Beasain BHI Digital Plan

After doing a deep analysis of the reality of our school along the course, these are our conclusions:

1. Data of the organization
Our school is a secondary education centre of both, compulsory and non-compulsory secondary education. Located in the Basque Country, it receives students from the town of Beasain and all the smaller towns around. It counts with more than 100 teachers and more than 1000 students in its two buildings. 



Mission
The aim is to offer an integral and modern education, based on competences.

Vision
There is a clear interest in working with the last technologies in such a way that we can prepare our students to become capable citizens ready to deal with the tasks of modern life without difficulty.

Values
We try to educate in values such as respect, tolerance, constancy, and others, this is, all the necessary to develop the capacities of people in a harmonic way.

2. Analysis of the reality

 a) Organizational dimension
-Leadership and governance: The centre, even if divided into two different buildings, counts on a unique management and then, there are a series of different positions in each of the buildings.

-Teacher professional development: From the centre the continuous formation of teachers is boosted, putting special interest in innovations related to education in competences and also in order teachers can acquire the required skills as to adapt to the level of digital implantation in the centre.  

-Collaboration and networking: The school is involved in different schools’ nets and, in addition to this, teachers tend to take part in different cooperative nets for material creation and it is pretty frequent to organise courses in order to improve digital competences.

b) Pedagogical dimension

-Teaching and learning practices: We are trying to fully develop the digitalization of the educational process. In this there is a difference in between both buildings because while students of the first levels of compulsory education counts with their laptops (in the first level of their own ownership since this year because we have started to replace traditional textbooks by digital books), those in higher levels do not count on this equipment (we expect this to begin in the following two or three years), so the use of digital tools is different.

-Contents and curriculum: All the contents of the different subjects have a space in the Moodle platform o the centre so it can be offered to students a great variety of resources to make easier to follow the matter even when they are absent for any reason. They can also find there complementary materials or the platform may be used to interact with students.
In all the cases official programmes are followed and the programmes of the subjects are available in each of the courses of the platforms and in the Intranet of the school.

-Evaluation practices: During the last courses, special stress is being put on competences. For that purpose, there is a group in the centre who analyses the subject and prepare resources for evaluation. In this moment the evaluation in competences is made in compulsory education and the results of that are given to parents at once with the note bulletin.




 3. Action Plan: Strategic lines

Line 1: Communication Plan

 Line 2: Professional Development Plan

Line 3: Acceptable Use Policy
Line 4: Self-assessment

Line 5: Good Practices



This is the complete Digital Project of our school the Beasain BHI.

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