We recognize each pupil as a whole person with their emotional, social, intellectual, physical, artistic and spiritual dimensions and provide them personalized learning, respecting their times and their own needs.

Because there is no learning without motivation, we seek to arouse motivation in our pupils through challenging proposals and real experiences so that they commit to the thinking processes.

There is no learning without emotion.

Technology and multimedia are used in games and everyday work -involving various challenges- for the development of thinking.

We are committed to the development of digitally responsible pupils and future responsible global citizens.

With a view to teaching our pupils to think and solve problems effectively, make well-grounded decisions and enjoy a life-long learning, we propose transforming the class culture into a thinking culture Thinking skills and routines. Thinking guidelines. Modelling.

We believe that emotional education is a continuous and ongoing educational process intended to enhance the emotional development of children in the pursuit of their personal fulfilment.

Systematic spaces are planned aimed at promoting the development of emotional and interpersonal skills.

Our proposal is to use the Multiple Intelligences approach. In our project all intelligences are important because some pupils understand ideas from all perspectives while others understand them using only one intelligence, which is their strength.

We rarely have two pupils with the same strengths and weaknesses in the same class. Thus, we offer various opportunities for pupils to learn an idea, making sure that it is understood by everyone.

As part of a continuous search for educational innovation, we encourage our pupils to acquire XXI century skills such as communication, critical thinking, collaborative work and creativity, as well self-reliance, responsibility, organization and self-regulation.

We encourage pupils to take the center stage in their own learning process. We developed a flexible and comprehensive curriculum. We work with active methodologies and we promote metacognition; i.e. the pupil’s capacity to think of their own learning.

Scoring rubrics, self-assessment, co-assessment.

Because happiness is achieved and not pursued, since we are babies, we are guided to learn, as far as possible, how to behave, be grateful and enjoy the everyday pleasures and the happiness of doing good.

The complex learning process cannot be achieved by pupils by themselves; therefore we propose a well-structured methodology that teaches not only group work but also collaborative work.

Personal responsibility, respect for fellow mates, sense of belonging are values that pupils acquire through practice.

To achieve a significant learning, pupils must be at the center stage of their own learning.

Thus, teachers are no longer at the center of the educational process and become a facilitator, a guide, offering learning experiences where pupils may develop their skills and discover by themselves. We build teams of teachers that share and develop skills through innovative projects. Teachers and heads also take external and in-house ongoing refresh training.

We teamwork with all the members of the community, creating a partnership among family, pupils and school, based on trust, knowledge and genuine communication so as to build the foundation upon which pupils may develop their own learning process.