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									Curriculum Handbook

     English Version


2006 Academic Calendar ....................................................................................................... 4

Mission Statement .................................................................................................................... 5

Introduction ................................................................................................................................ 5

Kindergarten .............................................................................................................................. 6

Personal and Social Development ......................................................................................... 6

Kindergarten Timetable ............................................................................................................ 8

Primary Section ......................................................................................................................... 9

The Curriculum Model for the PEP ........................................................................................ 9

Philosophy of the Programme: The Student Profile .......................................................... 10

EPB Stage 1 ............................................................................................................................ 11

EPB Stage 2 ............................................................................................................................ 13

Individual Educational Programmes .................................................................................... 15

Prep School Timetable ........................................................................................................... 17

Secondary Section / ESB ( Educación Secundaria Básica ) ........................................ 17

Polimodal Programme ............................................................................................................ 18

Reporting System.................................................................................................................... 19

ESB ( Educación Secundaria Básica ) ................................................................................ 20

The Middle Years Programme .............................................................................................. 20

The Middle Years Programme Model .................................................................................. 21

Curriculum for ESB Year 7 .................................................................................................... 22

Curriculum for ESB Year 8 .................................................................................................... 22

Curriculum for ESB Year 9 .................................................................................................... 23

Options in ESB Year 9 ........................................................................................................... 23

The International General Certificate of Secondary Education ....................................... 23

The Polimodal Stage of Secondary Education ................................................................... 24

Curriculum for Polimodal 1 .................................................................................................... 24

Options in Polimodal 1 ........................................................................................................... 24

Curriculum for Polimodal 2 .................................................................................................... 26

Curriculum for Polimodal 3 .................................................................................................... 27

Options in Polimodal 2 ........................................................................................................... 27

Secondary School ( College ) Timetable ............................................................................. 28

English Faculty Courses ........................................................................................................ 29

Spanish Faculty Courses ....................................................................................................... 30

Mathematics Faculty Courses ............................................................................................... 32

Social Sciences Faculty Courses ......................................................................................... 34

Humanities Faculty Courses ................................................................................................. 35

Science Faculty Courses ....................................................................................................... 37

Creative Arts Faculty Courses .............................................................................................. 38

Physical Education Faculty Courses.................................................................................... 39

Personal and Social Education ( PSE ) ............................................................................... 40

Homework Policy – St George’s College ............................................................................ 41

                                        2006 Academic Calendar

            16 / 17     Guided Exams ( College )
            20 - 24     College Exams ( Previas / Equivalencias )
              27        Official Start of Classes ( College / Prep / Kinder )

              16        Prep Informative Meeting

               7        College First Progress Reports ( Unofficial )
             11         IB / MYP / IGCSE / Diploma and Certificates Presentation ( College )
            13 / 14     Easter Break
               24       English Public Speaking - ESU ( College )

              2-5       Half Term Exeat ( College / Prep / Kinder )
               12       1 Trimester ends ( College )

             1/2        Parent/Teacher Meetings - Reports ( College / Prep )
            15 / 16     PEP Revision ( Prep / Kinder )

              3–7       College Exams ( Previas / Equivalencias )
               10       Start of Winter holidays ( College / Prep / Kinder )
               31       Second Term begins ( College / Prep / Kinder )
                        College Exams ( Previas / Equivalencias )

             1/2/4      College Exams ( Previas / Equivalencias )
              18        2 Trimester ends ( College / Prep )
              31        Prep Play
                1       Prep Play
               4 / 11   Mock Exams ( Pol 3 )
               8/ 9     Parent / Teacher Meetings ( College / Prep )
              11 / 26   Mock Exams ( P1 )
              12 / 13   MYP General Evaluation ( College )
             17 – 21    Young Leaders’ Conference ( College )
             18 – 22    Half Term Exeat ( College / Prep / Kinder )
                26      End of Exeat ( College / Prep / Kinder )
               30       Entrance Exams - 1 Date ( College / Prep )

             5/6/7      College Play
                7       Kindergarten Book Fair
             12 / 13    MYP Assessment ( College )
               21       Kinder Play
               23       P1 IGCSE Exams
              30        International Exams IB / IGCSE ( College )


              6 / 13   Internal Exams ( ESB 7 – Pol 3 )
               11      Entrance Exams - 2 Date ( College / Prep )
               21      End of 3 Trimester ( Pol 3 )
               24      End of 3 Trimester ( ESB 7 - Pol 2 )
               27      Exams ( Pol 3 )
                       Prep Week Book Fair
               28      Guided Exams ( ESB 7 – Pol 2 )


              4        Guided Exams ( ESB 7 – Pol 2 )
              5        19.30 - Graduation Ceremony ( College )
              6        Kindergarten Speech Day
                       08.30 - Leavers Medal Presentation ( Prep )
               7       Speech Day ( College / Prep )
           11 - 14     End of Year Internal Examinations ( ESB 7 - Pol 2 )
           18 / 19     Reports ( College )

                                         Mission Statement

Our mission is to provide students of varying abilities and backgrounds between the ages of 3 and
18 with a bilingual, fully integrated education of the highest calibre in order that they may develop
their potential to the full in an appropriately resourced coeducational environment which nurtures
individual development, independent thinking and the highest moral standards. Inherent to our
mission is an extensive and close interaction between the College and the outside world.


This booklet is designed to outline the Whole School Curriculum at St George’s College, Quilmes.
Students will need to use it when making their subject choices whilst parents will find it useful to
understand the timetable the students will follow and which subjects are being studied at the

The booklet is divided into two parts. The first part is set out in chronological order regarding the
curriculum. In this section there is an explanation of the programme that is to be followed by each
year group within each section. The whole curriculum is presented and the choices that are offered
( Secondary Section only ) are outlined.

The second part is set out according to the faculties or areas that make up each section of the
School. Here all the courses the School offers are explained.

Courses are always evolving and this booklet is updated annually.

The School uses the following year groups / titles:

St George’s College and the         Pupils’ Age          UK System             US System
Argentine National System       (Argentine System)
K1                             3
K2                             4
K3                             5
EPB Year 1                     6
EPB Year 2                     7
EPB Year 3                     8
EPB Year 4                     9
EPB Year 5                     10
EPB Year 6                     11
ESB Year 7                     12                     Year 8             7 Grade
ESB Year 8                     13                     Year 9             8 Grade
ESB Year 9                     14                     Year 10            9 Grade
Polimodal 1                    15                     Year 11            10 Grade
Polimodal 2                    16                     Year 12            11 Grade
Polimodal 3                             17            Year 13            12 Grade


In the Kindergarten and throughout the entire School, we aim to provide the pupils with a
stimulating learning environment. Here they will be able to practise, develop and apply the skills
that they have learnt in order to progress and enhance their own experiences. It is important that
from the very beginning every child is encouraged to develop a positive attitude towards learning in
order to achieve their best in all areas as they move through their school lives and into young

We have a single integrated academic curriculum, taught and learned in two languages, which
follows the guidelines of the Ministry of Education and of an Internationally recognised programme,
the International Baccalaureate Primary Years Programme ( PYP ). This programme is developed
by highly experienced full-time qualified bilingual teachers.

The Knowledge, Skills and Attitudes that the pupils learn within the early stages of School life
become an integral part of their future development.

The Kindergarten offers a framework that meets pupils’ individual needs which include the
development in the following areas: Personal, Social, Physical, Creative Development, Language,
Technology, Mathematics and the Sciences.

Continuity and progression is ensured throughout the Kindergarten in all these areas of the
curriculum. Teachers consider the previous years’ learning and the specific needs of their
individual class. Year group teachers plan together six Units of Inquiry for the Academic Year.
They plan together in order to ensure all pupils are exposed to similar experiences, thus enabling
pupils to have equal opportunities in their learning.

                                 Personal and Social Development

Personal, social and emotional development is critical for very young children in all aspects of their
lives and gives them the best opportunity for success in all other areas of learning. We provide the
experiences and support to enable children to develop a positive sense of themselves establishing
constructive relationships with children, with other teachers, between teachers and children, with

parents. There are set times for children to work alone and in small and large groups; finding
opportunities to give encouragement to children, with teachers acting as positive role models.

The programme ensures that there is time and space for children to focus on activities and
experiences and develop their own interests. The development of independence skills, particularly
for children who are highly dependent upon adult support for personal care is an important part of
the programme.

There are planned activities that promote emotional, moral, spiritual and social development
alongside intellectual development, providing opportunities for play and learning that acknowledge
children’s differences, needs, expectations, and their particular religious beliefs and cultural

Language and Communication
Communication, Language and Literacy depend on learning and being competent in a number of
key skills, together with having the confidence, opportunity, encouragement, support and
disposition to use them. This area of learning includes communication, speaking and listening to
different situations and for different purposes, being read a wide range of books, reading simple
texts and writing for a variety of purposes in both languages.

Children are provided with opportunities to communicate thoughts, ideas and feelings and build up
relationships with adults and each other and to share and enjoy a wide range of rhymes, music,
songs, poetry, stories and non-fiction books.

Children are given opportunities for linking language with physical movement in action songs and
rhymes, role play, in both English and Spanish.

Children are encouraged to experiment with writing through making marks, personal writing
symbols and conventional letters in both languages.

We give particular attention to providing time and opportunities to develop spoken language, in
English and Spanish, through conversations between children and adults, both one-to-one and in
small groups, with particular awareness of, and sensitivity to, the needs of children, using their
mother tongue when appropriate.

Mathematical development depends on becoming confident and competent in learning and using
key skills. This area of learning includes counting, sorting, matching, seeking patterns, making
connections, recognising relationships and working with numbers, shapes, space and measure.
Mathematical understanding is developed through problem solving, stories, songs, games and
imaginative play, so that children enjoy using and experimenting with numbers.

We give particular attention to many different activities, some of which will focus on mathematical
development and some of which will draw out the mathematical learning in other activities in the
daily routine.

In this area of learning, children are developing the crucial knowledge, skills that help them to make
sense of the world. This forms the foundation for later work in Science, Design and Technology,
History, Geography, and Information and Communication Technology ( ICT ).
Children are introduced to activities based on first-hand experiences that encourage exploration,
observation, problem solving, prediction, decision making and discussion.

We give particular attention to an environment with a wide range of activities indoors and outdoors
that stimulate children’s interests and curiosity; with opportunities that help children to become
aware of, explore and question issues of differences in gender, ethnicity, language and culture.

Physical Development
Physical development at this age is about improving skills of co-ordination, control, manipulation
and movement. Physical development has two other very important aspects: it helps children gain
confidence in what they can do and enables them to feel the positive benefits of being healthy and
active. Appropriate physical development helps children develop a positive sense of being.
Children experience activities that offer appropriate physical challenges, providing sufficient space,
indoors and outdoors.
The use of a range of equipment offers the children the possibility to develop different specific
skills. Teachers introduce the language of movement to children, alongside their actions, and help
to support children and encourage increased independence in physical activities.
There are at least two periods of Physical Education, one of Psychomotor Skills and one of
Swimming every week. Children also go to swimming every day during the months of March,
October and November.

Creative Development
Creativity is fundamental to successful learning. Being creative enables children to make
connections between different learning areas and so extend their understanding. This area of
learning includes Art, Music, Dance, Creative Movement, Role Play and Imaginative Play. Children
have opportunities to express their ideas through a wide range of types of representations; they are
offered resources from a variety of cultures to stimulate different ways of thinking and opportunities
to work alongside artists and other creative adults.

                                         Kindergarten Timetable
              KG1                                    KG2                                   KG3
07.55 – 08.25                Doors open- Optional activities in the classrooms
08.25 – 08.35                       Flag Raising and Morning Assembly
08.35 – 08.50                       08.35 – 09.00                         08.35 – 09.00
Register and Group time             Register and Group time               Register and Group time
08.50 – 09.40                       09.00 – 09.30                         09.00 – 09.20
Activity Corners                    Washing Hands / Snack                 Washing Hands/Snack
09.40 – 10.00                       09.30 – 10.00                         09.20 – 9.50
Washing Hands/Snack                 Music or Physical Education           English Activities (small groups)
10.00 – 10.20                       10.00 – 10.20                         9.50 – 10.20
English                             Outside Play                          Spanish Activities (small groups)
10.20 – 10.45                       10.20 – 10.45                         10.20 – 10.45
Music or Physical Education         English Activities (small groups)     Outside Play
10.45 – 11.15                       10.45 – 11.15                         10.45 – 11.15
Outside Play or swimming            Spanish Activities (small groups) Music or Physical Education
11.15 – 11.45                       11.15 – 11.45                         11.15 – 11.45
Cognitive Activities / Art /        Story Time / Art or                   Cognitive Activities / Art /
Story Time                          Cognitive Activities                  StoryTime / Comp
11.45 Washing Hands / Departure of children who come half day             11.45 – 11.50 Washing Hands
11.50 – 12.35                                Lunch
12.35 – 12.40/13.00                                                       12.35 – 12.40 / 13.00
Outside Play / Washing of teeth                                           Washing of teeth / Outside Play
13.00 – 13.45                       13.00 – 13.10                         12.50 – 13.10
Rest Time                           Rest Time / Story Time                Rest Time/Story Time or Swimming
                                    13.10 – 13.30                          13.10 – 13.30
                                    English activities or Swimming        English Activities
13.45 – 14.10                       13.30 – 14.30                         13.30 –13.45
Corner Activities                   Corner Activities                     Outside Play- Snack
14.10 – 14.30                                                             13.45 – 14.50
English                                                                   Corner Activities
14.30 – 14.50                       14.30 – 14.50
Outside Play / Snack                Outside Play / Snack
14.50 – 15.00                             Farewell Activities
Weekly Special Classes:
    Psychomotor Skills, Creative Movement, Computing, Activities in the Infant Library,
    Swimming ( all year round ).

   Every Wednesday children can choose to take part in various workshops: Gardening, Cooking,
   Sciences, Ceramics, Computing, Carpentry, Art, Sewing, Puppets, Paint, Story Telling.

                                         Primary Section

St George’s College has adopted IB’s Primary Education Programme ( PEP ) to be implemented to
pupils at School from 3 to 12 years of age.

The PEP Programme has an integrated focus on teaching and learning through an international
model of curriculum which also follows the requirements established by the “Dirección General de
Escuelas y Cultura” in Argentina.

Through this programme, students and teachers ask key questions based on concepts that allow
them to have a thorough learning of the world they are living in. Together with these concepts they
acquire tran disciplinary skills that will help them develop further learning experiences.

                                The Curriculum Model for the PEP

At the centre of the PEP curriculum are the five essential elements: Concepts, Knowledge, Skills,
Attitudes and Action. The aim of the programme is to help students acquire a holistic understanding
of six main tran disciplinary themes:

      Who we are
      Where we are in time and place
      How we express ourselves
      How the world works
      How we organise ourselves
      Sharing the planet

Eight subject areas provide the body of knowledge with which to explore these themes:
      Language
      Social Studies
      Mathematics
      Natural Science
      The Arts
      Technology
      Personal and Social Education
      Physical Education

                         Philosophy of the Programme: The Student Profile

The PEP student profile defines the attributes and dispositions we strive to develop in our students:

Inquirers: conduct purposeful, constructive research. They actively enjoy learning and this love of
learning will be sustained throughout their lives.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to make sound
decisions and to solve complex problems.

