METHODOLOGY AND CURRICULUM
| 1. | Methodology | |
Colegio Ingés recognizes the importance of implementing a range of methodologies that address the school's objectives as well as students' needs. Our curriculum is intended to provide students the opportunities to master the concepts, content, skills and strategies that will contribute to their success at higher levels of education and in their personal endeavors. |
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| a. | Bilingual Education | |
| The Colegio Ingles curriculum provides students the opportunity to develop listening, speaking, reading and writing fluency in both English and Spanish. Students acquire communicative competence through explicit instruction, as well as applied practice. | ||
| b. | Interdisciplinary Approach | |
The Interdisciplinary Approach is meant to link different subjects although, they could be taught by different teachers. The topic is the unifying theme, which unites various elements within it, thus enabling children to learn in a holistic way. This approach gives an opportunity to children to gain knowledge and skills but within a broad framework. It enables the specialist teacher to link the subject to other relevant areas, thus making learning more challenging to the student. It creates possibilities for investigation and research, involves the pupils in purposeful talk through collaboration and social interaction. A most important aspect of interdisciplinary teaching is that of connecting the teaching of ideas and skills to the outside world. It enables students to see that things they are learning are connected. |
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| c. | Learning Centers | |
In areas of the classroom designated as “learning centers,” students carry out activities intended to present new concepts or skills, to reinforce or extend previously introduced content, or to practice learning and study skills. Teacher-directed learning centers offer faculty the opportunity to conduct small-group instruction and assessment. Other center formats provide students opportunities to work independently or collaboratively with peers. |
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| d. | Project-Based Learning | |
Project-based learning involves students in sustained, collaborative investigation of real-world issues. In carrying out these projects, students engage in tasks typical of professionals, including reading informational text, conducting surveys, designing models, and communicating the results of the investigation. This approach to learning requires the integration of multiple academic disciplines, as well as critical thinking and problem solving skills. |
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| e. | Science Inquiry | |
| Science inquiry encourages students to adopt the attitudes and behaviors of scientists in exploring and explaining the natural world. This approach to science instruction guides students toward formulating worthwhile questions based on observations, experiences and previous knowledge; designing methods of collecting data to answer their questions; generating, organizing and displaying data; and analyzing the data to construct meaning, examine its quality, and evaluate its usefulness in answering the original research questions. | ||
| f. | Teaching for Understanding | |
Teaching for Understanding (TfU) is an instructional model that underscores the need for students to surpass rote memorization of facts and figures in order to engage in meaningful demonstrations of conceptual understanding. This approach to teaching and learning, which is the result of research conducted by the Harvard Graduate School of Education, motivates students to use strategies, methods, techniques and procedures similar to those used by professionals in order to construct reliable knowledge. TfU relies heavily on an interdisciplinary vision of education. Ultimately, students are expected to communicate their mastery of domains and skills through effective and creative means. |
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| g. | Technology Integration | |
| Technology tools are an integral element in all academic disciplines and instructional approaches. They provide students the means to learn from sources beyond the classroom. Within the framework of the curriculum, activities that integrate technology allow students to pursue their particular interests as the technology resources support their efforts to explore myriad topics, gather information, represent understandings and concepts, and communicate their learning and observations to a global audience. Learning from and with technology gives students' authentic learning experiences and prepares them for a future that will depend increasingly on information and communication technology. |
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| h. | Thematic Units | |
A thematic approach organizes instruction around topics that are of high interest to children. The topics directly concern children and the need to capitalize on their interests as they learn about themselves and their environment. Each thematic unit focuses on a particular topic, incorporating relevant activities in language arts, social studies, music, art, science, math, physical education or any combination of these. During the thematic unit, students also explore the topic through the application of appropriate cognitive processes. |
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| 2. | Curriculum | |
| The curriculum of Colegio Inglés is guided by its mission, philosophy and objectives. Curriculum programs and plans address our students' academic, social and personal goals, and offer them a challenging learning continuum. Instruction complies with standards proposed by the Secretaría de Educación Pública, National Council of Teachers of English, National Council of Teachers of Mathematics, National Science Teachers Association, National Geography Standards, and National Standards for History. | ||
| a. | Preschool (Kinder I, Kinder II, Preprimary) | |
In the Preschool Division, learning is experiential and immerses our youngest students in an environment that supports their acquisition of English language skills. The curriculum focuses on pre-reading, phonics, pre-writing, and oral language development. Mathematics and science concepts are also introduced in this Division. In addition, music, art, and physical education are integrated into the curriculum. |
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| b. | Lower and Upper Elementary (1st-6th) | |
| The Lower and Upper Elementary Divisions provide a firm foundation in basic skills and problem solving abilities. Students continue to develop their English language skills through fiction and non-fiction reading, creative and expository writing, conversation and public speaking, grammar, and spelling. English is also the medium of instruction for mathematics, science, technology, and art. Spanish language skills, social studies, music, physical education and critical thinking skills are taught in Spanish.
