The daily time spent in homeroom allows for the reinforcement of some important subjects in these grades that are also worked on transversally in coordination with all the areas and teachers.

Parents, as well as teachers, should give students a space for their development. At the same time, we should keep close, be alert and willing to guide them, and accompany them at this stage. They need orientation in every aspect since they are restructuring their opinions, their tastes, and their habits.

The high school trips are a good opportunity to foster this growth and also offer contexts to strengthen ties within the group and the teachers. The trip also allows students to have special contact with the richness and problems of our country.

The solidarity campaigns and the voluntary work offer the children the opportunity to establish a commitment with our reality as well as develop new organization, learning and study strategies.

The student’s participation through the Student Council, the CET, opens spaces for them to learn, give their opinions, reach agreements, commit themselves to solve their problems, among others.


The work of the natural sciences in Ninth Grade is given in three-month periods with specialized teachers in each case.

The areas of visual arts, music and theater are worked in three-month periods.

In Ninth Grade we introduce the areas of Personal Social Development (in Spanish, DPS), Computer Science, French, Economics and Management.

In Eighth and Ninth Grades, The Physical Education and Sports activities, as well as the Science (bio-orchard) and Handicraft (wood craft and art) workshops are carried out once a week, in Pachacamac. In Ninth Grade these workshops are linked to the productive project of the area of Economics and Management.


At this stage, the learning areas continue to be integrated. Since there is a greater number of areas that are worked on independently, the teachers apply strategies to adequately integrate them, both within each area as through the inter-area coordination at the time of annual planning.


In order to strengthen what has been learned in Ninth Grade and to generate new encouragement for the academic work, we have designed a group of tests that consist in:

» Writing an argumentative essay.

» Developing a number of work hours in favor of the community.

» Passing a standard English test.

» Fulfilling the Physical Education tests.

We encourage all the adults that are close to the children to accompany them in this demanding yet feasible situation, so it can be successfully overcome.


The integration of languages into the curricular work is an important objective for the school. At this stage integration should be greater.

The students have already experimented the work in different areas in English, and in High School they accumulate greater experiences specially considering that all their English teachers are foreigners (United States, England and Canada). The areas that are taught in English vary according to the grade, as well as the contexts and the demands. Moreover, the areas that are not in English still take advantage of the materials, bibliography and web pages in this language. What we pursue is to get students to become functionally and coordinated bilingual.

It is worth mentioning that when they learn other areas in English, the students increase their opportunities to apply their knowledge of English, yet the objective of learning English is not placed above the main objectives of the area. In relation to this, the teachers and students may turn to special strategies whenever it is necessary, complementing the work with some explanations or readings in Spanish.

In Ninth Grade we intensify the preparation for the First Certificate in English (FCE) from Cambridge University, which the students will have to take at the end of Tenth Grade. At the same time we begin teaching French.


At school, we help the children to learn to organize themselves to fulfill their different tasks, for which we develop and analyze the strategies that may prove helpful for them.

At home, the children must organize themselves to comply with a study schedule (between 1 and 1 ½ hour a day in approx. 20 to 30 minute blocks). There, the parents carry out a guiding role whenever it is necessary and see if their children need support (organization of work space, time, concentration capacity, perseverance, care and attention to the work details, concern for specific difficulties).

We must keep in mind that in High School the long-term extensive work will be more frequent, as well as a greater workload in the Reading Plan. If we observe our children working until late at night, we should analyze with them where they failed in their organization in the previous days and weeks, because they probably accumulated too much homework for the last minute. If it is recurrent that they have very long days of homework and study, let’s find the moment to talk with them and the teacher about the probable causes.

The students who need to reinforce some areas or subjects in a special way can coordinate with their teachers to attend the weekly counseling hours.

In High School, the counseling hours may be spaces not only to improve the student’s development in one area, but to learn to take the initiative, develop perseverance, as well as to learn how to study together supporting each other.

The evaluation continues to use different tools that set high standards and transparent criteria so that each one can improve in whatever is necessary. The General Test administered in November each year is an important tool in this sense.


Curriculum Areas


Download files:    > 8th Grade Program    > 9th Grade Program


We pursue the improvement of the students’ communicative and linguistic abilities, so they will be able to creatively satisfy their expressive and interpretative needs both in practical and daily situations, as well as in those that demand greater creativity and production.

