P RI MA RY Y E A RS (Y 1 -Y 5 )

HANDBOOK 22/23
 Table of contents

03. Welcome

04. About our school

05. School structure and school hours

06.  IB Programme for Foundation and Primary Years

18. Learning outcomes for Primary Years

24. Assessment in Primary Years

26. Behaviour guidance

27. After school activities

28. Community life

29. Online tools

 Welcome
Welcome to the Primary Years at St Peter’s. We look forward to working together as
part of an international learning community.

This handbook provides you with information on our IB framework for the Primary
Years and our daily life at St Peter’s. It outlines your child's learning goals and
explains how the IB Programme is implemented in their class.

Within the caring and supportive environment of the Primary School, your child will be
encouraged to become actively involved in a variety of activities, and make the most
of all the opportunities presented to them throughout the year. Our approach is
learning through play and inquiry. Our curriculum is organised around a set of
outcomes that promote children's agency.

We are always available to answer any questions or give you further information at
any time. We encourage you to share your feedback and ideas with us.

We are delighted to be able to work with your children. It is our mission to take on
their ideas and interests and use these to build an enriching and engaging
curriculum.

Agustina Lacarte
Lourdes Barceló
Head of Primary Years Head of Education
[email protected]
[email protected]

 About our School

St Peter’s School was founded in 1964 and is an independent, private, secular, co-
educational school located in Barcelona. Our school follows the International
Baccalaureate framework in Primary Years Programme, Middle Years and the Diploma
Programme.

As a school, our ambition is to build a hub of knowledge that leads education in the
direction of a new paradigm, in which its members understand that they have the
opportunity to create a future where both individuals and the community can achieve
success, but which also involves risks and uncertainty, and yet they still choose to take
an active part in making it happen.

The school project focuses on three fundamental pillars: Factfulness (critical thinking
based on evidence), Exponential Science and Technology, and Change Making.
 Primary Years Structure

Year group Year of birth

 Year 1  2016
 Year 2  2015
 Year 3  2014
 Year 4  2013

Year 5 2012

School hours

After School activities

Year group Drop off time Regular class time
(extra fee)

Foundation 3 - Foundation 5 8-9 9-4:30 4:30-6

Year 1 - Year 5 8-9 9-4:30 4:30-6

The weekly class timetable for your child will be shared with you during the Welcome
Meeting and in our Seesaw Platform.

To view the School's calendar for 22/23, please click here.

IB Programme for Foundation
and Primary Years

We ensure that our students get ample opportunities to develop their personal,
social and emotional skills throughout their education at St. Peter’s School.
We vary the experiences our students encounter on a daily basis to ensure
these skills are fostered as they progress through the year groups.

We are certified for the IB Primary Years Programme. The IB framework offers
a student led and transdisciplinary approach to learning that allows for solid
connections to be made between the school environment and the real world
that the students live in, ensuring they are able to apply their knowledge,
understanding and skills in a valuable and purposeful way. Our goal is to
support students in taking this purposeful action out into their communities
and becoming responsible global citizens.

Check our Programme of Inquiry 2022-23

 Learner Profile
The IB learner profile represents 10 attributes valued by IB World
Schools. We believe these attributes can help individuals and groups
become responsible members of local, national and global
communities.

Principled Risk takers

We act with integrity, We respond to uncertainty with
fairness and honesty. determination. We explore new
We take responsibility ideas and innovative strategies.
for our actions and their We are resourceful and
consequences. resilient in the face of change.

Knowledgeable Reflective
We develop and use broad We pause to think about the
understanding. We use world, our own ideas and
knowledge across a range of experiences. We work to
domains. We engage with understand our strengths and
local and global issues. weaknesses to develop
ourselves.
 Learner Profile

Communicators Inquirers Open-minded

We express ourselves We nurture our curiosity. We critically appreciate our
confidently and creatively in We know how to learn own culture and personal
more than one language and independently and with histories, as well as the
in many ways. We collaborate others. We learn with values and traditions of
and listen to the perspectives enthusiasm. others. We are willing to
of others. grow from experience.

