Autonomy and responsibility

We start the day with classroom routines to increase student autonomy and responsibility.
Learning spaces

We carry out “micro-learning spaces” to continue the change of perspective initiated in Infantil, where students develop skills and abilities in a significant way to build their own knowledge.

Initial cycle
Handling and technology

We work on projects as a team, carrying out manipulative, experiential, cooperative group activities, etc. Manipulation and technology are part of everyday life in the classroom.
Reading habit

We attach great importance to the reading habit as a basis for learning in all areas and dimensions. In our digital reading portfolio we collect examples of our reading and so we can see our improvement.
Empowerment and organization

We continue to improve our organization through systems that allow us to perfect our autonomy and responsibility.
Choose and enjoy

One afternoon a week we do “Choose and Enjoy” to learn by playing and in an experiential way, we work on different multiple intelligences, taking into account the interests of students.

This is the second year that we have the help of 10 volunteers to accompany 10 fourth grade students in reading every Wednesday.

The aim of this extracurricular activity is to promote and encourage a taste for reading and offer strategies for reading comprehension.

Middle Cycle
Technology and challenges

We propose challenges with which we need to use technology to solve them. We learn cooperatively and teach each other.
Speed ​​and reading comprehension

Once literacy has been achieved, it is time to focus on understanding what we read in a more structured way. We also work on reading speed in order to gain security when deciphering written language.
Security and resilience

We gain confidence in ourselves by demonstrating our autonomy and responsibility.

We enhance students’ abilities to express their feelings, opinions and thoughts in an appropriate way and respect the rights of others.

Upper Cycle
Digital creators

We promote creativity throughout school but it is in the upper cycle when they have a sufficiently broad domain to produce digital artifacts with classroom content.
Written expression

We practice and learn to write writings that are consistent and cohesive with our personal point of view.

Article by Gemma Puigcercós

Keep in mind the shared responsibility between family and school. The involvement of the family in the school will be beneficial for the child: it will help educational coherence, a good understanding, knowledge and trust between references. As teachers, it is necessary to encourage the entry of families into the school and their participation. We need to recognize the importance of the educational role of families, empowering them and uniting to educate children together with respect for different styles and knowledge.

Value the inclusion of families in the school as essential. School cannot be understood without children, but no longer without families. It is the teachers’ job to open it up and allow the exchange of reflections and their participation

Family Reading

In the initial and middle cycle, it is very important to acquire a good reading rhythm and fluency, which is why we establish different slots (morning or afternoon) throughout the week in which families, depending on their availability, can come to read at school with the students in your child’s class. The student leaves the classroom with his reading book and the family member gives him ten minutes of individual attention listening to the reading aloud. Thus, in an hour six students go out to read. It is an experience that is valued very positively by both parties.


Family reading


Interactive Groups


Every Wednesday the 1st and 2nd year students go to the pool. Each week we are accompanied by a mother or father from each class. We take the bus and they help us in the changing rooms, especially when it comes to drying our wet hair and doing our hair!

Interactive Groups

Monthly interactive groups are held in each course. What do they consist of? 5 or 6 families come to the classroom, the teachers prepare and propose educational and fun activities to reinforce knowledge learned in class. Each father, mother, aunt, grandfather, older sibling leads a proposal and after 8 minutes the students rotate and move on to the next one. The activities touch on the different areas: Catalan language, Spanish, English, mathematics and project (changes every quarter). There may also be proposals for artistic or values ​​education. It is a very enriching evening for both the students (imagine those who receive their relatives in the classroom) and the families.