{"id":3589,"date":"2019-01-16T15:22:51","date_gmt":"2019-01-16T15:22:51","guid":{"rendered":"https:\/\/elevenschool.com\/children\/educacion-secundaria\/"},"modified":"2021-09-15T14:16:22","modified_gmt":"2021-09-15T14:16:22","slug":"secondary-school","status":"publish","type":"page","link":"https:\/\/elevenschool.com\/en\/children\/secondary-school\/","title":{"rendered":"Secondary School"},"content":{"rendered":"<p>[vc_row][vc_column][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row inverse=&#8221;&#8221;][vc_column width=&#8221;1\/2&#8243;][vc_column_text]<span style=\"font-size: 12pt;\"><strong>Learn through a spiral resume<\/strong><\/span><\/p>\n<p>We consciously seek to preserve and develop adolescents natural interest in learning.<\/p>\n<p>The Secondary Program at Eleven School is designed for students aged 12 to 16, where the academic contents of the successful British curriculum are integrated with specific work. The objective is to accompany, guide and equip adolescents with skills and tools as they go through this new stage to become safe, proactive adults capable of achieving what they set out to do.<\/p>\n<p>Students are exposed to daily opportunities to work at their own pace and meet their learning needs, while learning and appropriating such important skills as responsibility in decision-making, empathy, socialization, leadership, respect for oneself and for the work of others. They also strengthen their will, meet deadlines, and master skills and concepts through shoulder-to-shoulder work and guidance from their teachers.<\/p>\n<p>Our pedagogical approach responds to the unique developmental changes of this stage.[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/2&#8243;][vc_column_text]<\/p>\n<ul>\n<li>On a physical level: Adolescents experience a period of tremendous physical and neurological growth.<\/li>\n<li>On an emotional level: They experience self-awareness and self-criticism, emotional ups and downs, and self-centeredness. They feel a greater desire for autonomy, along with a susceptibility to peer opinion and pressure. It is a time characterized by a strong tendency towards values and creativity.<\/li>\n<li>At the social level: Adolescents seek solidarity with their peers and yearn for greater independence from their reference adults as they forge their own identity. They are concerned about human dignity and well-being, and may exhibit novelty-seeking behaviors and engage in risky activities.<\/li>\n<li>On a cognitive level: Adolescents are critical thinkers who insist on asking &amp;quot;why.&amp;quot; They are creative and have the ability to reason and debate. They want social and economic autonomy.<\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243; el_width=&#8221;90&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n<h4><span style=\"color: #999999;\"><strong>How do we help our students develop well at this stage?<\/strong><\/span><\/h4>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row inverse=&#8221;&#8221;][vc_column width=&#8221;1\/2&#8243;][vc_column_text]<span style=\"font-size: 12pt;\"><strong>Spiral curriculum<\/strong><\/span><\/p>\n<p>Our spiral curriculum exposes students to various interrelated and interconnected topics, favoring a real understanding of academic content. Through three-period lessons, practical projects, experiments, key lessons and presentations, among other resources, the excellence of the British curriculum is supported, resulting in a broad and in-depth knowledge of the subjects.<\/p>\n<p>Practical teaching is an important link to establish the theoretical content acquired.<\/p>\n<p>[\/vc_column_text][\/vc_column][vc_column width=&#8221;1\/2&#8243;][vc_empty_space][vc_column_text]Thus, other components of the CV are:<\/p>\n<ul>\n<li>Occupations.<\/li>\n<li>Experiences in nature.<\/li>\n<li>The business plan.<\/li>\n<li>The museum of machines.<\/li>\n<li>The volunteering.<\/li>\n<li>Residential life.<\/li>\n<li>The exchanges.<\/li>\n<li>The forms of complementary work: manual and intellectual.