Our objective is to have our students develop their personality completely through an integral education that fosters their intellectual, physical, social, affective and moral growth.

We aim to make the students capable of feeling curiosity and of exploring and tackling their challenges during each period of their school years, in order to achieve a significant learning. Therefore, our educational approach allows for and promotes reflection and values using the students’ prior knowledge and constructive processes.

Additionally, we try to encourage research and study, culminating in a high level of scientific and humanistic work.

During the elementary school years, we emphasize the students achievement of the following personal and social goals:

» To learn to know himself reflecting and trying to understand the way of acting, reacting and relating to others.

» To be able to analyze and value qualities as well as to make an effort to change or modify what is not satisfying.

» To be able to analyze his surroundings, knowing the family, social relations and context in which he lives, living in a society and adapting to the norms and rules of coexistence.

» To be able to experiment, know, critically appreciate, choose and integrate a system of basic life values of coexistence that will develop favorable attitudes allowing the to live harmoniously with each other.

When interacting with other people, the students are also expected to accept and respect their diversity and uniqueness, to be open to dialog, to express their thoughts or feelings assertively, as well as to listen to others showing sympathy. The are also expected to tolerate frustration, face difficulties and find alternative solutions, as well as to handle risky situations and pressure.


Personal and social objectives are solved through an integrated process throughout the school. They are the pivotal point axis within the scholastic curriculum and are worked in a gradual and coherent manner, considering both the evolutionary period of the student as well as the educational focus of the school. These objectives have been previously reached by consensus with the teachers.

Within homeroom, the projects and sessions to develop abilities, attitudes and fundamental values are planned for a healthy and harmonious co-existence.

At the beginning of each bimester, the subjects related to individual and group organization in which habits and routines are daily practiced and reinforced are tackled. Additionally we foster active student participation in school life, offering students the possibility of taking on their classroom responsibilities and establishing individual and group goals. Also, coexistence norms are established to build a favorable and pleasant environment.

Through projects, the students strengthen their study habits and strategies; they learn to distribute their time and look for an adequate place to do their homework. They also include leisure activities and moments with their families. Since Third Grade, the teachers balance homework through the planning of the Study Time, a time to study at home of 45 minutes that includes two or three homework tasks or study periods of different areas.

Our community service projects foster group integration and promote a sense of community and generosity. Our campings encourage several values in our students, as they are responsible for planning and organizing the activities, in which they should establish agreements and coexistence norms and have the opportunity to strengthen their talents and abilities.

Some of the projects that are developed at this level are the following:

Third Grade Fourth Grade Fifth Grade
• Study habits

• Valuing our gender differences

• Solution to group conflicts

• Community Service

• Camping

• Self-assessment: Talents and Difficulties

• Respecting differences

• Community Service

• Study Habits

• Caring for our body

• Camping

• Friendship

• Influence of TV on Children

• Study habits

• Building a peaceful community

• Being part of a group

• Camping

• Group pressure

• Recognizing our differences

• Getting to know and value our bodies

• Community Service: Villa Martha

• Use of the Internet


The students develop abilities in the different academic areas. For example, in Spanish Language Arts or in English, they develop reading, and written and oral production abilities and the command of grammar structures, vocabulary, phonetics and spelling.

We also aim to have the students develop learning strategies. For example, for understanding texts, we teach them what to do before, during and after reading a text to understand it better, as well as to relate their background knowledge to the reading, discover the meanings of new words, organize the information they get, etc.

In subjects such as Math, Science and Visual Arts, they also learn different concepts, contents and the main specific abilities of each area.

We work through projects and coordinate with all the areas to integrate the worked contents and competencies. For example, in a project on tourism and natural reserves, in Integral Communication students produce posters or brochures on the subject; in Science they do research on the different reserves in Peru and in Art, they make models.

Another example is the annual Play, in which the areas are also integrated. Thus, in English they study the text, the vocabulary and the grammar; in Spanish Language Arts they learn about the creation of dialogs and the understanding of theater as an expression; in Visual Arts they make the costumes and the scenery; and in Music they learn songs to sing at the play.

We offer a bilingual education, which implies that our students learn to use their mother tongue and English simultaneously, in different situations, both in the development of academic areas and in extracurricular activities, as well as in their daily communication with the faculty and administrative staff.

The focus we use for teaching a second language is consistent with our educational approach. Learning is carried out within an authentic context that is meaningful to the student, and promotes reflection, research, as well as critical and creative thinking.

