We help our students discover and develop their physical, intellectual and emotional possibilities.

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The Sacred Heart schools, which are places of evangelization, are educational establishments that the Church provides society with, through the Congregation of the Sacred Hearts.

The schools of the Congregation of the Sacred Hearts provide quality, modern and inclusive Christian education, which focuses on the personal guidance of the students and the collaboration with their families and the environment.

Our

Mission

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We respond to the new forms of poverty, to therefore ensure that the school welcomes all the students, which favours the best development of their skills and by paying special attention to the most needy (academically, socially, emotionally, economically…). We provide innovative education, which constantly responds to the new educational challenges and prepares our students for life: social changes, multilingualism, technological progress, etc. Our staff have excellent personal and professional qualifications, their talent is continually developing and growing, which enables them to assume the responsibilities of leadership and sustainability of the Pastoral and Educational Project of the School. Our institution is distinguished for giving priority to personal guidance, so that everyone can feel loved and happy, to create a warm and friendly atmosphere in the educational community. Our School is recognised for its excellence in management and for ensuring the solvency and the viability of the network of Sacred Heart (SS.CC.) Schools of the Iberian Province. We are a meeting place where families and the Former Students get involved in the development of our envangelizing Educational Project. We pay attention to the needs of our surroundings, we collaborate with civil and religious institutions in social service and commitments

Our

Vision

Colegio
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In the classroom the different skills and the different learning rates will be assessed, along with the good things that each student contributes by enriching themselves through the team work.

During the teaching-learning process the aspects of the sscc teacher profile and the competencies of the sscc student profile will be used as a reference.

During the teaching-learning process the aspects of the sscc teacher profile and the competencies of the sscc student profile will be used as a reference, which take shape in the following activities: the classroom methodology and the teaching activities carried out will aim at developing the skills of our sscc student profile, the activity will promote the interest in learning and acquiring knowledge, the creativity and the independence. The students will be responsible and they will have the leading role in their own learning process, to value and promote their own personal efforts. In the classroom the different skills and the different learning rates will be assessed, along with the good things that each student contributes by enriching themselves through the team work. The evaluation will favour the individual learning process of the students, helping them to attain the objectives and making them aware of their own educational assessment. The qualifications must convey this evaluation philosophy. In the pastoral work we want to experience the pastoral project as being a fundamental part of the educational and tutorial activities. Live and pass on the culture of the School as a pastoral and educational unit.

Each teacher understands and feels like they are a fundamental part of their daily task to convey the values of the gospel: taking care of themselves, the spiritual dimension among the teaching staff and with the students, the guidance, the personal and the professional responsibility and the social commitment. The tutorial activities will be top-down and related to the pastoral activities. Focused on the interpersonal, intrapersonal skills and on the emotional intelligence of the sscc student profile. In the organization, management of people and the internal culture we aim to have a positive working atmosphere with a sense of belonging, which strives to create and respond to the needs of conciliation. The structure will pursue efficiency, both vertical and horizontal, flexibility and free flowing communication. The creation of spaces for reflection, follow-up and evaluation of the teaching practices will be favoured. A professional culture with defined tasks for each position, where every professional is aware of their responsibilities and the need to evaluate these through constructive dialogue.