Present name: C.E.I.P “CASTRA CAECILIA”.
Number of Units: 9 infant + 18 primary + 1 autism classroom.
Total 28 units.
Number of units in operation during this academic year:
9 Infant Education: 229 PUPILS
16 Primary Education: 448 PUPILS

  • The different meetings will take place from 14 to 15 h.
  • The School Council will be convened in the afternoons as well as meetings with parents.




CONTINUED DAY: Monday to Friday from 9:00 to 14:00.
A.F.C.: Monday to Thursday: from 16:00 to 18:00 from 1 October.
Extra-curricular activities organised by the Sports Club: 16:00 to 20:00 hours.
Morning class: from 7:45 to 9:00.
Managed by the Association of Parents of the School: From 14:00 to 16:00.

Tel. 927010971 Fax 927010972



Tel. 676515699 (dining room) 678357408 (general)



Tel. 678405441



Tel. 607689991


The school has an enrollment of 678 students divided into 27 groups, 9 of infant education and 18 of primary education.

The first criterion that conditions our school is the bilingual project. Since the foundation of the centre, we have had English as the vehicular language.

The second fundamental pillar of the school is the attention to diversity. It is one of our main objectives, given the high number of students with problems we have. For this, we have an attention team that works collegially and that together with the tutors set in motion an ambitious attention plan that during the last years is giving great results.

The third pillar of the centre’s operation is the school library, which constitutes not only an educational resource for the pupils, but also an inexhaustible source of resources for the teaching staff and also a backbone of the centre’s common activities.

We offer the second foreign language, Portuguese.

The faculty participates in Eramus plus KA-101 and Erasmus plus kA-219 programs and some eTwinning projects with other European countries.

Special mention should be made of the continuity of the classroom with specific attention to diversity, the autism classroom, also known as the specialised classroom, which has meant great possibilities for the centre. This classroom attends to autistic students, it is the interest of this centre to carry out inclusive policies where the classroom becomes an active resource of the centre and the integration of all its students in the activities of the centre is unquestionable, since among our signs of identity we contribute to the normalisation and inclusion of students with special educational needs.

This course will continue to work with eScholarium, with it ends to implement the use of new technologies in the classroom in a decisive and definitive way, integrating daily digital textbooks in that system


Date of the activity: 16.01.2018 – 22.02.2018

Number of participant: 60 pupils  from 2nd to 5th grade

Responsible person of the activity: Local coordinator dance instructor class teachers.

During break time, to ease the anxiety and aggression, a collective dance workshop was proposed to promote relaxation. Dance is movement and therefore motor activity, but dance is rhythm and therefore is an activity intimately linked to music.

The acquisition of motor skills through the practice of collective dances is particularly effective, as it is favored by a playful and pleasure situation within a musical situation.

Functional objective

Motor coordination:

General coordination


Segmental coordination (ability to use the lower and upper limbs, both independently and in relation to others).

Cognitive objective

                     Space-time organization

Rhythmic sense

Expressive and aesthetic sensitivity

Physiological enhancement

Sound and musical perception Music production

Relational objective

Socialization, cooperation and integration

Dynamic relationships

Self esteem

The workshop was an approach to the steps of Caribbean dances and songs where the rhythm becomes overwhelming. In the gym the students divided into teams of 20 each lined up behind their “training cone” which indicated the position to be held. At the beginning they were explained their steps without music, they tried them on the spot several times. Then they learned to combine singing with movements. They tried first individually and then in groups

Everyone had fun in the group show, everyone found their place and a bit of personal visibility but in an overall design. Even if the individual performance was not perfect in the movements, this contributed however to the realization of a meaningful and motivating whole.

The result has been the awakening of the taste to move, the pleasure of playing, the high motivation towards movement. A state of well-being perceived and not dormant in front of a television or a videogame.


Date of the activity: 30.X.2017 – 29.XI.2017

Number of participants: 40 pupils from 3th grade /25 students from secondary 2nd grade.

Responsible person of the activity: local coordinator, Italian and English teachers,

The verb “READING” doesn’t bear the imperative,” said Gianni Rodari.

(Italian writer, educator, journalist and poet, specialized in children’s literature translated into many languages).

Objective of the activity:

– To cultivate in children the interest and pleasure for reading

– Educate the habit of listening and communicating with others.

– Enhance the experience of reading and personal imagination.

– Choice of texts adapted to the age

– Involvement and interaction between what is read and children experiences

– “Reading animation”

What to do in order to arouse interest in reading? Which strategies should  be activated to achieve this goal?

