SECONDARY EDUCATION - COMPETENCE-BASED MYP

The world is evolving at breakneck speed. Organisations of all kinds demand a new educational approach that prepares our children for the lives they will have in the future. From the late Sir Ken Robinson to the World Economic Forum, they all agree on the importance of personalised attention, skill development, and learning to solve real-world problems.

However, education systems are not able to evolve that quickly and, as a result, become obsolete at that same pace.

Students will acquire knowledge corresponding to their maturity level and that are linked, on the one hand, to the topics raised by the units of enquiry, and on the other hand, to their own interests and the encouragement received from their interactions with the other programme participants – both students and adults alike. An increasingly diverse and complex world needs involved and interested citizens who show enthusiasm for learning and who have different skills and knowledge – and who also change over time, as evolving needs befit. We do not study like our parents or grandparents did, nor is there a universal formula that sets a certain amount of knowledge that a child must learn at each age. We must development their abilities to the maximum, awaken their interests, and facilitate their interaction with the rest of the world, instead of retraining them to the closed set of knowledge that a given group of people defines for a specific area of the world.

Students will maximize the development of their ability to learn, proactivity, resource use, and transdisciplinary reasoning. In addition, they will cultivate their characters, their ability to concentrate and set goals, and the processes to reach them. The students will be in the best possible condition to face any intellectual challenge, including that of a closed syllabus with a specific examination technique.

Students’ performance and their interactions are monitored, and students’ individual portfolios and their recordings are kept. Based on this evidence, the students’ progress in each competency of the units of enquiry and in the rest of the content is assessed. In addition, tests are taken to verify the content acquisition of the International Baccalaureate subjects.

To pass the course, the student must attain at least a 3 (out of 8) in the evaluation of each competency and pass all the programmed International Baccalaureate subjects.