CLASS: It is the teaching courses taught by teachers to their students.
INTERNAL CURRICULAR ACTIVITIES: These are planned activities that occur during school hours and that are aimed to support the development and content of subjects taught in different subjects.
INTERNAL SCHOOL ACTIVITIES: These activities are those that occur after school hours and aim to support the development of knowledge and skills of students.
OUTSIDE SCHOOL ACTIVITIES: As the internal activities seek to develop skills and knowledge of students in a different school context; these can be divided into national and international.
MULTIPLE INTELLIGENCES (HOWARD GARDNER) (www.monografias.com, by Francisco Guerrero Castro)
INTELLIGENCE - KINESTHETIC
It is the ability to use the whole body in the expression of ideas and feelings, and ease the use of hands to transform elements. It includes coordination skills, dexterity, balance, flexibility, strength and speed as well as kinesthetic ability and perceived measures and volumes. It manifests itself in athletes, dancers, surgeons and craftsmen, among others. It is seen in students who excel in sports, dance, body language and / or construction work using various concrete materials. Also in those who are proficient at playing instruments.
• BODY EXPRESSION: From an early age is important to encourage the care we give to our body, so with this program, children develop body awareness and learn to communicate with the body, through exploration and stimulation of the senses from the body representation, imitation animals, objects, and natural events.
• GYMNASTICS: With the program "Gymnastics", seeks to develop through narratives and stories the basic motor skills of children in the levels of preschool section, by strengthening the self-image and knowledge of the scheme bodily; developing physical skills such as balance, coordination, timing and rhythm in the movements of the body parts; and discovering their senses.
• SKATING: Artistic skating is a discipline that is characterized by the beauty, plasticity and elegance in their movements and therefore requires dedication and perseverance. It is aimed at children from kindergarten level. In these classes the student will learn the basics of skating, which at first will mean for them beginning in the practice of a sport that brings satisfaction to individual and group level. The overall objective is to achieve the confidence and security of the child itself, backed by the moral and physical support of their teacher, to make different figures, braking, and sequences from body movements without music. Similarly they learn to skate having fun. That is why technical exercises are mixed with games of all kinds applied to the skates.
INTERNAL CURRICULAR ACTIVITIES
• A DAY AT THE FARM: This presentation complements and closes the topic of farm animals related to the "science" program in Preschool; in which students have worked their characteristics and benefits and the influence they have on our lives. Students at this level are prepared to stage the representation of important beings in the farm either human or animal, and gross motor movements elsewhere developed by the program of "body expression" learned choreography that will require implementing a process of attention, concentration and spatial location, among others.
• MONTESSORI CIRCUS: This presentation contributes to closing the topic "The Circus” seen in the Kinder English program. Besides reinforce all the concepts and vocabulary seen, it is shown the skills that our students have, to represent characters, choreography and presented to the public. This project is supported by the Department of dances with the "body expression" class.
• ARTISTIC PRESENTATION OF SKATING: At the end of the school year, students from kindergarten and transition level make a presentation of figure skating showing the progress made to date.
EXTRACURRICULAR INTERNAL ACTIVITIES
• ARTISTIC PRESENTATIONS: "The Grinch," "Fame," "FASHION SHOW". For these presentations students from kindergarten level, attend trials in extra hours to practice the choreography and staging of these works.
• SWIMMING: Children from Pre-Kindergarten level have the opportunity to attend swimming lessons in “Foca Marina”. The aim is to develop their safety; autonomy and independence in students, in addition to all the functions of their gross motricity system.
• MALE AND FEMALE FOOTBALL: This sport is one of the most popular and beloved by students, were involved from kindergarten level. Practitioners develop their skills and physical abilities, besides teaching teamwork, responsibility, learn to deal with frustration, self-control, among others.
• SKATING: From kindergarten level, students may participate in the discipline of "skating" in extracurricular time to develop in participants discipline, perseverance, confidence, security; based on body movements that benefit their gross motor development.
