Those who make the world go round

The purpose of our school is to be an environment where children gain practical experience by means of: project activities, including wave immersion in primary school, special weekly lessons “Projects” and project activities within various subjects in middle and high school;

• practical learning of the exact sciences, for which the amount of time devoted to math has been increased so that children can practice without haste and not “swallow” new topics every week;
• experiments and research at the “I Explore the World”, “Kaleidoscope of Sciences”, and other natural science disciplines;
• practical classes on Financial Literacy;
• formation course, in particular through goal setting, development of plans for their achievement, and self-reflection;
• training in design-thinking;
• advanced English – in addition to the main English subjects, we expand the knowledge of the language with new special courses.

The school teaches English in depth. This means that students in grades 1-11 have 5 hours of classic English per week, based on international methods and teaching materials. In addition, starting from grade 3, students begin to learn a second foreign language—either German or French (2 hours per week). Foreign languages are taught in small groups (up to 10-11 students).

Moreover, the school offers compulsory integrated courses in English for students in grades 1-10 to extend their communication skills and expand their vocabulary, allowing them to use the language in different contexts. For example, students in grades 1-4 have Drama classes, in which they perform plays in English, and from grade 3 onwards, there is a logic class in English called “Brain Busters.” In grades 5-7, the range of subjects taught in English expands. These include STREAM (grades 5-7), an integrated English-language course in natural sciences, art, and reading; Storytelling (a self-presentation course); Drama (grades 5-6); and Film Making (grade 7). In grades 8-10, students take the Country Studies course.

In total, the amount of time spent teaching in a foreign language exceeds 20% of the school day.

Teachers also conduct bilingual lessons at the school, integrating the content of two subjects—a foreign language and mathematics, natural sciences, etc.

English is essential in today’s world, which is why we teach it at our school using the communicative approach starting from grade 1. English is taught according to modern educational complexes from the following publishing houses: Pearson, Macmillan, Cambridge, National Geographic, supplemented by additional textbooks to help students practice their skills and prepare for international exams.

The school in Lviv has been officially recognized as a preparation center for Cambridge exams—Cambridge English Qualifications (FCE, PET, KET, Young Learners: Starters, Movers, Flyers), demonstrating that the school adheres to international standards in teaching English and preparing for international exams. Our graduates pass the External Independent Evaluation with flying colors, with many achieving 197-200 points in English.

The school systematically holds bilingual and integrated lessons, as well as case days. Students in grades 1-10 have special courses in English based on original educational programs.

Students of MRIYDIY School are involved in charitable activities and gain effective volunteering experience, in particular through participation in project immersions (all MRIYDIY educational projects have a social component).

In addition, students participate in charitable and social initiatives after school. For example, during the KozakFest charity event held in Lviv on October 14, students in grades 0-11 (as well as kindergarteners), their parents, and MRIYDIY team members raised more than 140 thousand hryvnias for the needs of the Ukrainian army.

Within the framework of the children’s volunteer project “15 Minutes for the Ukrainian Armed Forces”, which has been running for several months now, students help adult volunteers pack spices for dry rations for Ukrainian soldiers.

Entrepreneurship and cooperation belong to the value and competence model of the MRIYDIY school.

Studying at MRIYDIY High School has its special features. First and foremost, it is preparation for admission to universities – Ukrainian or foreign – and career guidance. For this reason, in the 10th grade, students focus on completing the 10-11th grade curriculum in Ukrainian language, mathematics, and history, while in the 11th grade, the educational process is based on repetition and preparation for the External Independent Evaluation in microgroups. Students have weekly TestTime classes to improve their test-solving skills. In addition, students attend psychological trainings that develop the competencies and abilities that help them mobilize their efforts, control emotions while taking the test, etc.

Career guidance immersions in high school are implemented as part of the school’s career guidance program. We familiarize students with the needs of today’s labor market and future forecasts, invite well-known speakers (Valerii Pekar, Pavlo Sheremeta, Lidiia Bilas, etc.). We hold regular meetings with leading HR professionals to find out which competencies are most valued in the labor market.

High school students also learn how to write motivational letters and pass interviews.

