The document provides an overview of an educational centre, outlining its history, ideology, team, quality systems, and educational projects from preschool through secondary education. The centre has nearly 50 years of history and is based on Montessori teaching philosophy. It aims to support each child's development and potential through a prepared learning environment, personalized attention, highly qualified personnel, and an advanced management system.

3. Content Outline
1. Presentation
2. Our School
2.1 History of the Centre
2.2 Ideology
2.3 Team
2.4 Quality System
3. Educational Project
3.1 Introduction
3.2 Preschool Education
3.3 Primary Education
3.4 Secondary Education. ESO and Batxillerat (Compulsory Secondary Education
and Sixth Form/High School)
4. Linguistic Project
5. Innovation and Research
5.1 Innovation
5.2 Research
6. Complementary Services
6.1 Psychology and Counselling Department
6.2 Workshops for Parents
6.3 Montessori at Home and Montessori Playgroup
6.4 Food
6.5 Cafeteria and After-lunch Activities
6.6 Transport
6.7 School Reinforcement and Extra Support Lessons for ESO and Batxillerat
6.8 Summer Courses
7. International Projects
8. Cultural and Sports Club
8.1 Sporting activities
8.2 Cultural activities
9. Facilities and Equipment
10. Contact

4. 1. Presentation
This catalogue has been made with the intention of sharing our experience and our day-to-day
activities as a leading educational centre. Our almost fifty years of history have allowed us to
accumulate great knowledge on human development and how it can be accomplished by
meansof work at school.
CCE Montessori-Palau has a solid educational project based on Dr. Maria Montessori’s
teaching philosophy. The centre is one in which, from the trust in the individual potentiality of
each child, supports the development of their excellences and personalities. The
implementation of this programme is possible with the help of the four core ideas that
regulate the activity at our Centre: an environment prepared specifically for learning,
personalisedattention,highlyqualifiedpersonnel andanadvancedmanagementsystem.
The great respect shown towards the children and the adolescents which has been transmitted
from the Centre over all these years, has constantly motivated us to seek training in the
original sources of the different educational and neuropsychological theories. At the same
time, our continued training in business management allows us to develop on ideas that,
applied to the educational field, lead to an added value to our students and their families. By
means of this training, we optimise the best resources in order to use them for educational
purposes.
We are convinced that education is the most determining factor for the improvement of
society and that our students will face their future as competent adults who will be committed
to the challengesthattheysetthemselves.
We trustthat these pageswill reflectourconceptof EducationforLife.We are aware of the
ambitionof thischallenge andwe inviteyoutopayus a visitandto make our school your
home.

5. 2. Our School
2.1. History of the Centre
The School, as we know it today, was founded in October, 1967 from the alliance with the
Escola Montessori de Girona. The founders of the new centre, Lluís Julià Ventura and Maria
Barnadas Rigau, moved it to the outskirts of the city, to a location surrounded by a natural
environment. From the first moment, co-educational schooling was chosen, which was also to
include culture and sports in the education of all students. With this in mind, high standard
facilitieswere designed.
Due to the good results obtained from this innovative method, the School experienced a
period of growth in the number of students and in the quality of its infrastructures. This
growth coincided with the generational change-over in 1991. At the same time, a teaching
renovation took place directed towards adopting the Montessori Pedagogy, based on the
training of the teaching staff with the certification of the Association Montessori Internationale
(AMI). This process meant a professionalization of the management and organization of the
Centre,withoutlosingitsidentityasa familybusiness.
The implementation of the Montessori Pedagogy, in the 90’s, along with the teaching
innovations and educational research, lead Montessori-Palau to become a centre of
international reference.

6. 2.2 Ideology
The centre Montessori-Palau is a private, non charter, co-educational and lay school
which maintains an attitude of respect, openness and tolerance towards all cultures,
ideologies and religions that protect human dignity.
Its motto“Ad virtutem discendo” (“Towards virtue whilst learning”) summarises the
way in which CCE Montessori-Palau understands education. The qualities of the person
inside each student as unique beings are promoted in an intentionally welcoming
environment for a good relationship with oneself, with others and with their
surroundings, guiding them and accompanying them in the development of their
potentialities. At the same time, the Centre encourages the working and learning
abilities of the students as basic skills to accomplish the challenges which they may set
for themselves and for their service to society. In order to work in the same direction,
both at school and at home, the staff is at the parents’ entire disposal due to the fact
that the educational task is understood to be teamwork.
This context pays special attention to the development of the individual, social and
cultural identity in values such as tolerance, universality, humility, sensitivity,
responsibility and intellectual curiosity as the basis for the child’s excellence and for
school success.
The way in which the Centre understands the making of man is that human beings self-
construct themselves from the interaction with an environment which respects the
psychological traits and the expression of the human tendencies as described by Dr.
Montessori. This is the adaptation and humanisation process which leads them
throughout their whole life to grow and to construct their personality as unique
individuals.
CCE Montessori-Palau offers an environment suitable for the construction of the
human being to its maximum development, providing tools for him to discover his own
happiness.

7. 2.3 Team
The team at Montessori-Palau is formed by approximately one hundred and eighty
people, including teaching and non-teaching staff. One of the priorities of the Centre
is to have a stable workforce which is actively involved in the Educational Project. This
is the reason why, when recruiting new personnel, the candidates undergo a strict
selection process.
In CCE Montessori-Palau, staff training is a priority and is understood as a fundamental
tool for team cohesion, for univocal criteria in the relationship with the pupils and to
guarantee teaching excellence at the Centre.
- The General Management at CCE Montessori-Palau is formed by a
multidisciplinary team that is forever studying and analysing educational and
management technologies. They are also trained in this field in order to lead its
implementation at the Centre.
- The Preschool and Primary teachers, in addition to their official degrees, have
the Montessori Guide Diploma awarded by the Association Montessori
Internationale (AMI).
- All Secondary and Batxillerat (sixth form/high school) teachers have their
official degrees complemented by training in cooperative learning and in varied
innovative methods. In addition, some of these teachers have AMI Primary
training and have attended the Montessori Orientation to Adolescent Studies
course in Cleveland, recognised by the AMI and by the North American
Montessori Teachers’ Association (NAMTA).
The work that the teachers undertake and the prepared environment are object of
regular consultancy and review on behalf of external Montessori trainers.

8. 2.4 Quality Control
CCE Montessori-Palau includes in its motto “Ad virtutem discendo”, placing continuous
education and development at the core of its philosophy
This educational philosophy is transferred also into the management, organisation,
running and internal assessment, which is regulated by a strict Quality System (based
on the EFQM quality criteria and the certification model ISO 9001: 2008). This is a
system that is based on a cyclic way of working in which objectives are defined and
where the necessary changes are designed, planned and introduced in order to
accomplish them. Subsequently, the results are evaluated. In order for there to be a
continuous improvement, new objectives are set with the aim of detecting the
features which need to be improved, making adequate decisions and measuring the
fulfillment of the commitmentswhichhave beenagreedbythe pupilsandtheirfamilies.
With this in mind, the Centre evaluates:
1. The performance of the pupils, with the aim of understanding the learning process
and providing the most adequate teaching aid according to their needs (this forms part
of the subject planning and the topics that are worked on in class).
2. The running and the organisation of CCE Montessori-Palau, by monitoring the
organisational efficiency indicators. Several years ago, the centre decided to start
following an EFQM management model which allows it to have a broader view and to
measure its level of excellence in a more effective way.
The assessment system uses two hundred indicators. Out of them, some stand out,
such as the audits and external evaluations, the compulsory external tests, university
access tests as well as those in foreign languages, neuropsychological tests and the
parent, pupil and staff questionnaires.

9. 3. Educational Project
1. General Introduction
2. Preschool Education
2.1. Brief Introduction
2.2. Prepared environment
2.3. The role of the adult
2.4. The work of the child
2.5. The Preschool curriculum and its extensions
2.6. The legacy of the stage
3. Primary Education
3.1. Brief introduction
3.2. The prepared environment
3.3. The role of the adult
3.4. The work of the child
3.5. The Primary Education curriculum and its extensions
3.6. The legacy of the stage
4. Secondary Education. ESO and Batxillerat
4.1. Brief introduction
4.2. The prepared environment
4.3. The role of the adult
4.4. The work of the child
4.5. The Secondary Education curriculum and its extensions
4.6. The legacy of the stage

