BACCALAUREATE IN CREANOVA - 16 TO 18 YEARS OLD
(High School in the Spanish education system)
ORIGIN AND ITINERARY:
The CreaNova school is managed by "CreaNova Concept Group" as an innovative educational center. They lead the project and develop other activities such as Ecological Catering, MakersLab, Mentoring, and other innovative technological projects. "CreaNova Group" belongs to the NEC Foundation, which is a non-profit organization with 15 years of experience in research and application of new educational models.
Our pedagogy, which covers from early childhood to Higher Vocational Training, is based on learning to learn and holistic education considering current social realities, as well as the future ones.
We offer an education that is based on Finnish teaching methods as well as; Learning by Doing, Pestalozzi School, M. Montessori, Emmy Pickler, Reggio Emilia and Self-taught learning. Our educational system puts into practice all learning processes of sensory-motor interactions through practical life, experimentations with sensory materials and real contexts so that students can develop autonomy and personal initiative.
Every student in baccalaureate has a mentor, who acts like a personal coach. This figure conducts a follow up every two weeks according to the teenager’s goals, gives support to the students academic itinerary, and above all, advises them on emotional issues.
On the other hand, each teacher acts as an expert in curricular classes. They are the referents of their subject. They conduct master classes and make proposals according to the curriculum, in the classes assigned to their subject. On a weekly basis, they prepare and offer workshops, weekly research projects for different groups of students who are interested in these workshops in the first place. Also, there appear different subjects each year since students can make proposals based on their interests.
Each student performs an interview where he exposes his personal future project in the process of accessing to CreaNova. Also, they bring a report putting all that in writing. The teenagers who enter the community receive a complete program with the general objectives of the cycle. They can choose classes from different branches with the support of the personal coach and an entrepreneurial expert who will accompany them on their journey.
In this cycle of two academic years, CreaNova offers three itineraries that cover all the baccalaureate modalities:
- Technological Entrepreneurship (Science and Technology modality)
- Social Entrepreneurship (modality of Humanities and Social Sciences)
- Performing Arts, Digital Creation and Music (Arts modality)
Each year is organized between common classes for all the modalities, specific classes for each specialty and optional classes.
The mentor will work to match the needs, interests and personal motivations of the student with the curricular requirements. He/she sets goals, challenges, and projects individually or as a group. Creating a calendar that establishes agreements and commitments can help to student to keep track of his/her activities.
Students will find tools to reach their goals through master classes, advanced training sessions (Baccalaureate level) and the secondary school classes (to reinforce contents).
One of the differential qualities of this baccalaureate is to introduce the branch of entrepreneurship within the curriculum as a fundamental tool to develop students’ future.
We propose the following in addition to the key competences established for these grades (communication, research, management and treatment of information, digital tools, personal / interpersonal and knowledge and interaction with the world):
- Significant learning.
- Preparation for the university exams.
- Learning in real environments.
- Autonomy in making decisions.
- Acquiring skills in time management, study methods and self-assessment of the learning processes.
- Acquiring specific knowledge for university exams without losing sight of the true vocation and / or professional orientation.
- Acquiring a global vision in the academic field, an ability to adapt changes with their own resources and a capacity to self-critique that allows them to build new horizons quickly.
- Assimilating tools and putting into practice the methods learned from teamwork and agreeing on decisions accordingly with their own interests as well as the interests of the group.
- Development of communicative, linguistic, social, leadership and empathy skills that allow them to develop in different contexts and methods.
WORKING IN DIFFERENT ENVIRONMENTS:
Classrooms for these grades are distinguished and classified by interests. There are several rooms, with a single table in a cubicle similar to coworking spaces. This way students have their own space, materials, and tools while they are sharing the same physical space with the rest of their schoolmates.
These rooms are arranged in such a way that the students from different modalities can be together in order to guarantee a relationship between subjects, disciplines, and interests.
On the other hand, they have thematic classrooms to develop the different core subjects, shared with the ESO courses (Secondary school).
We understand the daily tasks of these grades as a combination of individual and group works.
On a weekly basis, each grade has an assembly where they discuss and evaluate the government of the community. Additionally, they manage their projects (whether proposed by the students or by the mentors) besides working on conflict resolution and emotional support. These sessions are evaluated by the students and they help to auto-motivate themselves.
This allows us to work on the social models of relationships, leaderships, responsibilities, commitments, management skills, group management, conflict resolution and searching for solutions which are fundamental to this methodology.
The concept of team is understood from the beginning of cooperation and coordination between different agents, where the coaches are integrated as one more to the group (each one in his/her own role, but without any power to affect the decisions of the rest).
60% of the 30 teaching hours per week established by the "Generalitat de Catalunya", is dedicated to masterclasses and training sessions of the common subjects and specific subjects of each modality, considering the transversality of all the subjects to promote a better understanding and being able to place these significant learnings in real contexts.
Different exam formats and research projects (in group and individually) are carried out during the theoretical sessions, preparatory courses and workshops proposed by the teaching team.
The schedule of these sessions and their distribution within the day is done through the consensus of the whole group, during the weekly sessions of the class or self-management body.
40% of the teaching period takes place in the coworking space for teamwork, developing real projects with coaches and experts in entrepreneurship.
The curricular program is presented at the beginning of each course to each student so that they can prepare their own program and calendar to organize their day with the help of the mentor.
The load of each class is reduced to a minimum, filtering important and necessary topics. So, in the first year, we are paying more attention to exploring different disciplines, approaching from a practical point of view to the workshops and allowing decision-making autonomously which are supported by the class and the mentor.
During the second year, the curriculum is inverted. Students concentrate all their efforts to prepare themselves for the university exams, elaborating work schemes, study methods, and simulations. Always within the 60% of the school hours.
During this course, teenagers discard the subjects that they are not interested in. Once explored from the practice, we elaborate a personalized itinerary oriented towards the selected specialty.
We maintain transversality in all learnings and the connection with the real contexts, however, we monitor student’s learnings through conventional exams and auto-evaluation.
The main goal in this cycle is that the teenagers get a perspective on real experiences and contact with different subjects, projects, and works.
There is a personal evaluation by the mentor that is carried out together with the students on a weekly basis.
In this space, teenagers evaluate the achievements of their goals and determine if they are going to deal with other specialties or subjects that would allow them to have a global vision as well as having more skills when choosing future projects.
During the second year, the evaluation focuses on the results obtained through the different tests. The teenager is the one who monitors his/her progress, strengths and weaknesses with the help of the mentor. They set new challenges every two weeks so that students can prepare themselves within their personal project.
Obtaining a degree in baccalaureate enables the students to have access to higher education in universities (once they pass the entrance exams, PAU). They can also access to undergraduate programs (Ciclo Formativo de Grado Superior, CFGS), bachelor’s degrees or vocational training.
Having an international degree allows the students to access in better conditions to international universities and vocational educations.
The continuity in the educational model of CreaNova can be done through our Higher Vocational Training Programs in Enterprising E-Commerce (ECC) and Multiplatform Applications Development and 3D Maker (MAD&3DM).
The students of Performing Arts will be able to continue their studies at the Institute of Arts Barcelona