The British School of Aragon offers a student centred, innovative and creative education that goes beyond knowledge, providing skills and competencies for the professional world.
Adhered since 2018 to the Global Compact to achieve the 17 Sustainable Development Goals (we are members of the driving group of the 2030 Agenda in Aragon), and in permanent attention to solidarity and environmental improvement, our SCHOOL HOUSES Costa, Goya and Shakespeare, (Harry Potter style School Houses to which students and teachers belong) work and enjoy a lot of activities where children and adults join forces to build a better world, actions that have made us worthy of the EFQM 500+ certificate and winners of the Business Excellence Award 2019 awarded by the Government of Aragon.
Up to five in its academic history, it remains one of the hallmarks of the British School, with a high number of native teachers like no other school in Aragon.
Classes are conducted in English and allow students to learn both the language and their accent in a natural way. French, German and Chinese complete the range of languages on offer at the British School. However, professional and social needs have led us to consider changing our educational model.
From 2020-2021 we are offering the International Baccalaureate with a programme that allows a personalised choice of 17 subjects in 6 groups (Mother tongue, 2nd language, Humanities, Mathematics, Science and Arts) with up to 70% in English.
A different kind of education, demanding but motivating, which develops the communicative, social and technological skills of its students, with an international vision that allows them to get to know different cultures and enjoy exchanges and stays in France, England, Germany, USA, Canada and China. This international vision, together with the IB, opens doors to more than 3,500 foreign universities.
These are the keys to Británico and what summarises our DNA: technology, methodology, multilingualism, an international education and the most innovative facilities that make our project an education of excellence: avant-garde, innovative and creative.
To be a welcoming centre in a sustainable landscape environment in harmony with nature, with an international atmosphere imbued with shared knowledge, which positions us as an institution of reference in terms of excellence, educational innovation and methodology.
We want our young people to be prepared, socially and intellectually, for a business and future proposal that are uncertain, different and require skills that go beyond knowledge.
Our job is to offer them communication and technology tools, to teach them to work in teams, contrasting and criticizing ideas, taking on effort and work as a challenge to solve problems, to broaden their global vision and to be committed to caring for the planet.
Informed and educated
FACTS AND DATA
The British School of Aragon provides educational services from the age of 4 months to the end of the International Baccalaureate. As a centre, authorised to teach at infant, primary, secondary and International Baccalaureate stages, it accompanies its pupils all the way to University and bases its educational excellence on a personalised education, in which the pupils are a substantial part of the educational project.
If there is one thing that distinguishes the British School of Aragon, it is a personalised education, with class sizes averaging 20 pupils, a teacher-pupil ratio of 1:11 and close collaboration between families and the school.
The British School of Aragon was founded in 1974, thanks to the ideological and economic push of a group of fathers and mothers who proposed an excellent education for their sons and daughters based on bilingual training and innovation. Privately owned, not supported by public funds, the School is a Public Limited Company whose majority shareholder is the Cultural Association of the British School of Aragon, made up of all families with children enrolled in the Center.
We have 420 families and a total of 650 students. Our families are committed to a personalised education, which motivates the pupil to be the protagonist of their own learning thanks to active methodologies. A complete education in foreign languages and with high academic rigour, where the use of ICT is a means and not an end.
Our ‘raison d’être’
To provide comprehensive quality education, connected with the needs of the social, cultural and productive environment, adapting it to the expectations of the families and the individual differences of the students.
To generate our own knowledge from a teaching staff in constant training and transferring this knowledge with a methodology adapted to the students, that is to say, taking into account their different learning styles.
To be a driving force for society in all areas, achieving the best academic results, competent professionals, intervening in social support projects.
To promote its national and international projection by establishing contacts, synergies and links with other schools and countries in exchanges and joint work through our International Baccalaureate.
Principles and Behavioral Guidelines
This refers to the model of person we wish to educate, always bearing in mind the transmission of the values included in our PEC (respect, solidarity, democratic values, equality, integral education…) and their projection to society.
It takes into account the natural evolution of each pupil, taking into account the development of the personality in the different evolutionary stages and the differential characteristics of each pupil.
Principle of individuality
Taking into account the personal characteristics of each pupil, their behaviour and reactions, their associated pathological and historical conditions in relation to coexistence, their way of communication and socialization.
Where our focus is on the learner as the builder of his or her own learning, starting from his or her individual background.
Principle of school and social inclusion
With the aim of normalizing situations of coexistence in the classroom and at school, with the utmost respect for the individual, support in their adaptation and help in the manifestation of their weaknesses.
Principle of joint reflection and collaboration of all teaching staff
Coherent action with regard to the implementation of the Coexistence Plan in the school requires not only formal approval in the relevant bodies, but also a significant degree of commitment on the part of the teaching staff.
Principle of organizational flexibility and the support of the whole organization
In order to respond to the complex situations of coexistence that arise in an institution such as the school, we must be flexible in the times and meetings dedicated to coexistence, which, although they can be organized beforehand at the beginning of the school year, throughout the year there are reactive situations that must be considered a priority and must be resolved quickly. The support of the advisory bodies (DOIE), the Disciplinary and Mediation Committee, is fundamental for teachers, families and pupils.
Principle of openness of the school to the environment
The school as an educational centre, inserted in a context, must be integrated into the community both to make educational use of the resources offered by the environment and to generate value from the school itself that has repercussions outside the school.
Principle of cooperation between teachers and families
Cooperation between teachers and families is an essential element for the development of coexistence plans, mediation and application of the ROI.