Formation in values and emotions

We educate the heart, we educate to love

Formative discipline

We are reason and heart, and this is prepared with attitudes and habits that help us to live as persons of integrity and coexist with others. Our educators work to help children and adolescents discover the values that lead to rules in everyday life so they can act through self-conviction and not the mere imposition of those rules by others. We believe in education that respects the individual, as this leads to reasoning and willpower in students.

Virtues Programme and Education for Love Programme (“Let’s Learn to Love”)

By preparing the willpower, affectivity and emotions of our students through these programmes, our goal is for them to mature according to their age. This maturity is reflected in skills such as being faithful to accepted responsibilities, knowing to read their own feelings and integrate them into other aspects of their life, taking cautious decisions, opening themselves up to others and giving themselves to others; in short, loving.

From Pre-school to Upper Secondary, our students work in a cross-curricular manner tailored to their level of development. Every week, virtues are experienced through an objective that is worked on at school and embodied in a mural so they can set an example for others.

• In Pre-school years, a virtue of the month is presented to students during assembly using a story, a video or the lives of saints in a way that is adapted to our youngest pupils and always based on the needs of each group.
• As part of the tutorial Action Plan in Primary and Secondary years, students benefit from a session dedicated to working on the virtue of the month during their tutoring hour in order to further develop and tackle the needs of the group.
• Campaigns and visits are organised from the 4th year of Lower Secondary onwards, with the students themselves leading and initiating the projects they carry out. This helps them learn how to “put themselves in the shoes of another”, to value everything bestowed upon us by God and to share what they have with others.

Sports Education

Physical activity and sports competitions are a fundamental way in which to practise and consolidate essential habits and virtues for life: teamwork, healthy competition, diligence, willpower, perseverance, courage, friendship, companionship, respect, overcoming obstacles, joy, etc.

With that in mind, our Colegio Reial Monestir de Santa Isabel is committed to sport as a key pillar for the integral development of our students.

From Pre-school onwards, we foster motor skills and correct development of the nervous system through a specific early stimulation and psychomotor education programme. Furthermore, from P3 onwards, we offer the option to receive swimming lessons during school hours.

From Primary to Upper Secondary, swimming is included within the subject of Physical Education, to which students dedicate one of their two weekly sports hours.

We have the finest installations of the Centro Deportivo Santa Isabel – RMSI Sports, which serve our education community both during school hours and out-of-school hours, as well as other members and external schools that contract their swimming lessons here.

• Semi-Olympic swimming pool (25 x 12.5 metres) in which Pre-school students can take swimming lessons during school hours and out-of-school hours. Swimming lessons are included for Primary and Secondary students in the subject of Physical Education, with one hour of swimming per week.
• Semi-Olympic swimming pool (25 x 12.5 metres) in which Pre-school students can take swimming lessons during school hours and out-of-school hours. Swimming lessons are included for Primary and Secondary students in the subject of Physical Education, with one hour of swimming per week.
• Outdoor artificial grass multi sports field (40 x 20 metres), where the Physical Education classes take place and the extra-curricular activities of Football, in combination with use of the school playground.
• Two guided activity classrooms for psychomotor education, judo, pre-jazz, capoeira, steps, resistance bands, therapeutic balls…
• Fitness room: 72 m²
• Seven changing rooms: with direct access to the swimming pool and fitted with individual showers and personal lockers.

RMSI SHARKS, OUR SWIMMING TEAM

The school has its own competition swimming team, the RMSI Sharks, made up by students from the 4th year of Primary to Upper Secondary. Those team members wishing to do so can take part in competitions organised by the Consell Escolar de l’Esport. If you want to know more, click here.

Sports events competed in by our students

• Swimming Contest: school swimming competition for Primary (4P onwards) and Secondary students.
  1. See Primary 2019 results
  2. See Primary records
  3. See Lower Secondary 2019 results
  4. See Lower Secondary records

• Friendship Tournament: The Regnum Christi Schools Olympics, which are held every two years under the slogan of “One family, one team, one shirt”. The latest edition
• EC&D Cup: a tournament that brings various girls’ and boys’ clubs between the 5th year of Primary to the 4th year of Lower Secondary together from all over Spain to celebrate Jesus and sport.
• Atlethics Day: Held on Saint Isabelle Day, Secondary students take part in sports activities at the sports campus of UB.
• See 2017 results
• See records
• Family Day Fun Run: held on Family Day, this family fun run takes place around the school.

Extra-curricular Activities

• Guitar
• Piano
• Violin
• Musical language
• Choir
• Robotics
• French
• Study techniques

Extra-curricular Sports Activities

RMSI SPORTS

ICONS WITH LINKS TO EACH EXTRA-CURRICULAR ACTIVITY ON THE RMSI SPORTS WEBSITE

• Team sports: football and volleyball.
• Individual sports: swimming, synchronised swimming, judo, pre-jazz and jazz, and skating.

Mentoring programme

• What is mentoring?

An educational relationship established between a mentor and each of his or her mentees, a privileged space and opportunity for each Baccalaureate student to experience a comprehensive human accompaniment by his or her mentor, at a vital and academic moment as relevant as the one he or she is experiencing.

We also call “mentoring” each of the “stops” or milestones that make up this journey, the structure of which is described below.

• Who do we accompany through mentoring?

The programme is aimed at all students in the Baccalaureate stage. We are therefore talking about all students between the ages of 16 and 18.

They are people who are going through the singular vital moment of adolescence, whose fundamental meaning is the search for their own identity and their own place in the world, and who are completing their schooling, before going on to higher education. It is a very important existential moment marked by two key realities: mission and vocation.

