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OUR EDUCATIONAL PROJECT. SCHOOL IDENTITY.

Escola Sant Gervasi is a school with over thirty years of educational tradition in the area of Vallès Oriental. The fact that it is a cooperative means that our pedagogical project to grant us a Catalan, plural school, open to everyone, is also guaranteed. The teaching team is made up of women and men with the conviction that education is all about finding a way of achieving personal and collective growth through transformation.

In spite of taking our inmediate environment, Vallès and Catalonia, as our immediate cultural background, and our identifying ourselves with it, we believe ina European school and an educational system that allows for people, from their individual selves, to access the open world of the 21st Century.

One educational project, one proposal.

Nowadays, it is very important to consider schooling as the means to guarantee that each individual's personality traits and their personal capabilities will reach their maximum potential. Our school has been made for every individual not just for people, it is an open school with a great capability for innovation. Education is to be related to and involved with the real world, it has to commit people to the new times.

 

A MODERN PEDAGOGICAL SYSTEM

 

Personalised attention Our personalised attention system tends to the needs that arise from childhood to adolescence. It is a method that implies maximising the team-work capabilities of the teachers while allowing families to receive the most adequate information in each instance. Personalised attention is not only a thorough follow-up of the student in an evaluational sense, but also the creation, on the school's side, of estrategies that will let every child grow at a speed that suits their needs. Personalised attention is, consequently, one of the fundamental pillars of our pedagogical system.

Relationship with families.

We are well aware of the importance that the trust families have put on us has. This is the reason why we establish a good, agile, direct and permanent communication with the mothers and fathers of our students.

This communication is carried out through meetings held at the beginning and the end of the course, through personal interviews, social activities, as well as speeches, seminars and conferences held at the school.

Personalised tuition.

Personalised attention to our students and good communication among teachers, professors and tutors implies families get aninformation that corresponds to reality itself or to that of the child or adolescent.

The whole teaching team is aware that the exchange of information is necessary and it yields its fruits, and they are made available to families at all times, so that they can analyse any events that might affect the personal or intellectual growth of the student.

From the time in which the teenager starts specialising and making choices, they can also choose what tutors will be accompanying them in a time in which both academical and personal orientation are crucial. The teenager will find in their personal tutor a guide capable of offering them tools and resources to orient them and to perfectionate their learning processes as well as their reaching of madurity.

 

Flexibility and splitting of groups.

Along the above mentioned lines, we are all for small groups to create a more favourable environment for the class during the best part of the schooling years. Thanks to splitting groups and flexibility, which we have been applying for quite a long time, we can reach our goals even better while enriching our curricula and that of our students. Our teachers know that attention to the student from a personal dimension is key to their acquisition of good habits, values and knowledge. Our teaching is adapted to the educational needs of every student and we can achieve this through flexible groups. Every child or adolescent can find, in our school, a way or group in which they will be able to develop their own initiatives even further.

Going and staying out.

If we intend our students to get to know their environment at a deeper level, we cannot always stay in the school. We have to foster their learning how to relate with one another, so that they can adapt to the reality outside school for which we are preparing them. Our curricula include a series of programmed outings -with different lenghts and intensities- that will allow our students to learn about the reality surrounding us. This kind of outings imply learning beyond anything that can be taught in a class and are always geared at surpassing any given pedagogical objectives. Our outings program is part of the school planning and is suited to all ages, tending to the personal and intellectual maturity of the students.

Psychopedagogical follow-up.

Psychopedagogical follow-up is an essential tool for professionals and families, as well as for the students who, while growing up and undergoing their educational routes, are in need of stimuli and answers to their questions.

In essence, this type of following up is meant to be a preventive taks, centred around the cooperation beteween students, parents, teachers and the psychologists in the school with the objective to carry out the process of learning about the students together.

This service is aimed at boosting and stimulating coherent learning techniques with the evolutive characteristics of the students, cooperating in the defininition of concrete curricula that adjust to every person. Needless to say, psychological follow-up also allows for early detection of any instrumental or affective difficulties against which rapid and effective strategies can be applied.

 

Computing and multimedia projects.

New information and communication technologies have been part of Sant Gervasi for years, our intention was to be pioneers in these fields and up to now we have succeeded. Well beyond the mere use of personal computers, we have worked hard to make them become part of students and teachers everyday lives. All our classrooms have been provided with computers and there are also classrooms specialised in multimedia and Internet to which all students of the school have access. Our libraries are also provided with this materials allowing students to connect with the whole world.

Using new technologies has led to a methodological change that brings about a much more significant learning in our students. Our understanding of new information technologies encompasses their being a vehicle to learn about other subjects. They allow for further investigation, communication and, all in all, knowledge.

The School's Department for New Technologies is in charge of providing teachers with full support in their building their own programmes that will allow them to adapt pedagogical contents to the student's needs.

 

Practical learning .

We are aware of the fact that proficient learning is only achieved if students are given the tools that will allow them to be autonomous in the current world of change. This implies that new knowledge acquisition must be carried out from a practical dimension, where, in many occasions, the how becomes much more important than the what.

Along the same lines, laboratory practice and research work at the libraries are frequent activities carried out in Sant Gervasi. A good part of our equipment has been designed to accomplish this work philosophy. Our students spend a few hours every week in our laboratories, workshops, libraries as well as with our other services, such as the metheorological station, where they can put investigation and learning methods into practice as well as researching data that can lead them to reaching conclusions in any knowledge areas.

Learning foreign languages .

As a Catalan school, we foster the perfection of both the official languages in our home (oral and written). We firmly believe that a citizen of our time needs to have a good command of other foreign languages as well in order to achieve a personal and professional plenitude. We consider English, French and German to be of the utmost importance for the current world we are living in and to which our students will be faced.

Our kindergarten children are introduced to the English language at an early stage. This means that, throughout 13 years, they will achieve quite a proficient level in this language. Moreover, practising and learning languages from this age on will facilitate the acquisition of new linguistic structures in the future.

At the age of 10, our students can choose whether to learn French or German and will continue to do so until they get to college.

Thanks to the splitting and flexibility of groups, learning languages can be done in a much more efficient way. Our teachers and the means we can count on guarantee the application of the latest pedagogical systems in this areas that have become of such importance nowadays.

SCHOOL MAP

HOW TO GET TO THE SCHOOL

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