ESCOLA SANT JOSEP
ERASMUS ACCREDITATION
Our school has been proudly Erasmus Accredited since 2021, reflecting our long-term commitment to internationalisation, educational innovation, and continuous improvement.
The Erasmus Accreditation enables us to participate in the Erasmus+ Programme through a stable and strategic framework, supporting high-quality learning opportunities for both staff and students. It allows us to plan international activities over several years, strengthening our European dimension and promoting collaboration with schools across Europe.
Our accreditation is built around a clear vision for the future of our school. Through a series of strategic objectives, we aim to enhance teaching and learning, foster inclusion and wellbeing, strengthen digital and multilingual competences, promote sustainability, and encourage active European citizenship.
Below, you can explore the key objectives that guide our Erasmus journey and shape our international development plan. Each objective represents an important step towards providing our educational community with meaningful, innovative, and enriching learning experiences.
OBJECTIVE 1
Develop and strengthen the language skills of teachers and students to achieve high-quality learning outcomes.
Improving language competence is a key priority of our Erasmus Accreditation. Through international mobility, collaboration with European partners, and innovative teaching practices, we aim to enhance communication skills, promote multilingualism, and provide richer learning experiences that contribute to higher-quality educational outcomes for both teachers and students.
OBJECTIVE 2
Enhance teachers’ technological and methodological competences to deliver high-quality learning through innovative technologies and inclusive, participatory teaching approaches.
Through our Erasmus Accreditation, we promote continuous professional development in digital education and innovative pedagogy. By exploring new technologies and student-centred methodologies, we empower teachers to create more engaging, inclusive, and collaborative learning environments that improve educational quality and respond to the diverse needs of all learners.
OBJECTIVE 3
Promote the school’s internationalisation by fostering awareness of European citizenship and cultural heritage.
Through Erasmus+, we strengthen the international dimension of our school by encouraging students and staff to explore Europe's rich cultural heritage and shared values. By promoting European citizenship, intercultural understanding, and cooperation with partner schools, we help our educational community develop a stronger sense of belonging to a diverse and united Europe.
OBJECTIVE 4
Support the professional development of the school leadership team in driving the school’s internationalisation.
A strong leadership team is essential for building a successful international strategy. Through Erasmus+, we enhance the leadership team’s skills in strategic planning, innovation, and international cooperation, enabling them to lead sustainable school development and strengthen the European dimension of our educational community.
OBJECTIVE 5
Improve the transition from primary to secondary education by developing students’ sense of personal and social responsibility, critical thinking, reasoning, and creativity.
We support students in becoming confident, independent, and responsible learners as they prepare for the next stage of their education. Through innovative learning experiences, collaborative projects, and international activities, we foster critical thinking, problem-solving, creativity, and the social skills needed to succeed in secondary education and beyond.
OBJECTIVE 6
Promote the wellbeing of the entire educational community through emotional education as a key element for personal and academic success.
Wellbeing is at the heart of meaningful learning. Through emotional education, we aim to create a positive, supportive, and inclusive school environment where students, teachers, and families develop emotional awareness, resilience, empathy, and healthy relationships, fostering both personal growth and academic achievement.
OUR JOURNEY SINCE 2021
Since receiving our Erasmus Accreditation in 2021, we have progressively implemented actions that contribute to achieving each of our six strategic objectives. Every mobility, project, training activity, and international collaboration has strengthened our commitment to innovation, inclusion, wellbeing, and European cooperation.
OBJECTIVE 1
Year 1
2020-2021
Throughout the accreditation period, we have promoted a range of initiatives to strengthen the language skills of both students and staff. Our Upper Primary English teacher has begun learning German to support the introduction of this language next academic year. Our Headteacher continues to improve her English through participation in Erasmus+ mobilities, strengthening communication and collaboration with European partners. In addition, our Year 5 students regularly communicate in English with pupils from a school in Zambia through video calls, letters, and collaborative activities, developing both their language skills and intercultural awareness.
