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  • Panoramica de la escuela Laie
  • Escuela Hamelin
  • Graduacion Bachillerato
  • Trabajando UCMAS en la escuela
  • Practicando deporte en el Laie
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Ronda 8 de Març   178-180
Montgat 08390
T:
935556717
Fax: 935552298
E-mail: laie@escolessas.com

Ethical Education
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In order to be successful, Hamelin knows that sound academic knowledge will not suffice. We make a great effort to provide a complete education, with a special focus on the following:

Developing personality
With a great respect for each student´s individual manner, we work with our pupils in order to achieve the following:

  • To acquire and embrace open and tolerant minds that are able of critical thinking
  • Learning to respect the established general rules with self-discipline and knowledge
  • To make a constant effort in their work
  • To be good team-workers
  • Being able to achieve a good balance between work and play

Social development
Our aim socially is to train our students to realise their civil, professional and political responsibility.

  • We believe in a multicultural society where social conflicts can be solved through dialogue
  • We teach environmental education so that our students grow accustomed to caring for nature, and will in turn pass such habits on to future generations
  • We believe that a readiness to serve will act as the key motivation for our students to feel entirely developed and fulfilled

Academia
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We work hard to ensure that our student’s realise their professional potential. Our methodology seeks students that are capable of the following:

  • Learning the necessary skills to acquire knowledge
  • Learning the necessary skills to transmit knowledge
  • To understand the importance of theories and techniques of different subject areas through reflective and thoughtful practice
  • To embrace linguistic and mathematical subjects as essential learning instruments

In order to achieve this, we prioritise the following:

  • To ensure our students recognise their appetite for knowledge
  • Academic rigour
  • Ethical and honest working practise throughout the entire educational community
  • The exigency of formal education
  • High level of contents and provisions
  • A constant development in human resources and materials.

Our assessment system aims to:

  • Create a habitual consistency in study
  • To assess the development of the student and participate in their continuous improvement
  • To inform students and families alike regarding the development of knowledge and skills

From even the earliest stages of education, we strive to ensure our students are aware of the academic and professional situations worldwide. We do this as such:

  • Personal guidance for students
  • Partaking and promoting visits, conferences and seminars from specialists
  • Informing the students of the infinite possibilities that are born out of higher education and international work opportunities

Languages
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Ever since Hamelin opened, we have been recognised for our trilingual expertise. The malleability of a child’s brain means an efficient and effortless acquisition of language. As our students can correctly express themselves in several languages, they are consequently equipped to progress academically without any hindrances. As a result of this, they are able to present themselves professionally in any corner of the world. Thus is the reason for such high linguistic significance in our schools.

Our training is entirely trilingual, using the following common languages:

  • English
  • Spanish
  • Catalan

In the first year of primary, we add a fourth language. The choices are below:

  • German
  • Chinese
  • French

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Extracurricular activities
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School of Sports
This includes all sports activities that students can develop in the normal school day, which form our school teams for interscholastic competitions.

  • Indoor football (several categories depending on the age)
  • Volleyball (several categories depending on the age)
  • Basketball (several categories depending on the age)
  • Multisport (for children from 3 to 5 years)
  • Rugby
  • Skateboarding
  • Esgrima

  • Tennis (initiation)
  • Taekwondo (initiation)
  • Rhythmic Gymnastics
  • Figure rollerblading
  • Capoeira

School of Music
We offer a range of music classes for various instruments and levels. Group classes held on Saturday mornings allow for the development of collective practice, organising wind, string, etc., instruments accordingly.

