SUPPORT FOR THE TEACHING AND LEARNING PROCESS.
The Guidance Team supports the teaching and learning process by developing several functions.
SUPPORT FOR THE TEACHING AND LEARNING PROCESS.
- The Guidance Team supports the teaching and learning process by developing several functions.
- It advises the Management Team, the educational teams and the various coordination bodies on the psycho-pedagogical and regulatory aspects involved in the development of the Educational Project of the Centre.
- Guiding the teaching staff in the teaching and learning process by basic competences: programming and didactic units, development of tasks, implementation of new classroom methodologies and evaluation.
- Collaborates with the teaching staff in the prevention and detection of learning difficulties, as well as in the implementation of organisational measures and planning of classroom activities.
- Carries out psycho-pedagogical evaluations of students with learning difficulties.
- Attends, guides and advises students, families and teachers in a personalised way.
TUTORIAL ACTION PLAN (PAT).
The Tutorial Action Plan takes into account the reality of the students and families of the Centre, defines the objectives, dynamics, means, agents and recipients of the tutorial action. Bearing in mind that the main agents of tutorial action at the school are the tutor teachers, the Guidance Department, in collaboration with the Pastoral Department and the level and cycle coordinators, provides the contents and methodologies and plans and coordinates the group sessions of the TAP.
The Guidance Department is also responsible for this:
- To offer parents guidelines and training materials that favour family-school educational interaction and that respond to the problems, shortcomings and needs presented by pupils and their families at each educational level.
- Promote processes and activities aimed at favouring family-school interaction.
- Promote referral processes to the relevant specialists, in coordination with the tutors and families involved, guaranteeing the monitoring and evaluation of these processes.
- To provide tutors, in coordination with the Pastoral Department and external plans, with materials for the development of sessions and activities that favour the integral formation of the pupils. These carefully selected activities provide strategies to accompany the maturity process. Examples include: living together skills, study techniques, bullying prevention plans, cybersecurity, digital ethics, the spiritual and Christian dimension and solidarity.
THE COHABITATION
The school is a reflection of society and, at the same time, it is a privileged space where all citizens acquire knowledge and habits of socialising and relating to others. One of its basic objectives must be to teach and learn to live and coexist; it must encourage and lead coexistence, both within the school and in its immediate environment.
One of the objectives of our school is based on the creation of an environment that favours and guarantees respect for oneself and for others, as well as the freedom and responsibility to create a more welcoming and plural society.
Coexistence implies the participation of the whole educational community in order to learn to live together in a positive way, with respect, dialogue and integrating different visions and ways of being and acting.
The Coexistence Project is based on respect, freedom, democracy, dialogue, communication, joint work between the family and the school, knowledge of oneself and of others, expression in a varied way, effort, acceptance and many other values.
Therefore, we have to create a school climate and a relationship climate between all the people who form part of the school’s educational community that favours mutual respect, well-being, understanding and a willingness to collaborate.
Likewise, students must be trained to take an active role in the management of coexistence and to be able to create an environment that treats others with respect.
The Pedagogical Innovation Programme #aquiproubullying, present in our school and promoted by the General Directorate for Family Care and the Educational Community, promotes the emotional well-being of students, individual and collective involvement in improving coexistence, and awareness of bullying as key factors in prevention.
It also promotes continuous preventive detection strategies, typification structures and guidelines for dealing with situations of bullying and cyberbullying at school.
DIVERSITY CARE PLAN (PAD).
The Corazonista School, true to its own character, has to give due attention to pupils with specific educational support needs.
The psycho-pedagogical strategies of intervention to respond to diversity range from preventive measures to specific interventions with pupils who present different learning paces or who require greater attention.
In this sense, the Guidance Department is responsible for carrying out the following functions:
- To carry out, from Infants onwards, the protocols for the early detection of intellectual difficulties and precocity.
- To develop the processes of identification, evaluation, psycho-pedagogical intervention and monitoring of pupils.
- To collaborate with the Public Administrations such as the EAP (Pedagogical Advice Team) in the psycho-pedagogical reports, with the corresponding schooling proposals/opinions and the guidance to the family and the teaching staff, for the subsequent development of the measures for attention to diversity,
- Advise, according to current regulations, on criteria and procedures for the implementation of curricular adaptations and Individualised Programmes (IP).
- To guide teaching teams in the development of measures for attention to diversity in the classroom.
- To provide students with specific educational support needs with an appropriate and specialised response, providing them with personal and material resources for the acquisition of basic skills.
ATTENTION TO DIVERSITY AND EDUCATIONAL INCLUSION
We understand attention to diversity as providing resources and strategies for students with specific needs within their teaching/learning process, derived from their personal, physical, cognitive, emotional or social characteristics.
Taking these into account and on the basis of the Inclusion Decree, the measures of attention to diversity that we put into practice in the centre are as follows:
- Ordinary support: this is carried out in the classroom itself and involves reinforcement of the task being carried out, either by regulating the work or by teaching and applying strategies that can help in autonomous work. If the needs are greater, work is done on concepts that have not been correctly internalised or that need more practice in order to be assimilated and linked to subsequent learning.
- Splits: ordinary support in Infant, Primary and Secondary coincides with instrumental subjects which, due to their degree of attention, require a lower teacher/student ratio. It is mainly applied in Mathematics and other subjects are chosen when the activity requires it.
- Specialised support: Pupils in these classrooms have specific educational support needs that require specific attention that cannot be achieved in ordinary support.
- Attention to pupils with high abilities: the activities to be carried out in this workshop will be agreed between the pupils attending and the teachers in charge, advised by the Guidance Team. They will be activities that complement the contents worked on in the ordinary curriculum by putting them into practice in tasks related to the pupils’ interests.
- Social Skills Workshop: the work in this workshop focuses on improving self-esteem, self-control, behaviour, and providing resources to improve social skills, in general, in order to favour relationships with peers. The programmed activities respond to a specific programme for each pupil taught by teachers from the centre coordinated by the Guidance Team.
ACADEMIC AND CAREER GUIDANCE
The Academic and Professional Guidance Plan aims to facilitate the decision-making process of each student regarding their academic and professional future, choosing between different paths and alternatives.
For us, vocational guidance (including professional and academic guidance) is an essential aspect that accompanies all pupils from the moment they enter Infant School until they finish 2nd year of Baccalaureate. Each stage works, at their level, on activities such as self-knowledge, self-esteem, group project, life project, emotional education, testimony and decision making; because it will be essential for them to acquire the tools that will allow them to choose their future. May the profession they pursue be the one that awakens a true passion in our pupils.
Academic and vocational guidance must be understood as a process that takes place throughout schooling, but it is in Secondary Education where it acquires special relevance, since students have to choose optional subjects, optional subjects, Baccalaureate, a vocational training cycle, a university degree, etc.
Guidance in this area is reinforced in the 4th year of ESO, when pupils and tutors work together with the family on the path to follow and the agreements are set out in the document known as the Guidance Council. Both the Secondary School Guidance Department and the MEORIENTA programme of the external consultancy ZENOQUANT rigorously support this process.