At this grade important personal and social competencies are worked on in an articulated and transversal manner in all the areas and with all the teachers. The daily homeroom periods reinforce some important aspects.

We consider that both parents and teachers have the responsibility to offer students a space for their development. At the same time, we should keep close, be alert and willing to guide them, since at this age they are restructuring their opinions, their tastes, and their habits.

The Seventh Grade trip to Ica and Paracas is a good opportunity to foster this growth and also offers the opportunity for the students to strengthen ties with the group and the teachers. The trip also allows them to find a different perspective of the subjects they are learning in the different areas, and especially to make special contact with the reality, richness and problems of our country.

The solidarity campaigns offer the children the opportunity to establish a commitment with our reality. Additionally, carrying out these campaigns makes them develop new organization, learning and study strategies.

The students’ participation through the Student Council, the CET, opens spaces for them to learn, to express their opinions, reach agreements and commit themselves to solve their problems.


Since Seventh Grade, two areas that were integrated in previous years are offered independently now: These are Integral Communication and Social Environment. Also, the areas of World History and Geography, Computer Science and Personal Social Development are introduced.

The areas of Visual Arts, Music and Theater are worked on in three-month periods. 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 our sports center at Pachacamac.


Just as in the previous grades, at this stage the learning areas are also integrated, which is simplified because at this age the students begin to develop their capacity for abstraction. The teachers are concerned about applying strategies that will integrate information received from different areas.

So, within these areas, abilities from other areas are regularly and consciously incorporated. For example, when the students work on proportional relations in Mathematics, they use contents from other areas and apply what has been learned in Computer Science through the use of spreadsheets. When they write a report from a Science research project, or Social Studies, they use structures worked on in Spanish Language Arts and Computer Science; if they do research on a subject, they apply mathematical knowledge to compare and organize the information, etc.

Another way of articulating the contents is given through the teachers’ inter-area coordination at the moment of the yearly planning. For example, there are aspects of history that are parallel to the subjects in Literature, or mathematical strategies applied in the Science area.


The integration of languages into curricular work is an important objective in the school. The students have already experienced the work in different areas in English, and in High School they accumulate greater experiences. For these, they count with a team of foreign teachers, native from the United States, England and Canada. The areas that they study 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 coordinately bilingual.

It is worth mentioning that when they study the 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 said areas. 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.


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

For homework, the children must comply with a study schedule (between 1 and 1 ½ hour a day in approx. 20 to 30 minute sessions). There, the parents carry out a guiding role whenever it is necessary and observe if the 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 load in the Reading Plan. If we observe our child working until late at night, we should analyze with him where he failed in his organization in the previous days and weeks, because he probably accumulated too much homework for the last minute. If it is usual that he has very long days of homework and study, let’s find the moment to talk with him and the teacher about the probable causes.

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

The counseling hours may be time not only to improve the development in one area, but to learn to take the initiative, develop perseverance, as well as to learn to study together supporting each other.

Evaluation continues to be through different tools that set high standards and transparent criteria so that each one can improve in whatever is necessary. The General Test that we apply in November each year is an important tool in this sense.


Curriculum Areas


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This area aims to improve our students’ communicative and linguistic skills, so that they will be able to understand oral and written messages in a variety of situations and produce different types of texts to express themselves in order to satisfy their needs for communication in formal and informal contexts.

In Sixth Grade the area is organized around four complementary competencies that the students must develop:

1. Communicate orally, listen and process information. The student is able to understand oral messages (receive, produce and execute) and to express himself with coherence, fluency, intonation and enunciation using adequate vocabulary. He/She gives ideas in a critical and creative way to make individual and group decisions and asks approppriate questions according to the subject matter he/she is working on.

2. Read and understand in a variety of situations. The student reads out loud with fluency and intonation, and also in a silent way. This includes the understanding and following of written instructions adequately and fast. Furthermore, the students analyze images and texts identifying their structure and understanding the contents to transmit the message and express an opinion or criticism.

