This project arises from the reflection on the complexity of attending to the diversity of the students of the center at a specific moment, the teacher’s concern about the educational challenges that were raised and the difficulties in the transition from primary to secondary.

A new model emerges, where diversity is our greatest value. We put in the center each student as a source of wealth for the whole educational community, and especially for the rest of our classmates. It is therefore a methodological and pedagogical proposal that is based on the principles of inclusive school and has two key elements: cooperative learning and the possibility of performing different tasks in the classroom.

In this sense, breaking down borders has been the key to our success.

Cozy classroom, inclusive class

On the one hand, we eliminate the physical barriers, turning traditional classrooms where a teacher works with 25 students in new educational spaces that integrate about 60 students and where several teachers can work at the same time. Classrooms become places that allow flexible groupings, respect for different learning rhythms and cooperative interaction between students and teachers. The classes are configured to favor a cozy climate through an open space without internal barriers, allowing easy access to different resources.

On the other hand, the boundaries of subjects and textbooks are torn down. In this model we work in areas such as Socio-linguistic (social, language and English) and Scientific-technological (sciences, mathematics and technology) and books “disappear” to work with materials created by teachers themselves. Cooperative work based on projects is compatible with teamwork, individual work and exhibitions. Since the course 2016/2017 the Ipad is the main tool of work.

Finally, the barrier is broken with the teacher who becomes a key piece of the process. The tutor spends many hours with his group which narrows the personal relationship, allows you to quickly detect the difficulties and respect the rhythm of each. In addition, with other teachers in the classroom, learning is more flexible and dynamic and allows much more individualized attention.

The drastic reduction in school absenteeism has been the main indicator of our success. Our boys and girls WANT to come to school because here, in addition to learning, studying and striving have fun and feel loved, accompanied and valued.

  • Provides keys to personal development
  • Increases meaningful learning
  • Dota of didactic and technological resources
  • Encourages competential learning
  • Provides learning strategies and study techniques
  • Keys to cooperative work
  • Classroom distribution in groups
  • Active learning
  • Generates attitudes of responsibility, effort, help, listening, tolerance and generosity.
  • Flexible classroom
  • Respect the different learning rhythms
  • Favors different learning profiles
  • Multiple groupings
  • Up to 7 teachers working simultaneously in the classroom
  • Globalization of learning
  • Socio-linguistic CL (social, language and English)
  • Scientific-technological area (sciences, mathematics and technology)
  • Artistic area (plastic with SCL and CT)
  • No textbooks. Classroom materials integrated into the iPad as a working tool
  • Flexible schedules
  • Blocks of 2 and 3 hours according to the needs.
  • Custom Agenda
  • Diverse afternoons: English extension, science afternoons, letter workshop, recovery of pending subjects, body or music workshop, Believe or study.

In 2017/2018 all ESO students will have an iPad device as their main working tool.


Project ACM3.0

  • Participation of the families in the PAT
  • Interview student-family-tutor
  • Tutor’s office integrated in the classroom
  • Inmediate attention
  • Weekly report
  • Participatory Meetings
  • Training, guidance and help.