School visits


The attendants to the Symposium will be able to choose which experiences 
they want to visit during the registration process for the Symposium. 
Attendants will be required to choose 4 visit options. 
The Organizing Committee will assign these visits in order of registration.

We inform you that, following the programme, a meeting points will be available in order to transfer participants to the school visits.


In this third edition of the Symposium, 11 innovative schools will be available for visit during the days of the Symposium:

  1. Escola Riera de Ribes
  2. INS Montgròs
  3. Institut-Escola Les Vinyes
  4. Escola Sadako
  5. Col·legi CreaNova
  6. Escola Infant Jesús – Jesuïtes Sant Gervasi
  7. Centre d’Estudis Joan XXIII – Jesuïtes Bellvitge
  8. Col·legi Montserrat
  9. Col·legi Mare de Déu dels Àngels
  10. Col·legi Sant Pere Claver – Jesuïtes Poble Sec
  11. Escola Joaquim Ruyra

Next, the 11 schools are presented in brief, and their educational project and levels of education are detailed.


School 1: Escola Riera de Ribes

Escola Riera de Ribes is a Catalan state school, settled in and committed with both the natural and social environment. We think education has a shared social role, every agent from its position, aimed at the personal development of all the members in the educational community, mainly the children, for the reflective and critical understanding of and participation in reality and in favour of the dignity of all. A school in a constant process of reflection to achieve quality education, based on seven ideas:

  • A school focusing on people;
  • On the integration of knowledge shaping the curriculum;
  • That generates culturally rich and complex personal and community contexts;
  • That takes into account the children’s ideas as the basis of our task;
  • Focused on communication;
  • That is interested in improvement, and
  • That belongs to a community.

The educational model of Escola Riera de Ribes proposes teaching and learning from the logics of people’s functioning, how they solve their life challenges by using knowledge as a tool to understand and to solve situations in the real world. Thus, learning has a higher quality; educational outcomes and social cohesion are improved. An institution where pupils learn more and better, because the emphasis is put on every person’s value, on improving everyone’s talent – pupils, professionals and families – and a common project.

At present, our action framework promotes:

  1. Intervention in different contexts where every person can recognize their own capacity to learn.
  2. Construction of relationship, collaboration and exchange networks between the school and outside.
  3. Will to improve in the different fields that make up the culture of the school from everyone’s values and the roles that everyone can develop.
  4. Solving situations in the real world with the aim of thinking about knowledge and learning process itself from diversified cognitive itineraries that take into account the interests, processes and paces of everyone.

Education: Early Childhood and Primary Education
Address: C/ Onze de Setembre s/n. 08810 Sant Pere de Ribes
Website: http://www.rieraderibes.cat


School 2: INS Montgròs

Institut Montgròs is a state secondary school (Compulsory Secondary Education and Baccalaureate) that offers inclusive, globalizing education for the future, open to change and innovation.

In order to meet this agenda, three main objectives are worked on every day:

  • Facilitate learning, by effectively and strategically using new technologies, to improve educational outcomes and provide our pupils with key skills for their full immersion in the academic and working world in the 21st century. These tools help us with communication and therefore involving the entire educational community.
  • Facilitate learning that considers the global and cross-cutting nature of knowledge and a great emphasis on learning to learn. A determined stance for making our pupils competent, critical, capable and autonomous citizens.
  • Facilitate learning for a European and world citizenship by working in institutions from the European community, as well as co-education, peaceful and fair resolution of conflicts, and solidarity and cooperation with more disadvantaged groups, countries and cultures.

The Centre’s Curricular Project, concerning the core curriculum, develops along three main central lines:

  • Linguistic domain, where the curriculum is jointly designed in the framework of an integrated treatment of languages, with working by text types being the central unifying aspect.
  • Scientific domain, where the same globalizing effort is carried out among the subjects of maths, sciences (biology, physics, chemistry), technology and physical education.
  • Social domain, where social sciences, philosophy, visual and plastic arts, music and religion work together.

The teachers from these three domains define a common global task to carry out in cooperative groups every term, following different methods, always based on putting the pupils as the centre of learning: projects, focus of interest, simulations, problem-based learning, and research in the environment.