Thinkers Caring Balanced

We use critical and creative We show empathy, We balance different aspects
thinking skills to analyse and compassion and respect. of our lives - intellectual,
take responsible action on We act to make a physical and emotional - to
complex problems. We take positive difference in the achieve wellbeing.
initiative to make reasoned, lives of others and in the
ethical decisions. world around us.
Transdisciplinary Learning

Our teachers work collaboratively to ensure that links are made across all
areas of the curriculum, to the real world, the community and our own
students’ experiences. Through a shared planning process the Class
Teachers, Leadership Team, Specialist Teachers and Support Staff
develop opportunities for learning to be enriched by these connections.

Our Foundation and Primary Years students focus on Transdisciplinary

Themes and Key Concepts at each step of their education to help guide
their inquiry based learning into a variety of different areas which can be
explored through engaging experiences and subsequently enhancing
their understanding.

 Transdisciplinary
Learning Design
FAQ: WHAT IS A UNIT OF INQUIRY?

In "units of inquiry" the

subjects are no longer
distinguishable, like the
ingredients in a cake, and
Your child's teacher the learning is something
may refer to "unit of completely different!
inquiry" as part of their
class programme.
It's a bit WHY SHOULD MY
like a cake. CHILD LEARN IN
Think of modern work.
THIS WAY?
It demands knowledge
transfer: every day you
have to apply In the past we used to
knowledge to new study by subjects/
situations and different disciplines at school?
domains.

In a wicked world, relying To make school relevant to real world around us

upon experience from a teachers integrate some curriculum outcomes
single domain is not only and content from different domains around a
limiting, it can be disastrous. common issue/idea/theme.

When was the last time you sol ved a

problem using only one discipline?
You have people walking
around with all the knowledge
So the key is?
of humanity on their phone, but
they have no idea how to
integrate it. We need to train
CONCEPTS + SKILLS
children in thinking, reasoning,
building analogies. They learn that school
knowledge is relevant
Through "units of inquiry", children
and useful beyond and
come to appreciate that there are
across subject.
big concepts and skills they can
draw upon in order to engage with
challenges and opportunities.
That’s the creative
joy of learning!
THEY ARE PREPARED TO FACE THE REAL WORLD.
THEY CAN CONNECT KNOWLEDGE,
MAKING IT ACCESSIBLE AND FLEXIBLE.
 If you take a look at
your child's timetable,

Unit of Inquiry
you will notice that
there are slots dedicated
to what is called a "unit
of inquiry" or theme.

An IB Unit of Inquiry provides your child with a curriculum

of essential elements: the knowledge, concepts, skills,
attitudes, and action that he/she needs to equip them for
successful lives, both now and in the future.

Each unit has been designed and planned by the teachers in order to guide your child
through an investigation on a transdisciplinary theme. That means that subjects are not
distinguishable or separated in individual boxes.

Let's unpack an example of a unit of inquiry called "Mission to Mars" to help

you understand this IB learning method:

This is the big idea

There are six that your child
themes to will investigate in
choose from - this unit. As you
your child will can see it is not
work through restricted to one
all of them in THEME CENTRAL IDEA
subject.
Primary Years.
Finding out about advances in
Where we are in place and time
space exploration helps us
understand the impact of
technology in the future.

Concepts that the

teachers pick for
each unit are
timeless, universal
and abstract. IB
uses concepts so
that in the future
children can
apply their APPROACHES TO
KEY CONCEPTS learning to any LEARNING
Form new situation or Research skills
Connection domain . Thinking skills
Systems
Similarities and differences These are the skills that your child uses when invol ved in
learning. For each unit, the teachers picks some specific
skills to practice and focus on . Your child can later utilise
these skills in any new learning domain .
 Unit of Inquiry

How will we connect this unit of inquiry to the 3 pillars of our School
Project: Exponentials, Factfulness, Change Making?

EXPONENTIALS
The "Lo-Tek" unit is clearly connected to exponential changes in
technology. It prompts our youngest learners to retrace our steps and
reconsider the root of technological innovation.

CHANGE MAKING
The students are invited to take part in the change and make a positive
difference with their ideas. By rediscovering ancient uses of plants, we are
reminded that indigenous technologies are not lost or forgotten, only
hidden by the shadow of progress in the remotest places on earth. In
contrast to the homogeneity of our daily modern lives, we have strived to
reframe indignity as an evolutionary extension of life in symbiosis with
nature.

FACTFULNESS
As teachers we always encourage students to follow a rigorous
methodology based on facts and a critical approach, connecting it to
the Factfulness pillar.

