Faqs

What is our goal as educators?

Our goal and commitment is to prepare our children and adolescents for life. We aspire for them to understand and integrate definitively all the curricular concepts they will work on during their educational stage and to have the necessary tools to be creative, analytical, empathetic, free, resourceful, and effective. We work so they become confident people, environmentally aware, able to express themselves, to choose, to focus on what they want. They will be the kind of people others want to have close both personally and professionally. Most importantly, we strive to help them know themselves, their talents and limitations, and assist them in understanding what they want and like.

“Tell me and I forget, teach me and I may remember, involve me and I learn.”

Benjamin Franklin. (1706-1790) American politician,
scientist, and inventor.

Yes, we are. Our official code is 07015689. For us, it is important to be part of the accredited schools that offer pedagogical innovation programs.

A teacher at Arimunani is a passionate person dedicated to caring for and supporting each student, focused on helping them recognize their potential. This person not only looks but truly SEES, has not stopped learning, and strives to be their best version. They like to work in teams, grow personally, and are open to change. At Arimunani, we call them “companions” because they guide the active and personalized learning of each child or adolescent.

They usually have degrees in teaching or education, often trained in active, non-directive pedagogies and respectful education. They are committed and dedicated to the children, possess great human quality, vocation, and a strong desire to grow, learn, and train constantly. Every Tuesday, we have continuous training sessions at the school.

In an active school, students are the protagonists of their own learning. They decide, along with their companions who guide them, how and when to approach the content.

A respectful school prioritizes each child’s learning pace, attending to their true needs rather than desires. Student development occurs through understanding and negotiation, avoiding punishment, rewards, threats, and other dynamics that create distance and distrust in the learning relationship.

The maximum ratio is 12.5 students of the same age per companion.

At Arimunani, we attend to each student individually, respecting their pace and fostering a safe and nurturing environment. Through mentoring and individualized follow-up, we set realistic goals adapted to each child, making them part of their own progress, which reinforces self-esteem and makes them the protagonists of their learning.

Emotions, like physical or academic needs, are attended to by our team at all times. Companions are trained to help children manage their emotions according to their needs and to self-regulate.

Additionally, during assemblies and specific workshops, emotions are taught and worked on, emphasizing the importance of recognizing and processing them. This content is covered at all educational stages, including adolescence, a crucial time when new, previously unknown feelings arise.

A conflict is any situation in which two or more members of the educational community enter into some type of discord.

Conflicts are part of life. They are another learning process. When they occur, we try to provide tools to manage them with a healing purpose for both parties.

The way we approach them is with a respectful perspective. This way, each person can see how the other has felt and can express their needs at that moment. We thus approach conflict resolution in a peaceful and regenerative manner that strengthens bonds and coexistence.

At Arimunani, we do not work with traditional textbooks as such, since we help children build the information they need through multiple media, whether written, technological, or experiential.

No. We have always believed that the school day should be the academic workday. Just as any adult needs to unwind and rest after their workday, children do too. Our goal is for the time they spend at school to be as efficient as possible.

Only in some specific cases in secondary education do we propose certain tasks to be done at home.

Children have their own learning rhythms and periods of interest in certain areas. We accompany those interests by making agreements, negotiating, and following the guidance of the mentor to ensure that the learning requirements of each educational stage are met.

When interest in a specific area is at its peak, we encourage it without losing sight of the fact that other areas must be worked on at other times. Therefore, we guide the child in their curricular progress by inviting them to attend workshops in areas that currently attract less attention to balance their learning.

First of all, we must keep in mind that children naturally have an innate curiosity and interest in learning. When this is not happening, we need to find out why. As educators, although we cannot influence each child’s intrinsic desire, we can support the extrinsic motivation by adapting the schedule to each need and working with the entire team and family to identify causes and possible solutions.

We understand that they learn much more.

Academically, we work with the same content as any accredited school, as it is a requirement of the Ministry of Education. What we do differently is respect each student’s pace, whatever it may be, to keep their curiosity and motivation alive. Moreover, we believe children should not only learn content or skills. We think we must prepare them for life. Preparing them for life means enhancing their self-esteem, self-awareness, emotional management, autonomy, responsibility, cooperative work, empathy, respect for the environment and others, among many other things.
Additionally, by not working with rote memorization but through experiential methods, we integrate knowledge in a TRUE AND LASTING way.

font-weight: 400;font-weight: 400;La educación no es la simple adquisición de conocimientos, ni coleccionar y correlacionar datos, sino ver el significado de la vida como un todo.Education is not the mere acquisition of knowledge, nor collecting and correlating data, but seeing the meaning of life as a whole.font-weight: 400;font-weight: 400;text-align: right;text-align: right;font-weight: 400;font-weight: 400;Jiddu Krishnamurti, pensador i escritor hindúJiddu Krishnamurti, Indian thinker and writerfont-weight: 400;font-weight: 400;Sin ninguna duda. Diríamos que muy preparados. Trabajamos para que nuestros jóvenes que quieran, puedan.Without a doubt. We would say very well prepared. We work so that our young people who wish to, can.

font-weight: 400;font-weight: 400;Desde pequeñitos/as estamos trabajando la autonomía, el autoconocimiento y la responsabilidad (entre otras muchas cosas). El objetivo de ello es que, en primer lugar, sepan lo que quieren hacer. Cuando un niño/a sabe lo que quiere hacer y ha trabajado la responsabilidad, le va a ser más fácil trabajar hacia ello.From a young age, we work on autonomy, self-awareness, and responsibility (among many other things). The goal is that, first, they know what they want to do. When a child knows what they want and has worked on responsibility, it will be easier for them to work towards it.

font-weight: 400;font-weight: 400;Como acompañantes, nosotros/as ponemos todos los medios para que su objetivo final se vea realizado. Desde la tutorización en la etapa de primaria, y desde los talleres de orientación profesional a partir de 1º de ESO, acompañamos sus pasiones, habilidades y capacidades para que puedan encontrar una profesión que vibre con su esencia.As mentors, we provide all the means to ensure their final goal is achieved. From tutoring in primary school and professional orientation workshops starting in the first year of secondary school, we accompany their passions, skills, and abilities so they can find a profession that resonates with their essence.

Dedicamos los dos últimos años del alumno/a en Arimunani, es decir, Bachillerato, a preparar su próximo paso académico o profesional sea cual sea su elección. Si su deseo es hacer las pruebas de la EBAU, las preparamos junto a él o ella haciendo un seguimiento muy cercano y exhaustivo y dotándole de la confianza y autoestima necesaria para afrontar este nuevo reto.We dedicate the last two years at Arimunani, i.e., high school, to preparing their next academic or professional step, whatever their choice. If their desire is to take the EBAU, we prepare them alongside, with close and thorough follow-up, providing the confidence and self-esteem needed to face this new challenge.font-weight: 400;font-weight: 400;Tenemos una forma de evaluar muy exhaustiva, basada en la observación constante y la evaluación continua de los aprendizajes.We have a very thorough way of evaluating based on constant observation and continuous assessment of learning.

font-weight: 400;font-weight: 400;Realizamos una evaluación continua del desarrollo de cada alumno/a. Nuestro principal instrumento de registro es la plataforma. Se trata de una herramienta ideada por nosotros mismos para plasmar la individualidad de cada alumno en su dimensión social, emocional y cognitiva, así como la adquisición de las competencias y saberes curriculares a su paso por talleres, proyectos y ambientes. We conduct continuous evaluation of each student’s development. Our main recording tool is the platform. It is a tool we created to capture the individuality of each student in their social, emotional, and cognitive dimensions, as well as the acquisition of curricular competencies and knowledge through workshops, projects, and environments.

font-weight: 400;font-weight: 400;Toda la información está estructurada en ítems y queda registrada y almacenada en la plataforma, lo que nos permite en todo momento saber dónde está alumno/a en su proceso de aprendizaje y desarrollo. Además, proporciona unas gráficas de porcentajes de adquisición del aprendizaje de cada materia. Obtener esta información tan detallada nos sirve para evaluar tanto de forma individual al alumno, como al grupo/clase, al ciclo y al centro educativo. All information is structured into items and recorded and stored on the platform, allowing us to know at any time where each student is in their learning and development process. It also provides percentage graphs showing learning acquisition in each subject. This detailed information helps us evaluate the student individually, as well as the group/class, cycle, and educational center.

