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Curriculum

School SEK – Chile

Playgroup sek chileScope of personal and social training

  • Autonomy and Autonomy
  • Corporeality and movement
  • Coexistence and citizenship

Scope of communication

  • Verbal language
  • Artistic Language
  • English (50% of the curriculum is provided in English)

Scope of Relationship with the Natural Environment and Cultural

  • Exploration of the natural environment
  • Understanding the sociocultural environment
  • Mathematical Thinking

Workshop

Scope of personal and social training

  • Autonomy and Identity
  • Corporeality and Movement
  • Coexistence and Citizenship

Scope of communication

  • Verbal language
  • Artistic Language
  • English (50% of the curriculum is provided in English)

Scope of Relationship with the Natural Environment and Cultural

  • Exploration of the natural environment
  • Understanding the sociocultural environment
  • Mathematical Thinking

Workshop

Personal and Social Formation

  • Corporeality and Movement
  • Identity and Autonomy
  • Coexistence and Citizenship

Comunication

  • English (50% of the curriculum is provided in English)
  • Verbal Language
  • Reading and Writing
  • Artistic Language

Scope of Relationships with the Natural Environment and Cultural:

  • Exploration of the natural environment
  • Understanding the sociocultural environment
  • Mathematical Thinking

Workshop

 

The main objective of this school stage is to strengthen the potential that each student has, developing thinking, encouraging learning by doing and guiding each of the activities carried out towards the achievement of more autonomous, creative, responsible students with unbreakable values.

Due to the aforementioned, an integrating and globalized curriculum is developed in the areas of science, letters, arts, culture and sports.

The curriculum gives great importance to the English language, with a considerable number of periods a week.

The main objective during this educational period is to strengthen students’ potential, develop critical thinking, foster learning and design each school activity in order to encourage students to be more independent, creative and responsible, while possessing steadfast values.

As explained above, an integrated system is developed which encompasses science, language, the arts, culture and sports. A great emphasis is placed on English, with a high amount of weekly contact hours.

PRIMARY SCHOOL:

First to Fourth Grades

  • Language and Communication
  • Mathematics
  • English
  • Science (5th and 6th)
  • Arts
  • Technology
  • Music
  • Physical Education
  • Religion / Ethics

 

Fitfh to Eighth Grades

  • Language and Communication
  • Mathematics
  • English
  • Science in Spanish (7th and 8th)
  • History and Geography
  • Technology
  • Arts
  • Music
  • Physical Education
  • Religion / Ethics

educacion media sek chileThe SEK methodology enables the overall development of the student. Throughout this period students strengthen their capacity to understand the nature of scientific and cultural changes that affect human beings; become more responsible and independent young adults; have a high understanding of both Spanish and English; develop the ability to master abstract math; and are encouraged in the search for their identity through core values demonstrated on a daily basis.

Ninth and Tenth Grades
General Plan

  • Language and Communication
  • Matemathics
  • History and Social Studies
  • Biology
  • Physics
  • Chemistry
  • English
  • Technology Arts / I.T.
  • Visual Arts
  • Music
  • Religion / Éthics
  • Physical Education
  • Culture and Civilization

 

Grade 11th Humanist and Scientist
General plan

  • Language and Communication
  • Matemathics
  • Philosophy
  • English
  • Science fo citizenship
  • Citizen Education
  • Physical Education

Differentiated Training

  • Probabilities and descriptive and inferential statistics
  • Cellular and molecular biology
  • Economy and Society
  • Participation and argumentation in democracy
  • Visual, audiovisual and multimedia arts
  • History, Geography and Social Sciences
  • Religion

 

Grade 12th Humanist and Scientist
General Plan

  • Language and Communication
  • Mathematics
  • Philosophy
  • Science for Citizenship
  • English
  • Physical Education
  • Civic Education

Differentiated Training

  • Derivative and integral limits
  • Physics
  • Historical understanding of the present
  • Literature Workshop
  • Chemistry
  • History, Geography and Social Sciences
  • Religion

Bachillerato Internacional What is an IB education?

The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex and unpredictable situations.

The IB offers high-quality programmes of international education that share a powerful vision. Informed by the values described in the learner profile, an IB education:

  • Focuses on learners- the IB’s student-centred programmes promote healthy relationships, ethical responsibility and personal challenge.
  • Develops effective approaches to teaching and learning – IB programmes help students to develop the attitudes and skills they need for both academic and personal success.
  • Works within global contexts – IB programmes increase understanding of languages and cultures, and explore globally significant ideas and issues.
  • Explores significant content-IB programmes offer a curriculum that is broad and balanced, conceptual and connected.

IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes represent abroad range of human capacities and responsibilities that go beyond intellectual development and academic success.

What is the IB Diploma Programme (DP)?

The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme hasgainedrecognitionandrespectfromtheworld’sleadinguniversities.

The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:

  • Develop physically, intellectually, emotionally and ethically.
  • Acquire breadth and depth of knowledge and understanding, studying courses from six subject groups.
  • Develop the skills and a positive attitude towards learning that will prepare them for higher education.
  • EStudy at least two languages and increase understanding of cultures, including their own make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique theory of knowledge course.
  • Enhance their personal and interpersonal development through creativity, action and service.
  • Potencian su desarrollo personal e interpersonal mediante Creatividad, Acción y Servicio.

Curriculum

IB Diploma Programme students must choose one subject from each of the five groups (1 to5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Students must also choose either an arts subject from group 6, or a second subject from groups 1 to 5.

DP subjects can be taken at higher level or standard level.

At least three and not more than four subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours). Students can study and take examinations, in English, French or Spanish.

Two DP subjects are classified as interdisciplinary subjects and so satisfy the requirements of more than one subject group:

  • Literature and Performance: group 1 and group 6
  • Enviromental systems: group 3 and group 4

In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills.

The Diploma Programme core

  • The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.
  • Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
  • Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Assessment

Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.

Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma Programme assessment practice.

In modern day society, being bilingual is not only advantageous, but becoming increasingly
necessary. For this reason, we offer intensive English language programs from an early age. This ensures our students have a complete grasp of English when they graduate.

Further to this, we offer international exchange programs which allow our students to put their
language studies into practice, either in the United States or England. Students also have the option to attend interschool activities such as InterSEK, Greenweek, SEK Bridge, Clinic SEK real Madrid, etc.

We are offering the following exchange programs for the 2023 school year:

BOCA PREP (USA)

Regular Programs:

  • From January to February: 5 weeks, with the option to extend up to 10 weeks.
  • From March to April: 5 weeks.
  • From August to October: 9 weeks, with the option to extend up to 12 weeks.
  • From October to December: 8 weeks.

SAINT JOHN’S SCHOOL (UK)

Regular Programs:

  • September to October (half a term).
  • September to December (one full term).
  • January to March (half a term).
  • January to April (one full term).
  • April to June (half a term).
  • April to July (one full term).

“Summer Camp” is run throughout the month of July every year.  Students can choose to stay between 2 to 4 weeks.

At Saint John’s it is possible to stay in the boarding house (as a boarder) during the school year.

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