If you would like to review the whole School's Programme of Inquiry and see all our Units of
Inquiry for 22/23, click here.
 Transdisciplinary Themes

Who we are
How we express
An inquiry into the nature of the self; ourselves
beliefs and values; personal,
Where we are in
place and time An inquiry into the ways in which
physical, mental, social and spiritual
we discover and express ideas,
health; human relationships including An inquiry into orientation in feelings, nature, culture, beliefs
families, friends, communities, and place and time; personal and values; the ways in which we
cultures; rights and responsibilities; histories; homes and journeys; reflect on, extend and enjoy our
what it means to be human.
the discoveries, explorations creativity; our appreciation of the
and migrations of humankind; aesthetic.
the relationships between and
the interconnectedness of
individuals and civilizations, from
local and global perspectives.

How the world

works Sharing the planet
An inquiry into the natural world and An inquiry into rights and
its laws; the interaction between the responsibilities in the struggle to
natural world (physical and biological) share finite resources with other
and human societies; how humans How we organise people and with other living things;
use their understanding of scientific ourselves communities and the relationships
principles; the impact of scientific and within and between them; access
An inquiry into the interconnectedness
technological advances on society to equal opportunities; peace and
of human­made systems and
and on the environment. conflict resolution.
communities; the structure and function
of organizations; societal decision-­
making; economic activities and their
impact on humankind and the
environment.
 Key concepts

Key concepts are big ideas that

are transferable from one unit to
another, and from one discipline to
another. They help students build
abstract thinking and cognitive
skills. They unleash connections,
trigger creativity and promote a
higher understanding of the whole Change Causation
map of knowledge.

THEORY

P R I N C I P L E G E N E R A L I Z AT I O N

CONCEPTS CONCEPTS Responsibility

Topic
TO PIC

FA C T S FA C T S FA C T S

Perspective

Connection Form Function

 Approaches to Learning

Critical: analysing, evaluating, forming

decisions
Creative: generating novel ideas, new
perspectives
Transfer: application to multiple contexts
Reflection and metacognition

THINKING SKILLS

C O M M U N I C AT I O N
RESEARCH SKILLS
SKILLS
Information literacy
Exchanging information
Media literacy
Literacy
Ethical use
ICT: media
Reliability of sources
representation, informed
choices

A P P R O A C H E S

T O L E A R N I N G

SELF
MANAGEMENT
SOCIAL
SKILLS
SKILLS

Intrapersonal: self control, emotional Organization: time management, goal setting

intelligence States of mind: mindfulness, grit, managing
Interpersonal: resolving conflict, supporting emotions, resilience, self motivation
others, social intelligence

These skills are grounded in the belief that learning how to learn is fundamental to a
child’s education. These skills aim to support your child to become a self-regulated
learner who knows how to ask good questions, set effective goals and pursue their
aspirations with the determination to achieve them.
 Inquiry Circle

TUNING IN

FINDING OUT

I N Q U I R Y
REFLECTING S O RT I N G O U T
C Y C L E

TA K I N G GOING
ACTION F U RT H E R

MAKING
CONCLUSIONS

Inquiry is not a one-off moment in learning. It is not a separate or specific part of

learning, but is rather the approach and lens through which we view all forms and
facets of learning. Inquiry is a process, a flexible framework that is cyclical yet not
linear, where the phase of tuning in is continually revisited as new questions arise,
misconceptions are explored and interests are expressed.
 Linguistic Policy

St Peter’s is a very complex linguistic environment. At the last count, our students spoke
at least 25 different languages and our teachers at least 12. And while that has its own
challenges, it also provides us with a wealth of learning opportunities.

Over the years we have had the chance to observe how our students use their linguistic
competences from a very early age, showing us how at ease they are as plurilingual
speakers.

Being plurilingual doesn’t simply mean that they speak more than one language. It is
much more than that. It means that they have many languages in their heads which they
use as a combined competence. At any given time, one or other language may be more
or less dominant, depending upon who we are with, where we are living and what we
need to do. It refers to the fact that an individual can draw upon all of their languages to
communicate effectively and this may mean switching competently and effectively from
one to another if the situation requires it.

Through their daily classes, students will encounter English, Spanish, Catalan and
French as they progress through the Foundation and Primary Years amongst the
countless languages and cultures they will meet through their peers each and every day.

