Virtual Open Doors

Welcome to the Santa Isabel-Franciscan School of Sant Cugat, a concerted center arranged by the Generalitat of Catalonia in two stages: early childhood and primary education.

We are a school full of history but always next to today's society, where all of our professionals are continuously training to become good models of learning and innovation.

Our dream is to grow together, to guide and accompany all children in their personal development and to be part of a big family; our school.

Our school encourages students to become creative, critical thinkers, who can adapt to this every-changing world and who have love and respect for the environment and nature.

This website contains all of the information related to our activity and the services we offer. Feel free to visit our social networks and, if you’d like, come visit us! We’ll be happy to answer all your questions, comments or suggestions.

Information request form

Our Project

Our project is under renovation; we are constantly improving to keep up with the constant changes in the world. The entire teacher staff has training every year to be closer to the needs of the actual society.

Childhood Education

In childhood education, we consider how children develop their CAPACITIES. We adapt the way we do by contributing to a greater emotional and affective development, physical, motor and social and cognitive.

The child is the main protagonist of the learning process. From the beginning, we care about the maturity of each child in order to give them better attention and to adapt to their learning pace. We believe in Gardner's multiple intelligences, in which each child learns differently from the rest.

Every child is unique and learns at his or her own pace. We take advantage of all of the diverse situations for peer learning by having children helping and learning from each other, always with the teacher as a reference and role model for their development.

Although our methodology is not 100% based on early stimulation, we dedicate time every day to develop it using different modalities: auditory music stimulation, visual stimulation (environment, mathematics, and language bits...), linguistic verbal stimulation (dictionary, riddles…) physical stimulation (psychomotor)...

This stimulation helps to create stimuli in a suitable environment that helps children to unleash their full potential through enriching, meaningful, and metacognitive learning.

Lab: experimenting. We work the cause-effect, hypothesis, check, manipulation ... We take field trips related to what we are discovering about our environment.

The main language of our center is the Catalan language. However, we guarantee the knowledge of the Spanish language through stories, songs, plays ... and the English language, which we develop from different subjects and always with an English language specialist: psychomotor activity (2 hours every week), music (1 hour every week in 2 languages), English as a subject (1 hour every week). Every day at recess time, we make sure that there is an English language specialist who is communicating with students in a more playful and relaxed setting. In P-5, the laboratory is also done in English.

We use a 100% manipulative and experimental project in which the student's learning is based on the constructivist theory.  The constructivist theory posits that learning is integrated when new contents are related to what we already know.

This project promotes the critical spirit and let the student develop his intellectual to be a part of an ever demanding society.

We place great importance on helping students to develop both socially and emotionally every day.  We use different resources like stories, small videos, and puppets to make it more understandable and engaging for children.

However, we also give great importance to everyday situations where, unexpectedly, we can find situations where students need adult's help to manage their emotions such as during playtime and in relationships with others.

 

Primary

We promote, in a transversal way, the acquisition of habits and values in order to solve problems and situations from any of the curricular areas.

However, we foster initiative, creativity, a critical spirit and a taste for learning by developing the capacity for effort and work culture.

The main language of our center is the Catalan language. However, we guarantee knowledge of the Spanish and English language from early childhood.

Physical education is a subject taught in English language from 1st grade, in line with P-3, in which psychomotor activity subject is also taught in this language.

In addition, we do an hour of science from 1st grade to 6th grade, following the line established from P-5, in which the laboratory subject is also in English.

We also split the groups in English classes in order to offer the students, in small groups, the necessary attention to develop this language.

Gabarró Method, reading sponsors, English library, Sant Cugat City Council's children's narrative award, Cambridge exams ...

We are a religious school that follows what St. Francesc taught us: to love nature and to respect all living things.

In our school, working with values ​​is very important. This year our motto is, “connecting with nature,” in order to make society aware of the value of caring and respecting our environment. Together we can change the future for our sons and daughters.

From the school we promote the participation and collaboration with different entities such as the Food Bank, the solidarity chocolate, the TV3 Marathon, a project with the NGO Labdoo ...

Emotional education is an immensely important part of our elementary school. We have the project, "The Forest Lemamb," where we work on emotional competence through living, active and participatory learning methodologies.

This is a methodology that has been implemented in the school for years, in which students are organized into small groups to work together. This way they can achieve common goals and objectives. Interaction allows them to establish solidarity relationships, respect different opinions and develop social skills. In addition, peer interactions help children to learn new things and to rectify, consolidate, and reform lessons previously learned.

We are launching a project to make our school more sustainable. We train our students to be drivers of change and empower them for action. We want them to be aware of themselves, their environment and environmental boundaries, and to feel responsible for finding ways for ecologically viable development.

We live in a society where Information and Communication Technology (ICT) has modified the social, economic and educational model. It is for this reason that from our school we promote ICTs (Technologies for Learning and Knowledge) in the educational context, so that students can use technology as a tool that will facilitate their learning according to their pace of personal development.

EIt is a very important moment for the student and for the family, which is why we take great care of it. We are supporting this phase in a better way by doing the following things:

Before starting the school year:

  • • Meeting with families. Group meeting where the families can see the class. Adaptation, routines and operating rules are discussed.
  • • Individual meeting with each family to discuss more specific aspects of the child.
  • • The student visits the class with their family. The student will be able to meet their new classmates and the teacher.

First fifteen days of class:

  • • The tutor will be accompanied by an assistant who will assist in the care of the adaptation of each child throughout the day.
  • • The family can accompany the student to class and stay for a while.

Relationships with their previous teachers in P-2 are very important to us. During the first month we gather together and transfer information to get to know the child better.

In P3 we make groups according which P2 school they are coming from. Also, if a family requests it, students can be grouped by friendship or family with another student.

Relationships with families are constant, as it is customary for them to see activities that their sons and daughters do. Until 1st grade, the contact is daily, where there is always a small time to exchange information with the teacher in person. In addition, we have two daily communication channels, the diary and the platform, where families and the teacher can be in touch by our internal messaging system.

In addition, there are two individual meetings with the teacher and two meetings of the class group each year until sixth grade.

This is a general guideline, but we are always ready to welcome families if a need arises.

We also have networking with other professionals who may be involved in the process of student growth: speech therapists, psychologists, psych pedagogues, CREDA ... both public and private.

The school has a counseling and support team for students, teachers and families, consisting of two psych pedagogues and a clinical psychologist with many years of experience in early childhood and educational psychology.

We have network meetings with other outside professionals who may be involved in the student growth process: speech therapists, psychologists, psych pedagogues, CREDA ... both public and private.

There are several options:

  • - Guaranteed is the Pinar school, since they have been an associated center for many years.
  • - Work is underway to get a second associated high school.
  • - The families of our school choose several centers: public institutes (this year a large number of students have gone to Leonardo and the experience has been very good), Padre Damián (a considerable amount of students have gone to this school for the past fifteen years. They adapt very well to both the academic level and values of this school, making it a suitable option).
  • - Whatever the family decision is, we support them in this process and guide them to the best option. It all depends on each unique student. We have a meeting with the high schools before the beginning of the school year and a follow-up during the first year.