In this activity we try to take advantage of the knowledge acquired in the music area to put them into practice and reinforce them in this workshop, and if possible, go further. All the aspects of the music are worked but in a more practical way.
We work mainly for the “staging” of all the musical contents that we are learning throughout the course. These activities become a good opportunity to acquire both the BASIC COMPETENCES and ARTISTIC COMPETENCES.

In these sessions we prepare and test the repertoire that we will play at the school holidays: religious celebrations, “La Presentación” (with the Santa Cecília concert) party, the Christmas Concert, the day of peace, Carnival, the anniversary of the school, Sant Jordi and the end of the course, in which we actively participate. In addition to the repertoire or interpretations of transversal projects such as “Voice of neighbors”, “Cantata at school”, “SardaCLUB”, “Dans Vives” or “Cantània”

Music Workshop is a complementary activity carried out by pupils of the same age. Primary, 1st to 6th.

The “I love writing” activity aims to enhance written expression through a methodology aimed at developing the basic competences of the students.
I Love Writing is a complementary activity carried out by the students of the Middle and Upper Cycle, from 3rd to 6th

This complementary activity is based on the conception we have in our ICT school. We understand computer science as a tool more than the daily work of students, that is, we work on mathematics, languages, plastic, … with the help of computer programs.

Children in Infant Education and Initial Cycle work more with games of logic and games that allow them to acquire a domain of the mouse and the loss of fear in front of a computer.

The students of the Middle and Upper Cycles already use the computer as a complementary tool in other areas, such as mathematics, languages, … and for the search of information. We also try to educate our students about the importance of the images, because we live in a society where “an image is worth a thousand words.”

Students learn and practice with the computer in an interdisciplinary way. Let’s try, then, that the computer room be a natural extension of daily work: learning with the computer, but also learning from the computer: its logic, its functioning, … have to learn That computers have some definite instructions that must be followed. And this aspect opens us a third objective: computer literacy. Getting acquainted with the computer means that you can use it in a normal, unbroken way, without fear and fuss. It is necessary to know the machinery and the software, both educational and some of the conventional programs.

This workshop is a complementary activity programmed for Infant Education and all levels of Primary Stage, from 1st to 6th.

The family is where they begin to acquire the basic habits of health: hygiene, food, relationships, limits, etc.

The school complements this task in a transversal but more specific way in this complementary area that plays a very important role in having educational resources that allow systematizing learning with an effective methodology, intervening in groups, working with peers and developing a educational process sequenced in different educational levels. The main objective is to raise awareness among boys and girls and to prepare them so that, gradually, they adopt a healthy lifestyle that is as healthy as possible, as well as positive health behaviors.

It aims to improve people’s health, and it can be considered from two perspectives:

• Preventive
• Promotion of health

From the preventative point of view, training students avoid having health problems by controlling themselves at risk situations, or avoiding their possible negative consequences.

From a health promotion perspective, training them so that they can adopt healthy lifestyles and seek health when they do not have it and keep it when they do.

Within the program of Health Education in our center, which is taught to all students of Primary education, we include several major axes that allow us to meet all of the above-mentioned needs in terms of training in this area.

It goes without saying that this Health Education program often suffers changes with the inclusion of new proposals as a result of the evolution of the concepts that have to do with health. At present, however, we consider it important to refer to aspects related to the following eight health axes:

1. Education for Consumption.
2. Food education.
3. Socio-emotional education.
4. Environmental Education.
5. Education for Peace.
6. Sexual Education.
7. Coeducation.
8. Prevention of school risks.

For a few years, we have modified the activity of Reading Workshop Complementary activity and we call it “Juguem amb la Llengua”.

This change is because the first ten minutes in the morning and afternoon, when we start the classes we already dedicate them to reading and therefore, we consider that we do not need a weekly hour dedicated to this activity.

For this reason, at Initial cycle we have extended it to language games, both oral and written, as well as reading activities.

Reading activities will also be done, as usual, in the classroom as well as in the school library. We periodically use the library to promote the taste for reading and develop the reading habit, either by reading the whole group the same title so that you can do a collective work during the reading or each student chooses a title from it classroom or school library.

“Juguem amb la Llengua” is a complementary activity carried out by the students of Primary Initial Cycle, 1st. and 2nd

For the same reason mentioned above, we have thought it appropriate to modify the Complementary Activity of Reading Workshop and convert it to “Ara Escric”.

This change is also justified because, in our Improvement Proposals for the previous year, we proposed to improve the level of Written Competency of our students.

Written expression is one of the integrating competences par excellence, because it brings together in a single set of activities the main cognitive processes that intervene in a school, academic and professional context, from the management of information to the argumentation

We understand writing as a process and not just as a product. We do not limit the development of this competence to the grammatical correction and the formal and presentation aspects, but rather consider it the environment in which children play an integral part in their creativity, their abilities research and treatment of information, its critical and analytical thinking, its argumentative capacities and its understanding of diverse contents, without forgetting its organizational and time management capabilities.

Writing learning begins in Childhood Education and continues throughout all levels of Primary Education. In addition, it is present in all areas of the curriculum. That is why written expression must be encouraged not only from the language areas but in all areas. All the faculty of the center must be involved (“All teachers are teachers of language”) and within the programming of all areas’ must include activities aimed at promoting interest, use and taste for the writing We need to train qualified writers so that they can communicate, understand, learn, enjoy themselves …

For this reason, in this complementary area we will work on different aspects of the language in order to acquire fluidity and the organization of texts appropriate to the age, writing different types of texts, observing the correct spelling, and expanding the vocabulary. It should be clarified that in this area activities will be carried out in any of the three languages present at the school, especially Catalan and Spanish.

I now write is a complementary activity that students of the Middle and Upper Secondary School, from 3rd to 6th, complete.