A teaching team in continuous training, A focus on learning.
C/ Virgen de los Rosales 1 – 28023 – Madrid
The development of emotional intelligence from the early stages is of vital importance to us – it is essential to become aware of one’s own emotions and understand the feelings of those around us, in order to grow as happy, healthy individuals. To this end, we have made this an integral part of our educational project, with a specific programme facilitated by specially-trained teachers.
Following Gardner’s theory of Multiple Intelligences, we want our students to face a variety of learning situations so that they may discover what they are best at. With this, we mean not only traditional academic subjects, but also other skills such as music, plastic arts, various sports, drama, languages, technology, dance, singing, research, solidarity, or knowledge of the natural world. Through this, we promote self-knowledge and teach our students to better use their strengths.
NEURAL DEVELOPMENT AND EARLY STIMULATION
Learning, language and behaviour are all closely related to motion. For this reason, we incorporate psychomotor training and sports in all stages of our students’ education. Students at the Infants stage follow a series of daily routines based on studies by Sally Goddard, designed to promote neurological organization and prevent future learning disorders.
Much of our methodology revolves around cooperative learning groups. Collaborative work in the classroom addresses the great importance of social interaction in our students’ learning processes. This approach does not replace individual work, but complements it by placing each student in the broader context of a group and making them share responsibility for the group’s experience. These work dynamics improve academic achievement and productivity, and help increase self-esteem and social skills.
Project-based learning allows students to assimilate contents and learn new skills through a purely practical approach. This method stimulates both creative and critical thinking, promotes active participation and teamwork, and empowers social and emotional development.
It is one of the of the most complete among current methodologies, as it integrates group learning dynamics in favour of a truly active learning experience. Rather than just convey contents, the teacher acts as a guide, listening to the students and walking alongside them in their personal growth.
MINDFULNESS IN THE CLASSROOM
As much as we believe to be “present in the present”, only very rarely are we truly conscious of our being and our context. Through a series of mindfulness techniques which we have adapted to a school environment, our students can improve their attention and keep automatic and impulsive responses under control. They can reinforce their concentration and memory, reduce their stress and anxiety, and manage their emotions in a healthy manner.
The school trains all teachers in working with students with learning difficulties, be it ADHD or any other learning-specific disorder. During everyday classroom activities, we apply measures to ensure that these students can follow their academic paths normally.
DIDACTICS IN MATHEMATICS
Mathematics are taught as a meaningful discipline with a direct application to real life, rather than as a purely mechanical skill.
Our students’ journey into robotics begins in infant education with technological games such as the Bee Bot. With it, they learn basic notions (such as the different between orientation and sense) intuitively as they play. They also learn to estimate and expect certain outcomes based on present evidence, and they practice the scientific method of trial and error.
Our ultimate aim is to teach robotics not only as part of the ICT programme, but as a methodology that is integrated in all other areas of knowledge. We strive to design activities and educational resources which use robotics as a tool to approach the various curricular subjects, showcasing the importance of this field in all aspects of our society.