<\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=&#8221;2&#8243; el_width=&#8221;90&#8243;][\/vc_column][\/vc_row][vc_row full_width=&#8221;stretch_row_content&#8221;][vc_column][vc_single_image image=&#8221;3508&#8243; img_size=&#8221;full&#8221;][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]<\/p>\n<h4><span style=\"color: #999999;\"><strong>Training includes:<br \/>\n<\/strong><\/span><\/h4>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;50px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/2&#8243;][vc_column_text]<\/p>\n<ul>\n<li><strong>Explore the land and living things<\/strong><\/li>\n<\/ul>\n<p>Earth Sciences: geography, biology, geology, botany, oceanography, mineralogy, etc.<\/p>\n<ul>\n<li><strong>Human progress<\/strong><\/li>\n<\/ul>\n<p>Precise sciences: physics and chemistry. Mathematics. The fundamentals of economics, etc.<\/p>\n<ul>\n<li><strong>Language and communication<\/strong><\/li>\n<\/ul>\n<p>Native and foreign languages, history, drama. The fundamentals of linguistics, language development, and interaction. Ethical communication standards, etc.[\/vc_column_text][vc_empty_space][\/vc_column][vc_column width=&#8221;1\/2&#8243;][vc_column_text]<\/p>\n<ul>\n<li><strong>Society<\/strong><\/li>\n<\/ul>\n<p>History and law, modern social activity, culture, art, etc.<\/p>\n<ul>\n<li><strong>Information<\/strong><\/li>\n<\/ul>\n<p>Programming, social networks, technology, the concept of neural networks, etc.<\/p>\n<ul>\n<li><strong>Practical skills<\/strong><\/li>\n<\/ul>\n<p>Tools and skills necessary for the autonomy of an individual[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space][vc_separator border_width=&#8221;2&#8243; el_width=&#8221;90&#8243;][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space][vc_column_text]<\/p>\n<h4><span style=\"color: #808080;\"><strong>Montessori guides<\/strong><\/span><\/h4>\n<p>Trained and experienced teachers in an inviting space, attuned to their needs, safeguarding the emotional well-being of young students while preparing them for adulthood.<br \/>\nConstant work based on understanding and working shoulder to shoulder, giving adolescents the opportunity to become aware of their enormous capacity for achievement.<\/p>\n<p>Dr. Maria Montessori believed in giving adolescents the opportunity to experience self-esteem through real work, contributing to what she called: &#8220;appreciation.&#8221;<\/p>\n<h4><span style=\"color: #808080;\"><strong>Spaces<\/strong><\/span><\/h4>\n<p>The environments occupied by this stage are unique and inspiring. They are characterized by a totally student-centered approach, where they are allowed freedom of movement, manage their time, plan their work, experiment, make decisions, discover their gifts, challenge their mind and train self-regulation within a group context. This development of independent self-management and his social-emotional development will be crucial for success in successive educational stages and, finally, in his adult life.<\/p>\n<h4><span style=\"color: #808080;\"><strong>Mixed age groups<\/strong><\/span><\/h4>\n<p>In secondary school, as in later stages, the classrooms welcome students of mixed ages, who respond to the same sensitive period. As in real life, living and interacting with people of different ages gives us a greater focus. Growing up in an environment of mixed ages contributes to training their leadership skills, empathy and collaborative work on a daily basis, skills that are increasingly recognized by experts as a key factor for a full life.<\/p>\n<h4><span style=\"color: #808080;\"><strong>Uninterrupted work periods<\/strong><\/span><\/h4>\n<p>Uninterrupted work periods honor student choice, encourage concentration, and support participation, while allowing in-depth investigation into subjects.[\/vc_column_text][vc_empty_space][\/vc_column][\/vc_row][vc_row full_width=&#8221;stretch_row&#8221; inverse=&#8221;&#8221; css=&#8221;.vc_custom_1614787220260{padding-top: 25px !important;padding-bottom: 50px !important;background-color: #64ccc9 !important;}&#8221;][vc_column][vc_column_text]<\/p>\n<h2><span style=\"color: #f7f7f7;\"><strong>Our differentiating point: Microeconomics and business plan<\/strong><\/span><\/h2>\n<p>[\/vc_column_text][vc_empty_space][vc_column_text]In this space diverse disciplines come together to create a joint vision of society and achieve a genuine understanding of finance while developing your entrepreneurial creative spirit.