3. Produce texts to solve communication situations. This competency aims to enable the students to analyze and produce coherent, cohesive texts following a specific structure, using the right vocabulary. The development of a creative spirit is also expected to allow for the exteriorization of the children’s imaginary world. Written communication also implies the development of clear and legible handwriting and correct spelling (grade level) in order to achieve efficient writing.

4. Reflect on the language to improve oral and written communication. This competency aims to make students aware of the characteristics of their language (grammatical, syntactic and spelling) in different texts and in specific situations in order to create a metacognitive reflection habit and be able to correct him/herself and his/her peers.

As of Seventh Grade (beginning of High School) a fifth competency begins to be considered in an independent way:

5. Analyze and reflect on the production and reading process of literary texts to improve the understanding of his/her surroundings. Given the greater importance of this type of messages, the students’ abilities to identify techniques and styles are stimulated, as well as the recognition of similarities and differences in the representations made by different authors. One of the main indicators of the command of this competence is the supported formulation of personal critical appreciation related to a literary work as well as a genuine increase in the students’ interest in reading.


In Sixth Grade the competencies and contents of the Spanish Language Arts are intregrated with those of Social Studies and are worked in an integrated way through projects. In the Spanish Language Arts area, oral, reading and writing expression activities are included as well as the reflection on the language itself (grammar, spelling and syntactic analyses). For Social Studies, we work on contents of scientific research keeping in mind observation, experimentation, analysis and synthesis. As of Seventh Grade, these two areas are taught independently.

Each project is developed from a problem or a goal, which includes different activities to obtain a determined product or to give a solution to the presented problem (make bulletins, reports; carry out a community service project; build scale models, etc.)

The activities allow for the integration of other areas such as Mathematics, Art, Science and Physical Education. For example, when writing personal descriptions, weight and measurement are kept in mind. With this information, the students draw bar graphs, which allow them to compare and establish mathematical relations (bigger than, smaller than). These also include drawings and modelings of the human figure which allow students to express themselves artistically.

The projects take into consideration the interests and prior knowledge of the students. The activities are structured according to the development of logical thinking, which allows us to meet the needs of all our students. We may adapt the activities to each student’s learming pace so that everyone can achieve the goals set for the grade. This takes us to the planning of parallel and differentiated activities.

During the development of each project we evaluate the whole process to diagnose the learning level and reformulate the sequence of the activities we plan. By evaluating their own work and that of their classmates, the students realize that they can also learn by making mistakes and from the mistakes others make, as this allows them to improve and enrich their work. That is why self-evaluation and group evaluation activities are always included.

Such activities let the students discover the work contents naturally, select what is relevant to write down and then contrast it against various bibliographical sources. All of this shapes and enhances the learning process, turning the child into the real actor and the teachers, into facilitators.

Starting Seventh Grade, learning through projects is maintained, but with emphasis on the following methodology:

» We use our students’ prior knowledge, through brainstorming, in order to contrast it later on against the new information.

» To learn grammar (morphology and syntax), we stress the theoretical explanation as well as putting it into practice through exercises.

» 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, reading reports, riddles and others) and use formal language when required.

» 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.

» We want the students to articulate the skills they develop for the Spanish Language Arts with those developed in the other areas.


Through class participation and homework, we evaluate the students’ abilities and competencies acquired in the area on a regular basis. This information is completed with tests (open ended or multiple choice) given throughout each unit or project.

We want our students to be aware of their own learning process and let them participate in the planning of self-evaluation and peer evaluation acticities so that they can set concrete goals to achieve in order to improve their work.

Through this evaluation process we can identify the difficulties they may be having in order to correct them, strengthen skils and reschedule activities for a better achievement of the objectives.


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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. Listens and communicates 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. Reads and understands texts for information or pleasure. Our students read for specific and general information. They also summarize content of reading using text organization.

3. Produces 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. Reflects 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.


In Sixth grade we use a bilingual integrated reading and language arts program. It is a high-quality, authentic children’s 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.


