Secondary School

At the Secondary School level, we emphasize autonomous and responsible learning through content and thinking skills that are more elaborate, abstract and deep, with high academic demand.

Our primary objective is to develop critical and creative thinking, decision-making and problem-solving skills.

In the early years, we work through the International Baccalaureate Middle Years program scheme, in which we emphasize interdisciplinarity and establish highly demanding academic standards for each group of subjects.

In sixth grade, the lives of students take an important and enriching turn. The first big change they face is to go from the experience of the class where the greatest number of hours is in charge of a main tutor, to classes by multiple teachers. That is, in Secondary School, students must adapt to the teaching of ten different teachers, which helps them develop new study skills. Although they continue with some courses started in Primary as Talents, new ones such as MUN and Debate are incorporated. At this stage, Social Sciences and others acquire a greater role, while the level of demand for Mathematics and Languages is adjusted to the capabilities of the students.

Another new element is the assessment system since at this stage the specific criteria are detailed by area, which requires understanding the standards of each subject and how they are graded.

A tutor is assigned to each section and is the central axis of the class and the person closest to the students. Likewise, he or she is the one who accompanies them permanently in all aspects of their development. The tutor is the guide and mentor of each section, and is the one who receives the students in the morning, guides them regarding the pending issues of the day and the general activities of the level or school. Likewise, he/she is with them at mid-morning recess, at lunch, and at the end of the day. He/She is in charge of ensuring that everyone has understood the tasks for the next day and his main function is to form a healthy, trusting and supportive bond with the students.

Likewise, a member of the Psychopedagogical Department accompanies the class as a core part of the teaching team. He/She is the one who watches over the emotional and social monitoring and suggests pedagogical strategies that favor student learning according to their individual characteristics. Like the tutor, he/she is the close and trusting link not only with the student but also with the parents since it allows an aligned work between school and family.

The curricular program followed at the Secondary School is the International Baccalaureate Middle Years Program that begins in sixth grade and ends in tenth grade. Then the students who so decide and meet the requirements demanded by the school, join the Diploma Program in grade eleven.

The methodology used is oriented towards inquiry, autonomous and cooperative work, respecting the students' learning rhythm, as well as each one's own style. The objectives of reflection, personal commitment and information management that are central to their life as a student are promoted.

In tenth grade, students face the challenge of carrying out their personal project. This is a research work that should reflect the skills and knowledge acquired throughout their passage through the International Baccalaureate Middle Years Program (MYP).

Another important challenge in that same year is the decision they must make regarding their participation in the Diploma Program, which begins in grade eleven and continues for one more year of Secondary School, that is, until grade twelve.

Throughout Secondary School, students have the opportunity to obtain international certificates in English from the University of Cambridge, the Preliminary English Test, The First Certificate of English and The Certificate of Advanced English, which are not only recognized worldwide, but are permanently valid.

We also have social support programs that are developed in different grades. Throughout the school year, our students carry out a diagnosis, plan and execute social projects that promote in them the development of a social awareness and sensitivity that is important for their personal growth. In recent years our students have participated in the programs TECHO, Salapampa - Altair School Project, MAGIA - Peruvian Foundation for the Fight against Cancer, Make a Wish Peru, La Alegría en el Señor, La Casita de la Paz, Skin of Mariposa-Peru, Messengers of Peace Association, Action Against Hunger, among others.

Likewise, we favor the development of soft skills such as teamwork, interpersonal skills, the ability to adapt, communication, work ethics, etc., through an accreditation program that recognizes and validates the active participation of our students in social, cultural and / or sports activities inside or outside the school.

Jimena La Rosa
Studies Coordinator