Classroom learning is complemented by field trips to museums, concerts, parks, or businesses. Students also have opportunities to apply their skills and knowledge as they engage in projects that incorporate curricular objectives, relate to real-world issues and encourage community service involvement. |
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| c. | Middle School | |
The Middle School curriculum is designed to encourage students to accept responsibility for their learning, to welcome challenges and to maintain a spirit of inquiry. The Middle School Division provides students increased opportunities to apply the basic skills that they acquired in the Elementary Divisions, and to explore their varied academic and personal interests. Courses in which students continue to refine their English language skills include English language arts, algebra, biology, physics, chemistry, world history, world geography, current events, Model United Nations, art, and technology. Spanish skills are reinforced as students take courses in Spanish language arts, history and geography of México, history and geography of Nuevo León, civics, critical thinking skills, and physical education. Middle School students also broaden their involvement in their community through field trips to local, national and international locations and through community service projects. These projects provide students opportunities to become aware of societal conditions and needs, and to understand their responsibilities to contribute to the general welfare of their community. |
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| d. | Complementary Programs | |
Critical Thinking Skills / Aprende a Pensar (AP) Aprende a Pensar (AP), a program designed by Dr. Margarita Sánchez, provides students direct instruction in critical thinking skills methodology, focusing on planning, decision-making, communication, and research. The program reinforces the application of deductive and inductive reasoning in order to generate reflective, critical, and analytical thought. The processes promoted by this program are incorporated in learning experiences in all Divisions, and are taught explicitly as of 4th grade by teachers specially trained in delivering this program to students. Character Education Our Character Education Program is designed to introduce students to ethical and intellectual principles through developmentally appropriate concepts. This program encourages students to reflect on and demonstrate ethical behavior in their daily activities and interactions, both in and outside of school. Our specific objectives are to motivate students to make judicious decisions; to assume responsibility for their actions; to contribute to the well-being of individuals and groups; and to respect their own cultural heritage as well as those of others. Enrichment activities consisting of conferences, workshops, and community service initiatives are scheduled throughout the school year. As educators, we have the responsibility of being role models of ethical behaviors. We are helping to shape the character of the children we come in contact with. Students learn from the language we use, the actions we take, the conduct we tolerate, the deeds we encourage, and the expectations we transmit. Our students' experiences in our school community determine their ability to develop the moral and intellectual strengths that will guide them in becoming responsible citizens of the world. Habits of the Heart (Basic Education PS and LE) Habits of the Heart are attitudes and values that, when practiced, have the potential to enhance children's self-esteem and to enable them to develop respectful, caring relationships with others. The Habits of the Heart, which are the focus of the Basic Education grades, include honesty, empathy, affection, responsibility and tolerance. The extent to which these values are modeled by the community and integrated in the curriculum is a reflection of the priority that we place on students' personal and social development. Habits of Mind (Basic Education PS and LE) Habits of Mind, identified in the research of Dr. Arthur Costa, are intelligent behaviors and dispositions which, when practiced, promote academic, professional and social effectiveness. These Habits are taught explicitly and are implicit in subject area curricula, extra-curricular activities, and daily interactions. The Habits of Mind include:
Sexuality Education Colegio Inglés provides optional sexuality education conferences for students and parents in Upper Elementary and Middle School. These developmentally appropriate conferences promote communication between parents and their children and provide families with information relevant to adolescence. Community Services In all Divisions, opportunities are provided for students to become aware of and address the needs of other members of our local, national or international community. For example, faculty and students participate in fundraising campaigns for the Red Cross and Green Cross, collect clothing for needy families, visit children's and nursing homes, and participate in the Rock for Relief concert. In addition, some curricular projects include community service efforts for organizations such as Fundación Luca, Heifer International, or Doctors without Borders. Environmental Education Fostering students' ecological awareness through the curriculum and promoting responsible behavior toward the preservation of our campus and community environments are crucial educational endeavors. To support these goals, special projects are organized throughout the school year, such as campus ecology patrol, recycling campaigns, animal conservation, and park restoration. In keeping with our own interest, Colegio Inglés expects full cooperation of its staff, parents, and students in respecting our policy of smoke-free campus. Colegio Inglés is a registered Green School accredited by Fomento de la Cultura Ecológica (FOMCEC), Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM), and the State Board of Education. Music Preschool students have regular musical experiences that lead to satisfaction through success in producing musical sounds and patterns, and responding to them with pleasure. These musical experiences provide students opportunities to develop their language, math and motor skills. Elementary School students continue to develop the skills, understandings, and values that were introduced in the earlier grades. Students also participate in music through singing, reading musical notes to play instruments, and enjoying listening to different types of music. Art The art program provides opportunities for students to communicate visually with aesthetic intent. Students participate in observation, imagination, invention, problem solving, reflection, and decision making as they engage in creative activities utilizing a wide range of artistic techniques and materials. Physical Development These programs stimulate the physical development of students through sports and formative and recreational activities, with the objective of achieving a healthy, balanced and productive life based on the development of values, habits and physical abilities that culminate in the formation of responsible citizens. Motor Skills Program This program develops skills and abilities that help Preschool children reach their full potential. This is done through physical exercises to stimulate sensory areas (visual, auditory, tactile), fine and gross motor coordination, and language development, so that they may achieve their maximum level of academic and physical performance in order to prevent learning difficulties. Physical Education Preschool (KI, KII, PP) Preschool activities allow students to discover their movement capabilities and stimulate their physical coordination through game and motor skills experiences. Lower and Upper Elementary (1st 6th) Lower Elementary students participate in recreational activities and practices with technical bases. This exercise contributes to physical condition and coordination capacities, as well as to the acquisition of cultural values and healthful habits. As students progress through the grade levels, there is increased emphasis on technical and conceptual knowledge. Middle School (7th-9th) The program for Middle School students reinforces knowledge of their body and provides them opportunities to apply physical skills, improve technical and tactical understanding and develop precision and complexity in movement. Healthful habits and civic values are also reaffirmed. |
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