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.


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Mathematics is part of our daily life. We use it to calculate the cooking ingredients we need, to buy or sell, 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 mathematics competencies that the children develop at school will help them solve situations such as those mentioned above, and will also contribute to the development of their critical thinking and logical reasoning as well as their capacity to provide arguments. Specifically, the competencies that our students must achieve are the following:

1. Develop mathematical strategies to solve problems. The student recognizes the necessary information, chooses 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 uses graphics to represent concepts; describes the relation between new and previous concepts; and applies them to real context.

3. Interpret and use mathematical language to register information and to communicate. The student uses mathematical vocabulary (definitions, names, abbreviations, units); writes and reads symbols; uses charts and graphics to obtain information, put it in order, sort it and interpret it.

4. Use mathematical procedures effectively. Compute mentally with accuracy and speed; uses estimation and other methods to find mistakes or confirm answers. Use computational algorithms, procedures and calculation tools.

5. Demonstrate and support mathematical formulations. The student is able to figure out problems and present supported hypotheses. Uses demonstration methods.


In order to motivate our students to learn and to be active participants in the process, we foster learning through discovery. The class begins with a problem situation. Then, each student develops his/her own solution strategy and explains to the rest of the class. Sometimes they work in pairs, others in small groups.

Based on the strategies presented by the students, the teacher clarifies concepts and supplies the adequate mathematical language. Finally, they build and verbalize the concept or the strategy and write it down so that everybody in the class can use it or apply it to other situations.


It is an ongoing evaluation that considers both the product and the process for the solution of the problems –the student’s ability to apply his/her own strategies, compare them to those used by their peers, relate what he/she has learned to their prior knowledge, express him/herself with the right vocabulary and write down the concepts and strategies to use them in future learning situations or for new problems.

This allows the students to know for what competencies they are performing well and which ones must be reinforced.


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The daily activities, experimenting, analyzing and appreciating the surroundings are an immense source of learning and the starting point to explain, share, relate or systematize information. Our Science program aims to have the students develop 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 questions, 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. He/she performs adequately at the science lab 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 general phenomena. He/she selects information from a variety of sources to make appropriate decisions, after consideration of the evidence. He/She then 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 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, the students develop projects that are meaningful to them as they are closely related to their surroundings. This allows the students to apply the knowledge obtained through research and through the use of the scientific method.

The execution of projects comes with lab work aimed at motivating, and encouraging students to ask questions, do research and test hypotheses. Then, they make individual and group cards on which they systematize the information to answer queries, reflect and share knowledge. Finally, they must develop a product to apply what has been learned. Additionally, they present the product and support the conclusions to which they arrived.

This way, the projects clearly follow learning stages and allow students to discover the way of doing research and satisfy their curiosity through the testing and verification of hypotheses.


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Since Seventh Grade, the second year in this level, the Social Studies area is separated from the Spanish Laguage Arts. Nevertheless, just as in the previous grades, the contents and the competencies of all the areas of the grade reinforce each other, since they are worked on in a transversal manner.

The goal of the Social Studies Area is that the students feel that they are an important part of their own families, their community and society, and that they are able to participate adequately.

The Social Studies Area combines aspects of various disciplines such as History and Geography and entails local subjects as well as national and international ones. In Grade 7, the course is taught in both English and Spanish as follows:


In Spanish                       In English


Peruvian History               World History

Geography                           Geography


We want the student to develop research skills and become aware of their community, identify the causes and consequences of events, recognize problems and thus, become more sensitive and supportive with their neighbors and community.

1. Interact with the natural and socio-cultural environment by predicting, analyzing, presenting hypothesis, providing arguments and supporting them. The student must be able to participate in class using his/her prior knowledge, offering suggestions, asking relevant questions to the subject matter being discussed and supporting his/her hypotheses.

2. Design and apply procedures for research and experimentation using technology. We want the students to be able to design and use tools and/or procedures for research and to obtain and interpret information from various sources. We want them to be able to identify the most important information, put it in order and classify it using different types of organizers.