Our aim is that throughout the school years the students learn to use this language as a learning tool, develop their linguistic abilities and acquire academic language, so they can satisfactorily manage within the curricular areas that are carried out in this language. As of Third Grade, Science is taught in English and since Fifth Grade so is Math.

We use an evaluation system that considers the entire process through which the student go until achieving the set goal. We also intervene at the moment in which the student shows any problem, helping him to use different strategies to cope with the situation and continue with the learning process.

We have an ongoing evaluation aimed at recognizing the effort, personal progress and stimulating self-correction and the desire for improvement. The students are evaluated through written tests, homework, class participation and activities. Thus, the process of acquisition of competencies is graded on a range of 1 to 5, where each grade means the following:

1 = No meaningful progress can be seen, the student presents serious difficulties that must be surpassed through some special work.

2 = There is not enough progress, the student still needs support in reaching the objectives.

3 = In the process to reach objectives.

4 = The student satisfactorily fulfills the expected objectives

5 = The student fulfills the objectives in an outstanding way, shows confidence or performs beyond what was expected.

Curriculum Areas


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This area aims to improve the students’ communicative and linguistic skills, so that they will be able to understand oral and written messages in a variety of situations. By producing different types of texts they can express themselves, inform themselves and their community, satisfy their needs for communication and enjoy reading and writing. The area has been organized in four competencies that complement each other:

1. Communicate orally, listen and process information. This competency aims to develop the ability to understand oral messages (receive, produce and execute) and express ideas and feelings with coherence, fluency, good intonation and enunciation using the right vocabulary words to organize the content of the messages. It also aims to enable the children to use their critical thinking skills and creativity to come up with ideas and make decisions either individually or in a group; students are also expected to be able to ask questions on the subject being discussed in class.

2. Read and understand texts in a variety of situations. This competency aims to enable the students to read either silently or out loud using an appropriate pitch, fluently, with good intonation and speed. This includes understanding and following written instructions with speed. Children are expected to be able to analyze images and texts and identify their structure, understand their content and then communicate their message, give an opinion and even criticize them.

3. Produce texts to solve communication situations. This competency wants students to analyze and produce well-structured, organized, coherent, cohesive texts with appropriate vocabulary. The development of a creative spirit is expected to allow for the exteriorities of the children’s imaginary world. Written communication also requires the development of legible handwriting and correct spelling (according to the grade) to achieve efficient writing.

4. Reflect on the use of the language to improve oral and written communication. This competency aims to enable the students to analyze the features of their language (in terms of grammar, syntax and spelling) in different texts, in concrete situations, in order to reflect on the metacognitive aspect and thus be able to correct themselves and offer assistance for peer correction.


This area aims to make students aware of the important role they play in their families, immediate social environment and community and society in general and that they are and that they are able to participate in it actively and adequately.

We want the student to develop research skills and become aware of their community, identify the causes and consequences of events, recognize problems and thus, become more sensitive and supportive with their neighbors and community.

1. Interact with natural and socio-cultural environment by predicting, analyzing, presenting hypothesis, providing arguments and supporting them. The student must be able to participate in class using his/her prior knowledge, offering suggestions, asking relevant questions to the subject being discussed and supporting his/her hypotheses.

2. Design and apply procedures to research and experiment by using technology. The student must be able to think of, design and use tools and/or procedures to search for information from a variety of sources. Likewise, he/she must be able to identify relevant information, classify and organize data by using different types of organizers.

3. Analyze, retain and handle information. This competency aims to enable the student to retain the information they obtain from different sources, analyze it and use it to establish comparisons such as space-time and similarity-difference. They must also be able to explain and organize processes and events by establishing relations of cause-effect and arriving at conclusions.

4. Apply knowledge obtained to solve problems of the community and commit to its preservation and valuation. We want our students to come up with ideas about facts or processes related to the preservation and valuation of the community, social and/or natural environment; to commit themselves and participate by making a product (bulletins, campaigns, posters, etc.) based on the knowledge obtained during the learning process.


The competencies and contents of Spanish Language Arts & Social Studies are worked through projects. Each project is developed from a problem or a goal, which includes different activities to obtain a determined product or to give a solution to the presented problem (make bulletins, reports; carry out a community service project; build scale models, etc. …).

The Spanish language Arts area includes oral expression activities, as well as reading, grammatical analysis, spelling and syntax activities. Additionally, Social Studies area includes scientific research activities which imply observation, experimentation, analysis and the students’ ability to synthesize information.

