In a natural, safe, joyful and inspiring environment our pre-school pupils discover unique and personal learning experiences.
It is our students themselves who are the protagonists in discovering their great potential and developing skills to face daily challenges.
We strive every day to make our pupils feel at home, because we know that a happy child is a child who is motivated to develop their abilities and experience their environment. Undoubtedly, this stage is fundamental for shaping their cognitive, linguistic, psycho-emotional and social skills, thus laying the foundations for later personal and academic success. For this reason, we are committed to a quality model that meets the needs of children and adapts to them and their interests. This is based on:
- Our own learning programme.
- Play as our brain’s favourite way of learning.
- The active role of the pupil in their learning inside and outside the classroom (because all areas of the school are for learning, including outside). Outdoor learning motivates performance and improves the child’s development and health.
- Cooperative learning.
- Affective, sensorial and active methodologies.
- An environment that stimulates interest in discovery and wonder, attention, responsibility and promotes a critical and creative spirit.
All of this with teachers who guide our pupils in the construction of their own desire, nurturing their own need to grow and learn and, above all, to be.
OUTSTANDING PUPILS
Educational project in Infant Education
Through an enriched school curriculum, we promote the integral development of children.
We develop the cognitive, physical and emotional stimulation of the pupil, with our own programmes that develop activities of:
1. Early stimulation through our neuromotor and psychomotor programme.
2. Sensory stimulation through the creation of artistic installations and sensory activities.
3. Stimulation of executive functions: such as attention, spatial-temporal orientation and working memory strengthened through our chess programme.
4. Interdisciplinary projects for the development of key competences.
5. Swimming project where our pupils improve their skills and abilities to enhance their safety, autonomy and confidence in the aquatic environment, at the same time as acquiring healthy lifestyle habits.
All of this with the aim of encouraging curiosity to learn, astonishment, the search for information and its analysis, as well as understanding mistakes as another opportunity for learning and personal improvement.
Areas of learning
In infants, children begin to discover the world around them, to develop skills and acquire values for life. Through globalised learning we work on the basic competencies of the stage with activities that stimulate the development of logical-mathematical thinking, scientific thinking and the development of oral and written language in both languages.
Initiation to musical language and expression and artistic expression are not only worked on in learning projects but are complemented with outings and cultural activities to stimulate curiosity and creativity in our pupils.
ACCOMPANIED PUPILS
Catholic Formation
We want everyone at school to live the experience of feeling loved by Jesus Christ and to discover the Church as a family in which love for God and for others is lived.
In addition to Religion classes, we work on prayer, values, the discovery of the manifestations of the environment which express the experience of the Catholic faith in order to feel a member of the religious community and the carrying out of activities which promote participation, cooperation and generosity as a means of expressing God’s love.
Attention to families
Because we know that the support of families is fundamental to progress at school, we have daily communications and personalised accompaniment to build the best working team: home-school. We go hand in hand to discover “the best version” of our pupils, your children, and to work continuously and constantly on the achievements, goals and challenges of this stage.
Emotional Education
We have our own programme of emotional education activities where the Guidance Department accompanies us to promote the personal, social and academic knowledge of each of our students.
Family activities
Aware that parents are the first and foremost educators of our pupils, we are committed to collaborating in this complementary education. To this end, we organise family events, parents’ schools, child-parent workshops and other diverse activities that are essential for carrying out our educational project.
¡¡Cuadro!!!
GLOBAL PUPILS
Linguistic Immersion in English
In an atmosphere of linguistic immersion in English and with native speakers and/or bilingual teachers, 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, active participation, reading comprehension and written expression through playful, multi-sensory and structured activities. We prioritise comprehension and oral expression by working with the synthetic phonetic system, an essential foundation for a good development of all language skills.
We teach 100% of the activities in English from 4 months to 2 years of age, with a native teacher and a bilingual teacher in each classroom to develop the emotional bond in both languages.
From 3 years old to 5 years old, we teach 50% of the activities in English, developing the day to day with a complete immersion in each of the two languages. The pupils are immersed in English one day (with a reading and writing session in Spanish) and the next day they work in Spanish (with a phonics session in English). There is an English classroom and a Spanish classroom.
International Formation
Our pupils join the Cambridge International Primary programme from the age of 5. This is a quality academic programme which they will continue throughout their time at Cumbres as an extension of the curriculum and our commitment to academic excellence.
At this age, we initiate the development of the scientific method, encouraging critical thinking, observation and experimentation.
We also offer the possibility of taking oral level tests, accredited by Trinity College, London, specifically for this age group.
COMMITTED PUPILS
Social action campaigns
Our families, pupils and school staff are aware of, collaborate and participate in different projects that help us all to become aware of the needs of others.
Activities for the protection of the environment
We motivate our students to be aware of the importance of caring for and respecting the environment. Therefore, through various campaigns, we participate in competitions and activities for the conservation of natural resources, care and respect for the environment and the reduction of pollution.
DIGITAL PUPILS
Digital Competence
We have classrooms equipped with PDI and smart Boards as learning tools for the beginning in multimedia languages, which provide them with the knowledge of ICT present in everyday life and that will be key to their life and education.
We incorporate for this:
– A gradual programming and robotics workshop using Beebots, developing critical thinking, basic programming skills and educational robotics applications: spatial orientation, motor skills, logic, strategy…
– IPad workshop where we develop the culture of responsible use of technology through various applications selected according to pedagogical criteria.
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