Communicators: They receive and express ideas and information confidently in more than one
language, including the language of mathematical symbols.

Risk-takers: They approach unfamiliar situations without anxiety and have the confidence and
independence of spirit to explore new roles, ideas and strategies. They are courageous and
articulate in defending those things in which they believe.

Knowledgeable: They have spent time in our School exploring themes which have global relevance
and importance. In so doing, they have acquired a mass of significant knowledge.

Principled: They have a sound grasp of the principals of moral reasoning. They have integrity,
honesty and a sense of fairness and justice.

Caring: They show sensitivity towards the needs and feelings of others. They have a sense of
personal commitment to action and service.

Open-minded: They respect the views, values and traditions of other individuals and cultures and
are accustomed to seeking and considering a range of points of view.

Well-balanced: They understand the importance of physical and mental balance and well- being.

Reflective: They give thoughtful consideration to their own learning and analyse their own personal
strengths and weaknesses in a constructive manner.

The Primary Section includes the first two stages of the EPB ( Educación Primaria Básica ):

      EPB Stage 1 comprises Years 1, 2 and 3
      EPB Stage 2 comprises Years 4, 5 and 6

Attainment Targets

For each discipline we set Attainment Targets by Stage, which are then broken down unto
Attainment Targets by year. In March each year these Attainment Targets are communicated as part
of our informative meeting with parents.

                                           EPB Stage 1

By the end of EPB Year 3 students are expected to:


      Receive and understand different messages of varying complexity.
      Express ideas and opinions clearly and coherently.
      Express themselves correctly through both oral and body language.
      Read a variety of texts fluently.
      Produce written pieces of work for a specific audience.
      Appreciate written language as a form of communication.
      Participate in debates respecting the views of other individuals.

    Understand and follow instructions.
    Read with confidence, enthusiasm and fluency.
    Explore different types of writing using correct structures and vocabulary for his/her level.
    Express ideas orally with increasing fluency.


      Identify, understand, read, write, compare, classify and order different types of numbers.
      Solve problems using the four basic operations.
      Estimate results.
      Perform mental operations.
      Have an awareness of space as well as the movement of objects.
      Calculate measures using concrete material.
      Apply and use mathematical notation.
      Use specific vocabulary in different mathematical situations.
      Read and understand instructions.
      Understand and use algorithms of the four basic operations.
      Understand and use units of time.
      Use the ruler as a measuring instrument.

Natural Science and Social Studies
    Have the opportunity to identify and reflect on “important ideas” and relate questions to
        concepts leading to research.
    Develop observation skills using the senses to collect and register information. Use these
        observations to identify standards and make predictions.
    Explore the way objects and phenomena function, identify the parts of a system and
        understanding cause and effect relations. Detect how changes occur through time and
        acknowledge that more than one variable can affect the change.
    Be aware of the different ways and forms in which the world can be organised and show
        interest and respect for themselves, for other living creatures and for the environment.
    Communicate ideas or give explanations using their own scientific experience.
    Follow instructions and deal with basic material taking into account security norms.
    Order facts chronologically.

The Arts
Visual Arts
     Recognise and apply the elements in visual art.
     Understand the processes and techniques used in visual arts.
     Explore the possibilities offered by unconventional materials.
     Understand that the Visual Arts are a means of communication and expression.
     Develop an awareness of the use of space, direction and speed.

Listen to music:
     Identify and follow simple rhythms and melodies in written form.
     Identify the principal instruments of an orchestra.
     Appreciate classic and popular music.
     Know a repertoire of songs, showing a developing sense of harmony.
     Play simple melodies on the recorder and keyboard.
     Form small instrumental groups.
     Explore, create, select and combine sounds organising short musical productions.
Musical language:
     Read and write rhythms using more complex notation.
     Read time signs and basic signs of expression.

Physical Education
Motor games
    Enjoy activities and individual games such as: Swimming, Athletics, Gymnastics or
       Rhythmic Gymnastics and Aerobics.
    Enjoy team sports such as: Hockey, Handball, Softball and Cricket ( girls ); Rugby, Football
       and Cricket ( boys ).
    Participate in a variety of games, displaying their motor skills, taking different roles or
       positions and respecting rules.
    Be aware of what they can or cannot do with their bodies.
    Adapt their movements to the limits set by time and space.
Physical Development / Health
    Know how the different parts of the body are related to the principal body movements and
    Have a good posture, both when still or in motion.
    Enjoy outdoor activities while taking care of the environment.

Information Technology
     Use adequate software to do specific work.
     Use word processing packages appropriately.
     Ability to express or present ideas and/or communicate them using adequate software ( Fine
       Artist, Creative Writer )
     Correctly apply drawing tools, using effects and / or animations.
     Be aware of certain limitations of a computer.
     Save and recover documents.

Personal and Social Education
    Recognise the value of co-operation, caring, tolerance and mutual help as elements of life
      within a community.
    Reflect on and recognise personal growth when exercising these attitudes.
    Act respecting the rights of others. Show respect, tolerance and sensitivity in different
    Show respect for basic social and cultural norms.
    Show growing independence and responsibility.
      Join peers and adults in games and activities.
      Participate in group activities.
      Interact by talking to others.
      Have a reasonable attention span.
      Understand the importance of being healthy.

                                           EPB Stage 2

By the end of EPB Yr 6 students are expected to:

    Be active and critical recipients of orally transmitted interpersonal messages as well as of
       mass media communication.
    Participate orally in a variety of situations.
    Identify the different regional, social and generational forms of speech.
    Enjoy reading different texts written in a wide variety of styles.
    Produce written work according to his/her level in a variety of genres.
    Appreciate writing as a form of social communication and personal expression.

    Understand and use English language in a variety of contexts.
    Read for different purposes.
    Develop and organise ideas while writing for different purposes.

    Work with the four basic operations.
    Understand operations of natural numbers and fractions.
    Solve problems using sets of natural numbers and fractions.
    Use geometrical instruments in measurement and construction.
    Interpret and communicate information through different graphs.
    Estimate results and measurements.
    Use specific vocabulary and symbols.
    Solve different equations.
    Find patterns within a range of mathematical concepts.
    Use and understand ratio to solve everyday problems.
    Perform mental operations.
    Deduct from and interpret formulae.

    Work with different oral and written sources.
    Communicate findings selecting the adequate means.
    Make different interpretations of history based on knowledge acquired in the area.
    Establish relations between local and world facts.
    Participate in debates adopting different points of view.
    Order facts chronologically.
    Use the Atlas.
    Solve guided exercises.
    Produce maps of different scales.
    Solve scale based problems using the Atlas.
    Understand the use of geographical coordinates of latitude and length.

Natural Science
    Identify and reflect on “great ideas” relating questions based on concepts that lead to
        research. These concepts define the specific expectations within the content of each area.
        Be aware of the importance of such concepts in relation with their whole learning.
    Develop observation skills through senses and selecting observation skills.
    Compile and register information of different formats, reflecting on these findings to
        acknowledge standards, relations, make predictions and check hypothesis with increasing

       Explore the way that objects and phenomena function, identifying the parts of a system and
        make progress in understanding more complex cause-effect relations.
       Detect changes through time and recognise the variables that may affect it.
       Consider different perspectives or ways to organise the world. Understand how these
        points of view could have been formulated.
       Use what have been learned to plan positive and viable actions to improve one’s well being
        and that of other living creatures and the environment.
       Communicate ideas and give explanations using one’s own scientific experience,
        considering others ideas critically to improve their own.
       Follow instructions, using lab basic material and respecting security norms.