10. 3.1 General introduction
The Educational Project at CCE Montessori Palau, following the basis of the Montessori
Pedagogy, has the following main focuses:
The prepared environment:
This term refers to the physical space, to the people with whom the pupils interact, to
the proposal of developmental activities and to the guidelines which rule over its
running.
According to the age group, the environments are organised in different ways in order
to meet specific needs. The environment is run by the students themselves and is laid
out in such a way that they will be able to feel it as their own and where the classroom
dynamic becomes their territory.
The role of the adult:
According to their personal experience and technique, it has the aim of achieving the
maximum potential of the child, from the most suitable prepared environment
according to their needs depending on the educational stage (between 0 and 18 years
of age), under the following focuses:
- Creating an appropriate bond between the child, the environment, knowledge and
the adults.
- Guiding the families throughout all the stages (in order to make the most of the
educational opportunities).
The child’s main job:
Is their self construction from their interaction with the prepared environment. The
term self-construction means that when the child works, they observe, they choose
freely, they make decisions, they experiment, they learn from their mistakes and they
deduct the conclusions which will allow them to evolve to a higher state of growth,
improving their concentration, self-discipline and responsibility.
The styling of the curriculum and its extensions
Based on the Montessori Pedagogy, the curriculum keeps the sensitive periods in mind
as well as the psychological traits of the pupil and the human tendencies. The
certification of the faculty by the Association Montessori Internationale (AMI)
guarantees the authenticity in the implementation of the Montessori Method.
Education is personalised, as each teacher plans targets for each individual student.
This is the reason why, the educational style is guided towards revealing the potential
of each pupil in relation to the capacities, the emotional intelligence, both social and

11. creative, initiative and personal autonomy. With the extensions, pupils with a higher
level in some activities will be allowed to work individually in order to increase their
knowledge on specific subjects.
The Centre also guarantees the knowledge of the subjects needed to successfully pass
the external tests set by law. The fifty years of teaching experience that Montessori-
Palau has, allows for the design and review of a curriculum based on experience, on
theoretical and technological knowledge and on the selection and integration of
educational innovations.
The Innovation and Training Department alongside the Psychology and Counselling
Department and the teaching staff, work under the guidance of international research
centres, including the AMI, which have identified the convergence of the most recent
research in neuroscience and the Montessori Pedagogy. The studies which are
currently being carried out in neuroscience support the efficiency of this teaching
method.
The legacy of school life at Montessori-Palau:
Once the student has finished school life at 18 years of age, s/he is ready for a life with
abilities that the Montessori Method emphasizes, such as: the ability to set goals,
decision-making, continuous improvement, the curiosity to learn with a special interest
in improving society and the natural environment, as well as the abilities to work
within a team and leadership.

12. 3.2 Preschool Education
A child who is between 1 and 6 years old is at a stage in the development of the brain,
named by Dr. Montessori as “stage of the Absorbent Mind”. This stage is the
foundation for the creation of a person. At this age, the child has a unique unconscious
sensitivity for some areas, such as language, order, sensory acuity and precision in
movement.
The prepared environment:
CCE Montessori-Palau has classrooms which are 200m2 in size for the youngest pupils,
until they are 2 and a half years old and 100 m2 from when they are 2 and half until
they are 6. They all have exterior natural surroundings and are equipped with
materials which are within the children’s reach, set out with a specific, precise order
and designed in a way that awakens their interest and sensitivity. This environment is
similar to that of a house. The opportunities of movement inside the classroom are
aimed at a refinement which will be necessary for the achievement of the abstract
concepts of knowledge of the environment and for all the other areas of the
curriculum.
The role of the adult:
To guide the children with great respect for their potentialities (being a model for
them). In order to create a bond between the children and the environment, the
Montessori guide eliminates any possible obstacles for the autonomous work of the
child. The guide presents the classroom development materials with which the
children will be able to work and will allow them to practice with these materials
respecting their freedom.
The work of the child:
The pupils build neuronal connections in their brains through carrying out and
repeating the materials with which they have been presented and through their
sensitive exploration, which will allow them to express the human tendencies for their
self-construction.
The Preschool curriculum and its extensions:
The Preschool Curriculum at CCE Montessori-Palau goes beyond the official curriculum.
The main basis is the adaptation to the world through the development of the brain.
Bearing in mind the characteristics of the child’s brain and its sensitive periods, inside
the classroom the pupil has the opportunity to work with materials which challenge
order, which attend to the development of the senses, which refine movement and
encourage language and communication with their classmates and adults.

13. The legacy of this stage
Development of self-discipline, of self-discovery and of control of movement, which
are necessary in order to start a new stage.

