Curiosity is

At BPS, children explore and build their confidence and skills in a safe and supportive environment. They learn how to align their goals and ambitions with their opportunities. They practice using their strengths and find joy in meeting self-set challenges. Children progress steadily toward their goals while also taking care of their health and happiness.

BPS students approach the world with curiosity and empathy, shaping their own lives and contributing positively to the world around them. They don’t just wish to make a difference—they actively and consciously work to bring positive change to their communities.

They learn how to live in harmony with themselves and their surroundings and to develop their physical and emotional well-being through mindful practice. They learn how to study, grow, and achieve results: BPS children are active, independent learners who think critically, solve problems creatively, and understand connections. They can set goals and achieve them independently or as a team, with results seen in their projects and personal accomplishments. They learn to contribute to others, pay attention to their surroundings, take responsibility, connect with others, and enrich their communities and society.

Yes, BPS’s modular learning system covers the learning outcomes and key competencies required by the national curriculum. Our program allows us to tailor module content and goals to children’s needs.

Instead of traditional grades, BPS provides a trimesterly, comprehensive feedback system that tracks individual learning goals and outcomes. Students only receive grades if requested by the family or if needed for admissions or continued studies. In such cases, teachers translate detailed feedback into grades.

Yes, an official certificate is provided for administrative purposes to the state, but it is not given to the children. Certificates are kept at the BPS headquarters, the LAB. Children’s progress is shown through trimester feedback reports.

Each child will have a mentor teacher to guide their individual learning path, though not all lessons are led by this mentor. Different teachers may conduct sessions, so students interact with multiple educators.

We aim for students to independently use English resources as early as possible. In lower grades, language modules align with the students’ current language skills. In upper grades, there are English projects and modules, with opportunities for second foreign languages and options for additional languages in high school. Some schools even have native-speaking teachers.

Most schools start with English in the lower grades, introducing it through playful activities in the first two years to avoid interfering with reading and writing. From grade three, English becomes part of the curriculum. In upper grades, English remains the primary language and is taught in skill-based groups, with some schools offering subjects in English. High school students have English as a primary foreign language and may choose Spanish, Italian, French, or German as a second.

We don’t call it homework, but students do engage in tasks they work on independently at home. In lower grades, this might be learning a poem or gathering materials for a topic. Many schools offer Individual Study Time (IST) for practice-based tasks or individual goals, which may extend to home. In upper grades, tasks are assigned through Classroom, with students organizing their own schedules. This process often involves out-of-school learning, especially for complex projects requiring more time than class hours allow. This continues through high school, where assignments are more long-term home projects, though independent study becomes expected in upper grades and high school.

Yes, some textbooks (e.g., Meixner) are used as helpful tools, but they do not dictate the course or pace of learning at BPS. Teachers are not checked on textbook progress. Children learn from a range of resources such as the internet, ChatGPT, teacher-created worksheets, books, or other materials adapted to their needs.

BPS teachers have significant freedom to design the curriculum. The learning process is not based on a set textbook or syllabus but rather is adapted to children’s group and individual interests and developmental needs. This allows teachers to plan flexibly and creatively, responding to students’ evolving interests.

We provide one hot meal—lunch—in all micro-schools. Snacks vary by school; some offer breakfast and snacks, others only snacks, while in high school, only lunch is provided.

Typically, lower grade groups have 8-15 children, upper grade groups 15-20, and high school groups 20-23. However, children don’t always learn in these groups; they are mixed or split depending on the subject and module goals. For example, language and math are often split by skill level, while interest-based modules involve mixed-year groups.

Each micro-school team sets the schedule to fit each age group’s needs, with opening hours generally from 8:00 a.m. to 5:00 p.m. In upper grades, students often leave between 2:00 and 3:00 p.m. for training or extracurricular activities. Days usually start with group discussions, followed by sessions (modules). Projects run alongside classes, and optional workshops are available in the afternoons. Younger students have after-school care as needed.

This varies, but all micro-schools ensure daily physical activity. Some have a yard or gym, while others use nearby playgrounds, parks, or sports facilities. Our goal is for children to experience various forms of physical activity.

