Numerous studies agree on the brain’s unique predisposition to naturally and effortlessly acquire languages at early ages. In our pre-school, children learn a second and third language in a playful way by imitation through stories, songs, games, and interaction, always with native teaching staff.

The seven objectives for the students that define our educational project are maintained in all its stages, in which students can design their own itinerary among the different options offered by the School.

2 years old – EPS

Three teachers take turns being in charge of the class, which consists of 19 hours per week of English, 10 hours of Chinese or Arabic (the parents choose), and 1 hour of Music. At this age there is no concept of class and the boundaries of the classroom are continuously blurred. Children have fun in groups, have periods of free play and grow up happy in an environment designed for them to enjoy, with a multitude of learning corners and multisensory spaces.

3, 4 and 5 years old – PS, PK, and K (PYP)

The curricular and pedagogical framework is the IB Primary Year Programme (PYP), in which students work on from four to six units of enquiry per year, depending on the level they are studying.

These units of enquiry deal with a central theme that serves as a common framework for acquiring knowledge, concepts, and skills of traditional disciplinary areas, but in a transversal way, and giving them meaning when applying them to their daily lives.

The cross-cutting issues that they study each year are: who we are, where we are in time and space, how we express ourselves, how the world works, how we organise ourselves, and how we share the planet.

Enquiry hours in class are divided equally between the enquiry teaching staff in English and in Spanish. They also maintain the study of Arabic or Chinese, according to what they had chosen in pre-school education.

We combine the subject of Music with an hour of introduction to the violin, viola, or cello. Practising these instruments helps develop the hand’s fine psychomotricity and the brain’s motor function coordination, while teaching auditory skills

< Back