In Grades 8 and 9, the activities of the area are organized based on the development of five competencies, that complement one another:

1. Communicates orally, listens and processes 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. Read and understand in a variety of situations. We aim to stregthen the students’ 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 texts to solve communication situations. We foster the development of creativity for the exteriorization of an effective and appropriate response to communicative stimuli. Handling appropriate structures in the final product, and the application of the principles of order, clarity, coherence, extension of vocabulary and relevance when addressing the subject-matter, are all indicators of acheievement for this competency. In the case of written communication, our students are also expected to apply the spelling rules they have learned accurately.

4. Reflect on the language to improve oral and written communication. The analysis of the grammatical and spelling aspects of the linguistic code in texts that respond to specific communicative situations favors 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 their peers, are all indicators of achievement.

5. Analyze and reflect on the production and reading process of literary texts to improve the understanding of their surroundings. Given the greater elaboration of this type of messages, its analysis allows the student to search for and become familiar with 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. Among the main indicators of achievement for this competency are the supported formulation of personal critics on a given literary piece as well as an increase in our students’ interest in reading.


» We emphasize the functional character of language.

» We prioritize 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 to read and produce creative texts.

» 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 activities.

Some of the methodological strategies that we apply for the achievement of these objectives are the following:

  1. We use our students’ prior knowledge, through brainstorming, in order to contrast it later on against the new information.
  2. To learn grammar (morphology and syntax), we stress the theoretical explanation as well as putting it into practice through exercises.
  3. Grammar is always related to oral expression, and especially with spelling and writing to offer the efficient use of language. For this, the students produce texts for different purposes (such as summaries, reports, essays, monographies, etc.) and use formal language when required.
  4. We introduce the student into the world of literature through reading and analyses of different literary works considering personal preferences and interests. Furthermore, we foster the creation of short literary compositions (such as stories, poems) and other self-authored texts.
  5. We want the acquired skills in the Integral Communication course to be articulated into other learning areas of the same level.


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.


Download files:    > 8th Grade Program    > 9th Grade Program


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 reflect 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.


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.


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.


Download files:    > 9th Grade Program


The objective of this area is to broaden the communicative opportunities of the students by getting them started in the acquisition of a second foreign language, so they be able to understand and produce oral messages and begin to learn about the grammar of this language. Through the subjects worked on in class, the students also become familiarized with different aspects of the French culture such as its history, geography and customs.

The French area seeks the student to achieve the following competencies:

1. Understands and communicates orally using the proper 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. Reads and understands a text. The student establishes reading purposes and understand the main idea in a text.

3. Produces 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. Reflects 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. Has knowledge of the French civilization and of the Francophonie. The student has knowledge of the history and regions of France.


Download files:    > 8th Grade Program    > 9th Grade Program


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. Develops 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. Understands, relates, interprets and applies 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. Interprets and uses 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. Effectively uses mathematical procedures. 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. Demonstrates and supports mathematical formulations. The student makes conjectures and raises hypotheses with support. Uses demonstration methods.


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:

  1. We present a problem situation.
  2. The students propose a solution strategy.
  3. We introduce new concepts through the use of specific material and operation activities, leaning on the students’ background knowledge.
  4. With the teachers’ guidance, the students systematize the information and find relations among the concepts.
  5. The students apply the acquired knowledge.


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.

For example, if a student have to read information from a chart or graphic to solve a problem, we will evaluate independently his capacities to:

» Obtain information (Competency 3: Management of graphics or tables as part of the mathematical language).

» Present strategies to solve the problem (Competency 1).

» Apply the algorithms of the operations that were necessary to arrive at the answer (Competency 4).

This allows the student to know which competency was developed well and which one or ones must be reinforced.


Download files:    > 8th Grade Program    > 9th Grade Program


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.

The competencies that we seek to develop in the Science Area are the following:

1. Think about the environment. observes, asks, compares and predicts. 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 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.


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.

This way, the projects clearly follow the learning stages and allow the students to discover how to do research and satisfy their curiosity through the solution of hypotheses.


Download files:    > 8th Grade Program    > 9th Grade Program


The Social Studies Area aims to provide our students with 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 Grades 8 and 9, the course is taught in both English and Spanish as follows:


Grade                            In Spanish                          In English


Eighth                           Peruvian History                  World History

Peruvian Geography

Peruvian Economics


Ninth                             Peruvian History                 World Geography

World History


We want our students to develop the following aspects:

» Development of thinking and the person. We want our students to develop critical thinking skills, as well as their abilities to analyze and synthesize and ask questions.

