Infant School Education Project
Discovering one’s own emotions and talents.
Our educational project for Infant School
The student at the core
We stimulate their curiosity to know and understand what is happening in their environment and to themselves.
We encourage their creativity. We encourage giving alternative answers, developing new ideas and finding solutions in everyday situations. We become aware that we are part of different environments, ranging from the immediate environment to the world.
We encourage a critical approach. We question and rationalise what is going on around us. We express opinions while respecting arguments that do not match our own.
We begin to understand responsibility. We recognise and manage our own emotions and welcome and accompany those of others. We gain autonomy. We confront the minor challenges of everyday life. We develop our capacities to the maximum and learn to ask for help when we need it. We incorporate values such as gratitude, fairness and respect as the cornerstones of personal and social development.
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ENVIRONMENT: discovery, interaction and responsibility
We strengthen connections with the real world in order to discover ourselves and generate empathy towards others.
We encourage family participation to personalise learning pathways.
We place high value on resolving conflicts peacefully. We foster quality relationships with others.
We lay down guidelines for coexistence and collaboration with the group.
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CONTENTS: experiential and connected to the environment
We focus on developing skills, abilities, attitudes and values.
We link to real contexts and situations that children may experience.
We connect with the interests and talents of each of the children and the group.
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METHODOLOGIES: active and playful
We foster observation, exploration and experimentation of the environment.
We encourage curiosity and enjoyment in learning through play and stimulation.
We encourage children’s empathy and socialisation.
We foster communication through different languages: corporal, verbal, musical, audio-visual, plastic, etc.
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ASSESSMENT: personalised and constructive
We conduct personalised and constructive assessments.
We promote affective and emotional security.
We form a positive image of the individual and others.
We progressively implement core learning habits and skills.
We guide children towards awareness of the progress of their own abilities. We develop autonomy and self-regulation.
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ORGANIZATION: inclusive and participatory
We foster healthy behaviours and relationships in a safe and motivating environment.
We facilitate the link between family and school. We have an inclusive and global educational proposal.
We highlight diversity as a source of wealth and a learning opportunity.
We foster the child’s autonomy. We monitor and accompany them on an individual basis.
Our programmes and projects
Learning nodes
The nodes are culturally significant thematic cores that respond to the self and others, world and society, and strengths.
We organise these spaces according to levels and inter-levels. We define ourselves as communities and engage in peer learning.
We follow the educational sequence: Prompt - Ask - Investigate - Apply - Communicate - Reflect
We work on inclusivity in the classroom naturally.
We encourage openness to the world, interdisciplinary learning based on collective work with the group.
Mathematics project
We approach all the concepts of mathematics from a very early age and using different strategies.
We use a circular curriculum in such a way that each concept is repeated and expanded.
We use games and prior activities within the session to end up with individualised work.
Agora
We foster communication between peers and teachers and work on thinking strategies based on oral language.
We highlight values, attitudes and rules, and conflict mediation.
We tell stories, talk about the weekend, incidents, rules, responsibilities and show the murals of the main character. We do pastoral sessions.
Corners and workshops
We encourage autonomy, initiative, freedom, spontaneity, responsibility, experimentation and research.
We strengthen oral expression through symbolic play and the development of scheduled activities.
We facilitate interaction between children, stimulate their creativity and foster learning through the senses and hands-on activities.
We develop the socialisation and individuality of each child.
English
We integrate the English language into school life.
We focus on oral comprehension: understanding basic instructions, vocabulary and simple structures associated with a context.
We begin with different stories, games, dramatisations and songs backed up by images and hands-on materials.
We set up communicative spaces in English to naturalise this language.
Bagul Magis
We propose a methodology to bring biblical stories to children based on the Montessori method. It enables us to enrich the child’s spirituality from an Ignatian perspective.
Swimming
On the school premises and during school hours, for all pupils from P3 to Primary Year 6. As an after-school activity for students from P5 to Upper Secondary Year 2.
Spaces for science, experimentation and play
This year we are launching a new laboratory designed for Infant pupils.
A space where experimentation, combined with the teacher's guidance, becomes science.
We present a variety of proposals, and the children learn through trial and error, changes of variables and questions that allow them to think and try again.