We had an amazing end to our 2019 school year with so much to celebrate! As the year came to an end we hosted a wonderful Art Show, full of creativity, expression and wonder, in true Villa Per Se fashion. Our school year then closed with our Closing Ceremony where we enjoyed a vibrant display of music, dance and singing. We also congratulate our 6th graders on their “Rite of Passage” in Pachacamac as they prepare to enter Secondary School next year. A special thanks to all the teachers, staff and students that made the events possible!

VPS participated for the 1st time this year in the program United Technology for Kids which ended with an innovation fair at PUCP. Our students went up against students from 3rd grade in Secondary and up and came out in 2nd place! Way to go 6th graders!


Seven of our students along with a parent, traveled to Chicago to celebrate Thanksgiving, attend classes at school, live with host families and enjoy a variety of cultural activities. Our families learned so much and grew as global citizens through the experience. A special thanks to GEMS Academy and the Intercultural Montessori Language School for hosting us!



We are proud to announce that VPS has passed the evaluation and is now a member of the Latin American Heads Conference! Our membership will continue to push us toward academic excellence and school wellbeing.



Our Primary School Coordinator participated in creating a strategy plan for the upcoming decade of Ocean Science for Sustainable Development in Venice, Italy with UNESCO this December. The session included experts from various sectors around the globe to comprehensively make progress to conserve and restore our ocean.



Thank you to all the families that contributed to making the Christmas celebration with Manos Unidas en Solidaridad possible. The children were so happy to receive their gifts!


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Ayni 2019 – Conecta | Aprende | Inspira


El día martes 8 de octubre asistí al encuentro de Enseña Perú llamado “Ayni 2019”.

Durante este encuentro pude escuchar conferencias de personas que motivan a los demás desde sus propios aprendizajes, como por ejemplo: La blanquirroja, que no solo busca alentar el fútbol sino alentar al peruano y que se identifique como tal. También escuche sobre “BBNB” (bent but not broten)una asociación que busca promover el deporte adaptado en nuestro país.

Por otro lado, se dictaron dos talleres interesantes y prácticos, el primero fue “RETA TU CREATIVIDAD, SORPRENDE EN EL AULA” donde aprendí diversas técnicas para activar ambos hemisferios del cerebro con actividades que ya trabajamos en Villa Per Se como brain gym.

Y el segundo taller fue “COMO HACER UNA TIERRA DE NIÑOS” donde nos enseñaron cómo los niños puedan interactuar con la naturaleza de diferentes maneras pero en un solo escenario, este taller en particular me llamó bastante la atención ya que mencionaron a Villa Per Se como el único colegio donde se habla y se practican los Objetivos de Desarrollo Sostenible (ODS) que son tan importantes para los niños de hoy en día.

Finalmente, puedo decir que salí feliz de este encuentro porque no solo aprendí sino confirmé que como educadora voy por buen camino a esa educación que todos soñamos.

Ariadna Miñan – Tutora de Inicial

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Primary School Newsletter

Vol 1: Taking Action

A Voice for the Planet

Inspired by 16-year-old, Greta Thunberg from Sweden, students from across the globe took to the streets on Friday, the 20th of September in the “March of Fridays for Our Future” to raise awareness about the crisis of climate change. Several of our students took part in the march in Lima, making their voices heard for their own future that is in danger due to human action. Back at Villa Per Se, classes marched around the school sharing messages of hope for a better tomorrow and promoted sustainable development. We are proud of all our students and the action they are taking for our home.

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Announcements & Reminders

We were pleased to host the “Bicionarios” this past month as they created a chapter on Villa Per Se for their documentary. The bikers are riding their bicycles from Colombia down to Argentina in search of quality education, sustainable development work and inclusive programs, all of which they were glad to find happening on our campus. Follow them and their work on their social media pages to learn more.


Peace and Kindness week
September 21st was International Peace Day when communities around the world take actions to make the world a more peaceful place. Here at Villa Per Se, activities were happening all throughout the week including the Great Kindness Challenge, free hugs and wearing white to promote peace. Remember, we can spread peace all year long in our daily activities!


