Primary Education

The primary education is from 6 to 12 years age. This stage is characterised by the increasing capacity of using more complex mental operations to solve problems, and a notable increase in logical reasoning processes by the end of this stage. All of these symbolic reasoning processes will be a fundamental part for the next stage: the adolescence.

From the social point of view the children at this stage are less egocentric, sensitive to the incorporation of criteria and profound ethic values. They are less inhibited which will play in favour of their development of communication skills that will be progressively more necessary as a facilitating element in their emotional development.

All of the mentioned processes are related with the projects and academic activities available in our school during these years through the programmes described in the link Educational Project.

Therefore, the Primary School consolidates its educational tasks with solid criteria and knowledge to build and reach success. We know...

...the problem solving and development of skills generates happiness and satisfaction for the child at the same time as increasing their self--esteem and enhances skills like effort, logical reasoning, perseverance and analysis as part of the process.

...that diversity enriches us and opens new horizons to our way of thinking, helping us to reflect and value the many extraordinary things that we have and enjoy, which frequently we consider ordinary.

...that the belief in the potential of our students stimulates the self-teem of the children, motivation, expectations of themselves. The experience of being appreciated and recognised by others allows us to grow, develop our skills and live in harmony.

...that the discipline is firm – is not hard – in order to orientate the children towards fulfilling tasks, routines and schedules, reaching objectives and success.

... that the learning of languages and other forms of expression – music, art, drama and sport – enriches and opens our minds towards new ways of knowing and experimenting, expanding the learning and complementing the development of the intelligence towards resources and diverse areas, creative and flexible.

…that the communication, the debate, the free and respectful exhibition of ideas and proposals is fundamental for the formation of a team and the individual contribution to the collective success. The voice of the child must be valued and taken into consideration in the school, since these skills can only are acquired through practice.

…that the school is a place of condensed uninterrupted, objective and subjective experiences to learn, experiment, explore and enjoy growing.