Our experience as pioneers in the implementation of Sixth Hours in schools within the national territory has prompted us to launch a new educational project: the Complementary Hour. Aside from complementing curricular contents, its most distinguishing feature is that it serves to consolidate students’ knowledge of languages through the CLIL (Content and Language Integrated Learning) methodology.

Complementary Hour has been created for all those students who wish to live daily experiences in English within the same centre but in a more recreational manner in which English is simply used as the working language.

In Complementary Hour, boys and girls can have fun all week long with “Storytelling”, “Brilliant Brains: B2” (Japanese abacus in English), “Art Attack”, “Phonics & Literacy”, “On Stage” or “Music”, while English is merely used as a means to communicate and playing and having fun is the main purpose.

During Complementary Hour, the children will learn and internalise the foreign language naturally while at the same time developing the abilities intrinsic to each activity.



The students receive an additional hour of instruction within the schedule agreed upon with the Centre, thereby resulting in a total of five hours weekly.


Bearing in mind the different levels, the most requested subjects to reinforce are the following:

  • For Pre-school and the First Grade of Primary School, it is common to carry out activities that further motor, socio-emotional and sensory development, as well as those that enhance creativity, coupled with the introduction to a second language. At such early ages, this will give the student the opportunity to learn a second language fluently and effectively.
  • In the Second Grade of Primary School, the most solicited activities are those related to computer learning, reading encouragement and other intellectual development techniques (reading comprehension, attention and memory, etc.) From this grade onwards, students may take official language exams, as well as take up other subjects in a language other than their native language.
  • In the Third Grade of Primary School, the most requested are subjects most akin to those at school: computer learning, intellectual development techniques, or support lessons to augment curricular content. During this stage, students may continue their progress towards the attainment of official minimum objectives in languages, as well as pursue subjects which further knowledge not only of the language itself but also of its socio-cultural reality.