Philosophy
The driving force of our philosophy is that we understand education as a synonym of formation: the development of intellectual, moral, affective, physical, and emotional capacities which let each individual design his or her own life and collaborate in the construction of the future.

Our pedagogical postulate begins with the ideas of the existence of a link between learning as discovery and invention, and the capacity of the individual to transform and create his or her culture.
Autonomy and interdependence are forms belonging to human development.

We believe in a revaluation of human relationships and academic processes concerning commitment, participation and solidarity.
We understand that knowledge is to share reality, to interpret and discover new worlds.

We consider that a context of liberty and autonomy is necessary for the children to achieve the construction and the recognition of the most important values in every human being.

We propose an environmental education to create a new attitude of respect towards nature and a new way to understand our planet.

Learning
Learning is the nucleus of education and for this reason the activities and the environment which conduct learning processes should be based on the following:

Cooperative Learning; Active Learning; investigation as an essential way to knowledge; learning as an enjoyable, interesting and motivating activity; a respectful and friendly relationship between students and teachers; and the capacity to assume challenges, confront problems and find solutions.

Organization of the School
Therefore, the structural organization of the school is based on two aspects. On one hand we have the Department of Academic Development with certain objectives including maintaining an interdisciplinary learning process; designing, planning and implementing the curricular coordination; and permanently evaluating the curriculum in order to achieve better levels in the quality of Education. And on the other hand, the Department of Human Development is in charge of integrating the processes of value-affective development to academic activities as well as designing, planning and implementing strategies that will guarantee the intellectual, moral and affective growth of each student.