• Singular Project Shadow
    Singular Project
    Unique in Barcelona, for students that combine Sport, Music or Dance with ESO or Baccalaureate
  • Who is it aimed at? Shadow
    Who is it aimed at?
    At those kids that want to combine ESO or Baccalaureate with Sport, Music or Dance
  • We garantee quality teaching Shadow
    We garantee quality teaching
    Conciliation with the practice of Sport, Dance or Music
  • From 8am to 1:30pm Shadow
    From 8am to 1:30pm
    Attendance in the morning, personal study in the afternoon
  • Digital boards in the classroom Shadow
    Digital boards in the classroom
    We bet on new technologies
Singular Project


After many years of experience we have acquired an effective methodology that makes it possible to guarantee a quality academic training without abandoning the integral formation of the student as a person. Our way of working is based on:
Adapted curriculum:
The curriculum of the Singular Project is organized according to the Studies Curriculum and is exactly the same that is usually taken. The subjects and the content of these is comparable. Similarly, the evaluation system is identical with the same exams and scoring criteria. The difference lays in the fact that it's made up by presential subjects, semi presential subjects and non presential subjects. 

Presential subjects: All the hours of these subjects are located in the morning time frame. They are taken by all the students with classroom assistance. 

Semi presential subjects: Not all hours are located in the morning, therefore these students will have additional tasks that they'll have to do at home. 

Non presential subjects:  No hours are located in the morning, but they have access to the teacher in order to receive assessment and/or orientation when it comes to doing the monographic projects imposed by each teacher. We refer to subjects such as Culture of religions, Research Project, Ethical-civic Education. Physical Education also has the treatment of non presential subject for the injury risk its practice entails.

Each department has the responsability of deciding the type of methodology they believe more fit according to the level and characteristics of the class group.
It's in the work sessions that their members assess the validity of the programmed methodologies according to the needs and diversity of the students. 
The teaching faculty bets on the balance between an innovating work methology, without leaving aside the good contributions from the more conventional methodologies. 
Progressively these methodological changes are introduced into the classroom, which are translated into dynamics changes:
* Digital boards in the classrooms.
* Introduction of tablets to the classrooms.
* Introduction of the mobile phone to the classroom as a work tool.
* Use of apps for mobile devices.
* 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
* Splitting into flexible groups in subjects like Mathematics or English .

Individualized attention
The Singular Project has as a goal that the student is covered in each and every one of his/her needs whether they are academic or emotional. This attention is provided through:

Individualized tutoring:  All the diversity of students that the project integrates gives place to multiple variants and realities that require a personalized tutoring. The specific schedule of trainings, rehearsals and competitions for each student makes this attention essential. Even more if we take into account that during the cycle of ESO we dive into a change period marked by adolescence. The tutoring guides and assesses the student when it's time to choose optative subjects, as well as choosing future acamedic choices. 

Individual tutoring with the Department of Psychopedagogical Orientation:  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 Sports/Artistic institution. We cannot ignore the pressure to which the players are subject when they participate in national or international championships or the degree of demand in the passing of dance or music tests in official summons; also not participating in these events and obviously the injuries affect importantly their academic performance and their daily coexistence. Here is where the figures of the tutor and our DOPP are crucial in order to provide the student with the security and spurring that he/she needs to move forward with the grade and/or stage.

Relation with the families, representatives of sports or artistic entities:
The grade tutors inform the families or representatives of the entities of these boys and girls through the usual communication channels:
* Personal interview
* Phone calls
* Email
*School diary
  • Erasmus+
  • Cambridge English Language Assessment
  • CTB
  • Aldeas Infantiles SOS
  • Barcelona Escolas Sostenibles
  • La Masia Oriol Tort
  • Fundació Lleó XIII
Carrer Lleó XIII, 16-18-20
08022 - Barcelona
Telèfon escola Gran 93.417.50.02
Telèfon Torre