School Education Project
CONTACT US:
email: admissions@[Link]
Tel: +34 93 204 36 12
[Link]
c/ Eduard Toldrà, 18 - 08034 Barcelona, Spain
© 2019 St. Peter’s School, SEP v.20210208
Putting ideas into action
Designed with a global perspective in mind, St. Peter’s School encourages students to be prepared
for a future full of inspiration, changes and challenges. We know that decisions after school life are of
utmost importance and for this reason we guarantee that our pupils will have the skills and knowledge
they need to sail through their professional and personal life.
St. Peter’s School offers a range of possibilities to enable them to participate effectively in a rapidly
evolving and increasingly global society. But above all, we want them to be themselves, believe in their
potential and face challenges with optimism.
Learning for a disruptive future
The challenge for educators today is to choose content and methodologies that will prepare the
students for their next stages in life, that will last and cause a real impact. At St. Peter’s we choose to
be disruptive.
Enhancing our students’ learning abilities has this objective: to help the students learn at an exponential
rate. We aim to teach them how to cope with changes and difficulties with a creative, respectful, in-
depth and open-minded approach.
Any innovation and methods we use are to encourage our students to build their own future, a better
future for all.
Vision
The coming decades will bring an exponential technological revolution that
will cause disruptive changes in society, affecting the way we live, work,
learn and relate to others.
Education will have a predominant role in this scenario. Schools, based on a
model designed more than 100 years ago, have become obsolete and need
to be adapted to the new paradigm.
Students need to be equipped with the academic, personal and real-life
skills they need to be individually successful while they contribute to society.
Purpose
• To build a hub of knowledge that leads education in the direction of
a new paradigm, in which its members understand that they have the
opportunity to create a future where both individuals and the community
can achieve success, but which also involves risks and uncertainty, and
yet they still choose to take an active part in making it happen.
• To become a reference within the community, as a result of our model,
which is based upon understanding each student, enabling them to
think for themselves and providing them with the content which will
help them in their inquiry.
• To extend and share our model with the education community as a
whole.
Mission
Designing and running an educational model that provides our students
with the knowledge and capacities needed to embrace the world’s biggest
problems and build a better future for all.
Developing the student’s sense of purpose while understanding who they
are as unique individuals, in order to accomplish a healthy, happy and
financially stable life.
Providing students with the intellectual curiosity that will carry them through
a life-long process of learning, and specifically guaranteeing them a chance
of attending the university they choose.
We trust the
future we
are creating
together.
Objectives
At St. Peter’s School we work for our students. Our objective is to instill in
our pupils a passion for learning, a permanent curiosity about the world,
others and themselves. This will allow them to learn whatever needs to
be learned.
1
ENJOY
2
In order to let them be themselves and learn in their own way and at their
own rhythm, they need to make their own choices. Guided and oriented
by a team of teachers that will help them understand their options, they
will be able to design their personal and professional careers. Teachers are
here to let them find their way, not to hinder their progress. By trusting
them, we trust the future we are helping to create together.
CHOOSE
3
How can we make sure that they develop this love for learning? By
trusting and respecting their diversity, helping them to develop the best
set of skills and literacies, and building together the best dispostion for
learning. For that purpose, we ensure a caring environment where we
listen to each and every child, identifing and valuing their uniqueness.
LEARN
Assessment
is always
meaningful
and linked to
learning.
School Strategy
FOCUS ON
ENGLISH RESPECT
LEARNING
We want our students Respect is what makes Knowing how to learn and
to have absolute fluency diversity and personalisation enjoying it will prepare
in English and expand possible. It is through students for the uncertainties
their linguistic skills with respect that we build up of the 21st century. When
additional languages. English a relationship of trust and designing and planning our
is the means of teaching care between teachers and syllabus, we keep in mind
and learning at all stages, students. Each of our pupils abilities that will help the
except when teaching other is treated with the utmost students flourish on their
languages. Being plurilingual care and attention, so that own, not only during their
benefits our students and they can enjoy their learning. school years but also in the
enriches their international future. Assessment is always
mindset. meaningful and linked to
We build up a learning. Providing them
with a set of learning skills
relationship of is the best start in today’s
evolving society.
trust and care.
