- Act of 7 September 1991 on the Educational System (consolidated text: Polish Journal of Laws of 2004, No. 256 item 2572) – Article 54 item 2.1, item 4;
- Act of 24 April 2015 amending the Act on drug abuse prevention and other acts (Polish Journal of Laws of 2015, item 875);
- Regulation of the Minister of National Education of 18 August 2015 on the scope and forms of running educational, informational and preventive activity aimed at drug abuse prevention at schools and educational institutions (Polish Journal of Laws item 1249);
- Act of 14 December 2016 – Education Law (Polish Journal of Laws of 2017, item 59)
- Convention on the Rights of the Child adopted by the UN General Assembly on 29 November 1989, ratified by Poland on 30 April 1991, Articles 3, 19, 28 and 33.
I. The main assumptions of the Programme
- A child needs role models and support from adults whom he or she trusts and respects.
- Bringing up a child is not a separate or additional school subject: it is an integral part of education and the pedagogical work done by every teacher.
- Parents are responsible for bringing up their child. The task of the School is to support them in that process. The School’s education programme therefore assumes effective cooperation between school and home, based on respect and trust, putting the good of a child first.
- In its educational activities, the School will always treat the good of the pupil as a priority, put their health and safety first, and take all efforts to ensure respect for every community member’s personal dignity.
- A teacher and a parent are partners in the process of raising and educating a child. A child must not find him or herself between adults standing on opposite sides of the barricade, as if there were a wall between „home” and „school”. The process of solving a child’s educational and behavioural issues observed at school starts with a shared and honest diagnosis. Next, parents and teachers must take coherent and consequent actions. Only such method of action may ensure progress in solving problematic issues.
- Pupils have the right to express their beliefs without fear of being criticised or laughed at, provided that they do so while respecting other people’s dignity and opinions.
- The task of all the teachers and the form teacher is therefore to foster environment that favours building proper relations and ties between pupils, as well as their will to undertake diverse tasks in cooperation with their colleagues and teachers, remaining observant of jointly developed and adopted rules.
- Each member of school community has their own rights and responsibilities. Each of them has an influence on the quality of life at school and on reality around them.
II. Our objectives
A small child is very curious about the world and always eager to get to know it more. A child is resourceful, creative, boldly asks questions, which often makes adults unable to keep pace with answering “why”, “how” and “what for”. At school, however, this attitude usually disappears – a child becomes imitative, loses motivation and interest, starts to learn things by heart, according to what the teacher orders them to learn. Their fear of being poorly graded prevents them from using logical thinking and kills their creativity. A pupil’s value is measured by their grade average, and a child is more and more concerned that they will not be able to live up to their parents’ expectations. We want the PWN School to be different.
Here are our objectives:
- We strive to raise and educate independent and responsible young people, who are open to the needs of the local environment, Poland, united Europe and the world.
- We make it possible for a child to develop in a number of directions, according to their needs and capacities. We boost their strengths, and help them to maintain and increase motivation.
- We teach children how to cope with emotions, stress, fears and insecurity. We develop their soft skills.
- We take children seriously, we listen and try to understand them. We require obedience to the rules, but firstl we formulate them together with children and explain them. We show that the rules apply both to children and adults, and that obedience to them serves the good of the community we are a part of.
- The development of a child is of the greatest importance to us. We praise children for their progress, appreciate their efforts and encourage them to act. To us, results are merely a source of information and support.
- We teach children how to work in a team. We encourage them to cooperate instead of competing.
- We support ingenuity, creativity and activity in action. From the lowest forms, we engage pupils in projects, teach them how to ask questions and look for answers. We value passions and encourage to develop interests.
- We teach children to be sensitive to other people’s needs and show them a broader perspective of the surrounding world and people living in it. We encourage them to participate in prosocial and charity actions, and events in favour of local communities.
- We teach children how to discuss: to present their views in a calm and substantive manner, formulate arguments and listen to other people’s opinions with due respect.
- We promote environmental actions and show every person’s impact on the future of our Planet and the quality of life on it.
- We show our pupils that they shape their own development and their own welfare; that they create their own future. In this context, we show them the absurdity of dependent work, cheating and plagiarism.
- We develop a civic attitude in pupils, encourage them to take initiative and teach them self-determination.
- Our goal is to make our pupils gradually assume responsibility for their own growth, to make them independent and bold in making decisions and choices. We are ready to support them in that process.
- We believe in children, and we want them to believe in themselves. We want our pupils to be polite, happy, open to other people and full of courage on their way to the future and to the world around them.
A graduate of the PWN Bilingual Elementary School:
- is open to the surrounding reality, bold and independent;
- knows how to make choices and decisions, and how to foresee their results. Is not afraid to ask for advice or help. Values the experience of others;
- is creative, responsible, capable of taking initiative and of performing creative, consistent work to complete their tasks;
- can work in a team;
- respects the beliefs and feelings of other people, values diversity;
- cares about the culture and aesthetics of language, behaviour and the way they dress,
- is prepared to live in a multilingual and multicultural world.
III. Prevention programme
The purpose of the prevention programme is to indicate tools and methods for preventing any types of threats, body posture correction, to support pupils, and to limit and eliminate risk factors.
Działania wychowawcze, edukacyjne, informacyjne i profilaktyczne w zakresie zapobiegania zagrożeniom dotyczą wszystkich uczniów. Coraz młodsze roczniki są zagrożone uzależnieniem spowodowanym np. zainteresowaniem młodych ludzi, a często nawet dzieci tzw. „dopalaczami”.
- pedagogical actions to promote healthy lifestyle and to support pupils’ development on their way to full maturity in physical, mental, social and axiological terms;
- educational actions to help pupils manage stress and solve conflicts, resist to peer pressure and learn more on healthy lifestyle;
- information actions concerning the effects of risky behaviour;
- preventive actions to support pupils in their development and in maintaining healthy lifestyle, and to take actions to limit risky behaviour.
W realizacji Programu Wychowawczo-Profilaktycznego współpracujemy z Poradnią Psychologiczno-Pedagogiczną, lekarzami, psychologami, terapeutami, a także z policją i ośrodkami specjalistycznymi.
The Education and Prevention Programme was approved by the Teachers’ Council on 30 August 2017..