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SECONDARY

Secondary, a section comprising grades 5-11, is where students are prepared to be value-driven, caring, open-minded, positive, constructive and proactive young adults as well as global citizens who can face the challenges of the 21st century. Students are educated within the IB philosophy, also guided by the values of The English Way, to develop research, communication, self-management and social skills that will empower them to contribute ideas and solutions toward a better and peaceful world based on intercultural understanding. This is developed during the Middle Years Programme (Grades 5-9) and the IB Diploma Programme (Grades 10 and 11).

In this section, we strive to make learning meaningful, connecting the learning that takes place in the classroom to the real world so that students enjoy and see the relevance of what they are studying. It is crucial that our students maximise their academic and personal potential and that they have a safe learning environment to do so. Therefore, students’ emotional and physical well-being is of paramount importance to The English School, offering different programmes that have continuity between sections to guarantee this.

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    MIDDLE YEARS PROGRAMME (MYP)

    The Middle School implements the Middle Years Programme (MYP) that provides a framework of academic challenges and life skills for students aged 11 to 16. The MYP encourages students to be creative, critical, and reflective thinkers. The programme also makes an emphasises on intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. Naturally, the MYP follows the Primary Years Programme (PYP) and is designed to be excellent preparation for the International Baccalaureate Diploma Programme (IBDP).

    The MYP is inspired by the IB mission: holistic learning, intercultural awareness, and communication. At The English School, we share the same belief, hence students from Grade 5 to 9 are exposed and immersed in a curriculum ensuring that knowledge is not seen separately, but as a whole, where each part is meaningful.

    Additionally, the MYP is flexible enough to adapt to most of the requirements of the national or local curriculum. The methodology of the MYP highlights important and shared characteristics of an IB education, developing the IB learner profile attributes, the approaches to teaching, and the approaches to learning. It also involves age-appropriate culminating experiences, an organised and aligned structure of subject groups or disciplines, and the development of an international mindset as a primary goal and as a context for learning.

     

    MYP and the Personal Project

    In the final year of the MYP (Grade 9), each student completes a Personal Project that is a significant work and the product of the student’s own initiative and creativity, under the supervision of a teacher. Students are expected to fully develop their project that must reflect a personal understanding of a global context and that can be carried out in different ways. The Personal Project involves planning, research, and a high degree of personal reflection.

    The objectives of the MYP projects are focused on encouraging the student to:

    • Participate in sustained and self-directed research within a global context.
    • Generate new creative ideas and develop a deeper understanding through in-depth research.
    • Demonstrate the skills, attitudes, and knowledge needed to complete a project over an extended period of time.
    • Communicate effectively in a variety of situations.
    • Demonstrate responsible action through, or as a result of learning.
    • Appreciate the learning process and take pride in its achievements. (MYP Project Guide - Grade 9).

    The Middle Years Programme consists of eight subject groups:

    • Language Acquisition
    • Language and Literature.
    • Individuals and Societies.
    • Sciences.
    • Mathematics.
    • Arts.
    • Physical and Health Education.
    • Design.

    Service as Action in the MYP

    IB students strive to be caring members who demonstrate a personal commitment to service and to act by making a positive difference in the lives of others and to the environment. Action (learning by doing and experiencing) is a key component of constructive education models, including the type of teaching and learning common to all IB programmes. Service requires students to be able to build authentic connections between what they learn in the classroom and what they encounter in the community. When connected with classroom learning, the service experience offers opportunities to apply concepts of both skills and knowledge as students explore the community in its complexity, acquire personal knowledge, develop new and existing skills, and grow in trust and responsibility.

    MYP learning outcomes for Service:

    • To be more aware of their strengths and areas of growth (challenge).
    • To undertake challenges that develop new skills (new skills).
    • To discuss, evaluate, and plan activities initiated by the students (initiative).
    • To persevere in action (perseverance).
    • To work in collaboration with others (collaboration).
    • To acquire knowledge and understanding of culture, intercultural understanding, and international mindset (consciousness and global value).
    • To consider the ethical implications of their actions (ethics).

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    DIPLOMA PROGRAMME (DP)

    As part of the IB continuum and effectively following on from the MYP Programme, Upper School follows the International Baccalaureate Diploma Programme (IBDP) that provides students aged 16 to 18 with a wide range of challenging and engaging subjects and areas. This benefits students to continue developing and acquiring meaningful academic skills as well as essential life skills that will help them become positive, successful, and internationally minded citizens in our challenging 21st century world.

    Furthermore, as well as the IBDP, we also prepare our students for the Colombian National Examination, Saber 11, with a number of lessons per week conducted by specialist teachers, and we also hold Mock Examinations in order to help students become familiar with the form and content of the examination as well as with the conditions of the examination. Of course, these Mock Examinations also provide us with effective data in order to be able to meet students’ needs more effectively. We also firmly believe in aligning the IBDP and Colombian National Examination curriculums in order for them to complement each other and maximise our students’ learning.  

    With respect to the Diploma Programme, in particular, the IBDP is recognised and respected by the world’s leading universities. Additionally, it focuses on rigorous academic study, within a broad and balanced curriculum, which can prepare students well for employment. Students in the DP also have the opportunity to apply their knowledge and skills to community service, gaining valuable experience outside the academic world.

    The Diploma Programme (DP) curriculum comprises six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS), and the extended essay. The holistic nature of this curriculum is designed to develop students who:

    • Have excellent breadth and depth of knowledge.
    • Flourish physically, intellectually, emotionally, and ethically.
    • Study at least two languages.
    • Excel in traditional academic subjects.
    • Explore the nature of knowledge through the programme’s unique Theory of Knowledge course.

    Through the Diploma Programme (DP) core, students reflect on the nature of knowledge, complete independent research, and undertake a project that often involves community service.  Comprised of the three required components, the DP core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills.

    The three core elements are:

    Theory of Knowledge - Students reflect on the nature of knowledge and how we know what we claim to know.
    The Extended Essay - An independent, self-directed piece of research, finishing with a 4,000-word paper.
    Creativity, Activity, Service - Students complete a project related to those three concepts.

    The six subject groups are:

    • Studies in Language and Literature.
    • Language Acquisition.
    • Individuals and Societies.
    • Sciences.
    • Mathematics.
    • The Arts.

    TES offers a variety of different courses within each subject group, offering students a wide selection to ensure they can choose a programme which will suit their strengths, interests, and aspirations.