Franciscanes Vilassar de Mar

PRIMARY SCHOOL

Characteristics of the Primary Education stage:

The basic aims of this stage are to provide students with a learning framework that allows them to start acquiring basic skills and applying the instruments needed to acquire new learning.

WE ACCOMPANY THE CHILD IN ITS GROWTH by working on...

Learning from mistakes
Tolerance Respect for public space and the environment
Intellectual capacities
Effort and continuity
Social skills
Perseverance
The ability to search and select  information
The desire to learn
Creativity
The ability at questioning
Respect for the rules
The ability to understand information
Active listening
Companion
The responsibility
The reflection
The implication
Cooperation
Ability at discussing
Self-esteem
The autonomy
The strategies to learn
The critical sense of  Safety in oneself

Complementary Activities

SPEAKING ROUTINE

Speaking Routine is a complementary activity carried out by students of the Primary Initial Cycle, 1st. and 2nd The basis of the session is to encourage communication between students with English as a vehicular language. The teacher is a simple manager and dynamic of the groups. We work with many short-term activities / games with the sole objective of communicating in this language.

MUSIC WORKSHOP

In this activity we try to take advantage of the knowledge acquired in the music area to put them into practice and reinforce them in this workshop, and if possible, go further. All the aspects of the music are worked but in a more practical way.
We work mainly for the "staging" of all the musical contents that we are learning throughout the course. These activities become a good opportunity to acquire both the BASIC COMPETENCES and ARTISTIC COMPETENCES.

In these sessions we prepare and test the repertoire that we will play at the school holidays: religious celebrations, "La Presentación" (with the Santa Cecília concert) party, the Christmas Concert, the day of peace, Carnival, the anniversary of the school, Sant Jordi and the end of the course, in which we actively participate. In addition to the repertoire or interpretations of transversal projects such as "Voice of neighbors", "Cantata at school", "SardaCLUB", "Dans Vives" or "Cantània"

Music Workshop is a complementary activity carried out by pupils of the same age. Primary, 1st to 6th.

HEALTH workshop

The family is where they begin to acquire the basic habits of health: hygiene, food, relationships, limits, etc.

The school complements this task in a transversal but more specific way in this complementary area that plays a very important role in having educational resources that allow systematizing learning with an effective methodology, intervening in groups, working with peers and developing a educational process sequenced in different educational levels. The main objective is to raise awareness among boys and girls and to prepare them so that, gradually, they adopt a healthy lifestyle that is as healthy as possible, as well as positive health behaviors.

It aims to improve people's health, and it can be considered from two perspectives:

• Preventive
• Promotion of health

From the preventative point of view, training students avoid having health problems by controlling themselves at risk situations, or avoiding their possible negative consequences.

From a health promotion perspective, training them so that they can adopt healthy lifestyles and seek health when they do not have it and keep it when they do.

Within the program of Health Education in our center, which is taught to all students of Primary education, we include several major axes that allow us to meet all of the above-mentioned needs in terms of training in this area.

It goes without saying that this Health Education program often suffers changes with the inclusion of new proposals as a result of the evolution of the concepts that have to do with health. At present, however, we consider it important to refer to aspects related to the following eight health axes:

1. Education for Consumption.
2. Food education.
3. Socio-emotional education.
4. Environmental Education.
5. Education for Peace.
6. Sexual Education.
7. Coeducation.
8. Prevention of school risks.

“Juguem amb la Llengua”

For a few years, we have modified the activity of Reading Workshop Complementary activity and we call it “Juguem amb la Llengua”.

This change is because the first ten minutes in the morning and afternoon, when we start the classes we already dedicate them to reading and therefore, we consider that we do not need a weekly hour dedicated to this activity.

For this reason, at Initial cycle we have extended it to language games, both oral and written, as well as reading activities.

Reading activities will also be done, as usual, in the classroom as well as in the school library. We periodically use the library to promote the taste for reading and develop the reading habit, either by reading the whole group the same title so that you can do a collective work during the reading or each student chooses a title from it classroom or school library.

“Juguem amb la Llengua” is a complementary activity carried out by the students of Primary Initial Cycle, 1st. and 2nd

“Ara Escric"

For the same reason mentioned above, we have thought it appropriate to modify the Complementary Activity of Reading Workshop and convert it to "Ara Escric".

This change is also justified because, in our Improvement Proposals for the previous year, we proposed to improve the level of Written Competency of our students.

Written expression is one of the integrating competences par excellence, because it brings together in a single set of activities the main cognitive processes that intervene in a school, academic and professional context, from the management of information to the argumentation

We understand writing as a process and not just as a product. We do not limit the development of this competence to the grammatical correction and the formal and presentation aspects, but rather consider it the environment in which children play an integral part in their creativity, their abilities research and treatment of information, its critical and analytical thinking, its argumentative capacities and its understanding of diverse contents, without forgetting its organizational and time management capabilities.

Writing learning begins in Childhood Education and continues throughout all levels of Primary Education. In addition, it is present in all areas of the curriculum. That is why written expression must be encouraged not only from the language areas but in all areas. All the faculty of the center must be involved ("All teachers are teachers of language") and within the programming of all areas' must include activities aimed at promoting interest, use and taste for the writing We need to train qualified writers so that they can communicate, understand, learn, enjoy themselves ...

For this reason, in this complementary area we will work on different aspects of the language in order to acquire fluidity and the organization of texts appropriate to the age, writing different types of texts, observing the correct spelling, and expanding the vocabulary. It should be clarified that in this area activities will be carried out in any of the three languages present at the school, especially Catalan and Spanish.

I now write is a complementary activity that students of the Middle and Upper Secondary School, from 3rd to 6th, complete.

Evaluation

In the Primary Education stage, the curriculum is organized in areas that group the areas of knowledge. The evaluation of the various areas is continuous and global, with the systematic observation of the acquisition of educational content and with a global vision of the learning process.

Special attention is paid to the training evaluation and the degree of acquisition of basic competences.

The basic competencies of each area are grouped into the dimensions of each area according to their affinity and their complementary nature.

The assessment of transversal competences is also carried out. These are:

Learning to learn competence:

• Positive attitude toward learning.
• Cooperative Learning.
• Autonomy in individual work.
• Management of the own learning processes.

Competence of autonomy, personal initiative and entrepreneurship:
• Personal skills: personal relationships.
• Personal skills: self-esteem. Self-knowledge Decision making.
• Creation and execution of tasks and projects.

Digital competence (this will only be evaluated in the 3rd quarter)

The rest of the competences are evaluated through the dimensions of the various areas, as expressed in the following table: