Educational Model of the Els Costerets School:

The Child is the true centre of his learning process and the school facilitates situations so that he can achieve those skills that help him solve real-life challenges and problems.

The students of the center actively participate in the decisions and in the good dynamics of the school through the classroom assemblies and the meetings of delegates  together with the management team of the center.

We work taking into account the great diversity of students in our classrooms based on strategies that allow us to respond to the specific needs of each child, (corners, workshops, flexible groups, small work groups, half groups, personalized school supports, curricula adapted to educational needs…) and having specialized professionals: EE teachers, USEE teacher, USEE educator, supervisor, educational psychologist, speech therapist, physiotherapist and also through good coordination with external services of the town and county (CDIAP, CSMIJ, Social Services…) promoting an inclusive school .

The curriculum is focused on basic skills  (communicative, linguistic and audiovisual, mathematics, knowledge and interaction with the physical, digital, artistic world, learning to learn, autonomy and personal initiative, citizenship, social and entrepreneurship) that provide the child with tools and content to solve everyday situations and to advance in his learning process.

The approach to languages : Catalan is the vehicular language of the center and in P3 we start the Catalan Language Immersion Project. The English language is introduced from P4 in an experiential way, based on symbolic play, music, stories, self-discovery… While playing, the students incorporate vocabulary and expressions in English, so that little little by little he makes them his own. In 1st and 2nd grade of Primary, learning English increases in dedicated time and from 2nd and up to 4th grade we implement the “GEP” project (Multilingual Experimental Group)  where content from the Middle area is given in English and small research projects are developed in English. From 4th to 6th grade there are three weekly English sessions and half an hour of reading in English weekly in order to increase the time of exposure to the English language. Also within the GEP Project, efforts are made to make the English language visible in the daily life of the centre. The Spanish language begins in 1st grade with three weekly sessions.

We encourage the pleasure of reading from the centre’s library, from the classroom libraries and through different strategies (reading sponsors, visits by authors, visits to the public library…)

We dedicate 30 mins of reading every morning, from 9 to 9.30am, from P3 to 6th grade, to promote the pleasure of reading and also “reading to learn”. The school places great value on reading and for this reason we start the activity early in the morning.

We understand written expression as a right for our students to acquire basic strategies to produce texts of different types with cohesion, with coherence, with appropriate spelling and syntax and with a correct formal style.

The acquisition of written expression necessarily entails making mistakes, as these are a normal part of the development of competence.

We promote scientific work and research based on activities of observation, experimentation, hypothesizing, and trying to make science more reflective in the classroom.

We work on mathematical competence based on manipulative, visual materials, ICT resources… to promote experimentation, reasoning, problem solving and understanding, provoking curiosity and proposing challenges that give rise to research and reflection.

We introduce  new technologies in education by providing classrooms with interactive digital whiteboards, screens, projectors, laptops… offering activities and digital resources that enrich and bring children closer to the digital world of the 21st century.

Textbooks are introduced progressively and are complemented by student research work and other didactic approaches (corners, workshops, projects…)

We make artistic expression present by developing artistic language, a taste for art and creation, and musical language as a means of communication and expression.

The field of physical education focuses on physical activity, the promotion of healthy habits, body expression and communication and collective play.

Part of the educational proposal is  project work  that fosters an attitude towards learning that requires autonomy, initiative, collaboration, reflection and communication skills. The work of the project invites the family to get involved from the beginning; proposing topics and raising questions throughout the entire project development process.

We plan outings, visits and camps that complement the work done in the classrooms and at the same time promote group cohesion.

We work on emotional education (emotional security, personal autonomy, self-esteem, conflict resolution, dialogue…)

We develop education in values ​​(respect for others, other cultures, beliefs or religions, solidarity, responsibility, effort…)

We believe that co-education and respect between people of different genders is key to moving towards a fairer and more respectful society between men and women.

The approach to evaluation focuses on the degree of achievement of basic skills and is of a formative nature since it seeks to detect the difficulties that arise in the teaching-learning process in order to improve and move forward together. We understand assessment as a regulatory process, it is necessary for students to become aware of their own learning process through assessment (realize what they are learning and at the same time the difficulties they are facing).

The ability to self-regulate implies that students know the learning objectives and the evaluation criteria.

Homework is punctual, agreed and must serve to consolidate learning, and also to help families know what their children are doing and how. In no way is it intended to replace the work done at school.

We are a school rooted in the immediate environment , in our town and region, in its festivals, traditions and in the cultural and social fabric of the town.

We promote a close relationship between family and school and seek the involvement of families in school life (workshops, corners, outings, parties, level meetings, interviews, participation in the School Council, in the AMPA…)

We ensure permanent training   for teachers by guaranteeing on-campus and off-campus training modalities.

We are a training center for students in Teaching Internships and we collaborate with different Universities in Catalonia and abroad to improve the training of students in internships.

We offer various leisure spaces and a variety of sports activities   during recess, lunchtime and extracurricular activities (handball court, basketball, soccer, picnic area, play area, pine area, green areas, sandpit, porches , ping-pong tables…)

We take care of the health and nutrition of our students , we participate in prevention campaigns and healthy habits (INFADIMED program, Fruit consumption campaign at school, healthy breakfasts, own cooking with local products, collaboration with the CAP de Ribes in vaccination programs, dental checks…)

We encourage respect for nature, care for the environment and recycling (cultivation of the school garden, selective recycling of waste, collection of household oil for recycling…)