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In order to apply for a STEM School Label provided by the European Schoolnet Agency, we want to analyze the items suggested by them. The checklist is preceded by 2 videos our students recorded in order to show up different cases:



Good implementation already

  • STEM subjects are taught at different levels.  
  • 1st course (12 years old students):Proxecto Boiro, researching
  • 2nd course: Green New School, about STEM-Ecofeminism-Communication (new, starts in 2019_20)
  • 2nd course: Technology (mechanisms, structures, electricity)
  • 3rd course: Technology (materials, CAD, robotics, elecricity)
  • 4th course: Technology (electronics, robotics, programming, communication)
  • There is interdisciplinary collaboration among teachers to identify learning needs and interests of students.                                                                                  

We do it in our Assessment meetings (October, December, March, June, September); A report is made by our Counaelor and a follow-up programme is settled for each student.

  • Organised and planned projects with identifiable goals and outcomes are part of STEM subjects.

Yes, and we can see the goals in our Syllabus.

  • Students are actively involved in the learning process.

Yes, as we can infer from the high number of participants in the extracurricular activities.

  • Hands-on activities are part of STEM subjects.

 Yes; you can take a look at our Tech projects in our Annual report, page 5 ahead.

  • The school representatives carry out extracurricular projects in the STEM areas.

We do: we carry out a Science Club based on Bioarchitecture and a Robots-Audiovisual lab (STARgal).

  • STEM subject topics and practices are based on solving real-world problems.
  • 1st course subject: we do a research on health topics related to our village
  • 2nd course subjec: we will do a research on ecological issues related to our country
  • 2nd, 3rd and 4th course Tech: we do projects related to current issues like electric cars, health troubles involved in conventional building techniques, control systems, A.I., I.o.T
  • Project-based teaching methods are used through solving open-ended tasks.

 It's our philosophy.

  • Maker education is part of the STEM teaching in the school.

 It is essential in the Curriculum of Tech lessons: we mount prototypes and mother board basis, use 3D printing, solder circuits, build models...

  • Learning outcomes are observed and analysed and the learning process is adapted accordingly.                                                

 It is compulsory in Spain and we do it in our ordinary assessment meetings.



A profesora Ana Moreiras presentou ante o Claustro do 28 de maio un balance da participación do noso centro no Proxecta Observa_Acción (curso 2018/18) e no Erasmus Profesorado competente desde a perspectiva STEM (cursos 2018/20), analizando tamén a súa propia experiencia PIALE.

Diario Curso Bruxelas - Día 5

O día en que nos cansamos de facer prácticas sobre hipóteses e decidimos comezar a falar das nosas experiencias reais, xa que, agora si, SOMOS CONSCIENTES DE QUE XA SOMOS CENTROS STEM.



Diario Curso Bruxelas - Día 4

STE(A)M: Europeana – integrando a herdanza cultural nas clases STEM

Diario Curso Bruxelas - Día 3


Visita á escola Zavo onde está implementado o proxecto STEM at School

É unha escola preto de Bruxelas que conta con 3 “campus”: centro de secundaria de graos 1º e 2º, que non visitamos; centro de graos 3º a 6º, onde se implementou a metodoloxía STEM, e centro de formación profesional. Este é o sitio web do centro. Todo o complexo ten 1740 estudantes e 250 profes. O campus STEM, o obxecto prioritario da nosa visita, está recén construído e ten preto de 300 estudantes. Nas aulas non caben máis de 24 persoas. 


Visita de estudo á escola ZOVA, onde se está implementando o proxecto 

Diario Curso Bruxelas - Día 2

Introducindo a  Bíoeconomía en aulas STEM


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by Dr. Radut