EDUCATIONAL - PROJECT
Our educational project has two key areas:
A Competency and Value Model that believes in the complete person as a systemic whole who needs to develop their five areas of development (identity, social, body, mind and managing emotions) to allow them to face life’s different experiences.
Pivotal to their improvement: we all have achievements, difficulties and improvements and we are our own masters, able to change the course of our lives and improve. Students are at the very centre of our project; they sustain it. For this reason, the tutorials that we hold with families are led by the students. They tell us their thoughts on their development and what they should improve.
QUALITY POLICY
The aim of our policy is to improve the school’s Educational Project so that we have pre-defined quality criteria for our students’ education with a competency and value-based quality management system that helps to enable the building of life plans by involving the whole educational community.
Our school strives to identify and meet the needs of the students and their families by providing high-quality education and continuous improvement, using methodological and dynamic processes from the Pentacidad educational model, in a school climate that is conducive to peaceful coexistence and consistent with our defining values.
El Regato School is an inclusive, high-quality and outstanding school that wants to be a leader in the world of education, with an innovative people-centred project: centred on their potential, their abilities and their values.
A person at El Regato School is fully developed in the five areas of human essence: capable of creating their own identity, controlling their body and mind, identifying and managing their emotions and living with others in society.
In short, “a person who can manage their own life”.
In addition to this full development, we believe that there are two further characteristics that are essential for our school:
- Students who are pivotal to their learning: We believe in a person who takes control of their own learning process, who plans, applies and transfers it and who continuously appraises themselves: defining their achievements, difficulties and areas that require improvement.
- Students as drivers of change: We want people who are capable of changing this world, because we give them the best tool, high-quality education based on competencies and values.
All within an inclusive school that recognises a person’s right to diversity, so the school must be able to welcome them and integrate them into the learning community, not only with respect, but also valuing the individual contribution of each person.
There are three cornerstones to a person’s education: the person, the family and the school. In our case, being a family cooperative adds a further element to this relationship, shared responsibility.
Both the family and our teaching team are jointly responsible for guiding the person as they build their life plan. Our educational work has no meaning without this shared responsibility.
This family responsibility means:
Being involved and participating in the creation and implementation of the educational project, whether:
- 1. Through the education of their child.
- 2. Through the school’s governing bodies created for that purpose.
We see the classroom as the smallest component to be managed. “If the classroom works well, the school works well”.
We start from the premise that the classroom is the educational space in which building an identity, harmonious relations, learning, communication and the prevention and peaceful resolution of disputes all come into play.
In our school, the management model that we implement is self-regulation in the classroom. We believe that this model creates the necessary conditions to provide learning opportunities that guide and promote the acquisition of skills in each student.
This interpretation has led to a shift in the educational and methodological strategy in our teaching practice. We moved from the academic paradigm, where cognitive knowledge is the central focus, to the personal identity paradigm, where education is people-centred..
To organise and manage the classroom, we have a number of tools (understanding, rules for getting along with others, positive comments board, a space to be with me, a feelings panel and basic rules of communication) which, when put in place and assessed, are conducive to harmonious relations, learning, communication and the prevention and peaceful resolution of disputes.
We see the school as a place that is aligned with our educational project and, therefore, the goals that we have for the people in our organisation are also our goals for the organisation itself.
We should be:
- A self-regulated organisation in which each and every member is individually responsible for their duties and functions.
- Pivotal to our continuous improvement. This means that everyone in the organisation assesses themselves and defines their achievements, difficulties and areas that require improvement.
- Driver of change: An organisation with social responsibility that knows that it is a driver of change in the society in which we live.
In this innovative educational project, the educator plays a vital role as they have the following functions:
- Being a role model: the educator is a role model for the students. A role model as a person of integrity who supports them in their life plan.
- Sharing responsibility with the students and family to support the students in their life plan by identifying the students’ strengths and weaknesses and supporting them in their life plan.
The learning that we promote in El Regato School is meaningful learning based on life and disciplinary competencies and values.
To promote this learning, we bring innovative methods into the classroom that help us to teach our students these competencies and, for this purpose, project work is one of our hallmarks in the classroom.
This project work allows us to:
- Improve interdisciplinary skills.
- Promote autonomy among students.
- Focus learning on the students’ interests.
- Carry out service-learning projects in which the student sees themselves as and learns to be a driver of change.
- Promote cooperative learning.
We promote different types of projects: interdisciplinary projects, comprehension projects, research projects, PBL (problem-based learning), case method, scientific method, etc. with a single goal: meaningful learning for the student.
