• Personal and emotional accompaniment Shadow
    Personal and emotional accompaniment
    Personalized attention through our Department of Psychopedagogical Orientation
  • The School Shadow
    The School
    Work by Projects
    We encourage interactive learning
  • The School Shadow
    The School
    Childish 90% in English to P3 and P4, 80% in English and the rest in Catalan to P5
    We teach how to think
  • The School-Primary Shadow
    The School-Primary
    We encourage reading
    Projects of understanding, development of multiple intelligences
  • New Technologies Shadow
    New Technologies
    We bet on new technologies, but without leaving aside the more conventional tools.
  • We work on musical expression Shadow
    We work on musical expression
    We enhance our students' sensitivity
School

Primary

Objectives
One of the new fundamental objectives of education is the development of a greater flexibility that allows individuals the possibility of an interactive learning, permanent, of evolution and re-adaptation in the work environment or higher education. Forms of organization of work nowadays require teaching-learning methods that are consistent with the change processes taking place in social, cultural, economic, working and technlogical fields.
The objectives of this stage are:
  • Working by projects.
  • Promoting learning skills and teaching how to think, instructing the students while allowing them to be the creators of their own learning.
  • Promoting critical thinking and reflection.
  • Allowing cooperative learning as well as certain values (respect, tolerance…).
  • Encouraging communication and social skills.
  • Encouraging family participation.
  • Enhancing personal autonomy and encouraging the learning of strategies for problem solving.
Work by Projects
Project Works answer to an organized intention to shape learning desire. They part from an open globalizing approach, to provoque significant learning, parting from the interests of boys and girls, from their experiences and previous knowledge. Working by Projects is a whole challenge, as it entails a new approach, a change of attitude on the educators part and an active listening. It breaks the idea of an homogenised and egalitarian education and is based on diversity as a value that enriches a community.
Learning is based on the idea that the kid doesn’t learn in a fragmented fashion, but globally and parting from daily life situations. This requires that study subjects arise from the interest and experiences of the students. The objective of education is not the mechanical acquisition of contents, but the procurement of procedures to learn autonomously.
 
Working by projects takes into account situations and interests, as well as group and individual differences, according to the demands and needs of the society and age of the students. Projects are elaborated with the objective of covering a demand and, at the same time, offering a solution to the problem. They can either have a short duration or continue to be developped for as long as it is deemed relevant. On the other hand, these projects have little permanent or fixed elements, as versatility is one of their other characteristics. This characteristic allows the opening of the school to the contributions of parents or family members of students, as well as people from the community that, because of their formation or occupation, may grant specific knowledge. This way other languages, forms of communication and interaction appear at the school, which enrich the educational task and the experience of the children assisting at the school.
Structure
Primary School covers children from ages 6 up to 12 years old.
Structure of Primary School:
Primary school has 6 grades, from 1st to 6th grade.
  • Initial Cicle:               
Catalan language, mathematics, social and cultural environment and music, which are taught in catalan.
English language, arts&crafts, physical education and science, which are taught in english.
Spanish language which is taught in spanish
Education in social and civic values or religion which are either taught in catalan or spanish.
In mathematics we use a learning program, Jump Math, which significally enhances student performance, making them more competent mathematically and most importantly, giving their confidence a boost. Swimming is taught outside the school, but it is nonetheless integrated inside physical education.
 
  • Intermediate Cicle:    
Catalan language, mathematics, social and cultural environment and music, which are taught in catalan.
English language, arts&crafts, physical education and science, which are taught in english.
Spanish language which is taught in spanish
Education in social and civic values or religion which are either taught in catalan or spanish.
In mathematics (in 3rd grade) we use a learning program, Jump Math, that significantly enhances student performance, making them more competent mathematically and most importantly, giving their confidence a boost.
In catalan and spanish language we use a method based on comprehension projects that develop the students’ multiple intelligences and enhcance the culture of collective thinking and learning.
Swimming is taught outside the school, but it is nonetheless integrated inside physical education.
 
