Description of school:

O’clock idiomas is a language school founded in 1991. It is a family business that started as a small school with three teachers in the newly built district of San Martin and has been growing steadily ever since becoming a local reference for language services.

The school teaches English and French in its own premises as well as in-company and in local public schools.

The school now has three different premises. Central office and school in San Martin, additional school premises also in San Martin (opened in 2000) and another school in the district of Lakua (opened in 2013, enlarged in 2017).

The school is located in Vitoria-Gasteiz, a city located in the Basque Country in the north of Spain. It is the seat of the Basque Government.

Job Information

As our motto says, we try to mix Tradition with Innovation as a way of achieving Excellence.

Therefore, we believe in a mix of methodological approaches that combine features from traditional methods of teaching (based on physical materials, usual classroom settings, formal assessment), combined with new methodologies in terms of use of technology, breaking of classroom barriers and work on  individual competences and abilities.

We have a direct approach where the teaching is done entirely in English and there is an emphasis on language production and pronunciation, but not forgetting about the structural approach into the language to be worked through grammatical rules and structures which helps the students have a better overall awareness on their progress, scope of use of the language and own possibilities.

TPR (total physical response) is also important at an early stage where our youngest students respond to simple commands and stress is on the importance of aural comprehension. The incorporation of authentic real-life and up-to-date materials into the classroom is also essential for students from all ages and levels, together with visuals and realia.


Language teachers at our schools share the following values and attitudes:

  • A positive attitude to diversity and differences among learners, and respect for the personal and cultural background of the learners.
  • A belief that learning is more effective when learners are aware of their aims and the progress that they are making.
  • A recognition of the value of the learning-centred classroom, the various roles played by teacher and learners and their related modes of interaction.
  • A realisation that knowledge and awareness of the target language and sound methodology contribute to successful teaching and learning.

Learners needs, and planning

  • A concern with identifying the learning needs and wants of all learners, and a conviction that methodical planning will lead to greater learner achievement and satisfaction.
  • A readiness to consult learners and involve them in the planning process, prompting feedback and adapting activities in response to this.
  • A realisation that planning needs to be flexible and that plans should be modified in the light of the learning process and learners’ needs.
  • An appreciation that there should be a clear progression from one lesson to another with reference to the planned learning outcomes.
  • Critical awareness of a range of possible resources and their sound exploitation with reference to learners’ level.


  • A belief in the value of lifelong learning and development.
  • An open mind concerning methods and techniques for guiding and supporting language learning.
  • A determination to enable all learners to achieve optimal progress in their learning.


  • A belief that assessment is an integral part of learning and teaching.
  • An appreciation of the impact of assessment on the whole learning & teaching process (assessment for learning; assessment of learning)
  • A commitment to providing timely, accurate and meaningful feedback to learners on their progress.

Language, communication & culture

  • A commitment to promoting linguistic diversity, plurilingualism and pluriculturalism, and a respect for varieties of language.
  • A belief in language and communication as instruments for social cohesion and mobility.
  • A belief in the dynamism and creative potential of language in planning, teaching and learning.
  • A belief in the educational value of language learning and understanding of other cultures.


Part-time English Teachers

Full-time English Teachers