  • Piano
  • Guitar (classical and electrical)
  • Violin
  • Ukelele
  • Trombone

  • Cello
  • Saxophone
  • Drums
  • Little Band
  • Big Band

School of Dance
Includes all the dance disciplines

  • Classical dance
  • Creative dance
  • Jazz dance

  • Hip-Hop
  • Tap dancing

School of Languages
  • French
  • German
  • Chinese

  • Italian

Ludic Artistic
  • Multiactivitty
  • Art Attack
  • Drawing and painting
  • Cooking
  • Photogrphy
  • Lego education

  • Little Artists
  • Kapla
  • Theatre
  • Circus
  • Robotics
  • Competitive debate

Revision sessions
These are aimed at the students in the upper cycle of primary and secondary

  • English revision
  • Mathematics revision

Activities for early learners
Aimed at 3-4 year olds

  • Musical awareness
  • Storytelling

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Languages:
Infant Education, initial cycle:
Education is taught in all three languages at this stage. English, Spanish and Catalan are all introduced into daily life through the use of games, songs and activities. It is important to introduce children to all three languages from the day they are born, as they are most capable of capturing the nuances and accents of a language in these early years.

Infant Education, second cycle:
Considering that we live in a bilingual environment (that of Spanish and Catalan), the School integrates English as a main language until students reach the age of six. Our pupils acquire an idiomatic, natural English through our School system. Their English skills are equal to the other vehicular languages used. Our learners have Spanish/Catalan classes for one hour a day to perfect their reading and writing abilities.

Primary:
Having been immersed in the English language during their Infant Education, Spanish and Catalan appear as more common languages for students in Primary. Although this is the case for some subject areas, English does continue as the most prominent language used in our curriculum. English, Spanish and Catalan classes are taught respectively. Students realise a more profound linguistic study at this stage; they explore concepts of grammar, reading comprehension, written expression and so on.

Obligatory Secondary Education:
English, Spanish and Catalan are the vehicular languages for various subjects taken by our students in Secondary Education. English continues as the most prevalent language in our curriculum in order to ensure genuine trilingual ability.

Baccalaureate:
Baccalaureate subjects (both obligatory and optional) are given in different languages (English, Catalan and Spanish). The classes a student chooses for their optional subjects will determine which language is most present in their academic curriculum.

4th language
Students must choose a 4th language to study from their 1st year of Primary onwards. This subject is treated as a foreign language until their 4th year of ESO, both within the curriculum and on a conceptual level. The current choices on offer are:

  • German
  • French
  • Mandarin Chinese

External examination
Our students are given the possibility of taking various official exams convened for the respective languages studied. They can formally certify their level of their chosen dialect at our School.

  • Cambridge exams: Organised by the British Institution. Students take the PET exam in Year 6 (Primary), which corresponds to an A2 level; in their 2nd year of ESO they do the FCE which resembles a B2 level, and in their 4th year of ESO they take the CAE exam, equivalent to C1 level. The final level acquired at the school is the required certification for students applying to English-speaking universities.
  • Goethe-Zertiikat: Convened by the Goethe Institution. In Year 6 (Primary) students take an exam corresponding to A1 level and in their 3rd year of ESO the exam is equivalent to A2.
  • YCT Examinations: Prepared by the Confucius Institution. In Year 5 (Primary) the exam is the YCT1, and in Year 6 (Primary) YCT2 which corresponds to A1 level. In their 3rd year of ESO they take the YCT3, the correspondent of A2.

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Emotional and Ethical Education
Emotional Education
Emotional wellbeing and ethical living are continuously taught throughout our educational program. Our students develop in a way that allows them to understand the world they live in and the people they share it with, at the same time as gaining an everlasting self-confidence.

In Infant Education we focus on the children´s own feelings at first. The recognition of their personal emotions leads to them later being able to understand the outlooks of others, thereby developing empathy and assertiveness. Sound ethical understanding that starts from an early age ensures us that our children will grow into good-hearted individuals, sure and satisfied with themselves. These are the building blocks that form the basis of happiness.