Focus on learning
Switching on the learning mode
GOAL
FAILURE
BENEFIT FOCUS
EXPERIMENTATION
FEEDBACK
IMPROVING
EXPECTED
LEARNING AND CONSTANT
GROWTH IMPROVEMENT SUPPORTIVE AND
WELCOME
Source: Guy Claxton (Building the Learning Power, 2002; The Learning Power Approach, 2018) and Eduardo
Briceño (How to get better at the things you care about, TED, Feb. 2017)
Methodology
Learning mode
The goal is that our students switch on their of the box. At school, it combines agency and
learning mode and never turn it off. We want teacher leadership.
to help them build and enhance their learning
abilities, while enjoying this process. Context related
Making mistakes is the best way to learn. Our units of inquiry are all designed against
a backdrop of real life situations, considering
Psychological safety scenarios that are meaningful for our children.
All knowledge needs to be transferable to the
By guaranteeing a safe, respectful environment, students’ real life.
we make sure our students can develop their
learning power. Respect is the foundation for this Learning through reflection
psychological safety.
Reflection provides a structure in which to make
Bullying has no place where respect is shared. sense of learning, so that concepts and theories
Our policy on the use of technology and devices is become embedded in practice, and constant
designed with this in mind. thought and innovation are simultaneously
We encourage conversation, exchange of ideas, fostered. We encourage students to develop their
feedback and fun as a way to strengthen the critical and creative skills across the curriculum
students’ learning habits. and specifically through disciplines such as
Philosophy for Children, Philosophy, and Theory
of Knowledge.
Inquiry based
Any inquiry cycle starts with observation, follows Décor
with guided, planned and constructive research, We offer our pupils spaces to explore, ask, listen,
continues with action and reflection, connects its experiment, reflect, strive and become. Décor
findings to context and real life and transfers them refers not only to these spaces, but also to the
to each and every area of knowledge. It requires relationship of trust amongst the students, their
creative and critical thinking to explore ideas out teachers and the school community.
Assessment is an
aid for learning,
not a measuring tool
“Marks are a relatively new invention. […] Only the mass
educational systems of the industrial age began using precise
marks on a regular basis. Since both factories and government
ministries became accustomed to thinking in the language of
numbers, schools followed suit. […] Originally, schools were
supposed to focus on enlightening and educating students,
and marks were merely a means of measuring success. But
naturally enough, schools soon began focusing on getting
high marks. As every child, teacher and inspector knows, the
skills required to get high marks in an exam are not the same
as a true understanding of literature, biology or mathematics.
Every child, teacher and inspector also knows that when
forced to choose between the two, most schools will go for
the marks.”
Yuval Noah Harari; Homo Deus, A Brief Story of Tomorrow
Assessment for learning
Assessment is carried out while learning is in progress - day to day, minute
by minute. It focuses both on process and progress of learning. It is viewed
asean integral part of the teaching-learning cycle and it is never only based
on tests.
It is collaborative - teachers and students know where they are heading,
understand the learning needs, and use assessment information as
feedback to guide and adapt what they do to meet those needs. It is Fluid
- An ongoing process influenced by student needs and teacher feedback.
Teachers and students adopt the role of intentional learners. They use the
evidence they gather to make adjustments for continuous improvement. GRADE PLACEMENT
Age
FIRST STEPS 1
2
FOUNDATION 3
4
5
LOWER
SCHOOL 6
Qualifications 7
Year 6, Primary Education (Ministry of Education) 8
Year 10, Secondary Education (Ministry of Education) 9
Year 12, IB Diploma, International Baccalaureate Organization (IBO) 10
External Examinations 11
UPPER
Year 8 to 11, ESOL exams (First to Proficiency level), University of Cambridge 12
SCHOOL
Year 9 to 11, DELF, Institut Français 13
Year 9, A2 German, Goethe Institut 14
Y10, Level C in Catalan, certified at the end of the school year 15
Y10, Level C in Spanish, certified at the end of the school year PRE-U
IBDP 16
Year 12, IB Diploma, IBO. Full English or Bilingual
IBDP 17
Independent Curriculum
Our curriculum is always on the move. It aims to universities worldwide. From First Steps to Upper
offer our students the best set of skills and literacies School we develop a curriculum that puts together
for their personal and profesional lives. It responds the best methodologies to help build the students’
to the needs and challenges of our always evolving learning abilities for the 21st century. Please check
society. This is why it is independent. our syllabus for each school stage (First Stage,
Lower, Upper and Diploma Programme).
