- About us
- Duhovka's Philosophy
- For Applicants 2018/19
- For Students
- Our Team
The Czech Language program plays a significant role in preparing students for lifelong learning and self-realization. Students become familiar with basic language phenomena that are used in communication. The purpose of this subject is that students refine their language, develop their ability to research and process information from multiple sources, comprehend various kinds of text and messages, express their feelings and reactions, and communicate intelligibly with others. The educational content of this subject is divided into three areas: Communication and Essay Writing, Language, and Literature. However, these areas intertwine and the subject is of a complex character.
English plays a key role in Duhovka. It is not solely a foreign language but also a language of communication and the language in which some classes take place. We approach students individually; our curriculum is prepared for students coming from a traditional Czech elementary school as well as children with bilingual backgrounds. Lessons are taught by qualified native speakers as well as Czech teachers and the structure of the lessons reflects the needs of individual students. Classes are divided into two parts – EN (English Language) and ESD (English Skills Development) which complement and each other.
English Language focuses on the development of communication skills (reading and listening with comprehension, writing and speaking). We also place emphasis on grammar, vocabulary, pronunciation and spelling.
English Skills Development focuses more on using various expressions in practice and specific vocabulary used in formal, academic, and informal everyday situations. Classes focus on facts and knowledge of cultural studies of English speaking countries and literature written originally in English, while applying the principles of critical thinking, creative writing, presentation skills and the ability to state one’s case.
In both subjects, EN and ESD, we practice examination strategies. We are very focused on the development of interactive skills. The goal is for all students to reach level B2 of the European Framework of Reference for languages by the end of kvarta. In sexta, their knowledge should correspond to level C1 or above. When necessary, we provide support to the students in the form of extra study hours with the program English Buddies.
Math is a very important part of the Duhovka concept, both as a science and as a subject that develops abstract and analytical thinking and requires exactness of thought and expression. In lower grades, we use a number of materials that help students with visualization and transition from concrete objects to abstract concepts. The focal point lies in mastering the strategy of problem solving. Students are encouraged to solve mathematical problems independently and improve their logical thinking skills. They learn to remember the most important information and derive everything else from it. They learn to argue in a logical and matter-of-fact way. During their studies, they realize that having mastered math they have acquired tools important for studying other disciplines and for daily life. At the same time, math helps form some of the students’ personality traits, such as accuracy, studiousness, perseverance, diligence, and criticality.
Science in Duhovka consists of biology, physics and chemistry and focuses on a range of topics related to the exploration of nature. Students learn about nature as a whole and admire how unique and perfect it is. They also have the opportunity to understand the importance of maintaining nature in balance for the existence of all living systems and realize how dependent man is on natural resources and how humans influence the state of our environment. Students use these findings to help protect nature and follow the principles of sustainable development. Systematic use of research allows students to adopt important skills, such as to observe continuously and objectively, to experiment and measure, to keep records, to come up with and verify hypotheses, to analyze results and to draw conclusions from them. The natural sciences also support working with information resources and mutual cooperation between students, the development of logical thinking, the ability to ask questions and to research answers and solve practical problems. In sekunda and tercie, biology, physics and chemistry are merged into one subject – integrated science – and students choose a different project every month. In the other grades, the subjects are taught separately.
We feel that information technology is an important tool for grasping today’s world. Lessons build information literacy, or the ability to research relevant information and process it efficiently. Working with information technology is not limited to this subject only – it pervades all subjects taught at Duhovka.
Social Science is an area where students have the chance to progress from the smallest details to a greater whole and to build their personality. Students get to know themselves, develop their work-study competencies and work with interpersonal relationships within the class, the school, their family and society. They familiarize themselves with the environment in which they live and follow its principles (from school rules to the basics of the rule of law). Students are led to think about management from the microeconomic as well as the macroeconomic point of view.
There is also the subject Education for Life which is taught in sekunda. It is an opportunity for the students to experience real life situations and to meet experts in various fields (students organize important school events, find sponsors etc.)
Another subject called Financial Literacy is also part of social science (in kvarta). It develops the student’s ability to navigate the world of finance. Knowledge in this area is also developed by Basic Economy in high school.