For us it is important that the students are encouraged to take a risk with their language
learning and to ensure that they are supported appropriately to build their understanding.
We have developed a dedicated Language Support Programme that spans across all the
languages delivered at St. Peter’s and ensures students can work at a pace and a level
that is catered to their needs.

Jane Mitchell
Head of Languages
[email protected]
 Learning Outcomes
in Primary Years

Language
Reading: Writing:

Phase 2 Phase 2
Learners show an understanding that language can be Learners show an understanding that writing is a means of
represented visually through codes and symbols. They recording, remembering and communicating. They know
are extending their data bank of printed codes and that writing involves the use of codes and symbols to
symbols and are able to recognize them in new contexts. convey meaning to others; that writing and reading uses the
They understand that reading is a vehicle for learning, same codes and symbols. They know that writing can
and that the combination of codes conveys meaning. describe the factual or the imagined world.

Phase 3 Phase 3
Learners show an understanding that text is used to Learners show an understanding that writing can be
convey meaning in different ways and for different structured in different ways to express different purposes.
purposes—they are developing an awareness of context. They use imagery in their stories to enhance the meaning
They use strategies, based on what they know, to read for and to make it more enjoyable to write and read. They
understanding. They recognize that the structure and understand that writing can produce a variety of responses
organization of text conveys meaning. from readers. They can tell a story and create characters in
their writing.
Phase 4
Learners show an understanding of the relationship Phase 4
between reading, thinking and reflection. They know that Learners show an understanding of the role of the author
reading is extending their world, both real and imagined, and are able to take on the responsibilities of authorship.
and that there is a reciprocal relationship between the They demonstrate an understanding of story structure and
two. They have established reading routines and relish are able to make critical judgments about their writing, and
the process of reading. the writing of others.

Phase 5 Phase 5
Learners show an understanding of the strategies authors Learners show an understanding of the conventions
use to engage them. They have their favourite authors pertaining to writing. They demonstrate a high level of
and can articulate reasons for their choices. integration of the strands of language in order to create
meaning in a manner that suits their learning styles. They
can analyse the writing of others and identify common or
recurring themes or issues.
 Learning Outcomes
in Primary Years
Language

Listening and speaking: Viewing and presenting:

Phase 2 Phase 2
Learners show an understanding that sounds are Learners identify, interpret and respond to a range of visual
associated with objects, events and ideas, or with text prompts and show an understanding that different
symbolic representations of them. They are aware types of visual texts serve different purposes. They use
that an object or symbol may have different sounds or this knowledge to create their own visual texts for particular
words associated with it in different languages. They purposes.
are beginning to be cognisant about the high degree
of variability of language and its uses. Phase 3
Learners show an understanding that visual text may
Phase 3 represent reality or fantasy. They recognise that visual text
Learners show an understanding of the wide range of resources can provide factual information and increase
purposes of spoken language: that it instructs, understanding. They use visual text in a reflective way to
informs, entertains, reassures; that each listener’s enrich their storytelling or presentations, and to organise
perception of what they hear is unique. and represent information.

Phase 4 Phase 4
Learners show an understanding of the conventions Learners show an open-mindedness about the use of a
associated with speaking and listening and the value range of visual text resources to access information. They
of adhering to those conventions. They are aware that think critically, and are articulate about the use of visual
language is a vehicle for becoming knowledgeable; text to influence the viewer. They are able to use visual
for negotiating understanding; and for negotiating the imagery to present factual information, or to tell a story.
social dimension.
Phase 5
Phase 5 Through inquiry, learners engage with an increasing range
Learners are able to understand the difference of visual text resources. As well as exploring the viewing
between literal and figurative language; how to use and presenting strategies that are a part of the planned
language differently for different purposes. They are learning environment, they select and use strategies that
aware that they are building on their previous suit their learning styles. They are able to make
experiences and using language to construct new connections between visual imagery and social
meaning. commentary. They show more discernment in selecting
information they consider reliable. They are able to use
visual imagery to support a position.
 Learning Outcomes
in Primary Years

Maths
Data handling: Measurement:

Phase 2 Phase 2
Learners understand how information can be expressed Learners understand that standard units allow us to have a
as organized and structured data. They collect and common language to measure and describe objects and
represent data in different types of graphs, interpreting the events. Learners develop these understandings in relation
resulting information for the purpose of answering to measurement involving length, mass, capacity, money,
questions. The learners develop an understanding that temperature and time.
some events in daily life are more likely to happen than
others and they will identify and describe likelihood using Phase 3
appropriate vocabulary. Learners use standard units to measure objects, in
particular developing their understanding of measuring
Phase 3 perimeter, area and volume. They select and use
Learners collect, organize, display and analyse data, appropriate tools and units of measurement. The learners
developing an understanding of how different graphs will be given the opportunity to construct meaning about the
highlight different aspects of data more efficiently. They concept of an angle as a measure of rotation.
understand that scale can represent different quantities in
graphs and that mode can be used to summarize a set of Phase 4
data. Learners understand that a range of procedures exists to
measure different attributes of objects and events, for
Phase 4 example, the use of formulas for finding area, perimeter and
Learners collect, organize and display data for the volume. They will be able to decide on the level of accuracy
purposes of valid interpretation and communication. They required for measuring and using decimal and fraction
use the mode, median, mean and range to summarize a notation when precise measurements are necessary.
set of data. They create and manipulate an electronic
database for their own purposes, including setting up
spreadsheets and using simple formulas to create graphs.
Learners understand that probability can be expressed on
a scale (0–1 or 0%–100%) and that the probability of an
event can be predicted theoretically.

 Learning Outcomes
in Primary Years

Maths
Shape and space: Pattern and function:

Phase 2 Phase 2
Learners work with 2D and 3D shapes, developing the Learners understand that whole numbers exhibit patterns
understanding that shapes are classified and named and relationships that can be observed and described, and
according to their properties. They understand that that the patterns can be represented using numbers and
examples of symmetry and transformations can be found other symbols. They use their understanding of pattern to
in their immediate environment. Learners interpret, create represent and make sense of real-life situations and, where
and use simple directions and specific vocabulary to appropriate, to solve problems involving addition and
describe paths, regions, positions and boundaries of their subtraction.
immediate environment.
Phase 3
Phase 3 Learners analyse patterns and identify rules for patterns,
Learners sort, describe and model regular and irregular developing the understanding that functions describe the
polygons, developing an understanding of their properties. relationship or rules that uniquely associate members of
They describe and model congruency and similarity in 2D one set with members of another set. They understand the
shapes. Learners continue to develop their understanding inverse relationship between multiplication and division, and
of symmetry, in particular reflective and rotational the associative and commutative properties of
symmetry. They understand how geometric shapes and multiplication. They use their understanding of pattern and
associated vocabulary are useful for representing and function to represent and make sense of real-life situations
describing objects and events in real-world situations. and, where appropriate, to solve problems involving the four
operations.
Phase 4
Learners understand the properties of regular and Phase 4
irregular polyhedra. They understand the properties of 2D Learners understand that patterns can be represented,
shapes and understand that 2D representations of 3D analysed and generalized using algebraic expressions,
objects can be used to visualize and solve problems in equations or functions. They use words, tables, graphs and,
the real world, for example, through the use of drawing where possible, symbolic rules to analyse and represent
and modelling. Learners develop their understanding of patterns. They develop an understanding of exponential
the use of scale (ratio) to enlarge and reduce shapes. notation as a way to express repeated products, and of the
inverse relationship that exists between exponents and
roots.
 Learning Outcomes
in Primary Years

Social studies Science

Phase 2: Phase 2:

Students appreciate the reasons why people belong to Students explore the way objects and phenomena function,
groups, the roles they fulfill and the different ways that and gain understanding of cause and effect relationships.
people interact within groups. They broaden their sense of Students will examine change over varying time periods.
place and the reasons why particular places are important They show care and respect for themselves, other living
to people. Students start to develop an understanding of things and the environment. Students will communicate
their relationship with the environment. They gain a their ideas or provide explanations using their own scientific
greater sense of time, recognizing important events in experience
their own lives, and how time and change affect people.
They become increasingly aware of how advances in Phase 3:
technology affect individuals and the environment. Students develop their observational skills by using their
senses and selected observational tools. They gather and
Phase 3: record observed information in a number of ways. Students
Students investigate how and why groups are organized explore the way objects and phenomena function, identify
within communities, and the ways in which communities parts in a system, and gain an understanding of
reflect the cultures and customs of their people. They increasingly complex cause and effect relationships. They
recognize the interdependency of systems and their examine change over time, and they recognize that change
function. They recognize how the past is recorded and may be affected by one or more variables.
remembered in different ways.
Phase 4:
Phase 4: Students reflect on the impact that the application of
Students extend their understanding of how and why science, including advances in technology, has had on
groups are organized within communities, and how themselves, society and the environment. Students
participation within groups involves both rights and examine ethical and social issues in science-related
responsibilities. Students will gain an appreciation of how contexts and express their responses appropriately. They
cultural groups may vary in their customs and practices use their learning in science to plan thoughtful and realistic
but reflect similar purposes. They will realize the action in order to improve their welfare and that of other
significance of developing a sense of belonging and living things and the environment. Students communicate
stewardship towards the environment, valuing and caring their ideas or provide explanations using their own scientific
for it, in the interests of themselves and future experience and that of others.
generations. They will gain an understanding of how and
why people manage resources.
 Learning Outcomes
in Primary Years

Technology Arts

Phase 2: Phase 2:
Students start to develop recording skills by using Learners show an understanding that ideas, feelings and
technology to collect and display data. They explore the experiences can be communicated through arts. They
different parts in the design cycle and identify systems recognize that their own art practices and artwork may be
and their key components. Start identifying cause and different from others. They are beginning to reflect on and
effect relationships and the notion of variables in a learn from their own stages of creating arts. They are aware
computational-like system. Students use different that artworks may be created with a specific audience in
technologies to communicate their ideas and creations. mind.

Phase 3: Phase 3:
Students use technology to collect and display data and Learners show an understanding that issues, beliefs, and
to create prototypes in a different number of ways . They values can be explored in arts. They demonstrate an
explore the different parts in the design cycle and identify understanding that there are similarities and differences
complex systems and their key components. Start between different cultures, places and times. They analyse
understanding the different relationship between their own work and identify areas to revise to improve its
computing, electronics and mechatronics in a complex quality. They use strategies, based on what they know, to
system. Use simple computing programs and start interpret arts and understand the role of arts in our world.
discussing the ethical implications of a computational-like
system. Students use different technologies to Phase 4:
communicate their ideas and creations. Learners show an understanding that throughout different
cultures, places and times, people have innovated and
Phase 4: created new models in arts. They can analyse different art
Students know how to follow the different parts in the forms and identify common and recurring themes or issues.
design cycle and identify complex systems and their key They recognize that there are many ways to enjoy and
components. Work on projects that have different parts to interpret arts. They accept feedback from others.
it and integrate them in a simple mechatronic system.
Start programming using more sophisticated computing
programs and 3d printing design softwares. Discussing
the ethical implications of a computational-like system.
Students choose between different technologies and use
them to communicate their ideas and creations.
 Assessment
in Primary Years

Informal observations and feedback

during teaching and learning activities; Informal oral peer
formal observations which involve assessment: of
planning for an opportunity to observe performances,
specific learning outcomes. presentations in front of
Listening, viewing and response tasks. the class, drawings, first
Teacher /student discussions. TEACHER symbolic expressions.
Student participation in invitations to play
O B S E RVAT I O N S
and more structured learning activities.
Strategic questioning to determine
individual level of understanding.
PEER ASSESSMENT

I N PA RT N E R S H I P
WITH FAMILIES
REFLECTING A S S E S S M E N T
Teachers and families examine How does your child
a teaching situation/ child's
F O R connect their learning to
experience. home life? You can
They ask questions about the L E A R N I N G communicate it to us via
purpose, meaning, and Seesaw by posting photos
consequences of teaching and videos of learning
actions and events at school. taking place outside of the
They rethink beliefs and school.
understandings in the light of
new awareness and
knowledge. SELF
ASESSMENT

Portfolios or folders of work.

RECORDING OF
Self-assessment of progress
EVIDENCE towards achieving outcomes
Collection of student work on IN during a series of play activities
Seesaw: photos, videos, voice or an individual activity.
C O L L A B O R AT I V E
recordings, online activities. Evaluating the contributions of
ACTIVITIES
individual children to a group
task.
Evaluating and challenging views
through group discussions.
Cooperative play, including the
allocation of specific roles and
responsibilities.
Paired tasks.
Mixed ability tasks.
 The Exhibition (Year 5)

The Exhibition is a culminating Project that students carry out in their final year of the PYP in
which students exhibit the attributes of the International Baccalaureate (IB) learner profile
that they have been developing throughout their engagement with the PYP.