Moreover, another central line of our Educational Project is Howard Gardner’s theory of MULTIPLE INTELLIGENCES, which is at the basis of proposals for TUTORIAL activities about self-knowledge, empowerment, academic and life guidance, as well as the basis for the construction of didactic activities to attend to the diversity of pupils.

Education: Secondary Education
Address: C/ Joan Cuadras i Marcer, 1. 08810 Sant Pere de Ribes
Website: http://www.insmontgros.cat/


School 3: Institut-Escola Les Vinyes
Institut­-Escola Les Vinyes intends to be a centre of reference for educational quality with regard to peer learning, pupil’s autonomy, personalization of learning, and educational innovation, based on values of solidarity, democratic participation and inclusion.

Founded in 2010, as state centre, we fully assume the values of the Catalan, inclusive, lay school, respectful for plurality and involved in the educational community at whose service we are.

Institut­-Escola Les Vinyes is also committed to observing principles of pedagogical quality, responsible managing, teaching dedication and professionalism, evaluation, accountability, family involvement, equity in our search for excellence, and respect for ideas and beliefs of pupils and their families.

Education: Early Childhood, Primary and Secondary Education
Address: C/ Major 109. 08755 Castellbisbal
Website: http://www.ieslesvinyes.org/


School 4: Escola Sadako

Escola Sadako is a charter school in the city of Barcelona, founded in 1968 to meet the social needs in our country. Since then, it has been immersed in a constant development, with innovation at its core, which has allowed us to adapt our educational project to new learning models contextualized in the 21st century society.

At present, the school offers Early Childhood, Primary and Secondary Education, a wide range that allows us to provide pupils with cross-cutting education in all educational stages.

We believe in a school open to families and really focused on the pupils, in quality academic education, with a special emphasis on the pupils’ personal, professional and social competences. We work to promote autonomy, cooperation, creativity, innovation, effort, and leadership. Always from the pupils’ own involvement with their learning, accompanied by committed and motivated teachers.

Our centre stands out for the integration of technology, collaborative work, and globalization of learning, which, together with co-teaching and multi-teaching models in our classrooms, allow us to transform our project into a dynamic project in constant transformation.

Education: Early Childhood, Primary and Secondary Education
Address: C/ Collserola 42. 08023 Barcelona
Website: http://escolasadako.cat/


School 5: Col·legi Creanova

CreaNova is a private centre that integrates Early Childhood, Primary and Secondary Education. The school is an educational, social, cultural, artistic and technological hub that promotes creativity and the generation of resources for the future.

This model of self-taught education represents an innovative proposal for Secondary Education, whose main characteristics are:

  • Autonomous Learning
  • The educational offer of the secondary stage is organised by projects
  • The projects, spaces and materials are at the disposal of the youngsters, who choose whether they want to and what they want to get involved in
  • The teaching staff establishes some limits for the development of the projects and for the use of materials/spaces.
  • The limits are in respect for the people, spaces and materials

Of fundamental importance is the assumption of responsibilities that each youngster has to take on. Among their main responsibilities, they first have to get to know the Ministerial National Curriculum and get familiar with the list of goals to be achieved during the year, elaborating a personalised document that will be the compass of each student’s itinerary, which they will use as a tool of reflection on and self-assessment for their individual learning process.

In Secondary Education, there are two types of projects:

  1. Bottom-up projects: individually proposed or by small groups: these are activities proposed by a youngster or by a group of youngsters with the aim of meeting their interests
  2. Top-down cross-curricular projects: educational projects proposed in line with the curricular competences of their area.

The capacity to manage their time and organize their activities, to work individually and in teams, with initiative and creativity, are the true values that contribute to the educational line of CreaNova.

Education: Early Childhood, Primary and Secondary Education
Address: Carretera de Rubí 90-100. 08174 Sant Cugat del Vallès
Website: www.collegicreanova.org/


School 6: Escola Infant Jesús – Jesuïtes Sant Gervasi

Jesuïtes Sant Gervasi – Escola Infant Jesús is one of the 8 centres that are members of the Jesuïtes Educació Foundation. The school is in the centre of Barcelona and, from a renowned tradition and pedagogical model, innovates keeping pace with social demands

In 2014, we set up the pilot experience NEI, New Intermediate Stage (for pupils aged 10 to 14 years) in the framework of the project Horizon 2020. Its goal is innovation and transforming education on the basis of the principles and values of Ignatian spirituality and of contributions from the psychology of learning and neuroscience. This pilot experience was launched at the same time in two other Jesuïtes Educació centres (Jesuïtes Lleida and Jesuïtes Clot).