Year 2
2021-2022
Throughout the accreditation period, we will continue promoting initiatives to strengthen the language skills of both students and staff. Our Erasmus Coordinator, Aleksandra, will complete a two-week mobility in Germany to improve her German, while Sandra, our Upper Primary English teacher, will attend a language training course to enhance both her English proficiency and her teaching methodologies. Our Headteacher, Àngels, will also participate in Erasmus+ mobilities to further develop her English and strengthen cooperation with European partners. In addition, Natalia and Miriam, teachers in Early Childhood Education, will attend language courses in Dublin to improve their English skills. Year 6 students will continue communicating in English with pupils from a school in Zambia through video calls, letters, and collaborative activities, while trainee teachers from Liverpool Hope University will support our students in developing their English language skills through authentic classroom experiences.
Year 3
2022-2023
Throughout the accreditation period, we have continued expanding the linguistic opportunities offered to both students and staff. Anna, one of our teachers, completed a professional development course in Italian to strengthen her language skills and provide higher-quality instruction. We also introduced Italian as a replacement for German, as it proved to be more engaging and accessible for our students. To further support language learning, we are exploring the possibility of organising a mobility to Italy, allowing students to develop their Italian through an immersive experience. In addition, trainee teachers from Liverpool Hope University have visited our school, giving students valuable opportunities to practise and improve their English in authentic classroom settings.
Year 4
2023-2024
Throughout the accreditation period, we have promoted a variety of initiatives to strengthen language learning and international collaboration. Eva, one of our teachers, completed a mobility in Dublin to enhance her professional competences and explore innovative teaching methodologies. A group of Year 5 students participated in an educational mobility to Italy, where they improved their Italian through cultural and academic immersion. Several teachers have also taken part in specialised training in Italian language teaching to further improve the quality of instruction. In addition, our school joined the BeeLeague project, an initiative designed to improve English spelling skills while encouraging collaboration with other schools and creating opportunities for future international partnerships. Finally, trainee teachers from Liverpool Hope University visited our school, providing authentic opportunities for students to develop their English language skills.
Year 5
2024-2025
Throughout the accreditation period, we will continue promoting initiatives that combine language learning with international experiences. Mar will participate in a professional mobility in Iceland to deepen her knowledge of the school's art project and enrich her teaching practice. A group of Year 5 students will take part in an educational mobility to Italy, where they will improve their Italian through cultural and academic immersion. In addition, students will participate in the BeeLeague programme, an initiative designed to strengthen English spelling skills while building confidence, accuracy, and motivation in language learning.
OBJECTIVE 2
Year 1
2020-2021
Throughout the accreditation period, we have strengthened our teachers' digital competences through targeted professional development. The entire teaching staff completed the Apple Teacher training programme, gaining practical knowledge of Apple's educational tools to enhance teaching and learning in the classroom. In addition, our Headteacher and the Year 5 teacher participated in an Erasmus+ course on educational technology before the accreditation period and later shared the knowledge and digital tools acquired with the rest of the teaching staff through in-school training sessions.
Year 2
2021-2022
Throughout the accreditation period, all members of the teaching staff will participate in professional development focused on Canva and Genially, learning how to create engaging digital resources and interactive learning experiences. This training will also reinforce and build upon the digital skills acquired during the previous year's professional development.
Year 3
2022-2023
Throughout the accreditation period, several teachers have participated in international mobility experiences to strengthen their professional competences and exchange good educational practices. Aitor completed a job shadowing programme in Ireland, observing innovative teaching approaches in a different educational context. Dani took part in educational mobilities in both Croatia and Vienna, exploring new methodologies, sharing experiences with European colleagues, and broadening his international perspective. Mari also participated in a mobility in Vienna, where she gained valuable insights into the Austrian education system while enriching her teaching practice through cultural and professional exchange.
Year 4
2023-2024
Throughout the accreditation period, Dani has participated in an educational mobility in Iceland, where he explored innovative teaching methodologies and gained valuable insights through cultural and professional exchange. In addition, he completed a Master's degree in Gamification, enabling him to integrate game-based learning strategies into the classroom to increase student engagement, motivation, and active participation.
Year 5
2024-2025
Throughout the accreditation period, our school has strengthened its commitment to innovation through the STEAMcatprogramme, following the selection of one of our projects among a limited number of schools in Catalonia. This initiative promotes creative and interdisciplinary learning across Science, Technology, Engineering, Arts, and Mathematics. To support this approach, we have also created a dedicated STEAM Room, providing students with a modern learning environment where they can experiment, collaborate, and develop scientific and technological skills through hands-on experiences.