To promote reading in the school we have:

– created reading spaces;

– read aloud in a collective situation;

– brought the children to the library;

– created book exhibitions within schools;

– produced stimulating activities.

While to promote  the pleasure of reading the compelling and agreeable strategy was reading animation,  a game that involved the students to the point of giving birth to the desire to deepen the stories heard and played.

The pupils were divided into two groups of 10, each group worked on a different book


Before starting the reading, the teacher called the pupils’ attention to the illustration of the cover, then gave each child a card on which they would write their hypotheses in the appropriate space “I THINK THAT”…

                                       I THINK THAT                                            THE STORY SAYS

Who will the story talk about?

What are you doing?

Who will be bad with him/her?

What will happen?


WAITING SUSPENSE CURIOSITY was created around the book (arrangement in a semicircle, while sitting or lying down. Cozy and friendly atmosphere, soft lighting, adequate furnishings, background music …). Teacher began reading aloud. The children will have to check if their hypotheses (I THINK THAT) are correct and make any changes.

To further characterize the story, a power point was created with the illustrations in the text accompanied by a suitable musical base.

3) AFTER LISTENING PHASE animation activities.

a) Continuation of the story: – “What happens next?” – What would have happened if …

b) From the narrative text to the poetic text. From prose to poetry.

After having thoroughly read the text, the students identify which are the most suggestive pieces for them and rewrite the content in poetic form.

c) In this activity the pupils must search for the title of a chapter of the book they have read, bearing in mind its content: on paper the teacher has prepared chapters, titles that are not too easy, replacing the originals, which they correspond to the content and are not too easy; – give each child a card; – leave enough time for children to find the right match. For example: original title. “The portentous plan” instead of “The explosive idea … …”

d) It was then proposed to listen to short passages of the text modified in part, the students had to guess which part had been modified.

Animation activities for reading proved to be very welcome and captivating:

  • the book read aloud by the teacher is super required by the students;
  • pupils, through games, make a sort of analysis of history;
  • if the story is captivating there is identification on the part of the students;
  • pupils often ask the teacher for a re-reading of the story, in the same way and atmospheres.

It is a lived fairy tale

The students of 2nd grade of secondary school read and dramatized, for pupils in grade 4 primary, the fairy tale THE LION AND THE MOUSE (Fedro)

  Children listen to the reading of the story made by the older students   

Students dramatize the story  

Then, students proposed, to the pupils from primary school, some games invented by them about the recently interpreted fairy tale.

SECOND ACTIVITY: Painting your favourite book character

Date of the activity: 15.1.2018 –9.2.2018

Number of participant: 19 + 21 pupils  from 4th grade

Responsible person of the activity: Local coordinator and primary class teachers.

Objective of the activity:

  • Give birth and cultivate in children the pleasure of reading
  • Educate the habit of listening and communicating with others
  • Enhance the experience of reading and personal imagination
  • Motivate to the conversation on common readings
  • Discover the visual language
  • Promote the emotional and emotional approach of the child to the book.
  • Provide the child with the necessary skills to achieve an active creative and constructive relationship with the book
  • Use form and color in their expressive symbolic meaning
  • To grasp and describe the denotative meaning of the visual message (illustration of photos, pictures).
  • To grasp and describe the connotative meaning of the visual message (illustration of photos, pictures).

In the library of the school the teacher has read aloud some books and the “listened” books are the most sought after ones, those that the pupils subsequently read independently. For this activity the students chose books to read from famous authors and then briefly told others about the plot of the book, trying to explain why they liked it, doing a sort of “advertising for the book”. With regard to the protagonist of the story, the students had to reveal their characteristics in a synthetic outline: physical appearance, personality, feelings, role. As regards the creative aspect of the activity, the realization of the favorite character, protagonist of the read book, was inspired by the fact that all the drawings would be hung from the ceiling of the school corridor, right in front of the library, to indicate the area dedicated to reading. The students chose to make the drawing of their character on a card, which also included the title of the book, almost like the cover. First they draw with a pencil and then they dedicated themselves to color. The technique that most of them used was the pop-up technique, and in any case everyone preferred to create a subject that “came out” of the card. They used tempera colors, pastels, cards and colored papers of different thickness and transparency. All the participants were very satisfied with the completed works.



