During this stage, a significant leap takes place in a transitional, gradual, and individual way, assessing the needs and skills of each child. In this stage, students tend to begin to respond better to more structured environments.
To present and adapt the different activities and projects to our primary students, we work on the previous ideas, find out their current stage of cognitive, psychomotor, and emotional development and ensure that the resources which we are providing respond to each of these moments. In class, an essential issue is to respect their concentration moments, their working atmosphere, their observation... We do not begin from nowhere or offer content out of context because there is a curriculum forcing us to do it, we begin from the interests and experiences given in the different spaces of our school to work cross sectional and specific content from different areas.
In this stage, a significant social opening begins to take place; playing, groups, and cooperation begin to gain relevance and we take this aspect into account for programming and organizing our primary education activities.
The opening hours for primary education are the same as for the rest of stages, i.e., 9:00 to 14:00h. This is flexible to meet the different family needs and the biorhythm of each child.