The Values:
The development of values is transversely present in our School. It is a key element of our educational organization. We work with our students to facilitate their understanding of others, and the society they live in, as well as gaining a personal evolution that is all-encompassing:

  • Although values are worked on in a transversal way throughout all subject areas and levels, classes such as “Ethics” and “Stories to Learn From” start to appear in the timetable from Primary education upwards. These subjects provide a time for reflection and discussion on the topic.
  • Weekly assemblies are held in both Primary and Secondary with a focus on the values of dialogue, compromise and agreement.
  • Valuing responsibility is worked on in Primary education by allocating class duties to each student.
  • Responsibility and compromise are studied in Secondary education through student participation in various groups that are proposed by the pupils themselves (the School provides the space and supervision): Solidarity Group (GOE), Music Club, Theatre Club, Internal Sports League, Short-Film Club, Research Club, Environment Club, etc.
  • The varying year groups collaborate through several activities that all students are a part of from their 1st year of Primary; ´Reading friend´, ´Big friend´, music events between age groups, projects presented to different school years, and so on. A cohesive and interconnected educative community is created by means of these events.
  • Solidarity is worked on through humanitarian action. The School as a whole is particularly active in these events via the GOE club (run by students in various Secondary year groups who work to promote the events).

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Project-based collaboration
We firmly believe that project-based team-work allows students to acquire the abilities necessary to fulfil their academic goals, given that:

  • It stimulates curiosity and research
  • They learn how to find and extend information
  • It strengthens their collaborative team-working skills, forming co-existence, tolerance and assertiveness (key elements for the world we live in)
  • It improves organizational abilities
  • They are able to exercise their communication skills in all three languages
  • Students develop their digital competencies through the use of I.C.T devices

Many subjects are majorly based around project-work, assisting the acquisition of skills and contents for the aforesaid reasons.

The school has a highly active research department
  • All of our students are investigators. They create hypotheses, leading them to unsuspected discoveries that motivate and stimulate their thirst for knowledge.
  • Numerous research projects from our students are awarded in various contests, as well as being exhibited nationally and internationally each year, providing a unique experience for our pupils.
  • For those learners who do experimental subjects (technology, biology, physics and chemistry), lab work forms a part of our students´ daily lives.

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Internationality
Hamelin-Laie International School has students and teachers from over 25 different national backgrounds, the School presenting itself onto the global forum with an evidently international vocation.

We educate our students in the intercultural values required for global success.

Our aim is that students can develop their actions in every context, always prioritizing cultural and ethical compassion, creating a better world for all.

Our exchange program has a relevant role to play in the integral education of our students, as it does not only rely on travel; students integrate into families from a culturally distinctive background, as well as hosting a student from overseas.

We carry out exchange programs with six different countries (Germany, China, Denmark, France, Hungary and Canada) with the intention of:

  • Promoting values of tolerance, empathy and responsibility
  • Establishing our students´ autonomy
  • Offering an irreplaceable, vital experience
  • Creating open-minded and international individuals
  • Providing the possibility to create international friendships that could last a life-time

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New technologies
We are venturing into the use of new technologies in all realms of daily school life; the management of the center, internal and external communication, and in the education of our students. Always remembering that the students are the protagonists of the scholastic process, information technologies (I.C.T.) are important tools considering that we want to develop our students´ digital competencies to the maximum. To fulfil this aim, our Center counts on:

  • Technology labs equipped with the most recent processors for students in Primary, Secondary and Baccalaureate programs
  • Classrooms with intelligent touch screens (Clevertouch)
  • Classrooms equipped with a tablet for every student
  • A virtual classroom created through the collaborative tool Moodle, used for students in Year 5 and 6 (Primary), Secondary and Baccalaureate
  • An internal I.T.C. and I.T. Manager
  • A website, digital magazine and the schools own social networks

The school provides constant training for staff, allowing them to adopt to new technologies as well as being able to introduce these technologies into the academic program at every level. Furthermore, we educate our students to become involved in an online environment that is safe, teaching them that correct use of I.C.T. devices, in addition to responsible online behavior, is just as important as doing so in daily life.