SIXTH ACTIVITY: ART Painting on a wall

Date of the activity: 16.IV.2018 – 16.V.2018

Number of participant: 25 pupils  from 1st grade

Responsible person of the activity: Local coordinator and first primary class teachers.

Objective of the activity:

  • To make students feel involved in making their school welcoming.
  • To increase in the pupils the senso of belongings to the community and to the place.

Drawing or painting together is a way to tell and know each other, a moment that goes beyond words. Painting constitutes a beautiful way of expressing oneself, manifesting the deepest part of our emotions, it is a therapy for the mind and a formidable moment of personal growth. Cezanne used to say, a long time ago, that “it is not about painting life, it is about bringing painting to life”. By painting, we work on ourselves and give life to what we create, receiving many benefits:


• Helps to overcome the wall of communication and free creativity, a useful exercise especially for shy and introverted people

• Strengthens self-esteem; if practiced in a non-competitive and relaxing environment, painting helps to gain confidence in ourselves and to value ourselves

• Improves motor skills. Handling a brush or pencil helps us to regulate hand movements and develop brain connections related to this skill

• Increases concentration. It is a meticulous work that teaches to stay focused

• Helps the emotions flow. Painting helps to focus on what we feel and to tell it, when words are not enough.


The most suitable technique for working with children is “ Tempera colors” . For this laboratory they have been used three fundamental ones (cyan blue, magenta red and lemon yellow), plus white and black. A brown and a beautiful bright red has been added for convenience because they are colors that are a little difficult for children to compose, all the necessary nuances can be obtained and desired, leaving the discovery of unsuspected colors to the imagination and exploration.

Initially the pupils listened to the reading of Leo Lionni’s book “Piccolo giallo e piccolo blu”, It was followed by a free conversation about the history and possible colors and mixes of colors that the children knew and with whom they had already experienced as everyone had attended kindergarten. The motivation was that their product would make their school entrance more beautiful and welcoming   school, so that anyone who entered the school would feel welcomed by the… color.

RESULTS: this experience was highly formative in that it transmitted a strong sense of belonging to the community and to the place to the children of the 1st grade, 6 years old, who have recently entered primary school. They worked hard without performance demands, without having to produce landscapes or objects, but free to give vent to their creativity. Developing a sense of belonging to the places of the school is a key point for giving birth to the spontaneous care and sense of responsibility of the common material and the environments in which it lives.


CHESS (tactics, strategy, fantasy)

Number of participants: 40 students from 5th grade /22 girls and 18 boys/

Responsible person of the activity: C.F. teacher and teachers class.


  • Concentration
  • Self-control
  • Problem Solving (Problem Solving)
  • Memory
  • Self-esteem
  • Inclusion (Fight against Bullying)
  • Responsibility
  • Respect for the rules and opinions of others

The following functions are recognized for the game of chess:

socializing function

cognitive function

ethical function

In relation to the socializing function, it must first be emphasized that chess favors interaction with others and, above all, places the subject in front of the need to take into account the point of view of others.

Compared to the cognitive function on several occasions it has been emphasized by experts that chess favors the development of cognitive abilities, such as memory, concentration, attention, foresight, spatial ability, the ability to find solutions, … skills linked in a particular way to the logical-mathematical field.

Finally, the game of chess has an ethical function: it is in fact a game with rules, rules that are numerous and complex, and the respect of these rules is presented as an essential condition for the development of the game itself. Games with rules allow you to develop concepts of fairness, shift work, reciprocity and to guide the rejection of those attitudes of abuse, impropriety, injustice that do not allow the smooth running of the game. Chess is also a competitive game, where respect for the opponent and acceptance of the outcome of the game become attitudes to which it is important to educate students.

This group of students approached the game of chess for the first time. Information on the game and the rules have been explained and illustrated by the master through the use of the IWB.


Responsible person of the activity: parents’ community

School garden.


a) Promote Environmental Education in schools.

b) Achieve a better relationship with the environment.

c) To begin in the agricultural tasks of work in the orchard.

d) To know the cultivation techniques of ecological agriculture.


We will have in our project an approach that we will develop as an ongoing activity in which the different areas of the curriculum around the garden will be worked on.

It will be dedicated to the construction and operation of the orchard and little by little, the different subjects will find the orchard as a motivating support for their own activities.

The place chosen for the garden is a small inner courtyard of about 30 square meters, with good lighting and easy access to water. The only drawback is that we still need a lot of land.

The students of Castra have enjoyed a great day to learn with the work in our garden. To share these moments with the companions, gardening parents …