.png?h=481&iar=0&w=1440&rev=b8dabd23f3f740adbfeaa2251bde4dc1&hash=BD5003FE2B272BC71DC421312943A07B)
We use cookies to improve your online experiences. To learn more and choose your cookies options, please refer to our cookie policy.
Join our Open Day for Early Years
Thursday, 25 September 2025 at 10 am
Academic excellence isn’t just about what students learn - it’s about how they learn. At The British School Warsaw, we foster meta‑cognitive learning: a reflective process where students plan, monitor, and evaluate their own thinking. This deeper awareness builds resilience, curiosity, and the mindset to excel inside and beyond the classroom.
One standout example is the Year 9 Max Box Project, where students from a 20 cm × 20 cm square sheet designed an open box with maximum volume. They hypothesized, constructed, tested, and refined variations - learning not just maths but planning and reflection along the way.
Meta‑cognitive thinking routines are embedded across subjects:
These routines enhance focus, collaboration, and critical insight. Explore how we use them in the classroom.
Meta‑cognitive learners understand their learning styles, adjust strategies, and thrive under complexity. This thinking aligns closely with the IB Learner Profile, nurturing attributes like Inquirer, Reflective, and Thinker.
At TBS Warsaw, we support meta‑cognitive growth through feedback loops, thinking routines in IB lessons (TOK, CAS), and projects designed to require planning and iteration. Learn more in our Academic Excellence framework.
If you're interested in how TBS Warsaw nurtures reflective, independent learners, we’d love to welcome you. Book a Visit.
Discover how we integrate global curricula, IB preparation, and student wellbeing into every aspect of learning at TBS Warsaw. Let’s build excellence together.
The Max Box Project was an excellent opportunity for Year 9 students to engage in a hands-on task that not only reinforced their understanding of mathematical concepts such as volume, nets, and algebraic modeling but also promoted critical meta-cognitive skills. The task, which involved determining the maximum volume of an open box made from a 20 cm x 20 cm square, required students to think deeply, plan, reflect, and adjust their approach as they progressed. This end-of-unit project encouraged self-awareness of their learning processes while fostering essential problem-solving skills.
I would like to take a moment to shine a spotlight on the fantastic work of one of our exceptional teachers in the secondary school.