» Social development and coexistence. We expect our students to learn to respect and value other people regardless their cultural, ethnic or gender differences; to develop a culture of peace, a feeling of belonging and citizenship, and to establish a harmonious relation with their community.

» Development of knowledge and research. We try to make our students develop curiosity and criticism bout what happens around them, show their good observers and that they are able to do research, gather and organize information.

In addition to these three developmental aspects, we want the students to reach the following specific competencies:

1. Interact with the community by offering hypotheses, making critical judgments and using the knowledge obtained to solve problems. The student must be able to identify problems in the community, present complex and relevant questions, and formulate and supports hypothesis. Offer conclusions and recognize contributions and limitations. Generate and criticize proposals given by others regarding a fact or process in the community. Relate what has been learned previously to the present time.

2 Handle different research tools and techniques. The students gather information from different sources. Use graphic organizers. Interpret and elaborate different types of sources, compare and complement them. Question the authenticity and trustworthiness of a source. Differentiate fact and opinion.

3. Handle information on facts and historical and geographical phenomena.

4. Apply categories, notions and temporary chronologies, and elaborate historical explanations. The students use categories and temporary notions adequately; represent time graphically. Able to explain events. Use historical terminology accurately. Show empathy.

5.Apply spatial categories and establish relations between the different elements of the environment. The student use variouse instruments to represent and interpret space (maps, pictures, topographic profile, etc.) Conceptualize space. Relate the elements of an environmental system (processes, impacts, problems, potentialities, etc.).


As in all the other academic 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 working on World History and World Geography, which are taught in English, our students expand their vocabulary and have access to a richer bibliography.

For example, if we wish to study the Lurin River basin, it will be very important for them not only to know the physical data of the geography of the place, but also to research and discuss the quality of life in the area by using statistics, making charts, using bibliography in English (if there be any) searching in web pages, making interviews and finally writing an essay on the problems and possibilities of this basin.

Our methodological strategy also considers the following principles:

» Using the students’ prior knowledge to handle 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 skills, abilities and attitudes.

» Communication and sharing ideas, respecting other people. Open to new ideas and critical reflection.

Individual and/or group research (using research cards) is emphasized. In the case of World History and World Geography, we encourage the use of bibliography in English, not only to practice the language but also to make sure those sources are valid and reliable. We also foster the use of research (including interviews with experts and professionals) as an important source of information, as well as the creation of a network for the exchange of experiences, knowledge, mutual support, campaigns, etc.


Download files:    > 8th Grade Program    > 9th Grade Program


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).


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.


In Eighth and Ninth Grades the students take special sufficiency tests to validate their knowledge in Word, Excel and Power Point applications, so that they can use and develop them in different academic areas as well as in other aspects of their school life.


Download files:    > 8th Grade Program    > 9th Grade Program


This area seeks that the Eighth and Ninth Grade students develop critical thinking and face relevant subjects for their humane formation. To accomplish this, we use the contributions of some human sciences such as Psychology and Philosophy, Sociology (Citizenship) and Anthropology (Anthropology of Religion and History of Religions).

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 achieve better social adaptation.

With this purpose, in Eighth and Ninth Grades, the activities of the area are organized based on the development of the following competencies:

1. Identifies the stages of human development according to the different psychological theories. The student explains the attitudes and conducts that favor personal formation. Solves daily problems in a satisfactory manner (cases).

2. Understands the role of the citizens; interacts in society and participates in the transformation of his surrounding. 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 solidarity project and identifies it as part of his social responsibility. Identifies and explains different conflicts (school, family and society), additionally he proposes peaceful solutions that contribute to coexistence. Resorts to sources and analyze their veracity and pertinence before elaborating critical judgments on public affairs.

3. Knows and analyzes the proposals of the main religions of the world. The student distinguishes and explains the characteristics of the main religions of the contemporary world. Explains the historical theological content in the texts and religious iconography. Recognizes and justifies religion in culture. Recognizes and explains religious feelings and spiritual expressions in life or personal context.


Some of the methodological strategies that we apply to reach these objectives are the following:

» We analyze the subjects of the unit based on specific situations (dilemmas, problems, cases, news, etc.), on experiences lived by the children or on the dynamics, exercise, etc, held in class.

