• 2018/19 Course start meetings Shadow
    2018/19 Course start meetings
    * Nursery and Infantile (from P0 to P5) Monday, September 3 at 5 p.m.

    * Primary Wednesday, September 5 at 6:30 p.m.

    * ESO and Baccalaureate Thursday, September 6 at 6 PM
    New school year presentation
New students

Early Childhood education

Objectives
Objectives
Our school has as a goal the integral education of the children that are in our care, it is a shared objective, because the first and biggest educational agent is the family. For this reason it is fundamental that the teacher searches the coordination and complicity of the family and that the family has full confidence in the school.
The global development of the capacities of the children has to awaken in the child his/her interest for learning, the habit of questioning and inquiring about the surrounding world; the hability to search and find answers to the challenges that are suggested, it must impact, too, on his/her capacity for establishing relationships, communicating and learning jointly.

It is important, therefore, that the time of the children is organized with flexibility and that this is a significant time for them because it supposes the base of many learnings. The programmation and planification must allow the recollection of spontaneous interests that may come up in the children, maintaining a flexible attitude, knowing how to take advantage of the opportunity and incorporating an unpredicted situation in which we see educational potential.

It is necessary, too, to have very present in mind that our goal is to look after the wellbeing of the child, that he/she feels good and wants to be part of the group. To achieve this the child must receive a quality welcome and attentions, must feel recognized and safe in order for him/her to be able to gain interest for the surroundings and open up to the world.

For this reason, another goal of our school is achieving that our children learn how to manage their own emotions, the emotions that come up during the learning process influence significantly in their learning, it is very important for all the teachers knowing what the children are capable of achieving and following their learning progress closely taking into account the individual differents of each child.
Work by Projects
Work by Projects
The teachers of Childhood Education program different subjects during the school year to work on by projects. These subjects come up in conversation, whether it is in the classroom, or any other day by day moment at school.
This is why the starting point is the attention of the teachers to grasp the subjects and conversations that specially motivate our children, the fronts that open up from their spontaneous concerns.
The students are the main characters and work actively in groups. During the whole project, the students perform different types of activities (listening to music, visiting museums, programmed field trips, activities inside the classroom...) in which we work on the contents of the whole Childhood Education curriculum. The evaluation of the child is the result of the whole educational process of the project and the achievement of the programmed goals taking into account the personal characteristics of each student.
Structure of Childhood Education
Structure of Childhood Education
Childhood Education, 2nd cicle, entails 3 grades: P3, P4 and P5.
The first thing we do once we arrive at the classroom with our students of Childhood Education is checking attendance, knowing what day it is, what the weather outside is, what station we are in, we write the date and work on a story, a song, a monthly saying...
On all levels we work on:
English Project
Artistic Project, taught in english.
Symbolic Game
Story Telling Time
Physical Education
Math Corners
Robotics Project 
Arts&Crafts
Music
Catalan Project
Catalan Language Corners
Stories corner, taught in catalan.
Logic and fine psychomotor skills corner, taught in english.
The travelling suitcase, an hour long activity where families have the leading role.
Swimming class
Schedule of Childhood Education
  • MORNING: From 9am to 1pm – Recess: 11am to 11.30am
  • NOON: Dining room and playtime from 1am to 3pm
  • AFTERNOON: From 3pm to 5pm
Curriculum of Childhood Education
Curriculum of Childhood Education
We introduce three areas of knowledge and experience:

Discovery of oneself and others area.
Discovery of the environment area.
Communication and languages area

This structure can help systematize and planify teaching activity, create globalizing learning spaces, stabilishing relations between the contents of the different areas, with the purpose of contributing to the development of boys and girls, bringing them closer to the interpretation of the world, providing meaning and facilitating them active participation. 

We work by capacities
1.  Learning to be and act in a more autonomous way.
Self-knowledge, construction and acceptance of their own identity, self-esteem,
education of emotions, self-requirement and development of learning and critical
thinking strategies and responsible habits are essential for learning to be and act
in an autonomous way.

