Geneva Campus

In order to learn the children need to have an effective brain and body connection and mastery of motor skills is critical to the overall development of the early learner.

The children work with our psychomotricienne to develop these connections and to learn how to use their physicality appropriately as part of a larger group.

The class council is a weekly democratic meeting that seeks to harmonise group life by involving the participants, both children and adults. Its purpose is to regulate past events and to organise future ones. It is an opportunity to take stock of projects, to discuss proposals, problems, congratulations and to organise responsibilities and is a corner stone in the development of cooperative relationships between students.

At the school level, the Grand Council Meeting is organised monthly to discuss matters concerning the whole school organisation. Two delegates per class meet under the chairmanship of a teacher. The teaching staff also has a delegate.

In a socio-constructivist approach to learning, the environment is a key element allowing the child to freely explore different sources of inspiration.

Autonomous workshops where children have to ask questions and solve problems together, spaces that encourage the invention of all kinds of games, scientific or creative exploration zones… the environment is thought of as a catalyst for learning, where freedom of movement and the mixing of ages play a fundamental role.

All children spend time outside everyday in all weathers. Equipped to stay warm and dry, they experience and explore the different conditions that different weather brings. Whether in the park, or in the forest, the children develop resilience and self confidence by exploring new physical and mental challenges.

They reconnect with nature and exercise in fresh air, exploring areas of scientific interest. They learn to understand and respect the natural world, leading to a greater desire and capacity to protect their planet.

The ecology committee is a bi-monthly meeting that seeks to develop ecological actions at school level.

Two eco-guides per class come together under the supervision of 4 adults from the educational team to carry out their action projects. Its aim is to make the children actors of the changes in the life of the school.

Philosophy develops critical thinking, creative thinking, the ability to listen to others and to debate different points of view. The practice of philosophy at school contributes to the construction of the person as an autonomous, free and responsible individual.

Being involved in a project means going beyond the barriers between disciplines and approaching learning in a context that gives it meaning.

Projects generally emerge from a question from the children or from a problem that we want to solve. Being confronted with obstacles that can only be overcome through new learning mobilises the children’s motivation and enables them to anchor their new knowledge.