C4 – SPAIN

The Josefina Castellví high-school provides compulsory secondary education stages (1st to 4th of ESO) and the two Bachillerato (post-compulsory studies) courses.

The high-school was born in 2012 and from the beginning, we have tried to do things in several ways so that our students can face the challenges posed by the society of the 21st century. This idea has been a constant and has guided us in the definition of our educational project and in the projects we have selected for its implementation.

In this context, at the beginning of our activity, we implemented the AICLE project which consists of teaching curricular subjects in English (Natural Sciences, History, Physical Education, Music …). As a support for these subjects, functional learning trips abroad have been organized (London, Dublin…). In short, these actions have sought to offer students one of the first tools necessary to be able to communicate internationally, the mastery of foreign languages.
In a second phase, our goal is to offer our students tools in the field of technology, science and mathematics. Renowned institutions provide information about the need for people trained in these disciplines for the near future.

The participation in a project like this one aims to provide students with tools for their professional orientation. Our goal is to complement these actions with others that help the personal and professional enrichment of young students. We believe that participation in Job opportunities in Europe. Skill and character based jobs skills can be an element that facilitates this goal and contribute to the development of an international mindset. For the development of the project we created a driving group formed by teachers. The participation of specialists from different areas can enrich it.

The areas are: Economics and Entrepreneurship area, as well as the area of Technology and Information Technology. Indeed, the teachers responsible for these areas would be in charge of carrying out the different activities. In case of any incident the responsible people would be partner of the department itself.

This project is not presented in isolation, but shared by the different teaching departments. The activities that are implemented are agreed upon at the didactic department level and coordinated by the Pedagogical Coordinator to give a sense and uniformity of criteria in the interventions. Among the participants, there are not people who have previously been part of an Erasmus project. The teachers involved are quite young, but they are motivated. The fact of being young gives them a different perspective, especially in relation to the need and convenience of working in this line.

From the high-school’s direction we see the importance of supporting initiatives such as this one.