What do we do?
At this stage we seek to create a family atmosphere in which, the boy and the girl, they feel welcomed and loved, in order to become acquiring greater security and autonomy.
We work towards the acquisition of good habits, both work as well as personal and relationship, because we believe that it is the basis for forming children with interests, initiative and good self-esteem.
Throughout the Children’s Education Stage, we seek to make learning a pleasure, where students are the protagonists, where there is room for reasoning and where they learn to communicate what they think.
We want to collaborate in the training of autonomous, independent, happy and open-minded students in the world. We prepare them to begin the Primary Education stage with enthusiasm, with resources and self-confidence.
How do we do it?
We are based on cooperative work and a lot of space to manipulate and interact with the environment. We do this based on the game and on the direct observation of the relationship between the child and the girl with the school world.
We propose work projects based on the previous knowledge that children have, we discover all together the different learning we want to achieve.
We create space for participation, exploration and free expression.
Our Infant students, within their school hours, twenty-five teaching hours correspond to curricular learning and the rest is dedicated to Complementary Activities.
These activities that complement the Curriculum are:
- English Time
- Playing together (English)
- “Senyora llengua”
- Religion Education
- Psychomotor activity
This activity is designed so that students of children acquire naturally and easily the learning of a third language (English).
Daily, about 30 minutes, students listen, sing, play, express themselves and have fun with the games and activities proposed by our beloved “MOUSE”.
In this cycle, evaluation is defined as the process of observation and systematic analysis of the teaching and learning process.
The evaluation is understood as an integrated element in the teaching and learning process and, therefore, it must enable:
- Knowledge of the individual initial conditions of each child,
- Knowledge of the progress made by each child in the development of their abilities.
- The degree of achievement of the established objectives.
For which, the evaluation of the learning process of the students is carried out in three phases:
- Initial evaluation.
- Continuous or Formative Evaluation.
- Final or Summative Evaluation.
Dates of delivery of the reports
- First evaluation: End of January
- Second evaluation: End of June