» We study and do research on subjects and authors, which allow for a better understanding of the situations that are discussed and the stance that may be taken facing them.

» 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 and the group.


Download files:    > 8th Grade Program    > 9th Grade Program


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 (for example, designs the package for a product). 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.


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).


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.

2. Reflection:

» 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:    > 8th Grade Program    > 9th Grade Program


The objective of the Music area is to have the students develop their creativity and expressive capacity through musical interpretation and the creation of their own rhythms and songs. The activities of the Area are organized based on the development of the following competencies:

1. Expresses himself musically, singing and playing instruments. The student sings a variety of songs, both alone and with a group. Experiments and improvises with a variety of sound sources, developing creativity. Learns to play different instruments.

2. Understands the musical elements and uses musical language. The student shows knowledge of the musical elements (melody, rhythm, tone…), and responds to them with body movements, singing and playing instruments. Makes up and uses graphic or symbolic systems to represent sounds and create songs. Reads notes and figures with the voice and with instruments.

3. Listens, analyzes and reflects about music, understanding its relation to culture and history. The student learns to listen to music from different periods and styles. 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 judgments on what he listens to.


1. Musical Expression. We evaluate the student’s ability to sing (voice control, ease, tune, and expression), play different instruments alone or with a group, experiment with different sound sources, and express himself through music in his interpretations.

2. Comprehension and use of musical elements. We evaluate the ability to read and write scores, to recognize the different musical elements, to identify the different qualities of sound, and to create musical compositions.

3. The listening, analysis and reflection. We evaluate the ability and inclination to understand the relation between music, culture and history, to analyze and reflect on the artistic and musical phenomena, to appreciate and learn music from different places and periods, and to evaluate and improve personal work.


Download files:    > 8th Grade Program    > 9th Grade Program


Theater is an art that implies learning to work with others to communicate ideas and feelings to an audience. Creating plays and presenting them gives the students the opportunity to combine emotions, physical activity and the intellect, while they do a stage design, develop a character or read plays.

In this grade, we want the students to achieve the following competencies:

1. Creates and presents dramatizations reflecting ability to use theater elements, techniques and processes and express personal ideas and feelings. The student works as a group to create dramatizations and develop sceneries and characters for the presentation. Takes technical and design decisions (on the costumes, the stage design, the lighting) to communicate moods and create pre-established atmospheres.

2. Responds to plays created by the students themselves or by others. As a spectator, the student describes, analyzes and identifies important qualities of the presented work. Judges the characters, settings and actions.


The students develop these abilities and knowledge with the following methodology:

» Working as a group to create their own projects. For this they use as a starting point their own experiences, improvising situations or contexts that have been assigned by the teacher, reading scenes from plays created by different playwrights.

» Observing and commenting the work of others.

» Researching different forms of dramatic art such as plays, movies and scripts.


1. Dramatic expression: The exploration and development of ideas, the use of the theater elements and techniques, capacity for initiative, expressiveness.

2. Reflection and judgment: The ability and inclination to evaluate personal work; take on the role of a critic; take advantage in the use of criticism and suggestions; learn from other plays; identify what can be changed or adapted in the actual work or develop in future presentations.

3. The approach to work: The degree of responsibility, autonomy, capacity for cooperative work, exchange of ideas and communication with classmates.


Download files:    > 8th Grade Program    > 9th Grade Program


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.

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.


In this grade, 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 gymnastiques activities and the practice of individual sports.


Download files:    > 8th Grade Program    > 9th Grade Program


The objective of this area is to foster the development and internalization of values through the religious sense. The decision to participate in the classes of this area corresponds to each family.

Following the model of Jesus, the students understand that they live in a brotherhood community with which they have a commitment. Thus, they discover, appreciate and act according to the basic values, and acquire moral attitudes and norms. To achieve this objective the student must develop the following competency:

1. Reflects on attitudes and behaviors at the light of Christian values and of the different religious concepts that have been learned. Students are to experience moral values through daily life within and outside the school.


We base ourselves on the experiences and ideas of the students fostering individual and group work to generate new learning and favor the development of personal reflection and social meaning.

We foster research and guide the students to analyze situations in their daily lives. This way, they can internalize the message from a current context and proceed as Christians looking for the common welfare.