Kincskereső Member School of Gábor Bethlen Elementary School and High School
1119 Budapest, Fogócska Street 6.
Phone number: 061 2085538, 3630 359 8098
Our pedagogical approach
The Kincskereső School, founded in September 1988 as a junior member of the former Teleki Blanka Primary School (61-63 Bikszádi Street, Budapest, District XI), is maintained by the Újbuda Municipality of Budapest's District XI. As a municipally maintained school, it adheres to all applicable rules, forms, and obligations. The school's establishment, considered a model institution, was supported by the Ministry of Education’s legal predecessor and the Soros Foundation. The Kincskereső Foundation also provides substantial financial assistance in achieving the school's pedagogical goals.
The school gradually expanded, initially to four grades and, from the 1996/97 academic year, to six grades, with one student group per grade. The creation of this six-grade structure was enabled by educational reforms of the previous decade, drawing on both Hungarian and Western European pedagogical practices. The continuation of this structure is also justified by the specific needs and preferences of parents.
Since September 1, 1996, the Kincskereső School has operated as a member of the Bethlen Gábor Primary School and Újreal Gymnasium (Budapest, District XI, Bartók Béla út 141), comprising six morning study groups, four afternoon study groups, and two study rooms.
As a child-centered model institution, the school’s ethos was described by the Soros Foundation as follows:
"A child-centered approach is characterized by professional knowledge of the physical and mental changes in a developing child, along with their evolving needs. This approach is paired with the methodological and didactic capacity to respond to this knowledge. It fosters the awakening of the child's inner forces, promoting renewal, self-direction, and personal autonomy."
The Kincskereső School is committed to spreading this pedagogical culture. It actively participates in the training and continuing education of college students and teachers from across the country. Furthermore, it serves as a model for implementing pedagogical concepts aimed at the integrated education of children struggling with integration and learning difficulties, all within a small, supportive community.
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ERIKA POSA
Craftsmanship
The primary purpose of this publication is to present a variety of handicrafts that can be successfully implemented during afternoon free time, as well as within the framework of traditional daycare. Engaging in these activities promotes the use of practical intelligence, which is especially important for elementary school children, as their school education predominantly focuses on verbal skills and aims to develop them.
This publication includes descriptions of essential concepts and foundational knowledge related to games and materials, along with the possibilities inherent in each activity. The ongoing work is illustrated through descriptions of workshop processes and accompanying diagrams.
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ÁGNES RUZSA
Családok-törzsek-bandák
Cooperation, social relationships, common goals, and community—these terms may seem worn out and outdated, evoking suspicion rather than modern values. It often feels as though the world around us has moved beyond them. While writing this booklet, we did not intend to delve into philosophical problems, but we inevitably confronted some essential questions. What kind of individuals do we aspire to educate? Will the qualities we can foster through group work be valuable for the children in their futures?
What we all agree on is that this type of collaboration helps develop skills that are essential for a meaningful, fulfilling, and happy human existence in any context. Ultimately, each individual must decide for themselves how they perceive these concepts.
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EVA DEÁK
Traditions
Folk tradition serves as a gateway to direct contact with humanity's cultural heritage, which spans thousands of years. The Hungarian folk tradition, much like the cultures of other peoples, has preserved profound insights into human life and the relationship between individuals and their surroundings for centuries. This knowledge has guided our ancestors in understanding their place in the world, attuning to it, and integrating into its order. It has enabled them to navigate the significant milestones of human existence, such as birth, marriage, and death.
A library of ideas
Book review
MARTHA WINKLER
School example — Whose kaloda, whose nest
Since her youth, Márta Winkler has been deeply passionate about understanding children's perspectives and accessing their inner world. She has a remarkable ability to synthesize knowledge from medicine, psychology, and pedagogy, while at the same time, setting aside conventional approaches to rely on her intuition when navigating each child's unique needs—a hallmark of true talent.
"In Márta Winkler's class, it is the children—the active, engaged children—who determine the balance between order and chaos. There must be a space for the finch, lovingly fed by the students, and care must be taken to ensure the turtle is not stepped on. The bean plants teach lessons far beyond what any environmental studies textbook can provide. The room also holds memories of past years: clay figurines from fairy tales, small houses built by the children's own hands, and puppets and dolls made of simple materials. Márta Winkler’s classroom is a place of transformation. It can become an intimate, cozy space with carpets where children sit on the floor to share stories and read, or it can turn into a stage, a ballroom, or a setting for group work. In mere seconds, the children themselves can reshape the room with remarkable skill and ease." —Tamás Vekerdy
Link recommendation
MARTHA WINKLER
Educate for pleasure
We are pleased to recommend Márta Winkler’s book, Örömre nevelni, for your consideration. The book is available for purchase at the office from Éva Nagy.
