Instilling Values: Integral Leadership

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 The main objective of education is the integral development of the individual, and it is for this reason that we want to encourage holistic thinking in our students. Our aim is not only to impart the knowledge, skills and competencies that will enable our students to thrive in the world, but also to inspire our students to create values, principles and ethics that will give meaning and consistency to all learning.

 To do this, we will instill in our students the practise of creative, collaborative and critical thinking, and promote the acquisition of basic principles such as solidarity, respect, responsibility, perseverance, effort, patience, adaptability, resilience, etc.

Integral leadership

Critical thinking

Curiosity

Fellowship

Responsability

Courage

Perseverance

Patience

Adaptability

Resilience

Effort

Assertiveness

Respect

Language and Culture

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We believe it is vital to offer our students an open education with an international focus, to prepare them for a much more interconnected and multipolar future, familiarising them from childhood with different cultures and approaches, so that they may develop a more flexible and tolerant mindset.

To this end, we highlight the use of English as a vehicular language and the inclusion of other languages within the curriculum, such as German or French.

Creemos que es básico ofrecer a nuestros alumnos una formación abierta y con un enfoque internacional, para prepararlos para un futuro mucho más interconectado y multipolar, familiarizándolos desde la infancia con culturas y formas de ver el mundo diferente a la nuestra, que ayuden también a desarrollar una mentalidad más flexible y tolerante.

Destacamos para ello el uso del inglés como lengua vehicular y la inclusión de otros idiomas dentro del currículo, como alemán o francés.

Disruptive Educational Approaches and Soft Skills

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  Soft Skills

Nowadays, in all realms of society, soft skills are just as important as knowledge and cognitive capabilities. Soft skills are a combination of social abilities and communication, including attitudes, such as adaptability, emotional and social intelligence, all of which empower individuals to move through their environment, work cooperatively with others, maximise their performance and achieve their goals.

At SHACKLETON INTERNATIONAL SCHOOL we believe in developing these transferable skills through collaborative work, problem-solving, time management, creative thinking, public speaking, debates, stress management and emotional education.

All of these abilities will be developed across different subjects and contexts to obtain a solid foundation in these skills across the board. From this foundation, we can facilitate rich learning from the point of view of interpersonal relationships.

 Nutrition

At a time when sedentary lifestyle and poor eating habits are presented as two of the greatest deterrents to good health, we recognize that in addition to incorporating movement as a habit of life, it is also essential to provide students with a basic understanding, based on the maturity of the student, of how to feed and nourish themselves.

This kind of knowledge will empower our students, help them adopt healthy life habits, such as being mindful of their nutritional needs and choosing what to eat based on their energy requirements as opposed to indiscriminately.

 Financial Education

Financial education from an early age is an indispensable value. It instills a propensity for sensible conduct and responsible decisions that will last a lifetime.

With experience in this field, our students will grow into being informed and independent individuals who know how to successfully manage their finances, in domestic, as well as, work and business spheres.

Educational Spaces - Art and Science

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Educational Spaces

The development of the complex brain functions, that are fundamentally formed during childhood, are set in motion by uninhibited and experiential environments, where play and curiosity are the very motor needed for learning.

This makes the physical environment part of the framework of perceptions and emotions that surround a developing brain. Because perception generates an emotional reaction and since our children spend most of their childhood in this environment, we must, therefore, create stimulating schools that encourage discovery and curiosity.

The identity of our school is strengthened through its spaces and the creation of suitable and stimulating environments, providing all our facilities both important pedagogical value and innovation.

We are committed to creating new learning environments that favour the growth, creativity, discovery, and inventiveness of boys and girls, contributing to the stimulation of their cognitive, emotional and mental development.

To this aim, we combine different elements such as light, colours, textures and shapes to ignite the imagination of the students, creating spaces where they feel at ease and have everything they need within reach.

Another important concept is the inclusion of green areas, peaceful and pleasant spaces connected with nature that improve the wellbeing and comfort of the school environment.

Open plan learning spaces, lined with glass walls and sliding doors promote and aid in collaborative work and social cohesion, which strengthen our students’ abilities and foster achievement.

Most of the spaces and classrooms can be combined with the use of moving partitions, giving flexibility, allowing for various groups to work together at the same time. The furnishings themselves are also educational tools. We’ve selected furniture that is both versatile and comfortable, facilitating the creation of teams and collaborative work. Elements such as modular desks, movable and stackable chairs, and the use of multi-level risers, along with relaxed areas containing poufs and rugs help to organise the space and allow learning areas to be more dynamic and versatile.

Classrooms are equipped with interactive digital boards. Labs, studios and workshops for science, music, art, and digital identity are provided, as well as a large library, available for all, containing multi-purpose rooms that can be converted into innovative and/or cooperative work zones.

Espacios Educativos

El desarrollo de las funciones complejas del cerebro se produce fundamentalmente a lo largo de la infancia y es facilitado por entornos desinhibidos y experienciales, donde el juego y la curiosidad constituyen un motor necesario para el aprendizaje.

