czech schools, and the teaching is half and half in Czech and English. Our family is not bilingual, so we were worried that English would be an obstacle. However, our fears were misplaced, because our son fit into the program without any problems and after 2 months he understood the basic instructions."
"We are very happy that our son is going to Maple Bear Brno. He feels safe enough to open up. He learns a lot in the lessons. He has friends and generally good relationships with his classmates. We especially like all the extracurricular activities that the school organizes for children. For us, the most important fact is that in the morning our son is still happy to go to school. ”
"We would recommend Maple Bear Brno to other families. We have already suggested it to several families who have since decided to enroll their children. We would like to continue to recommend it because we believe it provides a solid foundation for the future of children and offers them something unique that traditional schools often lack. ”