<br \/>\nThe target objectives are:<\/p>\n<p>\u2022 Awaken your creative challenge mindset.<br \/>\n\u2022 Learn new problem solving systems.<br \/>\n\u2022 Early financial literacy.<br \/>\n\u2022 Energize your economic freedom.<br \/>\n\u2022 Avoid the risk of future over-indebtedness.<\/p>\n<p>Wildebeest These teens have the opportunity to start developing a business plan. It works from the idea to the feedback of the sale. In this way, they experience various roles and experience all the processes.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;50px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column width=&#8221;1\/2&#8243;][vc_column_text]<\/p>\n<h4 style=\"text-align: justify;\"><span style=\"color: #999999;\"><strong>Volunteering activities<\/strong><\/span><\/h4>\n<p style=\"text-align: justify;\">Montessori recognizes the teenager need to serve others. Through service, students learn the value of hard work and develop empathy, as they are exposed to lives and cultures different from their own. With these experiences they develop their ability to identify problems and contribute to change.<\/p>\n<p>[\/vc_column_text][vc_empty_space][\/vc_column][vc_column width=&#8221;1\/2&#8243;][vc_column_text]<\/p>\n<h4 style=\"text-align: justify;\"><span style=\"color: #999999;\"><strong>Residential Life and Exchanges<\/strong><\/span><\/h4>\n<p>Another highlight at this stage is the need to challenge yourself and experience other contexts and cultures.<\/p>\n<ul>\n<li>Exchanges abroad.<\/li>\n<li>Exchanges between national Montessori schools.<\/li>\n<\/ul>\n<p>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;50px&#8221;][\/vc_column][\/vc_row][vc_row][vc_column]<blockquote cite=\"Mi visi\u00f3n del futuro no son las personas que aprueban los ex\u00e1menes y aprueban la certificaci\u00f3n de la escuela secundaria a la universidad, sino las personas que pasan de un nivel de independencia a uno m\u00e1s alto, a trav\u00e9s de sus propias actividades, por sus propios esfuerzos de voluntad, lo que constituye la evoluci\u00f3n interna del individuo.\" class=\"sc_quote style_quote_light\"><p>My vision of the future is not the people who pass the exams and pass the certification from high school to college, but the people who move from a level of independence to a higher one, through their own activities, on their own. efforts of will, which constitutes the internal evolution of the individual<\/p><p class=\"sc_quote_title\"><a href=\"http:\/\/Mi%20visi\u00f3n%20del%20futuro%20no%20son%20las%20personas%20que%20aprueban%20los%20ex\u00e1menes%20y%20aprueban%20la%20certificaci\u00f3n%20de%20la%20escuela%20secundaria%20a%20la%20universidad,%20sino%20las%20personas%20que%20pasan%20de%20un%20nivel%20de%20independencia%20a%20uno%20m\u00e1s%20alto,%20a%20trav\u00e9s%20de%20sus%20propias%20actividades,%20por%20sus%20propios%20esfuerzos%20de%20voluntad,%20lo%20que%20constituye%20la%20evoluci\u00f3n%20interna%20del%20individuo.\">Maria Montessori<\/a><\/p><\/blockquote>[\/vc_column][\/vc_row]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row inverse=&#8221;&#8221;][vc_column width=&#8221;1\/2&#8243;][vc_column_text]Learn through a spiral resume We consciously seek to preserve and develop adolescents natural interest in learning. The Secondary Program at Eleven School is designed for students aged 12 to 16, where the academic contents of the successful British curriculum are integrated with specific work. The objective is to accompany, guide and [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":1211,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3589","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Secondary School - Eleven School<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/elevenschool.com\/en\/children\/secondary-school\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Secondary School - Eleven School\" \/>\n<meta property=\"og:description\" content=\"[vc_row][vc_column][vc_empty_space height=&#8221;25px&#8221;][\/vc_column][\/vc_row][vc_row inverse=&#8221;&#8221;][vc_column width=&#8221;1\/2&#8243;][vc_column_text]Learn through a spiral resume We consciously seek to preserve and develop adolescents natural interest in learning. 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