A special feature of studying at MRIYDIY middle school is “project immersions”. Combined with teaching English in an active format ( including STREAM, Arts, Storytelling, and other subjects), they create a unique value for the school’s educational and formative program and distinguish it from other educational programs.

Mandatory elements of “project immersion” include research, entrepreneurial and social components and the development of an educational product, which is carried out in the “Projects” lessons.

This year’s model of project immersion is divided into 2 cycles, each of which lasts almost a semester. Students in each parallel (rarely a cycle) were offered several project topics to choose the most interesting one. Each topic involves the operation of three project teams: research, design and art, entrepreneurial and social (fundraising + use of funds within the project). All teams work for one common result, and each team has a teacher who leads them.

In particular, 5th grade students work on the “Lemurs’ Board of Trustees” project. The research team studies the life of lemurs in nature (naturalists) and the relocation of animals to the Lviv region because of the war (historians), the art group designs a logo, organizes exhibitions, and the entrepreneurial team arranges charity events and raises funds to help the animals.

The 6th grade students chose the “Palianytsia” project. The research team focuses on the history of bread and the origin of the slogan “Palianytsia”, the naturalists study grains. The entrepreneurial team raises money for the project, in particular, students bake different types of ceremonial bread and sell it at a charity exhibition. The art team organizes artistic events to make “Palianytsia” more popular.

Projects in grades 7-8 consist of making a branded series of MRIYDIY leaflets. The students will distribute these leaflets in local cafes and donate the proceeds to the needs of the Ukrainian Armed Forces.

In grades 9-10, students will make a documentary about the lives of 11th graders (a year-long project).

In the second semester, students will suggest their own topics, and teachers will take on the role of supervising their projects. At the end of the school year, we organize ProjectFest, a school project contest.

By means of project immersion, we develop students’ project thinking. Students learn to understand how to move from a dream and vision to a project goal, and then to planning specific steps for its implementation. The important aspect is that children realize the time limitations of project activities and the importance of a specific result.

Educational projects help to model a holistic picture of the world – real or imaginary, to motivate students to explore this world, to demonstrate the importance of school subjects in solving specific problems, bringing the educational and formative process closer to real life and its needs.

MRIYDIY Primary School offers its own educational programs. Their special feature is that they are based on the school’s long-term experience and international practices that guarantee the implementation of the State Standard for Primary Education, providing more than a typical educational program.

Our program is integrated, which means that by completing tasks in different lessons, a student has the opportunity to develop simultaneously mathematical, language, natural, civic, social, technological and artistic skills and deepen knowledge of familiar subjects and specific topics. Integration in primary school is important. International researches show that students can better apply knowledge when it is presented holistically, modeling real life, and intertwining language, math, natural science, etc. Our integration is particularly effective because it addresses the real life needs of our students, their interests, and their lives.

Integrated topics at the school are called waves, and the process of such integrated learning is called “wave immersion.” The school defines 9 waves that change every month: “We Travel”, “Ukraine”, “Magic of Words”, “Art”, “Startups and Inventions”, “Space”, “Evolution”, “Ecosmart”, and “Agents of Change”. The listed monthly topics are the same for students of the 1st-4th grades, i.e. all primary school students live in the “same wave”, which makes it possible to implement cross-class projects. However, the problematic issues considered by students of each grade are different, depending on the age characteristics of the students and in accordance with the expected learning outcomes of the particular grade.

Each wave immersion, as expected, has its own implementation process. The culmination of the “wave immersion” is the public presentation of educational projects – either individual or team. That is, in addition to academic skills and knowledge, students learn to cooperate, interact in a team, speak in public, defend their position, convince others, present themselves, and listen.

Within the wave, we implement a formative program to develop communication and collaboration skills, empathy, critical thinking, entrepreneurship, leadership qualities, project thinking, creativity, etc. Students explore and experiment at “Kaleidoscope of Sciences”, speak English from the first grade and a second foreign language of their choice (from the third grade), have classes in logic, chess, robotics, financial literacy, creative workshop, and Impro.
Even regular classes are taught with the help of modern teaching methods. In particular, we use dream building and design-thinking techniques within the subjects: “Reading in the Library”, “Modeling”, “Creative Workshop”, “Art”, “Musical Art”, “Drama” (in English).

