Senior High School (10º,11º)
HOMEROOM AND PERSONAL-SOCIAL DEVELOPMENT
In these years of high school, with the joy of completing one stage, the concern over an uncertain future is added. We notice greater ability to abstract and research and increased seriousness and responsibility in regards to academic work.
We also perceive a growing concern about vocational and university choices. Daily tutoring times allow us to collaborate on the important aspects of this process. The other teachers know how we are handling these concerns and they all work together in collaboration. Parents and teachers keep in close communication to be available and alert to how we may guide the students.
In tenth grade, the fourth and final class trip is made to the city of Cusco, Machu Picchu and the Sacred Valley of Urubamba. Like the previous ones, this is a good opportunity to foster their growth, as well as offering other contexts in which to strengthen bonds within their groups and with their teachers. Furthermore, this trip allows different approaches by our boys and girls in regards to the subjects they are learning in various areas, but especially getting in touch with reality and the wealth and problems of our country. Tenth grade also culminates with community service projects.
The participation of students through their classroom delegates provides opportunities to continue forming opinions, coming to agreement and staying committed to finding solutions to their problems, among others.
NEW ACTIVITIES ARE INTRODUCED
Tenth grade continues with the areas of Mathematics, Communication, Science, English, Humanities, Art, Physical Education, Computing, French and World History and Geography as well as introducing Applied Mathematics to Economics. It is also the last grade that will have the General Test in November.
In eleventh grade, the area of philosophy is introduced, which results in an appropriate level of reflection which should be achieved. In addition, a review of Mathematics in included in the areas of Mathematical Reasoning, Arithmetic, Algebra and Geometry.
At this stage, the integration of learning areas continues. Mostly areas that require independent work; the teachers implement strategies to properly integrate them both in the individual areas as well as through inter-area coordination at the time of the annual planning.
OTHER ACADEMIC CHALLENGES
Entering 10th grade, which involves changing to the Upper School location, is an opportunity for our students to be aware that they are finishing an important stage. To this end, as well as to generate new stimuli for academic work, we designed the following set of tests:
· Develop a certain number of hours of work for the community.
· To pass the FCE.
· Achieve the MOS certification in PowerPoint, Word and Excel.
· Develop a monograph.
In tenth grade, the vocational guidance program is started through two activities. The first is to visit several superior universities and colleges in the frame work of the Career Fair to explain the various professions offered the enrollment process, etc. The second is the realization of a webquest that will include the interest of each student and assists in proper systematization of relevant information about career options and post-secondary education.
In eleventh grade, the program includes a series of vocational testing, administered by our Educational Psychology Department, a visit to a group of universities and participation like at the career fair. They will also have the opportunity to perform more preparation exams, some that colleges provide them and others offered by several universities. Finally, they are received by professionals in the workplace in a Special week (Flavor Week) so that the boys and the girls can become familiar with the practical work of their possible options for study.
WHY DO WE LEARN SPANISH LANGUAGE ARTS?
The Spanish Language Arts area aims to improve the students’ communicative and linguistic abilities, so they will be able to creatively satisfy their expressive and interpretative needs that go from the merely practical and utilitarian situations to those that demand greater creativity and artistic production.
With this purpose, in Tenth and Eleventh Grades the activities of the area are organized based on the development of five competencies that we consider complementary:
1. Communicate orally, listen and process information. We seek to develop the student’s capacity to receive, produce and execute complex oral messages with coherence, fluency, and intonation using adequate vocabulary. The foundation for the messages, as well as the argumentative command and the relevance of the questions and comments are important indicators of the degree of advancement in this competency.
2. Reads and understands in different situations. We stimulate the abilities to read out loud and in a silent way as well as the understanding and following of written instructions. A correct modulation of the voice as an answer to the recognition of each kind of discourse, as well as the application of adequate comprehension strategies for each type of discourse are relevant indicators of the achievement of this competency.
3. Produce written texts to solve communication situations. We foster the development of creativity for the exteriorization of an effective and pertinent response to communicative stimulus. The handling of adequate structures in the final communicative product, and the application of the principles of order, clarity, concordance, extension of vocabulary and relevance in the treatment of the subject, show the acquisition of this competency. In the case of written communication a command of adequate spelling is also required.
4. Reflect on the language to improve oral and written communication. To Analyze the grammatical and spelling characteristics of the linguistic code (grammar and spelling) in texts that respond to specific communicative situations, favors the habit of metacognitive reflection. In this case, the command of the metalanguage common of the area, the comprehension of abstract models for the analyses of texts and sentences, and especially, the evidence that this knowledge improves the capacity for self-correction and to correct classmates, constitute the main indicators of progress.
5. Analyze and reflect on the production and reading process of literary texts to improve the understanding of the surroundings. Given the greater elaboration of this type of messages, its analysis allows the student to search and know new and more sophisticated communication resources. The ability to identify techniques and styles, as well as to recognize similarities and differences in the representations presented by different authors is stimulated. The main indicators of the command of this competency are the supported formulation of personal criticism with respect to a determined literary production as well as the real increase of the students’ interest in reading.
HOW DO WE LEARN SPANISH LANGUAGE ARTS?
» We emphasize the functional character of language.
» We privilege the work with discourse, when developing the students’ skills in oral and written expression and comprehension; as well as in the interpretation of literary texts.
» We motivate students towards reading and creative writing.
» We stimulate the personal, value-related and critical judgment facing communication subjects.
» We foster the use of the school library and public libraries.
» We favor cooperative work and insist on self-correction tasks.
Some of the methodological strategies that we apply for the achievement of these objectives are the following:
- We recover the students’ background knowledge through “brainstorming” to later face it with new information.
- To learn grammar, as important as the theoretical explanation, is the constant practice of exercises through which the students learn to distinguish the morphological criteria (shape) and the syntactic ones (function).
- We relate the learning of grammar with oral expression, and especially with spelling and writing, since our objective is to bring about the efficient use of the language. The students elaborate speeches for different purposes (summaries, reports on readings, essays, monographs….) where they should be able to put what has been learned into practice and to privilege the cultured and/or formal use of the language, whenever it is required.
- We initiate the student into the world of literature through reading, and the analyses of different books considering personal preferences and interests. Likewise, we foster them to create their short literary compositions.We want the acquired skills in the Integral Communication course to be articulated into other areas of learning of the level.
HOW DO WE EVALUATE?
Through class participation and the frequent handing in of work (homework) we permanently evaluate the students’ abilities and competencies acquired in the area. This information is completed with periodic tests (open ended or multiple choice), at the end of each unit or project.
We encourage the students to be conscious of their own learning process, planning situations of self-evaluation and group evaluation that will allow them to identify difficulties and overcome them.
After the evaluation, we foster the students to set specific goals to improve their work. We also look for the means to reinforce their abilities and/or reschedule the activities for the best achievement of the foreseen objectives for the grade.
WHY DO WE TEACH ENGLISH?
Our main goals are to develop language learning and academic achievement, which means helping our students to develop linguistic competence (language structures, rules, phonological, syntactic and lexical structures, ability to use the language effectively etc), sociocultural competence (multiculturalism and varieties of L2) and strategic competence (reading strategies, thinking and study skills).
Since skills and strategies are essential for success in school and in real world. Our program serves for instruction in skills and strategies that will help students develop into fluent, lifelong readers and articulate effective communicators.
Cross curricular content supports comprehensive development of reading, writing, listening, speaking and thinking skills.
Teachers guide students to identify and apply a variety of strategies in order to develop their linguistic and academic skills.
1. Listen and communicate orally effectively in a variety of situations using appropriate language. Our students ask and respond questions using appropriate language and vocabulary providing details and supporting information.
2. Read and understand texts for information or pleasure. Our students read for specific and general information. They also summarize content of reading using text organization.
3. Produce written texts to communicate for a variety of purposes and different audiences. Our students write for a variety of purposes demonstrating organization in written compositions using prewriting and writing strategies.
4. Reflect on the use of the language. Our students recognize and analyze the use of grammar, vocabulary and mechanics by constructing complete compositions which contain effective paragraphs.
5. Analyze and reflects on literary texts. Our students recognize, analyze, evaluate and explain the effective use of literary techniques (figurative language, allusion, symbolism, word choice) and literary elements (character, plot, setting, theme conflict and resolution) that influence on the effectiveness of a literary piece.
Our students also demonstrate how they value and respond to literary materials through comprehension of the similarities and differences between literary themes across various societies and eras.
HOW DO WE TEACH ENGLISH?
We use a bilingual integrated reading and language arts program. It is a high-quality, authentic literature program, created by award-winning authors and illustrators and selected to represent not only a variety of genres and styles but also the pluralistic nature of our society.
Meaningful thematic units encourage students to relate the selections to each other, to readings in other content areas, and to their own life experiences.
Our program develops the four main language skills: listening, speaking, reading, and writing which students need to handle the different areas successfully. These skills are integrated through different activities.
We also help students to identify and apply a variety of strategies in order to develop their skills. We use appropriate strategies so that the individual needs of all students are met. We also use methodological options such as research, experimenting, group work, etc. We respect the students’ learning process, providing them with specific extra activities for talented students or remedial work if needed.
We also use a variety of methodological options that allow the students to develop in different skills. Some of these options include: research, writing on a variety of topics and situations, group work, reading for different levels and purposes, projects, readers, giving mock international tests (PET, FCE), reading literature and learning about various elements, speaking in different situations (group discussion, oral presentation), and others. In combination, the ways in which the students use English ensures a well-rounded level of English or what could be called international proficiency.
HOW DO WE ASSESS OUR STUDENTS?
In order to accomplish our goals, we use an ongoing process of assessment, we view language acquisition as a process of steps in which students move forward. This process also encourages them to examine their mistakes to make it more meaningful and therefore the resulting knowledge is more likely to be permanent.
WHY DO WE LEARN FRENCH?
This area aims to expand the communicative opportunities of the students by getting them started in the acquisition of a second foreign language, so they will able to understand and produce oral messages and begin to learn about the grammar aspects of this language. Through the subjects worked in class, the students also become familiarized with different aspects of the French culture such as its history, geography and customs.
The French area aims to help the students achieve the following competencies:
1. Understand and communicate orally using appropriate vocabulary. The student listens to instructions and understands them correctly. Asks questions and answers them. Participates in individual and group activities and uses and integrates sentences according to a specific subject whether it be personal experiences, ideas or different interests.
2. Read and understand a text. The student establishes reading purposes and understand the main idea in a text.
3. Produce written texts to communicate. The student writes information correctly, using pre-writing strategies (planning, logical sequence of the facts, brainstorming, revision, publication, etc,) and concentrates on the subject. Produces different types of text.
4. Reflect on the use of the language. The student recognizes and uses correct grammatical constructions in a paragraph being able to use the correct vocabulary and punctuation.
5. Show knowledge of the French civilization and of the Francophonie. The student has knowledge of the history and regions of France.
WHY DO WE LEARN MATHEMATICS?
Mathematics is part of our daily life. We use it to calculate the cooking ingredients we need, to buy or sell, to decide on our way to a meeting, to understand the graphics in a newspaper, among other activities. At the same time, scientists use mathematics to understand and make us understand innumerable social and natural phenomena.
The mathematical abilities that the students acquire at school will help them to solve situations such as those mentioned above, as well as to contribute with the development of their critical thinking, their capacity for argumentation, and their logical reasoning. Specifically, the competencies they must reach are the following:
1. Develop mathematical strategies to solve problems. The student identifies the necessary information, choose a strategy and the operations that must be applied and adequately formulates the answer.
2. Understand, relate, interpret and apply mathematical concepts. The student explains or graphically represents concepts; describes the relations between new and previous concepts; and applies them to real context (for instance, solves and creates problems and new exercises).
3. Interpret and use mathematical language to register and communicate. The student uses mathematical vocabulary (definitions, names, abbreviations, units); writes and reads symbols; uses charts and graphics to order, interprets and obtains information.
4. Use mathematical procedures effectively. The student mentally calculates with precision and speed; uses estimates and other methods to detect mistakes or verify. Uses algorithms, proceedings and calculation tools.
5. Demonstrate and support mathematical formulations. The student makes conjectures and raises hypotheses with support. Uses demonstration methods.
HOW DO WE LEARN MATHEMATICS?
In order to make the student feel motivated to learn and to become an active participant in the process; we foster learning through discovery. The introduction to new mathematical concepts is carried out according to the following sequence:
- We present a problem situation.
- The students propose a solution strategy.
- We introduce new concepts through the use of specific material and operation activities, leaning on the students’ background knowledge.
- With the teachers’ guidance, the students systematize the information and find relations among the concepts.
- The students apply the acquired knowledge.
HOW DO WE EVALUATE?
It is an ongoing evaluation, and considers both the product and the process for the solution of the problems-the student’s capacity to apply personal strategy, compare it with that of his classmates, associate what has been learned with previous concepts and obtain the desired results, express himself with adequate vocabulary, and systematize concepts and strategies to be used in future learning or new problem situations.
This allows the student to know which competency was developed well and which one or ones must be reinforced.
WHY DO WE LEARN SCIENCE?
The students never stop learning. The daily activities, the experimental matters and the analysis and appreciation of the surrounding are an immense source of learning and the starting point to explain, share, relate or systematize information. Our Science program has as its main objective the development of the abilities presented in the scientific method.
Below are the competencies that we seek to develop in the Science Area:
1. Think about the environment: observe, ask, compare and predict. The student observes and describes, wondering about the environment. Compares and contrasts, ordering and relating their observations. Predicts, based on their observation, knowledge and the evidence available.
2. Find appropriate ways to investigate. The student uses and selects material, equipment and technology adequately to fulfill the purpose set. Performance during experiments/research.
3. Use scientific knowledge, demonstrating skills and applying concepts. The student uses the concepts to interpret and to provide explanations for scientific and familiar phenomena. Selects information from a variety of sources to make appropriate decisions, after consideration of the evidence. Revises ideas after exposure to evidence to reinforce the scientific knowledge.
4. Use scientific language to communicate. The student uses scientific vocabulary to describe and explain behavior of: living things, materials and processes. Records and presents information in an appropriate and systematic manner, using a wide range of methods.
5. Understand the importance of science and its application to solve problems in the environment. The students apply the scientific method to find creative solutions to problems in the environment. Use scientific knowledge to appreciate their personal development and to improve their quality of life. Use scientific knowledge to understand and explain the structure, the use and the impact (positive/negative) of technology on the environment.
HOW DO WE LEARN SCIENCE?
Based on the curriculum, we develop projects that are meaningful for the students because they are closely related to the student’s surroundings and age. This allows the students to apply the learned knowledge through research and the use of the scientific method.
The execution of projects starts with an experimental and real life task in the classroom or the lab. It tries to motivate the students to ask questions and do research. They then make individual and group cards on which they systematize the information to answer their queries, reflect and share their knowledge. Finally, they must develop a product in which they apply what they have learned. Additionally, they present the product and support the conclusions to which they arrived.
In this way, the projects clearly follow learning stages and allow the students to discover the way of doing research and satisfy their curiosity through the testing and verification of hypotheses.
WHY DO WE LEARN SOCIAL STUDIES?
The Social Studies Area seeks our students to acquire tools (abilities, information, concepts, values) that will allow them not only to understand their social and environmental surroundings, but also to become involved with them for improvement.
The Social Studies Area combines aspects of various disciplines such as History, Geography and Economics and entails local subjects as well as national and international ones. In Tenth Grade, Peruvian History is taught in Spanish, and the courses of World Geography and World History, in English. In Eleventh Grade we introduce the area of Current Affairs.
The area is crossed by three development axes:
1. Development of thought and the person. We want our students to develop their capacity for critical thinking, analysis and synthesis, and their capacity to formulate questions.
2. Social development and coexistence. We intend that our students learn to respect and value others with their cultural, ethnic or gender differences; to develop a peace culture, a feeling of belonging and citizenship, and to establish a harmonious relation with the environment.
3. Development of knowledge and research. We try to make our students develop an inquisitive position towards reality, display their capacity for observation, consider research, compile and organize information.
In addition to these three development cores, we want the students to reach the following specific competencies:
1. Relate to the socio cultural environment offering hypotheses, formulating critical judgments and applying the obtained knowledge to solve problems of his surroundings. The student identifies problems of his surroundings. Presents complex and relevant questions, and formulates and sustains hypothesis. Offers conclusions and recognizes contributions and limitations. He/She generates and critically argues proposals on a fact or process of his surroundings. Relates what has been learned with the present.
2 Handle different research tools and techniques. The student gathers information from different sources. Uses graphic organizers. Interprets and elaborates different types of sources, compares and complements them. Questions the authenticity and trustworthiness of a source. Makes a difference between fact and opinion.
3. Handle information on facts and historical and geographical phenomena.
4. Apply categories, notions and temporal chronologies, and elaborates historical explanations. The student uses categories and temporal notions properly; represents time graphically. Elaborates explanations on certain happenings. Uses historical vocabulary accurately. Showd historical empathy.
5. Apply spatial categories and establishes relations between the different elements of the environment. The student uses diverse instruments to represent and interpret space (maps, pictures, topographic profile, etc.) Conceptualizes space. Relates the elements of an environmental system (processes, impacts, problems, potentialities, etc.).
HOW DO WE LEARN SOCIAL STUDIES?
As in all the other school areas, in Social Studies we develop the abilities of other areas such as mathematical (when working with statistics, graphics, scales, etc.) or communicative skills (as in reading comprehension, writing of essays, communication of results, etc.) Additionally, when developing the World History and World Geography courses in English, the students enrich their vocabulary and have access to a broader bibliography.
Our methodological strategy also considers the following principles:
» The recovery of the students’ previous knowledge to face the new information and contents.
» The meaningfulness of the new knowledge, that is, that new knowledge agrees with the development of science (logical meaningfulness), the students’ personal development (emotional and intellectual), their interests and those of their community.
» The adolescents’ active participation in the construction of the personal knowledge and the development of dexterities, abilities and attitudes.
» The dialog and opinion exchange, stressing respect for the other, openness to new ideas and critical reflection.
The work on the subjects is done through individual and/or group research, with research cards. In the case of World History and World Geography, we encourage the use of bibliography in English, not only to practice the language but due to the appropriateness and validity of said sources. We also foster making research projects and consultation to leaders and professionals as an important source of information, as well as the formation of networks for the exchange of experiences, knowledge, mutual support, campaigns, etc.
In the case of the Current Affairs course the students in Eleventh Grade work on thematic readings and comment and analyze current affair news. These news form part of a portfolio that will serve the students to create a newspaper at the end of each trimester.
HOW DO WE EVALUATE?
An important part in the evaluation of Tenth Grade students is the handing in of a monograph, on which they work throughout the year. Each student must choose a subject related to a social problem whether it is of contemporary history or geography.
These monographs begin with the formulation of a “great question” to which the “researcher” (student) formulates a hypothesis. This hypothesis serves as the leading thread of the complete research.
The monograph must be around 15 pages long and is handed in by parts throughout the year. These hand-ins are compulsory and a prerequisite for the following ones.
WHY DO WE LEARN INFORMATION TECHNOLOGY?
The goal of this area is to help students deepen their computer skills and learn the most important tools for different tasks such as: video production, graphic design, office skills, web development and use of web and basic programming knowledge. In general, we aim to make efficient use of information technology and the different resources that technology offers. Student are expected to:
1. Use and personalize virtual environments (software, applications and others) with flexibility and initiative, as well as to propose and develop solutions for different situations of daily life.
2. Search, select, contrast, organize, use and process information in virtual environments.
3. Exchange information in a critical and responsible manner, using information network resources and other virtual environments to communicate data and ideas to diverse audiences.
4. Make various digital materials and programs (coding).
HOW DO WE LEARN INFORMATION TECHNOLOGY?
The sessions are theoretical-practical and are carried out in our laboratories, to which each class comes during one period a week. Each student has a computer at disposal.
Like in other areas, we foster a contextualized, articulated learning. Through the practice and use of different programs, the students work on projects from other areas, while they learn different computer tools-especially the group of Microsoft computer applications-to solve situations of communication, calculation, data files, organization, etc.
Additionally, we promote the understanding of the different involved processes, through active and cooperative methodologies, such as dialogs so the students can organize and deepen the acquired knowledge.
We also work based on real cases so that the students, using concepts learned in class, identify solution to situations of daily life using a variety of learned tools.
HOW DO WE EVALUATE?
In Tenth Grade, in addition to the curricular demands of computer science, and the regular performance evaluations, our students must take the MOS (Microsoft Office Specialist) certification tests in a satisfactory manner.
The MOS is a program recognized internationally as the standard that allows for the certification of the acquisition of knowledge of Microsoft Office applications: Word, Excel, PowerPoint, Access and Outlook. Thus, in this grade, parallel to the curricular plan, we develop exercises and simulations of the MOS examinations.
WHY DO WE LEARN PERSONAL AND SOCIAL DEVELOPMENT?
We seek that the students develop critical thinking and face relevant subjects for their humane formation. In Tenth Grade we use the contributions from Psychology and Philosophy, Sociology (Citizenship) and in Eleventh Grade we work all year on Ethics and Philosophy.
The area (together with homeroom and other school spaces) also offers the opportunity for reflection on daily life and allows the students to better guide their personal development, understand their different roles and, thus, achieve a better social adaptation.
The activities of the area are organized based on four competencies, organized in modules, each one which fosters the development of certain specific abilities. The first two are worked in Tenth Grade and the last two in the Eleventh:
1. Know and understand the psychological development of the human being. The student explains the basic notions of Psychology. Analyzes his own strengths and weaknesses and/or those of his neighbors. Identifies the stages of human development according to the different psychological theories. Explains attitudes and conducts that favor personal formation. Solves daily problems in a satisfactory manner (cases).
2. Understand the role of the citizens; interacts in society and participate in the transformation of their surroundings. The student explains basic concepts and notions linked to democracy and citizenship. Explains the contribution and the participation mechanisms of the citizens of our country. Carries out a community service, which is part of his/her social responsibility. Identifies and explains different conflicts (school, family and society), additionally proposes peaceful solutions that contribute to coexistence. Resorts to sources and analyzes their veracity and pertinence before making critical judgments on public affairs.
3. Identify and analyze principles and moral values in their social surrounding and in other cultural contexts. The student explains basic notions on ethics (justice, duty, happiness, freedom). Recognizes values and moral principles in specific cases and critically evaluates them. Defends and discusses moral posture in situations that contain moral dilemmas (cases). Shows a reflexive and tolerant position before other moral attitudes.
4. Express personal judgments and arguments and the environment, supporting them with philosophical theories. The student identifies the main authors of the philosophical tradition and explains their contributions. Explains basic notions of philosophy and elaborates personal formulations (logical and transcendental questions, affirmations and solutions) about the presented problems. Explains his personal social reality being aware of philosophy contributions. Elaborates proposals to improve the quality of life and that of his surroundings.
HOW DO WE LEARN PERSONAL AND SOCIAL DEVELOPMENT?
Before tackling each unit, we analyze specific situations (dilemmas, problems, cases, news, etc.), experiences lived by the children or dynamics or exercise held in class.
We study and investigate subjects and authors of psychology, ethics, philosophy and citizenship education, which allows for a better understanding of the situations that are discussed and the stance that may be taken facing them.
Moreover, we guide students towards a personal and critical reflection on the worked subjects, trying to make them justify their answers using their knowledge on each studied subject and the experience lived by each one in the group.
WHY DO WE LEARN VISUAL ARTS?
We want the student to express his ideas and feelings through the use of different techniques and materials. Moreover, we stimulate his capacity for observation and the development of a critical spirit that will allow him to reflect on his own work and on that of others. The competencies that the student must achieve in this level are specifically, the following:
1. Produce artistic works that reveal the ability to explore different materials and techniques. The student explores and develops ideas from personal imagination and experience based on observation and on the material collected outside of class. Develops ideas with different purposes and for different audiences. The student chooses from a diversity of materials and techniques mixing and adapting them to get the desired effects.
2. Reflect on personal work and the artistic work of others. The student checks his own work and that of others, expressing what he thinks and feels about them. Uses critical feedback to develop the work. Observes art, crafts and designs from different periods and different places in the world. Begins to think about the ways people and artistic work can change one another.
HOW DO WE LEARN VISUAL ARTS?
The students develop their competencies and knowledge:
» Working alone or as a group on projects of two and three dimensions and in different scales.
» Based on a variety of subjects such as their figure or their own experiences (when they makes portraits), natural objects and those created by man (when they design a utilitarian object), the surrounding (when he explores different textures in the school or when he draws and paints landscapes).
» Researching different types of art, crafts and design (in their houses, in reproductions that they observe in class, during their visits to museums and galleries and using the Internet).
WHAT DO WE EVALUATE?
1. The artistic production:
» The exploration and development of ideas. The student looks at the subject from different points of view, and solves the problem in-depth.
» Use of material and technique. The student controls techniques and basic principles of the unity of work.
» Inventive capacity. The student solves the problem in a creative way, experiment and take risks.
» Expressiveness. The student expresses an idea or feeling in his work.
» The ability to evaluate his own work (weaknesses and strengths).
» The role as critic (of his friends or of other artists).
» Use of criticism and suggestions to improve his own work.
» The knowledge of works of art to find ideas and inspiration
» His inclination to identify what he can change or adapt in his current work or to develop future work.
3. Approximation to work:
» Responsibility and autonomy. The student becomes involved and works in a constant form; he is interested in what he is doing; pays attention to detail in the presentation of the final work. Works independently, whenever it is required.
» Contribution to cooperative work. The student offers ideas. Fulfills his role and his part of the work. He communicates well contributing to the consensus for a better job.
Download files: > 10th Grade Program
WHY DO WE LEARN MUSIC?
The goal for the students of Tenth Grade, the last grade where they take this course, is to develop their maximum creative potential, composing, writing and playing their own works, which should be inspired by literary, visual and theatrical stimuli. At the end of the year they will present their musical work at the Music Festival and will participate in the recording of a demo.
To reach the grade’s objectives, the students must achieve the following competencies:
1. Understands the musical elements and uses musical language. The student shows knowledge of musical elements. Makes up and uses graphic or symbolic systems to represent sounds and create songs. Reads notes and figures with the voice and with instruments.
Some key concepts that are worked on throughout this year are:
- Musical writing
- Reading of the G and F clefs.
- The Major and Minor scales.
- Creation based on visual, literary and theatrical stimuli
- Creation of rhythmic patterns
- Composition and arrangements
2. Listens, analyze ands reflects on music, understanding its relation to culture and history. The student learns to listen to music from different periods and styles (baroque, romantic, contemporary). Recognizes musical elements that exist in said pieces and interprets their possible meanings. Learns about the cultures where the music was created and expresses value judgment on what he listens to.
Download files: > 10th Grade Program
WHY DO WE LEARN THEATER?
Theater is a social art that links people and ideas through the interaction of actors and the public. Learning to work with others to communicate ideas and feelings to an audience is the main aspect of the art of theater. To create plays and present them gives the students the opportunity to combine emotions, physical activity and the intellect, while they do stage designs, develop a character or read plays. In this grade the students learn to:
1. Create and present dramatizations, reflecting ability to use theatrical elements, techniques and processes and express their own ideas and feelings. The students work as a group to create dramatizations and develop sceneries and characters for the presentations. They make technical and design decisions (on the costumes, the stage design, the lighting) to communicate moods and create pre-established atmospheres. Moreover, they learn theatrical improvisation techniques where imagination, funny remarks and teamwork are necessary to create and represent stories.
2. Respond to plays created by the students themselves or by others. As spectators, the students describe, analyze and identify important qualities of the presented work. They judge the characters, settings and actions.
HOW DO WE LEARN THEATER?
The students develop these abilities and knowledge through the following methodology:
» Working as a team to create their own projects.
» Using as a starting point their own experiences, situations or contexts that have been assigned by the teacher, and the reading of scenes from plays created by different playwrights.
» Observing and commenting the work of others.
» Investigating different forms of dramatic art such as plays, movies and scripts.
WHAT DO WE EVALUATE?
1. Dramatic Expression
» The exploration and development of ideas. Their capacity to look at the subject from different angles and carefully analyze the situations.
» The use of theatrical elements and techniques. The control of basic techniques and principles of the work unit.
» The inventive capacity. The student solves the problem in a creative manner; experiments and takes risks.
» Expressiveness. Expresses an idea or feeling in the work.
2. Reflection and judgment
» Ability to his own work (weaknesses and strengths).
» The role of critic (of friends or of other actors).
» The use of criticism and suggestions to improve the work.
» Learn about other plays to find ideas and inspiration.
» Inclination to identify what can be changed or adapted to the current work or developed in future work.
3. Approach to work (Personal Social Area)
» Responsibility, autonomy. The student becomes involved working in a constant manner; interested in what is being done; able to do it in the expected times, shows responsibility in the final presentations. Works independently, when it is required. Shows ability in the use of theatrical resources.
» Cooperative work. Offers ideas; respects and values the ideas of others. Fulfills the role and part of the work. Communicates well offering consensus for a better job.
WHY DO WE LEARN PHYSICAL EDUCATION?
The regular practice of a physical activity is not only healthy, but a way to strengthen the will, develop habits and discipline, foster team work, help acquire psychosocial abilities, and develop a positive and fighting attitude when facing obstacles and difficulties.
Besides fostering physical and sports activities, we especially insist on the practice of health habits and explain about the harm that tobacco, sedentary lifestyle, drugs, etc. produce on the body. In order to strengthen character and self-esteem we encourage the creation of alternative sports, as well as varied gymnastics activities and the practice of individual sports.
Specifically, the competencies of the area are the following:
» Shows an adequate level of development of conditional capacities (strength, resistance, speed, flexibility), valuing the physical and health condition.
» Practices sports activities, showing an adequate level of coordination and knowledge of techniques.
» Handles and applies sports theories and concepts adequately.
HOW DO WE LEARN PHYSICAL EDUCATION?
At this level we promote the practice of sports games and alternatives to traditional sports; we get the students started on sports concepts such as refereeing and creation and adaptation of basic rules. Additionally, the students practice different types of gymnastics and create movement sequences with autonomy and originality.
WHY DO WE TEACH RELIGION?
The purpose of this area is to foster the development and internalization of values through the religious sense. Since we are a lay school the decision to participate in the classes of this area corresponds to each family.
In this grade, the area of Religion has the objective to prepare the students to receive the Sacrament of Confirmation. Therefore, we teach the following competency:
1. Make Christian values their own and put them into practice during their preparation for the Sacrament of Confirmation. Understand that they live in a brotherhood community, and follow the model of Jesus. Discover, appreciate and act according to the basic values, showing a progressive acquisition of attitudes, and moral norms.
HOW DO WE WORK ON RELIGION?
The students from Tenth Grade that wish to do so, prepare with the students from other schools in workshops directed by volunteer Catholic groups on Saturdays. There are individual and group work moments to generate new learning and favor the development of personal reflection and social meaning.
Our students prepare in high school to take some international exams. Passing these examinations certifies the achievements in some areas such as languages and computing.
1. English Exam: First Certificate in English from Cambridge University. The students must pass this exam to graduate from school. They normally take it in 10th grade (4th year of high school).
2. French Exam: DELF from the Ministry of Education of France. The students may take the A1 or the A2 exams according to the level they have reached. They normally take it in the 11th grade (5th year of high school).
3. Computing Exam: MOS (Microsoft Office Specialist) Certification of Microsoft. The students must accredit proficiency in the use of Word, Excel and PowerPoint. They normally take it in 10th grade (4th year of high school).