Escola Concept has four main pillars that guide the teaching and learning practices within the community.



This pillar is about citizenship, making informed decisions about how our actions today will affect our outcomes in the future. It is about environmental protection, social responsibility, and economic practice. We want our learners to be mindful consumers and producers and to "think locally, but act globally".


Working together to achieve more, synergizing, and combining strengths to compound and potentialize positive results is the focus of the pillar of collaboration. In Project Based Learning environments children need to practice working together, sharing, listening and communicating and understanding with empathy, while persisting through difficult moments, and respecting multiple perspectives and opinions.


In a digitally connected world learners need to understand what it means to be responsible users and consumers of technology. Escola Concept believes in using technology as a tool to enhance learning opportunities, access information, and collaborate. In a digital context, the use of technology happens “readily and strategically to learn, to work, and to play." In the context of  teaching and learning [technology is used] to improve outcomes for all students”. (Saskatchewan Govt.)


The world seeks doers, makers, and cutting-edge thinkers. Schools need to be places where learners have access to the development of these dispositions. The pillar of entrepreneurship establishes creative and ambitious thinkers who are "innovation ready" and have learned to develop their communication, collaboration, and critical-thinking skills to help them nurture unconventional talents. This pillar provides learners with insights to create opportunities, ensure social justice, and instill confidence for them to have the ability to possibly invent their own careers.


At Escola Concept we strive to develop mindful, caring, and joyful citizens, who are committed to their personal growth, the growth of others, and the growth of their community. The 16 Habits of Mind are used as a foundation to support this mindset that permeates our community of learners.

According to Arthur Costa and Bena Kallick, founders of the Habits of Mind Institute, the Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship.

The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.

1. Persisting

Sticking to task at hand;
Follow through to completion;
Can and do remain focused.

2. Managing Impulsivity

Take time to consider options;
Think before speaking or acting;
Remain calm when stressed or challenged;
Thoughtful and considerate of others;
Proceed carefully.

3. Listening with
Understanding and Empathy

Pay attention to and do not dismiss another
person's thoughts, feeling and ideas;
Seek to put myself in the other person's shoes;
Tell others when I can relate to what they are expressing;
Hold thoughts at a distance in order to respect
another person's point of view and feelings.

4. Thinking Flexibly

Able to change perspective;
Consider the input of others;
Generate alternatives; Weigh options.

5. Thinking about Thinking

Being aware of own thoughts,
feelings, intentions and actions;
Knowing what I do and say affects others;
Willing to consider the impact of
choices on myself and others.

6. Striving for Accuracy

Check for errors; Measure at least twice;
Nurture a desire for exactness,
fidelity & craftsmanship.

7. Questioning and Posing Problems

Ask myself, “How do I know?”;
develop a questioning attitude;
Consider what information is needed,
choose strategies to get that information;
Consider the obstacles needed to resolve.

8. Applying Past Knowledge
to New Situations

Use what is learned;
Consider prior knowledge and experience;
Apply knowledge beyond the situation
in which it was learned.

9. Thinking and Communicating
with Clarity and Precision

Strive to be clear when speaking and writing;
Strive be accurate to when speaking and writing;
Avoid generalizations, distortions, minimizations
and deletions when speaking, and writing.

10.Gathering Data through All Senses

Stop to observe what I see;
Listen to what I hear;
Take note of what I smell;
Taste what I am eating;
Feel what I am touching.

11.Creating, Imagining, Innovating

Think about how something might be
done differently from the “norm”;
Propose new ideas;
Strive for originality;
Consider novel suggestions
others might make.

12.Responding with
Wonderment and Awe

Intrigued by the world's beauty, nature's
power and vastness for the universe;
Have regard for what is awe-inspiring
and can touch my heart;
Open to the little and big surprises
in life I see others and myself.

13.Taking Responsible Risks

Willing to try something new and different;
Consider doing things that are safe and
sane even though new to me;
Face fear of making mistakes or of
coming up short and don’t let this stop me.

14.Finding Humor

Willing to laugh appropriately;
Look for the whimsical, absurd,
ironic and unexpected in life;
Laugh at myself when I can.

15.Thinking Interdependently

Willing to work with others and welcome
their input and perspective;
Abide by decisions the work group
makes even if I disagree somewhat;
Willing to learn from others in reciprocal situations.

16.Remaining Open to
Continuous Learning

Open to new experiences to learn from;
Proud and humble enough to admit when don't know;
Welcome new information on all subjects.



Visible Thinking (Harvard Project Zero) makes extensive use of learning routines that are thinking rich. The premise of Visible Thinking is to support the development of thinking rich cultures, where the focus is on the understandings being developed and on the thinking moves we want our children to make when solving problems.  These routines are simple structures, for example a set of questions or a short sequence of steps, that can be used across various age levels and content  areas.

According to Project Zero (Harvard University), routines already exist in all learning spaces; they are the patterns by which we operate and go about the job of learning and working together in multiple environments. A routine can be thought of as any procedure, process, or pattern of action that is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks. Learning spaces have multiple routines that range from managing student behavior and interactions, to organizing the work of learning. Learning spaces also have routines that structure the way students go about the process of learning. These routines are connected to the messages we consistently send to our learners about what matters and what is most important to us.

At Escola Concept, thinking routines fertilize the learning environment in which we continuously plant seeds for our learners to harvest, as we support their development as thoughtful citizens in a fast-changing world.


Escola Concept selected the most integrated, relevant, meaningful, and purposeful international curriculum that aligns with who we want our learners to be:

happy, action oriented, and inspired individuals who seek to better the world we live in. Fieldwork Education provides our thinking and learning environments with three different curricula appropriate for the grade levels we serve: the International Early Years Curriculum (Ages 2 to 5), the International Primary Curriculum (Ages 5 to 11), and the International Middle Years Curriculum (Ages 11 to 14). Fieldwork Education currently has an international presence in over 2000 schools, distributed among 98 countries, with over 15,000 teachers.





Fun Learning is a holistic approach to Early Years education. Inspired by the Finnish educational premises, Fun Learning nurtures passion for learning through play and exploration. Learning through play is essential to every child's development. Children make sense of the world around them, develop relationships, understand social interactions and the development of their moral standards through the process of play. The Fun Learning framework through the inspirations of the Fun Academy, support educators to contextualize learning in the form of play to all our learners. The development of a playful mindset helps learners engage in formal learning where they exercise their creativity and are accepting of mistakes, risk-taking, and flexibility.

At Escola CONCEPT learning spaces are supportive environments that embed fantasy, role-play, or humor in the exploration of ideas and materials to increase engagement and learning.

A guided tour through the facilities allows you to learn how each space has been designed for educational activities in a practical and intuitive way.

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