The course consists of 3 hours per week, divided into 2 sessions of 1 hour 30 minutes.

This provides the continuity needed to progress from a solid B1/B1+ foundation towards B2, combining general language development with a progressive introduction to the format of Cambridge B2 First for Schools.

We work with small groups, normally with a maximum of 8 students, allowing for frequent participation and communication as well as close monitoring of individual progress.

Throughout the course, students progressively become familiar with the four exam papers:

Reading and Use of English – reading comprehension, vocabulary, grammar and use of English.

Writing – developing and organising texts appropriate to B2 level.

Listening – understanding different types of audio, conversations and speakers.

Speaking – individual and paired spoken communication, interaction, comparison, description and development of opinions.

During this first year, these tasks are progressively integrated into general language development. The main objective remains to develop students’ English towards B2, rather than focusing the course exclusively on exam practice.

Homework is a regular part of the course and becomes increasingly important at this stage. As well as consolidating classroom learning, it helps students develop organisation, responsibility, study habits and independence.

In Step Up Your Game, the main objective is to first develop the level of English students need to perform confidently at B2, rather than focusing prematurely on repetitive exam practice.

The approach remains communicative, practical and participatory, while expectations progressively increase in terms of fluency, accuracy, linguistic range and the ability to develop ideas in greater depth.

Students work towards participating more naturally in conversations and discussions, arguing and justifying opinions, responding to different points of view, speculating, negotiating and adapting their language to different situations and purposes.

Grammar and vocabulary are developed in greater breadth and depth. Particular attention is paid to accuracy, collocations, phrasal verbs, common expressions and the ability to choose between different structures and language resources to express ideas more naturally and precisely.

At the same time, students begin to familiarise themselves with B2 First for Schools, its different papers and the types of tasks they will encounter. Exam strategies and specific activities are introduced progressively, but always as a complement to language development.

In this way, students first build a genuine and solid B2 foundation, which will subsequently allow them to approach more intensive and specific exam preparation.

Starting from approximately a strong B1 or B1+, students progressively expand the language resources needed to operate at B2 level, integrating all skills while developing greater accuracy, flexibility and independence.

In Reading and Use of English, students work with progressively longer and more complex texts, considerably expanding their vocabulary and consolidating grammatical structures appropriate to B2. Particular attention is paid to collocations, phrasal verbs, word formation, transformations, common expressions and differences in meaning between similar words and structures. At the same time, students develop strategies for understanding main ideas and details, identifying opinions and attitudes, interpreting implied information and inferring meaning from context.

In Writing, students produce increasingly developed and structured texts, learning to organise and connect ideas clearly, develop arguments, adapt register and use a broader and more precise range of language. They also progressively become familiar with the text types and requirements of B2 First for Schools.

In Listening, students work with increasingly natural and demanding conversations, interviews and other audio, developing their ability to identify specific information, main ideas, opinions, attitudes, intention and implied meaning. They also begin to familiarise themselves with the different exam task types.

In Speaking, students learn to develop longer responses, justify and qualify opinions, compare, speculate, negotiate, respond to other people’s ideas and maintain interaction with greater spontaneity and accuracy. B2 First for Schools tasks are progressively introduced so that students become familiar with the format and develop the necessary strategies.

Throughout the course, grammar, vocabulary and the four skills are developed in an integrated way. Although students begin to learn about the format, task types and strategies of Cambridge B2 First for Schools, the main objective of this first year remains to develop the actual level of English required to reach B2.

In this way, students finish this stage with a considerably stronger language foundation and initial experience of the exam, ready to move on to more specific and intensive B2 First for Schools preparation.

Do students need previous knowledge of English or a level test?

Yes. Step Up Your Game is designed for students starting from approximately a strong B1 or B1+ who are ready to begin working towards B2.

Students do not need to have completed previous Eureka courses. For new students, we may recommend a level test to make sure the course is appropriate.

For students who already study with us, we can normally recommend the most suitable group based on their progress and work during the previous course.

What ages and school years is Step Up Your Game designed for?

The course is designed for teenagers in ESO and Bachillerato whose English level is compatible with the objectives of the course.

At this level, English level plays a particularly important role when forming groups, but we also take into account age, school year, maturity and pace of learning.

Wherever possible, we aim to form groups with students from nearby school years and of relatively similar ages, avoiding large age differences.

What level are students expected to reach?

The aim of Step Up Your Game is to start from approximately a strong B1 or B1+ and progress towards B2.

Progress will depend on each student’s starting point, pace of learning, attendance, work outside the classroom and other individual factors. For this reason, reaching a complete B2 level is not an automatic outcome at the end of the course.