font-weight: 400;font-weight: 400;Cuando los alumnos están preparados se les propone pasar por un RETO. Un reto es una actividad pensada para poder aplicar un determinado aprendizaje y ver si lo hemos integrado. En secundaria estos retos pasan a llamarse exámenes, pero su evaluación no es numérica sino cualitativa. En bachillerato estos exámenes ya no se diferencian con los del resto de centros educativos o institutos y están pensados para confluir con la educación tradicional a la hora de seguir estudiando cuando abandonemos Arimunani.When students are ready, they are proposed to take on a CHALLENGE. A challenge is an activity designed to apply certain learning and see if it has been integrated. In secondary school, these challenges are called exams, but their evaluation is qualitative, not numeric. In high school, these exams do not differ from those in other educational centers or institutes and are designed to align with traditional education for further study after Arimunani.font-weight: 400;font-weight: 400;Nuestras “notas” sobre un contenido van desde “no adquirido”, pasando por “en proceso de adquisición”, hasta “adquirido”. Trimestralmente se ven reflejadas en un informe de evolución que es entregado a las familias.Our “grades” on content range from “not acquired,” to “in process of acquisition,” to “acquired.” These are reflected quarterly in an evolution report given to families.font-weight: 400;font-weight: 400;Existen dos tipos de informes. Uno que es escrito por los acompañantes y otro que es un registro académico.There are two types of reports. One is written by the mentors, and the other is an academic record.

font-weight: 400;font-weight: 400;En el primer caso, todos/as los/as acompañantes detallan en un informe el desarrollo académico, emocional y social del niño o niña. Es un informe único e irrepetible, extraído de la mirada amorosa de los miembros de nuestro equipo. Es una recopilación de momentos y vivencias que ha podido observar en su valiosa tarea de no solo mirar, sino también VER a los alumnos y alumnas. Es un informe rico en detalles, extenso y muy personalizado.In the first case, all mentors detail in a report the academic, emotional, and social development of the child. It is a unique and unrepeatable report, drawn from the loving perspective of our team members. It is a compilation of moments and experiences observed in their valuable role of not just looking, but truly SEEING the students. It is rich in detail, extensive, and highly personalized.

font-weight: 400;font-weight: 400;En el segundo caso, se ven detallados todos los contenidos académicos del ciclo y el curso en el que el niño/a se encuentra y el estado de adquisición de cada ítem (adquirido, en proceso de adquisición o no adquirido)In the second case, all academic content for the cycle and course the child is in is detailed, along with the acquisition status of each item (acquired, in process, or not acquired).Nuestra forma de entender una escuela se basa en la confianza, entendimiento y trabajo conjunto entre tres participantes: la familia, el/la niño/a y la escuela.Our understanding of school is based on trust, understanding, and joint work among three participants: the family, the child, and the school.

La escuela existe porque las familias depositan la confianza para llevar a sus hijos/as. Y la escuela existe para satisfacer una necesidad de las familias y de la sociedad. De esta manera, es necesario que entre todas las partes exista una verdadera confianza, comunicación y trabajo.The school exists because families entrust us with their children. The school exists to meet a need of families and society. Therefore, true trust, communication, and collaboration must exist among all parties.

Con ello, los niños y niñas aprenden sobre un sistema sano y coherente, lo cual, facilita la integración de normas, el aprendizaje, etc.Through this, children learn within a healthy and coherent system, which facilitates the integration of rules, learning, and more.Siempre decimos que nuestra puerta está abierta para poder venir a manifestar cualquier inquietud. No somos perfectos y entendemos que podemos mejorar en muchas cosas. Escuchamos, reflexionamos, dialogamos y damos respuestas a todas las cuestiones.We always say our door is open for anyone to come and express any concerns. We are not perfect and understand we can improve in many ways. We listen, reflect, discuss, and respond to all questions.

Con ello, tratamos de evitar los corrillos, las habladurías, etc. que tanto daño hacen a las escuelas, cuando lo verdaderamente importante es solucionar problemas.With this, we try to avoid gossip and rumors, which can do great harm to schools when the real focus should be solving problems.

Mantenemos una comunicación fluida vía mail con todos los aspectos que se van dando en la escuela.We maintain fluid communication via email about all matters arising at school.

Además de ello, cada mes, llevamos a cabo un foro familiar (presencial o vía videoconferencia) donde desde Dirección, se exponen temas de interés general y las familias participan.Additionally, each month, we hold a family forum (via videoconference) where the management team presents general interest topics and families participate.font-weight: 400;font-weight: 400;Proponemos varias tutorías con los/as acompañantes a lo largo del curso, una por trimestre. Con ello, tratamos de que exista un verdadero contacto y trabajo conjunto en el desarrollo del niño/a en todas las dimensiones. Además de las tutorías, las familias se pueden comunicar vía mail con los acompañantes y, si lo necesitan, tienen a su alcance otro tipo de reuniones con la coordinadora de etapa o la coordinadora pedagógica si fuera necesario.We propose several tutoring sessions per year with the mentors throughout the course. This aims to foster real contact and joint work in the child’s development in all dimensions. Besides tutoring, families can communicate via email with the mentors and, if needed, have access to other meetings with the stage coordinator or the pedagogical coordinator.font-weight: 400;font-weight: 400;font-weight: 400;font-weight: 400;font-weight: 400;font-weight: 400;Además, en varias ocasiones durante el curso, llevamos a cabo las reuniones que llamamos Acompañando-T . Se trata de es una reunión informativa voluntaria con la coordinadora pedagógica y la coordinadora de etapa para tratar temas de interés educativo, académico y emocional de cada grupo en concreto. Estas reuniones sirven también para resolver dudas y propuestas que puedan tener las familias, para nosotros una parte indispensable del proyecto.Also, several times during the year, we hold meetings called “Accompanying-T.” These are voluntary informational meetings with the pedagogical coordinator and stage coordinator to discuss educational, academic, and emotional topics of each specific group. These meetings also serve to address doubts and proposals from families, who we consider an indispensable part of the project.Queremos concertar una citaWe would like to schedule an appointment

