Maria Rosa Culell Scholarships For Excellence. 2017-18 In honour of Andrés Sexto

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This year our Scholarships for Excellence bears the name of our former Pupil Andrés Sexto. Here we can see Andrés when he was a student at St. Peter’s and a recent picture taken this weekend.

Once again this year, we are pleased to announce the availability of the Maria Rosa Culell Scholarships for Excellence. These grants are merit-based and aim to support those students who have excellent academic and non-academic achievements. They intend to avoid limited resources being an obstacle to completing the three school years of Pre-U at St. Peter’s School (4th ESO and Bachillerato). There is only one difference in this year’s edition: we have included Pre-U Foundation and thus extended the scholarship to a maximum of three years, depending on the student’s commitment and progress.

Every school year the grant bears the name of a former pupil who stood out, not only for their academic merits but also for other qualities. Andrés Sexto is the former pupil to be honoured by the St. Peter’s Scholarship for Excellence 2017-18.

Apply for the scholarships

Andrés graduated at St. Peter’s School on 1993. As the previous honoured former pupils (Tatiana Sisquella and Sean Hartnoll), he always strived to fulfil the projects he believe in, struggled for them and carried them out with enthusiasm. This was the reason why, having finished his studies at the school, he studied Law at ESADE. Later he moved to Madrid where he finally passed the Entrance Exams to the solicitor profession in 2002. He has served as a solicitor in Galicia and Barcelona since then.

St. Peter’s Scholarships for Excellence would like to pay homage to those students who, like Andrés, are an example of both Excellence and Perseverance. Our first grant recipients agree that these scholarships “are a great opportunity opportunity. Daring to face the challenge is just the beginning”

The students who are already studying at the school find these grants the opportunity to enrich their learning experience. Their new peers help them grow academically and personally.

Apply for the scholarships

El autor Ricardo Gómez nos cuenta por qué es importante contar historias

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Hoy nos ha visitado el escritor Ricardo Gómez. Los alumnos de Class 3 y 4 lo han podido charlar largo y tendido de los libros sobre Mitología que hemos leído en clase. Nos ha explicado historias curiosas y ha intentado explicarnos el origen de muchos de nuestros nombres (Zeus, Ingrid, Artur, Élida y un largo etc.).
Ricardo ha insistido en que seamos creadores de nuestras propias historias y nos ha regalado un consejo fabuloso, ir siempre con una libretita y un lápiz a mano, para poder anotar y no olvidar las maravillosas cosas que nos suceden a diario.
Periodismo, respeto a animales, prejuicios y la inocencia de Caperucita
Los alumnos de 6 recibimos la visita de Ricardo Gómez que viene a hablarnos de su libro, de la ética periodística, del respeto a los animales, de los prejuicios y un sinfín de cosas.
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¿Es Caperucita tan inocente como parece? Y su madre, ¿acaso desconoce el peligro que la niña corre en el bosque? ¿La abuela ha sido devorada por un lobo tan feroz como lo pintan? ¿Qué intereses esconden Perrault o los hermanos Grimm? ¿Y qué papel juegan el resto de los animales?

Somos lo que creamos: 4 alumnos de segundo curso de IED presentan 4 disciplinas de diseño

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La semana pasada, cuatro alumnos de 2º curso del Instituto Europeo de Diseño compartieron sus experiencias con nuestros alumnos.  Presentaron cuatro disciplinas de diseño diferente:

MODA             PRODUCTO                 INTERIORES            GRÁFICO

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La conferencia se inició con un juego: los alumnos asistentes debían afinar su intuición e intentar adivinar, según el dibujo de cada uno de los 4 estudiantes, a qué disciplina de diseño pertenecía.

Abrió la sesión Roberto, comunicando antes de hablar, por si alguien aún tenía alguna duda, que él era el estudiante de moda. Empezó hablándonos precisamente de estereotipos. Sí, él es un chico y le gustan las chicas y su pasión es la moda.

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Y así quiso romper una lanza a favor de todos aquellos que, como él, sienten la llamada a esta profesión.

Después, tampoco le hizo falta enseñarnos su trabajo para darnos cuenta de que estábamos en presencia de un rebelde, un inconformista, un apasionado de la moda, de “otra moda”.

Y la última pregunta que le hicieron, “¿Por qué elegiste a un chico y no a una chica para mostrar ese abrigo?” , le sirvió para insistir otra vez sobre la necesidad de romper tópicos.

Federico se sentó en el escenario y nos hipnotizó a todos con su voz pausada y su marcado acento argentino. “Una de las cosas por las que me atrapó el diseño, una de las cosas que más me gustan en comparación a otras profesiones,  es que aquí no hay una única respuesta correcta, sino que cada alumno puede dar una solución diferente a un problema y sin embargo todas pueden ser correctas”.

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A continuación nos enseñó sus trabajos y todos nos quedamos muy impresionados, porque todas sus propuestas son futuristas, rompedoras, conceptuales, inteligentes. Porque defendió la creatividad por encima del virtuosismo aplicando una u otra técnica, porque sublimó las ideas por encima de las herramientas para representarlas.

Siguió Cameron. Dos o tres años antes podía haber sido cualquiera de nuestros alumnos. Nos recordó la angustia que le producía que continuamente todo el mundo le preguntara qué iba a estudiar en la universidad, qué iba a hacer después.

Y se tomó un año sabático. Hasta que un día se topó con una pregunta que cambiaría su vida. ¿Qué es el diseño gráfico? ¡Cómo le hubiera gustado que alguien le hubiera hablado antes de esta profesión!

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Nos enseñó alguno de sus proyecto y dejó tres consejos:

1. Apúntate a un bombardeo si piensas que vas aprender cosas que te interesan.
2. Confía en ti.
3. Aprende de tus errores.

Y terminó Mariana, cambiando la dinámica con un juego, para hacernos ver que el diseño interior, a través de las percepciones explora los sentidos. Nos enseñó tres espacios diferentes, donde trabajaba el caos, el glamour y la simetría. A través de unos videos realizados sobre unas pequeñas maquetas, vimos soluciones inimaginables, segundas miradas, apuestas personales, deleitándonos cada vez con sensaciones diferentes. Terminó con su proyecto estrella, el espacio OVUM. Un lugar capaz de ayudarnos a reencontrarnos con nosotros, un lugar semejante a un gran huevo, donde poder tomar energía extra, donde meditar sobre la solución que necesitas, para recibir una respuesta creativa. Es un plus de atención, es la chispa que a veces necesitamos y no siempre tenemos, es el momento de ver la vida llena de magia, y pensar que no se nos puede escapar.

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Es este tipo de espacio que consiguieron crear estos cuatro alumnos, un miércoles por la tarde, en el teatro de St. Peter’s school.

David Ortega, docente de IED y St. Peter’s school

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

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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.

Miss Lucy Armstrong, Human Rights Project coordinator

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

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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.

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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.