Is this a Cambridge B2 First for Schools preparation course?

Yes. Step Up Your Game is the first year of our B2 First for Schools pathway, but at this first stage the priority is to develop the level of English required to reach B2.

Throughout the course, students progressively begin working on the four exam papers — Reading and Use of English, Writing, Listening and Speaking —, becoming familiar with the format, task types and necessary strategies.

However, specific exam preparation does not yet dominate the course. The main objective is to build a solid B2 language foundation before moving on to more intensive preparation.

Do students take B2 First for Schools at the end of this course?

This is not the usual objective of Step Up Your Game.

This first year is primarily designed to develop students’ English towards B2 and progressively introduce the exam. The aim is to build a solid language foundation before moving on to more specific preparation in Take the Leap – B2 First for Schools Year 2.

If an individual student progresses more quickly and reaches the required level earlier, we can assess whether they are ready to take the exam.

What happens after Step Up Your Game?

Students who are ready can continue with Take the Leap – B2 First for Schools Year 2, where the focus shifts towards consolidating B2 and much more specific preparation for the different parts of the exam.

During this second stage, students work more systematically on the techniques and strategies needed to take Cambridge B2 First for Schools when they are ready.

How are groups formed?

English level is one of the main criteria used to form groups at this stage.

We also take into account age, school year, maturity and pace of learning. Wherever possible, we avoid large age differences and aim to group students from consecutive or nearby school years, as well as ensuring compatible levels and learning needs.

How many students are there in each group?

We work with small groups, normally with a maximum of 8 students, allowing for frequent participation, close monitoring and sufficient time for both general language development and the progressive introduction of exam tasks.

Are the teachers native English speakers?

Our team consists of native English-speaking teachers or teachers with an equivalent level of English, selected both for their command of the language and their ability to work with teenagers and prepare students for advanced levels of English.

Are classes taught entirely in English?

English is the main language of communication in the classroom, and students are expected to use it for the vast majority of each lesson.

Spanish or Catalan may occasionally be used when particularly useful for explaining a complex language point or facilitating learning.

Will students have homework?

Yes. Homework is a regular and important part of the course. It allows students to consolidate and extend classroom learning and provides the additional practice needed to progress towards B2.

It also helps students develop organisation, responsibility, study habits and independence, which become increasingly important as they progress towards higher levels.

What happens if a student misses a class?

If a student is unable to attend a class, we will provide the information or materials needed to keep up with the group, where applicable. As these are group classes, sessions missed due to a student’s absence cannot be made up individually or deducted from the course fee.

How are monthly fees calculated?

The price is calculated based on the full academic year and teaching calendar, and the total amount is divided into 10 equal monthly payments. The monthly fee therefore does not correspond to the exact number of classes held during that particular month.

Due to public holidays, school holidays and the distribution of the academic calendar, some months contain more classes than others, but these variations are already taken into account in the total course price.

What happens if Eureka has to cancel a class?

If Eureka has to cancel a class and we are unable to provide a substitute teacher, we will offer a replacement session. If it is not possible to reschedule the class, the corresponding amount will be deducted from the following fee, whether paid monthly or termly.

Are there any discounts available?

Yes. We offer a 5% Family Members (FM) discount on monthly fees when two or more members of the same family are enrolled. In addition, students who are members of Club Natació Sabadell may be eligible for a discount on the enrolment or place reservation fee. Full conditions can be found under Discounts.

Family Members (FM)

Cuando dos o más miembros de la misma familia están matriculados en Eureka, cada uno recibe un 5% de descuento en su cuota mensual mientras coincidan sus matrículas durante el curso.

Por ejemplo, si hay dos hermanos matriculados, ambos reciben un 5% de descuento en su mensualidad.

Socios del Club Natació Sabadell (CNS)

Los alumnos que sean socios del Club Natació Sabadell pueden beneficiarse de un descuento de 10 € en la matrícula o reserva de plaza:

• Nuevos alumnos: matrícula de 35 € en lugar de 45 €.
• Alumnos actuales: reserva de plaza de 20 € en lugar de 30 €.

Condiciones de los descuentos

El descuento Family Members (FM) se aplica a las cuotas mensuales de cada miembro de la familia.

El descuento para alumnos socios del Club Natació Sabadell (CNS) se aplica únicamente a la matrícula o reserva de plaza, según corresponda.

Los descuentos y promociones no son acumulables entre sí, salvo que se indique expresamente lo contrario en las condiciones de una promoción concreta.