• FIELD ACTIVITY “FOCA MARINA”: The main objective of this activity is to give closure to the first unit of the science curriculum, "water", corresponding to the level of kindergarten, where the children have learned about the characteristics and properties of water. In this activity, children perform some experiments in the facilities of “Foca Marina” and also have the opportunity to experience through the senses all the characteristics developed on this area. In this way a significant learning is achieved. Thus they are having a significant learning. Later socialize with parents this activity, with the help of a PowerPoint presentation.
EXTERNAL EXTRACURRICULAR ACTIVITIES
◦ Swimming competitions (relay) developed in Foca Marina.
• MUSICAL EXPRESSION: This class is offered in pre-school, in its first part. The program converts musical notes in cartoons; each has a geometric figure, a certain color and a job, like all of us in society. This is played by cartoons, which have a corresponding letter or encryption consonant with which it is world renowned original. Do is C on the universal encryption, so that the caricature of "Mr. Sun" shows a C on his hat and his office is to be a carpenter. Through these characters coordination exercises, laterality, reflexes and rhythm are developed. Solfeo: The above figures allow children to start at an early age reading the musical notes on the staff and music theory from them. World Musical Culture, children also start studying the families of wind instruments, on five continents, sound, material and shape. To Kinder level the degree of difficulty increases; children begin to study the notes and their times. (The white, black, black silence, and round). All this applied in piano and music theory. As for the musical culture, children continue to study the instruments and their families, learn strings and percussion instruments. World music "world music" was also introduced into the program, and has the opportunity to learn from different cultures its folkloric wealth.
• INSTRUMENTS: This program seeks to expand the students' appreciation for music, leading to the knowledge acquired in piano classes, in music theory or "musical expression"; within the skills that are working in this program is the fingering of musical notes to play the piano, interpreting songs, reading of the scale of musical notes, and interpretation of silences on the staff. This program is taught in kindergarten and prekindergarten levels.
INTERNAL CURRICULAR ACTIVITIES
• "Songs" is a program that is given throughout the school year, in which students must learn a song in English which is evaluated as organized weekly calendar. With this program in addition to teaching English through music, they develop the pace, tone deaf and understanding of the letters. They are to be assessed not only asked to sing the song but also to answer certain questions about this.
INTERNAL EXTRACURRICULAR ACTIVITIES
• CANDLELIGHT CELEBRATION DAY: With this presentation students welcome Christmas at Montessori British School. Students from the level of Toddlers come on stage to sing carols accompanied by a story related to Christmas, these songs have been worked during the second two months of the year.
Interpersonal intelligence is the ability to understand others and interact effectively with them. It includes sensitivity to facial expressions, voice, gestures, posture and ability to respond. Present at actors, politicians, good sellers and successful teachers, among others. The students with interpersonal intelligence are those who have enjoyed working in groups, which are convincing in their negotiations with peers and adults, who understand the partner.
• ROLEPLAY: In the room Ludoteca, children enjoy playing and interacting with their peers to represent different roles in society using different toys and classroom spaces provided. This class allows students to develop their creativity and imagination through role play in areas such as hairdressing, cooking, house, machine shop, supermarket, car track and the doctor's office.
• JOURNAL: This program aims to make children have a space where they can develop their creativity, using tools such as drawing, increasing the vocabulary of a second language, sharing their everyday experiences with their peers and the importance of these to his personal history, making students understand that everyone lives their reality in a different way, but very valuable. Also develop their memory, making social, interpersonal and emotional area increases, and learn to express their feelings through drawing in relation to their school, family, social and cultural life.
• PUPPETS: The main purpose of this program is to reinforce in children the cultural wealth and traditions of Colombia, United States and England, through works and stories staged with puppets, in which emphasis is placed on values such as friendship, respect and tolerance among the development of social skills.
INTERNAL CURRICULAR ACTIVITIES
• CHALLENGES: The challenges program, as its name implies, seeks to "challenge" students in PK and Kindergarten levels to learn about their daily life, such as personal data and general culture, knowing about characters with which we name our school classrooms. This program is evaluated according to the dates established in the calendar of challenges. The idea is that each student has a personal album, and with a properly responds to every challenge, wins the corresponding "sticker"; completing the album. If they fail to answer, there will be a second chance to respond.