The projects take into consideration the interests and prior knowledge of the students. The activities are structured according to the development of logical thinking, which allows us to meet the needs of all our students and achieve the goals set for the grade. This takes us to the planning of parallel and differentiated activities.

Such activities let the students discover the work contents naturally, select what is relevant to write down and then contrast it against various bibliographical sources. All of this shapes and enhances the learning process, turning the child into the real actor and the teachers, into facilitators.


We have an ongoing assessment process through class participation and daily work (cards, homework, products) that provide us with information on the students’ progress and development of skills. This information is completed with tests, given on aregular basis, through which different competencies are evaluated.

We want our students to be aware of their own learning process and let them participate in the planning of self-evaluation and peer evaluation acticities so that they can set concrete goals to achieve in order to improve their work.

Through this evaluation process we can identify the difficulties they may be having in order to correct them, strengthen skils and reschedule activities for a better achievement of the objectives.


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Our main goals are to develop language learning and academic achievement, which means helping our students to develop linguistic competence (language structures, rules, phonological, syntactic and lexical structures, ability to use the language effectively), socio cultural competence and strategic competence.

Since skills and strategies are essential for success, our program serves for instruction in skills and strategies that will help students develop into fluent and lifelong learners. Teachers guide students to identify and apply a variety of strategies in order to develop their linguistic and academic skills. Also cross curricular contents support comprehensive development of reading, writing, listening, speaking and thinking skills.


Our students learn their second language in meaningful and relevant situations. We use a language arts program that promotes active learning and it is designed for a bilingual education. It integrates language skills and develops fluency and competency.

The units and projects are related to a wide range of texts, including fiction, nonfiction, contemporary works, academic texts and their own life experiences, that build their understanding of culture and history and respect for diversity in language use. Starting third grade the students have a Reading Plan as part of the English program. They have the opportunity to read 4 books in a year in order to strengthen and develop the students´ pleasure for reading. Specific information is provided at the beginning of the school year.

We also help students to identify and apply a variety of cognitive and metacognitive strategies in order to develop their skills. We respect the students’ learning process, readiness and interests; therefore, we use appropriate strategies so that the individual needs of all students are met. We also use methodological options such as research, experimenting, group work, etc.


In order to accomplish our goals, we use an ongoing process of assessment, we view language acquisition as a process of steps in which students move forward. This process also encourages them to examine their mistakes to make it more meaningful and therefore the resulting knowledge is more likely to be permanent.



  1. Listens and understands oral messages for different purposes
    • Listens, recognizes and comprehends oral messages about a variety of topics and purposes.
    • Demonstrates understanding of verbal and non-verbal messages.
    • Follows oral directions.
    • Paraphrases.
    • Asks, answers questions and interprets the message.
    • Differentiates facts, main ideas details and opinions in oral messages.
    • Listens, identifies and applies grade level sound differences (phonics).
  2. Communicates ideas or information orally for a variety of purposes
    • Elaborates and communicates oral messages and ideas about a variety of topics and purposes.
    • Asks, answers, gives ideas and narrates.
    • Organizes information in a logical way showing coherent messages.
    • Retells and expresses ideas using correct sentence/message structure, vocabulary and grammar specified for the level.
    • Uses gestures and body language to communicate the message.
    • Uses correct intonation, pronunciation, pauses, volume and tone of voice.
    • Communicate in informal situations.
  3. Reads and comprehends texts for information or pleasure
    • Follows compound written instructions.
    • Reads, analyses and identifies paragraphs and a variety of texts.
    • Reads texts related to a variety of topics.
    • Interprets, transmits and gives opinions about texts.
    • Identifies the purpose of a variety of text.
    • Identifies and applies a variety of reading strategies before, while and after reading.
    • Comprehends and gets explicit and non- explicit information, main, specific ideas and relevant details.
    • Reads aloud at a sufficient rate, expression, pronunciation and intonation.
  4. Produces written texts to communicate ideas or information for a variety of purposes
    • Writes about a variety of topics and purposes.
    • Identifies and writes a variety of paragraphs and texts respecting their structures.
    • Organizes main and secondary ideas.
    • Organizes information in a logical way showing coherent paragraphs in a variety of texts.
    • Writes using correct sentence structure , vocabulary, grammar and mechanics specified for the level.
    • Uses adequate length.
    • Uses the writing process by organizing ideas before writing, making drafts focusing on the organization of ideas and revising writing focusing on grammar, vocabulary and mechanics.


