A stage shaped by positive influences
In Secondary, we incorporate insights from educational research and neuroscience applied to learning, as well as from Harvard’s Project Zero. A team from the school has travelled to the United States to explore new approaches and methodologies first-hand and assess which could bring the greatest benefits to our pupils.
Among them, the Culture of Thinking has represented an important evolution in our educational approach and has received a particularly positive response from pupils. Through this methodology, they develop essential 21st-century skills such as critical thinking, reasoning, communicating ideas, making decisions and approaching problems from different perspectives. These are tools that will support them throughout their further studies and in their professional and personal lives.
Secondary classes are designed so that a significant part of the learning takes place in the classroom, with the support and guidance of teachers. Class time is divided between explanations and pupils’ own work, through specific tasks, exercises, opportunities to resolve questions and activities that help them check and consolidate what they have learnt.
Peer learning also enables pupils to share knowledge, explain concepts to one another, compare different ways of thinking and support each other. At the same time, teamwork requires them to listen, argue their point of view, reach agreements, adapt to unexpected situations and find solutions together.
A dynamic classroom layout and the introduction of regular breaks help maintain attention and encourage more active learning, particularly during a period of such significant change as adolescence.
Student involvement and commitment
Each year group has a designated tutor, whom families can meet whenever they feel it is appropriate. We also offer shared tutorials involving the pupil, their family and any of the teachers who work with them on a day-to-day basis.
Our experience shows that these meetings have a very positive impact. All three parties share perspectives, agree on objectives and work as a team, with the pupil as the main focus and beneficiary of their own learning process.
During adolescence, a stage marked by significant change, pupils also have the support of our Educational Psychology and Guidance Department, which helps them address any concerns or difficulties that may arise and develop resources, confidence and self-assurance. This support helps them feel connected to the school and gradually develop a more independent, positive and committed attitude.
We place great importance on learning through art and provide pupils with opportunities to develop their creativity, sensitivity and different forms of artistic expression. We see art as a way of exploring, interpreting and expressing ideas, as well as an important part of a well-rounded education.
Secondary pupils also make regular use of the chemistry laboratory, where they put the scientific method into practice. They learn to formulate questions and hypotheses, investigate, experiment, collect and analyse data, draw conclusions and communicate their results. In this way, they not only acquire scientific knowledge but also learn to think and work as scientists do.
Alongside writing, public speaking is another skill we focus on, helping pupils gain experience, develop techniques and build the confidence to speak effectively in public. They learn to construct a coherent and fluent speech, express and support their ideas with arguments, project their voice effectively and pay attention to non-verbal communication and presentation.
Subjects in English and official Cambridge exams
In the fourth year of Secondary, pupils who wish to do so complete their Research Project in English and present it to their families and classmates. This is a challenge that allows them to put several skills into practice within a single project: researching, writing, structuring a presentation and delivering it orally in another language. The experience provides meaningful learning that goes far beyond assessment.
This level is the result of an English-learning journey that begins with immersion in Early Years and progresses gradually through every stage of education, adapting to the curriculum and pupils’ abilities.
As a Cambridge partner school, we also offer pupils the opportunity to sit the official First Certificate in English (FCE) and Advanced (CAE) examinations at the school itself. Those who wish to do so can prepare for the different components of the examinations in extracurricular sessions with our teachers.
From the second year of Secondary onwards, pupils can also gradually work towards the American Dual Diplomaalongside their regular studies, with the supervision and support of the school’s English language team.