Primary school


  • 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

Initial cycle
  • Juguem amb la Llengua
  • Speaking Routine
  • Music workshop
  • Health workshop
  • ICT workshop
  • Ara Escric
  • I love Writing
  • Music workshop
  • Health workshop
  • ICT workshop
  • Ara Escric
  • I love Writing
  • Music workshop
  • Health workshop
  • ICT workshop
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.

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.

The “I love writing” activity aims to enhance written expression through a methodology aimed at developing the basic competences of the students.
I Love Writing is a complementary activity carried out by the students of the Middle and Upper Cycle, from 3rd to 6th

This complementary activity is based on the conception we have in our ICT school. We understand computer science as a tool more than the daily work of students, that is, we work on mathematics, languages, plastic, … with the help of computer programs.

Children in Infant Education and Initial Cycle work more with games of logic and games that allow them to acquire a domain of the mouse and the loss of fear in front of a computer.

The students of the Middle and Upper Cycles already use the computer as a complementary tool in other areas, such as mathematics, languages, … and for the search of information. We also try to educate our students about the importance of the images, because we live in a society where “an image is worth a thousand words.”

Students learn and practice with the computer in an interdisciplinary way. Let’s try, then, that the computer room be a natural extension of daily work: learning with the computer, but also learning from the computer: its logic, its functioning, … have to learn That computers have some definite instructions that must be followed. And this aspect opens us a third objective: computer literacy. Getting acquainted with the computer means that you can use it in a normal, unbroken way, without fear and fuss. It is necessary to know the machinery and the software, both educational and some of the conventional programs.

This workshop is a complementary activity programmed for Infant Education and all levels of Primary Stage, from 1st to 6th.

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.

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

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.


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:

Delivery dates for reports

  • First evaluation: before Christmas. (Children’s education will be at the end of January)
  • Second evaluation: before Easter.
  • Third evaluation: before Sant Joan.

Primary school students (schools randomly selected by the Department) perform the diagnostic evaluation tests of the Department of Education. These tests allow you to evaluate the achievement of linguistic communicative competence and of mathematical competence.

Every year, the sixth year of the Primary Education Assessment test that assesses the basic competences and knowledge that students must have acquired at the end of Primary Education is summoned to be able to follow the ESO curriculum. This external test developed by the Higher Council for the Evaluation of the Educational System, in collaboration with the Education Inspection, has an informative, educational and guidance character for students, families and the center and must allow to improve the results of the students and favor the passage to compulsory secondary education.

Our school has an affiliation agreement at the Sant Feliu Parish School of Cabrera de Mar.

Our students also have access to the two IES of Vilassar de Mar: Vilatzara and Pere Ribot.