Wonder world: this is the name of the programme, which helps the children coming from kindergarten to get familiar with school at the beginning of
the school year. The aim of the programme is to help the little pupils’ mental and emotional adaption into the new environment. Along with emotional
education it gives a possibility to evolve pupils’ gifts and talent in a playful way.
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The basic competences to use ICT devices should be equally available to everyone and the necessary personal and material conditions have to be
established even at lower level of the institutes. We have been endeavouring to this from the beginning and we set ourselves this aim. The enlargement
of the material conditions and the spread of the devices of the ICT technology in our lessons enriched our pedagogic methodological culture. In our
best-practice programme we introduce the use of interactive white boards, student laptops, voting system and web 2.0 applications.
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The aim of the study circle is to gather pupils who are interested in building and programming robots and to introduce them and to make this new,
creative and versatile hobby attractive. In the lessons the aim is to develop the pupils’ problem solving skills, logical thinking and programming
skills while they can get knowledge in a playful way they can use in other subjects (such as Physics, Biology, Geography and Mathematics).
We realize this with the help of Lego Mindstorms set.
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The idea of the competition derives from the lower-level grader teachers of Vörösmarty Mihály Member Institute and the contest became a tradition. The competition covers the whole school year and consists of several turns. The pupils can show and use their theoretical and practical knowledge in some stages. Through playful activities we ensure the development of base competences, the deepening of their knowledge, the guidance of knowledge gathering outside the school and the development of competences of higher level thinking.
The aim of using project methods is the full realization of teaching and educating the children with different abilities and social background
together with their pals. We would like to achieve it using IPS (integrated pedagogic system). Our further aim is to notice children being at disadvantage
in time and to involve parents into the education process. The contact of the school and the family gets stronger; the knowledge can be value which is
the condition of further learning.
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Our aim is to reach inclusion and full pedagogic professional service for our students in a continuously developing and conjoint institute. For
this we built an official system and a documentary background which serve the users of the institute with equal access to education and the supply of
stand-alone professional tasks. Our programme contains a complex support of disadvantageous pupils: education of handicapped students, psychological
and adapted physical education. The documentation of professional fields and that of best practices and organizational conditions are our own work.
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