• SEND WISHES TO SANTA: The last day of school in December, students from toddler to kindergarten level sent a letter to heaven in a balloon tied with his best wishes for Christmas.
• TOUR OF PARENTS: It is a visit that is programmed with the families of each course of preschool section, to attend school and learn the operation and procedures of all departments, staff and authorities, the programs are held at the level and also observe a class of their children.
EXTRACURRICULAR INTERNAL ACTIVITIES INTERNAL
• SCHOOL FOR PARENTS
Give parents the tools to help their children in this process of transition and change such as the admission to kindergarten.
This will allow that children find support for their parents and having the least negative impact possible, which would affect the experience of parents about this transition as something painful and traumatic.
Ask agreements and commitments to their role as parents of children in pre-school stage, raising the co-responsibility between family and school.
|2||“Children's Behavior”||Talk about those typical behaviors of age between 2 and 5 years, which are part of the evolutionary process of children (tantrums, spasms, disobedience, and aggression), providing practical tools for the proper management of these behaviors from the positive discipline model.|
|3||“Child Development from 2 to 5 years old”||Provide information to parents about the physical, psychological and emotional development of children at this stage, as well as some tools to stimulate development in this process.|
|4||“ Difficulties in the exercise of authority”||It is presented in workshop format. It aims to generate reflection on parents with regard to particular styles of authority, their difficulties in exercising it effectively and propose alternatives or solutions.|
|1||“Limits, a way of giving love”||
Think about the way from home limits and their importance in the emotional development of children and the impact of the incorporation of the limits in adulthood are handled.
Provide tools to know how to put limits to the children in a positive way.
|2||“Types of discipline and its influence on the education of children”||
Promote reflection on the parents regarding the actions that characterizes them as to how to exercise discipline and interact with their children.
See possible courses of action for change.
|3||“As stimulate the development of values in children”||
From an early age is important to educate children in values, this being one of the most important points in parenting.
The first teachers of morality are the parents, for this reason some strategies will be provided for parents to know assertively address this issue with their children.
|4||“The importance of attachment in children”||Promote attachment parenting that respects the cycles of development of children and promoting positive parenting.|
|1||“Families with children in pre-school age”||
Dialogue with parents about this life cycle, relational and emotional demands, as well as aspects to be taken into account to go through this life cycle of a more healthy way.
Recognize stressors and risk factors for both the family and for each of its own members in this life cycle.
|2||“What children learn from their parents' relationship”||
Make parents aware of the fundamentals of their way to do in a family, how their particular relational style positively or negatively affect the children lives.
Show different examples of different styles of family relationship and potential impact on what children are like adults from its relational family experience.
Parents create commitment in relation to the mother or father of your child and generate changes.
|3||“Effect of conflict on children and the management of differences”||
Child stage at pre-school age is a cycle full of challenges, which in times like today parents cannot handle, has not yet achieved the balance in families today, and this stage is loaded with emotional demands and economic and labor changes.
According to research it is a critical period in which many fights and discussions at family level are given, which in a high percentage end in divorce, so, it is considered important to address this issue to parents, encouraging reflection off as it affects children and promote most flattering styles to handle differences at home.
|4||Do we communicate?||Discover the importance of dialogue in the process of rapprochement and mutual understanding between parents and children.|
Bringing parents the meaning of this concept and its importance in the lives of their children, not only in the immediate future but for all his adult life.
It is likely that many parents have developed emotional competencies, is to generate this kind of questioning each of them to begin working on it.
Providing strategies to encourage children emotional intelligence in preschool, techniques for working on a day to day with their children and to apply themselves.
|2||“Gender and sexuality in pre-school children”||At this stage of development children are very curious facing discoveries of the differences between boys and girls, as well as your body experiences pleasure and new sensations when they touch themselves, this shocked many parents and handles in an unsuitable way, so it seeks to guide parents in front of what is happening with their children and proper management of these changes and these findings.|
|3||“Prevention of child sexual abuse”||From this age is important for parents to know how to approach this subject with their children and teach them how to protect themselves creating prevention against the child sexual abuse.|
|4||“ Moral emotions”||
Today there is a crisis in the moral development of children. It is very important that parents know how to strengthen this aspect.