Innovation
We think it is crucial to constantly reflect upon how IB Continuum
the education system should be designed in order We applied to teach the Diploma Programme from
to help the students thrive and flourish. Teacher International Baccaulareate Organisation in 2017.
training is a must, as well as a look into the changes In 2019 we have applied to be a PYP (Primary Years
that are taking place in our world. We prepare our Programme) and MYP (Middle Years Programme)
students to study for the rest of their lives. School and we aim to be so completely by 2021.
School Curriculum In this way, we enrich our education project with
the IB methodologies, that match perfectly with
Our curriculum is independent with an international
our main strands.
mindset. During the last two years of school, we
offer the IBDP that allows students to apply to
1 DEGENERACY OF
DEMOCRATIC STRUCTURES
“I would say we are spiraling into a crisis, for obvious reasons that we have
all noticed, the political polarization, the gradual breakdown of democracy,
which means compromising where necessary, not having tyranny of the
majority, Congress passing fewer laws than in recent history.
All those are signs of the breakdown of democracy.” (1)
2 GLOBAL WARMING,
CLIMATE CHANGE
“In damaging our climate we are becoming the architects of our own destruction.
We have the knowledge, the tools and the money (to solve the crisis).” (2.1)
“Let us join hands to contribute to the establishment of an equitable and effective
global mechanism on climate change, work for global sustainable development
at a high level and bring about new international relations featuring win-win
cooperation.” (2.2)
(1) PBS News Hour, May 14, 2019, Jared Diamond on the ‘breakdown’ of democracy.
(2) Paris, 30.11.2015, U.N. Conference of the Parties: (2.1) Princes Charles of Britain (2.2) Xi Jinping, Chinese President
3x30 Top problems for the World
Focusing our students on connections to real
life means working towards the world they will live
in, so our syllabus is based on what we identify
as the main 3 global problems the world will face
along the next 30 years.
3 UNEQUALITY,
THE GROWING GAP
“The world is dividing in first-mover nations, and laggards. The first, invest strategically to build
richness based on their talent. The second, use others technology, give away their data and become
precarious. The wealth of nations no longer rely on their natural resources, but on their institutional
capacity to make the talent of their citizens florish and to convert it into exportable technology.
But modern societies don’t know how to face the deep changes brought by disruptive innovation.
[...] In the connected world inequality expands, instead of abundance and prosperity. A wave of
revolutionary insatisfaction runs through the planet’s spine, driven by social networks that polarise
society even further.” (3)
(3) La Vanguardia 16/11/2019, Xavier Ferràs, Talento, propsperidad y crisis.
FACTFULNESS
1. Understanding knowledge
2. Know the real world based on facts
3. Post-truth
4. Critical thinking
1. Boost on Science (neuroscience, nanotech,
genetics, etc.)
2. New paradigms (energy, blockchain, etc.)
3. PPE (Philosophy, Politics, Economics) of
new techs
EXPONENTIALS
1. Leadership, creativity, adaptability
2. Conscious of Environmental Systems and
capable of finding solutions
3. Competent communicators CHANGE MAKERS
Destroy the degree
Build a new future
The expression “destroy the degree” is often claimed as a need to make a disruptive change in education
internationally. In our project this focuses on two things: 1) to stop focusing the learning process on constant
measure of the student in order to obtain a specific degree, 2) to completely change the content that we
teach, in favour of the actual and future needs of society and its individuals.
Most importantly, doing so with the proven belief that any of our students will be able to obtain whatever
degree they face.
As a result, our Syllabus is built upon 3 strands; it is our approach to what citizens will need in order to
accomplish our Mission.
FACTFULNESS
CONTENT EXPONENTIALS
ESS
SYLLABUS Subjects plus timetable
CLASS PLANNING
Class Unit Class Units
Being International
Facts show that our students and staff belong to several different countries and cultures. We
value and work hard to keep a balanced and established community, making the most of an
enriching yet stable mixture.
STUDENTS
50%
There is a mixture of up to
42 different nationalities
International among students, and a yearly
turnover of 8%.
50%
Graduates who However, a big fraction of
them belong to established
spent more than families who remain with
us during almost all their
10 years at School schooling.
TEACHING STAFF
70%
Our staff belongs to 14
International different countries, with a
yearly turnover of 5%.
