In terms of infant education, at The English School our main objective is to favour the intellectual and physical development of boys and girls, respecting the personal rhythm of each child, meeting their needs and enabling them the opportunity of enjoying their own experiences in the company of other children. For this reason we have a team of highly qualified professionals responsible for managing and providing infant education. In addition, we have designated areas and suitable materials to attend to their needs, appropriate activities for the structuring of personality designed to awaken the imagination and promote the development of personal independence and a model of behaviour which involves both the parents and personnel of the centre. This is all carried out alongside a system of immersion in the English language which enables the children to communicate in English in a natural way.
We are aware of the impact of separation from the family nucleus on the child and the difficulties of integration in an unknown environment. For this reason we work to create a calm and reassuring environment so that the boys and girls feel secure and begin to gradually adapt to their new surroundings. This is carried out by means of a studied Adaptation Plan approved by the educators, the centre’s psycho-pedagogic team and the pupil’s parents. This educational stage is divided into two cycles: the First Cycle, up to three years of age and the Second Cycle, from three to six years.
This educative stage is from six to twelve years of age. It is at this age that children start to develop their abilities to communicate, think logically and become aware of the social and cultural environment around them and begin to interact independently with it. In short, they establish the basis for the greater part of their learning.
The purpose of this stage is to promote the necessary learning that the child needs to live and integrate in society in a critical and creative way. This learning will be more efficient if the process is motivating and satisfying.
It is also over the course of Primary Education when the children start to appreciate the importance of the value system through which they are educated for life and cohabitation and begin to work towards these goals through a process of experimentation and application to their own lives.
Secondary Education is for pupils from twelve to sixteen years of age. It is during this stage that the main changes in the pupils take place. These changes, on a physical, intellectual and emotional level, mean that it is necessary to maintain an educational model which takes these aspects into account and enables personalised learning. This learning can then cater for the different interests and motivations of the pupils. The main areas of the didactic model include personal attention, meaningful learning, formative evaluation and guidance. There are also a number of programmes specially designed for pupils of this age group:
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