By Liz Bowhey

The past 2 days have been filled with lessons and new opportunities to see the world through a different lens. Exploring Spanish schools has been a fascinating and enriching experience, offering profound insights into the educational system and culture of this vibrant country. Being able to witness the firsthand operations of Spanish schools has expanded my understanding of how education is approached and valued in Spain. One striking aspect is the emphasis on bilingual education at both the FEM School and La Salle Institution, where students are immersed in English from the get-go. The fluency and confidence with which the students communicated in English showed the success of this approach, which is similar to Christchurch’s, of not expecting perfection but helping students strive for success. The commitment to bilingual education not only prepares students linguistically but also provides them with a valuable skill set for a globalized world.

The inclusivity of both schools was noteworthy. The provision of Baccalaureate for older students, serving as a preparatory stage for higher education, demonstrated a huge commitment to academic excellence. The integration of Chess Club starting at an early age at the FEM School highlighted the importance placed on unique and stimulating activities. It offered a total sense of sportsmanship and strategic thinking. The journey to both schools, involving a combination of taking the Metro, riding the bus, and walking allowed us to experience the city’s public transportation system and added a layer of cultural immersion to our exploration.

On March 5th, the CCS Spain Seminar group visited Colegio Privado Biligüe FEM School, a private school in Madrid run by a friend of Mrs. Kiland’s, Jorge. We learned a lot about the school, such as:

• It’s a bilingual school, specializing in teaching its students English from the time they enter to the time they exit. All the students we met could speak English proficiently, and could fully hold a conversation with the group.
• The FEM School has students from 2 to 18. They start in the nursery, and after turning 16, have the option to participate in Baccalaureate. Baccalaureate is like a miniature US college, where they prepare for the tests they have to take to get into University. The tests are similar to the SATs but much more difficult.
• When they’re young, only Spanish and Math are taught in Spanish. All other subjects are taught in English to further help the students understand outside of just English class. They go to school from 9 to 5, with a 2 hour lunch and free-time break in the middle of the day.
• The FEM School became Madrid Grand Chess Masters last year. They teach their students about Chess from Kindergarten and up!

To get to the FEM School, we did a combination of walking and taking the Metro. It was a new experience for many students who had lived in Virginia for the majority of their lives and never ridden on a train before!

After visiting the school, we all came back to the flat we’re staying in and took some time to wind down. The group went out to lunch at Casa Alberto, where we got an assortment of different Tapas, or small plates. Some included calamari sandwiches and croquetas, a breaded and fried ball filled with ham and bechamel. We also indulged in desserts consisting of flan, cheesecake, and chocolate-raspberry cake. After some more exploring, we once again headed back to the flat and ate Iberian ham and cheese pizza with salad. Everyone learned a lot and had a great time.

On March 6th, the group embarked on a visit to the La Salle Institution in Madrid. Our day began before 7:30 AM, taking an hour-long bus ride to the school. We explored various classes, spending considerable time in 3rd and 6th grade classrooms.

During our time in 6th grade, we engaged in interviews about American holidays such as Thanksgiving, Halloween, and the 4th of July. The students, practicing their English, documented our responses and presented them to the class. Subsequently, we moved to 3rd grade, where students practiced their English writing skills by asking us questions like, “Where do you live?” and, “What is your favorite color?”

We further practiced writing in English with the 3rd graders, partaking in exercises and playing an engaging Bingo game with categories like colors, family members, and sports. This game served as a creative tool to reinforce English language skills. While we had the chance to observe secondary school classrooms, we refrained from entering during an ongoing lesson. Following a brief lunch stop at VIPS, a diner where we indulged in burgers and milkshakes, we headed back to the flat.

The students exhibited remarkable English proficiency, having started their language education at an age much younger than we do in the United States. The La Salle Institution impressed us with its well-organized, respectful, and welcoming atmosphere. The students’ enthusiasm for learning and their language skills were evident throughout our visit. 

Overall, the exploration into Spanish schools has broadened my perspective on education, highlighting the diverse approaches and priorities that contribute to a well-rounded and globally aware learning environment. As I reflect on these experiences, I am grateful for the opportunities to witness and learn from the educational practices of another culture, fostering a greater appreciation for the similarities and differences that shape the world’s educational landscape.

#WeLiveAndWeGrow