OBJECTIVE 3
Year 1
2020-2021
Throughout the accreditation period, our Upper Primary English Coordinators, Sandra and Aleksandra, have been leading an eTwinning project in collaboration with schools from different European countries. Through this initiative, students explore Europe's cultural heritage, develop their English communication skills, and engage in meaningful international collaboration using digital tools.
Year 2
2021-2022
Throughout the accreditation period, our students have taken part in a series of online meetings with partner schools involved in our KA2 Erasmus+ projects. Through video conferences, they shared traditions, celebrations, local customs, and other aspects of their daily lives, discovering the richness and diversity of European cultures while strengthening their understanding of our shared European heritage.
Year 3
2022-2023
Throughout the accreditation period, our annual Carnival celebration was linked to our Erasmus+ projects by assigning each class one of the partner countries involved in our KA2 partnerships. Through research, costumes, music, and cultural activities, students explored the traditions, heritage, and values of different European countries, promoting intercultural awareness and a stronger sense of European identity.
Year 4
2023-2024
Throughout the accreditation period, we have organised a range of activities to promote European heritage and international collaboration. Our school hosted the Europe Tasting event, where students explored the healthy gastronomy of different European countries through traditional dishes and cultural activities. We also carried out an eTwinningproject on sustainability in collaboration with schools from across Europe, fostering teamwork, foreign language learning, and digital competences. The quality and impact of this project were recognised with the eTwinning Quality Label. In addition, following their mobility to Italy, our Year 5 students shared their experiences and learning with the rest of the school community, encouraging the dissemination of knowledge and strengthening the European dimension of our school.
Year 5
2024-2025
Throughout the accreditation period, we have continued promoting European heritage and shared values through a variety of educational initiatives. Our school has implemented an art project that encourages students to explore Europe's rich artistic heritage while developing creativity and cultural awareness. As a member of the UNESCO Associated Schools Network, we actively promote peace, sustainability, human rights, and intercultural dialogue across the school community. In addition, Natalia is leading an eTwinning project on sustainability, collaborating with students from different European countries and transferring the experience into classroom learning through a dedicated learning situation. Finally, following their mobility to Italy, our Year 5 students will share their experiences and discoveries with the rest of the school, helping to spread knowledge about European culture and heritage.
OBJECTIVE 4
Year 1
2020-2021
Throughout the accreditation period, our Headteacher, Àngels, will participate in Erasmus+ mobilities and future KA2 projects to strengthen her communication skills, exchange good practices with European colleagues, and build lasting partnerships that support the international development of our school.
Year 2
2021-2022
Throughout the accreditation period, our Headteacher, Àngels, will participate in Erasmus+ mobilities and future KA2 projects to strengthen her leadership and communication skills, exchange good practices with professionals from across Europe, and build strong international partnerships that contribute to the ongoing development and internationalisation of our school.
Year 3
2022-2023
Throughout the accreditation period, our Headteacher, Àngels, has participated in educational mobilities in both Croatia and Vienna, where she explored innovative teaching methodologies, leadership approaches, and different educational systems. These experiences have contributed to improving the quality of education in our school while strengthening international cooperation and establishing valuable partnerships with European schools for future Erasmus+ projects and consortia.
Year 4
2023-2024
Throughout the accreditation period, our Headteacher, Àngels, participated in an educational mobility in Iceland, where she explored innovative teaching methodologies and pedagogical approaches. This experience provided valuable inspiration to implement new educational practices at our school and further enhance the quality of teaching and learning.
Year 5
2024-2025
Throughout the accreditation period, our leadership team has been developing an educational leadership project funded by EduCaixa. This initiative aims to strengthen leadership competences, promote innovative and effective school management, and drive continuous improvement for the benefit of the entire educational community.
OBJECTIVE 5
Year 1
2020-2021
Throughout the accreditation period, our Year 5 students have built strong relationships with partner schools through the eTwinning project The Art of Creative Writing. Building on this collaboration, the following academic year—just before the transition to secondary education—students will take part in three shorter international eTwinning projects, one each term, providing more frequent opportunities for collaboration, intercultural exchange, and the development of key European competences.