3. Analyze, retain and handle information. This competency aims to enable the student to retain the information they obtain from different sources, analyze it and use it to establish comparisons such as space-time and similarity-difference. They must also be able to explain and organize processes and events by establishing relations of cause-effect and getting to conclusions.

4. Apply knowledge obtained to solve problems of the community and commit to its preservation and valuation. We want our students to come up with ideas about facts or processes related to the preservation and valuation of the community, social and/or natural environment; to commit themselves and participate by making a product (bulletins, campaigns, posters, etc.) based on the knowledge obtained during the learning process.

5. Use and apply spatial categories and establish relations between the different elements in the environment.


The competencies and contents of Spanish Language Arts & Social Studies are worked through projects. Each project is developed from a problem or a goal, which includes different activities to obtain a determined product or to give a solution to the presented problem (make bulletins, reports; carry out a community service project; build scale models, etc. …).

The activities allow other areas to become integrated such as Integral Communication, Mathematics, Art, Science and Physical Education. For example, when providing personal descriptions, these are enriched by considering weight and measurement; with these data, they draw bar graphs that allow them to compare and establish mathematical relations (more than… less than…). They also include drawings and the modeling of the human figure for the students to artistically express themselves.

The projects take into consideration the interests and prior knowledge of the students. The activities are structured according to the development of logical thinking, which allows us to meet the needs of all our students and achieve the goals set for the grade. This takes us to the planning of parallel and differentiated activities.

Such activities let the students discover the work contents naturally, select what is relevant to write down and then contrast it against various bibliographical sources. All of this shapes and enhances the learning process, turning the child into the real actor and the teachers, into facilitators.


We have an ongoing process of evaluation through class participation and daily work (cards, homework, products) that provide us with information on the students’ progress and development of skills. This information is completed with tests, given on aregular basis, through which different competencies are evaluated.

We want our students to be aware of their own learning process and let them participate in the planning of self-evaluation and peer evaluation acticities so that they can set specific goals to achieve in order to improve their work.

Through this evaluation process we can identify the difficulties they may be having in order to correct them, strengthen skils and reschedule activities for a better achievement of the objectives.


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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).


Computer Science is taught as an independent subject from grade seven up. Students have theoretical-practical sessions in the laboratories. The classes are given once a week and each student has a computer at his/her disposal.

Like in the other areas, we foster a contextualized, articulated learning. Through the practice and use of different programs, the students develop projects assigned by teachers of other areas, while learning different computer tools.

Additionally, we promote the understanding of the different processes involved, through active and cooperative methodologies, such as dialogs so the students can organize and deepen the knowledge they have acquired.

We use real-life situations so that the students, using the concepts learned in class, can find a solution to daily-life situations using a variety of tools.


We administer proficiency tests in order to validate our students’ knowledge and command applications, so they can use and develop them in the different academic areas as well as in other aspects of their school life.


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Our Social Studies program for seventh grade allows students to identify themselves as adolescents and individuals who hold legal rights. Thus, when they start high school they are ready to start working on this new area, the Personal and Social Development area.

This area aims to have students develop critical thinking skills and address relevant topics that are essential for their humanistic deveopment. In order to accomplish this, we use information and concepts from different perspectives found in other human sciences such as Psychology and Philosophy, Sociology (for the unit on Citizenship) and Anthropology (Anthropology of Religion and History of Religions).

The area (together with homeroom and other areas) also provides the students with many opportunities for reflection on daily life events and allows them to guide their personal development, understand their different roles and achieve better social adaptation.

In Seventh Grade the activities of the area are organized according to three competencies that foster the development of specific skills through the units we work on. Each competency corresponds to a unit:

1. Know and understand the psychological development of the human being. The student explains the basic notions of psychology. Analyzes personal strengths and weaknesses and those of other people. He/She must be able to identify the stages of human development according to the different psychological theories and explain the attitudes and behaviors that favor personal growth. He/She is able to solve daily-life problems successfully.

