miércoles, 9 de mayo de 2018


The 9th May 2018 is the “Europe Day”, we celebrate this pedagogical celebration in our school with our youngest students of pre primary education in order to improve the solidarity and cooperation among the countries.
The main aims to get in relation to key competences are: knowing a bit more about the country where we live, the relations we have with others countries so as its organization and institutions.
Different activities are being made with our younger students of three years old:colour the different countries of the European Union, learn the colours of our flag and locate Spain in a political map.We make the European flag with its twelve yellow stars symbolizing the identity, harmony and solidarity among different member countries and cultures, with the help of our pupils of four years old. Finally, we learn the names of some neighbouring countries:Portugal, France, Italy, Germany...in a visual way by means of flags and we elaborate a wall mural.
We must remember that in 1950, Schuman, the foreign affairs minister,exposed his idea of a new way of politic cooperation in Europe to avoid a new war among european nations and since still all the celebration Acts are followed in the different countries to commemorate the Europe Day.The message we want to transmit is the idea of team: union, cohesion, and harmony, providing a good climate and quality among them. 

jueves, 26 de abril de 2018



Había una vez una semilla de TULIPÁN que vivía bajo la tierra, a la sombra de una casa. Estaba allí, sola y muy tranquila. En la oscuridad y el silencio.
Un día oyó un suave "tap-tap" en la ventana.
- ¿Quién es? Preguntó muy extrañada.
- Soy la LLUVIA, que quiere entrar- dijo una vocesita triste y dulce.
-¡No se puede entrar!-respondió la semilla.
A los dos días se oyó como un cuchicheo (chs-chs) cerca de la puerta, y la semilla preguntó:
- ¿Quién es?
- Soy el SOL que quiere entrar-dijo una voz muy clara y alegre.
-¡No, No, no se puede entrar!-respondió la semilla.
Pasaron los días y la semilla percibió un suave soplo en la chimenea (ssshhhh-ssshhhh) y preguntó:
-¿Quién está ahí?
-Soy el VIENTO, que quiere entrar.
-¡No, no, aún no se puede entrar!
Algunos días más tarde, oyó de nuevo el "tap-tap" en la ventana, el "chs-chs" por el ojo de la cerradura y el "ssshhhh-ssshhhh" por la chimenea, y preguntó:

-¿Quién es?
-¡Somos la LLUVIA, el SOL y el VIENTO, y queremos entrar! - Respondieron las tres voces a la vez.
-¡Bien, Bien! - dijo la semilla muy contenta- Ahora que habéis venido las tres juntas os dejaré entrar.
Abrió la puerta muy despacito y entraron en la casa.
La LLUVIA tomó la mano izquierda de la pequeña semilla, el SOL la mano derecha, y el VIENTO se colocó detrás y empezó a soplar y a soplar, y entre las tres, consiguieron que la pequeña semilla asomase la cabeza.
Cuando asomó la cabeza, brotó una precioso TULIPÁN, era de color ROSA.
Una vez en el jardín, se asombró de lo bonito que era. No había aún muchas flores, pero los pájaros la saludaban con sus alegres cantos y los rayos del sol se reflejaban en su hermosa cabecita rosa.
Al poco rato llegaron unos niños, y al verle, palmotearon con alegría y gritaron:
Y el pequeño TULIPÁN ROSA se sintió muy feliz.

                                                            (SARA CONE BRYANT)

