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The way we organize time and space in our students’ daily lives is a key aspect of our pedagogical project.
Every day, we strive to implement practices and strategies that make the children’s experience at school more meaningful and engaging. Specialist classes—such as Spanish, Yoga, Arts, and Physical Education—are concentrated on specific days and periods. This approach allows for flexible timetables on other days, which can be adapted according to the needs of each project. This way, pedagogical intent becomes the foundation for structuring the use of time and space in the daily life of the classes.
Routines are essential for creating structure and guiding children through their day. The daily and weekly activities, carefully planned and organized by our teaching team, establish meaningful pathways that help children develop a sense of time and build their daily lives. Below are some examples of strategies used in the daily school routine at be.Living:
The Conversation Circle is a crucial time for gathering, where children share experiences, exchange information, discuss everyday situations, present discoveries, and make cultural and literary suggestions.
In shared reading, everyone engages with the text or book selected by the teacher, providing opportunities for analysis and discussion. This moment allows students to construct different interpretations of the same text.
Daily silent reading time allows children to practice reading books they’ve selected themselves or chosen by their teachers, previously in the school’s reading room.
Working with assemblies—both within individual classes and with children of all classes together—plays an important role in developing independent, critical individuals. This time focuses on learning how to engage in dialogue and resolve conflicts democratically.
Everyday problem situations are addressed using different strategies, emphasizing the development of group work skills.
In the Elementary School setting, we are building upon the project-based work that has been developed since Kindergarten, introducing new challenges and creating new learning opportunities for the groups. The scope of the work is expanded through greater responsibility and participation on the part of the children. They choose the themes, decide on the questions and forms of investigation to be used, and prepare the final productions that summarize their research itineraries.
The project fosters a sense of responsibility and active engagement in the learning process, enabling students to determine their learning objectives and strategies, while benefiting from the guidance and established learning objectives set by the educators. In this strategy, the teacher makes targeted interventions to observe, stimulate, and mediate the group’s processes, creating meaningful learning situations for all participants.
Movement and the arts are integral to the be.Living curriculum and are regularly incorporated into daily activities. However, as children grow, they begin to show interest in more specific areas. To nurture these interests, we offer a variety of extracurricular activities, allowing children to express themselves and develop their skills in an enjoyable and fulfilling way.
be.Living provides educational services from Kindergarten to 5th grade. In order to provide support for our children and families as they transition to the next stage of their education, we have established partnerships with other schools. These partnerships give priority to the enrollment of former be.Living students, which is an important aspect of this transition. Our goal is to facilitate a more seamless transition to the new cycle. Please familiarize yourself with the partner schools that are participating in this initiative.