Empathy Tables
Fourth Grade has started an initiative to paint some of our picnic tables with messages of empathy. Students, teachers and parents are invited to paint a positive message on the tables that will serve as a constant reminder of how we can be empathetic with others. We hope this small act will inspire a great impact!


VPS Family day
Our annual VPS Family Day is just around the corner! Please mark your calendars for October 26th. The day will offer our bio-feria, games, food, sports and a whole lot of fun. We look forward to seeing you all there!




Daniel Kasnick

Primary Coordinator


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Mindfulness, Cooking and Wellness

As we live in a world that is always changing, at times we have to stop and look at what surrounds us, Mother Nature and appreciate what harvest our Pachamama provides us. Connecting mindfulness with nutrition always delivers a great recipe. Nowadays, we get easily lost in technology and other distractions and this class aims to reconnect us once again. The core of this course is to reestablish the fundamentals and passion for a proper home-cooked meal, with no added preservatives.



We can all remember the first expressions we made when we tasted something made by ourselves. The food students consume during school hours is likely to make up of around 40% of children’s calories. It’s vital that these meals are providing a rich sources of nutrients and minerals with minimum exposure to added sweetener and refined grains. This education should be taught at home and school and implemented into children’s daily habits. Healthy cooking and wellness connects mindfulness activities while providing healthy alternative recipes. I believe if we reconnect our passion for cooking, beautiful things will happen.



By Luis Miguel Gonzales (4th Grade Homeroom Teacher)

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Una escuela sin naturaleza es igual a una escuela sin tecnología


El viernes 5 de abril recibimos en Villa Per Se la feliz visita de nuestro amigo Joaquín Leguía. La pasión con la que transmite sus ideas es contagiosa. Escucharlo hablar sobre las innovaciones que viene trabajando con el Ministerio de Educación, es un ejemplo para todos los que compartimos la preocupación por nuestro planeta. Él ha logrado aterrizar con claridad y de manera más amigable para adultos y niños una manera de institucionalizar en los centros educativos una política de sostenibilidad en el marco de los Objetivos de Desarrollo Sostenible(ODS) de la ONU.

El contar con una política de sostenibilidad nos ayudará a formar a nuestros estudiantes como agentes de cambio capaces de adoptar estilos de vida sostenibles que aporten a su bienestar, al de las demás personas y la naturaleza. Juntos, con toda la comunidad educativa, generaremos una línea de base, y nos comprometeremos a cumplir acciones concertadas en el marco de 18 objetivos (ver imagen ), pudiendo generar indicadores que nos permita visibilizar y difundir los avances que logremos en el tiempo. Uno de los objetivos, y que es transversal al resto, es “la Empatía Activa por la Vida”, que se gesta a partir del desarrollo de un vínculo emocional con la naturaleza. Por ello fortaleceremos nuestras áreas verdes como recurso pedagógico y espacio de desarrollo de empatía y compasión con la vida.

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En relación a este punto la innovación que Joaquín viene trabajando con la Dirección Regional de  Educación de Lima es lograr la inclusión de la Madre Naturaleza como nueva maestra en empatía y compasión en todas las instituciones educativas de nivel inicial, primaria y secundaria en ciudad de Lima, usando los espacios TiNi (o EsVi que es el nombre con el que el MINEDU institucionaliza la metodología TiNi), como sus aulas y la “crianza recíproca” como pedagogía.


Ya que como dice Joaquín, “en la actualidad una escuela sin naturaleza es equivalente a una escuela sin tecnología”.

Trabajando de esta manera, Villa Per Se logrará convertirse en un referente en la adopción e implementación de una política de sostenibilidad para las instituciones educativas privadas y públicas de nuestro país. Esta iniciativa irá educando de adentro hacia afuera, es decir desde la escuela hacia la comunidad pasando por las familias y su entorno y teniendo a los niños como protagonistas del cambio.