This project has the aim of applying the key aspects of the new Jesuïtes Educació model (MENA – Teaching Learning model). At present, this stage has been completed (from 10 to 14) and next year we will start the TQE for 14-16-year-old pupils. The main aspects of the NEI (New Intermediate Stage) are:

  • A disruptive shift in the pedagogical model
  • Pupils as protagonists of their learning
  • Promoting project-based work
  • Teachers working in teams
  • Accompanying pupils
  • Restructuring spaces and services
  • Involvement of families in the learning process
  • Digital resources as a learning tool
  • A more flexible concept of time
  • Dynamic evaluation of processes and results
  • Multilingualism
  • Cross-sectional integration of values

Education: Early Childhood, Primary and Secondary Education
Address: C/ Avenir 19. 08006 Barcelona
Website: www.santgervasi.fje.edu


School 7: Centre d’Estudis Joan XXIII – Jesuïtes Bellvitge

Jesuïtes Bellvitge – Centre d’Estudis Joan XXIII is one of the 8 centres that are members of the Jesuïtes Educació Foundation. Located in L’Hospitalet de Llobregat, in Bellvitge, a neighbourhood with a history of 50 years, practically as old as the school itself. The working class origin and the idiosyncrasy of the sociocultural context completely mark its characteristics.

The educational stages range from early childhood to post-compulsory secondary education: baccalaureate and vocational cycles, both middle and superior stages. The school advocates for a transformation of education from the values of pedagogy and Ignatian spirituality, and taking into account more recent contributions from neuroscience and psychopedagogy.

In the academic year 2015-16, we started to apply the MOPI, new model of pedagogy applied to early childhood education, which takes advantage of big, very stimulating spaces, sharing projects, and the learning potential of play. The idea is to stimulate multiple intelligences from this early age, by working with the diversity of possibilities that this maturational stage offers in the acquisition of different languages: verbal, mathematical, artistic-plastic, musical, and body language.

In the academic year 2016-17, we set up the NEI (New Intermediate Stage) in the 5th and 6th years of Primary Education (10 and 11 years old), by applying the Jesuïtes Educació model, which has the following basic aspects:

  • Pupil at the core, protagonist of their learning
  • Teacher as a guide, key element to accompany the pupil
  • Larger grouping of pupils, attention to diversity, and shared teaching
  • Project-based work
  • Teamworking and collaborative work between pupils and teachers
  • Dynamic evaluation of processes and results
  • Normalized incorporation of ICT tools
  • Multicultural, internationalizing, multilingual vision
  • Cross-sectional integration of Ignatian values and spirituality
  • Families support and actively participate in the learning process

Education: Early Childhood, Primary and Secondary Education
Address: Av. Mare de Déu de Bellvitge 100-110. 08907 Hospitalet de Llobregat
Website: www.joan23.fje.edu/


School 8: Col·legi Montserrat

Col·legi Montserrat is a school committed to integral education, as we aim at shaping both the minds and souls of children and youngsters from a very early age on until university. They are given all the tools they need to achieve human, physical, intellectual, spiritual and social excellence.

With a thousand pupils in Early Childhood, Primary, Secondary and International Baccalaureate, the school’s teaching staff believes in pupils being the protagonists of their learning and so are ready to do their outmost to ensure they reach their excellence in all possible ways.

Our educational project stems from the latest research in neuroscience, psychology and sociology in the context of our information and knowledge society, and draws heavily on the belief that each pupil is intelligent and so, it is the opportunities we give our pupils that will allow them to develop their multiple intelligences. In addition, we believe that they will become autonomous learners if we trust and learn together with them. These are the main characteristics of our educational project:

  • Early learning
  • Multiple intelligences
  • Collaborative learning
  • Project-based learning
  • Teaching for understanding
  • Experiential learning
  • Thinking-based learning
  • Dialogue Faith and Culture
  • Global Sustainable Learning
  • Multilingual learning within the European Common Framework
  • Personalise the learning

Education: Early Childhood, Primary and Secondary Education
Address: Av. Vallvidrera 68. 08017 Barcelona
Website: http://www.cmontserrat.org


School 9: Col·legi Mare de Déu dels Ángels

At Col·legi Mare de Déu dels Àngels, pupils are the protagonists of their own learning, and thus its inclusion at the core of the Centre’s Educational Project.

