Competence-based online modality
From 11 to 14 years old students
Open for enrolment
From September 2020
The world is changing very fast. Organisations of all kinds are requesting a revised educational approach to prepare our children for the lives they will live. From late Sir Ken Robinson to the World Economic Forum, through Peter Diamandis and the UNESCO the emphasis is put on individualised attention, competence development and real–world problems.
Yet, educational systems are not capable to evolve at the needed rhythm and as a consequence they are becoming obsolete at that same pace.
Our independent status gives us the freedom to design, organise and deliver our educational offer according to the conclusions and recommendations of the pioneering thinkers and innovators. Some of our students feel perfectly comfortable with the current offer, which is aligned with many of the world best practices. Others think that a rapidly changing, increasingly diverse world, in times of uncertainty, require a more flexible approach, with less prescribed content, based in inspiration and stimulus: this modality is designed to address their dreams.
We are offering an online course for mixed ages 11-14 (International Baccalaureate Middle Years Programme, IBMYP).
It is aimed at facilitating the fulfilment of each student’s potential and aspirations, with deeply human overarching values and the diversity of contents and scopes needed to meet the needs of current and future society.
The programme is built on the following principles:
1.– The broad competences as defined by the International Bureau of Education.
2.– Emphasis on the adoption of exponential (digital) technologies.
3.– The International Baccalaureate programmes frameworks.
4.– Our extensive experience in personalised education.
The objective is the development of competences, which are the following ones:
- Lifelong learning.(Full habit of updated learning. Curiosity and inquisitiveness. Love for culture and deep insight.)
- Self-agency.(Entrepreneurship skills; adaptability, self-confidence, design thinking and creativity; resilience; accountability. responsibility).
- Interactive use of tools and resources.(Proficient in a variety of domains and technologies; physically sound; responsible consumer, intellectual, cultural, religious, linguistic, material, technical, fiscal, physical, and virtual resources, the interface of the self and machines in smart factories of Industry 4.0, the use of multiple technologies, of time, etc.)
- Interacting with others.(Capacity to fruitfully collaborate with others, seeking justice, balance and fair progress.)
- Interacting with the world.(Multi-lingual, multi-cultural, social awareness and engagement, local and global. Leadership skills.)
- Multi-literateness.(Fluency in languages, maths, digital world, culture, health, finance, media and their updates; beyond the three “R’s”, micro competences like digital, cultural, financial, health, and media literacies.)
- Trans-disciplinarity.(Applied integration of multiple disciplines to tackle complex issues.)
The approach will emphasise the exposure and adoption of technologies, as listed below. The course will comprise the following contents, which include curricular disciplines whilst going beyond them:
A. Six units of enquiry, one per each of the six IB global contexts. This first year they are:
- Global context 1, Globalization and sustainability:
Unit title: ‘How do we better our planet?’ Combating climate change to be central. How do we reverse it?
- Global context 2, Identities and relationships:
Unit title: How has the identity of the human being evolved since the Renaissance? Do individual ideas affect the development of society?
- Global context 3, Orientation in space and time:
Unit title: Where do I come from?
- Global context 4, Personal and cultural expression:
Unit title: Kaleidoscope. What is the relationship between the various artistic expressions and science, technology, mathematics and language?
- Global context 5, Scientific and technical innovation:
Unit title: Machines and Inventions from the Printing Press to Social Media. Have the various machines and inventions helped or hindered life on our planet?
- Global context 6, Fairness & development:
Unit title: Can social revolutions be understood as advances for humanity?
- Global context 1, Globalization and sustainability:
B. An eleven-week entrepreneurship programme, ‘Conexión Eureka!’, piloted last year during the lockdown with resounding success and international participants.
C. Five monthly individual focus on a passion, individual exploration of a topic of their choice, at the end of which each student will share their learnings to the group.
D. Ten biweekly sessions with entrepreneurs, researchers and artists who will share their personal experiences, the difficulties they met, their grit, passion and perseverance.
E. Weekly sessions of planning and organisation to foster self-discipline and agency as well as group collaboration.
F. Daily sessions of mindfulness at the beginning of the morning, to promote students’ self-management and focus.
G. Daily sessions of physical exercise at the end of the morning, to promote students’ wellbeing and fitness.
H. Specific training on future studies and scenario planning to help them understand the inherent uncertainty of life and the importance of individual commitment.
I. Library access and specific training on informational literacy conducted by our team of experts, who rule Spain’s largest and richest school library.
J. Individual attention and pastoral care conducted by an experienced main Teacher and our Counselling Service.
K. Weekly sessions of each subject matter with experienced Teachers to set individual goals and priorities and facilitate and ensure progress.
L. Weekly sessions of coding adapted to each student’s level and maturity, which will build into the programming aspects of the units of enquiry.
M. Intense exposure and adoption of digital, exponential technologies iterated along the years; in this first course the technologies included are the following ones: AI, genomics, VR, AR, blockchain, cryptocurrency, wearables, robotics, social networks, sensors, apps, drones, surface robots, collaboration tools, programming, website design, multimedia communications. machine learning, neural networks, big data, 3D-printing, digital drawing, digital music, security, personalised learning environment.
N. As mentioned at the beginning, emphasis on overarching human values integrated as an essential part of the approaches, analyses, activities, attitudes and outcomes of each phase of the course.
Competences are developed on a continuous basis and so are individual progress and its monitoring.
The modular nature of our offer makes it adaptable to any calendar thanks to the rolling deployment. Students in the Northern Hemisphere will typically start in September and end in June; students in the Southern Hemisphere will do March-November, allowing collaboration among varied groups of students.
Weekly schedules will be adjusted according to the student’s location; for those in Central European Timeaone it will be the following one:
|10.00- 10.45||Mathematics||Coding||Music||Units of Enquiry||French|
|10-45- 11.30||Music||Technology Design||Mathematics||Pastoral Care||Coding|
|12.00- 12-45||Units of Enquiry||Visual Arts||Spanish||English||Science|
|13.00-13.45||Units of Enquiry||Individuals and Societies||French||Weekly Planning||Science|
|13.50-14.10||Physical Education||Physical Education||Physical Education||Physical Education||Physical Education|
|16.00-16.45||Units of Enquiry||Units of Enquiry||Passion/Guest/Storytelling/Improvisation/Eureka!||Units of Enquiry||Units of Enquiry|
|17.00-17.45||Units of Enquiry||Units of Enquiry||Passion/Guest/Storytelling/Improvisation/Eureka!||Units of Enquiry||Units of Enquiry|
Students’ performance and interactions will be monitored, an individual portfolio plus a record will be kept. On the basis of all this evidence the progress on each competence will be assessed in the corresponding units of enquiry and remaining content components. Also, tests will be programmed to show their content acquisition on subject matters.
The year is passed when the student has attained a minimum of 3 (out of 8) for each competence and has passed all the IB subjects included in the curriculum.
Families receive two reports with written comments (November and April) and two with numerical grades (February and June) in the Northern hemisphere – or April and September wriltten comments and June and November numerical grades, in the Southern Hemisphere.
At the end of the year a report will be written stating the development of each competences. A second report will be issued showing the student’s progress in each subject, as required by the IB.
More information about CIS Global