Beginner level
Play & Learn is a proponent of children coming into contact with the English language at a very young age so that play becomes an experience.
This class comprises 5-8 children aged 2.5-3.5 years old with the mother, the father or their legal guardian and takes place in the afternoon at Play & Learn.
In a safe environment, guided by free expression through play, we learn to share, use our words and engage in group games. In this playgroup, the children mainly learn to communicate with other children, identify their feelings and emotions as well as the feelings of others and become independent.
The play is not structured or organised but sensory, messy and incorporates music and movement activities [music motor education] etc. The guardian also participates actively in the process of playing, both inside the classroom and outside, in the Play & Learn natural playground where the children are free to dig or run around on the lawn!
This class is comprised of 5-8 children aged 2.5-3.5. In a safe environment, guided by free expression through play, we learn to share, use our own words and engage in group games in a free and organised way without the presence of a parent. Daily skills such as fine mobility and sensory play are just some of the activities we plan for each group separately.
Moreover, playing in our natural playground area is a favourite activity at Play & Learn since the children are free to gather wood, play with impromptu educational toys, water the trees or simply have a great time on the slide or in the teepee!
The Busy Bees class consists of 5-8 pre-K children. The main educational goal of this class is experiential learning of the English language with developmentally-appropriate games, in a group or individually.
During play, the educator plays with the children in English and asks them to respond by using movement, making sure she uses simple words or phrases etc. Playing can become even more fascinating when more developmentally-appropriate ways of learning are used such as simple board games, simple natural experiments, simple drawing techniques, simple pre-mathematical principles, story-reading, music and movement activities etc.
This afternoon class of Rainbows is comprised of 5-8 preschoolers. The main educational goal of this group provides empirical learning of the English language with developmentally-appropriate games, in a group or individually.
At this level, play becomes more interesting when different developmental ways of learning are used such as simple board games, simple natural experiments, simple drawing techniques, simple pre-mathematical principles etc.
The Rainbows afternoon educational curriculum is enriched by the American program for learning the alphabet Handwriting without Tears.
This afternoon class of Shining Stars comprises 5-8 children who are in the 1st grade of Primary School.
English learning is accomplished with no homework, book or memorisation since the program provides experiential knowledge through lots of sensory activities. What’s more, developmentally-appropriate games are used, in a group or individually that involve movement, singing, language games, various audio-visual media, flashcards etc.
Throughout the year, the Shining Stars children come into contact with the phonemes of the alphabet, colours, animals, numbers, body parts, family members, rooms of the house & house items, food items, clothes etc., possessive adjectives, singular-plural, writing and reading of simple words etc.
This afternoon class of Shining Stars is comprised of 5-8 children in the 2nd grade of Primary School.
English learning is accomplished with no homework, book or memorisation since the program provides experiential knowledge through lots of sensory activities. What’s more, developmentally-appropriate games are used, in a group or individually that involve movement, singing, language games, various audio-visual media, flashcards etc.
In the Shining Stars (Advanced Level) the teaching of phonemes and the reading and writing of simple words & sentences plays a fundamental role.
Small group of learners aged 9-13 years old.
Learners become acquainted and gradually become fluent in reading and writing, learn to recognise and use basic structures and vocabulary, while mastering the first stages of oral and written speech reproduction. Activities are interactive and learning occurs on the basis of the learners’ abilities, always opting for differentiated teaching.
The Intermediate-level classes aim at Language Competence Levels A1, A2 and B1.
Small group of learners aged over 13 and/or adults.
Learning the language occurs in an interactive way through role-playing, natural sciences, active games, projects, research, presentations, music etc., much like how a teenager learns. These classes pertain to Language Competence Levels B2, C1 and C2. At Level B2 the learner is considered an independent user, while at Levels C1 and C2 learners are characterised as proficient users, able to express themselves fluently and accurately.
See table below:
Common Reference Levels: global scale
Proficient User |
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C2 |
C1 |
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Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. |
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. |
Independent User |
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Β2 |
Β1 |
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Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. |
Basic User |
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Α2 |
Α1 |
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Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. |
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. |
In our perpetual quest for optimum education for our learners, diversity in learning and highly updated training from experts, we have come across Europalso, an organisation, which has introduced us to the examinations and certificates of language competence. The certificates of language competence are proof that, when a child comes into contact with a language, even in the form of an examination highly adaptable to their age and needs, the result is magical: the learner’s self-confidence and self-esteem are reinforced in such a way that, when the time comes for “higher certificates”, they are able to deal with them with perfect composure and free of stress.
Furthermore, these exams are now student-friendly for various reasons, some of which are the following:
Parents are informed on a weekly basis about the socio-emotional and academic progress of their child by the teachers of our centre. An individual appointment is also available.