A moral development means having emotions and behaviors that reflect concern for others: sharing, helping, encouraging, tolerance and others..
Do parents know how to encourage this type of behavior?
It requires the ability to build, to organize and direct their lives. It includes self-discipline, self-understanding and self-esteem. It is highly developed in theologians, philosophers, psychologists, and others. It is shown by students that are reflective o and are usually peer counselors.
• ROLEPLAY: In the room Ludoteca children enjoy playing and interacting with their peers to represent different roles in society using different toys and classrooms provided. This class allows students to develop their creativity and imagination through role play in areas such as hairdressing, cooking, house, machine shop, supermarket, car track and the doctor's office.
• JOURNAL: This program aims to make children have a space where they can develop their creativity, using tools such as drawing, increasing the vocabulary of a second language, sharing their everyday experiences with their peers and the importance of these to his personal history; making students understand that everyone faces their reality in a different way, but very valuable. Also develop their memory, making social, interpersonal and emotional area increases, and learn to express their feelings through drawing in relation to their school, family, social and cultural life.
• PUPPETS: The main purpose of this program is to reinforce, in children the cultural wealth and traditions of Colombia, United States and England, through works and stories staged with puppets, in which emphasis is placed on values such as friendship, respect and tolerance and the development of social skills.
INTERNAL CURRICULAR ACTIVITIES
• COEXISTANCE PROGRAM: This program is taught at all levels of the school. The main objective is to give children a solid foundation for healthy living. Topics are presented through playful activities, with visual material and stories that promote reflection on our children.
This intelligence is based on developing the capacity to use words orally and written effectively. It includes the ability to use syntax, phonetics, semantics and pragmatic language (rhetoric, explanation and metalanguage). High level of this intelligence is seen in writers, poets, journalists and speakers, among others. It is more developed in students who love to write stories, reading, playing with rhymes, tongue twisters and the process of learning other languages easily.
• SPANISH: This program begins at the kindergarten level, since it is in the latter when our children have the cognitive maturity required to start the process of reading and writing. The main idea is at the end of this level, students acquire elementary reading skills both direct and inverse syllables. It is a program that takes place through the use of the five senses. Among the issues which the program works is that of communicating feelings to teachers and peers, recognize, write and associate members with pictures, write and recognize his name, recognize, read and write words with the letters of the alphabet.
• ENGLISH: At the level of Toddlers students are exposed to situations of spontaneous and meaningful communication including songs and games led by Sesame Street character "Tingo" who helps them learn the basic terms to describe their immediate reality. Activities at this level take into account the "quiet period" learning "subconscious" in which students are. In PK the main objective of the program is that students learn basic vocabulary about themselves, their family, their school and their world.
Students are exposed to a structured language, and can generate their own communicative language. They are encouraged to use short phrases and body language to express themselves. The English program kindergarten level, is based on the same issues they saw in the previous level (family, school, emotions, etc.), the complexity of vocabulary, sentences, and questions on degree of difficulty increases as the activities stimulate children pursue a production of more complex language.
• STORY TELLING: Its purpose is aimed to encourage and cultivate the love of reading and books. It also allows stimulating children's fantasy; helps the development of morality and values and improves the skills of listening, understanding, expression and attention in the English language.
• HOLIDAYS: Through this program the most important holidays of the Colombian, American and British culture are held, using games, songs and dances. They were also taught values such as friendship, respect and tolerance.
• LIBRARY: The library class is enjoyed by students. The idea is to give continuity to the class of "Story telling" in promoting the love of reading, understanding the content of stories and encourage the expression of ideas in English. On the other hand, also seeks to initiate students in behavior that should have in this space.
INTERNAL CURRICULAR ACTIVITIES.
• READING PLAN IN SPANISH AND ENGLISH: This program takes place from Kinder, with students who begin the process of literacy. The aim for preschoolers is: to learn to love reading, to understand the content through activities related, and parents share this process with their children. It develops throughout the school year, reading a book every two months.