  • Higher Cicle:              
Catalan language, mathematics, social and cultural environment and music, which are taught in catalan.
English language, arts&crafts, physical education and science, which are taught in english.
Spanish language which is taught in spanish
Education in social and civic values or religion which are either taught in catalan or spanish.
French language which is taught exclusively in french.
In catalan and spanish language we use a method based on comprehension projects that develop the students’ multiple intelligences and enhcance the culture of collective thinking and learning.
Schedule of Primary School
  • MORNING: From 9am to 1pm-Playtime: 10:30am-11am
  • NOON: Dining room and playground: from 1pm to 3pm
  • AFTERNOON: From 3pm to 5pm
Curriculum
Purpose of the Primary School curriculum:
  • Encouraging that all students learn more and better.
  • Consolidation of work by competences in order to develop personal capacities and social habilities.
  • Development of tutorial action as to contribute to the personal growth of students.
The curriculum of the Primary School is organized in fields that group, according to their afinity and complementary character, knowledge areas, in compliance with the basic current regulations.
a. Linguistic area
Catalan language and literature area.
Spanish language and literatura area.
First foreign language area.

b. Mathematical area

c. Environment knowledge area
Natural environment knowledge area.
Social and cultural environmnent knowledge area.

d. Artistic area
Artistic education area: visual and plastics, music and dance.

e. Physical education area
Physical education area
Education in values area
Education in social and civic values or religion area.
We work by competences
The competences we work on are:
Linguistic competence:
Using language knowledge to descrive situations.
Justifying own opinions basing them on an investigation.
Generating and argumenting ideas in order to expose them orally as well as written.
Reviewing constructively other students’ tasks.

Mathematical competence:
Motivating curiosity in daily life situations.
Using and understanding the scientific method: observation, hypothesis, development of an experiment, conclusion and modification of the initial hypothesis.

Treatment of information and digital competences:
Gaigning conscience about the potencial of existing information.
Discerning informations and contrasting them with other sources with the finality to create an own opinion and criteria.

Social and citizenship competence:
Showing a participative and active in group work attitude.
Understanding social reality.

Cultural and artistic competence:
Enhancing imagination and creativity to perform all sorts of activities.
Using different tools and techniques for the completion of a work.
Learning to represent reality from different points of view.

Learning to learn competence:
Being aware of what can be done individually and what requieres the help of others.
Being aware of what is known, as well as what has to be learned and how.
Applying new knowledge and capacities to perform a significant learning.

Autonomy and personal initiative competence:
Showing responsibility and autonomy.
Showing self-esteem.
Showing autonomy to upcoming questionings
Methodology
A subject that is deemed motivating and exciting is chosen for the students and we part from their previous knowledge, whether it is correct or incorrect. Collectively we choose the subjects  that we want to work on taking into account the interests and concerns of the students. The teacher stirs the conversation so that the decisions comply with what the boys and girls have to achieve. The students are the main characters in the learning process and, as such, have an active role thinking up hypothesis, searching for information, reflecting, etc.; cooperative work is promoted both in small and large groups at the same time that in the group-class as a whole, they are aware of all the concepts they have achieved during the project as it is shown when they verbalise it.
Digital boards at the classrooms.
  • Digital boards at the classrooms
  • Introduction of tablets to the classrooms, suitcase from 1st to 4th and Project 1x1.
  • Use of apps for mobile devices enhance a dinamic and creative learning in both the teachers' and students' side.
  • Platforms such as: Bones notes, Moodle, Intranet, make it easier to share materials and information research. 
  • Group work, in order to encourage learning by competences.
  • Work by projects, learning is encouraged in a transversal and autonomous way, in such a manner that knowledge and different experiences remain linked. 
  • Splitting into flexible groups has a very positive incidence because this way student groups work at their own learning pace. 
The student is the main character and the builder of their own learning and the manipulative activitites that we propose to them are aimed at easing the achievement of a set of contents and competences that the students must discover and acquire during all the stages. 
In order to achieve these contents we propose a work methodology to the students that respects their personal pace and their evolutive needs and we facilitate that they research, rehearse and invent, that they manipulate and create. And most importantly, that they are able of explaining and reasoning why things happen.
We bet on the learning of foreign languages
Subjects taught in english:
  • Science:  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.
  • Arts&Crafts: The TS is taught inside the center with native english teachers.
  • English language: It follows the Cambridge methodology. During Primary School we prepare our students so that they can participate in a series of tests- Starters, Movers and Flyers- fun and encouraging designed to evaluate the progress of their learning. 
The activities programmed for noon and the dining room are also taught in english. 

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. Attention to diversity.  
  • 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. 
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.
News
  • 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