Joaquín Leguía junto a nuestra directora Janice Roeder

Joaquín Leguía junto a nuestra directora Janice Roeder


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Engaging the Entire Brain

We often tell kids to “put on their thinking caps” when given a task to remind them they will need to think critically to complete it. What we often do not consider during these times, is what part of the brain are we actually engaging and what it would look like to engage the entire brain.

Here at Villa Per Se, we follow the methodology of ASIRI that works through 14 trades. 7 of these trades (sculpture, theater, cooking, philosophy, music, dance, painting) are internal, utilizing the right side of the brain and the other 7 (engineering, pottery, agriculture, carpentry, textile, astronomy, masonry) are external, engaging the left side of the brain. Although we have specific times for students to develop skills in each of these areas separately, the real magic happens when students create their transdisciplinary projects that involve both sides of their brain in harmony.

The book “The Whole Brain Child” by Dr. Daniel Siegel and Dr. Tina Payne Bryson was recently recommended to me and it helped me to further my understanding and find more opportunities to engage the whole brain of our students even in simple daily activities. The book spells out 12 strategies that enable children to use their whole brain that build emotional intelligence. For example, a common mistake made by us adults when trying to calm a child down when they are upset is to immediately speak from the left (logical) side of our brain while the child is fully using their right (emotional) side of the brain. The authors suggest the method of “connect and redirect” where you first connect right brain to right brain (ie. empathy validate feelings) to then be able to redirect to the left side of the brain to understand the situation in a logical sense. This is simply one example of the 12 strategies that can truly transform a child’s day to day interaction for the better.

I would highly recommend this book to any teacher, parent or anyone who interacts with children. The more we can understand the “why” and “how” of children’s reactions, the more equipped we are to help them through what sometimes become social and emotional crisis. Another interesting aspect to this approach is that this understanding should not be a secret for adults to only use but the more a child understands how their brain is working, the greater ability they have to control their reactions.

The question now that educators and schools must ask themselves is not only is the activity or task requiring the student to think but to engage their whole brain in the process.

Daniel Kasnick
Primary Coordinator


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Reading Opens Doors


When you ask parents about the most important skills their children should have, they tend to mention strong reading skills. We all know that reading at home has many positive effects on young children. It stimulates creativity, nurtures imagination, expands vocabulary and helps children to develop grammatical understanding. Quite amazingly, it may also have an impact on children’s behavior, preventing and reducing behavior problems and boosting empathy.

When we talk to our children, our vocabulary is often limited and we stick to the same phrases. If we find time to read aloud, they are exposed to richer language about various different topics. Reading bedtime stories sometimes stops when a child learns to read independently, which is a pity because it could help the child to calm down and sleep better, not to mention the strong bond it can create between the parent and the child.

In Villa Per Se we are not in favor of assigning homework but we do want to raise strong readers and critical thinkers. My second graders read at least one book every week since we ask them to present a new book report every Monday. If a child can’t read yet, parents are encouraged to read to them and discuss the stories. It has been surprising to see how eager the students are to visit the school library and loan books. ”Can I have two books, one in English and another in Spanish?” is a frequently heard question. When one of the students finds an intriguing novel, the following week many of the classmates want to read the very same book. This happened in the case of the Incredible Book Eating Boy, and it seems that “La Peor Señora del Mundo” is also finding new young fans.

What are the book reports like? In second grade students are not asked to write essays. They may have to describe the main character, draw their favourite part, write a short plot summary, or make a puppet of the main character. After handing out the written book report, students present their work orally. That is the tricky part that reveals if the child has read the book and understood what the story is about. Quite often the classmates want to share their opinions on the same book which leads to an enchanting dialogue between different readers. We give feedback but we don’t grade the book reports, which reduces anxiety and competition between students.

One might think that students who have to read so much don’t grab a book voluntarily. On the contrary! We are lucky to have a small but vibrant classroom library, and most of our students read books whenever they have some free time after finishing their tasks. Instead of asking what to do next or starting to talk with their friends, they pick a book, sit down on the carpet and let the story carry them away into another world. Never underestimate the power of a good story.


