Saturday 11 de July de 2020
Primaria proyecto

Pedagogical Proposal

Amapola’s main goal is to achieve children’s full potential so that they are able to shape their own identity towards real-life fulfillment. To do so, we focus on a double perspective: one that refers to the knowledge and skills acquisition, and one related to core values: Morals, Ethics and Citizenship.

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Spanish

We emphasize the dynamics of diversity in the teaching‐learning process based on constructive pedagogical principles, giving relevance to the children’s own pace and the ways they learn. Thus, we uphold an absolute harmony between the achievement of high academic standards and socio-emotional support.

To do so, we foster a collaborative and creative working environment, opening continuous lines of communication between teachers, students, school principals, advisers and families.

The Spanish subjects, as proposed by the Curricular Design for Primary School in the city of Buenos Aires, are organized into Language Practice, Mathematics, Social Studies, Natural Studies, Art, Music, Computing and Physical Education.

Language Practice

Readers and writers find increasingly challenging and complex tasks in Primary School. From First Form, literacy consolidation and literary work lead to a gradual and thoughtful acquisition of language, literature, as well as writing.

One of the fundamental pillars of Language Practice is to turn classrooms into communities of readers and writers so that children become active members of the literary universe. This will allow them to decode what they read and discuss it with their peers.

Reading different authors and genres, as well as beginning to acquire literacy skills in real communicative situations are the best way to learn our language.

A reflective attitude towards language itself, its formation and rules enable students to get a more meaningful learning of the communication tools in all its forms. Furthermore, when children strengthen different study strategies, they are able to handle complex content from different perspectives. Reading and writing skills are essential tools to everyday life; they are used to express opinions and build consensus.

matematica

Mathematics

Learning Mathematics in Primary School involves a thoughtful analysis on the different ways of solving problems to finally acquire meaningful mathematical knowledge. To do so, special attention is given to teacher-student interactions which allow to anticipate possible solutions, estimate results, find different ways of solving a problem, discuss and defend answers and validate procedures.

Mathematical knowledge involves a series of skills to be learnt by the students throughout their elementary school. Therefore, it is fundamental to teach them different and effective study strategies and support learning at their own pace.

SOCIALES

Social Studies

One of the most important goals of the school is the study of the past and current social, economic and political reality. For this purpose, we intend to give wide access to knowledge and tools which allow a better understanding of the world we live in, taking into account the multiple causes and the different perspectives and interests of the social actors involved. To achieve a deep understanding of past and present it is important for students to develop their own skills to generate hypotheses, collect information from different sources, interpret and report it through different argumentation strategies.
Since Social Science is closely linked to citizen participation, we consider it is crucial to critically analyze the mass media and the role social actors can play in discourse. Debate dynamics play an important role in the social science curriculum.

CIENCIAS

CNatural Sciences

Studying Natural Sciences seek to put students in contact with situations that enable them to know and compare the changes and permanence through time, and to come closer to a better understanding of the major physical, chemical, and biological dynamic interactions. To achieve a better understanding of Natural Science contents, we propose observation, comparison and exploration methods, the use of different sources of information and exchange of ideas. Developing students’ scientific literacy through these methods aims to help them frame scientific discoveries in specific social contexts and promote environmental protection.

biblioteca

Biblioteca

“Children need to read in their own way, either biting, getting the books dirty with jelly, reading backwards or using their finger to go over the pictures. They need to read on the floor with their legs up, under the table or on top of a tree”. – Graciela Cabal

The library provides a suitable environment for reading experiences where children not only read different stories, authors and genres, in Spanish or English, but also share, debate, play and imagine other possible worlds. The library offers a relaxed and enjoyable environment for children to read.

plastica Plastic Arts

“Color is a power which directly influences the soul”. – Wassily Kandinsky

Creating is a way of life and a way to convey feelings and ideas. Colors, brushes, wire, plaster, cotton and fabrics are just some of the many elements used by children to express them. This is how collages, stained glass works, models, murals, drawings, among other pieces of art come to life.