The child must be capable of:
• Progressing in the knowledge and domain of his/her own body, in movement and coordination, realizing his/her possibilities.
• Achieving progressively affective and emotional security and forming a positive image of him/herself and of others.
• Acquiring progressively basic autonomy habits in daily actions, in order to behave with security and efficacy. 

2. Learning to think and communicate.
Organizing and exposing their own experiences; searching and managing information
coming from different sources and supports; using different kinds of languages (verbal,
written, visual, body, mathematic, digital), in the communication of informations, feelings
and knowledge; working cooperatively and being aware of their own learnings, advancing
in the construction of knowledge and the development of their own thinking.

The child must be capable of:
• Thinking, creating, manufacturing explanations and initiating in the basic mathematical skills.
• Progressing in the communication and expression adjusted to different contexts and situations of usual communication throught diverse languages.
• Behaving according to coexistence guidelines that take him/her towards personal autonomy, towards collaboration with the group and towards social integration.

3. Learning to discover and have initiative.
Exploring, experimenting, asking questions, veryifing hypothesis, planning and developping projects and searching for alternatives become key elements in the training processes of the students. 

The child must be capable of:
• Observing and exploring the immediate environment, natural and physical, with a curious and respectful attitude and participate, gradually, in social and cultural activities.
• Showing initiative to face daily life situations, identifying their dangers and learning how to act in consecuence. 


4. Learning to coexist and inhabit the world.
The awareness of social and community belonging, respect for diversity, development of social
skills, participative functioning of the school institution, working in team, empathy towards the others,
positive management of conflicts, common development of projects,etc., encourage social cohesion
and the training of committed and solidary people.

The child must be capable of:
• Coexisting in diversity, advancing in the relationships with others and in the pacific resolution of conflicts.
• Behaving according to coexistence guidelines that take him/her towards personal autonomy, towards collaboration with the group and towards social integration.
We work by capacities
We work on different areas:
1.  Learning to be and act in a more autonomous way.
Self-knowledge, construction and acceptance of their own identity, self-esteem,
education of emotions, self-requirement and development of learning and critical
thinking strategies and responsible habits are essential for learning to be and act
in an autonomous way.

The child must be capable of:
• Progressing in the knowledge and domain of his/her own body, in movement and coordination, realizing his/her possibilities.
• Achieving progressively affective and emotional security and forming a positive image of him/herself and of others.
• Acquiring progressively basic autonomy habits in daily actions, in order to behave with security and efficacy. 

2. Learning to think and communicate.
Organizing and exposing their own experiences; searching and managing information
coming from different sources and supports; using different kinds of languages (verbal,
written, visual, body, mathematic, digital), in the communication of informations, feelings
and knowledge; working cooperatively and being aware of their own learnings, advancing
in the construction of knowledge and the development of their own thinking.

The child must be capable of:
• Thinking, creating, manufacturing explanations and initiating in the basic mathematical skills.
• Progressing in the communication and expression adjusted to different contexts and situations of usual communication throught diverse languages.
• Behaving according to coexistence guidelines that take him/her towards personal autonomy, towards collaboration with the group and towards social integration.

3. Learning to discover and have initiative.
Exploring, experimenting, asking questions, veryifing hypothesis, planning and developping projects and searching for alternatives become key elements in the training processes of the students. 

The child must be capable of:
• Observing and exploring the immediate environment, natural and physical, with a curious and respectful attitude and participate, gradually, in social and cultural activities.
• Showing initiative to face daily life situations, identifying their dangers and learning how to act in consecuence. 


4. Learning to coexist and inhabit the world.
The awareness of social and community belonging, respect for diversity, development of social
skills, participative functioning of the school institution, working in team, empathy towards the others,
positive management of conflicts, common development of projects,etc., encourage social cohesion
and the training of committed and solidary people.