The Arts
Visual Arts
     Be independent in the choice of possible means of expression.
     Recognise and understand the processes and techniques used in visual arts.
     Choose and use the adequate materials and tools to suit specific needs.
     Explore the possibilities offered by unconventional materials.
     Combine different techniques to achieve a final production.
     Be aware of the use of space, direction and speed.
     Recognise, observe and use proportion.
     Know and adapt artistic expressions from different times and cultures to create their own


       Know the characteristics and elements of a piece of music ( key, alterations, rhythm, time,
        dynamics, codes, etc )
       Read, sol-fa or sing, simple pieces of music differentiating melodies and harmonies. Identify
        treble and bass clef notes.
       Sing with correct intonation songs from different cultures and times.
       Read and write rhythms.
       Identify different types of chords through traditional graphics and the American code.
       Identify and classify by family the different instruments of an orchestra and by their timbre.
       Use different intervals to produce different scales and chords.
       Identify different structures of songs of different works and musical styles ( introductions,
        verses, interludes, chorus and bridges )
       Play and create melodies with at least one instrument.
       Play short pieces of music in small chamber groups.

Physical Education
Motor games
    Participate in a variety of games, displaying their motor skills, taking different roles or
       positions and respecting rules.
    Be aware of what they can or cannot do with their bodies.
    Adapt their movements to the limits set by time and space.
    Understand rules.
    Solve technical / tactical situations during a game
    Enjoy activities and individual games such as: Swimming, Athletics, Gymnastics or
       Rhythmic Gymnastics and Aerobics.
    Enjoy team games such as: Hockey, Handball, Softball and Cricket ( girls ); Rugby, Football
       and Cricket ( boys ).
    Respect fair play.
    Learn the basic techniques and rules of each sport.
    Understand tactics and strategies.
Physical Development / Health
    Improve muscular tone.
    Increase aerobic resistance.
    Maintain the flexibility appropriate to their stage of development.
    Improve their response to different stimuli.
Outdoor life
    Enjoy outdoor activities while taking care of the environment.
    Acquire good habits with respect to personal hygiene.

Information Technology
     Create and / or modify files to keep their work.
     Establish what type of software will be necessary to do specific work.
     Establish the necessary hardware to run a specific software.
     Express themselves using word processors.
     Develop skills to express or present ideas and / or transmit them by means of adequate
       software ( KidPix-PowerPoint ).
     Acquire maths concepts using spread sheets and / or word processors.
     Appreciate the advantages of the use of a data base.
     Correct use of drawing tools, using 3D effects, animations and others, using WordArt, 3D-
       Movie Maker or similar.
     Able to use multimedia
              Use of images
              Use of video
              Use of audio.
     Organise / prepare a multimedia projection
     Understand and appreciate the advantages of a presentation programme such as
     Appreciate certain limitations of a computer.
     Use adequate vocabulary.
     Work in a team.
     Identify and name parts of a computer and make basic connections.
     Draw data, files and others from the net to be used in different works.
     Print documents understanding the specific vocabulary and options of the menu.
     Use Internet as a working and research tool in and out of the School.
     Select adequate sites according to the needs of the work.

Personal and Social Education
    Recognise the value of co-operation, caring, tolerance and mutual help as basic elements of
      life within a community.
    Reflect on and recognise personal growth when exercising these attitudes.
    Act respecting the rights of others.
    Show respect, tolerance and empathy in different situations.
    Show respect for basic social and cultural norms.
    Show growing independence and responsibility and demonstrate personal initiative and self-
    Join peers and adults in games and activities.
    Participate and recognise the importance of their role in group activities.
    Interact socially using communication skills.
    Have a reasonable attention span.
    Understand the issues that affect physical well- being, health and personal safety.
    Take decisions that will contribute to their physical well-being, health and personal safety.
    Partake in the life and work of the community.

                                Individual Educational Programmes

The main aim of these programmes is to help pupils with special educational needs. They also cater
for the needs of students arriving from abroad with no knowledge of Spanish as well as for pupils
entering the School with a low standard of English.

Students are enrolled into the various programmes after careful consultation with parents, teachers,
learning support teacher and the educational psychologist.

Assessment and Reporting

Assessment is a key element which enables teachers to understand how a child learns and
constructs meaning, as well as knowing about his/her process of development of skills and
attitudes. We contemplate three assessment phases: an initial phase of diagnostic assessment, a
stage of assessment of the learning process, or formative assessment and a third stage of
achievement assessment which is summative.

Informative Reports which go out to parents at the end of each of the three trimesters carry
information which enables them to understand the development of their child’s’ progress in the
development of knowledge, skills and attitudes in each subject area included in our Curriculum.

The grades given in this Informative report are then processed in order to issue the official report
card. Informative Meetings are held at the beginning of each school year. Parent / teacher
conferences take place in the months of May and September. Other meetings can be arranged
whenever it is felt necessary by parents or teachers.

Inter-house Activities

We expose all our students to a broad and challenging curriculum through which they develop a
balanced variety of intellectual, physical and social skills in order to contribute to their integrated

Inter-house activities reinforce the “all-encompassing curriculum” and are carefully planned to
allow students to perform at their best in whatever area they feel confident, so as to promote their
sense of belonging, participation, commitment, team work, responsibility, fair play and healthy

These activities include sports as well as cultural, general knowledge and artistic competitions.
All EGB students, from Year 1 to Year 6, belong to one of four Houses. Students are encouraged and
allowed to participate in every event.

Outings and Trips

Outings from School form an important element in the programme offered by our School. Many
outings, such as visits to art galleries, museums, exhibitions, places of geographical or historical
interest, are organised during the course of the year.

In EPB Yr 6 we take our students on a field trip to the Cordoba hills.

                                         Prep School Timetable

                 Time                 Monday – Friday
                 07.55- 08.05         Tutorial

                 08.05 - 08.20        Assembly ( except Mondays 09.45 – 10.05 )

                 08.20 – 09.10        Period 1 ( except Mondays 08.05 – 09.10 )

                 09.10 - 10.05        Period 2 ( except Mondays 09.10 – 09.45 )

                 10.05 - 10.20        Break

                 10.20 -11.20         Period 3

                 11.20 - 12.20        Period 4 ( Prep Infant School 11.20 – 12.10 )

                 12.20 – 13.15        Lunch ( Prep Infant School 12.10 – 13.15 )

                 13.15 - 14.15        Period 5

                 14.15 - 15.15        Period 6

                 15.15 - 15.30        Break ( except Wednesdays – no break )

                 15.30 - 16.25        Period 7

                      Secondary Section / ESB ( Educación Secundaria Básica )


        Students within each year group are divided by Houses and each group assigned a
         particular Tutor.
        Registration on a daily basis at 07.45 ( except Mondays 08.00 ) gives daily contact between
         students and Tutors.
        This is reinforced by a 1 ( one ) hour PSE period each week.
        Formal meetings can be arranged between tutors and parents outside of the normal Parent /
         Teacher evenings in June and September.

Information and Graduation for ESB

All pupils will have 4 ( four ) annual reports. The first report will cover pupils’ performance during
the first five weeks of class. The following three reports will be handed out at the end of each
trimester and the last one will be the final report with the average mark resulting from the three

        Pupils will pass the subjects if they obtain 7 ( seven ) or more points in the final report. If
         they obtain between 4 ( four ) and 6 ( six ) points, or less than 7 ( seven ) in the third

         trimester, they will have to compensate for the corresponding subjects in the December and
         February “compensatorios”. Only ESB Yr 9 pupils will have a third opportunity for pending
         subjects as they are finalising the ESB cycle.