In the students’ final year of the PYP, which occurs at the age 10-11 (Y5), there are five units
of inquiry and The Exhibition. The Exhibition unit takes place under any transdisciplinary
theme, which is chosen by the Y5 teachers. Students are required to engage in a
collaborative transdisciplinary inquiry process that involves identifying local/global real-life
issues or problems, investigating and offering solutions to them.

Therefore, the PYP Exhibition has a number of key purposes for students at St Peter’s
School. During this project, students are required to demonstrate and apply the learning of
previous years and reflect upon their journey through the PYP. For that reason, they engage
in an in-depth inquiry in collaboration with their peers and guided by their teachers and
mentors. It provides the students with an opportunity to demonstrate independence and
responsibility of their own learning. Through this journey, students demonstrate how to take
meaningful action as a result of their learning, it unites teachers, parents and other members
of the school community and it celebrates the transition from primary to middle years.

The Exhibition promotes student agency and it offers learners the opportunity to share their
passions, because the PYP is by nature planned to be very open and free. Mentors and
Teachers work very closely with students and their role during the exhibition is to coach their
students to perform at their peak level and to make sure that students have shown their
knowledge, inspiration, and spirit throughout their learning process.

Students at St Peter’s are able to interact with a rigorous and dynamic international
curriculum which enables them to develop knowledge, skills and attributes that will support
them in the pursuit of their goals and in becoming lifelong learners.

 Behaviour Guidance
Kindness and firmness; connection before correction; empathy, affection, respect and a
sense of belonging.

These are the fundamental pillars on which our education is based, our way of generating
self-confidence in the student, establishing relationships between teachers and students,
without exercising control based on punishment.

St Peter’s is a cheerful and calm institution, with the natural noise of school life, where
teachers work firmly and kindly at the same time, fostering mutual respect and self-
confidence.

Our Foundation Years teachers understand neuroscientific research that tells us how your
child's brain is changing. The brain's complexity reminds us that when our students are
upset, or when they're acting in ways unhelpful to them/their friends, we can appeal to
different "parts" of their brains - to different regions and ways the brain functions, with
different teachers' responses activating different circuitry. We know that when children are
calm and in a receptive state of mind, they're capable of absorbing the life-skills lessons
we're trying to teach. And when they're upset, their primitive brain takes control, shifting
their focus to defending themselves from threat of attack. When they're in a reactive state
like this, they can't learn.

Therefore, we recognise that a child is upset or distressed or angry, before attempting to

discipline their behaviour. We always connect to your child emotionally first: we emphasise,
before setting the boundary. We make it a habit to acknowledge and name feelings.

Finally, we focus on an appropriate behaviour alternative. We ask the children: What

happened? What were you thinking of at the time? Who has been affected by what you
have done? What do you think you need to do to make things right? This is a process we
call restorative justice: making amends with their learning community.

Our mindfulness curriculum in Foundation Years is also a part of our behaviour guidance
philosophy. It helps the children recognise the difference between "feel" and "am". When
children feel sad or angry, they have a hard time understanding that they won't always feel
that way. During our mindfulness classes, we remind students that feelings come and go.
Fear, frustration are temporary states, not enduring traits.
 After-school activities
These activities take place from 4:30pm to 6pm. During the first half
an hour your child will have time for a snack (brought from home) and
time to get changed if doing sports. For further information, please,
check out our website, our brochure, and the FAQ.

Any doubt? Please contact our After-school Activities Coordinator

Verónica Guerra
[email protected]
 Community Engagement
At St. Peter's we have defined our learning community as students,
teachers, pedagogical leadership team, mentors, domain experts,
families and carers.

