Nace Schools
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Holistic Education

Foundation of integrated education


The educational project of the NACE centres is based on the idea of holistic education of the pupils as people, which means:

  • The adequate development of the body and a healthy life.
  • The necessary and harmonious development of their emotional expressiveness and sensitivity.
  • An intellectual development that sharpens their curiosity and creativity.
  • A personal development that gives them control over their own lives and makes it possible for them to fulfil their dreams.


We begin with the most basic of ideas in the bringing up of children and young people, the need to ensure that they grow into healthy people, with all that entails in terms of habits and a positive self-image.

In order to achieve this, we ensure they have a balanced diet that is appropriate to their age and needs; supervision of their growth and detection of any possible anomalies or delayed maturation; acquiring the habit of doing sport and different types of physical activity on a regular basis.


Alongside this, we also begin to educate pupils in the harmonious expression of their emotions, thereby allowing them to relate appropriately to themselves and to others, and preparing them for the challenges that life and social relationships bring.

Hence, we promote the development of the children’s personal intelligence, both in relation to themselves and to others. We also develop their knowledge and capacity to control their own emotions, to motivate themselves, to recognise the emotional needs of others and to learn how to communicate effectively with those around them.

Intellectual Development

Finally, though also in parallel, we work to develop the pupils intellectually, understanding that intelligence is the ability to think, but also the desire and the courage to do so.

Our education involves constantly stimulating pupils so that they become people who are curious and who search for the truth; so that they develop a high capacity for concentration and attention; so that they adequately exercise their memory; so that they find valid responses through the process of thought.

These stimuli are present transversally in every area of teaching. Hence, we stimulate the children’s linguistic intelligence, their logical-mathematical intelligence, their musical intelligence, etc.

Emotional - Affective Motivation

On the other hand, in order that the educational activity is effective, pupils require, not only a certain level of cognitive development or maturation, but also a certain degree of motivation and affective-emotional development. The pupil is motivated to learn if he or she perceives that academic achievements are significant and valuable and will, therefore, dedicate sufficient effort and the appropriate techniques to his or her activities.

Today we can benefit from new advances in human and natural sciences to improve our educational work. Studies of the working of the human brain have shown the unlimited possibilities of our mind if we know how to promote its development and accelerate our learning. Our earliest years (pre-school education) have a decisive effect on our learning process, since a child’s systems are more flexible and can easily adapt to new conditions. Early stimulation makes it possible to improve the development of the body and the mind, and opens us up to a greater understanding of reality.

Overall Objectives

Overall Objectives

Hence, in our centres we place a special emphasis on the preparation of our pupils for the responsible exercising of their freedom, in accordance with the following overall objectives:

  • Learning to do. Learning, in the first place, to make of their existence something useful, in which self-esteem can serve as a powerful tool for fulfilling their dreams. That involves assuming a whole series of life habits that lead them to live in a creative and autonomous relationship with the world: learning to adequately manage their body (corporal image); learning to relate to others and with themselves (emotional intelligence); learning to do ‘things’ (technical intelligence); learning to build relationships (moral and ethical intelligence).
  • Learning to learn. Learning is not just the acquisition and accumulation of knowledge, it also involves being capable of searching for information, knowing how to process that information and knowing how and when to use it: appropriate study techniques; use of ICT; higher order thought; metacognition; learning how to think.
  • Learning to be. The aim of every educational process is to enable pupils to find their own paths to happiness. And that involves developing their capacity to adapt to the complexity of life and to the vertiginous and accelerating rate of change, becoming flexible, open and understanding, but firmly commited to their own criteria. Only in this way will pupils be able to bring their whole personality into play in their relations with others, without allowing themselves to be unduly influenced, without merely dissolving into the group. And the group itself will be all the richer as a result, for the personality of each of its members will be stronger.

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NACE Schools
C/ Foronda, 6
28034 - Madrid - MADRID