Spain

Spain
Aragn

Fraga
Aragn

CEIP San Jos

de Calasanz

Fraga

CEIP San Jos

de Calasanz

Infants building

47 teachers

Around

660 pupils

More than

460 families
Other 30
professionals

Primary Education building

Colegio de Educacin Infantil y Prima

San Jos de Calasan

STUDENTS

421
392 405 413

466

494

519

551

586

624 631

660

Students Evolution

STUDENTS

421
392 405 413

225

466

494

586

660

Students Evolution

74
6

519

551

624 631

75
4

75
3

70
2

65
1

76
Infantil

STUDENTS

421
392 405 413

466

225

BOYS

48%

519

586

660

Students Evolution

74
6

52%

494

551

624 631

GIR
LS

75
4

75
3

70
2

65
1

76
Infantil

STUDENTS

421
392 405 413

225

466

494

586

660

Students Evolution

74
6

519

551

624 631

75
4

75
3

70
2

69%

65
1

76
Infantil

31%

National
Immigrant

TEACHERS
STUDENTS
2013-14

Evolucin del alumnado

P.T.

A.L. Rel. Cat.

Msica

Infantil

Ed. Fsica

Primaria

Cataln

Bilinge ingls

British

The infants and Primary school

TEACHERS
IDENTITY
2013-14

San

Jos de Calasanz

is located on the
right side of the river Cinca, in the city

of Fraga. Its history and culture have

been always marked by its condition of

frontier and link

between
Aragon and Catalonia.

The infants and Primary school

IDENTITY

San

Jos de Calasanz

is located on the
right side of the river Cinca, in the city

of Fraga. Its history and culture have

been always marked by its condition of

frontier and link

between
Aragon and Catalonia.

It is defined as a trilingual school

because Spanish, English and Catalan
are the languages used both to
communicate and to teach content.
Since 2005-06 the school has

British
Council-Ministry of
Education bilingual project. The
been part of the

Spanish-English bilingualism is seen

We are a

IDENTITY

State school:

Our educative project acquieres its

summit as we offer a service to all

citizens.

We are a

IDENTIDAD

State school:

Our educative project acquieres its

summit as we offer a service to all

citizens:
o It is open to our community:
Our facilities and resources are used by
children, families and local associations
beyond the schools timetable.

o It welcomes immigration:
Interaculturality enriches us. We foster
our students native languages and

cultures.
o It collaborates with other schools,
institutions, associations

IDENTITY
PRINCIPLES

Our main goal:

To provide our students with
enough resources that will allow
them to improve their
competences in order to grow

personally, to be active
citizens, to join the adult life
successfully and develop a
longlasting learning along their
lives.

PRINCIPLES

Our main goal:

To provide our students with
enough resources that will allow
them to improve their
competences in order to grow

personally, to be active
citizens, to join the adult life
successfully and develop a
longlasting learning along their
lives.
We promote autonomous, self-

confident, critic, respectful,

tolerant, thoughtful,
supportive, and happy people,
able to integrate themselveses
within the society where they
live.

PRINCIPLES

Living freedom and educating for

liberty, from a respect for the other
and for oneself, common sense in
front of different situations, selfesteem, developing different
situations and assuming onselfs
limits and responsabilities

PRINCIPLES

Living freedom and educating for

liberty, from a respect for the other
and for oneself, common sense in
front of different situations, selfesteem, developing different
situations and assuming onselfs
limits and responsabilities

Choosing peace, cooperation,

solidarity and a peaceful
coexistence,

solving conflicts through

dialogue, and respecting
diversity.

PRINCIPLES

Value people for what they

are, rejecting discriminatory
attitudes due to place of birth,
race, gender, intellectual
ability, social status, moral or
religious beliefs, political
tendencies, physical or
psychic handicaps

PRINCIPLES

Value people for what they are,

rejecting discriminatory attitudes
due to place of birth, race,
gender, intellectual ability, social
status, moral or religious beliefs,
political tendencies, physical or
psychic handicaps

We promote principles such as

persistence and effort, personal
autonomy and order, pleasure
for work well done and value
achievemens and failure,
developing intellectual habits
and study techniques

PRINCIPLES

We develop sensitivity in
interpersonal relationships and own
productions, through Art, as a mean of
communication, expression and
pleasure.