Here’s a brief excerpt from the book:
"Greetings to the Reader!
It is an old and cherished tradition for writers and editors to address those for whom their book is intended. Allow me to continue this tradition by also sharing the purpose of this publication and the author’s intent. To put it simply: the title of the book says it all!
We do not live only for today. The future, especially that of our children, is shaped by our actions. We all seek to make our fast-paced, troubled lives more beautiful and joyful—more livable. In this pursuit, alongside family education, schools play a vital role.
On one side of the bridge stand we, the educators, and on the other, the learners—the children. However, in the realms of sharing and receiving knowledge, as well as developing intellect, emotion, and will, there exists a dynamic of mutual influence and reciprocity.
How do we achieve this? That is the question we seek to answer in this book."
ZSUZSA GERŐ
Emotion, fantasy, thinking in preschool age
I highly recommend the short writings of the exceptional child psychologist, Zsuzsa Gerő, to parents of school-age children. The insights she offered decades ago about children are perhaps even more relevant for adults today. With a remarkable combination of academic expertise and extensive clinical experience, she writes clearly and engagingly about issues that parents and teachers face daily. By reading her work, we gain fresh perspectives on understanding the everyday challenges of raising children. As Gerő herself emphasizes in one of her articles, “Our task is understanding,” not simply offering educational advice. While the title of this posthumously published book focuses on preschoolers, I am confident that her ideas will serve as valuable guidance for parents and educators of older children as well.
WINKLER MÁRTA
School example — Whose kaloda, whose nest
Márta Winkler's school has now become a concept. The strength of his personality, the high level of his expertise and his special teaching practice guarantee that the students who come to him do not suffer from the obligatory burden of the school, but - as free and independent members of a community of children - enjoy going to school, enjoy learning, and develop emotionally and mentally in a healthy way. In this school, not only the activities that help the learning process are special, but also the "curriculum" to be learned. The third edition of Márta Winkler's book has been expanded with numerous color and black-and-white illustrations.
In 2020, the Kincskereső School community—teachers and parents alike—began reflecting deeply on our relationship with the digital world. We debated the role a primary school should play in this area: Should smart devices be introduced as early as first grade, or is a gradual introduction later on more effective? Are smart devices essential for digital education, or can digital skills be developed in an offline environment? Which digital competencies should we prioritize in the first four grades? Should the focus be on digital etiquette, or perhaps the fundamentals of programming? How do family dynamics and expectations influence these decisions? To find answers, we participated in several weeks of training with the Hintalovon Foundation, after which we developed a set of recommendations for the school, students, and parents.
Further education
Given that our school follows a six-grade structure, the vast majority of our students take the central admissions exam in 6th grade. Over the past five years, 87% of our students have been admitted to six-grade high schools, while 13% have chosen to continue their education in alternative or traditional elementary schools. We are incredibly proud of our students' achievements!
Competitions
Every year, a large number of our students participate in various competitions, such as the Zrínyi Ilona Mathematics Competition, the always awaited Medve Outdoor Mathematics Competition or the Bolyai Mathematics Team Competition. We are also frequent participants of the final round of the latter event. In the field of Hungarian language and literature, we organize a homemade spelling competition and a reading-aloud competition every year. On these occasions, achieving various master degrees is the desired goal.
National competence measurement
Although the annual competence survey also affects lower grades, currently evaluated results are available for the performance of 6th grade students. Our students can show outstanding results in all areas. The following diagrams compare our institution with the elementary schools in Budapest in the areas of mathematics, reading comprehension and science:
According to ability distribution, the results of the three areas at our school in 2022 were as follows:
Basic principles
At the Kincskereső School, each child develops at their own pace and participates in calm, interactive sessions. Our pedagogical approach emphasizes the importance of providing individualized development paths for each group of students. In the upper grades, the learning process becomes more structured, with projects designed to foster growth. We place a strong emphasis on multidirectional and purposeful movement as well as skill development. Inclusion and integration are essential to ensuring equal opportunities and effective co-education.
For students with special educational needs (SNI), we implement flexible development programs tailored to their specific types and degrees of disability. We collaborate closely with specialists to plan developmental goals, ensuring a comprehensive approach. Additionally, we actively involve parents in both the life of the school and the development of their children.
Inclusion
Ensuring equal opportunities, committing to co-education, and implementing inclusion have been our conscious guiding principles since the beginning.
Since 1988, our school has been dedicated to the responsibility of admitting 6-8 children in each class who require special attention, based on the group formation criteria outlined in our pedagogical program.
We strive for our students to experience and understand that all personalities, even if they differ in many ways, are equally valuable and important.
Current development goals are shaped by thoroughly understanding each child, considering their abilities, sub-abilities, and socio-cultural backgrounds. Achieving these goals is a priority in every school year.
Elements Supporting Inclusive Pedagogy in Our Approach:
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Tailored Lessons: Our lessons are adapted to meet the individual needs of the children, ensuring that work aligns with their personalities
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Flexible Development Programs: For students with special educational needs (SNI), we implement flexible development programs tailored to their specific types and degrees of disability.
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Collaborative Relationships: The relationship between educators, developmental pedagogues, speech therapists, and special educators involved with SEN children is one of partnership, with shared planning and decision-making.
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Responsive Changes: When challenges arise, we collaboratively make adjustments, incorporating expert suggestions into our pedagogical processes.
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Differentiated Methods: We employ differentiated pedagogical methods that also facilitate self-evaluation.
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Conscious Integration: We actively support students in integrating into different groups.
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Parental Involvement: We encourage active parental involvement in school life, community tasks, and our programs.
Parents receive continuous and differentiated information about their child's development and progress. This approach helps all adults involved gain a realistic understanding of their child's potential for growth, including both possibilities and limitations, as well as the efforts made by the children and their educators. The presence of diverse learners fosters tolerance among all students, embedding this value into their personalities through shared experiences and the resolution of conflicts.
Development at school
Complex development
After a lengthy observation process in the first grade, teachers assist in selecting children who may benefit from preventive development. Based on the results of this assessment, these children receive targeted support in small groups of 2-3 individuals, typically once or twice a week, and sometimes even three times. The groups are formed based on different ability profiles, ensuring that each child receives the appropriate support and development they need. These sessions are designed not only for developmental purposes but also to provide joyful experiences for the children. For us, attending development sessions is not a taboo; instead, we view it as a special opportunity for growth.
Basic gymnastics
The small group tournament, consisting of four participants, is preceded by the individual "Grand Test." Gymnastics sessions are held twice a week for 45 minutes during school hours, focusing on foundational movement development. The process begins with large developmental movements, including flexibility exercises (such as jumps) and balance activities. This foundational unit establishes basic movement skills, after which we transition to a more specialized focus on movement coordination.
This includes exercises that promote crossing the midline, body line crossing, limb separation, and simultaneous extended lifts of arms and legs. Following these foundational skills, we advance to more complex exercises that separate and then coordinate the movements of the upper and lower limbs. These involve serial, rhythmic, and multi-component tasks, often referred to as "frontal lobe exercises."
Subsequently, we target the development of fine motor skills in both hands. Throughout these exercises, we emphasize attention and the enhancement of other cognitive areas. For more information, please visit www.alapozoterapiak.com.
Group movement development in first grade
Our first-grade students participate in small-group movement development sessions once a week, where they enhance their large-scale movements, sense of balance, flexibility, and cross-movement abilities through engaging obstacle courses. As they navigate these challenges, they not only test their physical skills but also improve their auditory and visual memory. These sessions provide children with an exciting opportunity while being integral to a comprehensive development program that allows teachers to offer differentiated education and small group work, all within a playful framework.
Speech therapy
Speech therapist Tímea Horváth provides weekly speech therapy for students. Admission to speech therapy is based on a screening conducted during the first weeks of the school year.
Contact
Anna Málnási Csizmadia , physical therapist malnasi.csizmadia.anna@kincskereso-iskola.hu
Júlia Erdélyi-Gyöngyössy developmental pedagogue, basic movement therapist gyongyossy.julia@kincskereso-iskola.hu
Speech therapist Tímea Horváth horvathtimea03@gmail.com
Assessment plays a crucial role in the educational process at Kincskereső Member School, as it helps to monitor and support students' progress. Our evaluation system is personalized and motivating, aimed at facilitating conscious development. It consists of two main components: quarterly evaluations and the school report.
During the quarterly evaluation, students complete an evaluation form, allowing them to reflect on their learning process and confront their own expectations. These evaluation sheets are distributed within the classroom, where discussions about the results and feedback can take place. This document is important as it provides a comprehensive overview of each student's work and progress throughout the year.
As students progress through the grades, the content of evaluations evolves to align with their developmental stages and expectations. The introduction of grading begins in the fourth grade as part of our evaluation system. We believe it is essential to implement this process carefully and gradually, ensuring that both students and teachers are well-prepared for the transition. This approach helps guarantee that the grades accurately reflect each student's performance and development at the appropriate time.
In addition to assessments, we place special emphasis on creativity and active participation in the grading process. Evaluations are presented in text form to capture the personality and diligence of each student as accurately as possible.