14. 3.3 Primary Education
When between the ages of 6 and 12 years old, the child is at the stage of reasoning,
imagination and the acquisition of culture and of moral and intellectual development.
The prepared environment:
CCE Montessori-Palau has classrooms which provide access to all fields of learning,
with specific areas designated for personal and educational development. Real life
society is also part of this environment and by means of cultural outings, the students
learn to understand how the world works.
The role of the adult:
To guide the pupil towards the acquisition of knowledge, respecting the interests of
the child and, at the same time, being a model who will introduce them to the
environment and will guide them should it be needed.
The work of the child
Self-construction through experimenting and exploring the environment, through the
autonomous practice of the activities with which they have been presented and their
extensions. The child works simultaneously in three languages (Catalan, Spanish and
English) and learns a fourth complementary language (German).
The Primary curriculum and its extensions:
The curriculum for Primary Education is based on the foundation of the Montessori
Pedagogy which integrates all the fields of learning, which are worked on in an
interdisciplinary way and which guide the pupil via their own interest. Dr. Montessori
called this global vision of the curriculum “Cosmic Education”, as the child has the need
and the interest to know the whole world, with a clear guide on how to study the
environment.
The legacy of this stage
The discovery of their social and individual responsibility understanding the goodness
of humanity. They will have reached the required level for each of the different fields,
which will allow them to broaden such knowledge during the Secondary stage of
education.
3.4 Secondary. ESO and Batxillerat (Compulsory Secondary Education and High School)
When between the ages of 12 and 18 years old, the teenager starts a stage of social
creation. Once they have acquired a general knowledge and culture, what is needed
for their education is to dig deeper into their self-knowledge in order to build their
own identity and to actively participate in the real world.

15. The prepared environment:
All classrooms and spaces are equipped with state-of-the-art research and
communication technology at the service of the teaching method.
The classrooms for the 1st, 2nd and 3rd of ESO are 200m2 in size and are each
equipped with a kitchen and a laboratory. They are distributed in a way in which there
are diversified work areas which allow work in cooperative groups and knowledge
management. This environment promotes the pupils’ initiative, autonomy and
responsibility.
For the 4th of ESO and Batxillerat, the classrooms are for specialisation and are
designed for further study into the chosen field of knowledge. The environment allows
the pupils to work in teams in common spaces in an autonomous way. This way they
can also consolidate their social personality and their identity.
The rest of the school also forms part of this environment as do society and the real
world. This is why, during these school years, many activities take place outside the
centre and they receive the visit of many specialists in different fields.
The role of the adult:
To give the pupils the maximum of opportunities, offering them a wide variety of
experiences, knowledge, lines of scientific research and voluntary work. The adult
encourages the pupils’ critical analysis and guides them whilst observing their
emotional, personal situation and the changes that take effect regarding interests and
concerns, in order to adjust to their needs.
This is the reason why, between the ages of 12 and 15, there are two teachers in most
classrooms, which helps to reduce the ratio to approximately fourteen students per
teacher.
The work of the child:
Consists in a continuation of self-construction in order to consolidate their personal
identity as a social individual. This process is carried out through dialogue and the
critical analysis of knowledge, as well as through experiencing real life situations via
work, business and volunteering experiences. At these ages, the students have the
possibility of getting to know the world and its diversity through international and local
programmes, outside the School.
The Secondary curriculum and its extensions:
The pupils continue developing their initiative through the use of guidelines set for
each teaching unit, where they are presented with different research and discovery

16. projects, guided according to the individual needs. This work system is made for the
student, using their creativity, to maintain the eagerness to keep learning. These
projects are structured as real life problems which the pupil will have to solve as a
source to gain knowledge (it is carried out via Problem-Based Learning -PBL-). The
Socratic dialogue reinforces the debates and the analysis in order for the pupil to
progress in his development.
A further step toward the approach to the real work is what the “Occupations” allow.
These are productive activities which generate micro economy and which are managed
by the pupils themselves.
The legacy of this stage:
Dr. Montessori believed that the pupil, once having turned 18, was entering maturity.
After having spent their school life at the Centre, the pupils have reached a degree of
development which allows them to continue the process of self-construction in an
autonomous way, motivating their own enterprising skills. They obtain the main
functions which allow them to be able to organise themselves, make decisions with
mental flexibility, to maintain the responsibility to face the circumstances in their own
lives and to contribute to the improvement of the world. This is why Dr. Montessori
called it “Education for Life”.