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Mathematics is part of our daily life. We use it to calculate the cooking ingredients we need, to buy or sell, to understand the graphics in a newspaper, among other activities. At the same time, scientists use mathematics to understand and make us understand innumerable social and natural phenomena.

The mathematics competencies that the children develop at school will help them solve situations such as those mentioned above, and will also contribute to the development of their critical thinking and logical reasoning as well as their capacity to provide arguments. Specifically, the competencies that our students must achieve are the following:

1. Develop mathematical strategies to solve problems. The student recognizes the necessary information, chooses a strategy and the operations that must be applied and adequately formulates the answer.

2. Understand, relate, interpret and apply mathematical concepts. The student explains or uses graphics to represent concepts; describes the relation between new and previous concepts; and applies them to real context.

3. Interpret and use mathematical language to register information and to communicate. The student uses mathematical vocabulary (definitions, names, abbreviations, units); writes and reads symbols; uses charts and graphics to obtain information, put it in order, sort it and interpret it.

4. Use mathematical procedures effectively. Compute mentally with accuracy and speed; uses estimation and other methods to find mistakes or confirm answers. use estimation and other methods to find errors or confirm results. Use computational algorithms, procedures and calculation tools.


In order to make the student feel motivated to learn and to be an active participant in the process, we foster learning through discovery. The class begins with a problem situation. Then, each student develops his/her own solution strategy and explains to the rest of the class. Sometimes they work in pairs, others in small groups.

Based on the strategies presented by the students, the teacher clarifies concepts and supplies the adequate mathematical language. Finally, they build and verbalize the concept or the strategy and write it down so that everybody in the class can use it or apply it to other situations.

For example, in Third Grade, when working on “Length Measurements”, we present the problem of measuring ourselves to find out our own height. The children make their proposals and begin to measure using non-conventional units, such as different classroom objects. Based on their prior knowledge, the students present the possibility of using the measuring tape. We begin to measure using the conventional measurements and guide the students to find and register the relation between the meter and the centimeter. Finally, the students use this knowledge to elaborate signs, distribute spaces, make charts with certain dimensions, etc.

In Fifth Grade when studying “Equivalent Fractions” the teacher presents a set of figures that represent different fractions and asks them to place them in order from the smallest to the biggest. The students discover that even though they have different names, some fractions represent the same portion of the unit. They consider alternatives to face the challenge of ordering equal figures and try to explain how this can be done. The teacher draws two identical geometric figures on the board: one representing 3/4 and the other representing 6/8 and asks the students what differences and similarities they find between them. The teacher explains that these fractions are called equivalent. Then, after writing other examples on the board, he/she guides the students to find and register relations between equivalent fractions. The students write in their notebooks the definition, the examples and the conclusions obtained with the whole class.


It is an ongoing evaluation that considers both the product and the process for the solution of the problems –the student’s ability to apply his/her own strategies, compare them to those used by their peers, relate what he/she has learned to their prior knowledge, express him/herself with the right vocabulary and write down the concepts and strategies to use them in future learning situations or for new problems.

Different competencies are evaluated in each evaluation situation, and the reached level is registered. For example, besides correcting the activities, the teacher will also assess the student’s ability to read a chart or graphic in order to obtain information; to come up with strategies to find the solution to a given problem; and apply algorithms of the operations that were necessary to get to that answer. This allows the student to know the competencies he is good at and which ones must be reinforced.


Download files:  > 3rd Grade Program   > 4th Grade Program   > 5th Grade Program


Students never stop learning. Daily life, their experiences, and the appreciation and analyses of their surroundings are an immense source of knowledge that we, the teachers, can make use of to explain, share, relate or systematize information. Our Science program has as its main objective the development of these competencies required by the scientific method, since their learning is also fundamental for life.

At this level the competencies that are developed in the Science Area are the following:

1. Think about the environment: observe, ask, compare and predict. The student observes and describes, wondering about the environment. Compares and contrasts, ordering and relating their observations. Predicts, based on their observation, knowledge and the evidence available.

2. Find appropriate ways to investigate. The student uses and selects material, equipment and technology adequately to fulfill the purpose set. Performance during experiments/research.

3. Use scientific knowledge, demonstrating skills and applying concepts. The student uses the concepts to interpret and to provide explanations for scientific and general phenomena. Selects information from a variety of sources to make good decisions, after consideration of the evidence. Revises ideas after exposure to evidence to reinforce the scientific knowledge.