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Innovative Education
We live in an unstable and ever changing society that requires strong-headed citizens who are also able to adapt to their circumstances; citizens that can think critically, are capable of communicating in various languages and who are able to analyse well.
Our educative system is constantly updated with scientific advances in order to meet these requirements (we work on infant stimulation, multiple intelligences, collaborative work, use of new technologies and so forth).

Innovation for language learning:
  • Reading is the back bone of our language learning system (English, Catalan and Spanish).
  • We firmly believe a good reader (that is, someone who enjoys reading) is a good writer, and is therefore fully capable of acquiring a complete education.
  • Analytic debates, creative writing, research projects, performances, grammar questions, and textual commentary all stem from the literature studied in class.

Mathematical innovation:
  • Students access mathematical concepts via manipulation and deduction. It is only in this way that they become able to fully grasp fundamental. mathematical concepts and can autonomously develop their learning process.
  • By relating mathematics to the reality surrounding us, they discover the simplicity of mathematical abstractions, thereby making the subject attractive and stimulating.

Aerobic exercise combined with learning:
  • With an aim to aid concentration and tuition, physical education is incorporated into all subject areas. Building motivation, working cooperatively, and giving strength to all the varying intelligences of our students are further reasons for this integration.
  • From a physiological point of view, carrying out an aerobic activity produces an increase of noradrenaline and dopamine, which are the neurotransmitters responsible for concentration and learning.
  • When work is done outside, the brain receives a higher level of oxygen and can therefore concentrate better without stress.
  • By playing dynamic games to aid conceptual learning, our students are more motivated, can acquire knowledge faster, and retain that knowledge permanently.
  • This system allows for all individual intelligences to be catered for. All of our students are able to stand out in one way or another, giving them a constant source of motivation whilst maintaining a healthy self-esteem.

Oral competence:
  • One of the school´s main educational priorities is to always provide students with an opportunity to practice their communication skills.
  • These opportunities arise through theatre productions, public project presentations, competitive debates, speaking during assembly, through information given to new families, the school radio, and so on.
  • From the early age of 3 we provide students with these opportunities in order to stimulate and strengthen their oral competence.

Stimulating talents:
  • We are sure that every student has a predominant talent. We provide every resource available in order to facilitate a student finding their special skill. In some cases this talent is evident and noticeable, whilst in others it´s more difficult to discover.
  • We keep our students motivated by stimulating every individual talent.
  • Our learners are given all the opportunities necessary for the development and practice of their talent.

Infant stimulation:
  • In the early years of life (0 to 6 years), children have an infinite disposition towards learning and discovery. We dedicate all of our energy into the maximum stimulation of young learners precisely for this reason.
  • Through project learning, physical exercise programs, readings, mathematics and encyclopedias based on the Glen Doman philosophy, our young learners are ever inspired.
  • The multiple intelligences present in our children are stimulated to the maximum; using music, stories, psychomotricity, symbolic and directed games.

Musical education:
  • We are all aware of the benefits of listening to music, especially in regards to our psychological wellbeing- it contributes to our happiness, helps us to unwind, animates us and motivates us.
  • Furthermore, playing a musical instrument or producing music also benefits our physical being, improving memory and intelligence.
  • Playing in a group adds to all the aforesaid by improving personal relations and group motivation.
  • The school is involved in this final element: creating and producing music as a group from a very early age.
  • Through performances, songs, creating rhythms, choir singing and musical theatre, we implicate our students in musical projects from a young age, placing them into a highly motivating environment.
  • Starting from Primary Year 6, all students play a musical instrument and play in the Big Band.
  • The Big Band project is continued throughout the curriculum until their 2nd year of ESO (Secondary).

Location
Hamelin Internacional Laie
Hamelin Laie International School
Ronda 8 de Març  
178-180 Montgat 08390

T: 935556717
E-mail: laie@escolessas.com
School opening hours: 7:00-20:00
Secretary opening hours: 9:00-20:00

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