Our learning community involvement encompasses six areas:

Parenting Relocating Volunteering

We want to inspire and empower Have you just moved to We invite parents and carers
parents and carers to provide Barcelona? We understand into our classrooms to enrich
healthy home environments, in that in addition to choosing our our units of inquiry. Parents
which children can continue to school, your family might need can arrange with the teacher
thrive outside of school. We offer support in getting to know your to hold a presentation about a
parents workshops and webinars new city/country. Our Director topic of interest or an area of
throughout the year on topics of Admissions can recommend expertise. You can join us for
such as early literacy, inquiry Relocation and Real Estate afternoon story time or
skills, positive behaviour Agents to help with any formal participate in other special
guidance. When needed, our arrangements related to your projects such as International
Support Centre can help families move. Day.
find specialist support and
assistance.

After School Social events Class Hosts

Our After School activities is Starting with the Welcome New to our School
a relaxed community hub Day on the 2nd September, Community? No problem! Our
where your children can we invite families to join our Class Host will help your
spend time with their friends social and cultural events. family settle into the new
playing, doing homework, These gatherings will take school routines, help you
practising sport, learning place in and outside of school connect with other families
languages and music. At the and will include options to from similar language
same time parents can attend socialise with or without your backgrounds and suggest the
Spanish beginner lessons. children. We are planning first playdates or informal
beach days, picnics, city tours weekend meet ups.
and gala parties.
 Online Tools

At St Peter's we regularly use the following classroom management

technology tools to record your child's progress, propose fun activities
for learning at home and include you in our international learning
c o m m u n i t y. F o r a n y d i r e c t c o m m u n i c a t i o n w i t h y o u r c h i l d ' s t e a c h e r, y o u
can speak to them daily at the gate during drop off and pick up,
m e s s a g e v i a S e e s a w, e - m a i l o r c a l l t h e s c h o o l .

D O W N L O A D " S E E S AW C L A S S " A N D " S E E S AW

FA M I LY " A P P

We use Seesaw as a tool for making your child's learning

visible. Your child's teacher will be posting videos, photos,
evidence of learning as well as announcements and fun
activities to do at home (not obligatory). By following Seesaw,
you can truly become your child's best audience for their
learning! You will also have an option to send us updates
showing any learning or important events happening at home,
by uploading your own videos and photos. Your child's
teacher will also be reminding you of any excursions, extra
items to bring to school through the Seesaw announcements
section.

J O I N " C L A S S L I S T " PA R E N T S O C I A L N E T W O R K

We use Classlist to support and encourage community life at St

Peter's. Through Classlist you can see any upcoming social
events for parents or parents with children and you can volunteer
to help other families or teachers. There is also an option to join
interest or language clubs with other parents. You can also
organise your own events such as birthday parties or playgroups
and easily send invitations.

If you have trouble joining or using any of these apps, please let your teacher know to receive
individual assistance.
 Primary Years Team

Agustina Lacarte Alex Martínez Aisling Rodgers Paul Higgins Sharon Rose
Head of Primary Year 1 teacher Year 1 teacher Year 2 teacher Year 2 teacher
PYP Coordinator [email protected] [email protected] [email protected] [email protected]
[email protected]

Rita Raudoniute Rachida Lafia Jennifer Shaw Sara Sabljak Jane Mitchell Smith
Year 3 teacher Year 3 teacher Year 4 teacher Year 4 teacher Year 5 teacher
[email protected] [email protected] [email protected] [email protected] [email protected]

Camila Welch Susana Franco Mónica Sainz Silvia Soler Sandra Ruiz
Year 5 teacher Spanish Department Spanish Department Spanish Department Spanish Department
[email protected] [email protected] [email protected] [email protected] [email protected]

Ignasi Alcobé Núria Llorca Ruth Ricart Sam Kane Elizabeth Kavanagh
Catalan Catalan Department Catalan Department Arts Department Resource Center
[email protected] [email protected] [email protected] [email protected] [email protected]
 Primary Years Team

Karen Kofler Giannakis Orestis Benjamin Kay Rebecca Lawson

English Support Robotics/Computer Science Music and drama SEAL
[email protected] [email protected] [email protected] [email protected]

Marta Baez Simon Marum Gill Hunt Noelle Cronin

PYP teacher PYP teacher Y1 Assistant Y1 Assistant
[email protected] [email protected] [email protected] [email protected]

Nikki Mena Veronica Guerra

Lourdes Barceló Carme Escorcia
Y4 and 5 Assistant Afterschool
Head of Education Head of Communications
[email protected] Coordinator
[email protected] [email protected]
[email protected]