4. Use scientific language to communicate. The student uses scientific vocabulary to describe and explain behavior of: living things, materials and processes. Records and presents information in an appropriate and systematic manner, using a wide range of methods.

5. Understand the importance of science and its application to solve problems in the environment. The students apply the scientific method to find creative solutions to problems in the environment. Use the obtained scientific knowledge to appreciate their personal development and to improve their quality of life. Use scientific knowledge to understand and explain the structure, the use and the impact (positive/negative) of technology on the environment.


Based on the curricular program, we develop projects that are meaningful for the students, because they are closely related to their surroundings. This allows the students, even the youngest ones to apply their learned knowledge through research and the use of the scientific method.

The execution of projects starts with an experimental and real life task in the classroom or the lab. It tries to motivate students to ask questions and do research. They then make individual and group cards on which they systematize the information to answer queries, reflect and share knowledge. Finally, they must develop a product to apply what has been learned. Additionally, they expose the product and support the conclusions to which they arrived.

This way, the projects clearly follow learning stages and allow students to discover the way of doing research and satisfy their curiosity through the testing and verification of hypotheses.


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We aim to enable the student to express his/her ideas and feelings through the use of different techniques and materials. At the same time, we stimulate his/her capacity for observation and the development of a critical spirit that will let him/her reflect on his/her own work and that of others. Below are the competencies that the student must reach at this level:

1. Produce artistic work that reveal ability to use diverse materials and techniques. The student learns to explore and develop ideas by collecting images and others in sketchbooks and choosing the ones that he/she wants to develop. He/She uses and mixes different materials and techniques to achieve the desired effects. Combines colors, texture, lines, tones, shape and space.

2. Reflect on his/her own work and the work of others. The student analyzes his/her own work and the work of others and is able to say what he/she thinks and feels about it. Learns to observe his/her surroundings and artworks in a special way, recognizing the visual and tactile elements (colors, lines, textures and shapes) that they have. Makes comments about the differences that he/she finds and suggests ways to improve his/her own work. Does research on the role and function of the artists, the craftspeople and the designers of different periods and cultures.


The students develop the competencies and knowledge:

» Working alone or as a group on projects of two and three dimensions and in different scales.

» Based on a variety of subjects such as their figure or their own experiences (when making portraits), natural objects and those created by man (when they design a utilitarian object), their surrounding (when exploring different textures in the school or when drawing and painting landscapes).

» Researching different types of art, crafts and design (in their houses, in replicas they observe in class, during their visits to museums and galleries and on the Internet).


1. The artistic production:

» Exploration and development of ideas. Study the subject matter from different points of view, solves problems in-depth.

» Use of material and technique. Use techniques and basic principles of the unit.

» Development of creativity. Solve the problem in a creative way; experiment and take risks.

» Expression. Express ideas or feelings in the work.

2. Reflection:

» The ability to evaluate his/her own work (weaknesses and strengths).

» Play the role of a critic (to his/her peers or to other artists).

» Use of criticism and suggestions to improve his/her own work.

» Knowledge of artwork and use it as a source of ideas and inspiration.

» Identify what can be changed or adapted in the current art piece or to produce one in the future.

3. Approximation to work:

» Show responsibility and autonomy. The student becomes involved and works in a constant form; he is interested in what he/she is doing; pays attention to detail in the presentation of the final work. Works independently, whenever it is required.

» Able to work cooperatively. The student offers ideas, takes on different roles and carries out his/her duties. He/She communicates well contributing to reach a consensus in order to do a better job.


Download files:  > 3rd Grade Program   > 4th Grade Program   > 5th Grade Program


The Music Area aims to help the students develop their creative and expression skills through musical performance and the creation of rhythms and songs. The activities of the area are organized according to the development of the following competencies:

1. Express musically, by singing and playing instruments. Sing a variety of songs, both alone and with a group. Experiment, improvise using a variety of sound sources, developing creativity. Learn how to play the following instruments: the cajon, the metalophone, the recorder, the melodica and percussion instruments of determined and undetermined sound.

2. Understand the musical elements and use musical language. The student shows knowledge of the musical elements (melody, rhythm, tone…), responds to them with body movements, sings and plays instruments. Makes up and uses graphic or symbolic systems to represent sounds and create his own songs.