Education is not the mere acquisition of knowledge, nor collecting and correlating data, but seeing the meaning of life as a whole.

Jiddu Krishnamurti, Indian thinker and writer

Without a doubt. We would say very well prepared. We work so that our young people who wish to, can.

From a young age, we work on autonomy, self-awareness, and responsibility (among many other things). The goal is that, first, they know what they want to do. When a child knows what they want and has worked on responsibility, it will be easier for them to work towards it.

As mentors, we provide all the means to ensure their final goal is achieved. From tutoring in primary school and professional orientation workshops starting in the first year of secondary school, we accompany their passions, skills, and abilities so they can find a profession that resonates with their essence.

We dedicate the last two years at Arimunani, i.e., high school, to preparing their next academic or professional step, whatever their choice. If their desire is to take the EBAU, we prepare them alongside, with close and thorough follow-up, providing the confidence and self-esteem needed to face this new challenge.

We have a very thorough way of evaluating based on constant observation and continuous assessment of learning.

We conduct continuous evaluation of each student’s development. Our main recording tool is the platform. It is a tool we created to capture the individuality of each student in their social, emotional, and cognitive dimensions, as well as the acquisition of curricular competencies and knowledge through workshops, projects, and environments.

All information is structured into items and recorded and stored on the platform, allowing us to know at any time where each student is in their learning and development process. It also provides percentage graphs showing learning acquisition in each subject. This detailed information helps us evaluate the student individually, as well as the group/class, cycle, and educational center.

When students are ready, they are proposed to take on a CHALLENGE. A challenge is an activity designed to apply certain learning and see if it has been integrated. In secondary school, these challenges are called exams, but their evaluation is qualitative, not numeric. In high school, these exams do not differ from those in other educational centers or institutes and are designed to align with traditional education for further study after Arimunani.

Our “grades” on content range from “not acquired,” to “in process of acquisition,” to “acquired.” These are reflected quarterly in an evolution report given to families.

There are two types of reports. One is written by the mentors, and the other is an academic record.

In the first case, all mentors detail in a report the academic, emotional, and social development of the child. It is a unique and unrepeatable report, drawn from the loving perspective of our team members. It is a compilation of moments and experiences observed in their valuable role of not just looking, but truly SEEING the students. It is rich in detail, extensive, and highly personalized.

In the second case, all academic content for the cycle and course the child is in is detailed, along with the acquisition status of each item (acquired, in process, or not acquired).

Our understanding of school is based on trust, understanding, and joint work among three participants: the family, the child, and the school.

The school exists because families entrust us with their children. The school exists to meet a need of families and society. Therefore, true trust, communication, and collaboration must exist among all parties.

Through this, children learn within a healthy and coherent system, which facilitates the integration of rules, learning, and more.

We always say our door is open for anyone to come and express any concerns. We are not perfect and understand we can improve in many ways. We listen, reflect, discuss, and respond to all questions.

With this, we try to avoid gossip and rumors, which can do great harm to schools when the real focus should be solving problems.

We maintain fluid communication via email about all matters arising at school.

Additionally, each month, we hold a family forum (via videoconference) where the management team presents general interest topics and families participate.

We propose several tutoring sessions per year with the mentors throughout the course. This aims to foster real contact and joint work in the child’s development in all dimensions. Besides tutoring, families can communicate via email with the mentors and, if needed, have access to other meetings with the stage coordinator or the pedagogical coordinator.

Also, several times during the year, we hold meetings called “Accompanying-T.” These are voluntary informational meetings with the pedagogical coordinator and stage coordinator to discuss educational, academic, and emotional topics of each specific group. These meetings also serve to address doubts and proposals from families, who we consider an indispensable part of the project.

We would like to schedule an appointment