• SHOW AND TELL (Advances): This activity is performed only in the area of English. It aims to develop language and thinking skills (such as analysis, synthesis and planting).Allows students to make a short presentation of a topic given to their parents and other partners, demonstrating their skills in the English language. It is designed from the level of Toddlers, sing songs learned during the course of the school year in groups and accompanied by movements and easy steps. In Pre-Kindergarten level, presents the story of an Indian village by the story lines represent characters and are able to say a few lines. Kindergarten students individually make a description of their favorite toy, naming the characteristics and justifying their choice.
• • CHALLENGES: The challenges program, as its name implies, seeks to "challenge" students in PK and Kindergarten levels to learn about their daily life, such as personal data, and general culture, knowing about characters named in the classrooms. This program is evaluated according to the dates established in the calendar of challenges. The idea is that each student has a personal album, and properly answering to every challenge, wins the corresponding "sticker"; completing the album. If they fail to answer, a second chance will be given.
• CELEBRATION OF HOLIDAYS: In school we consider aspects of cultures such as: Colombian, British, American, Chinese and French. Therefore during the school year we related festivities activities listed below: These activities are complementary to guidelines developed in the classes of "holidays", "puppets" and "kitchen".
• HALLOWEEN: It is celebrated on "Halloween" with a colorful and fun activity. Our students come dressed and participate in a costume parade together. On the other hand during the school day engaged in cooking, dance and crafts activities related to date.
• CHRISTMAS: For Christmas Day is organized a morning in which students heaven sent their best wishes for the holiday season.
• SAINT VALENTINES, SAINT PATRICK'S DAY: On this day special guides are applied in English and / or Math classes.
• EASTER: This festival is planned for children visiting Easter rabbit and the egg hunt activity at the time of "playground". All this aligned with the programs: "holidays", "puppets" and "kitchen" where children have worked on the issue and have knowledge of history.
It is the ability to use numbers effectively and to reason properly. It includes sensitivity to logical patterns and relationships, statements and propositions, functions and other related abstractions. A high level of this intelligence is seen in scientists, mathematicians, accountants, engineers and system analysts, among others. Students who have developed this intelligence approach easily problems and planning. They approach the numerical calculations, statistics and budgets with enthusiasm. People with well-developed mathematical logic intelligence are capable of using abstract thinking using logic and numbers to establish relationships between different data. Students highlight, therefore, in solving problems in the ability to perform complex mathematical calculations and logical reasoning. Basic skills: deductive reasoning and inductive way, relate concepts, operate with abstract concepts, such as numbers that represent concrete objects. Professionals who need this greater intelligence: scientists, engineers, researchers and mathematicians. Activities in the classroom: All involving the use of basic skills, such as, reason or infer rules (mathematical, grammatical, philosophical or otherwise), operate with abstract concepts (like numbers, and any system of symbols such as traffic signals), relate concepts through mind mapping, problem solving (jigsaw, puzzles, math problems or linguistic) experiments.
• MATH-Preschool: The main objective is to develop the math skills of students, starting with basic concepts such as numbers, sequential counting, concept of the quantity and value. Sensory games and activities implemented are the basis for students to learn to develop more complex such as addition and subtraction operations.
• LOGIC CONCEPTS: The objective of this program is to develop knowledge and thinking skills that students must have to understand the mathematical processes and the relationship with the surrounding environment. These programs are increased in difficulty as the student grows and identification skills and reasoning are more complex. They are framed within the concept of number, spatial and geometrical relationship, measurement, patterns, data analysis and probability.
• TECHNOLOGICAL SKILLS: Due to today´s demands worldwide, through this program seeks to develop in children basic skills in handling the computer, and highlight the importance of this tool and advantages on educational level. It is handed programs that reinforce the themes seen before and English vocabulary is reviewed.
• CONCENTRATION: The program was developed to improve thinking skills and concentration. This is based on the book "Focus". The objectives of the latter are: first, to improve concentration periods per student. Second, develop visual skills through the use of different images, which include color, shape, size, position, rotation, and further introducing new vocabulary. Third, helps students to recognize small changes in images and select the right among many. Fourth, place students with fine motor exercises such as bending, cutting, gimped, create mark and draw. Fifth, allows them to learn to recognize the use of a particular object according to the situation. And to conclude this program, helps students to follow step by step instructions. As in the other programs as the school year progresses exercises are increasing the difficulty level.
• LEARNING AND SENSORIAL SKILL: In this class, preschool students have the opportunity to work based on the pedagogy of Dr. Montessori games, where they develop skills serialization, classification, concentration and attention; besides the handling of textures, stimulating sensory systems. On the other hand the games also have a high cognitive content that can extend and reinforce vocabulary skills. Also in this class students learn socialization aspects such as: sharing, teamwork, wait your turn, among others.
• KITCHEN: There are two programs: the first is dictated in the levels of Toddlers and Pre-Kindergarten and aims to help students to learn about healthy foods and how the combination of different ingredients can emerge into a delicious dish. The basic premise is that students are able to explore and manipulate the ingredients and know the origins and special features. The program for the kindergarten level remains the primary goal of helping students to learn about food and its main features, but the recipes are different and activities make students to take a tour around the world, knowing the typical recipes of each country and the origin of the ingredients. At the end of the program students learn about the different natural regions of Colombia and how the food is another expression of the racial and cultural diversity that exists in our country.
This intelligence is based on developing the ability to think in terms of sounds, rhythms and melodies; production and recognition tones and sound creation. It also involves the use of musical instruments and singing as a means of expression. The person with high musical intelligence has the ability to express emotions and feelings through music. Features: sensitivity to music, rhythms and musical tunes; skill playing musical instruments; effective use of voice to sing solo, alone or accompanied.
• MUSICAL EXPRESSION: This class is offered in four levels, in its first part, the program converts musical notes in cartoons; each has a geometric figure, a certain color and a job, like all of us in the society. This is played by cartoons, which have a corresponding letter or encryption consonant with which it is world renowned original. Do is C in the universal encryption, so that the caricature of "Mr. Sun" shows a C on his hat and his office is to be a carpenter. Through these characters, students develop coordination exercises, laterality, reflexes and rhythm. Solfeo: The above figures allow children to start at an early age reading the musical notes on the staff and music theory from them. In relation to the global musical culture, children begin to also consider the families of wind instruments, on five continents, sound, material and shape. To Kinder level the degree of difficulty increases; children begin to study the notes and their times (white, black, black silence, and round). All this applied in piano and music theory. As for the musical culture, children continue to study the instruments and their families, learn strings and percussion instruments. "World music" was also introduced into the program, and has the opportunity to learn from different cultures its folkloric wealth.
• INSTRUMENTS: This program seeks to expand the students' appreciation for music, leading to the knowledge acquired in piano classes in music theory or "musical expression"; within the skills that are working in this program is the fingering of musical notes to play the piano, interpreting songs, reading of the scale of musical notes, and interpretation of silences on the staff. This program is taught in kindergarten and prekindergarten levels.
INTERNAL CURRICULAR ACTIVITIES
• “Songs" is a program that is given throughout the school year. Students must learn a song in English which is evaluated as organized weekly calendar. With this program in addition to teaching English through music, also they develop the pace, tone deaf and understanding of the letters. They are to be assessed not only asked to sing the song but also to answer certain questions about it.
EXTRACURRICULAR: INTERNAL ACTIVITIES
• CANDLELIGHT CELEBRATION DAY: This presentation welcomes Christmas at Montessori British School. Students from nursery level onwards, come on stage to sing carols accompanied by a story related to Christmas, these songs have been worked during the two-month period of the year.
It is the ability to distinguish, classify and use elements of the environment, objects, animals or plants, both urban and suburban or rural environment. It includes the skills of observation, experimentation, reflection and questioning about our environment. It is followed by high-level people in the field, botanists, hunters, ecologists and landscape architects, among others. It occurs in students who love animals and plants; those recognize and investigate characteristics like the natural world built by man.
• INVESTIGATIVE MINDS: The purpose of the Toddlers Program is to initiate students into the phenomenon of science, experimentation and discovery, all within the parameters of childish curiosity. The program starts guiding students in the identification and recognition of their own body as only machines with impressive skills. Then they continue to explore the five senses and how they allow them to "feel" and "perceive" the world around them. Finally, after recognition of his extraordinary being, they continue to identify other creatures of the world are animals and as benefit and affect the lives of human beings.
