Upper School comprises students from Grade 10 and Grade 11, and we help our students to continue developing into positive, constructive, and proactive leaders as well as responsible 21st century global citizens. In Upper School, we educate and support our students, according to the IB Philosophy, to become inquisitive, critical thinkers as well as principled, caring, and open-minded young adults in order to help create a better and more peaceful world.
The learning in Upper School is student-centred and inquiry-based, and our students engage in meaningful learning experiences, enabling them to connect their academic process to real-world contexts in order to understand the relevance of their learning in relation to real life. We always strive to maximise the personal and academic potential of each of our students, with a firm belief and philosophy that every student matters, and therefore, our students enjoy a safe learning environment for the benefit of their emotional and physical well-being.
We also believe that it is important to strike a healthy balance between fulfilling academic potential and developing humanistic values. Hence, both in the classroom and also through our Dignity and Mutual Respect Programme extending from Pre-School to Upper School, with our group of prefects composed of students from Middle and Upper School, and our philosophy of The English Way, we promote and incorporate the IB learner profiles in order to help our students develop positive and constructive humanistic values as well as strive to fulfil their academic potential.
Head of Upper School
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.
• 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.