miércoles, 25 de abril de 2018


During the month of April, we celebrate different activities in the school in relation to consumer and vial education and the change of season. We promote children’s physical, psychological and social health, growth and development.
Our students are helped to be conscious of themselves in relation to other people and the environment providing them with positive experiences and opportunities to participate.
Children’s abilities to understand and take responsibility for their own health and safety are promoted in everyday situations.
Children are guided to move safely in and around their immediate environment.They are guided to take care of their health and daily personal hygiene.
The acquisition of healthy eating habits acquire a great importance not only in the school but also in the family through activities and behaviours. They are guided to get good personal relationships and to develop the emotional intelligence.Children’s growth and development is supported by the correct balance between work, rest and recreation.
Almost all parents agreed that healthy food habits need to be initiated early in life and our school pays particular attention in helping the children to acquire these healthy dietary behaviours.
Different activities celebrated in April, in relation with the development of vial and consumer education and the change of season.The arrival of the spring.
  • Solidarity race around our square and fund collection for the “Women foundation” against non violence and non discrimination by genre.(Activity
    • celebrated on 6th April in relation to the Intercultural education against all kind of discrimination )
    • Acquire healthy habits: wash your hands before eating.
    • Learn new concepts.Names of fruit,vegetables and dairy products: apples, bananas,oranges, carrots, milk, cheese, yogurt... by means of realia, images and songs.( i like food song year 1)
    • Identify the structure : do you like…?( broccoli /ice cream..) Yes i do/ no i don’t when we are speaking or listening a song.
    • Listening short dialogues from( English singsing page ) which structure is: do you like cheese?
    • Listening to the tale:”The very hungry Caterpillar” by Eric Carle.
    With this tale, we learn the days of the week, different foods and butterfly’s life stages. The caterpillar’s diet is fictional rather than scientifically, but the tale introduces concepts of lepidoptera life stages where transformations take place including the ultimate metamorphosis from hungry caterpillar to beautiful butterfly.
  • Decoration of doors and corridors of the pre primary education with the topic:” The arrival of spring” using different artistic materials: gum eve, cardboards, felt tips, different coloured sheets…
  • Use of non verbal language using gestures and movements to understand the structure:what’s the weather like? it’s sunny, it’s raining, it’s windy, it’s cold, it’s hot…
  • Games with English cardboards.
  • Collection of poems in relation to the spring.
  • Rhymes of four verses.
 It’s sunny,
it’s spring,
a lot of flowers,
in the tree.
Different activities that develop reading habits during the week from 24 to 27th April in relation to reading skills:The arrival of the spring.
  • Creation of situations where our students have to help themselves following the cooperation principle and group cohesion.
  • Family’s collaboration and participation where the grandparents tell a tale, a legend, their memories or experiences when they were in the school.
  • Explanation with the help of an image which are the parts of a plant and its functions.
  • Listening phonics songs
  • Aproximation to the literature with the story of the little prince by Antoine de Saint Exupéry.
The narrator is a pilot who has craslanded in a desert and while trying to mend
his aircraft he is interrupted by a small boy who asks him to draw a sheep. And thus a series of conversations begins between himself and the Little Prince.He explains that he travels through the universe from asteroid to asteroid populated by one inhabitant.The prince has also cultivated a precious rose on his planet and discover that roses are so common on Earth. A fox convinces the prince that he is responsible for loving the rose and that this act of giving provides his life with meaning.Satisfied, the prince returns to his planet.
Saint-Exupéry believed firmly that children see the important things in life such as the bonds of friendship and responsibility more clearly than adults do because they see with their hearts not just with their eyes….

miércoles, 14 de marzo de 2018


During the month of March, we celebrate the Intercultural Education Day in the school, (8th March ) addressing the problem of inequality in education. 
   First of all, we must understand the concept of "interculturalism", expressed as intercultural dialogue, which is understood as an open exchange of views, between individuals and groups with different ethnic, cultural, religious and lingüistic background and heritage on the basis of mutual understanding and respect. 
Interculturalism and intercultural dialogue are therefore recognised as major tools for living together in a diverse society
Today, the school is considered as a meeting place for different cultures:Spanish, English, and French.
  Cultural diversity has increased notably in Spain. Teachers follow the recommendations of the European Union and Spain's regional governments to take cultural differences into consideration.
-Identifying possible factors that could act as gender barrier in their professional projects.
- Analyze attitudes to social networks and their value in professional development.
-Ensure and provide high quality educational experiences.
    We, as teachers, provide and encourage the student's emotional growth and the learning process, paying special attention in the design of activities and tasks,  graded according to the age and level.Amongs them, we have to mention the followings:
  •  Draw a big wall and think about the different ways we can do to break down the wall in order to avoid and prevent what makes you feel bad.This situation can happen at school, out of the school or also online with teenagers students.  
  • Create situations where our students have to help themselves, following the cooperation principle and group cohesion.
  • Family's collaboration and participation against all kind of discrimination . How to avoid accidents organized by nurses and polices for the different groups of pre-primary education.
  • Listen to the tale. "It's O.K to be different"
  • Challenging gender stereotyped toys or object with the youngest students.
  • Revive the memories of yesterday traditional games.
  • Attendance at the "Cáceres threatre"
  • The dialogue, communication, songs, dances, tales,  videos, documentaries, conferences, films, role-playings, poems, tongue-twisters, rhymes,  artistic, musical and physical activities, murals and collages are the base for an intercultural education.
  • Solidarity walk and fund collection for a women foundation with pre-primary and primary students.

