Kindergarten

Accompanying students in recognizing, expressing, and regulating their emotions is essential for their self-esteem and enjoyment of learning.

Our project is based on dialogue and empathy as tools that promote respect.

We help them develop their autonomy, habits, and good manners. To become aware of their body and manage their diet.

From the age of 2 years-old, we prioritize language, helping them organize, express, and share their ideas.

It is important for them to use meaningful language to foster a strong sense of self-esteem and healthy social relationships.

We value the opinion of each student, encouraging them to ask questions to explore things further.

For the older children in Kindergarten, it is about discovering the joy of reading and beginning to write.

From a very young age, they live their day to day with four languages: Catalan, Spanish, French, and English. Not only in language classes, but also in the playground and during lunch. The older children also do some activities in French (psychomotor skills) and English (discovery of the environment).

We encourage them to develop and express their creativity in any context: through visual arts, music, body expression, computational thinking, mathematics, etc.

We stimulate different perspectives so they can interpret the world in various ways.

This is a fundamental pillar of our pedagogical project: students discover by experimenting, manipulating, and observing.

We stimulate ingenuity and logic to find creative solutions. Everything has a reason!

We promote logical thinking by discovering and manipulating the mathematics around us.

We develop computational thinking, understood as another language. From the age of four, students work with digital tools that enhance teamwork, communication, orality, and reasoning.

Our fantastic members of staff accompany them in their growth.

The dedication, care, and creativity of our pedagogical team are key to providing personalized support for our students’ learning.

• Each group has a tutor, a reference person who accompanies them throughout their learning process, both personal and academic.
• Foreign language specialist teachers (native).
• Class splitting: in some classes, groups are divided into smaller groups to provide students with more personalized care and attention.
• The tutors, management, and a psychologist from the Department of Psychopedagogical Guidance work together for the well-being of the students through continuous monitoring.

During the years in kindergarten, students work with materials created by themselves and their teachers. Therefore, they do not use textbooks.

Through several outings during the year, kindergarten students are also able to discover nature, autonomy and coexistence with each other.

All the excursions are designed to reinforce knowledge that can be better acquired outside the classroom. Students work on observation, respect for nature, personal autonomy, the value of effort, awareness, sensitibity, responsibility, and coexistence.

In J5, they also go on their first school trip, where they spend a few special days in the company of their classmates, friends and teachers.

The relationship between the school and families is important and necessary: it must be close and built on trust.

The school invites families to an annual meeting during the first term of each academic year.

In the case of students starting in J2 or J3, an initial meeting is held between families, students and teachers during the month of June, in order to get to know all the students and share some first moments together.

We are always available to discuss their child’s progress, and you can schedule a meeting with the tutor throughout the academic year.

Periodically, families receive a follow-up bulletin on their child’s progress in all subjects.

The school uses an application to share with families the activities of each class. It is a space where the tutors explain and illustrate with photos what the students are doing throughout the year. In the case of J2 students, the application also includes a daily agenda with information about meals, nap times, and bowel movements.

Students in J2, J3, and J4 take a nap after lunch. Students rest on mattresses or hammocks with their own personal pillow.

Students in J5 do not take a nap but have a rest period: listening to music, reading stories, etc.

The schedule for breakfast, lunch, and nap times varies depending on the.

Students do not wear a uniform but they do require a school smock and backpack.

View school equipment