Our pre-school curricular proposal Is based on the interpersonal and close interpersonal relations between teacher and student. Love, joy, and enthusiasm, are integrated to provide the fundamental tools in the process of learning virtues, literature, research, leisure activities, arts, and physical education.
Our proposal for pre-school learning is based on a basic premise: to form children who love learning. Learning is an intrinsic process that occurs when students discover the power of thought process, the joy of knowing something new and when they find a way to pursue their interests. In the first years of life, neural pathways are formed in the brain to learn to memorize and organize information. That is why at Santa Marta Bilingual School open communication is a simple but crucial strategy in learning. In an environment where effective interpersonal relationships are positive and close, an atmosphere of trust and respect is created where taking risks and making mistakes is allowed. Each class has a unique dynamic where, love, joy, and enthusiasm, integrate fundamental instruments in the process of learning virtues, respect for and care of our planet Earth, literature, research, mathematics, technology, play activities, arts, and physical education.
The significant task of a teacher is to encourage the development of basic long-term skills. Small group rotations, bimonthly projects, and daily routines allow the development of basic skills, such as communication skills, -of speech, listening, reading and writing- and technology, problem-solving, understanding Mathematics, scientific thinking, and the principles of coexistence, solidarity, empathy and collaboration work.
Our integrated curriculum is implemented and complemented by special disciplines that contribute to a holistic education. The articulation and development of the different subject areas are carried out through meaningful projects that foster our students’ innate curiosity and their creative ability. The subject teacher, teacher assistants, and specialists, in the “self-contained” modality, carry out experiential activities, through games, stories, simulations, and problems of the world around us. This encourages children to ask more questions than answers so that teachers can clearly evaluate the progress of each of their students. The Catholic orientation of the school with its Pastoral program, as well as the Character Counts and Casas programs facilitate our students’ academic learning while strengthening their psycho-affective development, especially their self-esteem, emotional and spiritual development, and respect for children. These programs among others are essential in the formation of Virtues and Values.
Our English as a second language program starts from the early grades, exposing children to listen to English in a natural way. The Immersion Program in English begins at the Nursery level. Students begin pre-reading by strengthening phonological awareness and learning the names and sounds of letters, essential commands, and intonation in English. At the end of this grade, it is expected that a basic receptive and productive level of the second language is developed, and upon students finishing their Pre-Kindergarten degree, we seek a moderate development at the productive and purposeful level of English at the receptive level. In Kindergarten students continue to strengthen phonological awareness, learn to read and write simple and short sentences with words that combine vowels, consonants, and high-frequency words. The expectation is that by the end of the grade children will be able to communicate more fluently and naturally in English. In Transition, they continue to mature their reading process in English. At the end of this degree, mechanical reading skills are expected in both Spanish and English, as well as a level of fluency in oral and written communication, according to their age and stage of development. At the end of the school year, children will be ready to respond to the elementary academic subjects in English.