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Hello, I'm Vega. I'm the representative of the students in the school council. I'm a 6th grade student.

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Hi, how are you? I'm Leire and I'm also a student of 6th grade.

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Hi everybody, I'm Daniel and 6th of primary.

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Hello, how are you doing? I'm Carlos and I also study in 6th grade.

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Hi everybody, I'm Adrian. I'm studying in 6th grade.

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Hello, I'm Jacobo. How about you?

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Hi everybody, I'm Carla. I'm a student in 6th grade.

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Hi, I'm Nerea. I'm also a student in 6th grade and we are going to show you how we work at our school.

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Hola a todos. Yo soy Vega. Soy la representante de los alumnos en el consejo escolar.

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Hace un año tuvimos una especie de elecciones en las que nos presentamos a algunos alumnos como voluntarios

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y yo tuve la suerte de salir elegida.

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Yo cada X tiempo voy por las clases preguntando a los alumnos si tienen alguna propuesta para mejorar el cole.

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Entonces yo las llevo al consejo escolar y ahí me escuchan y me dicen si se pueden o no llevar a cabo.

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Ya ha habido alguna que se ha realizado.

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Bueno, como estáis pudiendo daros cuenta, estas Jornadas de Puertas Abiertas no son como las de otros años, dadas las circunstancias.

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Por ello, nosotros que somos los que normalmente las presentamos, estamos aquí en nuestras casas.

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Pero aún así, nos hace muchísima ilusión.

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Y no me enrollo más, os dejo a David, el director de nuestro cole, que os lo va a explicar un poquito mejor.

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¡Hasta luego!

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Muchas gracias, Vega.

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very good and welcome to the geronimo father school in the face of the situation so exceptional that

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we are living in which they have not been able to come to know the center we have decided to take the

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center to their homes the geronimo father school is a great family in which we all take care of

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everyone and our main goal is the well-being of the student and the acquisition of the

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basic competencies for their future development in the college different dynamics are put in

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motion such as a coffee in the school in which the management team invites

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families to have a coffee at school and be able to share ideas of the future.

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Also the workshops of the Educational and Psychopedagogical Orientation Team

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of Alcobendas that guide us about the needs that can arise

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within the classrooms. All this is carried out within a school year. The school year

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is from 7 to 9, extended morning schedule and managed by the

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Association of Mothers and Parents. From 9 to 12.30, elective morning schedule.

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From 12.30 to 2.30, lunch time. From 2.30 to 4, lecture time

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afternoon and from 4 to 6 and a half the extended time of the afternoon to

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reconcile family and work life that is also managed by the

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association of mothers and fathers in terms of facilities we can tell you

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that we have the children's building that has six classrooms in which

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students of 3 4 and 5 years school common spaces such as the

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psychometricity or the patios that are not shared with the primary school student

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the primary school building is the main building in which all the

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departments and the first to sixth grade as common spaces to tell you that

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we have the computer room and the library that have been completely renovated

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this year and that we are looking forward to enjoying when we can go back to the

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school we also have a music class which is a larger class than

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normal in which different conferences can be held

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once the facilities are seen I would like to emphasize what are the

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pillars what are the strengths of the center the first of them I think is the

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the program or the project Bilingüe Innovador. Last year we asked the

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community of Madrid to be part of the bilingual schools and they granted us

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a different program. We teach physical education, music, plastic,

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reading animation and a patio workshop in a foreign language, in addition to the

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increase in English hours. This project is coexisting with the

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own curricular autonomy project that we requested in 2013 in which

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we expanded the hours of English so that 3, 4 and 5 years are around

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4 weekly sessions of English, first and second within the bilingual program and

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third, fourth, fifth and sixth within the program of curricular autonomy

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with up to six hours in sixth, six hours no, sorry, six sessions or modules of 45

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minutes a week. The second of the important projects,

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the second of the second of the strengths of the Center would be the project of

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inclusion. All the schools in the Madrid community are integration schools in

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which the student is educated with special educational needs. The

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Padre Jerónimo school is a school of students, of schooling of

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students with motor disability. There is a student who is in the

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center and who gives us a mutual benefit. When the ordinary student

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shares and lives with these people, he knows what their virtues and

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their strengths and interacts with them for their strengths, not for their

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disability, with which in the end they are integrated, they are included within a

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class. In this project there is also a

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specialized non-teacher staff. For example, we have a full-time nurse,

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we have a physiotherapist who takes care of the student, of the needs of the

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student with needs, lower redundancy, special educators of

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motor character. We have three educational technicians who help us in the

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autonomy and the transfer of this alumnus and that the rest we benefit since they are in

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the rest of complementary activities with us also we have administrative in the

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center to support the work of the secretary's administration the third of the

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fundamental pillars the third of those strengths of the center would be the projects of the center

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the main exponent I think is the work that is done in children is a learning based on

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projects in which children's teachers generate a need for learning in

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students. This at a general level. In mathematics there is a mathematical talent that

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is translated into a work of ABN, learning based on numbers, and we also have

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influence of the Montessori methodology. Roughly speaking, it would be the

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children's functioning. In primary school, how is this translated? Well, in

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gamified learning. We have two important vertical projects in

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the whole center, which are two language projects and one

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of Mathematics. The language projects are of oral and written comprehension and expression,

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and the math project is a math logic project. Well, having seen the projects,

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we would move on to the next of the projects or the center pillars, the strengths,

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which would be the new technologies. A long time ago, years ago, we pointed to a projection in the

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new technologies. Today, all the classes of the school have an interactive digital board and

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In addition, we have another material to work on new technologies, such as Chromebooks.

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They are small portable computers, convertible into tablets, that children can have in their

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classes.

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Some cabinets are moved, so we are working with three cabinets at the same time, three

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cabinets and 25 Chromebooks, and we have 75 students who are working with electronic devices

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in the classroom.

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At this point, I would not like to say goodbye without inviting you to watch the videos that

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the teachers have prepared, of each of the strengths of the Center, of each of those

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projects in which it is really explained what that work is and what the philosophy

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of the Padre Jerónimo School is. Thank you very much for your attention and may you be very happy.