         Pupils will pass the first compensatorios if they obtain 7 ( seven ) or more points in the
         Integrated Assessment and / or Final Exam, provided that all projects and assignments are
         completed accordingly. This is only for those students whose final average mark is higher
         than 4 ( four ) points or lower than 7 ( seven ) points. Those students who have obtained a
         final average mark lower than 4 ( four ) points will have the opportunity to follow a guided
         study period and sit for a regular exam in December.

        Pupils from ESB will receive their certificate if they obtain 7 ( seven ) points or more in all
         the areas and / or subjects in their Final Report and after having completed all the
         “compensatorios” periods in December and February. In this case the passing mark will be
         4 ( four ) points or fail in only one subject.

        All those pupils who do not pass 2 ( two ) or more areas, will have to repeat the year and
         will not be able to continue their education at St George’s the following year, except under
         special consideration of the Management Committee which will also assess the student’s
         attitude in each area and behaviour record.

        According to the “Ministry of Education of the Province of Bs As”, pupils from ESB Yr 7, Yr 8
         and Yr 9 can pass on to the following year, if they comply with all the requirements in all
         areas or only fail in one of them. According to Resolution 03 / 03 pupils in ESB Yr 9 failing
         only in one area, will be able to enrol as “conditional” in Polimodal 1. They will be allowed
         to finish Polimodal 1 but they will have to pass that pending area during the year otherwise
         they will not be allowed to be enrolled in Polimodal 2.


        All pupils starting at St George’s who have followed other National or foreign curriculum will
         have to take classes or “equivalencias” in all the subjects, as applicable, according to the
         requirements established by the Ministry of Education of the Province of Bs As”.

Areas and Subjects (Third Cycle ESB)

        Language ( Spanish )
        Foreign Language ( English )
        Mathematics ( Mathematics and Information Technology )
        Natural Sciences ( Biology, Physics and Chemistry )
        Social Sciences ( Geography, History and Philosophy, Ethics and Citizenship )
        Arts ( Visual Arts, Drama and Music )
        Physical Education ( Physical Education and Sports )
        PSE ( Personal and Social Education and Community Service )

                                         Polimodal Programme


        Students within each year group are divided by Houses and each group assigned a
         particular Tutor.
        Registration on a daily basis at 07.45 ( except Mondays 08.00 ) gives daily contact between
         students and Tutors.
        This is reinforced by a 1 ( one ) hour PSE period each week ( P1 ) / Private Study Periods and
         Extended Essays ( P2 and P3 ).
        Formal meetings can be arranged between tutors and parents outside of the normal Parent /
         Teacher evenings in June and September.

Information and Graduation for Polimodal

      All pupils will have 4 ( four ) annual reports. The first report will cover pupils’ performance
       during the first five weeks of class. The following three reports will be handed out at the end
       of each trimester and the last one will be the final report with the average mark resulting
       from the three trimesters and the Integrated Assessments at the end of the year ( final
       exams ).

      Pupils will pass the subjects if they obtain 7 ( seven ) or more points in the final report. If
       they obtain between 4 ( four ) and 6 ( six ) points, and / or a lower mark than 7 ( seven )
       points in the third trimester, they will have to compensate for the corresponding subjects in
       the December and February “compensatorios”. Those pupils who obtain a lower mark than
       4 ( four ) points will have to follow a guided study period and sit for a regular exam in

      Pupils will pass the first compensatorios if they obtain 7 ( seven ) or more points in the
       Integrated Assessment and / or Final Exam, provided that all their projects and assingments
       are completed accordingly. This is only for those students whose final average mark is
       higher than 4 ( four ) points or lower than 7 ( seven ) points. Those students who have
       obtained a final average mark lower than 4 ( four ) points will have the opportunity to follow
       a guided study period and sit for a regular exam in December.

      Polimodal 1, 2 and 3 pupils will receive their certificate if they obtain 7 ( seven ) points or
       more in all subjects in their Final Report and after having completed all the
       “compensatorios” periods in December and February. In this case the passing mark will be
       4 ( four ) points.

      All those pupils who do not pass 3 ( three ) or more subjects, will have to repeat the year
       and will not be able to continue their education at St George’s College the following year,
       except under special consideration of the Management Committee.

      Polimodal 1 and Polimodal 2 pupils can pass on to the following year, if they comply with all
       the requirements in all subjects or only fail in two of them. These subjects will be assessed
       as “pending subjects” during the following year in July, December and February.


      All pupils starting at St George’s College who have followed other National or foreign
       curriculum will have to take classes or “equivalencias” in all the subjects, as applicable,
       according to the Ministry of Education of the Province of Bs As”.

In the case of the Sciences, Physics / Chemistry, which may have been studied in the students’
previous school, the programmes will be evaluated by the Management Committee and the School’s
Science Department will check whether they coincide or not with our own programmes. If
applicable any equivalencia and / or any levelling will be completed during the year along with the
subject programme.

                                         Reporting System

      All pupils from ESB Yr 7 to Polimodal 3 will have 4 ( four ) annual reports.

      The first report corresponds to the pupil’s progress during the first five weeks of class. This
       will be an internal report assigning a mark from 1 - 10 points with reference to the pupils’
       attitude and knowledge during their first days of class. There will be teachers’ comments,
       where necessary.

      The following three reports will consist of an internal report with marks and teachers’
       comments, and an official report assessing achievement, exams and attitude.
      The second and third report will be handed to parents at the start of the Parents / Teachers
       Meeting, both corresponding to the end of the first and second trimester.

      The final report will be sent at the end of the year together with the third trimester marks
       report, the final average for each subject and the results of the Integrated Assessments ( P1,
       P2 & P3 ) and the final “Compensatorios, Previas and Equivalencias”, where applicable.
       Where necessary the dates corresponding to February evaluations will be included.

      The internal report will be expressed by subjects as will be the Official Reports for
       Polimodal 1, 2 and 3. The Official Report for ESB will be detailed by areas.

      ESB Yr 7, 8 and 9 assessments will now be based on set criteria giving a more descriptive
       and defined evaluation in each area in comparison with previous years.

                                ESB ( Educación Secundaria Básica )

The ESB programme involves students in years 7, 8 and 9 and develops all the national contents
integrated together with that of the MYP.

Students aged 11 to 15 will be strengthening their knowledge and skills and be encouraged to
realise the importance of effort and responsibility as a key point in the learning process. During this
stage the students will follow the traditional courses with the difference being that subjects with a
common base are grouped together in Areas.

This stage seeks to give the students a solid base to move on to the Polimodal stage of their
secondary education.

The areas are: Spanish, a Foreign Language ( English ), Social Sciencies ( Geography, History and
Ethics & Citizenship ), Natural Sciences ( Biology, Physics, Chemistry), Mathematics ( Mathematics
and Information Technology ), Arts ( Art, Drama and Music ), Physical Education and Personal &
Social Education.

                                    The Middle Years Programme

The Middle Years Programme ( MYP ) is designed for students between the ages of 11 and 16. It is
also referred to as the Pre-International Baccalaureate ( Pre-IB ). The programme emphasises the
integration of knowledge, skills, experience and critical thinking and promotes academic
achievement coupled with active and responsible citizenship. MYP offers an approach to teaching
and learning that includes the traditional school subjects yet broadens and integrates them to give a
coherent and holistic curriculum. The programme shuns the fragmentation of knowledge that
students often experience and stresses the interrelationship of subjects. MYP respects cultural
differences and diversity but emphasises the universal values common to societies. It should also
encourage students to develop a personal value system to guide their own lives.

