We provide key learning experiences in our educational process. We offer activities that the official Community of Madrid curriculum does not include within the school timetable. We consider these as an important addition to academic education. We provide an education that not only ensures acquisition of knowledge, but also a series of learning experiences enabling our children to develop their creativity, critical thinking, initiative and entrepreneurial spirit.
Our students in all school stages take part in learning experiences, such as environmental and charitable projects, projects that cultivate their communication skills in English and Spanish and develop their critical thinking skills.
Our students take part in a number of programmes and projects such as the First Lego League, the Eco-School Programme, the Maths Project for Good Causes, the Young Business Talents Programme, Communication Skills, ONCE’s Educational Awareness Programme against bullying, drama, public speaking and debate, story competitions, maths competitions, and the Biology Olympics.
Students in all stages of education complement their school work with emotional education based on the Botín Foundation’s Emotional Education Programme:
The school has been part of the Botín Foundation’s Network of Responsible Education Centres since 2014. This programme aids students’ emotional, intellectual and social growth. It cultivates and promotes communication, conflict resolution, self-control and fosters self-esteem and confidence. It teaches respect, tolerance for a wide variety of opinions and educates students in universal values. The students also engage in exercises involving breathing, mindfulness, emotional intelligence, etc.
This subject is an integral part of the EPO stage. It aims at developing communication skills and improving body language, etc.
Motivation and positive reinforcement programmes in all stages:
We believe that behaviour improves more effectively when it is regulated by a coherent system of positive reinforcement, rather than one that focuses on punishment. At other schools, it is often the case that the amount of time and energy devoted to correcting bad behaviour greatly exceeds that which is spent on acknowledging the efforts of those students who are meeting the school’s expectations.
We believe that it is important to recognise our students’ academic, sports and personal achievements and positive attitudes. This recognition encourages them, creating a model of good behaviour that serves as a template and inspiration.
We run motivation and positive reinforcement programmes, which are published in our Parents’ Book, such as:
Prefects are Baccalaureate students who represent and support other students in the school. They are part of the guidance councils in cases of very serious discipline breaches and represent the concerns of the student body. It is a role that coordinates the various levels of the school and is appointed by the staff and management at the recommendation of the outgoing prefects. Being a Prefect is an honour.
Each year, students are awarded prizes for their academic achievements, for their involvement and assistance in the school community, outstanding work, special efforts and for representing the school with distinction.
Displayed at the main entrance to the school, it honours students who merit special recognition, with the goal of reinforcing positive leadership.
A programme designed to encourage reading with a points card and recognition with medals and awards.
Programme designed to encourage reading in English with a points card and recognition with medals and awards.
A programme to encourage active breaktimes and the curiosity to learn and participate in new areas. It also rewards initiative, teamwork and coordination. At breaktimes, activities are offered on a voluntary basis such as a restless minds workshop, board games, mindfulness, zumba, film, television and radio workshops, public speaking and drama.