For us, learning is a process where we develop our innate skills. It is a development process of our inner potential in relation to our social and cultural environment. We consider learning as a continuous process throughout our whole life and in a customized way.
We understand day to day situations as ideal learning opportunities, as they take place in an intuitive and natural way.
Each of the icons of our logotype corresponds to a knowledge area:
At Myland, literacy is seen from a constructivist approach. The constructivist method, in its widest sense, is based on setting our kids as the center of their own learning. Our natural approach considers that children are familiar with written language since they are very young: signs in the streets, product labels, restaurant signs... and that this written language is the representation of oral language. For learning how to read and write, it is essential for children to link language to its basic function: communication. As a result, those activities promoting communication (meeting time in the mornings, tales, discussions, rhymes, songs...) are crucial for an optimal development of literacy in its first stages. Without forcing them, offering all kinds of different texts and readings, as well as an enriched context, children end up enjoying reading and writing in all their dimensions.
“Reading should be one of the ways of happiness and nobody can be obliged to be happy.” Jorge Luis Borges
Our approach to the mathematical world always has an experience, manipulative, and self-corrective approach. For us, maths are everywhere and we help children to figure them out and integrate them, from concrete to abstract. A cross sectional study of mathematical concepts, in all areas, and leaning in additional lines, such as Robotics and Architecture, gives learning in this area a broader and more general dimension. The wide range of manipulative materials, the different proposed activities, understanding mistakes as part of the process and see real life applications make our students enjoy learning maths.
“There is geometry in the humming of the strings, there is music in the spacing of the spheres”Pythagoras
In the social world area, we work with content regarding History, Geography, Astronomy, Territorial Organization, Geology, etc. Just as in the rest of areas, the approach to this topic is active and based on real life experience. We give special relevance to context and connect every learning event to an event in our closest world. Montessori material is combined with the use of new technologies to offer significant tools in this learning area.
“Nobody is as ignorant as the one who ignores geography, as that person ignores the context of everything else”Víctor Soriano i Piqueras
Art is able to improve people’s lives. For years, art has been a powerful tool to promote the emotional and intellectual development of those who find in artistic expression a language. For us, it is a tool to express and understand the world. We explore cultural movements, authors, and disciplines and use artistic expression as a great way to connect to the rest of individuals around us and to develop personal skills and abilities.
“The best scientists are also creative thinkers”Albert Einstein
In this knowledge area, we work with aspects regarding the human being and health issues, living beings (animal and vegetal kingdoms), physics, chemistry, and matter, among others. As with any other learning, we view this topic as a life experience. Firstly, we come close to our surroundings to explore them, to know them and study them. From that point, we increase the content. We work with projects to generate a significant learning and involve the whole educational community if it is necessary to tackle interesting topics for our students.
“Look deep into nature, and then you will understand everything better.”Albert Einstein
Children grow through movement, a school which prevents the natural movement of kids will be preventing, in part, their development. Our whole school is prepared to promote the free movement of our students, from the outer areas with playground, climbing ropes, trees, rope ladders, and wheels to the distribution of the classrooms and the use of carpets as a learning area. Besides not preventing free movement, we promote basic psychomotor aspects in infant development by means of specific sessions.
“Movements are not just made simply by moving, each movement has its purpose, always has some intention”Maria Montessori
Emotional skills in children are necessary to know their own emotions and to recognize them in others, so that they are able to regulate and express those emotions assertively. Work in emotional education contributes to a good social and academic adaptation and contributes to a good social and academic adaptation, allowing our students to develop necessary skills for the future and a healthy self-esteem.
“What good is it if a child knows where to place Neptune in the universe, if they don't know where to place their sadness or rage”José María Toro
The contact with music has multiple benefits for the motor and intellectual development of children. In Myland we know that music education reinforces attention, increases concentration, creativity and the development of motor and rhythmic skills. Therefore, we give importance to the contact of children with this discipline making it attractive and motivating. Each of the activities we propose in the area of music involves students from their different interests and motivations, addressing both classical and regulated works of different styles and cultures.
"Music is for the soul what gymnastics for the body" Plato
Besides, something which characterizes us and differentiate us as a school are the “Additional Lines”. These lines introduce own and specific content of the different knowledge areas and support learning in a cross sectional way.
We currently offer the following lines:
These are the curricular aspects defining our educational project: