Education is not the answer to the question,
education is the means to find the answer to all questions (W. Allin).
At the secondary school stage, we accompany students in their self-knowledge and understanding of their great potential.
It is from the age of 12 onwards that the human brain is able to formulate truly abstract thoughts: all the concepts learnt in class are used to strengthen their reasoning and challenge them to analyse, experiment and practice problem solving.
At the same time, they will develop the habits, skills and abilities necessary to lay a solid foundation that will prepare them for the Baccalaureate.
And all this with the help of the best trainers.
We have the best team of trainers accompanying the pupils with affection so that they can develop their best version of themselves, not only in the academic area but also in the human and spiritual areas.
Experiential and interdisciplinary learning – Active Methodologies
We develop in our students an intelligent, experiential learning adapted to the real world, encouraging autonomy and responsibility, through:
- The development of interdisciplinary projects.
- Problem-based learning (PBL).
- Cooperative work.
We provide students with the resources they need to study effectively. To this end, they work from 1st ESO on:
- Study planning and organisation.
- Concentration and the elements that favour it.
- Understanding the contents to be studied.
- The tools or techniques used to process or fix learning.
Scientific and mathematical learning
Scientific and mathematical competence are an important part of our curriculum, therefore we encourage the development of curiosity to discover, know and understand through projects, laboratory experiences, experiences in nature, etc.
The work and development of critical thinking in our pupils is a priority at this stage. For this reason, we continue with the work that begins in Primary School on thinking strategies (routines and skills) that favour the development of effective and visible thinking.
This intellectual challenge involves putting into practice the ability to know how to analyse, reflect, compare, discern, explain, decide on information and be able to make their own decisions, coherent with their hierarchy of values.
Public speaking programme
One of the transversal tools in pupils’ pedagogical training is public speaking, which is integrated into our curriculum from the age of 2 to 18, ensuring that all pupils, regardless of their temperament, are able to speak in public in the school’s three languages (Spanish, English and French).
Through speech, discourse and argumentation we encourage the skills of research, reasoning, critical thinking, oral expression and collaborative work.
We promote participation in debate competitions in English and Spanish.
Art, culture and music
We include cultural and artistic content through interdisciplinary projects that allow students to express themselves and enhance their creativity.
We make visits to cultural spaces with the collaboration of external specialists to enrich curricular learning.
We promote reading through reading clubs and motivational competitions.
We seek to help students to become aware of their own gifts, of the opportunities and needs of the environment around them and to provide them with the keys to plan their future.
To this end, we have prepared an itinerary in which, in each course and gradually, students will be offered a series of activities appropriate to their maturity, to their vital and academic moment, and to the challenges that lie ahead, with the aim of helping them to consider their vocational and professional path.
During these programmes, the accompaniment of their trainers throughout this journey is decisive for them to make the right decisions.
At this stage, the tutors are key and accompany each student through the personal interviews that take place in relation to the academic and human development that each student is acquiring. Some are very clear about their vocational orientation, others are not so clear until the last moment. There is no need to worry, it is something natural and absolutely normal. Our school will provide them with all the necessary tools and support to help them make the right choice.
Tutorial Action Plan
Our tutors, together with the psycho-pedagogical guidance department and the discipline prefects, develop a programme focused on accompanying the pupil, guiding them in their learning process and their integral development.
Christian Life and Spiritual Accompaniment
As a Catholic school we live our faith with great joy, passionately seeking truth and goodness. We accompany our students so that they discover Christian life throughout their school life. In addition to religion classes and other pastoral activities, we have chaplains and consecrated staff for the Secondary and Baccalaureate stages.
The school encourages the family-school meeting to educate together. We offer different training courses, as well as talks with experts in education.
We prepare our students to be global citizens: to this end, we devote special attention to the teaching of languages other than Spanish (English and French).
Our students learn to speak, think and communicate in three languages: Spanish, English and French within a framework of international education and with teachers who specialise in bilingual and international education.
- As an Official Cambridge Centre, we prepare our students with personalised pathways to obtain the B2 and C1 certificates in English and B1 in French during the Secondary stage. In Baccalaureate, the aim is for them to obtain the C2 in English and the B2 in French.
- All subjects of Science, History, Geography and Economics are taught in English. Mathematical competence is complemented in 3rd and 4th ESO with 2 additional hours of Mathematics.
Our students can obtain the British Certificate of Secondary Education by taking the IGCSE exams in 4th ESO. These exams are optional and we prepare all students in 6 subjects (Spanish, English, French, Biology, History and Mathematics).
International Experiences Abroad
To complete our international training model, we offer academic stays outside the school for a term, school year or Summer Camp in:
- OAK ACADEMIES (USA, Ireland and Switzerland).
- American High Schools associated with our OAK Academies.
- Austin, Texas (student exchange).
- Saint Louis, Missouri.
- France (student exchange).
- New Zealand (student exchange).
During their stay abroad, Highlands School provides students with a follow-up programme so that when they return to school they can join in at the same pace as their classmates.
Social Participation Programme
We want our students to experience that there is more joy in giving than in receiving, and that they want to work for the good of others and the transformation of society.
In collaboration with various welfare institutions from different fields, we have designed a Social Participation Programme that runs through all the years of the stage.
By getting involved in various activities within these institutions, our students discover the needs of others and learn to respond to them in a committed and effective way, while developing a more charitable and empathetic attitude towards all those around them.
Through our sports programme, pupils:
- Get to know themselves.
- Learn to overcome challenges.
- Build will and character.
- Develop psychomotor, emotional, social and intellectual aspects.
In addition to Physical Education classes, our pupils participate in other sports programmes and activities:
- Paddle tennis, football, basketball and volleyball tournaments.
- Solidarity Cross.
- Friendship Tournament.
Duke of Edinburgh´s International Award
From 3rd ESO our pupils take part in the Duke of Edinburgh’s International Award, another activity that prepares them for life regardless of their background, talents and physical abilities. It is not a competition against others but personal challenges that push them beyond the limits they thought they had and recognises their achievements.
We work in perfect harmony alternating analogue (books and notebooks) and digital (devices) supports; we believe that both ways of working are the perfect combination for the learning process of our students.
We incorporate technology as a transversal tool in the student’s academic training, in a gradual, progressive and adapted way, because we understand that it provides the necessary nuances in their intellectual relationship with the world and because it helps our students to think critically and creatively, to communicate fluently and expressively, to face life with maturity and to participate responsibly in society.
Tablet Assisted Learning Project
The organisational model of this project has the following objectives:
- To enhance several of the competences to be developed through our educational project, such as creativity, cooperation, curiosity to investigate and autonomy in learning.
- That through the devices they develop the appropriate skills mentioned above as digital competence for a safe use of technology, whether for work, leisure or communication.
- Personalisation of learning: allows different work rhythms and learning styles to be catered for, as well as the creation of different learning environments.
- Throughout their school life, students are introduced to the three most common ecosystems on the market (Google, Apple and Microsoft).
- Our pupils use a personal device as a work tool from 5th Primary to 2nd Baccalaureate.
Programming and robotics
Throughout the Secondary stage, pupils are introduced to basic programming languages that allow them to create anything from a simple app for Android mobile phones to a web page or to programme a game with classic basic structures. They also work on 3D design and printing and robotic programming and assembly.
Thanks to this programme, our students:
- Develop their creativity.
- Increase their ability to solve problems and work in teams.
- They put into practice their knowledge of physics, algebra, electronics, mechanics and computer science.