• 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
  • Subjects taught in English Shadow
    Subjects taught in English
    French from 5th grade of Primary School
    Technology, Work of Synthesis, Physical Education
  • We prepare complete people Shadow
    We prepare complete people
    Humane, civic and solidary
  • Active, dynamic and plurilingual school Shadow
    Active, dynamic and plurilingual school
    Pedagogical flexibility
  • Learning by projects Shadow
    Learning by projects
    Stimulation of research capacity
  • Digital boards in the classroom Shadow
    Digital boards in the classroom
    We bet on new technologies
  • We work on musical expression Shadow
    We work on musical expression
    A way of expressing emotions
School

ESO

Objectives
ESO is a stage that entails students aged 12 to 16 years old.
In this age strip, boys and girls are in the middle of adolescence and therefore are immersed in a process of important changes, not only in the physical field, but also in the emotional and intellectual field. 
Secondary School is a stage of growth, the school, along with the families, helps and accompanies students in order for them to become adult responsible people, with firm beliefs. We educate them in the values of effort, civility, solidarity and respect towards the world.
Once this stage is finished, they have to be competent and have the skills and capacities to continue their formation, either by taking the baccalaureate, formative cicles or entering the labour market.
Structure of ESO
ESO entails four grades. The curriculum of the student combines:
  • Common subjects, taken by all students.
 
  • Optional subjects: from 1st to 3rd of ESO:
1st ESO: French or Learning strategies 1
2nd ESO: French or Learning strategies 2
3rd ESO: French or Entrepeneurship/Classical culture 
  • Optional specific subjects: 4th ESO:
Itinerary 1: Physics and chemistry or latin
Itinerary 2: Technology, Biology, Geology, Plastics
Itinerary 3: French, Music, Computer Science
  • Work of synthesis: 1st, 2nd and 3rd of ESO
Schedule of ESO
The schedule of students taking ESO is:
  • MORNING:      From 8am to 1:30 pm - Recess: 11am/11:30am
 
  • NOON:   Surveilled study from 2:30pm to 3pm
 
  • AFTERNOON:   From 3pm to 5pm - Wednesdays afternoon students finish school at 1:30pm - Afternoon without lessons
Curriculum
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:
  • Communicative, linguistic and audiovisual competence: It is the base of all the learning and it allows the understanding and expression of reality.
  • 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.
  • Treatment of information and digital competence: It goes from the access to information to its transmission using information and communication technologies (TIC).
  • Mathematical competence: It helps decrypt the codes and messages offered by the environment  and the resolution of situations based on research through reasoning.
  • 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.
  • 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.
  • Knowledge and interaction with the physical world competence: Learning from the experience parting from theoretical knowledge.
  • 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 ESO.
Insisting on basic aspects for good school performance is necessary, such as:
  • Punctuallity in arriving to school.
  •  Good coexistence and respect habits for all the established rules. 
  • Good work habits:
  1. Good work climate inside the classroom: paying attention, being participative. Having a good attitude in class can modify the grade of the subject. 
  2. Adequate time management: finishing and turning in the work papers and homework in the dates fixed by the teachers.
  3. 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 into flexible groups for Mathematics or English class has a very positive incidence in order for groups of students to work at their learning pace.
We bet on the learning of foreign languages:
The following subjects are taught in english:
  • Technology: Taught in english. It requires a good control of the language. Alternatively there's another group that can follow the subject in catalan.
  • Physical Education: Taught in english.
  • Work of synthesis: It is taught inside the center with native english teachers. 
  • Second foreign language:

    We teach the french language from 5th grade of Primary School to 4th grade of ESO.
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 or supports in the slightest cases. These more or less important alterations of the curriculum provide us the necessary tools to be able to help these boys and girls achieve the contents in a more individualized way.
 
  • Students with emotional needs: With these students the task of tutoring and DOPP (Department of psychopedagogical orientation) is very important. Boys and girls that suffer from family conflicts or health, economical issues, require an attention and individual follow up through which they can feel listened to and understood. They need a proximity not only from tutoring and DOPP, but also from the teaching faculty in general. 
 
  • 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 amplifications.  
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. In this sense, in the 4th grade of ESO students take the BEI battery test that informs of the skills and capacities of the students and will be very useful when it comes to choosing between different offers: Baccalaureate in its different modalities or middle degree Formative Cicles.
News
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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