Katja Rossi
Second Grade Homeroom Teacher

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I remember the time when my kids were small, and I took them to the Monumental Stadium to watch a football game. Peru versus Argentina were playing.  Messi was one of the players.  A complete genius.  My children were beautifully dressed, with their Peruvian t-shirts, Peruvian caps, Peruvian shoes, and you name it, they were really representatives of our country.

We sang the National Anthem, so proudly and happily.  We knew it was going to be difficult, but we had hope.  Once it started, it became a big disappointment and it was so painful to see Peru play.  We suffered each minute, my children cried when we lost 3-1 and I remember that we had to go back home walking as the traffic was unbelievable.  A complete disgrace.

This was the beginning of the divorce of football and me.  I had always loved this sport, I think that there is nothing like it.  The passion, the way it puts people together, the food we have with friends and the drinks and the way we celebrate when our country scores.  All this was forgotten for a long time in Peru.

I started watching English football as my husband is English and a complete fan of Manchester United.  At least I had the hope of watching a country that I love during the World Cup.  Unfortunately England was eliminated in the first round….another disappointment.

Until something happened.   When Peru started playing with new players, young ones, when you could see them practicing and not partying, and when they remained humble….it was a good start.  When the time came for them to play and I saw them singing our National Anthem with their hearts and ready to give everything on the field, I was intrigued….was this Peru?   I didn’t believe in the team.  I just didn’t watch any match because as many Peruvians, I knew we were going to lose.  I didn’t want to see my country lose once more.

But we started in the competitions and I cannot describe the feeling that I had watching the game with my sons, 24 and 25 now, with my parents who are really old and with my English husband with his Peruvian t-shirt, telling me….Peru is playing really well!!!

The night we classified for the World Cup was magical.  My sons crying this time, but of happiness, all of us jumping in the streets of Miraflores.  Hugging people that were complete strangers in the streets, all of us with the same feeling….WE MADE IT!!

I wish I could repeat the feelings of that night.    I wish Peru could be united as that wonderful night.  I really can’t wait to see my country play and show the world how good we can be.  The road is difficult, but not impossible.   At least I know that this time our players will put all their hearts to make a wonderful dream happen!! Arriba Peru!

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Conociendo a los antepasados con Nursery


Planeamos con mucha emoción e incertidumbre un proyecto para los 6 niños de Nursery. Lo creamos en marzo, todavía no los conocíamos.
Mientras pensábamos en las actividades, surgían más ideas, nuevas propuestas y nos emocionábamos cada vez más. ¿Les gustará el tema? ¿Captará su atención? ¿Podrán conectarse?.  Cocinamos el proyecto y lo dejamos listo para trabajarlo en la semana programada.
¡Hasta que llegó el momento!
Motivamos y sorprendimos a los niños con una cueva y huesos misteriosos, el salón cambió notablemente y ellos no entendían qué había pasado. Es importante despertar su curiosidad de diferentes formas, su mirada de asombro nos quedará siempre en la memoria.
Una vez enganchados, pudimos introducir el tema. Les contamos que habíamos visto a unas personas de aspecto extraño, despeinadas y hablando raro, ellos pensaron que eran monos o gorilas. ¡Querían ir a buscarlos y preguntarles porqué habían dejado huesos en su salón!.
Les contamos que esas personas se llamaban cavernícolas, luego vieron un corto documental sobre ellos y las actividades que realizaban en esa época.
Les preguntamos si querían convertirse en cavernícolas y transformar el salón en una gigante cueva. ¿Adivinan qué respondieron? ¡Todos dijeron que siiiiii! Se emocionaron y nos dimos cuenta que estaban listos para la aventura.

El proyecto duró dos semanas, aprendieron que los cavernícolas cazaban mamuts, con sus colmillos se hacían collares y que con la piel se hacían trajes para abrigarse.
El fuego era muy importante para ellos, cocinaban, se calentaban y hasta espantaban animales. Todo lo que hacían en esa época lo replicamos en el salón. Consideramos que el aprendizaje es más rico si el proyecto es vivo. Fue maravilloso verlos conectarse y trabajar con mucha emoción y dedicación. Realmente viajaron en el tiempo y pudieron aprender de sus ancestros.



