Student Support

EducationCity
https://www.educationcity.com/start/

Mathletics
http://www.mathletics.eu/

Spellodrome
http://www.spellodrome.com/

ClassDojo
http://www.classdojo.com/

Khan Academy
https://www.khanacademy.org/

History – Immigration
http://www.tenement.org/education_lessonplans.html

BBC – Bitesize GSCE
http://www.bbc.co.uk/schools/gcsebitesize/

Languages Online
http://www.eduweb.vic.gov.au/languagesonline/

English, as the language of instruction is compulsory throughout the school. The course offered is suitable for students with a variety of English levels, from native speakers to those with a basic command of English. ESLD support is offered to students with a limited knowledge of English to successfully access the mainstream curriculum.

A Special Educational Needs Component is part of a key element of Gen. Ryszard Kuklinski International School of Bydgoszcz’s strategy to promote the inclusion and effective learning for all students and support the needs of all students. At International School of Bydgoszcz we believe that every child is entitled to a full and balanced curriculum that helps children to achieve to their fullest potential and feel proud of what they can achieve and perform. All teachers at ISoB aim to provide each child with a broad, balanced, relevant and challenging curriculum, which is appropriate to their individual abilities, talents and personal qualities. We want every child to be able to engage actively in learning and so able to reach their full potential in all areas of school life knowing that they are cared for and supported. Sometimes during their school career a child may need extra assistance with specific or all tasks that they are studying. A student with special needs may need extra or different help at school or home because of physical difficulties, learning difficulties, emotional and behavioral issues, or a combination of these. Children may have special educational needs either throughout or at any time during their time at ISoB. This policy aims to ensure that curriculum planning, learning and assessment for children with special educational needs takes account of the nature and extent of the difficulty experienced by the child.