2. Understand the role of the citizens; interact in society and participate in the transformation of their surrounding. The student explains basic concepts and notions linked to democracy and citizenship. He/She must be able to explain the contribution and the participation mechanisms of the citizens of our country. He/She is able to carry out a community service project as part of his/her social responsibility. He/She must be able to identify and explain different conflicts (school, family and society), and come up with peaceful solutions that contribute to a harmonious coexistence. He/she uses a variety of resources and makes sure they are truthful, appropriate and accurate before making a judgment about public issues.

3. Know and analyze the approach of each of the major religions in the world. The student is able to distinguish and explain the characteristics of the major religions of the contemporary world. Explain the historical theological content in the texts and religious iconography. Recognize and justify religion in our culture. Recognize and explain religious beliefs and spiritual expressions in his/her own daily life.


In order to achieve the objectives set for the area in Seventh Grade, we apply the following strategies:

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

» We study and do research on psychology, citizenship education and religion subjects and authors, which allow for a better understanding of the situations tdiscussed in class and the different positions and opinions that can be adopted.

» We guide our students towards a personal and critical reflection on the subject matter discussed in class. We help them to support their answers using their prior knowledge on each of the subjects studied in class and the experiences that each of the students has in their daily life.


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We aim to enable the student to express his/her ideas and feelings through the use of different techniques and materials. At the same time, we stimulate his/her capacity for observation and the development of a critical spirit that will let him/her reflect on his/her own work and that of others. Below are the competencies that the student must reach at this level:

1. Produce artistic work that reveal ability to use diverse materials and techniques. The student learns to explore and develop ideas by collecting images and others in sketchbooks and choosing the ones that he/she wants to develop. He/She uses and mixes different materials and techniques to achieve the desired effects. Combines colors, texture, lines, tones, shape and space.

2. Reflect on his/her own work and the work of others. The student analyzes his/her own work and the work of others and is able to say what he/she thinks and feels about it. Learns to observe his/her surroundings and artworks in a special way, recognizing the visual and tactile elements (colors, lines, textures and shapes) that they have. Makes comments about the differences that he/she finds and suggests ways to improve his/her own work. Does research on the role and function of the artists, the craftspeople and the designers of different periods and cultures.


The students develop the 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 making portraits), natural objects and those created by man (when they design a utilitarian object), their surrounding (when exploring different textures in the school or when drawing and painting landscapes).

» Researching different types of art, crafts and design (in their houses, in replicas they observe in class, during their visits to museums and galleries and on the Internet).


1. The artistic production:

» Exploration and development of ideas. Study the subject matter from different points of view, solves problems in-depth.

» Use of material and technique. Use techniques and basic principles of the unit.

» Development of creativity. Solve the problem in a creative way; experiment and take risks.

» Expression. Express ideas or feelings in the work.

2. Reflection:

» The ability to evaluate his/her own work (weaknesses and strengths).

» Play the role of a critic (to his/her peers or to other artists).

» Use of criticism and suggestions to improve his/her own work.

» Knowledge of artwork and use it as a source of ideas and inspiration.

» Identify what can be changed or adapted in the current art piece or to produce one in the future.

3. Approximation to work:

» Show responsibility and autonomy. The student becomes involved and works consistenty; he is interested in what he/she is doing; pays attention to detail in the presentation of the final work. Works independently, whenever it is required.

» Able to work cooperatively. The student offers ideas, takes on different roles and carries out his/her duties. He/She communicates well and contributes to reaching a consensus in order to do a better job.


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The goal for Sixth Grade students is to play different instruments alone or as a group, understand and apply the correct breathing, sing with a good voice and in tune, choose their repertoire, organize their own rehearsals, and appreciate different styles and musical periods. It is also very important their presentation at the Music Festival.

The goal for Seventh Grade students is to create their own song, both the lyrics as well as the music, and sing it in front of their classmates. For this, they will learn about sound, melody, rhythm and the different music functions. They will play, sing, write and think about music.

