HIGH IN CREANOVA - 13 to 16 years old
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 High has a mentor who is in charge of monthly personalized follow-ups on the student goals as well as giving them support, advising on their academic itinerary. These mentors act like coaches as students are organizing their curriculum and programming their activities. The mentors pay attention to the chosen classes and proposals.
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 appears different subjects each year since students can make proposals based on their interests.
The teachers offer real projects from their professional experience. If possible, students can participate to those projects as the main actors of the activity. Theater, radio, TV, robotics, astronomy, sports, photography, graphic design, music, literature, …. can be the ways of expression for these projects.
Students, receive a personal notebook when they enter to this community. This is to write down their daily activities, the projects that they are working on and their accomplished goals, as a first step into commitment which is a part of their learning process. Also, they receive a file with general goals and available classes that they can choose.
We have two main approaches to accomplish and to expand the personal curriculum during these three academic years:
- Teamwork, managing the assembly and acquiring individual compromises as a part of their personal learning program.
- Experience based learning dynamics through transversal projects proposed by the pedagogical team.
Each year, in the first semester, students organize their personal notebook determining their goals according to the curriculum, interests and pending subjects. So, the mentor works through this itinerary to match the necessities, interests and personal motivations of the student, with the curricular demand. Together they set goals, challenges and projects. (individually and as a group)
The assembly takes an indispensable role in teaching how to come to an agreement as a group when programming activities, resolving conflicts and questioning the life in the center. This way they are practicing how to govern themselves. During these grades students find out that the assembly manages itself through cooperation and collaboration when they make decisions and when they resolve conflicts.
In addition to the key competences established for these grades: communicative (linguistic, audiovisual, artistic and cultural), methodological (information processing and digital competence, mathematics, learning to learn) and personal (autonomy and personal initiative), as well as having knowledge and interacting with the world, social and citizenship, we propose the following:
- Significant learning through projects.
- Knowledge on the four core classes (Spanish, Catalan, Maths and English).
- Learning in real environments.
- Transversal learning.
- Ability to solve conflicts.
- Learning different languages.
- Obtaining personal skills in time management and research methods.
- Gaining certain knowledge in each subject.
- Learning how to use digital platforms and virtual learning environments when carrying out transversal projects, conducting experiences in different subjects from professionals.
- 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 as a group.
- Development of communicative, linguistic, social, leadership and empathy skills that allow them to develop in different contexts and methods.
WORKING WITH DIFFERENT ENVIRONMENTS, PROJECTS AND ASSEMBLY:
Classrooms for these grades are distinguished and classified by interests. There are several thematic rooms, each one is prepared with different didactic material, as well as reference materials in order to develop the core and optative classes, which are:
|Multimedia and language classroom||Foreign language||Second foreign language|
|LiteLab, radio and press writing||
Catalan language and literature
|Biology Workshop||Natural Sciences||Physics and Chemistry|
|MatLab and RoboLab/ Inventions workshop||Mathematics / Technology|
|Geography and History Workshop||
Social Sciences, geography and history
|Biology and Geology|
|Courtyard, multipurpose room and sports track||Physical Education|
CAD, Design and Programming
|Music and Video Production|
|Creative Education||Visual arts education||Visual arts education|
We understand the daily tasks of these grades as individual works, in which they are progressing into teamworks through their assemblies as they advance through classes.
The significant learning approach and challenge preparations are done through mentor’s follow ups as a part of individual work even though students share the same space. This way every student and mentor can monitor the individual progress as well as exchanging information within the group.
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.
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 in this methodology.
There are 30 class hours established by the “Generalitat de Catalunya”. This time is distributed between research projects, workshops and masterclasses in different subjects (core and optional). We are aware of the transversal nature off all subjects, that’s why we encourage a global comprehension and locating these significant learnings within real contexts (for example; during physical education they are working on physics, biology and maths..)
Teachers prepare challenges in different formats and in research projects (individually or as a group) during theological sessions and proposed workshops.
Students work as a group in the classes, in their assemblies and in tutoring sessions during the school hours.
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 evaluation is continuous through teacher’s follow-ups, daily activity logbook (which is an authentic method of evaluation for observing learning processes) and logbooks from the assemblies.
There is a personal evaluation by the mentor that is carried out together with the students on a monthly basis. This is when we discover the difficulties, and then agree on new goals.
The evaluation focuses on the results in different tests. The teenager is the one who monitors his/her progresses, 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.
The secondary school certificate (ESO) allows the students to continue in Baccalaureate or Higher Vocational Training programs. Col·legi CreaNova offers continuity in the educational model, through three modalities of Baccalaureates: Technology, Social and Performing Arts.