School Education Project

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email: admissions@stpeters.esTel: +34 93 204 36 12www.stpeters.es

c/ Eduard Toldrà, 18 - 08034 Barcelona, Spain

© 2019 St. Peter’s School, SEP v.20210208

Putting ideas into actionDesigned 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.

VisionThe 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.

We trust the future we are creating together.

MissionDesigning 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.

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.

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.

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.

Objectives

ENJOY1

CHOOSE2

LEARN3

Assessment is always meaningful and linked to learning.

ENGLISH RESPECTFOCUS ON LEARNING

School Strategy

We want our students to have absolute fluency in English and expand their linguistic skills with additional languages. English is the means of teaching and learning at all stages, except when teaching other languages. Being plurilingual benefits our students and enriches their international mindset.

Respect is what makes diversity and personalisation possible. It is through respect that we build up a relationship of trust and care between teachers and students. Each of our pupils is treated with the utmost care and attention, so that they can enjoy their learning.

Knowing how to learn and enjoying it will prepare students for the uncertainties of the 21st century. When designing and planning our syllabus, we keep in mind abilities that will help the students flourish on their own, not only during their school years but also in the future. Assessment is always meaningful and linked to learning. Providing them with a set of learning skills is the best start in today’s evolving society.

We build up a relationship of trust and care.

Focus on learningSwitching on the learning mode

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)

GOAL

BENEFIT FOCUSFAILURE

EXPERIMENTATION

IMPROVING

LEARNING AND GROWTH IMPROVEMENT

EXPECTEDCONSTANT

FEEDBACK

SUPPORTIVE AND WELCOME

MethodologyLearning modeThe goal is that our students switch on their learning mode and never turn it off. We want to help them build and enhance their learning abilities, while enjoying this process.

Making mistakes is the best way to learn.

Psychological safetyBy guaranteeing a safe, respectful environment, we make sure our students can develop their learning power. Respect is the foundation for this psychological safety.

Bullying has no place where respect is shared. Our policy on the use of technology and devices is designed with this in mind.

We encourage conversation, exchange of ideas, feedback and fun as a way to strengthen the students’ learning habits.

Inquiry basedAny inquiry cycle starts with observation, follows with guided, planned and constructive research, continues with action and reflection, connects its findings to context and real life and transfers them to each and every area of knowledge. It requires creative and critical thinking to explore ideas out

of the box. At school, it combines agency and teacher leadership.

Context relatedOur units of inquiry are all designed against a backdrop of real life situations, considering scenarios that are meaningful for our children. All knowledge needs to be transferable to the students’ real life.

Learning through reflection

Reflection provides a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered. We encourage students to develop their critical and creative skills across the curriculum and specifically through disciplines such as Philosophy for Children, Philosophy, and Theory of Knowledge.

DécorWe offer our pupils spaces to explore, ask, listen, experiment, reflect, strive and become. Décor refers not only to these spaces, but also to the relationship of trust amongst the students, their teachers and the school community.

“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 is an aid for learning, not a measuring tool

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1011121314151617

IBDPIBDP

GRADE PLACEMENT Age

FOUNDATION

FIRST STEPS

LOWERSCHOOL

UPPERSCHOOL

PRE-U

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 as an 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.

Qualifications Year 6, Primary Education (Ministry of Education)

Year 10, Secondary Education (Ministry of Education)Year 12, IB Diploma, International Baccalaureate Organization (IBO)

External ExaminationsYear 8 to 11, ESOL exams (First to Proficiency level), University of Cambridge

Year 9 to 11, DELF, Institut FrançaisYear 9, A2 German, Goethe Institut

Y10, Level C in Catalan, certified at the end of the school yearY10, Level C in Spanish, certified at the end of the school year

Year 12, IB Diploma, IBO. Full English or Bilingual

e

Assessment for learning

Independent CurriculumOur curriculum is always on the move. It aims to offer our students the best set of skills and literacies for their personal and profesional lives. It responds to the needs and challenges of our always evolving society. This is why it is independent.

InnovationWe think it is crucial to constantly reflect upon how the education system should be designed in order to help the students thrive and flourish. Teacher training is a must, as well as a look into the changes that are taking place in our world. We prepare our students to study for the rest of their lives.