17. 4. Linguistic Project
Maria Montessori: “If it is said that speaking different languages makes mankind
different, in the child we find someone who doesn’t speak any languages but who is
willing to learn any.”
The Linguistic Project at CCE Montessori-Palau doesn’t offer languages as an
extracurricular subject and instead integrates them as part of the daily learning of the
student in each of his educational stages. Students are prepared at all levels to be
skilful in as many languages as possible. Making sure to strengthen the synergies
between languages with the aim of developing a high multilingual and intercultural
ability. This is why, from Preschool until the last year of Secondary Education, a total of
six languages are taught.
Preschool 0-3
(multilingual stimulation)
Catalan Spanish English German
Preschool 3-6 Catalan Spanish English German
Primary Education 6-9 Catalan Spanish English German
Primary Education 9-12 Catalan Spanish English German
Secondary Education 1st-
3rd
Catalan Spanish English German French
Secondary Education 4th
-BTL
Catalan Spanish English German French Latin
Languages are worked on from a practical angle and in an environment where the
students have to use the language on a daily basis. The Centre counts on an
International Projects’ team which is in charge of motivating different initiatives such
as exchanges with Germany or Finland, the Young European Parliament and the
Montessori Model United Nations, amongst others.

18. 5. Innovation and research
5.1 Innovation
All the departments and levels of the Centre, as a result of teamwork, experience and
self-learning, are constantly developing in order to approach the improvement and the
efficiency of the service. External training activities, conferences, exchanges with other
national or international centres and the result of experience are the engines for
innovation.
The innovative activities, which cover all areas and departments of the school are
grouped in:
Innovation, renewal and review projects for the Curriculum or extracurricular contents
for each stage, as for example:
In Preschool Education, the new approach for a part of the extension programmes in
language, botany, zoology, geology and environmental science.
In Primary Education, the inclusion of routines and work at the school’s vegetable
patch, farm and woods, as part of the project The Natural Child.
In Secondary Education, the MAMSP (Montessori Autonomous Management and
Support Projects), the realization of the European Business Competence Licence
programme (EBCL), the emotional education programme Watch2grow and the
Occupations.
In Batxillerat (sixth form/high school), the entry into The Montessori Institute for the
Science of Peace and to the Montessori Model United Nations, as members of the high
schools group that lead it.
Extension projects for intellectual capital, such as the realization of the Official
European Master’s Degree in Montessori Pedagogy by the University of Vic and the
Montessori Institute of San Diego (MISD), recognised by the AMI. CCE Montessori-
Palau is the coordinating centre.
Innovation projects for different services, such as Family Counselling carried out by the
Psychology and Counselling Department, the new activities offered by the Cultural and
Sports Club or the Cafeteria service, which incorporates a diet that is designed to be
able to include the maximum possible amount of nutrients and to minimise additives.

19. 5.2 Research
The Montessori Method, as a scientific method, expects an attitude of continuous
observation, analysis and ability to reach conclusions. This is the reason why, the
training received by the Montessori guides, trained under the criteria of the
Association Montessori Internationale (AMI), includes preparation and training in the
basic tools for research, knowledge, observation and analysis.
The Psychology and Counselling Department works alongside the Teaching
Department on research aspects, as well as with Montessori schools worldwide.
The main lines of research are currently as follows:
• To find and validate new exams and tests in order to collect, in an objective and
verified way, the development of the abilities that the students should achieve
and that are not evaluated by traditional tests (which are aimed particularly
towards contents)
• To design and implement a Montessori programme for adolescents, alongside 60
other schools from around the world and the North American Montessori
Teachers’ Association (NAMTA).
• To investigate language teaching methods based on a learning programme for
foreign languages, on the basis of a bilingual environment but in a real
multilingual context.
Due to this commitment with the students’ training process and with the research of
the best learning tools, the School is constantly receiving requests to take part in
conferences and to receive visitors.

