Class 5 is ready to take off on their new adventure: The Human Rights Project


The Class 5 students will participate in the Human Rights Project during the 3rd  and 4th April. A group of pupils from La Miranda Global School, Peter Pan and Princess Margaret School will join us to take part on this new adventure.

When we think about human rights, do we think about issues in a far flung country or about those taking place on our doorstep? About ourselves and those around us or people we have never met? Do we know the rights that we share with each other? Where they come from and what they mean?

In reality, most of us have probably never thought about it.

These are some of the questions that we will be exploring as part of the Human Rights Project;

a project which aims to empower children in Class 5 by increasing their awareness of human rights, the impact they have on the world that we live in and the responsibilities that we share towards them as individuals.

Over the course of two days (the 3rd and 4th of April), our Class 5 students, together with pupils from La Miranda Global School, Princess Margaret and Peter Pan will take part in a range of interactive workshops which will facilitate development of discussion, critical thinking and communication skills.

They will look into the past to see how human rights have developed and changed over time, finding out about those who have fought for the freedom of others. They will research the present and glance into the future, considering the impact and efficiency of different forms of campaign action. They will prioritise their choices and compromise with others, evaluating a range of different viewpoints.

Experiences like these are the starting point that spark an interest, improve understanding and even inspire children to make a difference. As educators, we need to give children the tools that they need to sculpt their own future, and the compassion and morality that they need to care about the futures of others.

Video of the event (edited after this article):

Miss Lucy Armstrong, Human Rights Project coordinator

The conference “Learning through Language” brought schools and universities together to discuss learning in multilingual environments.


The first edition of “Learning Through Language: the changing role of teachers” took place this weekend at St Peter’s School and focused on the changing role of the teacher.

The conference, organized by St. Peter’s School, aimed to create a meeting point where practicing teachers, schools, universities, student teachers and institutions interested in could share ideas and reflect upon what it means to educate in a multilingual environment.

Those who attended the first edition of LTL confirmed that, even though the scenarios and contexts may differ, teachers today face a common challenge: that of teaching in a global world where linguistic diversity is the norm rather than the exception, making it a necessity to work together, collaborate and create networks.

The conference director, Jane Mitchell-Smith stressed that “we need to see what is really happening in our classrooms. Even though we know our own specific cases, we need to share and contrast our observations and reflections with our colleagues. We cannot make improvements on our own. Action research (that carried out by teachers in their own classrooms) is becoming an ever greater necessity”.

The conference is the result of collaboration between St. Peter’s School and a network of universities, schools and institutions which operate in multilingual environments. Amongst the universities which took part were Blanquerna, Pompeu Fabra, UAB, UB and the University of Lleida.


Schools were also invited to share their own particular experiences. El Col.legi Luis Vives from Mallorca; La Miranda Global School; El Colegio San Patricio, and El Colegio Mirabal from Madrid and El Colegio San José de Calasanz from Fraga, spoke about how they addressed learning through language.

Some of the questions raised by the participants during the conference were how the teacher could face the challenge of linguistic diversity in the classroom, how this affected the role of the teacher, who the teacher actually is, and what tools and resources are needed to guarantee sound initial teacher training, high-quality teaching practice and comprehensive continuing professional development.

The conference included two rounds of practical workshops where practicing teachers shared resources for the classroom, converting participants into students for two days. In addition to the workshops, the conferences reflected upon how to use the cultural and linguistic riches that each child brings to the classroom. Universities and schools were invited to work together. The conclusion of various discussions led to the conclusion that research into language acquisition and multilingualism needs to reach the classroom.

Also taking part in  the conference were the “Col.legi de Doctors I Llicenciats de Lletres I Ciències de Catalunya, the British Council of Barcelona and the CICIAE school association. Sponsors included Education First, Vicens Vives publishers, Person Education, Santillana, Inedit magazine and Playtual.