In Early Years and Primary in Agora Sant Cugat International School, pupils study a broad and balanced curriculum and carry out units of inquiry in all subjects. This allows them to establish links in their learning and gain a deeper knowledge and a fuller understanding of the world we live in.
Multilingualism typifies primary education at our school, where the working languages are English, Spanish and Catalan. Every subject has its own working language, and until 4th Primary, pupils also study Mandarin Chinese. In 5th Primary can choose a new second foreign language, French or German, or continue with Chinese through to 4th ESO.
Our classes are small, and are occasionally split down into even smaller groups to take into account the different rates of learning. This personalised attention is strengthened by the individualised tutorials for each pupil and each family, creating ties between the school and our pupils’ families.
The use of new technologies is present throughout the entire educational process, creating more attractive and effective teaching and learning models, adapted to the pupils’ different learning rates, aptitudes and interests.
Throughout the 6 years of Primary Education, pupils at Agora Sant Cugat International School work on study techniques and habits in depth and on the development of multiple intelligences. The pupils learn to work through projects which encourage internationality, co-operative work, research, and critical thought.
Music, art, and sport play a key part at this stage, three disciplines which are fundamental in the school’s educational project which is characterised by excellence and co-curricular depth. Sport allows physical development, while boosting values such as team work. Furthermore, through education in arts and music, pupils learn how to express themselves, to gain discipline, to be creative, and to develop their artistic sensibility.
Agora Sant Cugat International School is a Candidate School for the International Baccalaureate (IB) Primary Years Programme (PYP) and pursuing authorisation as an IB World School. IB World Schools share a common philosophy, a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.
“I began this great education adventure at Agora Sant Cugat International School as a tutor in the second year of Primary, when my daughter Laia was starting P3.
We were both changing schools and facing new challenges and emotions, important changes in our lives. We had to make new friends, adapt to a completely new space, and a new way of teaching and learning.
I remember that from the very first moment, the light and the colour which invaded the school captivated me. It was a school which emitted vitality and happiness and transmitted good energy. And I was able to confirm this as I met the staff who were part of it: cooks, secretaries, co-ordinators, the team of teachers…
Throughout these years, I have had the possibility to meet lots of children, the great treasures who are the protagonists of this exciting educational journey, some wonderful teachers with whom I have learnt an enormous amount each day, sharing emotions, feelings, experiences, and secrets.
With the parents of these teachers, with whom we have had daily contact, we have met to exchange information or points of view, we have come to important agreements, and we have thoroughly monitored their son or daughter’s progress, which has enabled me to discover other realities, be able to put myself in their shoes (well, to try it to understand their situation) and in short, LEARN AND SHARE!
Eight academic years later, I’m a P5 tutor and Laia is now in 5th Primary, now it’s not just the two of us who go together, Nil, my second child who is currently in P4, is also with us. The three of us get up early every day because we come from Barcelona on the school bus, but they begin the day with enthusiasm and in good spirits, we work with perseverance and take advantage of every situation to discuss what we’re doing and to learn. I feel satisfied and happy that I decided to be a teacher, to be a teacher and to do so in a school which has stolen my heart: my pupils’ school and my children’s school, in other words, MY SCHOOL.”
Infant and Primary Education Teacher