The societies of future generations will be multilingual. In this regard, we promote the learning of the mother tongue—both spoken and written—as the foundation of study, along with foreign languages to help students become the global citizens of tomorrow.

Plurilingualism and Internationalization

La Salle Bonanova is a recognized and certified multilingual school thanks to its strong commitment to foreign language learning: English from I3 (age 3), and French or German starting in third grade of Primary Education. The foreign language project includes different pedagogical approaches adapted to each age, with the aim of truly mastering foreign languages.

We also teach non-linguistic subjects in English from Early Childhood Education through Baccalaureate. This allows students to double or even triple their exposure to foreign languages. Every year, students certify their proficiency level in all the languages offered—English, French, German, and Chinese—with excellent results that far exceed national standards.

The presence of English conversation assistants, who support listening and speaking activities, is another valuable resource available at the school.

The international partnerships we maintain with other educational centers in Europe and the United States—most of them La Salle schools—give students the opportunity to participate in short-term exchange experiences or in trimester-long cultural and linguistic immersion stays in countries such as France, England, Ireland, Germany, Austria, or the United States. The school works tirelessly to continue expanding this international network to accommodate the many requests for stays that we receive each year.

We also highlight the role of the Spanish language, which is used as the vehicular language for several non-linguistic subjects across all educational stages, from Early Childhood to Baccalaureate.

Reading Project

In Early Childhood Education, we begin developing phonological awareness. The classroom becomes a space for speaking and listening, encouraging oral expression.

La Salle has developed its own reading-learning method, supported by specific materials aimed at achieving two fundamental goals: developing children’s reading abilities and fostering a love of reading.

The reading plan is structured around three axes: learning to read, reading to learn, and cultivating a taste for reading. Reading, like any other type of learning, requires the use of appropriate techniques designed to achieve our goal: creating efficient readers.

Mastery of language—and especially of reading—is one of the fundamental pillars of personal education.

The school has launched a project to promote a love of reading. This project consists of reading daily for a short period the book each student chooses. All students in compulsory education spend 20 minutes a day reading for pleasure. The increase in reading time has led to a significant rise in the number of active readers in the school, along with improved reading comprehension and more frequent book exchanges and recommendations among students—all under the supervision of the teaching staff.

The reading project extends across all school stages, with activities and resources tailored to students’ cognitive development and based on the latest contributions from neuroeducation.

We approach mathematics learning as an experience rooted in the students’ immediate environment to help them acquire skills, abilities, and competences. This is an innovation project recognized by the Department of Education.

Innovation in Mathematics

La Salle Bonanova has begun a methodological innovation process in the teaching and learning of mathematics. Throughout our history, there has always been strong pedagogical interest in this field, as reflected in the good results achieved. Today is a key moment: from I3 through the second year of Baccalaureate, we are moving toward a more hands-on, competence-based approach to mathematics, as recognized by the Department of Education.

La Salle Bonanova promotes understanding, reasoning, creativity, dissemination, and motivation in mathematics through different initiatives adapted to each age group, such as the mathematics cabinet and the mathematics laboratory.

The results achieved by our students in regional mathematics competitions highlight the value of the work carried out by all teachers within this new pedagogical approach.

We bring the scientific world closer to students from P3 onward in order to cultivate scientific thinking and prepare the future researchers who will lead tomorrow’s scientific projects.

The Scientific World

Science education plays a major role in the learning experience offered at La Salle Bonanova. For this reason, the school implements a wide range of age-appropriate science projects.

Younger children investigate and answer their scientific questions in our new laboratory, which we call The Scientific World. The aim of this project is to develop thinking skills related to inquiry, reasoning, and conceptualization.

Older students work on STEAM-based projects involving simulation activities, inquiry processes, computational thinking, technological processes, and design thinking.

Laboratory practice is also an essential part of student life from Secondary Education onward, allowing students to better understand biology, physics, and chemistry content, as well as to deepen their knowledge.

Teachers encourage students to participate in various prestigious scientific competitions at the regional or national level, such as the Catalonia Young Scientists Congress or global projects proposed by the International Baccalaureate organization.

At La Salle Bonanova, we understand technology as a tool in the service of learning, never as an end in itself. Our goal is for students to learn more and better, developing creativity and critical thinking through responsible and guided use. Therefore, we follow the recommendations of UNESCO and the Department of Education, establishing clear limits and promoting screen-free spaces to ensure digital well-being.

From the earliest stages, technology is introduced with pedagogical intent. In Early Childhood Education, use is minimal and supervised, with activities that stimulate imagination and language. In Primary Education, we develop digital competence through teacher-guided activities that teach students to transform information into knowledge, avoiding excessive screen time. In Secondary and Baccalaureate levels, each student uses a laptop to work on collaborative projects and strengthen digital autonomy, always with critical reflection on the use of technology.

Our technological infrastructure is robust: digital whiteboards, Wi-Fi throughout the campus, iPads, computer labs with updated software, and personal laptops for older students. But technology is never the protagonist; it is the means that facilitates networking and meaningful learning.

Communication among families, students, and teachers takes place through Sallenet and the Salle Bonanova App, our Moodle-based virtual platform, which ensures a safe and collaborative environment. Each member of the educational community has a personal username and password for secure access.

Another key element of our project is robotics. With the support of La Salle Campus (URL) and EduEnginy, robotics becomes a cross-curricular tool that fosters computational thinking, creativity, and cooperative work. Students learn to make decisions, solve problems, and share knowledge, becoming the true protagonists of their learning.