20. 6. Complementary Services
6.1 Psychology and Counselling Department
The Psychology and Counselling Department is designed to give support to the
educational work at all stages. It provides criteria, knowledge and understanding for
the methods and the programmes. In the same way, it also offers resources for all the
students, both for those with high abilities and for those who need support in their
academic performance and their emotional well-being.
Career and further studies counselling is another service offered by Psychology and
Counselling Department. It is developed through specific programmes and
personalised attention.
This service is also addressed to the families who need counselling in their educational
role at home. The team of specialists help to find the most appropriate strategies and
techniques and provides psychological and educational criteria to optimise the
students’ performance.
The Department is made up of a team of professionals who are specialised in
neuropsychology, educational psychology, psychotherapy, education, speech therapy
and psychomotor activity. It is designed for students who belong to the Centre and
also for those who come from elsewhere.

21. 6.2 Workshops for Parents
“The child is the father of man” Dr. Montessori.
Each stage of development of a child is an unrepeatbale moment for the parents, for
whom new questions arise. CCE Montessori-Palau offers a service aimed at answering
these questions and accompanying the parents at each step, in order to provide ideas
and resources and to unite the educational task that the parents and the School carry
out, together. Through this service, sessions for small groups of parents are organised
and coordinated to talk and to exchange experiences.
In order to address all aspects and needs, different workshops are available with the
following themes:
• The role of the mother and the father in the life of their child
• Psychomotor development and physical activity
• Practical life as a source of development for all areas of intelligence
• Responsibility, self-discipline and freedom
• Life at school
• Emotional nature and sexuality
• Parent-child communication
• Social development
• Emotional and physical health
• Decision-making

22. 6.3 Montessori at Home and Montessori Playgroup
The first few years in the life of a child are crucial. The brain is undergoing a formation
and development process in all aspects (from the most functional ones, such as
hearing, vision, movement and language differentiation up to the emotional and
quotidian aspects, such as diet or hygiene).
CCE Montessori-Palau offers the parents of young children who do not attend the
Centre two professional support services. These services provide the opportunities and
experiences that their children need for the development of these functional and
emotional aspects.
1. Montessori at home
The aim of the service Montessori at Home is to design a personalised programme
under the supervision of one of the School’s Montessori guides, so that each family
can work at home on the functional and emotional aspects that are learned at the
Centre. This programme is combined with sessions in a Montessori classroom,
prepared specifically for this purpose. If need be, materials and books are provided for
the families in order to favour its implementation. Supervision sessions are organised
on a regular basis in order to update the programme.
2. Montessori Playgroup
Montessori Playgroup is an opportunity to share the experience of being a mother or a
father with other families and to enjoy with their children the work in a Montessori
classroom which has been especially prepared for children of this age in the company
of a Montessori guide. These sessions are planned beforehand and are carried out on a
weekly basis.

23. 6.4 Food
From the beginning, CCE Montessori-Palau has offered a canteen service with home
made meals. There are currently two kitchen facilities, one for the infants from 0-3
years of age and another for the remaining grades. The daily menus are based on a
mediterranean diet, with the aim of offering fresh seasonal products which guarantee
a balance in nutrients.
All menus are designed by the Centre’s biologist and nutritionist in order to offer a diet
which allows the students to work in the best conditions. There are three types of
menu according to age: for infants who are between 0 and 3 years old, which is
individualised for each child; one for the 3 to 6 year olds and, finally, the menu for the
rest of the age groups, which offers an alternative option.
Students with allergies and food intolerances are attended to with a personalised diet,
agreed upon with the parents and the team of specialists.

24. 6.5 Cafeteria and After-lunch Activities
The cafeteria space and the moment of dining are important during the student’s
formation, as it allows better school coexistence and much more educational impact.
In considering the cafeteria as an educational space, it is possible to learn about and to
work on everything that happens during mealtimes, such as educating in good
manners or eating habits.
Since the moment in which a child starts to walk in preschool, different aspects of
practical life and personal autonomy are worked on, such as the laying and clearing of
the table, cleaning their place and serving themselves. Additionally, during Primary
Education, good table manners are also worked on and a social component is also
included. Students also take part in the management of the cafeteria and in the
nutritional contents. During Secondary Education, the children collaborate in the
monitoring and compliance of the obligations of their schoolmates and they work on
and consolidate the aspects related to diet and nutrition.
The time after lunch is complemented, depending on the age, with different
extracurricular activities, such as learning how to play the violin or learning German.
There are other activities like working on the garden patch and on the farm, sports and
varied traditional games, participation tasks in school management (MAMSP) or, in
Preschool, the nap. All activities are guided by the teaching staff of each stage.