Starting 4th Grade we also want the student to develop the following competencies:

3. Listen, analyze and reflect about music, understanding its connection with culture and history. The student learns to listen to music from diverse periods and styles. Recognizes musical elements in selected pieces and interprets their possible meanings. He/She learns about the cultures the musical piece comes from and gives an opinion about it.


We evaluate both the student’s musical expression and knowledge of musical elements and his/her capacity to appreciate and reflect on the musical compositions he/she listens to. Below are the specific comeptencies we evaluate:

1. Musical expression. We evaluate the student’s ability to sing (voice control, confidence, tuning and expression), to play different instruments alone or with a group, to experiment with different sound sources, and to express himself through music when preforming.

2. Comprehension and use of musical elements. We evaluate the ability to read and write scores, to recognize the different musical elements, to identify the different qualities of sound, and to create musical compositions.

3. The listening, analysis and reflection. We evaluate the ability and willingness to understand the relation between music, culture and history, to analyze and reflect on the artistic and musical phenomena, to appreciate and learn music from different places and periods, and to evaluate and improve their personal work.


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Our students channel their energy through physical exercise and psychomotor activities. In this way, they build their character in an integral and harmonious way. We want our students to develop the following competencies:

1.Develop coordination skills (rhythm, balance, orientation, reaction, anticipation, differentiation and connection). Recognize, solve and create simple motor activities by exploring motor skills in daily-life situations. Use of body to express him/herself in a natural way; appreciate the usefulness of motion and show a positive attitude to express him/herself.

2. Develop conditional skills (strength, endurance and speed).

3. Show a basic knowledge of sports techniques and adequately practice pre-sports games.

4. Recognize the importance of physical exercise to stay healthy. Use physical skills in an integrated way relating them to their basic knowledge of health, nutrition, hygiene, and safety, appreciating what has been done in terms of preservation of health.


We integrate the areas listed below through games, exercises and different activities:

1. Motor perception: We foster knowledge, experimentation, mental representation and awareness of their whole body as well as their interaction with objects and with their peers in order to develop motor coordination.

2. Skills, capabilities and body expression: We stimulate our students’ skills to solve motor and body expression problems. We also foster creativity in body expression in order to awaken their aesthetic appreciation and prepare them for dance and rhythmic gym.

3. Physical condition and health: We stress the importance of relaxation, posture, hygiene and nutrition to have an optimal health. In order to do this, our students handle information, play games related to these subjects on a regular basis and become familiarized with the prevention of risky actions both individually and as a group.

4. Ludic motricity (Motricity and Play): We foster the development of motor skills through games and socialization. Games allow children to enjoy themselves and have fun, avoid discrimination and ensure a harmonious relation with their peers and their immediate environment. Likewise, playing becomes a methodological strategy for the exploration of their body potential, expression, representation and compliance with rules.


We assess our students performance and skills on a regular basis. Such evaluation covers the following aspects:

– The development of their conditional capacities (strength, endurance, speed, flexibility), taking into consideration their physical condition and health)

– Sports activities, showing an adequate level of coordination and knowldege of techniques.

– Knowledge and application of sports theory and concepts.


Download files:  > 3rd Grade Program   > 4th Grade Program   > 5th Grade Program


The objective of this area is to foster the development and internalization of values through the religious sense. Since we are a non-religious school, it is up to our students’ famiilies to enrol them in the program or not.

Our area aims to make our students understand that they live in a community of human brotherhood in which they should all participate following Jesus as a model. Thus, they discover, appreciate and act accordingly to the basic values, and gradually show the acquisition of moral attitudes and rules. For Grades 3 and 4, the area aims to prepare the children specifically for their First Confession and their First Communion. In order to achieve all this, we want our students to develop the following competencies:

1. Develop Christian values and show them through specific attitudes in their daily lives. We want our students to understand and integrate Christian values authentically in their daily life in and outside the school. Students must understand that religion is not apart from their daily experience or from the values that guide it.

2. Demonstrate understanding of religious concepts. We develop basic religious education with the Bible as the main source of information about the symbols and theoretical foundations of our religion. Likewise, the participation in liturgical activities such as Mass, allows our students to understand religious concepts (prayer, the church, etc.).

In Fifth Grade we also enable our students to reflect on attitudes and behaviors according to theChristian values.


» We use previous experiences and ideas, fostering individual and group work to generate new learning and favor the development of personal reflection and social meaning.

» We foster research and direct students to analyze situations in their daily lives. This way, they can internalize the message from a current context and act as Christians and try to reach common welfare.