Why British School of Córdoba?
Today, children enter a complex world, with great personal challenges and an unpredictable future in an ever-changing technological, social and political environment. Outside the family, they are subject to many pressures and, more importantly, in a post-modern society, they soon learn that in the outside world values and ethics have lost their former status. I believe that if we are to raise a generation of young people fully prepared to live happy and fulfilling lives and to make a positive difference in the 21st century, we must take a broad view of education that includes a responsibility to prepare our children fully for the future. challenges ahead.
Foundation: We start from the premise that all children are different and that happy children with self-esteem will learn best; not only to acquire academic knowledge and skills, but also to learn who they are, what they believe and what they want from their future.
Curriculum: The British curriculum is broad and varied and provides flexibility for schools to emphasise key areas relevant to the school's local context and philosophy of education. Andorran language, history and geography (taught by locally recruited teachers) will be fully integrated with the British curriculum, providing pupils with access to broad knowledge in the areas of science, technology, humanities, languages, mathematics, arts, sports and personal. social and values education. There will also be a supplementary programme of extra-curricular activities.
Teaching and learning: Key to successful teaching and learning is the recognition that all students have different abilities and needs that must be addressed in the classroom. This is also critical to a child's self-esteem. Therefore, our teachers will plan their lessons with these differences in mind, placing learning within the extended understanding of the individual children who are the focus of all activities. Each class is seen as a workshop in which all children participate in a variety of ways receiving continuous encouragement and feedback on their learning journey.
Assessment: both students and their parents need to know how the child is progressing in the different areas of the curriculum. So does the teacher in order to prepare future lessons that are appropriate for the individual child. Therefore, the teacher monitors the progress of all students and uses the information to ensure that teaching is taking place at the right level. In addition, periodically, children are assessed more formally to give an objective measure of attainment and progress.
Values: All learning is underpinned by the acquisition and understanding of personal values such as respect, well-being and mindfulness. These are presented in assemblies, introduced in lessons and discussed regularly. Children's values are recognised and rewarded to encourage their development. The acquisition of values is key to establishing a calm and purposeful atmosphere in the school and to creating positive relationships throughout the school community. The same values are modelled by staff who establish warm relationships with the children.
Expectations: We make high expectations of all members of the school community for the benefit of the children, which we set in writing for pupils, parents and staff. We recognise good behaviour both inside and outside the classroom and create an atmosphere of positive achievement. We work hard with pupils to avoid conflict and bullying, but we also have sanctions for pupils who persist with poor behaviour.
Life skills: The job market is changing rapidly and many of the roles that today's young children will fill in the future do not yet exist. To prepare them for that unknown future, we anticipate that they will need flexibility, the ability to work in a team, leadership qualities, confidence in public speaking in a variety of languages, an understanding of the role of technology, the ability to research, present, be creative and innovate, which we build into the education we offer.
Qualifications: In British education, there are objective external assessments at the end of secondary education (IGCSE examinations) and at the end of the Baccalaureate (A or IB examinations). These qualifications provide access to universities in Britain, Andorra, Spain, France, the USA and many other countries. That is why British qualifications are the most popular qualifications among all international schools in the world today. They provide access to higher education and are recognised and appreciated by leading employers around the world.