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Bilingual Educational Project

Bilingual Educational Project

01

Our Own Educational project

Prepared by our group of educational and child development specialists using its own content and materials.

02

Multisensory project

In multisensory classrooms, a series of learning is acquired through experimentation and discovery, for the development of social and cognitive skills.

03

Vivo project

Nemomarlin’s educational project is constantly evolving, being fed by experiences from all our centres.

04

Emotional Intelligence

Our educators have been trained in Mindfulness techniques with the aim of creating a serene space that allows children to develop their emotional learning.

05

Active methodology

This is based on Howard Gardner’s Theory of Multiple Intelligences; so in this project we provide children with different educational approaches to develop these 8 intelligences.

06

Multilingual design

The structure provides teaching in both English and Spanish/Catalan to enable organisation of the centre in terms of hours of exposure of the student to the second language, facilitating bilingualism in the classroom.

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Participating families

Families can be included as an active part of the educational community in Nemomarlin schools, through training activities and direct collaboration in the educational process.

Our Methodology

HOWARD GARDNER Multiple Intelligences

“The human being is intelligent in multiple ways and has the ability to solve problems through any of them.”

The Nemomarlin project is structured in activities that try to enhance multiple intelligences. Activities are very varied, with an emphasis on those that are meaningful for children and are carried out in both English and the language used in the school. All materials that make up the Nemomarlin project are designed to offer creative, innovative activities that ideally complement the overall development of children in each of the different intelligences.

All of us have 8 intelligences through which we perceive the world differently. All of these 8 intelligences are present in each person, but not all of us develop them in the same way.

Verbal-linguistic intelligence

Verbal-linguistic intelligence

The ability to use words and language to express thoughts; typical of writers and journalists, for example.

Logical-mathematical intelligence

Logical-mathematical intelligence

The ability to use logical reasoning, numbers and to handle mathematical and arithmetic laws, as well to solve problems; typical of scientists, philosophers, for example.

Naturalistic intelligence

Naturalistic intelligence

The ability to understand the relationships between animals and plants with their environment and people; typical of biologists and geologists, for example.

Visual-spatial intelligence

Visual-spatial intelligence

The ability to process information in 3 dimensions, relating images, colours, spaces and figures; typical of architects, surgeons and decorators for example.

Musical intelligence

Musical intelligence

The ability to perceive different musical forms and express yourself through them; typical of musicians and dancers, for example.

Bodily-kinaesthetic intelligence

Bodily-kinaesthetic intelligence

The ability for the body and mind to work together to express ideas, communicate thoughts and take part in activities; typical of athletes, actors and mechanics, for example.

Intrapersonal intelligence

Intrapersonal intelligence

The ability to be aware of yourself, identify and express emotions and feelings, and regulate your behaviour accordingly; this is highly developed in thinkers and religious persons, for example.

Interpersonal intelligence

Interpersonal intelligence

The ability to understand others, know how to relate to them and adapt in different social groups; this is typical of teachers and politicians, for example.

Educational project

The importance of the Family–Centre relationship

The 2 fundamental influences on the development of children are the family and the school, which cannot act in isolation when it comes to educating. Therefore, every day we strive to ensure that the families with whom we share the child’s education feel an integral part of the school and consider it as their own; by accepting, sharing and supporting our working model, norms and values.

To achieve an open and constructive education, families are informed of their children’s educational process through:

  • School agenda: Daily information on food, rest, hygiene and other notes.
  • Personal interviews: Regular personal meetings with tutors.
  • Evaluation report: Given at the end of each evaluation to the parents, so they are aware of everything their child has done.
  • Quarterly meetings: To announce the specific programming of the group and topics of general interest as decided by the educators and/or families.

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