The new Frískúlin Sólarljós elementary school welcomes students (age 6 through 15) to enroll for the upcoming season. The school will have a primary focus on language and communication skills. We believe every child can learn and has plenty to give and take. Even pupils who have difficulties in learning or reading, suffer form dyslexia or dyspraxia, or speak a different language, can achieve great results through the aid of extra time and care allocated to their training.

The school will employ competent staff with great knowledge on how to teach in a way the makes a difference for the students, committing extra time and resources to training where necessary.

As part of our team we have, for instance Carol Bellard-Thomson, former Director of Language Learning at the University of Kent, UK, with an expertise in linguistics, language learning and language pedagogy. We also have Maria Olsen, a professional photographer who is now in the process of completing a 3-year special educational program in the Karlstad Model, an extraordinary pedagogical framework of special interest for the practical application of language.

Linguistic development is not merely of great importance for children with special need but also for e.g. multi-lingual pupils as well as students who for various reasons may need extra help for a period of time.

Also in the team we have Jón R. Thorsteinsson, who has a Masters equivalent degree in dramaturgy and education and has a long working experience within that field. There is also Búi Tyril, with a Masters in communication and long experience in writing, business communication and music. And last but not least, we have David E. Hines from Britain, a successful filmmaker and video e-learning entrepreneur who is also a civil engineer

The use of arts, literature, music and drama is something that will characterise a significant proportion of teaching work at Sólarljós.

We consider carefully the individual student and his or her stage of development. A focus group will be arranged for each student to stimulate, amongst other things, linguistic and academic training through tangible action plans that cover, for instance, language usage, vocabulary, and logic. After an evaluation the action plan will identify the student’s principal needs and development profile; then we’ll set relevant objectives and find appropriate methods as related to the various subjects in our teaching program.

As well as teaching materials known from the public school curricula, we will use other sources, including materials associated with, for example, the Karlstad Model and from the world renown Orton-Gillingham approach with a special focus on training students with challenges such as dyslexia or dyspraxia.

Teaching at the school will be organised into small groups and our expectation is that the total number of students will be around 15 during the initial year, after which it will grow gradually. The idea is, likewise, in liaison with the local municipal council, to offer after school activities.

For further information: please contact us by email at or telephone at 229670.