Así, el ámbito físico forma parte del marco de las percepciones y emociones que envuelven un cerebro en formación. Toda percepción genera una reacción emocional. Por tanto, debemos crear escuelas estimulantes y que inciten el descubrimiento y la curiosidad, ya que nuestros niños y niñas pasan la mayor parte de su infancia en este entorno.

Por ello, potenciamos la identidad del colegio a través de sus espacios y a la creación de entornos adecuados y estimulantes, dando a todas nuestras instalaciones un valor pedagógico muy importante e innovador.

Apostamos por la creación de nuevos escenarios de aprendizaje que favorezcan el crecimiento, la creatividad, el descubrimiento y la innovación de los niños y niñas y permitan estimular su desarrollo cognitivo, emocional y mental.

Para conseguirlo, combinamos distintos elementos como la luminosidad, los colores, las texturas y las formas para desarrollar la imaginación de los alumnos y disponer de espacios donde se sientan cómodos y tengan todo lo que necesitan a su alcance.

Otro concepto importante es la introducción de zonas verdes, que generan espacios más tranquilos y agradables en conexión con la naturaleza y mejoran el estado de bienestar del entorno.

Disponemos de espacios de aprendizaje abiertos, zonas acristaladas y paredes corredizas que fomentan el trabajo colaborativo y la cohesión social, y potencian las habilidades de nuestros alumnos, promoviendo un mejor rendimiento.

La mayoría de los espacios y aulas se combinan entre ellas por medio de tabiques móviles, lo que da flexibilidad espacial a la hora de trabajar con varios grupos de alumnos al mismo tiempo. El mobiliario se convierte también en una herramienta educativa, buscando la versatilidad y la comodidad en su uso, facilitando la creación de equipos y el trabajo colaborativo. Elementos como mesas modulares, sillas móviles y apilables, la utilización de las gradas o zonas más distendidas con pufs y alfombras organizan el espacio del aula de forma más dinámica y polivalente.

Las aulas están equipadas con pizarras digitales, y disponemos de aula de informática (o identidad digital), laboratorio, sala de música, aula de arte y una gran biblioteca para todos los alumnos/as con salas de trabajo, que la convierte además en un espacio de innovación y trabajo cooperativo.

 Art and Science

We are aware that to learn something you have to live it, create it, experience it. For this reason, we promote an education in STEAM subjects (Science, Technology, Engineering, Art, Mathematics) and provide within our educational spaces a STEAM area.

It’s a space that combines Science, Technology, Engineering, Art and Mathematics where students can work on projects.

In these projects, technology is the link to the other subjects, either because the projects are based on creating it, on using it to develop something new or on its communication through ICT (Information and Communication Technology).

We know that children are already digital natives. For this reason, we see the gradual and responsible introduction of new technologies essential, giving our student body the information and education necessary, so that they can learn to use them safely and appropriately.

Understanding ICTs as very powerful tools to support educational work, we want to be at the forefront in the digital learning of our students, and deem it vital that we do so acknowledging its full potential, operation, scope, risk and responsibility.

Health: Food, Movement and Rest

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At SHACKLETON INTERNATIONAL SCHOOL we give special importance to health and the balance between body and mind, as well as contact with nature and knowledge of the environment. To properly prepare our students for present and future challenges, we consider three concepts essential: Food, Movement and Rest.

Accordingly, we put a special emphasis not only on providing healthy, balanced and quality nutrition, but also on providing the tools that enable us to understand why we eat the way we eat.

In respect to movement, because we see the sedentary lifestyle as an important issue for new generations, we have made it a cornerstone of our daily routine, not merely something we reserve for physical education classes.

Finally, we consider it very important to develop attention skills through meditation activities. This will enable our students to raise their levels of concentration and awareness, help connect them to their creative abilities and help them develop a better relationship with their own emotions, all the while, allowing their minds the rest they need to function properly. It will serve as a meaningful exercise in self-knowledge.

Food

At SHACKLETON INTERNATIONAL SCHOOL we are concerned about the food education of our students.

Therefore, we direct our efforts on making sure that even our youngest learn to eat well.

We pursue quality and excellence. Our students will eat just as if they were at home, with the best ingredients, those that promote a healthy, balanced diet. The principles of the Mediterranean diet, healthy eating from the Mediterranean Arc region, which is related to a lower rate of chronic disease and greater longevity, guide our menu elaboration.

The Mediterranean diet is predominantly vegetarian and includes pasta, rice, nuts, pulses, leafy greens, seasonal vegetables and fruits of all types, bread and other grains. It uses olive oil as the main source of fat and predominantly favours fish and poultry over red meat. Thanks to all this, we manage to achieve the fundamental principles of a balanced diet, which are to provide:

  • The right amount of nutrients required for the physical and intellectual needs of our students.
  • The correct proportion of macronutrients (carbohydrates, proteins, fats, etc.).
  • The quantity of vitamins and minerals necessary.

Movement

In the same way that it is fundamental to health to nourish one’s body by eating each day, it is also essential to do physical exercise daily. Having a workout routine brings a great number of health benefits, such as maintaining a good physique and a healthy weight, preventing the appearance of future diseases, as well as improving one’s mental health and social life.