No, transitions are not automatic. In BPS, each micro-school serves specific age groups, and transitions between age groups are not automatic; we call this an age group transition. This transition happens in the fourth and eighth grades, with preparation starting in third and seventh grades. Teachers, parents, and students work together to ensure a well-planned, supportive transition.

At BPS, we value active parent involvement in school life. Parents regularly participate in school events and parent forums to share experiences and suggestions. Parent feedback and collaboration are essential for BPS’s growth.

Every trimester, parents meet with the mentor teacher and child in a three-way goal-setting discussion, reviewing the previous trimester’s results, challenges, and growth opportunities and discussing goals for the next trimester.

Each micro-school sets a monthly fee, listed in the table for the 2024/25 school year.

Yes, but we can only accept families with a reduced contribution if there are enough families in the community willing to pay the supporting fee or higher.

The meal cost is included in the monthly fee, except for the BPS Kassák micro-school.

Yes, but each child will go through an independent admissions process.

The contribution amount remains the same regardless of the number of siblings, covering the operational costs of the group.

Not automatically. In a highly competitive admissions process, siblings are considered first. However, each child must complete the admissions process, which assesses if BPS suits the child and aligns with their personality, interests, and developmental needs.

Mentorship is a key part of learning at BPS. Each student has a mentor who meets weekly with them to discuss goals, progress, and challenges. The mentor is also the main contact for the family, helping guide the student’s orientation and growth.

Feedback at BPS is more than just a grade; it is a multi-dimensional chart that helps children understand where they are, what they need to improve, and what actions they need to take.

example from lower primary school:

example from upper elementary school

example from high school

Yes, as an inclusive school, we welcome children with special educational needs. During admissions, we assess if the selected school and community are suitable for the child.

Special needs and developmental support are provided through the involvement of special education and developmental teachers.

At BPS, we closely monitor each child’s development, identifying areas needing special support. Additional development is available through external partners or our internal network of support. Developmental sessions are provided for SEN students, while others may need to cover these costs. Support involves experts to ensure optimal assistance for each child.

Yes, and in many schools, a psychologist is available on-site.

Yes, students from Budapest School successfully gain admission to both private and public high schools, such as BPS high school (JPP), AKG, and BME high school.

BPS JPP is a four-year high school. In addition to core subjects, students take compulsory elective courses (KVKs) organized around various fields to match a broad range of interests, foster curiosity, and provide practical, real-world knowledge. The most popular KVKs this year include psychology, design, marketing, media, cooking, and IT support. New KVKs are introduced based on student interests. Students have significant freedom to choose part of their schedule, allowing them to explore areas of interest.

Students typically start their day at 9:00 a.m., with 45-minute lessons. They have an hour lunch break and finish between 3:10 and 4:00 p.m. Compulsory elective courses (KVKs) are part of the schedule and school learning, lasting 1.5–2 hours each. Students choose their KVKs. Foreign language and math classes are organized in small groups according to skill level.

Yes, there is. Graduation preparation becomes a priority in 11th and 12th grade, and students decide individually whether to take exams at advanced or standard levels for each subject.

Most BPS graduates pursue further education, with about a third typically studying abroad. The rest continue their studies at Hungarian universities in various fields or take a gap year.

Yes, students from Budapest School successfully gain admission to both private and public high schools, including BPS’s own high school (JPP), AKG, and BME high school.

In BPS upper school, we place greater emphasis on independence. Students select projects, group work, and individual tasks based on their interests. Projects align with the students' personal goals and areas of interest, unlike traditional, predetermined curriculums.

In upper school, students have the opportunity to join a variety of projects and modules covering different subjects and topics, such as science, arts, technology, body image, disappearing trades, business planning, and presentation skills. These projects focus on individual interests, allowing each student to explore and develop their strengths.

In upper school, students gradually gain more independence in organizing their studies. They manage their study time, learn how to set goals, plan their time, and work independently or in teams through projects. Mentors and teachers continually support them in developing self-management skills.

Yes, preparation for high school entrance exams is emphasized in eighth grade. While we do not spend all four years preparing for exams, the focus on meeting entrance requirements becomes central in the eighth grade.