The child must be capable of:
• Coexisting in diversity, advancing in the relationships with others and in the pacific resolution of conflicts.
• Behaving according to coexistence guidelines that take him/her towards personal autonomy, towards collaboration with the group and towards social integration.
Methodology
Our methodology is based on different pillars:
Learning to learn
At our School, children are the main characters in their own learning process. They attribute us themselves what interests them, only by observing what they do, what they show curiosity for, they indicate us how we have to guide them in order to help them discover the exciting world that surrounds them and design the pathway to their own discovery. Parting from close situations, the children express what they want to know and how they want to discover about it, we let them wander, explore and ask questions: what is that?, what can I do?, what happens if..? This way the student him/herself is the subject of his/her own learning. 
Through the projects we work on in the classroom we promote that the child acquires the knowledge in a more experiential and significant way.
  • The teachers will act as facilitators of an environment where the expectations of the students are created.
  • Learning in a globalized and autonomous way, in such a manner that knowledge and the different experiences remain connected.
  • Selecting and organizing the contents and presenting class activities through the necessary means in order for the students to learn and develop capacities.
  • Adapting the teaching to tend to the diversity, particularities and interests of the students. 
  • Offering globalized propositions, integrating the knowledge, providing functionality to the learnings and developping personal autonomy of the students. 
  • Working with knowledge, relfection and coordination with the other teachers. 
  • Digital boards in the classrooms
  • Introduction of tablets to the classrooms.
  • Use of apps for mobile devices that encourage a more dynamic and creative learning both on the students and teachers' side.
We bet on the learning of foreign languages
In a globalizing world that continues to diversify, we want for our students to learn different languages. Our School has started a multilingual project that allows us to acquire a high degree  of competence in this area.
The learning of the english language from early ages is part of an educational process of socialization that, nowadays, can be considered as fundamental inside a modern program of multi and intercultural education. This initiation of learning also encourages the consolidation and full acquisition of this language.
In the stage of Kindergarden of our school we prioritize the learning of the english language, it's for this reason that at P3 and P4 practically the whole schedule is taught in this language. At P5, except for the time dedicated to the learning of reading in the vehicular language, the rest of the schedule is also taught in english.
Attention to diversity
From the Department  of Pedagogical and Professional Orientation (DOPP) we receive the necessary assessment to be able to act and make an accurate follow up of all the students with educational needs, whether they are due to learning disorders or social skills disorders or newcome students, which will encourage executing acting guidelines in order to search for strategies that enhance their learning process and their self-esteem, it looks after students, even if they have a good school trajectory.
This is why DOPP assists to evaluation meetings and participates in the decisions taken by the teaching faculty concerning these students. Nonetheless, it also assists to parents meetings and mantains work and information transfer sessions with external professionals.
Tutoring Action
Our center bets on the development of a methodology based on personalized treatment and a compensatory action of the educational needs of our students. For our school the individualization of the teaching/learning processes is a priority, detecting possible difficulties or educational needs and doing a follow up on them
We assume the formation of our students as a process that stimulates them to act freely, developing skills that provide personal autonomy, respect and compensation of inequality.
In order to be able to do a good follow up of our students, each group has an assigned tutor, that is the referent for the students and their families and has attributed functions that are inherent to him/her.

The tutor guides in critical or special difficulty moments in both learning or personal/social issues. This is why we deemed it necessary that from the entire center we perform a coherent and systematic task from the beginning of schooling up to the end of it addressing issues of personal and social improvement. We understand our Center as an open system that incorporates the collaboration of families with the school to reach the achievement of our educational goals.
Our teachers
Our teachers are:
Patricia Guerrero:





Edurne Santiago:





Cristina Salas:

  • Erasmus+
  • Cambridge English Language Assessment
  • CTB
  • Aldeas Infantiles SOS
  • Barcelona Escolas Sostenibles
  • La Masia Oriol Tort
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