Elementary School Stage

Adaptation period

Love and affective security are the basis of all learning. This security is first built through the careful process of adaptation. For all these reasons, the adaptation periods usually last one week in Elementary School stage, whenever the child needs it.

La Estrella del Pez Luna

Spaces

Multipurpose room

Psychomotricity, Symbolic play, Music, Dance, Corporal expression, Assemblies…

Library

Literature library, board games, costume trunk…

Music and constructions room

Musical instruments (small percussion, guitar, piano…), construction materials and symbolic game.

Study room

Didactic material of Language, Mathematics, Natural Sciences, Humanities; Construction materials; computer; stationery material; thematic library…

Arts and craft workshop

Materials for play and artistic expression.

Lab-kitchen

Outside garden

Garden, Psychomotricity games, Sensory games, symbolic games, outdoor kitchen, space for basketball and football, multipurpose sports court (in Kindergarten), places of calm and chat…

Accompanying dynamics

Groups and teachers

The Elementary School stage is subdivided and coordinated in small groups related to its evolutionary moment, needs and types of game. Each group (and depending on the ratio of students) has at its disposal a tandem of two referential teachers who monitor the group and each child, as well as the design of the learning dynamics and proposals thought of from the observed interests and needs.

In this stage a range of cultural and academic learning areas are broadened, which are applied and integrated into the projects, workshops and other activities that take place throughout the school year.

It is one of the teacher´s the fundamental tasks to offer and create proposals, materials, facilities that make a balanced game between the motivations of the children, the deficiencies and/or needs that are observed and the curricular learning objectives of the center.

Learning areas

At this stage, a range of cultural and academic learning areas opens up, which are applied and integrated into the projects, workshops and other activities that take place throughout the course.

Language

Literacy, Literature, Speaking, Languages…

Mathematics

Arithmetic, geometry…

Natural Sciences

Physics, Chemistry, Biology, Geology, Astronomy … (both in experiences within the school and in outings to natural spaces)

Humanities

History, Philosophy, Geography and Social Sciences (Psychology, Sociology and Economics)

New Technologies

Skills of research and selection of information in digital and audiovisual media; introduction to text editing programs, presentations…; Programming; Robotics…

Arts and crafts

Creation and modeling in order to express a vision of the real or imaginary world of the child in different ways.

Music and movement

Listening, Musical expression, Sound exploration, Creation and interpretation through sound, music and movement, Expressive movement, dramatization and dance, etc.

Creative education

The foundations of “Creative Education” are reflected in different areas and practices of our project as well as offering specific experiences such as painting, clay and/or movement workshops.

Physical education

Connection and body awareness, healthy habits, psychomotricity, sports, body expression, etc…

Languages

Native English-speaking teachers, facilities and materials in English, workshops and specific learning experiences.

How does learning occur?

In Elementary School, learning is mainly through four game options:

Free play

Exploration of rooms and prepared environments, interaction with their teaching materials and facilities.

Room work

Learning skills and curricular and academic knowledge through the exploration and handling of manipulative material.

Projects

Learning game in which the motivation or interest is “projected” into a creation or research that extends over time, embodied in a format and whose process is reflected and evaluated by the student.

Workshops

Game and learning proposals structured and guided by a workshop based on the interests / needs observed in the students.

Assessment

Assessment from the constructivist approach has as axis and focus of observation of the personal process of learning and construction of the student’s knowledge over quantitative and standardized results. It evaluates the progressive evolution of the knowledge structures that the child is acquiring and creating through active learning, in which he/she creates his/her own meanings, based on exploration and discovery guided by their own motivations.

Unlike other more “traditional” assessment instruments that evaluate knowledge in an isolated way, based mainly on memorization and on standardized criteria for all students, constructivist evaluation includes learning as a complex and personal chain of meanings or network of interconnected information that interacts in constant dynamism when faced to each experience and stimulus.

We choose this type of assessment because, based on our experience and research in learning and neurology (among other branches) we conclude that the development of complex thinking and human intelligence requires a continuous set of personal and unique constructions with which each being structures its own knowledge. We leave aside, therefore, those assessment systems that evaluate “qualifying” the child’s learning from general knowledge, in a standardized and externally validated way.

Constructivist assessment is laborious for a teacher, since he/she will have to observe and know the differences and particularities of each one of his/her students, their passions, motivations and interests, the level of development of their abilities, skills, personal limits, etc. These observations, which have as their main objective to know the student in order to be able to assist him/her, require pedagogies that allow the child to move freely, show and express their being in all the different facets and dimensions