• What are we looking for in mentoring?

The aim of the programme is to accompany each of these people at such an important time in their lives, when they have to close one stage, that of their time at school – taking stock with gratitude of what they have lived and learned – and open up to a new one, with many illusions and no less uncertainties. All of this is framed within the evolutionary moment of adolescence. The aim is, therefore, that each pupil can count at this time on a formator who accompanies him, that is to say, who places himself at his side, “welcoming him as he is and where he is, with his talents and possibilities as well as his wounds and limitations, with absolute respect for his freedom and his rhythms”, to help him to discover his mission in life and to open himself to the challenge of his own growth towards the fullness to which he is called.

• How do we accompany? The mentoring itinerary

The bedrock of mentoring is the relationship between the mentee and the mentor. The fundamental how is that relationship, is the encounter between them. Together, mentor and mentee go through an itinerary made up of three stops or mentoring in the first stage and another two mentoring stages in the second stage. Each of these stops consists, in turn, of two moments: one communal, experienced at the same time by all the students on the course together with their mentors (group mentoring), and another individual, in the “one-to-one” between the mentor and the mentee (individual mentoring).

Guidance Department

La misión del Departamento de Orientación es contribuir junto a la Dirección del colegio en la formación y el acompañamiento de los alumnos y en el desempeño profesional de los profesores, aportando información sobre las habilidades, estilos de aprendizaje y características personales de los alumnos y sus familias, así como propuestas de estimulación de sus capacidades, orientándolas hacia el logro de las metas educativas y formativas del colegio. Es el órgano que asesora en la orientación del proceso formativo, cuya finalidad es lograr un desarrollo armónico en todas las facetas de la personalidad del alumno, para que sea autónomo, responsable y capaz de desenvolverse activamente en la sociedad. (Doc. Misión de los Colegios RC España, art. 124)

Our psycho-pedagogical guidance department is made up of the following people:

• The referents of the stage: psychologists, psycho-pedagogues.
  • Pre-school: Margarita Ram de Viu y Belén Sánchez
  • Primary: Sheila González, Mercedes Cortes y Marta Orta
  • Lower secondary and Higher Secondary: Inma Parellada y Angel Ubach
• Other professionals:
• • Speech therapist: Dolors Bonet
  • Special Education Teacher: Beatriz Palomar
  • Coordination of co-operative programmes and new income: Pilar Valbuena

Personalisation of Learning

How do we personalise learning? By making…

• Prevention of difficulties that may interfere with the correct academic-personal-social development of all pupils.
• Detection of difficulties that may interfere with the correct academic-personal-social development of all pupils.
• Solution/Attention to difficulties that may interfere with the correct academic-personal-social development of all pupils.
• Programming and carrying out school, personal, professional and vocational guidance activities, thus promoting the integral formation, accompaniment and personal maturity of each pupil.

With the following objectives as the pillars of our intervention:

• To contribute to the improvement of the Teaching and Learning processes that, at all levels and stages, take place in the School.
• Promote and review educational responses adapted to the needs of individual learners and groups.
• Collaborate in tutorial action and in academic and vocational guidance activities, promoting the development and vocational maturity of students.
• Accompany and support families and teachers on issues in the educational process.

Support and enrichment programmes

• Active participation in the SEP, personalised school support, coordinating or directly conducting sessions with pupils:
  • Classroom d’acollida aimed at pupils who are entering the Catalan education system for the first time and to guarantee the acquisition of linguistic competence in the new language.
  • The reinforcement is aimed at giving support to those students who need more personalised support in the areas of mathematics and Catalan language.
  • “El Projecte d’enriquiment” is aimed at the Primary and Secondary stages, with the objective of promoting personal talent and extracurricular enrichment.

• Analysis of the results of collective tests, of the assessment of learning processes such as reading and writing, together with the academic heads, in order to draw up academic improvement plans.
• Cross-cutting cooperative programmes: One to ONE, reading sponsors, baccalaureate volunteers.

Support to the Tutorial Action Plan

Coordination and elaboration of tutorial action plans for each course, developing essential competences such as:

• Intervention, working closely with tutors and Human Formation, in the Emotional Education programme.
• Preparation and participation in workshops on social skills.
• Programme of prevention and intervention in possible cases of bullying.
• Implementing study habit techniques.
• Intervention in the Vocational Guidance Programme.
• Workshops by external professionals who help us to address more specific issues: social networks, drug use/abuse, internet, video game addictions, cyberbullying, identity theft, etc.

Family counselling

• We provide support through individual tutorials with pupils and families.
• Coordination, preparation and participation in the Parents’ School.
• Communication and individualised monitoring in the case of pupils with specific difficulties.

Student Assessment

• Assessment of new students entering the centre.
• Application of institutional group tests.
• Individual assessment of students when required.

Vocational Guidance Programme

The school offers students a vocational guidance plan which begins in 3rd year of ESO and ends with the choice of a university degree in 2nd year of Bachillerato. Our activities include:

– Group psycho-pedagogical tests.

– Work Experience.

– University week.

– Round table with former students.

– Professional workshops (with the support of many of our students’ parents) on employment and vocational sectors.

Coordination with teams from outside the school:

• Joint work with external professionals, both public (EAP, CDIAP, CSMIJ, SSSS…) and private.
• Regular communication with these centres to coordinate the work being done with the pupil and thus obtain the best care.

The RMSI student

Is characterised by 5 key traits for personal fulfilment, for university and professional success, and for exercising transformational and servant leadership as a result of the comprehensive training he or she has received.