In Social Science lessons, students present how they understand - often even very difficult - social phenomena in various forms and they learn to participate in discussions and look for connections between events of the contemporary world and their own life. In practice, they learn to be constructive and refined in discussions about more difficult or even controversial topics and explain and defend their opinion or someone else’s, to differentiate between individual arguments and compare them and their value, to develop their ability to assess information and arguments, and to take a stance based on them while being aware of the possible consequences of their decision. In Media Education, students are introduced to how media statements are created and they create them themselves.
Our goal is to lead students to tolerance and respect of human rights, which is essential for the prevention of racist and xenophobic attitudes. The teaching of these goals helps create educated citizens who participate in life in a democratic society actively and will be free but responsible people able to think critically, people who do not let others manipulate them easily and who are aware of their responsibilities and options.
Our goal is to introduce geography as an interesting subject which integrates a number of fields and provides them with a spatial aspect. Moreover, we want to awaken or support student interest in discovering the world. Students learn to ask geographical questions: where is it located?; why is it there?; how did it come into being?; how does it influence the environment?; what is the relationship between its location and that of other geographical objects? Students master the ability to find, classify and analyze geographical information; to use maps, graphs, texts and photos; to systematically research, collect, and process information from various resources; to evaluate their quality and value and to be able to interpret them. They develop their ability to think critically, to assess and compare territorial changes, social and economic phenomena, and processes in space. In sekunda and tercie, classes are merged together and half the classes take place in English (one of the two terms).
We see history as a means of developing critical thinking, thinking in context, and looking for examples and models for life. The goal of this subject is to learn to navigate history. This means to master basic historical terminology and to be able to classify historical facts, personalities, phenomena and processes in terms of time and space. Last but not least, our goal is to understand that history is always constructed in a specific historical context. That is what we call historical literacy.
Remembering facts and dates is not our goal but a means of understanding context and evaluating the meaning of historical events and personalities for today and the future. In lower grades, we focus mainly on historical phenomena (medieval regimes, travelling and trade, the Holocaust and human behavior). Higher grades focus on political history. From sekunda to kvarta, half of the lessons are taught in English; in sekunda and tercie, classes are merged.
Our students start with a second foreign language in sekunda and they have 3 lessons per week.
In higher grades, there are more lessons with native speakers focused primarily on the development of communication skills. The goal is not only to become proficient in the language but also to devote time to cultural studies of the relevant countries. After the first two years (in tercie), students reach level A1 according to the European Framework of Reference for languages, in kvinta, level A2, and in oktáva level B1. In septima and oktáva, students are offered an optional seminar and conversation lessons in German or Spanish which develop students’ language skills and prepare them for final exams and university studies.
We lead all students (regardless of their individual dispositions) to experience the joy of movement and playing games and thus build a permanent positive relationship with sports and other forms of physical activity. In PE, students integrate skills and habits which give them the chance to refine their own personality and to responsibly take care of their own bodies. Regarding evaluation, we focus on the students’ activity, their progress from the beginning to the end of a cycle and between individual years of study. We always compare progress and improvement with prior results, not other students.
Esthetic Education gives students another way of exploring the world than just the rational one and it reflects an indispensable part of human existence – art and culture. We organize Esthetics as a six-year course consisting of two parts. In prima to kvarta, students attend obligatory Art and Music. In both of these areas, English is used in class. In prima and sekunda, a native speaker cooperates with the Czech teacher in Art. In tercie and kvarta, Music lessons are in English only. In kvinta and sexta, students choose Music, Art or Drama each term. Music and Drama are taught in English, Art is taught in Czech. Both grades are merged and at the end of each term there is a public performance organized.
From tercie on, students have the chance to be the creators of their own educational path through their choice of optional subjects. The choice of optional subjects changes every year and consists of a wide range of activities which help students deepen their knowledge and basic-level skills gained in regular lessons (Creative Writing, Math Seminar) or to devote their time to activities that cannot be part of the regular schedule as there simply is not enough time available (Workshops, Junior Achievement). In septima and oktáva, seminars prepare students for final exams and further studies.