ILEC (Impulse Plan for Reading)
The Marillac School through the Department of Education participated as a pilot centre in the National Reading Plan, establishing as a strategic objective the improvement of the school's success for all students. As the results have been so satisfactory we want to continue promoting systematic reading in all the areas and subjects of the curriculum throughout all the basic education to increase the communicative competence and the development of the reading habit of the children and young people, bearing in mind that reading competence is at the base of many of the learnings and a requirement to participate successfully in a large part of the areas of adulthood.
The school is committed to consolidating this project in its day-to-day work and to do so it sets the general objectives that allow to establish some of the vertebrating aspects of the different activities carried out within the framework of this project.
- Continue improving reading competence to increase the academic performance of all students and thus promote educational success.
- To ensure that children and young people assume their responsibilities as autonomous learners with the ability to access information and knowledge, making reading the tool for learning in all areas and subjects of the curriculum.
- Form good readers who enjoy reading and reading.
Know how to read
Learning to read as a development of the ability to read, understand and interpret texts.
The achievement of basic functional reading skills corresponds to the initial cycle of primary education and it is in this cycle where the necessary support measures have to be taken with students experiencing difficulties. It corresponds to subsequent cycles to continue the work of reading strategies, adapted to the needs of each moment.
Read to learn
The use of reading for learning. Students must develop their responsibility in learning and have the ability to use reading as a tool to access information, discovery and extension of knowledge, that is, the use of reading as a learning instrument in all areas of the curriculum.
Taste to read
The taste to read is acquired by developing reading habits and encouraging systematic reading in any medium, learning to reflect on what has been read knowingly explain it through evidence.
The activity is carried out by the students of 1st of primary and 1st of ESO. First-grade boys and girls who "support" primary school children, prepare readings, look for reading strategies to get their attention, understand the book well and prepare games with words. The goal of the godfathers is not to teach to read, but to motivate and serve as reading models for boys and girls who are in the process of learning to read.
In these workshops, children from 1st to 6th of primary school work all the strategies of reading comprehension: making predictions, inferring, making connections, finding the main ideas for summaries or making visualizations through different textual types.
Temporary reading space distributed in the strip from 9:00 a.m. to 9:30 p.m. in the Primary school stage and at different times in the morning in the ESO classrooms. These 30'are made from significant readings, related to their learning, using different reading strategies and encouraging enjoyment. In the Reception Education stage, the importance of reading and understanding is also working every day through the readings read by the teachers aloud.
All the courses from P3 to 4th of ESO, throughout the academic year, make oral presentations of their projects, to improve the fluidity and to extend the lexicon.
Floral Games of the Eixample
The school participates every year in the literary contest organized by the Eixample Resource Center for Sant Jordi.