Education project In Pre-school Education

We boost integral pre-school development through an enriched school environment with a programme aimed at developing the nascent potential in each pupil based on early stimulation activities (neuromotor programme, psychomotor education), sensory stimulation (art installations), inter-disciplinary projects (to develop key skills – the main cornerstone of the current curriculum).

This drives pupils to engage in self-directed learning, fosters openness and wonder, and naturally encourages a capacity to ask oneself questions in order to learn how to find and analyse information.

Fields of Learning

In the Pre-school Education stage, children start to discover the world around them, develop skills and acquire values and attitudes for life. Key skills must be developed to that end through globalised learning and educational activities that foster the development of mathematical and scientific thought and linguistic development in each language.

In this regard, we boost the development of oral expression and a taste for reading through various programmes:

• Reading sponsorship: Under this programme, our Secondary students dedicate part of their time to encouraging five-year-old students to read
• “Quiet, we’re reading”: A pioneering reading campaign in Seville in which all our students and the entire school faculty spend 15 minutes of each school day reading for fun in Spanish, English or French
• Public speaking and communication skills programmes: recital contests, debate, theatre performances, literary activities, public classes, etc… in Spanish and English.

An introduction to the visual and plastic arts is essential. Through formative and cultural activities, as well as learning projects, programmes are developed that promote curiosity, discovery, critical and creative thought, and strengthened self-esteem and confidence in each of our pupils.

Our Musical programme provides students from a young age with neurological stimulation in mathematical, linguistic and artistic competency, as well as social and civic skills, through an in-depth study of musical language and its practical applications to instrumental, vocal and choreographic performance.

How do our pupils learn?

• Through learning scenarios: we foster an environment that brings them into contact with and enables them to experiment and discover different materials while alternating activities and objectives, all the while respecting the learning pace of each pupil and allowing for more personalised attention by dividing them up into small groups.
• Pupils work and learn cooperatively in small groups, increasing their chances to practise and develop social skills, observe and reflect on attitudes and values, and foster individual responsibility towards common goals.
• Discovery-based learning: by using different methods, we achieve active and proactive participation by pupils as they must demonstrate the integration of intellectual, social, personal and emotional skills.
• Project-based learning: an eminently experiential way of learning that encourages pupils to investigate in greater depth, engage in self-directed learning and foster openness and wonder, a capacity to ask oneself questions, and find and analyse information. We work on various types of projects:
  • Research projects
  • PBL (Problem-based Learning)
  • Comprehension projects
• With thought strategies: we include routines and skills for analysing and understanding new knowledge. We use procedure models that stimulate pupils into going beyond mere superficial understanding. By applying these models, we develop skills for generating, classifying and evaluating ideas, making decisions and resolving problems.

Catholic Formation

We want every student at our school to have the experience of being loved by Christ and to discover that they will always be accompanied and loved by Him in every aspect of their daily lives.

At each weekly religion session with their specialist, they will learn songs and prayers suitable for each age group.

We seek to create well-rounded individuals capable of using and practising Christian values and the Catholic faith. 

Accompaniment for parents

Accompaniment for Parents Programme in which classes are organised for parents from excellent professionals to offer formation on topics that parents may be interested in or concerned about.

Student accompaniment

Education support classes and workshops for special needs or skills, both for students with academic adaptation problems and high-performing students.

Positive discipline: we are the only school in Europe with the Positive Discipline Seal of Quality issued by the American “Positive Discipline Association” (www.disciplinapositivaespana.com).  We understand this form of discipline as a means for students to understand the rules that will give them the security to develop healthily and happily. It will also help them to learn the right way to behave and act in each situation based on:

• Communication
• Love
• Understanding
• Empathy

International Formation

In the first cycle of Pre-school, from 0 to 3 years, our students are fully immersed in the English language. We know that this is the most important stage for children to start learning a second language. The brain is already predisposed and ready to learn and take away from all the stimuli they receive from the world around them and, if they are offered complete linguistic immersion, this will create the necessary strategies for effortlessly learning both languages from the outset.

By teaching English at this early stage, our goal is for the language to be acquired naturally, playfully and through stimulation, always based on play and imitation. This makes the child feel completely safe, as it is through play that children boost their own learning.

In the second cycle of Pre-school, from 3 to 5 years, we have two fundamental goals for our future bilinguists:

• Gradual immersion in the bilingual context, with special attention to the attachment and bonds created with their teachers and staff at the school
• Having fun in English by sharing Anglo-Saxon culture through storytelling and nursery rhymes and songs.

Our “Word Up” project: An extra-curricular activity taught by native or proficiency level teachers with international experience that seeks to stimulate spontaneous expression in English through play. This programme promotes and facilitates:

• Appreciation of the social communicative aspects of language
• Spontaneity when speaking the language
• Openness when expressing thoughts and feelings
• The natural acquisition of new words and vocabulary in their day-to-day lives

Besides the “English Literacy” and “Word-up” classes, our students have the chance to learn chess in English from the age of three. With our Chess subject, we help students to use their second language to improve:

• Concentration
• Attention
• Memory
• Analysis capacity

LIFELONG TEACHER TRAINING

Lifelong training for the faculty: The school not only allows the faculty to attend training courses but actively encourages, promotes and organises it. Most teachers therefore take part in educational innovation courses to pass on, inspire and get students involved in what they learn.

Virtues and Emotional Education Programme

We form the willpower and emotions of our pupils through the acquisition of virtues, which we work on via formative campaigns and activities in the classroom that are adapted to each year group. We focus on a series of virtues that we consider essential to their development, dedicating each term to two of them in particular: order, friendship, respect, generosity, effort, obedience, strength, responsibility, gratitude, sincerity, happiness and humility.

We want our children to mature according to their age and place love above all else, so they learn to respect and value others and themselves, thereby building sincere and significant relationships with those around them.

Digital skills in pre-school

We have classrooms equipped with PDIs and other devices to be used as learning tools that enable our pupils to engage in interactive activities and start learning about multimedia languages, as well as provide them with knowledge about the ICTs present in everyday life that will be essential in their future and ongoing education.

We gradually incorporate programming and robotics through the use of interactive digital whiteboards, smartboards, computers with keyboards and mice adapted to children, teaching them about the responsible use of these tools based on talent and values.

A proprietary technology project “Truly Connected”

We use DOC and Dash&Dots robots, as well as Beebots, to introduce our students to robotics. We accompany them while they learn, helping them to discover logical reasoning and problem-solving skills, as well as to play with numerous programming commands.

We seek to motivate our pupils, foster originality and innovation, develop their independence, strengthen their social skills by having them work in teams collaboratively, incentivise critical thought when encountering obstacles and learning to overcome them as part of the process.