jueves, 1 de marzo de 2018


Había una vez un conejito que estaba llorando en el bosque, un topo que pasaba por allí, escuchó cómo aquel pobre animal lloraba sin consuelo.  
El topo le preguntó: 
- ¿Por qué lloras? ¿Qué te pasa? 
- ¿Es que no lo ves?- le dijo el conejito. 
- Lo siento, pero no veo muy bien, tengo los ojos muy pequeñitos, pero he venido aquí porque he escuchado tu llanto desde la otra punta del bosque.  
- ¡He perdido mi zanahoria! Es mi alimento favorito, el que más me gusta, el más rico del mundo. Cuando lo entro en mi boca y comienzo a saborearlo soy el conejito más feliz de la tierra y ahora no sé donde está. 
- Bueno, bueno, no llores más. Estoy seguro de que encontraremos una solución a este problema.  
El conejito seguía llorando y llorando mientras el topo le acariciaba para consolarlo y que no estuviera triste.
 - ¡Tengo una idea! – Dijo el topo- llamaré a mi amigo el perro. Los perros tienen muy buen olfato ¿sabes? Estoy seguro de que puede ayudarnos a encontrar tu zanahoria con su gran nariz. 
Los dos fueron corriendo a buscar al perro que estaba dormido bajo la sombra de un árbol.
El perro, al escuchar los gritos, dio un salto y puso las orejas de punta por el susto tan grande que acababa de llevarse. El topo y el conejo le contaron todo lo que había pasado y el perro les ayudó encantado. Agachó su hocico y lo puso a ras de suelo y comenzó a oler debajo de las piedras, detrás de los árboles y de repente, salió a correr y comenzó a ladrar en dirección a un matorral que había allí cerca. Apartó las hojas con el hocico y ¡Allí estaba!
El conejito se puso muy contento y para agradecer su ayuda, compartió su zanahoria con sus dos nuevos amigos. Juntos saborearon aquella zanahoria tan deliciosa que entre todos habían encontrado. 



viernes, 9 de febrero de 2018


Carnival word comes from the medieval latin word Carnelevarium meaning to take away or remove meat. This festival happens before the liturgical season of Lent, which begins on Ash Wednesday and ends approximately, before Easter.
   The historical origin of the word Carnival is also obscure.It possibly has its roots in a primitive festival honouring the beginning of the new year and the rebirth of nature.The first day of Carnival varies with both national and local traditions.In Munich begins on the feast of the Epiphany, while in France before Ash Wednesday
   Carnival involves wear masks and costumes allowing us to lose our everyday individuality and experience a sense of social unity. 
Today it has become a tradition in which fancy dress and masks are the key to enjoying the party.We celebrate the Carnival ,this special moment, when we display all of our wit and humour participating with dances, costumes, parades, humorous songs, and artistic abilities fostering oral comprehension and expression skills and the ability to communicate in a foreign language using verbal and non verbal communication.
   In pre primary education, we make our pet called "the patarrona" a big beauty girl with fours legs and she will be who  tell us what to do and what to bring every day.
First day, monday: we make our mask and recite a poem.
Second day, tuesday:we make a beautiful bow tie.
Third day, wednesday:we make an animal mask with recyclable products.
On thursday:we make our musical instruments. For it we need a little plastic bottle, legumes, cellophane and some stickers. We are already prepared to make music with our maracas.
Finally, on friday: we dress up as one of our heroes of our favourite tale..."one of the three little pigs", "The Little Red Ridding Hood", "Peter Pan", "Snow White, "Pinocchio" "The Flinstones"... This day we sing our charanga and we march at the playground with our song.
We can appreciate the different activities made in different sessions throughout the week.