Aprende una nueva lengua y tendrás un alma nueva”



General Aims:

•to lay the foundations for future language development by exposing children to the foreign language in simple games, songs and rhymes

Children will be able:
• to understand simple language related to commonly performed routines
• to enjoy songs and games


General Aims:
• to expose
• to create a pleasant atmosphere to build a positive relationship between children and the foreign language
• to involve children emotionally and physically for the natural acquisition of the foreign language
• to organize activities which develop creativity
• to organize activities which build on children’s natural curiosity
• to prepare children for their future life in primary school


Children will show understanding by:
• responding physically or by means of non-linguistic resources to simple language related to their daily routines
• enjoying songs, performing simple actions or playing a game
• taking risks at using simple words or set phrases


Children will be able:
• to start feeling the need to communicate in the foreign language
• to enjoy songs, games and activities
• to enjoy stories by understanding globally by means of pictures, mime and words
• to use simple language to carry out routines


Children will be able:
• to perceive that the function of the foreign language is the same as that of their mother tongue
• to enjoy and participate in songs, games and activities
• to enjoy stories showing global understanding with the aid of mime and words
• to use the language of routines freely
• to acquire a repertoire of vocabulary to deal with various topics of interest
• to develop phonemic awareness


The general focus of the lower forms is on the natural acquisition of the foreign language.
Children will be able to use the language in communicative situations.

Grammar is taught inductively, respecting children’s cognitive development.

The four skills -Speaking, Writing, Listening and Reading- are integrated in a Language through Literature syllabus, in which children are exposed to a wide variety of fiction, and to a lesser degree to non-fiction reading. This serves as a springboard for a number of projects.


Being able to use the language to communicate, to express feelings and thoughts, the children in the upper forms are ready to study in the foreign language; to learn about the world, thus widening their schematic horizons.

The importance of content is emphasized at this stage.

As children of this age can use their deductive reasoning more freely, they start systematizing the rules of the language, which up to this stage have been used unconsciously. They become now more language aware.

The four skills- Speaking, Writing, Listening and Reading- are integrated in a Language through Literature syllabus, where the load of reading material gradually changes from fiction to non-fiction. This serves as a springboard for a number of projects.


The general focus of these courses is on the consolidation of the acquired language skills and the further development of new ones in both the foreign language and in different fields of knowledge.
Students are able to use the language in communicative situations and to reason more freely by working systematically in a field-oriented environment. Language use is taught through a number projects that integrate contents in both English and Spanish.

Reading material incorporates fiction and non-fiction of unabridged texts set by international examination boards. The students´ reading span is enlarged by approaching a larger number of subjects taught in English.

Content-based tasks help to consolidate the use of English at this stage in order to focus on international examination requirements. These courses aim at developing a framework of curricular contents and abilities that act as foundation programmes for higher studies.


This final stage of education at Bayard offers a broad curriculum and assessment system suitable for university, which bridges the gap between secondary school and college requirements.

Students are provided with a wide variety of courses from different areas with a balanced mix of practical experience and theoretical knowledge. The school curriculum offers progressive stages of learning placed in a national and international context, which are suitable for students whose first language is Spanish and require international recognition of their command of English as well as an acknowledged level of higher level studies and abilities.

Assessment of students´ progress is measured over time both nationally and internationally throughout this level and this provides students with the opportunity to benefit from international qualifications.

Student-centred learning is complemented by the broad perspective provided by the flexible courses, seminars, workshops and projects and by the different subject groups that are offered by the school curriculum.


Trinity College London Examinations
3rd to 7th forms

  • GESE
  • ISE

Cambridge English

  • First
  • Advanced
  • Proficiency

IGCSE (International General Certificate of Secondary Education):

  • First Language English
  • First Language Spanish
  • Literature in English
  • Environmental Management
  • Mathematic
  • Global Perspectives
  • Enterprise

Ministère Français de l’Éducation Nationale

DELF (Diplôme d’Études de Langue Française)