INTERNATIONAL
SCHOOL
children and teens
can be authentic
children and teens
can be authentic
INTERNATIONAL
SCHOOL
AIS follows the British National Curriculum complemented by a Steiner Waldorf perspective and Mindfulness practices, ensuring that equal emphasis is placed on solid academic foundation, artistic expression and socio-emotional development. It is a place for children to be authentic; to be able to grow, develop and learn in a supportive and creative environment. Learning through working in co-operation with one another and from an experienced and engaged teaching team who offer a personalised approach to the development and support of the wellbeing of each individual child.
pillars of
AIS
The national curriculum is organised into blocks of years called ‘key stages’ (KS).
AIS uses a Steiner-Waldorf inspired approach to teaching and learning, giving significant importance to nurturing creativity, imagination and exploration. The main subjects are delivered in blocks of three weeks where the students are immersed in the topics being covered to consolidate learning.
We learn about meditation and relaxation, and share important themes as a school community.
Orientation
Rudolf Steiner
AIS is interested in combining the advantages and solidity of the British curriculum with the insight and sensitivity of the Steiner Waldorf method. This includes respecting individual developmental stages, giving personalised attention and working with small groups. The development of social and emotional skills and a sense of inclusivity are also a priority. To this end the school offers special events, trips and nurturing community activities.
People practise mindfulness for many reasons and it has been shown to have a positive impact on stress, attention and relationships. Some of the main benefits of practising mindfulness have been shown to include*:
• Stress reduction
• Boost to working memory
• Focus
• Less emotional reactivity
• More cognitive flexibility
• Healthier relationships
*Mindfulschools.org
• learning about meditation and relaxation
• sharing about important themes as a school community
• sitting in silence
Some of the specific mindfulness practices that we regularly include are:
• Walking meditation
• Mindful breathing
• Focused attention
We believe that integrating this practice contributes towards strengthening self-confidence, empathy, critical thinking and an overall improvement in wellbeing.
We moved to Spain one year ago and it was a tremendous change linguistically and culturally, but with the patience and professional guidance of the school staff, we feel our children have been really helped to stabilise in their new environment.
Moreover, they are receiving the tools and skills that they will need later in life to be balanced and happy grown-up individuals.” (Parent Class 6)
(Parents of Class 8)
We are lucky to be part of a school community with spaces of focus, connection, and growth, in which our children are being prepared not just academically but also to handle their emotions in a better way.
For our son, it has been a very welcoming and positive school experience. Seeing him already deal with the challenges of life with more clarity has brought much happiness to our family.”
(Parent Class 8)
They achieve a good level of academic knowledge, without being stressed or burned out. And of course, it has a very positive impact on our family life. Happy children, happy parents!” (Parent class 9)
emotional wellbeing and happiness
(Parent of Class 7)
emotional wellbeing and happiness
2024/25
Now available!
WHY PARENTS CHOOSE
Are the children learning enough?
Are the teachers engaged?
Teachers make an effort to find the right level of challenge
Feedback is more than just grades and naked numerical reports. Helpful comments are given on written work and project evaluations.
Twice a term more comprehensive information about the learning development is given in the school report.
On frequent consultation days and at parent-teacher meetings, teachers communicate with parents and students about their progress.
Students are involved in assembly design and presentation and they participate in class trip organisation.
Within the lessons there is space for self-determination and creative freedom. For certain activities, the instructions do not come from above, but the steps are considered and agreed upon together.
Principles of cooperation are anchored in the school policies and accepted by all.
If the agreements are violated, sanctions are given.
Parents, artists, craftspeople and social workers such as environmental activists, are invited to contribute their experience and knowledge.
They work together in teams, exchange experiences, attend training courses and have their performance evaluated.
The parents support the work of the school through a support bursary foundation.
Regular meeting possibilities are offered for feedback and for receiving advice from the student’s perspective.
Parents are encouraged to talk to other parents or alumni and ask the school management for an interview.
The school management prioritises parent communication and will always organise readily to meet the request.
Cami de l'Ermita 12
Alfaz del Pi 03580
Cautivador 18
La Nucia 03530
E: [email protected]