That being said, at SHACKLETON INTERNATIONAL SCHOOL we consider the practise of physical exercise as something that should be incorporated into the daily routine of every person, and that the sooner one starts doing it, the more likely it is to become a habit for life. Therefore, this practise is actively promoted and is considered an integral part of our educational project at all levels of the centre.

Rest

Rest is a fundamental factor for the health and well-being of both the body and the mind. We will emphasise the need to sleep a minimum number of hours to achieve physical rest, as well as promote the practise of different relaxation techniques such as meditation or mindfulness for mental rest.

Mindfulness is based on techniques in which the objective is to be consciously present, integrating and understanding what is happening in and around you. In practise, attention is paid to thoughts, breathing, sensations and emotions, always from an open and relaxed attitude.

Some of the benefits of these practices in children include:

  • Improved attention, which benefits learning and academic performance.
  • Improved self-control and self-confidence.
  • Improved focus, less likelihood of being distracted, resulting in more centred states of consciousness.
  • Improved regulation of emotions, promoting a calmer disposition and more harmonious reactions to strong emotions, such as being angry or upset.
  • Improved understanding of environmental stimuli and resulting feelings, promoting more fitting expression of emotions.
  • Stimulation of creativity.
  • Development of compassion and kindness toward self and others.
  • Development of socio-ethical merits such as patience, empathy, and a desire for the common well-being.

Family Harmony

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Reconciling family, personal and work constraints for all of its members is also a responsibility of the schools. At SHACKLETON INTERNATIONAL SCHOOL we are aware of the need and importance to adapt and be flexible, so that a good work-life balance is possible.

Flexible Hours

To promote scheduling compatibility between families and students, the doors of the centre will open well in advance, and extracurricular activities will be implemented outside of actual school hours. Parents can come to eat at the school with their children whenever they want and enjoy that moment in their company.

 Homework

We consider family time and rest to be of vital importance, therefore, at the primary school level, our intent is for students to do their school work, at school, so they can dedicate their after-school time for playing sports and enjoying time with the family.

Open for the Holidays

The school will remain open at Christmas, Easter and for the month of July for both our students and others, in order to offer services to families during these holiday periods.

We want to promote parent participation in their children’s education as well as establish open and fluid communication between the entire educational community.

Flexibilidad de horario

Con el fin de facilitar esta labor y la compatibilidad de horarios, el centro abrirá sus puertas con suficiente antelación para todos los alumnos, y se implantarán actividades extraescolares tras el horario lectivo. Los padres podrán venir a comer al colegio con sus hijos cuando quieran y disfrutar de ese momento en su compañía.

Deberes en el colegio

Consideramos de vital importancia el tiempo en familia y el descanso, por lo que, en primaria, intentaremos que los alumnos realicen los deberes en la escuela y así dediquen la tarde a realizar deporte, disfrutar de la familia…

Abierto en vacaciones

El colegio permanecerá abierto en Navidad, Semana Santa y el mes de julio para alumnos tanto del centro como externos con el fin de prestar servicio a las familias que no puedan disfrutar de estos períodos vacacionales.

Queremos así mismo favorecer la participación de los padres en la educación y formación de sus hijos y establecer una comunicación abierta y fluida entre toda la comunidad educativa.

Escuela de padres

En las sesiones de la Escuela de Familias, impartidas por nuestro equipo, trabajamos recursos y competencias personales para construir dinámicas de convivencia familiar positivas, potenciando el desarrollo integral de nuestros hijos para que se construyan como personas autónomas, seguras, fuertes… y sobre todo felices. Los objetivos de nuestra Escuela son:

  • Ayudar a los padres a conocer mejor sus emociones y las de sus hijos.
  • Aprender a expresar y gestionar apropiadamente las emociones, legitimando nuestros sentimientos.
  • Desarrollar y fortalecer la autoestima, tanto de los padres como de los hijos.
  • Comprender a los hijos y sus comportamientos, tanto de forma individual como en sus relaciones sociales.
  • Desarrollar la escucha activa, la empatía y la comunicación asertiva.
  • Capacidad para poner límites y resolver conflictos de forma positiva.
  • Aportar recursos para conseguir el bienestar emocional y aprender a vivir positivamente.

Family School Sessions

Our team will provide “Family School” sessions, where we work with parents on personal resources and skills to develop positive dynamics within the family and enable harmonious coexistence. These sessions also promote the integral development of our children so that they develop into autonomous, safe, strong people…and above all happy. The objectives of our Family School sessions are:

  • To help parents better understand their emotions and those of their children.
  • To develop and strengthen the self-esteem of both parents and children.
  • To develop active listening, empathy and assertive communication.
  • To work towards understanding our children and their behaviour, both as individuals and in their social relationships.
  • To provide resources meant to achieve emotional well-being and that promote learning to live positively.
  • To equip parents with limit setting abilities and conflict resolution skills.
  • To gain practise in learning to express and properly manage emotions, thus, legitimising our feelings.