The philosophy of the MYP parallels that of the Mission Statement of St George's. In particular the
MYP satisfies the need for an integrated education of the highest calibre that nurtures individual
development, independent thinking, intercultural awareness and high moral standards.

St George's College is in the privileged position of being one of the pioneering schools in South
America to follow this highly respected International Programme.

                                 The Middle Years Programme Model

The student is at the centre of the curriculum model. Surrounding the individual are the three
concentric rings containing the five Areas of Interaction ( AOI ). These five areas are integrated with
the eight Subject Areas around the perimeter. These focuses are the key to the integration of the
subjects. The eight subject areas provide a broad foundation of knowledge, whilst the AOI increase
the student's awareness of the relationships between subjects.

The eight Subject Areas are: Spanish, English, Humanities, Sciences, Mathematics, Technology,
Arts, Physical Education. The five Areas of Interaction ( AOI ) are: Approaches to Learning,
Community Service, Health and Social Education, Environment, Homo Faber.

The final element of the curriculum is the Personal Project, which is a piece of independent
research, completed in Polimodal 1. The Personal Project is intended to be the culmination of the
student's sustained involvement in, and experience of, the Areas of Interaction.

The first five subject areas coincide with the first five IB Diploma subject areas that will be taken in
Polimodal 2 and 3. The first two Areas of Interaction could be regarded as precursors to Theory of
Knowledge and CAS ( Creativity, Action, Service ). The Personal Project corresponds to the
Extended Essay.

The unique feature of the MYP is the inclusion of the Areas of Interaction ( AOI ). The Areas of
Interaction are common to all the subjects areas and help students to understand the relation
between their contents and the real world. A summary of the five AOIs is given below.

          Approaches to Learning begins as a Study Skills programme and progresses towards an
           IB Theory of Knowledge type course.
          Community Service reflects the IB philosophy of educating the whole person. It extends
           the focus of the student beyond that of solely academic and intellectual achievement and
           encourages responsible citizenship in the widest possible sense.
          Health and Social Education is an integral part of the total development of the person.

          Environment is an important AOI since it deals with the global issues of environmental
           threats and related problems of a political and economic nature.
          Homo Faber is concerned with the products of the creative and inventive genius of
           people and their impact on society and the human mind.

All ESB Yr 7 and Yr 8 students follow this programme and in ESB Yr 9 they have to present a
Personal Project.

At the beginning of ESB Yr 9, students are divided into two groups: one group completes the IGCSE
programme while the other completes the MYP programme. At the end of Polimodal 1 and after
complying with all the requisites of the programme, this last group of students will be awarded the
MYP certificate issued by the “International Baccalaureate Organisation”.

                                    Curriculum for ESB Year 7

              Subject                                   Number of classes per week
              English                                                6
              Spanish                                                5
              Mathematics                                            5
              History                                                3
              Geography                                              3
              Science                                                5
              Information Technology                                 3
              Art / Music                                            2
              Personal and Social Education ( PSE )                  1
              Physical Education ( PE )                              2
              Games                                                  4
              Activities                                             1
              Total                                                 40

                                    Curriculum for ESB Year 8

              Subject                                   Number of classes per week
              English                                                5
              Spanish                                                5
              Mathematics                                            5
              Geography                                              3
              History                                                3
              Ethics and Citizenship                                 1
              Biology                                                2
              Chemistry                                              2
              Physics                                                2
              Information Technology                                 2
              Art                                                    1
              Music                                                  1
              Drama                                                  1
              Personal and Social Education ( PSE )                  1
              Physical Education ( PE )                              1
              Games                                                  4
              Activities                                             1
              Total                                                 40

                                     Curriculum for ESB Year 9

              Subject                                    Number of classes per week
              English                                                 5
              Spanish                                                 5
              Mathematics                                             5
              Geography                                               3
              History                                                 2
              Ethics and Citizenship                                  1
              Biology                                                 2
              Physics                                                 2
              Chemistry                                               2
              Information Technology                                  2
              Art* ( 2 )
              Music* ( 2 )
              Drama* ( 2 )                                             4
              Business & Management * ( 2 )
              Personal and Social Education                            1
              Physical Education                                       1
              Games                                                    4
              Activities                                               1
              Total                                                   40

                                       Options in ESB Year 9

Students must choose two of the subjects marked * to study during ESB Year 9.

                   The International General Certificate of Secondary Education

The International General Certificate of Secondary Education ( IGCSE ) is operated by the University
of Cambridge Local Examinations Syndicate ( UCLES ) in the UK.

The IGSCE is designed to enable a much wider range of the student population to leave School with
a meaningful qualification which is recognised world-wide.

It is the intention of the School that all students will take at least 4 IGCSE examinations including
English, Spanish and Mathematics.

Suitably able students will also have the opportunity to sit for History, Geography, Biology, Physics
and Chemistry at IGCSE level, as it is the School’s aim to enable students to achieve the highest
possible academic level in accordance with their abilities.

There are two levels at which the students can sit for examinations, Core ( Graded C to G ) and
Extended ( Graded A to E ). The core curriculum provides a full overview of the subject and is within
the ability range of a large majority of students. The extended curriculum, which comprises the core
curriculum and a supplement, ( which contains extra topics or depth of topic ) has been designed
for the more academically able students. The only exception is History, which is studied at one level
and has a common examination ( Graded A to G ).

                           The Polimodal Stage of Secondary Education

In accordance with the new Federal Law of Education, the College has implemented the Polimodal
Stage which corresponds to the last three years of Secondary Education. This stage is therefore for
students between the ages of 16 and 18. The main theme behind the Polimodal system is to
continue giving the students a basic general education whilst at the same time being able to
specialise in some selected areas in preparation for their future careers. The International
Baccalaureate Programme makes up the spine of the curriculum in Polimodal 2 and 3 ( for
Polimodal 1 see previous page – IGCSE / MYP ), with the College implementing into this the Natural
Science Module offered by the Argentine Ministry of Education. The students have the benefit of
choosing the subject options that best suit their career aspirations.

The Polimodal Stage divides the curriculum into two parts: a basic core that all students must follow
and an extension that depends upon the orientation or direction chosen by the student. The basic
core reinforces and develops the contents taught in the ESB stages. It aims to ensure that the
students are able to think and communicate through a variety of forms, in written and oral language,
mathematically, artistically or technologically. Students are then able to apply the acquired
knowledge in different disciplines with enthusiasm and responsibility. The orientation option allows
the interests and motivation of the students to be developed in the choices that they make in the
Science, Economics, Humanities or Creative Arts options. The choices available to students
throughout the Polimodal stage are to be found in the curriculum below.

                                    Curriculum for Polimodal 1

                 Subject                                        Number of classes
                                                                   per week
                 English                                               4
                 Spanish                                               4
                 Mathematics                                           4
                 Geography                                             3
                 History                                               3
                 Philosophy, Ethics and                                1
                 Citizenship ( Civics )
                 Health & Adolescents ( Biology )                       2
                 Physics                                                2
                 Chemistry                                              2
                 Information Technology                                 2
                 Visual Arts*
                 Theatre Arts*                                          4
                 Personal and Social Education                           1
                 Physical Education                                      2
                 Games                                                   4
                 Activities                                              2
                 Total                                                  40

                                       Options in Polimodal 1

Students must choose one of the subjects marked * to study during Polimodal Year 1.

                       The International Baccalaureate Diploma ( Polimodal 2 and 3 )

The International Baccalaureate Organisation ( IBO ) is an International Educational organisation
holding consultative status with UNESCO and registered as a Foundation with the Swiss Federal
Government. The IBO is based in Geneva with offices in Buenos Aires, London, New York, Cardiff
and Singapore. It is supported by a Standing Conference of Governments, currently 20 member
countries, which meets every 2 years. The International Baccalaureate is a two-year pre-university
programme of studies designed to meet the following aims:

     -     to promote international understanding within the context of intellectual rigour and
           academic excellence in the final years of secondary school.
     -     to provide matriculation for university entry compatible with criteria required by national
     -     to meet the learning needs of a mobile expatriate community minimising dislocation in the
           education of children as they move from country to country.

The programme and Curriculum design seeks to incorporate the finer aspects of traditional
education found in major secondary school systems. Emphasis is placed on a programme which
ensures rigour and excellence covering the main fields of human experience and academic pursuits.
Students are required to follow more subjects than the average UK A Level student. In addition, IB
programme studies over the two-year period give a greater degree of depth than American AP
subjects. Diploma candidates are required to pursue studies in the following areas:

1.         Language A1 ( first language or language of instruction, including World Literature )
2.         Language B ( second language or language A2 )
3.         Individuals and Societies ( Geography, History, Economics and Business )
4.         Experimental Sciences
5.         Mathematics
6.         A Further Option

Three subjects must be presented at Higher Level ( which requires a minimum 240 hours teaching
time per subject ) and three must be at Standard Level ( minimum 150 hours teaching time each )
over two years. In addition, Diploma candidates are required to:

 -       engage in a weekly Community Service Programme over the two years of the                  IB
         programme ( CAS )
 -       follow a course in the Theory of Knowledge ( TOK ) - minimum 100 hours teaching time.
 -       complete a significant piece of personal research in the form of an Extended Essay.

To obtain a diploma candidates must achieve a total score of at least 24 points and not transgress
specified failing conditions. The results of each subject are graded from 1 to 7 ( maximum ).
Bilingual diplomas are awarded to students offering two languages at mother tongue level or who
sit for one, or more, of their other examinations in their second language. A maximum of 3 bonus
points may be awarded for work of a very high quality in TOK and the Extended Essay. Non-
Diploma candidates are awarded certificates recording the grades obtained in individual

The IB is now widely recognised as meeting general entry requirements to Higher Education. Since
1969 IB students have been accepted at over 700 universities in countries all over the world. IB
graduates with good grade levels will normally obtain advanced credit on applying to top level

American universities. Over 40 Latin American universities, including more than 14 in Argentina,
now have positive policies towards the International Baccalaureate.

                                   Curriculum for Polimodal 2

                    Subject                              Classes per week
                    English                                           4
                    Spanish                                           4
                    Mathematics                                       4
                    Business and
                    Management                                        4
                    Chemistry                                         4
                    Theatre Arts
                    Business and
                    Management                                        4
                    TOK                                                1
                    Argentine History                                  2
                    A second science                                   2
                    A third science                                    2
                    Physical Education                                 1
                    Games                                              4
                    Argentine Geography                                2
                    CAS                                                2
                    Total                                             40

                                     Curriculum for Polimodal 3

                     Subject                              Classes per week
                     English                                            5
                     Spanish                                            5
                     Mathematics                                        5
                     Business and
                     Management                                          4
                     Chemistry       Research                            4
                     Physics         Project
                     Theatre Arts
                     Business and
                     Management                                          4
                     Computer Science
                     TOK                                                  2
                     Argentine Biology                                    3
                     Physical Education                                   1
                     Games                                                4
                     CAS                                                  2
                     Study Period ( Extended Essay )                      1
                     Total                                               40

                                       Options in Polimodal 2

Selection of subject choices is extremely important as it determines the course a student’s further
education and career may take.

Students should seek as much help and advice as possible, from home, from school and from
people involved in careers in which they might be interested. There is a great deal of information in
the school library regarding Universities in Argentina and abroad that should be read by all
students, as well as visits from Leading Universities home and abroad.

Every attempt will be made to satisfy the needs of every student. The School does have a limit on
the number in any class and it will restrict the formation of classes if insufficient students seek to
pursue an option or if a subject is oversubscribed. Subjects offered each year may vary.

All students must choose 3 subjects for the International Baccalaureate in the following way:

   i.   They must choose 1 subject from the Individuals and Societies subjects: Economics,
        Geography, History and Business & Management.
  ii.   They must choose 1 subject from the Science subjects: Biology, Chemistry and Physics.
 iii.   They must choose 1 subject from the following: Visual Arts, ITGS, French, Music, Theatre
        Arts, Information Technology in a Global Society and all of the subjects mentioned in (i) or
        Chemistry in (ii).

Two languages, designated languages A and B, together with Mathematics make up the 6 subject
areas. Within these options or subjects there are also options on the level of study taken; 3 must be
taken at Higher Level ( HL ) and 3 at Standard Level ( SL ).

It is not necessary to define the level until the end of Polimodal 2. It is however recommendable to
make these choices as early as possible. Should a student require more than 3 subjects can be
taken at ( HL ).

A subject cannot be chosen twice and the choices made continue into Polimodal 3.

Students also study subjects for their Argentine Baccalaureate Diploma. They must study Argentine
History and all three sciences, Biology, Chemistry and Physics, as well as their IB subject options.
(i) Their first choice has already been chosen in the IB science option.
(ii) The remaining sciences will be studied for one class per week.

If a student has chosen two sciences as IB options they will have one science period and one study

In Polimodal 3 the subjects for the Argentine Baccalaureate Programme are Argentine Geography,
Argentine History and Information Technology

                              Secondary School ( College ) Timetable


                 Monday           07.45 – 08.00             Staff Briefing
                                  08.00 – 08.15             Registration
                 Tuesday          07.45 – 07.50             Registration Period
                                  07.50 – 08.15             Assembly
                 Wed / Fri        07.45 – 08.00             Registration Period
                                  08.00 – 08.15             Chapel /
                                                            House Meeting
                 Mon / Fri        08.15 - 09.10             Period 1

                                  09.10 - 10.05             Period 2

                                  10.05 - 11.00             Period 3

                                  11.00 - 11.20             Long Break

                                  11.20 - 12.15             Period 4

                                  12.15 - 13.10             Period 5

                                  13.10 - 14.00             Lunch

                                  14.05 – 15.00             Period 6

                                  15.00 – 15.45             Period 7

                                  15.45 – 16.30             Period 8

                                  16.30                     Day pupils leave

                                        FACULTY COURSES

                                      English Faculty Courses

Teachers in the English Faculty uphold the idea that teaching is a craft. We are craftsmen and
women who have chosen to practice our art for the good of others. Through sharing our knowledge
and imparting our skills and understanding to children and young people, it is our hope to create a
more humane world. Our aims and objectives are found within the College’s Mission Statement, and
are articulated through the following objectives:

                      i.      Support our students to develop a skilled, conscious use of language
                              and become aware of its power and its effects for themselves and
                      ii.     Develop in our students the oral and written skills that will enable
                              them to live a happy, purposeful and fruitful life.
                      iii.    Promote in our students an awareness of, and sensitivity towards the
                              thoughts and feelings of others.
                      iv.     Develop in our students a critical intelligence and awareness of their
                              immediate environment, and the larger social world in which they
                      v.      Promote an understanding, tolerance and a respect for differences in
                              the world.
                      vi.     Promote internationalism in the English classroom.

To this end the English Faculty has developed courses within the guidelines of the IB Middle Years
Programme. This is a flexible programme, which allows the best of modern English teaching to be
drawn upon and is intrinsically linked to other disciplines within your child’s academic programme
at St George’s College.