25. 6.6 Transport
CCE Montessori-Palau offers a school transport service which covers the main regions
of the province of Girona and outskirts: Alt Empordà, Baix Empordà, Selva, Maresme,
Pla de l’Estany and, above all, Gironès.
The bus-ride becomes a good time to work on important aspects such as the
autonomy of the students, good manners and the respect for traffic regulations. There
is a guide who is in charge of attending to the students should an incident occur.
In order to process the transport service, the Centre provides the families with a
computer programme, pioneer in the educational field, which allows each family to
modify the chosen options when necessary.

26. 6.7 School Reinforcement and Extra Support Lessons for ESO and Batxillerat
CCE Montessori-Palau offers a school reinforcement service and extra lessons for ESO
and Batxillerat. The service is designed to attend to those students who need to
devote some additional time to studying or those who need to increase their ability
levels in autonomy and personal organisation.
In this way, extra guidance is offered, both for school study and for personal
development, in order meet the needs of those children who have a curiosity to learn
more about specific school subjects or those who have high abilities.
The school reinforcement and extra lessons are carried out individually or in small
groups and they are aimed at both students from inside and from outside the Centre.

27. 6.8 Summer Courses
The Summer Courses turn school holidays into a personal enrichment and emotional
period via varied activities and proposals, designed specifically for each age group,
such as:
- Montessori Summer
- Intensive English Summer + Tennis
- Musical Summer
- Sporting Summer
- Programmes for Adolescents:
● Intensive English Summer + Tennis
● A week in the mountains
● A week at sea
● International Programmes
● School reinforcement
All activities are designed for students from both inside and from outside the School.

28. 7. International Projects
CCE Montessori-Palau has established alliances with educational and research
institutions around the world, which has taken the Centre to become a model
worldwide.
The students take part in many international programmes which allow them to get to
know different ways of working, and where they use foreign languages as the lingua
franca, as for example: the Montessori Model United Nations, exchanges with
Germany and Finland, or the participation and organisation of many European Youth
Parliament meetings. The Centre pays special attention to the research of new
opportunities in internationalisation, in order to strengthen the students’ contact with
culturally enriched environments and to prepare them for society.
The School participates, on a regular basis, in conferences and international courses
with talks on different innovative teaching aspects. It also welcomes teachers and
directors from schools and universities from countries such as the United States,
Switzerland, Finland, Italy, Japan, Germany and France, amongst others. In the same
way, it also makes visits to prestigious international centres in order to observe how
they work and to complete the investigation and research that is carried out at the
Centre.
International teacher training is one of the pillars of the internationalisation policy and
a measure indicator in the Quality System at CCE Montessori-Palau.

29. 8. Cultural and Sports Club
The Cultural and Sports Club was founded in 1969, as one of the main pillars of
education, in order to meet the sporting and artistic needs of the students.
From the beginning, it has worked from the premises of sport, performance and values
with the aim of guiding daily work towards personal progress via sporting, musical or
artistic disciplines.
8.1 Sports Club
It consists in sporting activities which are practised at the Centre’s facilities once the
school day is over. They are planned for all ages (from 5 years upwards).
The Centre offers activities such as: Sporting School, Basketball, Football, Five a side
Football (indoor football), Volleyball, Multisport, Athletics, Yoga, Judo and Modern
Ballet.
8.2 Cultural Club
It includes musical and art activities with the aim of working on the more expressive
and creative aspects. All activities are designed for students who are 6 and up and they
are also carried out at the Centre’s facilities.
CCE Montesori-Palau gives the opportunity to take lessons in a series of instruments,
such as the piano, the violin, the viola, the flute, the guitar and the drums. It also offers
the possibility of taking singing lessons. Additionally, several concerts are organised, on
a yearly basis, in auditoriums around the city. Amongst the musical activities which are
offered, there is also an orchestra of string instruments and the Pop Rock group.
At the same time, the students can choose Chess as an activity to encourage their
intellectual development. There is also an Art Workshop, where they work on drawing,
painting, sculpture and creating objects.

30. 9. Facilities and Equipment
The School Montessori-Palau is made up of five buildings, surrounded by woodland,
playing and sporting areas with a total of 150.000 square metres. This layout allows us
to maintain and strengthen the advantages of a small school, such as familiarity and
individuality, enriched with the benefits of a large school which has classrooms of up
to 200m2 in size.