The big majority of pupils comes from families living in different neighbourhoods of Girona; the school therefore provides free transportation to and from the centre, refectory and acollida al matí.
Even though the School Comprehensive Education Plan has passed his initial planning stage, it still might take some time before it will be laid down in a final and definitive version, stating the progression of the centre. Nevertheless, the Escola Pericot defines itself as a open-minded, democratic Catalan School, which takes advantage from its multicultural imprint in order to educate the new generations of the 21st Century.
Education Plans:
The Centre is currently developing three prime elements of what will consist in the main School Comprehensive Education Plan:
1. ART EDUCATION: visual arts, music and cinema.
2. UNDERSTAND SCIENCE THROUGH EXPERIMENTATION.
3. THE LANGUAGE PROJECT: English as a third language from Third Grade.
The Centre also participate to the following activities:
1. POLLEN, a European project promoting science teaching based on inquiry approach;
2. FOREIGN LANGUAGES EXPERIMENTAL PLAN
3. COMENIUS PROJECT
4. THE PUPIL’S GARDEN
5. PROJECT FOR TEXTBOOK PROMOTION AND RE-USE
6. FRUIT IN SCHOOL PLAN
Visit Reggio Emilia, Italy.
On the second week of March, a team of 7 teachers of the Escola Pericot had the possibility to visit some educational centres, located around Reggio Emilia, Italy.
In the morning, the team would take part to any activity happening in class. Lunch was held at the same centre and it was followed by a summarizing session together with the other schools participating to the project, from Maintal and Instanbul.
What was found most impressive of the visited site, was the room available for activities, together with the amount of teachers assigned to each group of pupils. Their wide common areas and classrooms made us once again realize how much the surroundings are important when it comes to the educational process; this is of particular interest to us since our Centre has been forced to develop its activities in a limited available room, due to its provisional structure in prefabricated units.While we were already aware of how this was affecting our work, visiting such facilities gave us an idea of how much this could improve the educational process.
The way those centres planned their surrounding impressed us since it would all develop from a clear mainstream: the pupils, their autonomy, their curiosity, their need of exploring and discovering the world.
Another remarkable feature of those centre was the wide range of material, most of which coming from recycling processes, the pupils were supplied with.The constant dialogue between pupils, material, available room and light, which is wisely organized in educational projects, grants Preschool Education that full meaning of what this stage represents for the coming along of the pupils.
We would try to introduce as much as we can in our Eduacational Plan for Preschool Education. It as well surprised us the sistematic approach to reading and writing. We do believe learning to read falls in this stage of growth, balanced and in accordance with the development of the pupils, without causing this learning process to become the main objective of Preschool Education.
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