Information on cultural heritage, visits to art exhibitions and the study of artists and their work are some of the activities that allow children to talk and analyze an artist’s work. Thanks to this analysis children are ready to observe and explore different techniques and put them into practice.

MUSICA

Music

“Music can name the unnamable and communicate the unknowable”. – Leonard Bernstein

In Amapola, children rediscover the world of sounds; the one they know and the one we introduce them to through songs, instruments, auditions and school shows.

Children would be stimulated through different authors, styles, lyrics, melodies and games.

“Music is not, nor should ever be made to be understood, but to be felt”. – Manuel De Falla

INFORMATICA

Computing

The main goal of this subject is to provide students with a range of Information and Communication Technologies (ICT) tools. We focus on IT tools (software for editing and creating photos, videos, music, etc.), and the development of critical thinking skills when using information found on the Internet. This is complemented with the teaching of text processors, presentations and simple calculation sheets together with educational software linked to their syllabus. Students will develop confidence in handling information and they will learn how to gather, organize and present information by using information technology tools.

GIMNASIA

Physical Education

The Physical Education Department offers a variety of activities that allow students to enjoy physical activity and sports while developing their motor skills. Students are encouraged to build up positive attitudes as well as to develop their self-esteem so that they can reach their full potential. We place great emphasis on solidarity, camaraderie, effort, commitment, perseverance and teamwork.

Physical Education is performed twice a week. There is a weekly class at school in the morning shift where motor skills and coordination capacities are stimulated. There is a second class in the afternoon shift when kids are taken to the Sports Field – Club de Amigos- where the kids will be engaged in sports and athletic activities such as football, hockey, basketball, handball and athletics. Children also participate in sporting events and athletics with other schools. Besides, there is an internal “cross” and Inter-house competitions.

We also offer after school programs to play football, hockey and basketball. There is an annual camp where children not only get in touch with nature, but also develop social skills and independence, challenge themselves and enjoy the benefits of an active lifestyle.

The Physical Education Department works with a group of Physical Education teachers which is coordinated by Diego Rebesberger.

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English

The main objective of Amapola English Department is to teach the second language so that children can integrate oral and written skills in meaningful situations. Our pedagogical approaches focus on the children’s interests and topical issues. It is important to highlight that this English teaching method generates new projects that enable children to acquire the language in a more natural way.

The English curriculum is organized around thematic units. Thematic instruction is based on the idea that people acquire knowledge best when learning in the context of a coherent “whole,” and when they can connect what they’re learning to the real world. Thematic instruction seeks to put the teaching of cognitive skills such as reading, mathematics, science, and writing in the context of a real-world subject that is both specific enough to be practical, and broad enough to allow creative exploration.

Thematic instruction is the organization of a curriculum around macro “themes.” Thematic instruction integrates basic disciplines like reading, math, and science with the exploration of a broad subject, using grammar as a tool rather than a starting point.

Thematic units not only demonstrate the interdisciplinary nature of learning, but also increase student interest in learning because they focus the learner on the mastery of objectives. They make collaborative learning possible and expand evaluation strategies.

Trinity College London Oral Exams

Trinity Exams have been especially designed to test the candidate’s ability to communicate effectively in English: fluency, pronunciation, precision of vocabulary and communication strategies. With a reputation for providing highly respected and internationally recognized qualifications, Trinity delivers assessments in over 60 countries worldwide and its certificates are accepted as evidence of English language competency.

Time Capsules

When children get to 3rd Grade, their teacher encourage them to participate in the Time Capsules Project. Children describe their tastes and appearance and bring objects to be stored in a “capsule” that they decorate. Once their objects are stored, together with letters written by their parents, their teacher and the headmistress, the capsule is sealed and kept in the “Time Machine”.

When children get to 7th Grade, before the end of the school term, the Time Machine is opened at a special ceremony. Children, parents and teachers share this moving experience.