English language teaching is present in every activity and routine of our students, in the free and symbolic play, in basic needs and life processes such as food, personal hygiene, nap time... and in all pedagogical and didactic activities, thus covering their full day-to-day.
From a very early age, we work on the four language skills (listening, speaking, reading, writing). There is no interference when learning English and Spanish, and children express themselves in both languages.
In the 2 year old classroom, we adapt to the child’s development and derive maximum benefit from their auditory, visual and tactile potential, from the way they perceive the environment around them.
We emphasise the listening and oral skills, basing our work on the multiple intelligences, so that activities are presented to students in different ways (combining music, movement, spatial representation...), and enabling that all of our students have access to meaningful learning through sensory experiences.
We include the Synthetic Phonics methodology from the age of 2. The child's brain is able to encode the sounds of both its mother tongue and the second language one without interference, as if the child used two independent brains. Hearing at this stage of the child’s development, is at its peak. We emphasise the learning of Nursery Rhymes and traditional songs that reinforce and support the musicality and rhythm of the English language in a natural way.
Students also work in projects, adapting them to their cognitive development and fostering their creativity.
In the 3 year-old classroom, children have the possibility to internalise the language in a natural way and begin to express themselves in simple sentences.
We begin to work on literacy with Jolly Phonics, a phonetic method.
We try to foster interest in reading through “storytelling time” and songs are a constant support in oral expression. Students also work in projects, adapting them to their cognitive development and fostering their creativity.
In the 4 year-old classroom, the child’s curiosity about everything surrounding them and their natural motivation, make them feel safe when expressing themselves in English.
In literacy, we incorporate the IA Phonics method, developed by the school's teachers, with the methodological basis of Jolly Phonics, thus making it possible to work on vocabulary both visually and in written form, through meaningful learning.
Project-based work is truly important as children become protagonists and actors of their own learning process. The poems, rhymes and songs, as well as the plastic expression, introduce the world of art in their daily learning.
In the 5 year-old classroom they reach the culmination of the skills developed over the previous years. Children communicate in English quite naturally. Their phonetic knowledge makes the reading flow naturally.
We take dictations of vocabulary words taken from IA Phonics. We practice spelling and "free writing" from the third quarter, starting from an image or theme that helps both their ideas and previous knowledge flow.
Once again, the songs, Nursery Rhymes and folktales, will serve as support and settlement of students' previous knowledge. Project-based work involves families in the children’s learning process as an essential and necessary support.
Children take home the reading books we work in class, to foster a strong interest in English reading, motivating them with great love and affection, as age requires, making their parents share their goals.
In the following video, we can see an activity carried out by 5-year olds: