Primary stage information
During the elementary school years, we aim to educate by heart and that our students lay the
foundations for being people with full development of their personality.
We live the changes of today’s world with innovative methodologies without losing our old values. We emphasize the spiritual dimension as the basis of the comprehensive training of our students.
We promote verticality between the different courses and stages through different activities in which students live and learn with students of other ages, looking for a common goal and encouraging mutual help.
At this stage we also foster some important aspects of life, which constitute our essence.
The elementary stage is divided into three blocks.
Initial Cycle (first and second Primary)
It is an important change in the student’s life where requirements become thoughther. At this educational stage, it is necessary to gradually introduce techniques and activities that help children acquire work, study and work organization habits. At the same time, they must discover a taste for work well done and the careful presentation of jobs.
In this cycle, the degree of demand for basic learning and writing is increasing, since little by little they have to overcome the initial difficulties, systematic work is needed to learn these mechanisms. It is important to expand this knowledge and open up a wide range of possibilities for expression and creativity, as well as developing a progressive capacity for reasoning and agility in writing and calculation.
Mid Cycle (third and fourth Primary)
It is the most appropriate time to introduce techniques and activities that help children acquire work, study and organization habits. At the same time, they must discover a taste for work well done and the careful presentation of jobs.
In this cycle, since basic learning and writing initial difficulties have been overcome, the degree of demand decreases but systematic work is still needed to consolidate these mechanisms. It is important to expand this knowledge and open up a wide range of possibilities for expression and creativity, as well as developing a progressive ability to reason and agility in numerical calculation.
Superior Cycle (Fifth and Sixth Primary)
The upper cycle involves, with respect to the other two cycles, a series of pedagogical and methodological modifications, specific to the diversification and specialization of the contents, which presupposes a different school organization. The child goes from a more or less globalized instruction and training (depending on the cycle) to a specialization of the contents by different teachers.
On the other hand, the demand for autonomy requested from students is greater, not only because they have to organize individual study time, but also because they have to be able to work with separately received contents.
Although the methodology is unique, it takes on different aspects, depending on the area that the child works in, one of the main objectives is to achieve the student’s ability to relate and synthesize these different ways of approaching contents
To this whole new system, which results in a more specific and rigid timetable, in a variety of teachers, the figure of the tutor, the general level coordinator, the pedagogical support for the student and the person to establish a closer relationship with the students and families, is added as a fundamental element.