ACQUIRE PERSONAL AND SOCIAL HEALTH SKILLS AND THEIR PROJECTION ON THE WORLD

The Intervention Plan for social, emotional, and physical well-being is developed in conjunction with the International Baccalaureate (IB) programmes. To prepare students for today’s world, we provide education that contributes to happiness, culture, innovation, and responsible socio-economic progress that integrates the following aspects:
• Promote physical and emotional well-being, interpersonal relationships, empathy, and respect for the environment.
• Guide students so they build their personal and professional happiness from the assumption that most of the time, life is the sum of the decisions that we make and, in this way, help them take responsibility for themselves.
• Understand the value of democratic and supportive coexistence from respect for oneself and for others.
• Stimulate ethical sense and critical thinking, intellectual curiosity and rigour, creativity, innovation, willingness, and resilience.
• Promote awareness of citizenship of the world and relationships with people from other countries, cultures, or mentalities by absorbing the best of each one.
• Educate in the assumption of obligations, rights, and responsibility to oneself, their close environment, and society in general.
• Provide personalised attention and monitoring to students and their families, attending to different needs.

Personal and social health

Students receive a comprehensive education that helps them face challenges with optimism and an open mind, be sure of their own identity, make ethical decisions, join others in celebrating the condition that unites us as human beings, and be able to apply what they have learned to complex and unpredictable real-life situations.

We promote health from responsibility towards oneself. Our students learn that they must lead their own lives and that to do so, they must constantly make decisions.

Being aware that, for the most part, life is the sum and consequence of our decisions, we teach students to choose using critical thinking, thus internalising self-respect, self-care, and self-control. In short, learning to know themselves and to act with awareness.

Knowing themselves and being owners of their own actions, they manage behaviour towards others from their personal responsibility and not as an imposition. From conflict resolution to solidarity, every act that involves a relationship with others is based on the choices they make using critical thinking and the empathy that this entails.

Emotional well-being

Pre-school students practice mindfulness everyday in the classroom and we organise workshops for the educational community during the academic year. The benefits of practicing mindfulness are:
• It helps us live in peace with the inevitability of change.
• It helps us focus on what really matters.
• Our brain exercises and it ages less.
• Our body improves its immune capacity.
• It improves our ability to pay attention.
• It helps us tune in to the interpersonal world.

Physical health

Our youngest students between two and six years old (from EPS to K) are in full growth, so we favour their early stimulation with Glenn Doman’s Basic Development Programme (PDB), which proposes circuits of movements in ipsilateral and crossover patterns, limb relaxation techniques, and exercises of creeping, crawling, brachiating, and walking.

Between the ages of seven and nineteen (from Year 1 to Year 12), students exercise weekly, with different frequency depending on each stage’s needs.

Environmental and social awareness

Our students learn the importance of caring for the planet starting in pre-school. In each class from PS to K, there are environmental captains, who rotate weekly, of light, recycling, and water, who help remind their peers about saving and awareness measures. This awareness is maintained throughout schooling with different activities included in the curriculum.

One of the ten attributes of the IB student profile is to be caring. Our students grow by practicing empathy, sensitivity, and respect at all stages through different individual and group initiatives. It is part of who we are and that is how they feel.

Community service in the School is organised through AJAC (Youth Group for Community Action). Made up exclusively of students of the School, its mission is to channel and globalize all community and/or volunteer services that have to do with our Centre.

Creativity, Activity, and Service (CAS) is one of the three fundamental pillars that all students must complete as part of the International Baccalaureate Diploma Programme (PD) during Year 12. CAS gives them opportunities for self-determination and interaction with others, while fostering a sense of satisfaction and enjoying their work. The project encourages students to:
• Show initiative.
• Demonstrate perseverance.
• Develop skills such as collaboration, problem solving, and decision making.

Led by a coordination team of several upper-year students (Y9, Y11, and Y12), the Counsellors, Mentors, and Cicerones Programme is aimed at improving school coexistence in aspects such as the integration of new classmates and conflict resolution. It also works with collaborators and it is integrated into the Counselling Service.

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