Recent neurological research, the recognition of Multiple Intelligences, and the forces of change that invite us to innovate have led us to four major transformations so that every pupil can develop all the potential of their intelligences and acquire the global competence. We want our pupils to learn from life and for life, and that is why we design different learning experiences that approach them to the real world, promoting motivation and understanding.

We promote every pupil’s autonomous learning from different methods that, while enhancing their autonomy, also help them to manage their learning. Curricular topics are assumed by pupils through project-based work that helps to develop multiple intelligences. We promote collaborative learning, a real central line for the entire centre, which promotes the capacity to empathize and work in teams.

As every pupil is unique, so is their learning. For this personalization, we design different learning itineraries that meet and respect every pupil’s pace.

Education: Early Childhood, Primary and Secondary Education
Address: C/ Gran de la Sagrera 68-72. 08027 Barcelona
Website: http://www.mdangels.org/

School 10: Col·legi Sant Pere Claver – Jesuïtes Poble Sec

Jesuïtes Poble Sec – Col·legi Sant Pere is one of the 8 centers that is member of the Jesuïtes Educació Foundation. The school, of an early childhood and primary line, is located in Poble Sec neighboourhood and welcomes students and families of a great cultural diversity.

Inclusivity, commitment and innovation are the features that characterize our schools as well as a welcoming and familiar atmosphere.

In 2014 we started, together with 4 other Jesuïtes Education schools, the MOPI (Pedagogical Model Early Childhood) within the framework of the Horitzó 2020 project.

In this model, the expert professional team in this evolutionary stage, works together accompanying the student from an integral visión of the person guiding him in the discovery of their own emotions and talents. Families and educators collaborate and participate together in the life of the school. The spaces are welcoming and safe and flexible hours, both at the service of learning.

This year we have started 1st of Primary (Early Primary), which include from 1st to 4th year of Primary. It has been implemented in the eight schools with different intensities, with Jesuïtes Casp leading and applying all the essentials of the new stage. In our case, some aspects are also applied to 2nd since our initial Cycle is unitary.

What is intended to be achieved in the PIN is:

  • Enhance the development of different talents (Multiple Intelligences)
  • Ensure competences and subcompetences
  • Customize learning
  • Facilitate learning and language integration
  • Develop mathematical and scientific language
  • Know other languages: artistic, corporal, musical, computational
  • Develop student autonomy and creativity
  • Use digital tools for creation and learning

Education: Early Childhood and Primary Education
Address: C/ Vila Vilà 14, 08004 Barcelona
Website: www.spclaver.fje.edu/

Escuela 11: Escola Joaquim Ruyra

The school Joaquim Ruyra 9 years ago decided to become involved in the Learning Communities Project with the aim of generating processes of social and educational transformation and guarantee equal opportunities in access to the information society.

Located in the neighborhood of La Florida, in a context of high diversity and complexity, it has achieved the involvement and complicity of the educational community and its environment in the daily school life of students. It makes a clear commitment to coexistence and respect for differences with a fundamental challenge, achieving school success. It has been verified by the Evaluation Council of the Department of Education of the Generalitat de Catalunya, with the achievement of excellent results in objective external tests.

To achieve these objectives, the implementation of six successful actions endorsed by the international scientific community has been key: the work in interactive groups, the dialogical literary gatherings of universal classics, the extension of the learning time from the tutorized library and the workshop of assisted study, family formation, mixed commissions and the implementation of the dialogic model of conflict prevention and resolution.

These successful actions are based on the principles of dialogical learning: egalitarian dialogue, cultural intelligence, transformation, creation of meaning, solidarity, instrumental dimension and equality of differences.

Education: Early Childhood and Primary Education
Address: C/ Llorer s/n. 08901 L’Hospitalet de Llobregat
Website: http://www.joaquimruyra.cat/