Language Teaching
Language acquisition is structured progressively and consistently, in an appropriate framework with supportive relationships and special projects.  Pupils are familiarized with the written language through the use of not only verbal, but also the written form of speech, and they distinguish the phonetics of the language through writing and reading.

Mathematics
Within the real life situations that are created, pupils develop special abilities, broaden their early mathematical knowledge and apply mathematical structures they know to new areas, as well as elaborating and evaluating new data.  Furthermore, they compare and transform simple relationships and procedures through experimenting, and they create and solve mathematical problems.  In addition, pupils make use of simple mathematical concepts in order to understand the logic behind daily acts and problems, and they participate in daily activities to help them comprehend the meaning of mathematics in everyday life.

Environmental Orientation Program
Through activities, pupils have the opportunity to study our surroundings and grasp the concept of how things are related to one another.  The environmental orientation program consists of a framework with actions and reactions which depend on the pupil’s prior experiences.
In an attractive environment especially designed for learning, not only in the classroom but also outdoors, individual and group activities take place.  These activities stem from the pupil’s needs and knowledge, they spark creativity and the exchange of ideas, and they lead to new knowledge.

Foreign Languages
English
Teaching of English coexists with the learning of the native language and is adjusted to the needs and abilities of the nursery pupil.  The initial contact with the foreign language is orally, through games and group activities, which result in the acquisition of fluency and use of English as a means of communication.  The next phase is learning how to read, using exceptionally attractive teaching materials.

Music
Dealing with music is based on a flexible schema with specific teaching objectives, structured in a way that approaches the needs and abilities of the nursery pupil.  The pupil learns to sing correctly, develops his or her acoustic ability and is encouraged to work creatively, evaluates and understands music, learns and comprehends the basics of theory, the morphology, and the history of music, as well as learning to cooperate, communicate, and be responsible and disciplined.  That is why musical activities are designed in a way that lead to a real-life approach to musical concepts.
These activities are based on 3 categories of musical ability: 1. Performance – pupils develop skills and abilities in order to perform either their own piece of music or a selected piece by singing and playing musical instruments, 2. Musical Creation – pupils are introduced to basic music composition, 3. Evaluation – pupils learn to be the audience and they evaluate their own piece of music or another pupil’s music.

Data (Information Technology – IT)
Acquaintance with the world of IT familiarizes pupils with basic computer functions and various uses, as a teaching aid and as a tool for discovery, creation and expression, in the context of their daily activities.

Pupils approaching basic concepts related to computers acquire skills in generic software and learn to use the computer safely, within the limits of their age group.  Pupils also recognize the computer as a useful tool for addressing real human needs and solving real problems in a context that makes sense to them.

Apart from the computer, technology is generally used across all developmental programs.  Camera, tape recorder, video cameras, and photocopiers are utilized effectively in the learning process to improve the quality of learning experiences, and they contribute to the acquisition of specific skills.

Physical Education
Particular attention is given to the development of the physical and mental health of pupils with individual and group games and sports.  With various exercises and activities, pupils recognize and identify sports, materials, and equipment.  Experiencing the importance of cooperation and mutual support, socialization, possibilities, and their limitations, pupils take responsibility and the initiative, and they learn to observe and respect rules.

Art
Pupils are provided with appropriate activities to help them distinguish beauty in nature, the environment, and works of art.  They develop interests in artistic creation and exhibit a desire to participate in artistic activities.  They observe and experiment with different materials and techniques, investigate and use their experiences and ideas as part of artistic creation and expression.  They discover that art is a means of expression and communication among people.

Theater-Drama

The pupil who expresses interest in drama creates, communicates, learns about himself and the world, feeling relaxed and free.  In a climate of trust, companionship and security, the pupil tries to interpret human behavior, to understand the world, to form his/her own perception of what is happening around him/her, and to transform daily routine.  Through movement, voice, and language, pupils express experiences, feelings, and ideas.  They create stories, handle materials and objects, giving them new meanings.  Indeed, the teamwork with other pupils leads to the need to accept rules, to cooperate, and to communicate.

INNOVATIVE ACTIONS

Environmental Education
Environmental Education is an innovative action where pupils understand the connection between people and the natural and social environment, are aware of the problems associated with it, and work to contribute to the overall effort to address those issues.  For this reason, it is emphasized in the educational process, ensuring the clarification of concepts and the development of values, attitudes, and positive behaviors toward the environment.
Topics of Environmental Education stem from the need to protect the environment by viewing critical issues in accordance with local, national, and global priorities, as set out in Conferences about Environment and Development (protection of the atmosphere, climate change, water, soil, energy, forests, biodiversity, waste management, human activities, human relations and values).
The methodological approaches applicable in Environmental Education are based on teamwork teaching and learning processes.  Depending on the theme, we can apply problem solving, field study, and case study.  These can be enriched with other measures, such as the constructive approach, brainstorming, mapping concepts, confrontation, role play, simulation games, methods of research questioning the experimental method, and the survey of opinions.

Health Education
Health Education is another innovative action that aims to protect, improve, and promote the mental, physical, and social health of pupils.  The program is based on experience-based learning, first by developing the skills of pupils and their critical thinking, and then enhancing the social and physical environment.
*These courses are taught by both the Nursery and the specialized teachers.