School CurriculumOur curriculum is independent with an international mindset. During the last two years of school, we offer the IBDP that allows students to apply to

universities worldwide. From First Steps to Upper School we develop a curriculum that puts together the best methodologies to help build the students’ learning abilities for the 21st century. Please check our syllabus for each school stage (First Stage, Lower, Upper and Diploma Programme).

IB ContinuumWe applied to teach the Diploma Programme from International Baccaulareate Organisation in 2017. In 2019 we have applied to be a PYP (Primary Years Programme) and MYP (Middle Years Programme) School and we aim to be so completely by 2021.

In this way, we enrich our education project with the IB methodologies, that match perfectly with our main strands.

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)

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

“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)

DEGENERACY OFDEMOCRATIC STRUCTURES1

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

3x30 Top problems for the WorldFocusing our students on connections to reallife 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) La Vanguardia 16/11/2019, Xavier Ferràs, Talento, propsperidad y crisis.

FACTFULNESS

EXPONENTIALS

CHANGE MAKERS

1. Understanding knowledge2. Know the real world based on facts3. Post-truth4. Critical thinking

1. Boost on Science (neuroscience, nanotech, genetics, etc.)

2. New paradigms (energy, blockchain, etc.)3. PPE (Philosophy, Politics, Economics) of

new techs

1. Leadership, creativity, adaptability2. Conscious of Environmental Systems and

capable of finding solutions3. Competent communicators

EXPONENTIALS

Destroy the degree

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.

Build a new future

CONTENT

SYLLABUS

CLASS PLANNING

FACTFULNESSEXPONENTIALS

ESS

Subjects plus timetable

Class UnitsClass Unit

Being InternationalFacts 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.

Source: School register 2015-2019

STUDENTS

TEACHING STAFF

International

Graduates who spent more than 10 years at School

International

Teacher:Student Ratio

50%50%

70%1:6,5

Our staff belongs to 14 different countries, with a yearly turnover of 5%.

This ensures stability to build up our project, while welcoming new teachers that bring fresh air, new ideas and energy.

There is a mixture of up to 42 different nationalities among students, and a yearly turnover of 8%.

However, a big fraction of them belong to established families who remain with us during almost all their schooling.

International SchoolBeing 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

uniqueness

OECD’s Programme for International Student Assessment. Check our own results at our website http://www.stpeters.es/img/pdf/informe-pisa.pdf (in Spanish).

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%

IB Diploma Spanish Bachillerato PAU(Spanish University Access)

42Out of 45

9,7Out of 10

13,7Out of 14

Highest Score

34Out of 45

8Out of 10

11,5Out of 14

Average Score

100% Candidates 100% Pass Rate

42Highest Score

82% Bilingual Diploma

18% English Diploma34

Average Score

PISA

IB Diploma

Spain National Degrees

2019 resultsAverage for same socioeconomic profile

2020 results

2020 results

respectcharacter

uniqueness

Unique individuals with a sense of purpose

Student imprintEvery 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.

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%

IB Diploma Spanish Bachillerato PAU(Spanish University Access)

42Out of 45

9,7Out of 10

13,7Out of 14

Highest Score

34Out of 45

8Out of 10

11,5Out of 14

Average Score

100% Candidates 100% Pass Rate

42Highest Score

82% Bilingual Diploma

18% English Diploma34

Average Score

passioncompetencecommitment

Professional DevelopmentChange and innovation is a must for education. Teachers keep thinking outside the box and applying new ideas. We are proud of our international, challenging and prestigious team: the perfect basis for professional development.

RigourEngaging students includes planning and rigorous preparation. This requires continuous training to embrace new content and methodologies, as well as collaboration and co-teaching.

Passion for teaching and learningReflection, dialogue and team work: this is how our school project is designed, always moving forward together.

CommitmentOur team is made up of teachers who understand and contribute to the School Project.

Teacher development profileRespectDiversity makes us grow together and learn from one another. As well as encouraging our students to be themselves and build up their character, we are proud of the diversity and uniqueness of our educators. Respect and trust is a two way path: teachers listen to their students and viceversa.

Part of a teamTeam building in teaching includes not only listening to other teachers but also sharing and learning from students’ experiences. Teachers are part of a team that shares its passion for teaching and has fun while doing it.

Care

Our teachers care about our students, and they work in partnership with their families. We know what makes each student unique.

Co-curricular activitiesCreativity 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

Creativity Action Service

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 ST. PETER’S SCHOOL www.stpeters.eswww.stpeters.es