Montjuïc Girona International School (MGIS) is a private school underpinned by the following tenets: a family atmosphere, small-group learning and personalized education.
We are a centre with a European academic level. In other words, our timetable is more extensive than most schools, with more teaching hours, so that every five years our students receive the equivalent of one extra year of schooling. Only this way can we ensure that they receive an all-round education.
The different subjects and courses taught at MGIS are balanced with an appropriate amount of sport, so that pupils, as well as attaining the highest intellectual and cultural level, become well-rounded individuals. Bambini Art, School of Fine Art, is located in the same building, and is a decisive factor that enhances the balance between the various aspects of education, reinforcing the school’s educational quality.
Thanks to our Pedagogic Project, we are in constant contact with prestigious international educational institutions and individuals such as Dr. Cohen. Moreover, our innovative approach that is put into practice through our research unit (with a pedagogical and technical department) allows us to develop specific educational programmes and techniques that allows the education of our pupils to be carried out in an optimal fashion.
The education of our children contributes to the improvement of our planet, both in terms of knowledge and human relationships.
It is impossible to undertake an educational programme without the great dedication and on-going training of the teaching staff. Hence the teachers at MGIS have a well-defined profile. They are:
Montjuïc Girona International School employs a unique approach to teaching. A private, co-educational, pluralistic and open-minded Catalan school, teaching in Catalan, Spanish, English and French, covering the 0 to 18 age range. Our school is underpinned by a fundamental concept, one that was even controversial in the 1970s: early learning. Today, on the other hand, it is considered a priority by the European Union, UNESCO and the international scientific community.
“Having faith in the possibilities of each child is manifested in a policy of prevention rather than one of rehabilitation. The belief in each child’s potential in is an attitude that is not only possible, but also leads to tangible results, regardless of the country in which programmes based on this principle are applied.”
A PHILOSOPHY AND A METHOD
The two guiding principles underpinning MGIS’s philosophy are education and happiness. In order to achieve these two goals, the spaces, environment, classrooms, games and gardens of MGIS have all been designed and adapted to the circumstances and needs of each age group.
The main objective of our educational programmes is focussed on allowing pupils to develop all the necessary skills for taking an active role in society in a natural, stress-free manner. We work to transform our students into well-rounded individuals who are generous, responsible, competitive, enterprising and balanced, possessing an intelligent, critical, tolerant and open-minded approach to an ever-changing and competitive world.
“It is very difficult to set out in only a few lines, dear parents, how our school was founded and the reason behind it, but I will attempt to do so.
Our school was founded many years ago with the aim of creating something different from the impersonal conception that people had of a school, something that brought together the most advanced educational systems featuring a completely open approach to education. We started with the Montessori method, which brings together a range of attitudes, both human and educational. Later on it was Dr. Rachel Cohen who, thanks to her research and great love for children, encouraged us to further expand our knowledge and established early learning in our centre. Dr. Cohen—and I totally agree with her—argues that educational innovation involves everybody—parents, educators and teachers—breaking with tradition and their resistance to change.
A school should promote values that encourage respect for human rights, a predisposition for dialogue and the co-existence and relationships necessary to build a fairer and more modern country.
I confess that it has not been easy, but having seen it come to fruition I can say that it was worth all the effort and love I put into it.”
María Eugenia Prades
Pedagogue – Instrumentalist
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