• We enhance research capacity Shadow
    We enhance research capacity
    We consolidate contents and methodologies
  • Autonomous people Shadow
    Autonomous people
    We prepare people with critical and competent spirit
School

Baccalaureate

Objectives
Once ESO is finished, one of the options that students can choose is taking the baccalaureate.
This is a stage that entails 2 academic years.
It is regulated in the Decree 185/2015.
The student’s curriculum is organized in common subjects, modality and research project. During the baccalaureate it is important to consolidate contents and work methodologies, in order for the students to achieve a series of necessary competences for the academic and human development of any person. Nonetheless, we also believe that enhancing the students’ research capacity is also interesting. The word competence  entails the knowledge, skills and attitudes that every student must have in order to be able do develop socially, academically and professionally in the near future.
Structure of Baccalaureate
The Baccalaureate entails two grades. The student's curriculum combines:
  • Common subjects, taken by all the students.
 
  • Modality subjects: We offer the following itineraries: Scientific, technological, social and humanistic baccalaureates. 
 
  • Research project
Schedule
The schedule of students taking the baccalaureate is from monday to friday from 8am to 2:30pm with half an hour of recess at 11am.
Currículum
We work by competences
The word competence entails knowledge, skills and attitudes that every student must have to be able to develop socially, academically and professionally in the near future.
Achievement of the basic competences:
Competence means being capable of using the knowledge and skills that a person has in daily life contexts and situations.
Being competent implies understanding situations, thinking about what is happening and deciding what the best course of action is. The term competence includes knowledge (theoretical knowledge), skills (practical knowledge) as well as attitudes (personal commitment). It goes beyond the knowledge and the know-hows, it also includes knowing how to be.
For the mandatory education we can identify 8 basic competences:
  1. Communicative, linguistic and audiovisual competence: It is the base of all the learning and it allows the understanding and expression of reality.
  2. Artistic and cultural competence: It facilitates the expression and communication as it entails knowing, participating and assessing both their own and other people’s artistic and cultural manifestations.
  3. Treatment of information and digital competence: It goes from the access to information to its transmission using information and communication technologies (TIC).
  4. Mathematical competence: It helps decrypt the codes and messages offered by the environment  and the resolution of situations based on research through reasoning.
  5. Learning to learn competence: The key for the achievement of a good learning is in the study techniques, resources and procedures to procure efficiently a good learning.
  6. Autonomy and personal initiative competence: It concers the acquisicion and application of a group of values and attitudes (responsibility, perseverance, knowledge of oneself, self-esteem…) and forces having social skills, establishing relationships and working in team.
  7. Knowledge and interaction with the physical world competence: Learning from the experience parting from theoretical knowledge.
  8. Social and citizenship competence: Learning to cohabit socially and respecting social, natural and environmental settings.
We consolidate work and coexistence habits
Habits are a form of behavior acquired through a learning process or experience. It is essential that the habits acquired from the first stage of school age are consolidated through all the school experience. Insisting on basic aspects for good school performance is necessary, such as:
  1. Punctuallity in arriving to school.
  2.  Good coexistence and respect habits for all the established rules. 
  3. Good work habits:
  • Good work climate inside the classroom: paying attention, being participative. Having a good attitude in class can modify the grade of the subject. 
  • Adequate time management: finishing and turning in the work papers and homework in the dates fixed by the teachers.
  • Work consistency: mantaining daily study and work sessions both at home and at class. 
Methodology
Each department has the responsability of deciding the type of methodology they believe more fit regarding the level and characteristics of the class group.
It is in work sessions that its members consider the validity of the programmed methodologies according to the needs and the diversity of the students.
The teaching faculty bets on the balance between an innovating work methodology, without leaving aside all good issues that can be extracted from the more conventional methodologies. 
Gradually, these methodological changes are introduced into the classroom which are translated into changes in dynamics such as:
  • Digital boards in the classrooms.
  • Introduction of tablets to the classrooms.
  • Introduction of the mobile phone to the classroom as a work tool, nowadays already accepted according to the current regulations.
  • Use of apps for mobile devices enhance a dynamic and creative learning on both the student and teacher's side.
  • Platforms such as: Bones notes, Moodle, Intranet, make it easier to share materials and information research.
  • Team work, to encourage learning by competences.
  • Work by projects, to encourage learning in a transversal and autonomous fashion, this way knowledge and the different experiences remain connected. 
  • Splitting of the English subject at 1st grade of Baccalaureate.
Attention to diversity
From the Department of pedagogical and professional orientation (DOPP) we receive the necessary assessment in order to be able to act and do an accurate follow up of all the students with educational needs, whether these are disorders such as dyslexia, ADD-ADHD, social skills, newcomers, which will encourage taking up guidelines to be able to search for strategies that will enhance their learning process and their self-esteem; it looks after the students, even if they have a good school trajectory.
This is why DOPP assists to evaluation meetings and participates in the decisions that the school faculty makes regarding these students. Nonetheless, it also assists to parents meetings and maintains work sessions and passes on information with external professionals.

This forces us to pay special attention to the treatment of diversity in the wide sense of the term regarding the following facts:
  • Linguistic normalization: Newcome students from different cultural and linguistic environments that will need to learn, as fast as possible, the two co-offical languages: Catalan and Spanish.
  • Students with educational needs: Diagnostics of dyslexia and/or ADD-ADHD, and others are treated with support inside the ordinary classroom through individual plans and applying the Prodiscat  protocol.
  • Students with good academic performance: These students only require time and tutoring to accompany them on timely occasions of absence due to sportive or artistic reasons. In very concrete cases of high academic levels, we adequate the curriculum to the possibilities of the student with curricular extensions. 
Tutoring action
The task of the grade tutor entails different aspects all of which are carried out in tight coordination with all the teaching faculty.
Individual attention to the students:
  • Individual tutoring: All grade tutors, aside from group tutoring, have several hours set aside in order to carry out an individualized tutoring with students that need it.
  • Individual tutoring with DOPP: DOPP provides a support to the tutor from the psychopedagogical point of view in order to manage the cases where emotional aspects, low self-esteem and insecurities have to be treated from a psychological perspective, on occasion requiring the help of external professionals as well. Here, the tutor and the educational psychologist have to work in coordination in order to establish acting guidelines for the teaching faculty and the family or institution.
  • Academic and/or professional orientation: This tutoring guides and assesses the student when it's time to choose a modality, as well as when it comes to choosing future academic options. These tutoring hours are basically dedicated to academic and professional orientation of these students. 
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Escola LLEÓ XIII
Carrer Lleó XIII, 16-18-20
08022 - Barcelona
Telèfon escola Gran 93.417.50.02
Telèfon Torre 93.211.18.70
Fax. 93.211.10.46
info@lleoxiii.com