At La Salle Bonanova, technology is an opportunity to develop competent, responsible individuals who are prepared to face future challenges in an environment that respects and promotes students’ digital rights and cultivates digital competence with responsibility and sound judgment.

We work on self-knowledge to better understand the environment and enable students to act freely, responsibly, and consciously, always with respect.

Entrepreneurship

Entrepreneurship, introduced from Primary Education onward, encourages the development of abilities ranging from initiative and decision-making to creativity and reflection, applied to the creation and justification of a project that—although simple—may become the seed of future initiatives.

Entrepreneurship at school aims to help students develop the competences needed to actively transform ideas into projects.

The purpose of entrepreneurial work is to foster in children and young people the competences, values, and attitudes that nurture personal growth and resilience: autonomy, initiative, creativity, planning, organization, decision-making, teamwork, among others.

Community Service

We promote solidarity through various proposals, activities, and campaigns that help students understand the different realities of our environment and of the world. Every year we participate in campaigns organized by school-affiliated organizations such as Ventana Abierta, as well as solidarity projects supporting the Third or Fourth World through Proide and the Comtal Foundation. We also encourage solidarity within the school community, helping younger classmates as “mentors” during specific activities; organizing and taking part in different solidarity events, whether within the school (food collection, toy exchanges, clothing drives, etc.) or in response to exceptional situations requiring humanitarian aid.

Sustainable School

Since November 2015, the school has been certified as a +Sustainable School by the Barcelona City Council.

Environmental education has always been present at La Salle. Within the strategic project for a more sustainable school and growing social awareness, we make this work more visible through several initiatives that involve not only students but also their families and the entire educational community.

Recycling awareness is now present throughout the school, as well as initiatives in environmental education, selective waste collection, and urban gardening.

Comprehensive Health

The SI! Program was created through the initiative of Dr. Valentí Fuster to promote cardiovascular health by teaching lifelong healthy habits. The program’s overall goal is to help students acquire knowledge, attitudes, and healthy habits through an intervention based on four components: body and heart, physical activity, nutrition, and emotional management; across four environments: classroom, teaching staff, family, and school.

The SI! Program includes three units per grade in Early Childhood Education and twelve challenges in Primary Education. Each unit or challenge offers a set of didactic materials that foster health-related learning from an interdisciplinary and holistic perspective, with Cardio—the program’s main character—as the reference figure.

Emotional Education and Inner Life

At La Salle, we believe that schools must respond to the needs of the present and the challenges of the future. Many respected voices today call for deep reflection on the kind of education provided in our society. For this reason, we address this demand by integrating emotional education and inner development into daily life through different activities and dynamics related to personal growth, implemented across all levels from P3 to the second year of Baccalaureate.

#aquiproubullying

Our school was selected by the Department of Education to participate in the #aquiproubullying Program, in accordance with the regulations of Resolution ENS/881/2017, which created this pedagogical innovation program for the prevention, detection, and intervention in cases of peer bullying. The school’s goal is to raise awareness throughout the educational community in order to prevent bullying, through informative sessions and activities for students, teachers, and families. We also work to identify and intervene in bullying situations, with the involvement of the entire school community, led by a specialized team of teachers, psycho-pedagogues, psychologists, and educators.

Cooperative Learning

This team-based methodology is now part of everyday life in our Early Childhood, Primary, and Secondary classrooms. We prepare students to work collaboratively, enhancing each individual’s talents and helping them understand that together, they can achieve better results. At the same time, they learn different teamwork dynamics that prepare them for two essential life lessons: everyone is important, and everyone contributes—because together, we do better.

Recess Enrichment

The school playground is the main leisure space available to students during the school day. It is a space for play, movement, social interaction, discovery, experimentation, and learning—in essence, an educational leisure environment that we value and nurture.

At La Salle Bonanova, we work to transform the midday recess into an educational space. In collaboration with the Pere Tarrés Foundation, the team of monitors who work during this period offers students activities, games, and workshops with educational and recreational value, promoting knowledge, habits, and values through creative, educational, and stimulating leisure experiences, always prioritizing student well-being.

New Learning Context

Transforming the present to lead the future.

The New Learning Context (NCA) is a reference framework based on competence-based, transversal, instrumental, social, and adaptive learning that turns the act of learning into an experience.

This new approach follows the recommendations made by internationally recognized institutions such as UNESCO and the OECD for the educational projects of the coming decades.

This model respects the curriculum, develops each student’s talent through educational excellence, works on content in an interconnected way across the different areas of knowledge, links learning with emotion, and develops critical thinking, communication, collaboration, and creativity.

Light Pedagogy: Discovering, creating and learning through the magic of light

At La Salle Bonanova, we understand that light is an inexhaustible source of curiosity, creativity and learning. Inspired by the Reggio Emilia philosophy, we develop Light Pedagogy as an innovative approach in the Early Years stage, enabling children to explore, experiment and build knowledge through a fascinating element: light.

In the sensory learning environment, light becomes the central focus. Light tables, overhead projectors, and transparent, translucent and opaque materials create spaces that invite the discovery of colours, shapes and shadows. Each child is free to observe, manipulate and transform, turning every experience into an opportunity to develop imagination, artistic sensitivity and scientific thinking.

This approach fosters autonomy and cooperative work. Children learn to ask questions, to try, to make mistakes and to find answers, while the teacher supports and documents the process without imposing, respecting each child’s pace and creativity.

Light Pedagogy is a sensory and interdisciplinary journey, where light becomes a language for expressing ideas, emotions and discoveries. At La Salle Bonanova, we believe these experiences are essential for nurturing curious, creative children who are prepared to face the challenges of the future.