Escola ipsi

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IPSI - Escola concertada Barcelona

Escola concertada de Barcelona

Primary Education ( 6-12 years old )

Stage 1: 1st, 2nd, 3rd (6-9 years old)
Stage 2: 4th, 5th, 6th (9-12 years old)

Learning how to learn with an open mind and with the will to improve permanently.

Primary Education is a fundamental, privileged educative stage in the students’ learning. It is the ideal period in order that the students acquire progressively the basic competences and the necessary tools to set up the bases of a personal education based on personal autonomy, responsibility, solidarity, freedom, participation and individual and collective commitment; to know the basic elements of language, the geographic context and history and traditions which enable the students to root themselves to the country; to be able to participate in the making of a better world and keep on learning along their lifetime.

Academic framework

Academic framework Academic framework

What we demand from the students is always based on their educative needs and capacities. Focusing on potentials, along with the value of effort as a necessary condition to progress. IPSI has its own teaching methods. Our system is based on the acquisition of mechanisms that allows to build knowledge from experience and reflection ( such as observation, analysis, classification, deduction, application, association, synthesis, among others ). They help us acquire solid structures of thought. This teaching method makes students have to work thoroughly on every task and so the results improve dramatically. Our results in basic competences are above the average in Catalonia and other schools of the same level of complexity. In this way we ensure a good preparation for ESO and Baccalaureate.
In IPSI we make it possible for our students to develop basic competences that will let them:
Learn how to be and act in an autonomous and responsible way by working on self- knowledge, acceptance of their own identity, control of their emotions, self-demand, critical thinking and the development of learning strategies and responsible habits such as interest, accuracy, organization and quality of their work.
Learn how to think from observing, analyzing, classifying, deducting, applying, associating, summarizing, synthesizing.
Learn to communicate orally and through writing, after students learn to control the expressive resources of language: spelling, use of punctuation marks, mastery of vocabulary, register, syntax correction and expression.
Learn to discover and to have initiative from exploring, experimenting, asking questions, verifying hypothesis, having initiative, creating and developing projects and searching for alternatives.
Learn to coexist and to be in the world respecting diversity, developing social skills, participating in the life of the institution, team work , managing conflicts positively and developing projects.
The assessment of the learning process is global, continual and different depending on the basic competences in each curricular area.
The main purpose of the formative assessment is, on the one hand, observing and assessing the teaching-learning progress not only by the teacher but also by the student, and, on the other hand, establishing the measures and educative adaptations each student needs.
All this daily work is carried out by a qualified and committed teaching staff; we have a solid teaching staff: 24 teacher-tutors, 21 qualified teachers and 5 support teachers.

Human framework

Human framework Human framework

We are deeply concerned with the fact that the students can progress towards educative aims such as self-confidence, self-esteem, love and respect to life, tolerance, acceptance, mutual help and collaboration.
We foster these human values when we design and apply:
- Attitudes required, values and rules of our curricular projects
 - Specific subjects such as Education in Values and Social and Natural Sciences
- Cross-curricular projects on Health (ecoipsi and good eating habits: fruit campaign, Health and School programme…), the environment (ecoipsi and recycling: Agenda 21 project), solidarity (Avismón, Banc d’aliments…), cooperation (Escola Amiga project, grandparents readers, grandparents tutors)
- Tutorial action plan, because the aim of these activities is the student’s development in order to strengthen a better personal growth and social integration.

Social and cultural framework

Social and cultural framework Social and cultural framework

We consider that all the activities included in the social and cultural framework round out our school project because they take the students’ academic and human background outside the school.
We are certain that the social and cultural education is a pleasant and satisfactory experience that stimulates a responsible coexistence in a context of participation, respect, flexibility, solidarity, commitment, interest and tolerance, as well as arousing their curiosity.
We celebrate our cultural traditions (La Mercè, Castanyada, Christmas, Carnival, Easter, Sant Jordi’s Day and the school major festivity), the local festivals with giants and timbalers, balls de bastons and sardanes; we go on day-trips and do cultural activities related to the music, the art and the knowledge of our city; we also do activities that foster respect for the environment; we go on school trips of two and three days.

Diversity outreach

Diversity outreach Diversity outreach

We understand diversity as each person’s singularity. We defend an integrating model that enables all the students to realize their full potential. Consequently, we offer each student the opportunity to experiment that they progress, learn and develop their own capacities to their full and that the others value the student’s effort and learning progress.
We make a school possible for everybody, because each student is different and not all of them have the same interests and possibilities. According to each student’s characteristics we implement different resources and teaching strategies and we reorganize students and teachers depending on their needs.
- Reorganization of students:
Flexible groups for reading in 1st and 2nd year
Partition of English groups one hour per week in 3rd, 4th and 5th year
Partition of English groups in 6th four hours per week
Development of resources for the acquisition and improvement in reading comprehension.
Writing support workshop
Support and individual control of feelings and learning
Co-teaching in the classrooms two hours a day
Team work
Project work
Plans and strategies for specific work. When needed, we implement personalized curricular programs
Exhaustive tutorial action plan
One hour a week in Education in Values ( Ethics )
Direct , continuous contact with families
Educative Orientation Service

We also take into account other teaching methods and strategies in class:
Robotics project along the whole school stage
Jump Math project for the learning of Maths
Orchestra of strings and keyboards.
Mindfulness along the whole stage.
Theatre integrated in classrooms
Communication and expression techniques.
Midday workshops.