Creating an atmosphere of trust and harmony is essential for the wellbeing of our students. We want them to feel comfortable in a friendly context, during class. To help them transition into a new environment, upon starting a new school cycle, we dedicate the first period of the school year to reception, which consists of a number of activities to give students the opportunity to establish relationships with their peers, teachers, staff and explore the school’s facilities. All teachers are committed to creating a positive atmosphere: rules are never forced upon our students, who are on the other hand presented with valuable reasons to justify their application in all social contexts. Teaching objectives and methods for every subject are also laid out, to actively involve our students in their educational path. Of course, our School rules do contemplate measures for unattended behaviours. Upon enrollment, before the beginning of the school year, an educational agreement is made between students/families and the school, which covers rights and duties of all parties.
We strongly feel that teaching activities should proceed at a pace that may balance out the quality and amount of work required from our students with their promptness and learning abilities.
All of our qualified teachers are duty-bound to plan their work ahead, fix the goals they want their students to achieve, device teaching methods, tools and evaluation criteria, which will be adapted to each student’s needs.
We understand how damaging it can be for a child to experience failure repeatedly, so as part of our policy we try to trigger their curiosity and desire for knowledge.
We know how crucial it is for them to express and master their skills, in order to fully acknowledge them, become aware of their possibilities and grow self-esteem. Recent studies have shown that organizing class in small homogenous or heterogenous groups during workshops will result in a deeper level of learning.
Working in small groups allows for customization of learning experiences, making it possible for personal talents to emerge on one hand, while not leaving behind children with learning difficulties on the other.
This method boosts the skills of each student through confrontation and debate, and it offers every participant a chance to review his/her approach to learning and relate him/herself to others. Ultimately, this mode of work merges with more traditional teaching methods which are adopted in other schools.
Furthermore, the combination of audiovisual media, computer softwares, I.W.B.s (interactive whiteboards) etc. all lead to the fulfilment of the given goals. The need to gradually recognize knowledge as a whole implies the key role interdisciplinarity plays in coordinating activities.
Building civil awareness, which encompasses:
- educating students on their rights and duties, in compliance with the School’s laws and common sense;
- encouraging students to actively and responsibly take part to any curricular or extracurricular event promoted by the school;
- growing awareness among students about high-profile social issues;
- building bridges between students, teachers and members of staff, oriented towards confrontation, collaboration, respect and equality.
Development of critical skills:
- growing self-awareness for a balanced life in the future;
- prompting students to make decisions for themselves, and find a purpose in life;
- providing children with tools to express their creativity, cultivate original ideas, develop a critical approach to problem solving.
- viewing diversity of ethnicity, habits, traditions, faith, physical or health conditions as adding richness to both individuals and society;
- training students to become good listeners, to have a positive attitude towards the exchange of ideas and divergence of opinions, to treat other people respectfully;
- encouraging students to acknowledge the role national history has in their life as part of a community.
Promoting respect for the environment and care for its preservation:
- building up knowledge about the environment, based on scientific grounds;
- developing environmental awareness, hinged on the preservation of our natural resources;
- devising strategies for environmental preservation.
Our children are expected to:
- learn and comprehend all subjects at their very core;
- be able to recall words, texts, facts, notions and stories when required to.
We expect our students to:
- develop analytical skills, in order to interpret a variety of texts, stories, and models;
- be able to critically assess information, by comparing and putting facts and notions from different subject areas into perspective;
- organize the amount of amassed knowledge and skills creatively, and based on their preference.
- develop relational skills, in order to confront with others
Our children are expected to:
- display interest, care and commitment, in relation with topics presented during different classes. Customize, adjust and apply their notions and skills to a range of different situations;
- corroborate their study method to boost learning;
- master the language that is most suitable for each specific subject;
- be able to organize information into charts, maps, posters, etc. ;
- correlate contents from different subject areas.