Our Kindergarten has an adequate physical space, with its own objectives and that conform to our EGB: an educational value in itself, with its own identity, with a hierarchical structure with roles, functions and an Institutional culture that is transmitted through our trajectory.


We propose a model where commitment, participation and responsibility are part of daily reflection, to articulate the interests and expectations of families, depending on their context and in favor of a climate where the child is the first beneficiary.

Kindergarten Student Profile

We hope to start the training together with the family of people capable of acting in a way:

• Autonomous
• Creative
• With Ability to Overcome
• Active
• Participatory
• Observer
• Curious
• Happy
• Solidarity
• Respectful
• Tolerant
• Inquisitive
• Confronter
• Critical

English Institutional Educational Project

The purpose of this project is for Kindergarten children to reach a level of understanding and production of the English language that allows them to function in the school and extracurricular environment. This will be achieved by interacting with the language and creating situations in which children must use what they have learned to communicate.


The methodology used to carry out this project will be through the "NATURAL APPROACH." This method consists, as the word indicates, in acquiring language naturally in the same way that the child has acquired his mother tongue. We are talking about a progressive, natural and dynamic method.


Due to the advancement of technology, globalization and the changes that have occurred in society, we believe that the English language is an indispensable tool for the future of children. The sooner the child manages to acquire the language, the easier, broader and more natural its understanding and production will be.
Likewise, we consider that the acquisition of the English language is of great importance to perform in the world of work that you will have to live at the end of your studies.


The child achieves:

• Show interest in the language
• Understand their teacher speaking English
• Use and produce simple narratives
• Use the structures taught and the vocabulary learned in various situations
• Play songs
• Use the language in various contexts


2nd and 3rd year rooms: Understanding the language
4th year room: Start of production and expansion of vocabulary
5th year room: Use of structures in simple narratives in various situations

Activities and Schedule

• March: “I” and “The weather”
• April and May: “My family”
• May and June: “The Body”
• July: “My school”
• August: “My house”
• September: “Clothes” and “English Yearbook Project”
• October: “Food”
• November: "Animals" and "Professions"