ELEMENTARY IN CREANOVA - 6 to 11 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.
At Elementary 6 to 11 years old, each student has a mentor who is responsible for conducting personalized follow-ups. They also help the students to organize different projects, workshops and presentations besides giving support for their daily activity notebooks.
Each teacher acts as a companion as well as being a model for the group in different curricular environments, which are marked by the key competences, and also in other areas according to the interest of the group. They conduct workshops according to the curricular program in different parts of the school with different groups of students, These workshops are created according to the students demands based on their interests, so, in each class, new workshops appear.
When entering this community, children have to bring a personal notebook and a pencil case. Throughout five years of elementary, there are two main goals to achieve and to expand their personal curriculum:
- Individual and teamworks in different environments as well as managing of their own assembly and acquiring individual commitments.
- Working with materials that provide the necessary knowledge and skills in order to develop and acquire key competences.
Children will find tools to complete their goals through workshops and weekly projects proposed by their group, also, they will face difficulties and requirements that they need to overcome which are adjusted to their level as a group.
The assembly takes an indispensable role in teaching how to make concessions as a group when programming activities together. Also, it allows them to learn resolving problems and reaching common goals.
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.
- Acquiring tools to “learn to learn”.
- Significant learning with sensory and practical materials.
- Transversal learning by small projects.
- Ability to solve conflicts in group.
- Development of emotional and social intelligence.
- Obtaining personal skills in time management and research methods.
- Gaining a certain level of general knowledge and the skills marked by the 8 key competences.
- Participating in developing transversal projects, individually and in group.
- 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.
- Learning how to work as a team and putting it into practice when taking consensuated decisions that also protects 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 WITH DIFFERENT ENVIRONMENTS, PROJECTS AND ASSEMBLY:
The classrooms in which students can enter freely as they like, 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 different competences and interests:
|Language workshop and games of the world||Foreign language|
|LiteLab-Library, reading and writing area||
Catalan and Spanish language and literature
|Theater, singing, music, plastic arts and crafts workshop||Artistic education|
|TecnoLab||Social, cultural and environmental studies|
|Recreation areas, grass, motor structures and tracks||Physical education - Multisports|
|History and board games room||Civil rights and citizenship education|
|Handcrafts and arts||Visual arts|
|Lab for creators and Expression Lab||Art education|
|Assembly room||Teamwork and assembly|
We understand the daily tasks of these grades as individual works, in which they are progressing in to teamworks through their assemblies as they advance through classes.
There are no tests to pass a grade, nor exams as an evaluation method. Continuous assessment in different areas and estimation of the needs of each student are carried out by the mentor’s follow-ups. This way, we can monitor the progress in each subject and exchange information and resources as a 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.
The weekly teaching hours are established by the Generalitat of Catalonia. It is distributed between projects, workshops and, above all, free interaction in different prepared environments. We are aware of the transversal nature off all subjects, that’s why we encourage free experimentation, research and taking these significant learnings into real contexts.
Calculus and geometry are developed as a significant learning method through materials such as the abacus, the taptana, the perforated table and others. Students learn science through experimentation and experiential practices, as well as the preparing public presentations.
Col·legi CreaNova offers continuity in the educational model, through Middle grades. It is a stage of transition before submerging in the ESO (Secondary school in spanish educational system), where they consolidate and increase the knowledge gained at Elementary as well as achieving social and emotional intelligences that are necessary in the upper grades.