The activities of the area are organized based on the development of the following competencies:

1. Express musically, by singing and playing instruments. Sing a variety of songs, both alone and with a choir. Experiment, improvise using a variety of sound sources, developing creativity. In Sixth Grade they play the following instruments: the cajon, the metalophone, the recorder, the melodica and percussion instruments of determined and undetermined sound. In Seventh Grade, students play the caja china (woodblock), the triangle, the tambourine, the drums, the guitar and piano.

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

2. Understand the musical elements and use musical language. The student exhibits knowledge of the musical elements (melody, rhythm, tone…), responds to them by singing and playing instruments. Make up and use graphic or symbolic systems to represent sounds and create songs. Read notes and figures out loud and to play an instrument.

3. Listen, analyze and reflect about music, understanding its connection with culture and history. The student learns to listen to music from diverse periods and styles. Recognizes musical elements in selected pieces and interprets their possible meanings. He/she learns about the cultures the musical piece comes from and gives an opinion about it.


1. Musical Expression. We evaluate the ability to sing (voice control, tune, and expression), play different instruments alone or with a group, invent (experiment with different sound sources), and express through music in their 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. 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.


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Theater is a social art that brings people and ideas together while the actors and the audience interact. To learn to work with others to communicate ideas and feelings is a fundamental aspect for the art of theater.

Furthermore, 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.

Starting in Seventh Grade, we want the students to acquire the following competencies:

1. Create and present dramatizations reflecting ability to use theatrical elements, techniques and processes and express personal ideas and feelings. The students work as a group to create dramatizations and develop sceneries and characters for the presentation. Take technical and design decisions (on the costumes, the stage design, the lighting) to communicate moods and create pre-established atmospheres.

3. Respond to plays created by themselves or by others. As spectators the students describe, analyze and identify important qualities of the presented work. They judge the characters, the settings and the 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. 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.


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The regular practice of 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. Through exercise and the practice of psychomotor activities the students channel their energy in a positive manner and achieve integral and harmonious development of their personality.

In the area of Physical Education we emphasize the development of the following competencies:

» 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.


We jointly work on four areas and try to acquire a series of specific capacities.

1. Motor Perception. The student controls and solves perception-motor problems, systematizes and applies them to any sphere of daily life adopting self-evaluation attitudes of solidarity and respect.

2. Abilities, dexterities and corporal expression. The student creates and solves motor problem situations with autonomy. Expresses feelings and thoughts through body artistic manifestations (dance, theater, sports and music) enjoying and valuing what is done.

3. Physical and health condition. The student adequately improves, distinguishes and uses his physical capacities, relating them to his previous knowledge about health and to daily life. Organizes activities and perseveres in the solution to motor problems. Appreciates the regulating value of physical capacities in the maintenance of health.

4. Ludic motricity. The student solves varied motor situations that allows him to express playfully. Adjusts and makes up pre-sports and recreational games, participating in a committed and perseverant way.


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The objective of the Religion Area is to foster the internalization of values through the religious sense. Since we are a lay school, the decision of the student’s participation in the classes of this area corresponds to each family.

The students get to understand that they live in a brotherhood community in which they should participate following Jesus as a model. In this way, they discover, appreciate and act according to the basic values, and they progressively show the acquisition of moral attitudes and norms.

To achieve this objective we want the student to acquire the following competencies:

1. Reflects on attitudes and behaviors at the light of Christian values. The student lives according to values in an authentic manner through daily life within and outside the school.

2. Has a command of the different religious concepts. We try to develop the basic religious education, first from the Catholic religion, to learn about other religions later on.

In Seventh Grade both competencies are integrated in the following one:

1. Reflects on attitudes and behaviors at the light of Christian values and of the different learned religious concepts.


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 also promote research and guide the students to analyze situations in their daily lives; so they can internalize the message from a current context and proceed as Christians looking for the common welfare.