Year 2
2021-2022
Throughout the accreditation period, our Year 5 students have built strong relationships with partner schools through the eTwinning project The Art of Creative Writing. Building on this collaboration, the following academic year—just before the transition to secondary education—students will take part in three shorter international eTwinning projects, one each term, providing more frequent opportunities for collaboration, intercultural exchange, and the development of key European competences.
Year 3
2022-2023
Throughout the accreditation period, our Year 6 students have been involved in a sustainability project based on the 3Rs (Reduce, Reuse and Recycle), giving a second life to used clothing while raising awareness of responsible consumption and environmental protection. In addition, the school has introduced a dedicated weekly session focused on the Sustainable Development Goals (SDGs), where students explore topics such as equality, social justice, environmental responsibility, and global citizenship, helping them develop the knowledge and values needed to become active and responsible members of society.
Year 4
2023-2024
Throughout the accreditation period, our Year 6 students have taken part in a sustainability project based on the 3Rs (Reduce, Reuse and Recycle), giving a second life to used clothing while promoting environmental awareness and responsible consumption. The school has also introduced a dedicated weekly session focused on the Sustainable Development Goals (SDGs), where students explore topics such as equality, social justice, sustainability, and global citizenship. In addition, our Year 5 students participated in an educational mobility to Italy, an experience that supported the transition from primary to secondary education by fostering independence, responsibility, critical thinking, creativity, and collaboration in an international context.
Year 5
2024-2025
Throughout the accreditation period, our Year 6 students have continued developing key competences through projects that promote responsibility, sustainability, and active citizenship. They have taken part in a 3Rs (Reduce, Reuse and Recycle) initiative, giving a second life to used clothing while raising awareness of environmental sustainability. The school has also introduced a dedicated weekly session focused on the Sustainable Development Goals (SDGs), encouraging students to explore topics such as equality, social justice, environmental responsibility, and global citizenship. In addition, our Year 5 students participated in an educational mobility to Italy, where they strengthened their independence, responsibility, critical thinking, creativity, and collaboration, helping to prepare them for a successful transition to secondary education.
OBJECTIVE 6
Year 1
2020-2021
Throughout the accreditation period, our school has participated in an Erasmus+ project focused on Mindfulness, promoting emotional wellbeing and mental health across the school community. Through mindfulness practices and emotional education, students have developed greater self-awareness, emotional regulation, concentration, empathy, and resilience, contributing to a calmer, more positive, and supportive learning environment.
Year 2
2021-2022
Throughout the accreditation period, our Headteacher, Àngels, completed a postgraduate qualification in Mindfulness, gaining practical knowledge and evidence-based strategies to promote emotional wellbeing within the school community. This training has supported the implementation of mindfulness practices that enhance emotional regulation, resilience, concentration, and stress management for both students and staff.
Year 3
2022-2023
Throughout the accreditation period, our school has continued strengthening its commitment to emotional wellbeing through specialised professional development. A teacher participated in a Mindfulness training course in Croatia, gaining new strategies to integrate mindfulness practices into everyday teaching and promote students' emotional wellbeing and concentration. In addition, Dani completed a postgraduate qualification in Mindfulness, acquiring advanced knowledge and practical tools to foster emotional regulation, resilience, and wellbeing across the school community.
Year 4
2023-2024
Throughout the accreditation period, our school will further strengthen its commitment to emotional wellbeing by introducing a weekly Mindfulness and Emotional Wellbeing Programme across all year groups. Through guided mindfulness sessions, breathing techniques, emotional awareness activities, and restorative practices, students will develop self-regulation, resilience, empathy, and positive relationships. At the same time, teachers will continue receiving training and sharing good practices to ensure that emotional wellbeing remains a central part of everyday school life.
Year 5
2024-2025
Throughout the accreditation period, we have implemented the Mindfulness-Based Stress Reduction (MBSR)programme with our Year 5 students. Through regular mindfulness practices, breathing exercises, and emotional awareness activities, the programme helps students develop concentration, emotional regulation, resilience, and effective strategies for managing stress, contributing to their overall wellbeing and academic success.