Primary Third Cycle methodology is structured in different flaps. Click on the one you want to read and it will be unfolded and click again to close it.
The main features of this cycle are:
From 10 until 12 years old.
- Authorized stage: Primary Third Cycle.
- Subjects in the second language (English): Natural Sciences and Social Sciences.
Teachers decide the placement and disposal of desks and chairs according to the task which will be carried out in class. As a general rule the following disposal is used:
- In pairs.
- Small groups.
- And big group.
The students will change places from time to time, so that all of the students can interact and know each other through the cycle.
In this cycle we have set some routines to go into the class. They are worked from the first school day to get that all the students can internalize them. The most relevant routines are:
- Going into school: say hello, hang up jackets and schoolbags, have their things ready to start working, etc.
- Break time:tidy up and keep the class cleaned, as well as go to the bathroom before the bell rings.
- Lunchtime: wash their hands, sit down and use cutlery properly.
Each class group has its own turns and tasks which will change each term, so that everyone can carry out some of these responsibilities. They are themselves responsible for their classroom, organization, tasks sharing, common set of ideas, etc., with the help of each tutor.
The classrooms have got the following audiovisual devices:
- Interactive Whiteboard.
- Internet access.
Teachers use e-books for all those activities that are included in textbooks. They explain, work and check by means of the interactive whiteboard. They have access to online contents to work extra cross-curricular contents, as well as this can be a way to broaden their knowledge, research and have a feedback.
In addition, the school has got ICT-Rooms where students can work online contents in pairs, as well as researching projects. The projects that are carried out in this cycle are shown on the website, networking and corridors, inviting the families to visit and participate of them.
We start from the idea that academic performance is not only built in the classroom, but also outside it, in daily life and through the different tasks and reommended homework. However, we are clear about it is necessary that such a proposal develop fundamentally competencies, that is, to put the knowledge in action and to be useful for life and not only for school. In this way, as in all the educational activity, a close collaboration and proximity between teachers, students and family is indispensable.
Responding to our reflection on the tasks and homework, as well as the opinion of the entire educational community that helps us to grow through their contributions, the proposal for this school year will include the following characteristics:
- We will build on meaningful experiences, research and experiments.
- Multidisciplinary tasks will be carried out, as far as possible..
- Students will be given an explanatory card for guidance.
- Will be exclusively in the areas of Language, Mathematics and Foreign Languages.
- The students will be asked for the equivalent of a weekly file with the main content treated, so that it serves as a review for students and follow-up for families.
Finally, we will take into account the importance of the following aspects:
- Personal study: The students will receive advice to schedule the time needed for the study.
- It is essential to leave enough time for the practice of creative writing and ludic reading. Language teachers will provide strategies for their development.
Always, above all, the specific treatment of each student comes first, to attend to their personal needs in a professional manner.
In order to focus on the students themselves, determining what they know (know-what), what they can do with what they know (know-how) and their attitude towards what they know (know to be), our assessment spins around the application contexts, which are the activities, tasks, projects ... where students demonstrate the mastery of the learning that they are acquiring, thus developing abilities and competential skills.
Each subject is assessed with a numerical score (0-10) based on the valuations extracted from the different application contexts through of scoring rubrics.
The educational community knows, through the Annual Center Plan and the WEB, the different contexts that are contemplated in the final assessment of each subject.
In our timetable there are two tutoring sessions and class meetings. In these tutoring sessions we work values from a class discussion after watching a video, a reading text, listening to songs, analyzing and solving a conflict created by themselves, etc.
Worksheets included in a workbook made by teachers who belong to the School Values Project are also used. We take this opportunity to work the “Special Dates” that appear in our school year planning through amusing awareness activities.
Class meetings are lessons in which the student is the main character where we deal with very different topics like:
- Creating and revising the school rules.
- Communication rules.
- Speaking time.
- Weekly planning.
- Conflict management and resolution.
- Voting for proposals
Teachers will only participate in the class meetings, if necessary. Students will organize the different responsibilities in the class meeting and will carry it out. Apart from these resources which are working during the week, we deal with any daily problems by means of the tutor if necessary and through the “Commission of Coexistence” of students which is created in each classroom where they try to mediate peers.
