HOMEROOM AND PERSONAL-SOCIAL DEVELOPMENT
Our objective is to have our students develop their personality completely through an integral education that fosters their intellectual, physical, social, affective and moral growth.
We aim to make the students capable of feeling curiosity and of exploring and tackling their challenges during each period of their school years, in order to achieve a significant learning. Therefore, our educational approach allows for and promotes reflection and values using the students’ prior knowledge and constructive processes.
Additionally, we try to encourage research and study, culminating in a high level of scientific and humanistic work.
During the elementary school years, we emphasize the students achievement of the following personal and social goals:
» To learn to know himself reflecting and trying to understand the way of acting, reacting and relating to others.
» To be able to analyze and value qualities as well as to make an effort to change or modify what is not satisfying.
» To be able to analyze his surroundings, knowing the family, social relations and context in which he lives, living in a society and adapting to the norms and rules of coexistence.
» To be able to experiment, know, critically appreciate, choose and integrate a system of basic life values of coexistence that will develop favorable attitudes allowing the to live harmoniously with each other.
When interacting with other people, the students are also expected to accept and respect their diversity and uniqueness, to be open to dialog, to express their thoughts or feelings assertively, as well as to listen to others showing sympathy. The are also expected to tolerate frustration, face difficulties and find alternative solutions, as well as to handle risky situations and pressure.
AN INTEGRATED EFFORT
Personal and social objectives are solved through an integrated process throughout the school. They are the pivotal point axis within the scholastic curriculum and are worked in a gradual and coherent manner, considering both the evolutionary period of the student as well as the educational focus of the school. These objectives have been previously reached by consensus with the teachers.
Within homeroom, the projects and sessions to develop abilities, attitudes and fundamental values are planned for a healthy and harmonious co-existence.
At the beginning of each bimester, the subjects related to individual and group organization in which habits and routines are daily practiced and reinforced are tackled. Additionally we foster active student participation in school life, offering students the possibility of taking on their classroom responsibilities and establishing individual and group goals. Also, coexistence norms are established to build a favorable and pleasant environment.
Through projects, the students strengthen their study habits and strategies; they learn to distribute their time and look for an adequate place to do their homework. They also include leisure activities and moments with their families. Since Third Grade, the teachers balance homework through the planning of the Study Time, a time to study at home of 45 minutes that includes two or three homework tasks or study periods of different areas.
Our community service projects foster group integration and promote a sense of community and generosity. Our campings encourage several values in our students, as they are responsible for planning and organizing the activities, in which they should establish agreements and coexistence norms and have the opportunity to strengthen their talents and abilities.
Some of the projects that are developed at this level are the following:
|Third Grade||Fourth Grade||Fifth Grade|
|• Study habits
• Valuing our gender differences
• Solution to group conflicts
• Community Service
• Self-assessment: Talents and Difficulties
|• Respecting differences
• Community Service
• Study Habits
• Caring for our body
• Influence of TV on Children
|• Study habits
• Building a peaceful community
• Being part of a group
• Group pressure
• Recognizing our differences
• Getting to know and value our bodies
• Community Service: Villa Martha
• Use of the Internet
The students develop abilities in the different academic areas. For example, in Spanish Language Arts or in English, they develop reading, and written and oral production abilities and the command of grammar structures, vocabulary, phonetics and spelling.
We also aim to have the students develop learning strategies. For example, for understanding texts, we teach them what to do before, during and after reading a text to understand it better, as well as to relate their background knowledge to the reading, discover the meanings of new words, organize the information they get, etc.
In subjects such as Math, Science and Visual Arts, they also learn different concepts, contents and the main specific abilities of each area.
We work through projects and coordinate with all the areas to integrate the worked contents and competencies. For example, in a project on tourism and natural reserves, in Integral Communication students produce posters or brochures on the subject; in Science they do research on the different reserves in Peru and in Art, they make models.
Another example is the annual Play, in which the areas are also integrated. Thus, in English they study the text, the vocabulary and the grammar; in Spanish Language Arts they learn about the creation of dialogs and the understanding of theater as an expression; in Visual Arts they make the costumes and the scenery; and in Music they learn songs to sing at the play.
We offer a bilingual education, which implies that our students learn to use their mother tongue and English simultaneously, in different situations, both in the development of academic areas and in extracurricular activities, as well as in their daily communication with the faculty and administrative staff.
The focus we use for teaching a second language is consistent with our educational approach. Learning is carried out within an authentic context that is meaningful to the student, and promotes reflection, research, as well as critical and creative thinking.
Our aim is that throughout the school years the students learn to use this language as a learning tool, develop their linguistic abilities and acquire academic language, so they can satisfactorily manage within the curricular areas that are carried out in this language. As of Third Grade, Science is taught in English and since Fifth Grade so is Math.
We use an evaluation system that considers the entire process through which the student go until achieving the set goal. We also intervene at the moment in which the student shows any problem, helping him to use different strategies to cope with the situation and continue with the learning process.
We have an ongoing evaluation aimed at recognizing the effort, personal progress and stimulating self-correction and the desire for improvement. The students are evaluated through written tests, homework, class participation and activities. Thus, the process of acquisition of competencies is graded on a range of 1 to 5, where each grade means the following:
1 = No meaningful progress can be seen, the student presents serious difficulties that must be surpassed through some special work.
2 = There is not enough progress, the student still needs support in reaching the objectives.
3 = In the process to reach objectives.
4 = The student satisfactorily fulfills the expected objectives
5 = The student fulfills the objectives in an outstanding way, shows confidence or performs beyond what was expected.