Nursery Class 2018 – Brunella & Deyssi

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Las habilidades emocionales


Por: Janice Roeder

La sociedad tiende a brindarle protagonismo a la inteligencia racional pensando que esta les va a asegurar el éxito. Sin embargo, son las habilidades emocionales, las que le pueden brindar el bienestar y paz interior que necesitan. Es importante darles un lugar para atenderlas y desarrollarlas en los diferentes contextos y etapas de la vida pues son estas habilidades las que le brindan al ser su humanidad.

Es preciso desarrollar y motivar el trabajo de las habilidades emocionales pues de ellas depende el éxito social de los individuos. Estas están relacionadas unas con otras y conforman un grupo de habilidades que garantizan una efectiva interacción entre las personas. “En el área interpersonal es importante la comprensión de los estados emocionales” Ugarriza,N. Pajares, L.

Con frecuencia las personas no son conscientes de sus sentimientos o no saben manejar adecuadamente sus emociones, de ahí la importancia de saber identificarlas y desarrollarlas para encajar de manera positiva en la comunidad y ser exitoso socialmente. Ser empático, entender las necesidades del otro, comprender sus propios estados emocionales como los de los demás es vital para relacionarse y vivir en sociedad. Es importante darse cuenta del proceso de dar y recibir en una relación con el otro. Ciertas habilidades son básicas para adaptarse a un grupo social, por ejemplo observar sus costumbres, su vocabulario, sus gestos tanto en situaciones agradables y positivas como en situaciones adversas y desagradables.

Los elementos principales que se deben tener en cuenta para el trabajo de las habilidades emocionales y asegurar un éxito a futuro son: el autoconocimiento, identificar, controlar y expresar los sentimientos, controlar los impulsos, poseer la capacidad de posponer la gratificación y por último manejar las situaciones de estrés. Saber diferenciar los sentimientos de las acciones, aprender a tomar riesgos y decisiones saber asumir las consecuencias de las acciones llevará a un mejor manejo de las emociones. Algunas habilidades son de carácter social como escuchar, entender al otro, interpretar sus reacciones, etc. Estos recursos son básicos para el éxito social y ayudan a enfrentar los retos y dificultades que se presenten en el camino. Por lo tanto, se debe atender de manera especial el trabajo de las habilidades emocionales, su descuido o carencia constituye una gran desventaja para el ser humano.

Principales habilidades emocionales:

Conciencia de uno mismo: incluye la conciencia emocional, la valoración de uno mismo y autoconfianza. Estas habilidades apuntan a que el individuo sea consciente de sus propias dificultades y potencialidades y sepa el efecto que estas producen en uno mismo. Se trata de reconocer y contener las emociones pero no de reprimirlas.

Autorregulación: incluye el autocontrol, la fiabilidad, responsabilidad, adaptación e innovación. Apuntan a estar alerta de las emociones que nos activan de manera inadecuada para poder procesarlas de manera saludable, conducirse por una línea de transparencia y honestidad, ser responsable y flexible en el desempeño y aceptar de manera positiva los cambios y nuevas ideas.

Motivación: de logro, de compromiso, iniciativa y optimismo. Estos comprometen el esfuerzo y voluntad para alcanzar las metas individuales y grupales, estar dispuesto a colaborar y solucionar los conflictos y obstáculos que se presenten en el camino.

Empatía: abarca la comprensión de los demás, orientación hacia el servicio, aprovechamiento de la diversidad y la comprensión social es decir darse cuenta de los sentimientos de las personas que nos rodean y ayudarlos.

Habilidades sociales: influencia, comunicación, capacidad de liderazgo, resolución de conflictos de manera asertiva, adaptabilidad al cambio, establecer vínculos, colaboración, cooperación y trabajo en equipo. Todas orientadas a la comunicación y el buen clima, saber negociar y resolver conflictos, ajustar y ceder en el momento necesario.

Janice Roeder McKay
Directora del Colegio Villa Per Se



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