Adjustment to changes, cultivating

creativity, entrepreneurship,
innovation and knowledge of the I.C.T.

PRINCIPLES

We develop sensitivity in
interpersonal relationships and own
productions, through Art, as a mean of
communication, expression and
pleasure.

Adjustment to changes, cultivating

creativity, entrepreneurship,
innovation and knowledge of the I.C.T.

Knowledge of different languages,

promoting mobility and cooperation
between European schools.

Our singularity is defined withing our

LINGUISTIC PROJECT

LINGUISTIC PROJECT:
We use

Spanish, English and Catalan

as communication languages
to develop our curriculum.

LINGUISTIC PROJECT

Spanish, as the official language in our

country, Spain, and in our autonomous
community, Aragn.
English, from our integration into the
Agreement with British Council.
Catalan, as a social, academic and
labour integrating resource.

LINGUISTIC PROJECT

Spanish, as the official language in our

country, Spain, and in our autornomous
community, Aragn.
English, from our integration into the
Agreement with British Council.
Catalan, as a social, academic and
labour integrating resource.

Main goal:
We want our students to end their
compulsory education being

competent
in three languages. This will enable
them to communicate and continue
their studies in any of the places where
those languages are spoken.

It relies on two pillars:

LINGUISTIC PROJECT

The curricular integration of the

languages, that interact and
support each other, within an
integrated syllabus.

The integrated curriculum uses

different languages as learning
tools to learn non-linguistic areas.

It relies on two pillars:

LINGUISTIC PROJECT

The curricular integration of the

languages, that interact and
support each other, within an
integrated syllabus.

The integrated curriculum uses

different languages as learning
tools to learn non-linguistic areas.
Other principles:

Multiculturalism: the National

Curriculum, our own culture and
our immigrant students culture.

Opening: Exchanges, camps

The linguistic project defines,
clarifies and guides our daily life.

Assessment is the quality base of

the educative services we provide
and allows us to be in the
methodology vanguard:

INNOVATION
AND
PROJECT
LINGUISTIC
QUALITY

External and internal Students

assessment.

Teaching practice assessment

within working teams.

Schools assessment, that

defines our weaknesses and
stregthns, opportunities and
threats.

Assessment is the quality base of

the educative services we provide
and allows us to be in the
methodology vanguard:

INNOVATION AND
QUALITY

External and internal Students

assessment.

Teaching practice assessment

within working teams.

Schools assessment, that

defines our weaknesses and
stregthns, opportunities and
threats.

The assessment analysis allows us to

define an improvement model
in order to articulate quality

EUROPEAN IDENTITY

We strengthen European
programs and the contact between
European classes using tools such as

Etwinning
We coordinated (2011-13) the
Comenius project Once upon a Time
a Fairy Tale with schools from the UK,
Italy, Romania, Bulgaria and Turkey.
We are coordinating now the
Erasmus+ project (2014-16) A
Thousand Reasons to Communicate,
with schools in the UK, Greece,
Finland, Poland and Romania.

EUROPEAN
IDENTITY

We strengthen European programs

and the contact between European
classes using tools such as Etwinning
We coordinated (2011-13) the
Comenius project Once upon a Time
a Fairy Tale with schools from the UK,
Italy, Romania, Bulgaria and Turkey.
We are coordinating now the
Erasmus+ project (2014-16) A
Thousand Reasons to Communicate,
with schools in the UK, Greece,
Finland, Poland and Romania.
We foster our students linguistic
competence using English as a
Communicative tool.
We promote tolerance and respect.

We live multiculturalism as a source

MULTICULTURALISM

of wealth:
Twenty countries, different cultures.
We accept diversity.
We respect all believes.

We live multiculturalism as a

MULTICULTURALISM

source of wealth:
Twenty countries, different cultures.
We accept diversity.
We respect all believes.

We strengthen a democratic
coexistence style based on

dialogue and participation.

We look for commitment,

responsability and solidarity.