If you want creative pupils, give them enough time to play and experiment. (John Cleese)
The vast majority of the skills we use in later life are based on lessons learned during our first three years.
This is unquestionably the most critical and vulnerable stage of development, in which the first major cognitive, affective and motor development takes place in pupils, thereby laying the groundwork for all subsequent intellectual learning and academic success. Our high-quality education model plans, accompanies and encourages numerous and wide-ranging learning experiences. The model is based on the following:
- A proprietary learning programme
- Play as the cornerstone of our schooling
- Active participation by children in the classroom
- Cooperative learning
- Flexible, affective, sensory and active methods
- An atmosphere that stimulates curiosity, reasoning, attention, responsibility and interest in oneself and one’s immediate environment
Meanwhile, our teachers provide pupils with constant guidance on the construction of their own desires, nourishing their own needs to grow and learn and, above all, to be themselves. While offering their professional experience, our teachers are also fully committed to lifelong training.
Education project In Pre-school Education
We boost integral pre-school development through an enriched school environment with a programme aimed at developing the nascent potential in each pupil based on early stimulation activities (neuromotor programme, psychomotor education), sensory stimulation (art installations and sensory activities), inter-disciplinary projects (to develop key skills – the central cornerstone of the current curriculum) and the stimulation of executive functioning.
This drives pupils to engage in self-directed learning, fosters openness and wonder, and naturally encourages a capacity to ask oneself questions in order to learn how to find and analyse information.
Fields of Learning
In the Pre-school Education stage, children start to discover the world around them, develop skills and acquire values and attitudes for life. Key skills must be developed to that end through globalised learning and educational activities that foster the development of mathematical and scientific thought and linguistic development in both languages.
An introduction to musical expression and language and the visual and plastic arts is essential. Through formative and cultural activities, as well as learning projects, programmes are developed that promote curiosity, discovery, critical and creative thought, and strengthened self-esteem and confidence in each one of our pupils.
Digital skills in pre-school
We have classrooms equipped with PDIs and other devices to be used as learning tools that enable our pupils to engage in interactive activities and start learning about multimedia languages, as well as provide them with knowledge about the ICTs present in everyday life that will be essential in their future and ongoing education.
We gradually incorporate programming and robotics through the use of interactive digital whiteboards, smartboards and beebots, teaching them about the responsible use of these tools based on talent and values.
We seek to motivate our pupils, foster originality and innovation, develop their independence, strengthen their social skills by having them work in teams collaboratively, incentivise critical thought when encountering obstacles and learning to overcome them as part of the process.
How do our pupils learn in both languages?
- Learning scenarios: we foster an environment that brings them into contact with and enables them to experiment and discover different materials while alternating activities and objectives, all the while respecting the learning pace of each pupil and allowing for more personalised attention by dividing them up into small groups.
- Pupils work and learn cooperatively in small groups, increasing their chances to practise and develop social skills, observe and reflect on attitudes and values, and foster individual responsibility towards common goals.
- Discovery-based learning: by using different methods, we achieve active and proactive participation by pupils as they must demonstrate the integration of intellectual, social, personal and emotional skills.
- Project-based learning: an experience-based way of learning that encourages pupils to investigate in greater depth, engage in self-directed learning and foster openness and wonder, a capacity to ask oneself questions, and find and analyse information. We work with various types of projects: research projects, PBL (Problem-based Learning) and comprehension projects.
- With thought strategies: we include routines and skills for analysing and understanding new knowledge. We use procedure models that stimulate pupils into going beyond mere superficial understanding. By applying these models, we develop skills for generating, classifying and evaluating ideas, making decisions and resolving problems.
We want every pupil at our school to have the experience of being loved by Christ and to find in the Church a family in which the love of God and others can be felt.
Besides our Religion classes, we work with our pupils on prayer, values and the discovery of manifestations in the environment that reflect the experience of Catholic faith in order for them to feel part of the religious community and engage in activities that encourage participation, cooperation and generosity as a way to express the love of God.
To underpin and ensure that guidance is successful, our school has a professional who supports the work of our tutors in every context where pupils engage with the world around them (canteen, playground, group activities, etc.).
Our school has also adopted the Botín Foundation Responsible Education Programme to foster the physical, emotional, intellectual and social growth of pupils, promoting communication and improving social harmony based on work with the faculty, pupils and families.
We are fully aware that parents are the primary and chief educators of their children and simply seek the best for them. We are therefore wholly commitment to working alongside parents on that task. For that reason, Everest believes that families are also protagonists in this process. Their presence and participation in parenting schools, parent-child workshops, marriage schools and other various activities is essential to completing our education project. We also organise a special day focused on grandparents as well as numerous family activities, such as the Pre-school Family Day, public classes, festival day, family cross, mother’s day… offering of the day accompanied by those parents able to attend…
Channels of communication
- Educamos: our online platform provides the option to send and receive messages from teachers/tutors/coordinators, consult timetables, memos and notices, homework, grades, receipts, etc. in order for each family to stay properly informed about all the activities at the school and school-family communication.
- Tutoring sessions: we provide tutoring sessions with the families to work hand-in-hand with the family and guidance team.
All our Pre-school pupils enjoy one week as the in-class protagonist as part of our education programme. This boosts confidence and self-esteem and helps them to start learning how to speak in public and work on social skills. They can also come to school dressed as their favourite characters.
Linguistic immersion in English
In an atmosphere of linguistic immersion in English, our daily schooling is based on experimentation through play as this is the situation in which we achieve maximum effectiveness in the acquisition of new knowledge and oral production in a different language.
Our method combines global comprehension and active participation through play, multi-sensory and structured activities. We have programmes that foster communicative competency in this language, as well as correct pronunciation. To achieve that, we have native teachers or teachers with a native-speaker level of English.
50% of all activities are taught in English to ensure integral immersion in the language throughout the day. Children are fully immersed in Spanish one day and in English the next. They have one classroom in English and another in Spanish.
INTEGRAL PUPIL DEVELOPMENT
Social action campaigns
We focus on a different reality and different social needs each school year so that pupils and their families can discover and collaborate with different projects to become aware of the needs of their fellow citizens.