What do we do in high school?
The proposal is based on three fundamental pillars that are worked on in an integrated manner: an academic, competent, innovative, rigorous and bilingual training; a solid pastoral care, both basic and in-depth; and the personal accompaniment of each student's process (Personal Cura).
Cura Personalis is the process by which educators seek to know, accompany and encourage each student in the course of their personal and integral growth and development, in the context of the teaching and learning process.
The Ignatian style of accompaniment seeks to know and encourage the student while being respectful of their care and stage of life.
The tutors of each group are entrusted with the task of accompanying both the class group and the students who make it up. The tutor's treatment is personalized and close, making himself available to accompany the different dimensions of the person.
In this last stage of secondary education, work is carried out transversally and spirally on three axes: autonomy, self-knowledge and vocation in the broad sense.
A motto inspires us every year
Each level presents a differentiated and progressive academic-pastoral proposal that establishes the emphasis for each year:
1st EMS
“Building the course”
(vocation)
2nd EMS
“Discovering myself with and for others” (self-knowledge)
3rd EMS
“Sent to serve”
(life project)
your best version - Seminario Baccalaureate
The academic-pastoral proposal
Academic
This is a training planned from a competency-based approach, innovative and in tune with the trajectory of the Jesuit tradition. It seeks to create a critical awareness to analyze reality and culture.
Its aim is to prepare not only for higher education but also for work and life. In the words of Father Arrupe SJ, we want to form men and women for others who will assume responsible positions in society, putting their gifts and abilities at the service of others.
That is, understanding academic excellence as inseparable from a broader perspective of human excellence. (Characteristics of the Formation of the Society of Jesus, 1987).
Pastoral
Each level presents a differentiated and progressive academic-pastoral proposal that establishes the emphasis in each of the years of the school career.
The main activities carried out each year are: camps, conferences, retreats, workshops on education in love and service projects. At some levels, sacramental catechesis, vocational guidance workshops and spiritual accompaniment are also offered.
In addition to these basic pastoral activities, the pastoral proposal for deepening the movement is also offered. Beavers.
Two important trips are carried out in this cycle in the search for contact with Nature, with others and with God: in 1st year of Baccalaureate to Cataratas and in 3rd year of Baccalaureate the graduation trip, to the south of Argentina and Chile.
Bilingualism in high school
The main objective of the School regarding its English proposal is for our students to acquire a second language at an advanced level. We aim for students to graduate from the School bilingual, with a command of the language that allows them to use it as a tool to acquire other knowledge. It is important to prepare our students for both the academic and the working world.
Examinations are offered University of Cambridge to certify at an international level that each student has the level that the School claims to have achieved. Secondary school students have the opportunity to receive instruction in English from level B1, according to the Common European Framework, corresponding to the “intermediate” level, to the most advanced C2, corresponding to a command close to that of a native speaker of the language. According to this scale of levels, students have the opportunity to take different Cambridge University exams and graduate with FCE, CAE and CPE certificates.
Sport in high school
In Secondary School, participants begin to participate in different tournaments and as they advance in their educational path, the competition becomes more intense, physically, technically and tactically, but without neglecting the participation of everyone, which is an exclusive condition.
They gradually begin to specialize in a particular sport, to automate technical tools, to analyze and resolve game situations more effectively.
Activities
