Students are given opportunities to have an increasingly precise and extensive vocabulary, rich in meaning, and confronts them with a larger number and diverse interlocutors.
Progress in mastering oral language means that the students manage to structure longer and better articulated statements to potentiate their understanding and reflection capabilities on what they are saying, how they are saying it and why they are saying it. In addition to oral language use, it is necessary to favor the inclusion of written culture stemming from situations involving the need to express and interpret different texts.


Students will be capable of counting the items in an array or collection and somehow represent that they have objects (numerical abstraction); they will be able to infer that the numerical value of a series of objects does not change by the fact that objects are dispersed, but that it does change, increase, or decrease in value when one or more items in the array or collection are added or removed.

The ability to abstract helps them to establish values and numerical reasoning allows them to make inferences about established numerical values and to operate with them.


Among the capabilities that small girls and boys develop in a progressive manner, the preparation of categories and concepts is a powerful mental tool for understanding the world, because through it, they arrive at the discovery of irregularities and similarities among items belonging to the same group, not just stemming from perception but through the development of inferences using the information already in their possession.


The personal and social development processes are progressive. For example, the way in which they express their needs and wants, in accordance to the practices in their families and culture, as well as their gradual introduction into the new medium. In addition to knowledge about the ways of life in their immediate world, moving the students closer to cultural contexts unknown to them, through different means, contributes to the forming of a cultural identity.
Together, the learning that is favored contributes to the formation and exercise of values for coexistence. Respect for cultures and collaborative work are, among others, attitudes fostered in the youngsters.


The students will acquire the necessary competencies to use English in an effective manner by participating in specific competencies, as defined from social practices situated in different social learning environments.
The purpose is for students to gain an awareness of the existence of a language other than their mother tongue and for them to be immersed in it through the development of specific competencies, appropriate for the social practices of the language, and through the interaction among them and oral and written texts in different social situations.


To develop a potential in girls a boys for sensitivity, initiative, curiosity, spontaneity, imagination, aesthetic taste and creativity through of experiences that foster personal expression from different languages, as well as develop the necessary capabilities for interpreting and appreciating artistic productions.


Students can differentiate whether phrases are slow or fast, whether they increase or decrease in volume, and whether they include short or long pauses. They can master the text and rhythm of the song, in addition to using instruments for accompanying their singing.


The gross and fine motor skills develop quickly when girls and boys become more aware of their own body and begin to realize what they can do. They enjoy moving from one place to another, and running any where. They “dare” to take on new challenges in which test out their skills.


The Neuromotor program is worked through different routines, circuits, exercise sequences and basic patterns of motion with which the student manages to potentiate body development and basic motor skills. These, in turn, allow them to achieve greater neurological maturity, which translates into an increase in attention levels, concentration and following instructions.


Our Audiomotor program favors self body control, by producing an awareness of the body in motion. Students increase corporal expression, attention and concentration levels, and this also promotes creativity and symbolic language development.


Fosters the development of digital skills in students through leading edge technology devices, new types of educational materials, new forms and spaces for communication, creation and collaboration, as fostered by so-called Web tools.

This promotes independent study and collaborative learning in students, while the faculty attain the possibility of innovating in their educational practice and interact and share with students in and out of the classroom.

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