It is through free play that the child begins to understand the world. Before the age of three, the child develops the foundations for his later life, walking, speaking and with it the possibility of thinking, and it is from the age of three onwards that the child assimilates what he imitates through play. By playing, practice and by practicing, you learn. Through imitation, the child is free to learn for himself and the experiences he has penetrate into the depths of his being, he is formed and receives the lesson that his experiences contain. We must preserve the strength of initiative for the rest of our lives. The best preparation for thinking is activity that allows the child to enter the world through free play. We must ensure that the child feels the happiness of making discoveries, letting him experience the wonder. In this way their talents and will develop.

The first and second graders have just concluded a form Drawing lesson block. Form Drawing is about artistic non-representational mark making and is used to strengthen multi-sensory learning, crossing the mid-line, visual motor integration, spatial intelligence, and social emotional skills. It's fun, creative and a provides a great basis for the subsequent letters lesson block. It was an enjoyable start to the New Year and we produced some beautiful books.

In the second cycle we have begun the period of Majorcan geography and Catalan language. The objective is to get to know our autonomous community better, as well as our language. In class we have worked in small cooperative groups on the characteristics of each of the Balearic Islands, each one developing their own project. Also, as part of the scheduled activities, last Tuesday we went out to Binissalem and went to visit the post office, where the students sent a mysterious letter to one of their classmates. The next day, they reached their recipients, who were able to open their envelopes and read the messages that had been written to them.

The periods of history are usually in tune and harmonize with the evolutionary moment of the students. It has been through harmony and beauty where this period of history has flourished in the third cycle classroom.   The Greeks knew how to masterfully sculpt in their architecture and sculpture the harmony and beauty of the human form, just as their myths knew how to transmit the strength and dignity of human nature.   Ancient Greece was a time in our history where human beings inhabited the earth with so much interest that even the gods wanted to be in the human world. They lived on the tops of the mountains, in the rivers, in the forests, and in the seas, they liked to participate in worldly affairs and some gods and mortals married among themselves. From this union great heroes and heroines would be born and were thus able to guide the inhabitants of the earth.   Prayer of Socrates   Dear Pan and all the other gods who live here: Grant me to be beautiful inside and out, May everything you have be in harmony with what is inside, so that the inner and outer being are one. Here on earth, between birth and death, the soul and the spirit must be sought within us, what is beautiful must be correct  

The 1st ESO group has completed the chemistry period where they have experimented in the laboratory with chemicals and also everyday products to produce chemical reactions that have allowed them to discover how combustion and other simple chemical processes work. From the realization and observation of chemical reactions such as combustion, formation of different gases and use of acidity indicator substances, they have been measuring and using different laboratory materials and instruments. The story of Antoine Lavoisier's life has also accompanied us during these 4 weeks in which the students have experienced what the father of modern chemistry had to face in his research during the French Revolution.

The 2nd and 3rd year secondary school (ESO) group has immersed themselves for four weeks in a Biology learning period. Through daily reading of the book "The Secret Life of Trees" by Wohlleben, we have been able to discover the hidden world of trees: what they feel, what they communicate. We have also given life to the study of human biology from the mechanism to the organism, investigating through questions about the eyes and sight, hearing and listening, the sense of balance, the sense of touch, taste and smell, the sense of movement, the larynx and speech, the human skeleton and the nervous system. Why do we see the sky blue? What organ is involved in the vision of ambiguous figures? What is the path of sound? What helps us maintain balance? What is pain? What is touch? How are taste and smell related? Do you know why you can move without thinking about what to do at any given moment? How is the sound of the voice generated? How many types of bones does our skeleton have? What is the arch of our feet used for? Why does the column have a wavy shape? How does the brain develop from birth? and a long etc. Various sources have accompanied the path of research, study and learning: books, articles, drawings, a skeleton and a torso, but above all the desire to learn to learn. Every week different groups of students have presented their micro-research projects and answered their classmates' questions. On Thursdays we have held debates on science and society topics, in order to develop skills such as argumentation, critical thinking or decision making, active listening, oratory and oral expression: Is it possible that Artificial Intelligence will end humanity? Do human beings behave like a parasite on Earth? Are GMOs our salvation or our downfall? On February 2 we close the period with an oral presentation of the personal research project that each one has chosen within the field of Biology. Some of the projects will reveal to us: What is Nature's secret number? How dolphins sing? What are reflections? What does microbiology study? Why, if we theoretically come from monkeys, do monkeys not become human beings over time? "Knowledge takes up no place." Aristotle.