Goal and Action Lines

1- Discover, promote and integrate the individual abilities of each student

In our project, the student's knowledge becomes key to all the educational action, which allows us to know each and every one of them, and this is carried out through a permanent attitude of attentive and affectionate observation by the teaching and non-teaching staff of each centre, which enables:

a. A personalised education
b. Meaningful learning and
c. An adequate psychologic and educational orientation

Teachers develop their work with the student by strengthening their self-esteem, helping them discover and develop their values, respecting their own learning pace and recognizing their effort, building an adjusted and positive concept of themselves. At the same time they are educated to recognise the rights of others, and for a responsible participation in common activities, with an attitude of openness and willingness to engage in dialogue.

We seek effective learning, focused on the acquisition of basic skills and the foundation of a solid academic education provided with rigour, that enhances the intellectual capacities of all students. .

2 - Encourage student's interest in their own learning and work, as well as in science, art and culture

This is why we have established:

Educational procedures, which involve:

Maintain a global approach, know the student’s evolutionary momentum, develop logical reasoning, promote thinking ability, develop learning strategies and value effort.

In addition, they encourage learning through the use of new technologies, and foster interest in scientific innovation through laboratory practices and research work, as well as through Art and Culture, with formal and informal cultural activities and special classes.

A Curricular Model that considers our uniqueness and is based on:

- Integrating the theoretical foundations of the curricular project with the educational experience.
- Incorporating the advances of science in order to redefine the areas or subjects, as well as their methodology.
- Keeping assessment criteria of the learning model that allow us to adapt our teaching practice geared towards reaching our goals.

3- Learning of English as a second language, from the beginning of pre-school, and introduce them to other languages

Teaching English; from experience to educational practice:

Our practice focuses on initiating students in the second language (English) from the beginning of their school life, and on developing reading and writing skills in parallel to the acquisition of their own language throughout all their schooling.

Conditions for learning a second language:

Our native or bilingual teachers and the development of an ambitious teaching schedule make it possible to assimilate (half a day for Pre-school and Primary Education and twice the official schedule for Secondary and Baccalaureate Education).

Linguistic immersion and skills and attitudes of the student:

In an initial phase, our immersion system works primarily with understanding that will lead them to an early linguistic ability, then followed by grammar, developing both in parallel, without that forcing the student at any moment to modify the learning and acquisition of knowledge in their own language, but by transferring the skills acquired in the second language, thus developing their general language skills.

Incorporation of the third language:

From Obligatory Secondary Education, the school moves towards language options; a third language (German or French) is incorporated, which will be of significant use to students in their professional activities in the future.

4- Provide the student with a Christian education, assuming these values as an educational attitude

This training is carried out by the teaching of the Catholic religion, the celebration of the sacraments and living of the Christian values. We encourage the development of the ethical and transcendent dimension of the individual, according to the message of the Gospel, embracing those values as an educational attitude. We take the preparation of the students’ First Communion seriously and responsibly, as well as the preparation of the Sacrament of Confirmation. Along the same lines, we organise spiritual gatherings for older students, where they reflect on themselves, their environment and the way of living the Gospel. Our Educational Project is based on the conviction that what is produced, in addition to teaching children and young students what we believe they should learn, is to help them discover these values for themselves so they can internalise them as a way of life.

5- Seek integration into society with a spirit of life, discernment and solidarity

To seek their responsible integration into society, we believe it is essential to begin by educating about respect. The educational relationship is based on harmonizing familiarity and trust based on respect, with teacher and student responsibility.

It is important to value sincerity, making them recognise that their reason for being is to improve themselves before them and others to create a climate of general trust, thus valuing spontaneity as long as it is understood as authenticity and not as a strategy.

Understand the meaning of justice, so that they respect the rights of each and every individual and base human relationships on equality and the common good.

To become active members of a more just society, we assume the task of educating in solidarity, since we believe that for the all-round development of an individual it is essential to know how to be complemented in the coexistence with others.

6- To promote psychomotricity, physical education and sports as fundamental aspects for the mental and physical balance

Physical education and sports are considered more than a subject of the curriculum, since all sports activities are understood as integrative and formative. They are intended not only for the development of physical skills and abilities, but also to foster attitudes and values towards the body and spirit; as well as to improve motor behaviour that involves expressive, communicative, affective and cognitive aspects.

Students are encouraged to participate in a varied practice of individual and group sports, with the intention of creating healthy habits that endure over time, as a means of achieving quality of life, both now and in the future.