In PK children are able to learn about plants as wonderful things and experience the magical process of germination of a seed. Later they return to the animal kingdom to learn about some of the creatures that inhabit the world and their adaptation to this medium. To end the program, students learn about the small world of insects and how beautiful and important they are to the natural balance of our planet.
The kindergarten program, takes the kids to a world of discovery in which use their own senses to observe, predict, experiment and conclude about phenomena that occur in relation to water, light, air, magnetism, balls and ramps.
INTERNAL CURRICULAR ACTIVITIES
• EDUCATIONAL TOUR (My Little Farm): Students on PK level will have an artistic presentation "A day at the farm” to reinforce the content of the science program, children attend the presentation of farm animals developed with real animals within the school premises
• MY PLANT: A guide that develops in levels of PK and Kinder. It consists on children planting a seed and as the weeks go, they are seeing the growth process. This project is part of the water cycle for kindergarten level in which students appreciate the importance of this resource for the living; and on the level of PK, part of the contents of the Unit: Plants.
Is the ability to think in three dimensions. It allows perceive external and internal images, recreate, transform or modify them through space or make objects flown and produce it or decode graphic information. It is present on pilots, sailors, sculptors, painters and architects, among others. The students study better with graphics, diagrams and tables. They like to make conceptual and mind maps. Students understand plans and sketches well.
• CONSTRUCTIVE AND SPATIAL SKILLS: It is a class in which no program is run, is taught in all four levels of preschool section and its main aim is that by handling blocks of different material, texture, shape and color, students develop their ingenuity and creativity through the creation and construction of structures; on the other hand develop thinking skills such as: identification, classification and serialization. It also contributes to the development and fine motor control through the management and placement of parts and teamwork, solidarity and fellowship is promoted.
• ARTS AND CRAFTS: This program seeks to make a craft through different techniques like finger painting, stroke, modeling clay, torn paper and modeling. For this program models based on the weekly thematic programming, in line with the programs of "Holidays", "Puppets" and "Kitchen", which are shown to children and the process shown were created to follow that each individual will build their craft. Progressively, indirectly knowledge about colors, color production and also concepts of size and shape are provided. At the same time it is an opportunity to support the motor development and knowledge of basic vocabulary in English. This craft is sent home once it ends. The program "Arts and Crafts" is issued in Toddlers, Pre-Kindergarten and Kindergarten.
• ART, SENSE AND PERCEPTION: It brings the child to his inner experiences developing observation, perception, creativity and confidence and knowledge of the world around the child. Here there is no pre-established model that students must follow. They are allowed to autonomously interpret different stimuli, patterns, rhythms and inner experiences, stimulated by questions that point to the uniqueness of the child. In this exploratory field it is allowed that the child make "mistakes" which are seen as part of the process and are seen as formative and constructive.
• FINE MOTOR SKILLS: Fine Motor program is taught in levels of Toddlers and Pre-K. Seeks to develop eye-hand coordination of our students, to exercise precise movements and through the senses and through the use of different textures that allow strengthen muscle tone. Also, students make strokes of lines in different directions in order to prepare them for the process of reading, writing, and constantly working posture, as it increases the degree of difficulty of the exercises.
• PLAYDOUGH: A program issued in four levels, starting with the preparation and handling of equipment, following the application of techniques; give specific textures and finishes; and end with the making of figures, which are gradually gaining a greater degree of difficulty as the program progresses. On the other hand, it seeks to strengthen the muscles and control of small and precise movements of hands and fingers.
EXTRACURRICULAR INTERNAL ACTIVITIES.
• ART WORKSHOP: This activity takes place on a Saturday, in which students attend school with their parents. They are guided by a counselor (art teacher) for activities that seek to sensitize and guide parents to understand the feelings of their children and the importance of expressing emotions through drawings. It is a workshop on PK and K levels.
• PLAYDOUGH CLUB: This program is issued for PK and Kindergarten levels with the aim of improving fine motor skills of students that will benefit them in their pre-writing process and literacy, and develop their creativity through creating figures with this material.