Tutors (for primary school students) and mentors (for 5th-9th graders) are important adults in the lives of MRIYDIY students. They oversee the children, hold one-on-one conversations with them, motivate them to study, provide group educational and organizational support, and communicate with parents.

In the 9th, 10th and 11th grades, students are assigned an advisor whose main task is to help them focus their efforts on learning and personal development. The advisors are reputable teachers of various subjects who are able not only to support students, but also to give them advice on how to study effectively.

International research shows that children can apply knowledge better when it is presented holistically, modeling real life, where tasks from different subjects are intertwined. For this reason, we implement an integrated approach as it reflects the real-life needs of our students, their interests, and their lives. We realize the integrated approach through integrated tasks/problematic questions, integrated classes, integrated courses, and projects. By completing tasks in different lessons, a student has the opportunity to develop simultaneously math, language, science, civic, social, technological, and artistic skills and deepen knowledge of familiar subjects and specific topics.

MRIYDIY is a full-day school. Therefore, students stay here from 9:00 to 17:30-18:00, learning and developing their abilities. However, the workload is dosed and includes breaks for rest, walks, and outdoor games, taking into account the child’s daytime activity. The first half of the day contains a more intense program that requires a special mental load, while the second half includes original courses and activities that develop the child’s creativity, imagination and ability to cooperate in a team. During breaks, tutors/mentors also group children together and play outdoor games. Each floor has a play area with board games and pools filled with soft cubes. If a child feels emotionally stressed, he or she can visit the psychologist’s room or talk to a tutor/mentor at any time. The school’s team and psychologists are proficient in providing psycho-emotional support to students in times of war, and regularly train their skills and update their knowledge.

We are convinced that dreams motivate students to better master knowledge and find its application in real life. On the other hand, a profound knowledge of specific subjects can broaden children’s worldview and affect how big their dreams are. In our opinion, excellent English can lead to the dream of being useful to the country in foreign affairs, knowledge of geography can shape the dream of becoming a researcher at the Vernadsky Antarctic research station, and reading a novel can encourage the desire to write something.

We believe that action adds sense to studying and demonstrates the need for education. We want our children to learn to act here, now and always. Therefore, the purpose of our school is to be an environment where children gain practical experience through social projects, educational project activities (including wave immersions in primary school, special weekly lessons “Projects” in grades 5-10), as well as through practical learning of the exact and natural sciences, experiments and researches.

MriyDiy School has implemented a formative program to create a space where children can develop their best qualities and nurture important values: development, courage, dignity, respect, responsibility, and cooperation.

The school develops students’ important competencies, 9 of which are prioritized, namely adaptability, critical, positive, and project thinking, empathy, sociability, creativity, entrepreneurship, and helicopter view. Each teacher is proficient in developing the listed competencies within their subject.

In addition, the school has a special subject called the Formation Course, where children have the opportunity to focus on a specific competency for a month. At the first lesson of the month, students outline their personal goals for the development of a particular competency and plan steps to achieve them. The second and third lessons are held in the form of trainings on the development of a specific competency. And at the last lesson, students learn to reflect on what they have accomplished in a month. The lessons are conducted by a tutor/mentor, sometimes a psychologist. The course also includes anti-bullying classes.

The formative program is not limited to the Formation Course. The school has an institute of tutoring/mentoring: teachers, usually young people, help students discover their inner potential, observe the child’s behavior, help correct it when necessary, and communicate with parents.

The PBL (Project-Based Learning) Model at MriyDiy Kyiv School

What is PBL? It is project-based learning that allows students to apply their acquired knowledge in practice. For 5 weeks, students study classical English, and in the 6th week, during 6 lessons, they focus on completing a project based on the topic.

For example, within the topic “Technologies,” students implement the Film Making project and create a film in English themselves.
Based on their knowledge of nature or the geography of English-speaking countries, students develop a virtual journey as part of the Travelling project.

• Students better master new vocabulary and grammatical structures by using them for real tasks.
• Group learning helps create a comfortable atmosphere and promotes effective collaboration.
• Throughout the semester, children have the opportunity to complete at least 2 interesting projects.

PBL is project-based learning that allows students at MriyDiy Kyiv School to prepare for a life where everyone becomes a researcher and creator.