At the beginning of the school year one or two students are chosen to care for cleanness and tidiness of the class, as well as the plants around us. Each term new members are voted in the class meeting so that all of the students can participate of these responsibilities. Cleanness and tidiness habits are worked and once a week each student will clean his or her desk and school material. In each classroom as well as in the playground there are recycling bins. From the first day the students are aware of the need to classify the rubbish into the three bins (yellow, green and blue).
In order to keep a clean environment and a healthy atmosphere in the classroom a properly organization of the different spaces and “special corners” will take a great importance. All students know where the different school materials are.
Students go out to the playground in order. During the break time it is the teachers those who watch out so that no incidents may take place. Moreover it is the teachers who interact with their students offering activities and games among them; they also incorporate those students with most difficulties so that they are together with their classmates.
There is a game timetable in the playground such as “Ball Days (football, basketball, etc.)” and traditional game days.
As for food, we promote some healthy habits: sandwiches, juice, milkshake, no homemade buns and pastries and no sweets or fizzy drinks.
The school trips are sequenced according to the projects which are carried out in class. Each trip is connected to topics that are taught through the different units. In full day trips students must bring their own breakfast as a general rule. Those students who have signed up the school lunch will have it at lunchtime.
Before each trip a circular letter is sent so that families can authorise their children and can write any useful comments. The trip cost will appear on this letter and will be collected by each tutor during the school timetable. It is really important for a good organization that both payment and delivery periods are respected.
The last trip is the school camp and there is a previous meeting where all the information is explained and we can answer any questions about it.
At the beginning of the school year during the class meeting the following school representatives are chosen in a democratic way by means of votes.
- Student representative.
- The school representative substitute
- “Managers of...”
These representatives are chosen each term. Therefore the voting process will be repeated at the beginning of each term. We also have parents’ representatives that are chosen at the beginning of the year and they help with the communication task, activities planning and proposals by all of the other families.
Teachers of this Cycle
|Cross de orientación||5º y 6º||Octubre 2019|
|Prison Island||5º y 6º||Diciembre 2019|
|Parque de la Vega||5º y 6º||Febrero 2019|
|Cueva de Ardeles||5º y 6º||Abril 2020|
|Playa||5º y 6º||Junio 2020|
|Aquavelis||5º y 6º||Junio 2020|
|Acampada "Buenavista" (Cádiz)||5º y 6º||Junio 2020|
Textbooks Course 2020/2021
5th Primary year
|Subjects||Books Title||Publishing House|
|Ciencias Naturales||Ciencias de la Naturaleza 5. In focus - ISBN 9788469863039||Anaya|
|Ciencias Sociales||Ciencias Sociales 5. In focus - ISBN 9788469863053||Anaya|
|Lengua||Lengua 5. Pieza a pieza - ISBN 9788469853764||Anaya|
|Matemáticas||Matemáticas 5. Pieza a pieza - ISBN 9788469854068||Anaya|
|Plástica||Plástica 5. Pieza a pieza - ISBN 9788469856000||Anaya|
|Religión Católica||Religión Católica 5. Amistad - ISBN 9788469856321||Anaya|
|Francés||Galipette Petit 5 Prim Livre + CD - ISBN 9780190513245||Oxford|
|Inglés||Big Bright Ideas 5 CB - ISBN 9780194109925||Oxford|
6th Primary year
|Subjects||Books Title||Publishing House|
|Lengua||Lengua 6. Pieza a pieza - ISBN 9788469853771||Anaya|
|Matemáticas||Matemáticas 6. Pieza a pieza - ISBN 9788469854075||Anaya|
|Naturales||Ciencias de la Naturaleza 6. In focus - ISBN 9788469863046||Anaya|
|Plástica||Plástica 6. Pieza a pieza - ISBN 9788469856048||Anaya|
|Religión Católica||Religión Católica 6. Amistad - ISBN 9788469856338||Anaya|
|Sociales||Ciencias Sociales 6. In focus - ISBN 9788469863060||Anaya|
|Francés||Galipette Petit 6 Prim Livre + Cd - ISBN 9780190516598||Oxford|
|Inglés||Big Bright Ideas 6 CB - ISBN 9780194110105||Oxford|