Hidden content
Resultados de los cuestionarios
Hidden content
Hidden content

Centros educativos colaboradores

IES Rosario Acuña

IES Rosario Acuña is a school of secondary education in Gijón (Spain) whose main concern is the well-being and growth of their students. Even though they put into practice a wide array of student-centered methodologies, activities and services, their most important approach is Service Learning, a methodology which «combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs», in their case collaborating with an institution for the elderly in the neighbourhood.


CP Cervantes

CP Cervantes is a primary education school in Gijón (Spain), in a working class neighbourhood far from the city center. In their own words, both neighbourhood and school are two sides of the same coin, so their vision as school is mediated by a high sense of social responsibility, which permeates every educational action.
They are a very active school, using every kind of active methodologies and collaborating with many institutions in the neighbourhood and the city to put students in the center of their own meaningful learning.
Sport as a means of cohesion and the promotion of healthy habits made them achieve the EU #BeActive Education Award in 2017, and they were also part of the multi-awarded gender equality project Otras Miradas, organised and coordinated by Way Back to School‘s partner, CPR de Gijón-Oriente. Currently, they are one of the 20 Changemaker Schools in Ashoka Spain.


CP Granda

CP Granda is a pre-primary and primary education school set in Granda (Siero, Spain), very close to a Roma settlement and a Roma neighbourhood.
The school, of public denomination, progressively lost students until becoming almost a school for Roma kids, who make up around 90% of current students. This situation has led to very strong interinstitutional collaboration, and the collaboration with NGO and Roma associations to give their students a chance develop their potential and integrate in society.


Enfoques pedagógicos

Diseño Universal de Aprendizaje

UDL is a framework to guide the design of learning environments that are accessible and challenging for all. Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal driven. UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning.
The UDL Principles and accompanying Guidelines were conceived with the brain in mind. Like each person’s fingerprints, every brain is remarkably unique in its anatomy, chemistry, and physiology. While there are thousands of networks specialized for different functions, some of the differences which can observed are systematic and predictable, so it’s possible to proactively anticipate and plan for those differences, allowing all students the chance to be and feel succesful, positively contributing to better engagement with the school and, thus, preventing one of the major causes of early school leave.

UDL Guidelines
The UDL Guidelines Website

Aprendizaje basado en proyectos

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

Aprendizaje Servicio
Hidden content
Aprendizaje cooperativo
Hidden content
Design Thinking para educación
Hidden content

Instituciones colaboradoras

Fundación Secretariado Gitano

Fundación Secretariado Gitano (FSG) is an intercultural social non-profit organisation that provides services for the development of the Roma community in Spain and in Europe. Its activity started in the 1960s, but it was legally established in 1982.
Their mission is to promote the access of Roma people to rights, services, goods and social resources on an equal footing with the rest of the citizenry. To this end, FSG develops all kinds of actions that contribute to achieving the full citizenship of Roma, to improving their living conditions, to promoting equal treatment and to preventing any form of discrimination, while promoting the recognition of the cultural identity of the Roma community.


Mar de Niebla

Fundación Mar de Niebla (MdN) was born in 2004 in the neighbourhood of La Calzada (Gijón, Spain) with the goal of generating projects of social interest in the city. Their main focus was, and still is, on putting people in the center of their development, making them believe in their potential, accompanying and helping them, always with scrupulous respect for their dignity. MdN’s wholehearted task is working towards the social integration of the disadvantaged, mainly in the youth field.


Subcomisión operativa de absentismo

The Council of Gijón launched in 2002 a Project of Social-Educational Work in School Absenteeism, establishing the framework for intra and interinstitutional collaboration among the different areas of the Council (Education, Social Services, Well-being, Security…) and representatives of schools. The main objective of the Comission is tackling absenteeism in the city, introducing the necessary controls and procedures, as a means to also intervening in the early stages of a situation that can end up in early school leaving.
The Project Support Operations Subcommittee is in charge of asessment and intervention in the most complicated cases of absenteeism where regular procedures don’t work.