Our active pedagogy is adapted for all children from 6 to 16 years old.

For several years, the different active pedagogies have become an essential reference point in the area of development and learning. Mainstream education is obsessed with the idea of measuring student performance according to a standardised norm. It has lost sight of the most essential goal of education, namely the fulfilment of the human being. It is a mistake to think that fostering creativity produces only marginalised artists: in order to be a good mathematician or entrepreneur for example, free and creative thinking is essential!

The fact that this pedagogy particularly favours creativity, mental flexibility and concentration has been proven by many comparative studies.

“I have learnt to ask questions, not only to follow instructions”, says Larry Page, inventor of Google, who doesn’t miss a chance to pay homage to his childhood school.

Principles of pedagogy at Ecsellis

Learning with pleasure, freedom of movement, a healthy spirit of competition and respect for the pace of each individual neither impedes discipline, nor the will to achieve, nor the attainment of a very high scholastic standard.

Being happy and able to flourish means being able to work even better and more efficiently!

Various elements are essential:

  • mixed age groups;
  • free access to a range of concrete and sensory material;
  • teachers attentive to each individual and the atmosphere of the group;
  • parental interest and involvement.


Freedom is a fundamental notion of the Ecsellis pedagogy. In class, children are free to choose the activity they wish to do from amongst a range of different activities on offer, on condition that the theme of the activity is one presented by the teacher. They are given enough time to complete their work. They have the right to talk (in a low voice) and to move around the classroom as long as a purposeful and hard-working atmosphere is maintained.

Discipline and self-discipline

Discipline involves obeying. Self-discipline involves knowing how to manage one’s own freedom.

There can be no harmonious personal development without a balance between the two.

Pupils receive a sheet listing personalised learning objectives for work covering a period of two to three weeks.

Learning by doing  

Abstraction has to be learnt progressively. Until the age of at least twelve years children have to engage their five senses in a manner that is tangible and concrete in order to appropriate new concepts.


A key element of our teaching approach, self-correction has two aims:

  • to develop the pupil’s autonomy and responsibility for their own learning;
  • to minimise the notion of “the mistake” and lead the pupils towards an understanding of errors as an opportunity to progress, rather than seeing them as something that calls their self-worth into question.

Attentive teachers

Teachers observe and accompany each child, always recognising and valuing their successes. Behaviour which compromises group cohesion is sanctioned. The teacher’s role is to encourage the development of children’s autonomy and their ability to take responsibility. The teacher guarantees a calm atmosphere where the work of each individual is at the forefront.

Parental involvement

For the harmonious development of children, it is essential that all people involved with the child’s education have a concerted and communal objective. Parents and teachers need to collaborate in the child’s education. Parents are regularly involved in meetings and exchanges. We place a great emphasis on their participation and investment in the school.

In addition to the quality of learning, another central tenet of the Ecsellis pedagogy is that each child retains the following core set of values for life:

  • respect for others and their differences, because each pupil has been respected as an individual in the most important period of their lives for self-development;
  • a deep knowledge in more difficult future situations that harmonious relationships with others are possible.