Mes: febrero 2020

Is there anything more fun than planning your next trip with your friends?
This was yesterday’s task for our boys and girls of 1st and 2nd in the School Library and they have chosen quite fun getaways such as SELVO MARINA, BIOPARC, SEALIFE, SELWO AVENTURA OR TIVOLI. 🙉🙊🙈

They love to feel the protagonists of challenges like that; In what city are the places we would like to visit, when can we go with the school or how much does the ticket cost are questions that they must solve for themselves. Proposals such as this encourage critical thinking, enable direct relationship between equals, constant intellectual activity, and autonomy when making decisions. All this will also affect your creativity. What will they decide?

En el aula debatimos sobre los productos autóctonos e identificamos los que son propios de la época. Es genial que los alumnos sean conscientes que los productos que ellos plantan, cosechan y recogen, luego son los que se podrán comer en su menú semanal. Este hecho puede proporcionar una gran satisfacción y orgullo en los niños y niñas.

Por tanto a su vez favorecemos una alimentación saludable y equilibrada. Los propios alumnos conocen los alimentos que cultivan con lo cual están más abiertos a probarlos.

At school we promote an awareness of care and respect for the environment by students. Promote values such as patience, responsibility, commitment, companionship through our school garden … it is a task that enriches us all. 🙂

With the students of 1st and 2nd we try to promote collaborative and cooperative work at each garden visit by sharing tasks (planting, watering our seeds, cleaning weeds, etc.) that can be rotated. In addition, it is essential that there is a good organization and that it is the students themselves who acquire this responsibility as they obtain sufficient autonomy.

In the classroom we discuss the native products and identify those that are typical of the time. It is great that students are aware that the products they plant, harvest and collect, then they are the ones that can be eaten on their weekly menu. This fact can provide great satisfaction in students.

Therefore, we favor a healthy and balanced diet. The students themselves know the food they grow with which they are more open to try them.

En caso que la respuesta sea afirmativa debemos descartar todos aquellos personajes que no lleven sombrero, por lo que debemos estar muy atentos y concentrados.

Jugar es a ¿Quién es Quién? aporta muchos beneficios ya que favorece el desarrollo de algunas capacidades cognitivas como la memoria, la atención, el lenguaje o la lógica. Pero también permite que el niño aprenda las reglas del juego social y el respeto de los turnos. Además, aprenden de un modo lúdico y divertido a ampliar su léxico descriptivo en cuanto a físico y ropa se refiere, y es muy útil de cara a topics relacionados con la descripción de personas como de animales en cualquier idioma.

Who is who? It is a board game that we love. 🤪 The fifth grade students have played creating two teams with two players. We always dedicate a few minutes of class to games that entertain and have fun. On this occasion, our fifth-year student Álvaro has brought the game!

The objective of the game is to guess the mysterious character of the adversary before he guesses yours. To achieve this, each player must ask, in turns, different questions that can only be answered with a «YES» or a «NO», for example:

«¡Es un chico? Sí, lo es »-« Is he a boy? Yes, it is. »
«¿Lleva un sombrero?» – «Does she have a hat?»

In case the answer is affirmative, we must remove all those characters that do not wear a hat, so we must be very attentive and focused.

This game brings many benefits as it favors the development of some cognitive abilities such as memory, attention, language or logic. But it also allows the child to learn the rules of the social game and respect the turns. In addition, they learn in a fun way to expand their descriptive lexicon in terms of physics and clothing, and it is very useful for topics related to the description of people as animals in any language.

¿Qué materiales debemos utilizar para trabajar en el huerto?, ¿Cómo plantamos las lechugas?, ¿Cómo es el sistema de riego?… Y, por supuesto, todos practican. Permitir probar, experimentar y aprender creando (learning by doing), favoreciendo que el aprendizaje sea significativo.

Nuestra escuela rural tiene la suerte de tener un pequeño terreno alrededor y en esta ocasión hemos contado con la ayuda de nuestro vecino Paco, abuelo de Alejandro, alumno de la etapa de Educación Infantil. ¡Muchísimas gracias por la paciencia, colaboración y recursos! ¡Un saludo!

Good afternoon! Our third cycle students are being encouraged to participate in the school garden. 👨🏻‍🌾👩🏽‍🌾 Because this didactic tool allows to implement a large number of skills and disciplines at the same time. Through different types of questions, our teacher Fran arouses the curiosity of his students and promotes the interest to learn concepts, skills, attitudes and values that with a traditional method could be somewhat less enjoyable.

What materials should we use to work in the garden? How do we plant lettuce?… And, of course, everyone practices. Allow to experiment and learn by creating (learning by doing), favoring learning to be meaningful.

Our rural school is fortunate to have a small plot around and on this occasion we have had the help of our neighbor Paco, Alejandro’s grandfather, student of the Infant Education stage. Thank you so much for the patience, collaboration and resources! Greetings!