1:6,5
This ensures stability to
Teacher:Student build up our project, while
welcoming new teachers that
Ratio bring fresh air, new ideas and
energy.
Source: School register 2015-2019
International School
Being in an international school means living together with people
belonging to different cultures, with different languages, habits and
beliefs.
We value this as an important asset that helps children to develop in
respect and tolerance. We hope to encourage our students to pursue
universal goals for humanity, such as equity and justice, sustainable
development, solidarity, scientific and humanistic knowledge as well as
integrity in decision-making.
A balance between a dynamic and stable community provides the chance
to build deep relationships, whilst having the opportunity to meet people
and make new friends.
Results SHEET
2019 results
PISA Average for same socioeconomic profile
Our School OCDE Spain
Reading 536 points 483 points 480 points
Maths 535 points 477 points 486 points
Science 514 points 490 points 483 points
School climate 87% 65%
OECD’s Programme for International Student Assessment. Check our own results at our website
[Link] (in Spanish).
IB Diploma 2020 results
100% Candidates 100% Pass Rate
42 82% Bilingual Diploma 34
Highest Score 18% English Diploma Average Score
Spain National Degrees 2020 results
PAU
IB Diploma Spanish Bachillerato
(Spanish University Access)
42 9,7 13,7 Highest Score
Out of 45 Out of 10 Out of 14
34 8 11,5 Average Score
Out of 45 Out of 10 Out of 14
Student imprint
Every student has their own personal imprint. Our goal is to respect it. Personal and professional
development do not have to be standardised. Each of our students are unique and they deserve to be
respected and encouraged. Our job is to help them grow as individuals and learners. The relationship
we build between students and teachers is based on this objective.
During the International Baccalaureate Diploma Programme (IBDP), our students have the opportunity
to make a difference by undertaking a placement in a company. This one-of-a-kind experience is their
first step towards exploring a working environment and building their future.
According to our students’ choices and interests, our university advisor will help them consider all their
universitiy and career options so that they can make this important decision with the best guidance.
Unique individuals with
a sense of purpose
respect
character
uniqueness
passion
competence
commitment
Teacher development profile
Respect Professional Development
Diversity makes us grow together and learn from Change and innovation is a must for education.
one another. As well as encouraging our students Teachers keep thinking outside the box and
to be themselves and build up their character, we applying new ideas. We are proud of our
are proud of the diversity and uniqueness of our international, challenging and prestigious team:
educators. Respect and trust is a two way path: the perfect basis for professional development.
teachers listen to their students and viceversa.
Rigour
Part of a team Engaging students includes planning and rigorous
Team building in teaching includes not only preparation. This requires continuous training to
listening to other teachers but also sharing and embrace new content and methodologies, as well
learning from students’ experiences. Teachers are as collaboration and co-teaching.
part of a team that shares its passion for teaching
and has fun while doing it. Passion for teaching and learning
Reflection, dialogue and team work: this is how
Care our school project is designed, always moving
Our teachers care about our students, and they forward together.
work in partnership with their families. We know
what makes each student unique. Commitment
Our team is made up of teachers who understand
and contribute to the School Project.
Co-curricular activities
Creativity Action Service
The pursuit of academic excellence wouldn’t be complete without a personal portfolio. We have
designed a set of local and international projects to complement our curricular activities. Throughout
the school year, the students have the opportunity to participate and enjoy these projects. The
goal is to offer our students a holistic education programme. In the IBDP the student porfolio is
completed through the CAS programme. These projects are run by Singularity Foundation.
Robotics Competitions
Model United Nations conferences
Debate Leagues
Service and charity projects
Photolab club
Short film production
Human rights project
Maths challenge
Game Jam
Drones project
Learning Through Language Conference
Model European Parliament
Philosophy Olimpiads
Placement Programme
University Orientation
Singularity Foundation is run by St. Peter’s School, financed by the School plus by
third parties.
Vision
The next two decades will bring an exponential technological revolution that will
cause deep changes in society, affecting the way we live, work, study and relate to
others.
Education will have a predominant role in this scenario.
Mission
Singularity Foundation has been created to become a reference in school
education for this new scenario.
Our goal is to design and support projects that prepare the school stakeholders
through educational research, teacher training, and carrying out projects in order
to help the next generation become changemakers.
ST. PETER’S SCHOOL
[Link]
