3. AREA FOR THE ARTISTIC AND MUSICAL DEVELOPMENT

Ob­jec­tives:

• De­vel­op­ing cre­ativ­ity in or­der to en­rich the stu­dents´ pos­si­bil­i­ties of com­mu­ni­ca­tion.
• Re­spect­ing, ap­pre­ci­at­ing and learn­ing to in­ter­pret a mas­ter­piece.
• In­ter­act­ing with other peo­ple and par­tic­i­pat­ing in group ac­tiv­i­ties, adopt­ing at­ti­tude of flex­i­bil­ity, in­ter­est and tol­er­ance.
• Guar­an­tee­ing lis­ten­ing to mu­sic ev­ery day.
• Ini­ti­at­ing stu­dents in pho­tog­ra­phy fa­vor­ing cre­ativ­ity.

• The “Ma­tiz” project

(Co­or­di­nated by Ro­cio Vázquez)

Ob­jec­tives:

• Paint­ing in or­der to “dress” or dec­o­rate the walls of our school is one of the main pur­poses of this project.
• Know­ing and rec­og­niz­ing the mas­ter­pieces of the great­est artists.
• Crit­i­cal ob­ser­va­tion and elab­o­ra­tion of a cho­sen mas­ter­piece.
• Re­search on the painter and the cho­sen mas­ter­piece with the pur­pose to make stu­dents in­ter­ested in Art.
• A se­lec­tion of mas­ter­pieces made by the stu­dents of our school will be dis­played on the cor­ri­dors of our school.

The school sur­vey shows:

“A project in which the work you do, you see it on the walls of your school later on, is price­less for us”

• THE MU­SIC PROJECT 

(Co­or­di­nated by An­ge­lines Vadillo)

Ob­jec­tives:

• In­creas­ing the stu­dents´ in­ter­est for the mu­sic of other pe­ri­ods and styles.
• Rec­og­niz­ing the most im­por­tant pieces of the His­tory of mu­sic.
• Learn­ing to lis­ten, dif­fer­en­ti­ate and ap­pre­ci­ate the mu­sic of other com­posers through­out the His­tory.
• Im­prov­ing the stu­dents´ be­hav­ior fa­vor­ing a pa­cific and pleas­ant at­mos­phere.

The re­sults of the school sur­vey demon­strate: 

• Ev­ery school year our stu­dents lis­ten to an av­er­age of 90 hours of clas­si­cal mu­sic.
• And an av­er­age of 350 mu­sic mas­ter­pieces of dif­fer­ent com­posers , times and styles.

• The Pho­tog­ra­phy Work­shop 

 (Co­or­di­nated by Juan Manuel Pérez).

Ac­tions that have been car­ried out:

• It takes place at break time.
• Stu­dents bring their own cam­eras.
• They learn dif­fer­ent pho­to­graphic tech­niques and pro­grams.
• They use Moo­dle to com­mu­ni­cate.
• An ex­hi­bi­tion of the best pic­tures is held an­nu­ally at the end of the school year.

4. AREA OF HEALTH AND SPORT ED­U­CA­TION FIELD

(Co­or­di­nated by Auxi Bar­roso and Car­los Ubi­eto).

Ob­jec­tives:

• Fo­ment­ing the par­tic­i­pa­tion of stu­dents and teach­ers in sport and ac­tiv­i­ties re­lated to health.
• Learn­ing to re­spect and obey the rules of sport.
• De­vel­op­ing healthy be­hav­iors through the prac­tice of fun ac­tiv­i­ties for ev­ery­body re­gard­less their phys­i­cal qual­i­ties.

Ac­tions that have been car­ried out:

Foot­ball and bas­ket­ball league ( teach­ers can par­tic­i­pate)

What has been achieved?

• We have fo­mented the sport prac­tice in a re­spon­si­ble way at break time.
• We have fo­mented the prac­tice of mi­nor­ity spots.

5. AREA OF IN­FOR­MA­TION AND COM­MU­NI­CA­TION TECH­NOL­OGY 

5.1. The vir­tual plat­form: Moo­dle

(Co­or­di­nated by Ser­gio Arias and Ri­cardo Lu­engo)

Ob­jec­tives

• Us­ing in­for­ma­tion and com­mu­ni­ca­tion tech­nolo­gies as tools to fa­cil­i­tate the learn­ing process.
• Show­ing the stu­dents the ad­van­tages of this tool.
• Dis­sem­i­nat­ing teach­ing re­sources made by the teach­ers through the In­ter­net.

What have we achieved?

1. We have cre­ated an in­ter­ac­tive space in which stu­dents have re­sources made by teacher at their dis­posal.
2. This plat­form can be used by par­ents as well.

The sat­is­fac­tory an­swer of the stu­dents en­cour­ages us to go on im­ple­ment­ing the new tech­nolo­gies in ed­u­ca­tion.

6. AREA FOR THE DE­VEL­OP­MENT OF PER­SONAL CA­PAC­I­TIES AND SUC­CESS OF THE STU­DENTS
   • Co­op­er­a­tive learn­ing 

Ob­jec­tives

• Glob­al­iz­ing the learn­ing process and the im­por­tance of the same
• In­te­grat­ing the ed­u­ca­tion of val­ues.
• Man­ag­ing the con­cept of time and space
• In­te­grat­ing new tech­nolo­gies in the teach­ing learn­ing process.
• Teach­ing and learn­ing in a dif­fer­ent way, ex­pos­ing the stu­dents to a di­rect and prac­ti­cal con­tact of the con­tents they have learnt at school.
  • In­ter­ac­tive groups

The in­ter­ac­tive groups is a kind of class­room or­ga­ni­za­tion that gives the best re­sults to­day in terms of im­prov­ing learn­ing and co­ex­is­tence. Through in­ter­ac­tive groups, stu­dents mul­ti­ply and di­ver­sify in­ter­ac­tions, while in­creas­ing up­time. These groups are char­ac­ter­ized by be­ing an in­clu­sive way of or­ga­ni­za­tion in which all the stu­dents have the sup­port of more adults be­sides the teacher in charge of the sub­ject. Thus, it is pos­si­ble to avoid seg­re­ga­tion and com­pet­i­tive­ness that some­times is gen­er­ated when there are stu­dents la­beled as “dif­fi­cult” or “slow” in the class­room who need cur­ric­u­lar adap­ta­tions and has led to in­creased school fail­ure (es­pe­cially of seg­re­gated pupils) and con­flict. In con­trast, by de­vel­op­ing in­ter­ac­tive groups we achieve a very dy­namic, ac­cel­er­at­ing learn­ing for all stu­dents in all sub­jects, plus other val­ues, emo­tions and feel­ings like friend­ship.

Gru­pos In­ter­ac­tivos (CDSA-Bada­joz)