ESB Yr 7 and Yr 8
The English Department runs courses at Year 7 and 8 and uses a whole language approach to the
teaching of English. This methodology enables students to acquire the necessary grammatical
skills, not separate, but as part of holistic understanding of the English language. Presently, we
split the students into a three-tiered system of mixed ability classes based on the needs of the
student. All the classes follow the MYP English A and B programmes.

ESB Yr 9 and Polimodal 1
Based on the level of English of each student in Year 9 it is decided if the student will follow the
course of studies leading to MYP Language B, IGCSE English as a Second Language or the IGCSE
English as a First Language. The MYP Language B group also sits for the PET exam.
Students who reach a level of bilingualism and have acquired the level of expertise as in their first
language will take the English IGCSE first language exam at extended level. The Second Language
syllabus emphasises the development of language skills that are necessary for everyday and
business communication.

Polimodal 2 and Polimodal 3
In the English faculty we offer three courses as part of the College's IB Diploma programme. They

Language Al @ Higher and Standard level
Language A2 @ Higher and Standard Level
Language B @ Higher and Standard Level

Language A1: The Language A1 course is devoted primarily to literature. It is aimed at students
who enjoy literature, who may want to study it at University level or who may undertake a course of
study related to literature, as well as students whose formal study of literature will not continue

beyond secondary schools or colleges. It is an enjoyable, interesting look at literature from all over
the world. It is less directed than IGCSE and you are encouraged to think and analyse literature for
yourself. Students take this course in their best language.

Language A2: The Language A2 programme is designed for study at both higher and standard level
by speakers with a high level of competence in English. For example this programme is for bilingual
students who are capable of studying both of their languages as languages A1, but who for various
reasons, prefer not to study two languages A1. It is also for bilingual students who study the better
of their languages as language A1 and require a course of study to bring the other language up to a
similar level ( for example, where English is spoken at home, making the student competent in
informal settings, but leaving room for improvement in written communication and formal
situations ).

Language A2 is also for those who have lived for a great part of their lives in a country where the
target language ( English ) is spoken and have gone beyond the foreign language learner stage, but
are not considered speakers of the original ( English ) language. Finally Language A2 is for those
students who have been educated throughout the secondary levels at a school whose working
language is not their first language ( please note that this condition could exclude all our students
from this course ). Such students will have gone beyond the foreign learner stage, whilst not being
considered native speakers of the language.

Language B: The language B programme is a foreign learning programme designed for study at
both higher and standard level by students with previous experience of learning the language. The
main focus of the programme is on language acquisition and development. This programme meets
the needs of IB students who have already studied the target language for between two & five years
immediately, prior to the beginning of their course. For the purposes of our English faculty we take
the two to five to mean beginning from the first year in the Senior College.

The majority of students need to weigh up carefully their overall IB selections so they can obtain the
maximum score for the Diploma or for an individual subject.

Should they choose to study outside Argentina, they may be required to take either a TOEFL / SAT
or similar test to enter a University. All the skills developed in A1/A2 and language B would equip
them with the skills to undertake these tests, but our courses in themselves are not a preparation
for any external test required by Universities.

If you have any queries or comments to make on our programmes within the English Department
please contact the College.

                                      Spanish Faculty Courses

Spanish Language
There are several main objectives in the teaching of Spanish: to help to improve the students’
understanding, to give them greater experience of interpretation of texts, and to develop written and
oral skills of expression.

ESB Yr 7, Yr 8 and Yr 9
The programme focuses on handling different types of texts which are presented in coherent units.
Learning the different purposes that writers have is an important part of the course. The students
work with texts to understand different communicative goals and to enable them to persuade,
convince, express opinions, convey information, and express emotion. They also learn to enjoy
reading in itself, and experience the fun of language games. This work is based on three basic
principles: close reading, critical reflection and individual & group work.

Major importance is given to oral expression in all years. To speak efficiently and fluently, using the
precise word in the correct context and to know how to listen attentively and intelligently, forms an
essential skill in individual and social development.

Means of communication are also studied systematically. It is considered very important to help
with the formation of competent and active readers, who can interpret different codes and messages
critically and intelligently.

The constant exposure to a variety of literary texts not only gives the opportunity to explore
language but also the relation between literature and life. The students will be able to write in a way
that promotes interdisciplinary awareness, interweaving the themes with the different areas of
interaction through the rich content of the literary texts.

Polimodal 1
Students are prepared for one IGCSE exam and for the MYP certificate.
IGCSE exams are offered in Language only and students are assessed on reading comprehension
of non-fiction texts and narrative texts production ( extended essays, dialogues, letters, etc. ) This
exam has two levels, core and extended.

To obtain the MYP certificate the students have to present a minimum of three pieces of work that
they usually complete in the last year of the course.

Polimodal 2 and Polimodal 3
The students are prepared for the IB examinations with courses based, fundamentally, in the
interpretation and analysis of literary texts, relating and comparing authors, periods, types of
literature, historical contexts, etc.
At this moment there are five IB courses offered:

A1 Higher level: The programme is designed for students with a strong command of their mother
language in two aspects, oral and written. The study comprises reading and analysis of 15 written
texts by universally recognised writers. It focuses on analysis and appreciation of texts based on a
variety of themes. This programme is orientated in the study of literature and includes a World
Literature component where the candidate is encouraged to understand relations between written
texts in different times and cultures.

A1 Standard level: This course involves the reading and analysis of 13 texts. The requirements and
evaluation are the same as those established for Higher Level. The student is taught to read books
in a critical manner and to produce value judgements in a reasonable and coherent way.

A2: This course is offered at higher and standard level and is designed for students who have a high
level of competence in Spanish language. This course is based on the study of language and
literature. The course is available to students with one of the following profiles:
  - Bilingual students who have chosen another language at A1 but need to have a second
      language at almost the same level. This may be the case for a student who speaks Spanish at
      home and has the capacity to communicate orally in informal situations, but requires help in
      writing and in more formal situations.
  - Students who have spent the majority of the life in a country where Spanish is spoken and
      therefore have reached a level higher than a student with Spanish as a second language but
      they do not speak, or write, in Spanish as natives.
  - Foreign students who have spent many years at the College and have reached a high level of
      competence in Spanish but cannot yet consider themselves bilingual.

Language B: This course is intended for students with previous experience in the learning of the
Spanish Language. The programme has as its main objective the acquisition, and perfection, of
Spanish as a second language. Higher or Standard Levels can be studied. The study of literary texts
and other texts, form an important part of this process.

Ab Initio: this course is offered to foreign students who do not have previous experience in the

French Language / Other Languages

Polimodal 2 and Polimodal 3

Ab initio: This course is a programme of study of French designed to be followed by those students
who do not have previous experience in the language. They consequently do not meet the
requirements of the IB Language B programme.
This course is also recommended for those students who have an interest in learning a second
foreign language as part of their IB Diploma. This course is only available at Standard level.

Students whose first language is neither English nor Spanish will continue to study the two
languages at the School. However, they do have the choice to study privately and sit for the IB
Language A examination in their mother tongue. For further details regarding this, students and
parents should contact the College IB Co-ordinator.

                                    Mathematics Faculty Courses

ESB Yr 7 and Yr 8
This course tries to give the students an appreciation of the power, usefulness and beauty of
mathematics. The emphasis is on the development of skills in the context of inquiry and interest.
The programme encourages students to enjoy mathematics through the medium of practical work,
projects, games, open and closed problem solving, calculator and graphics calculator work.

ESB Yr 9 and Polimodal 1
These two years build on previous knowledge developed in year 7 and 8 and lead to either IGCSE
mathematics for the more able students and MYP mathematics for students who are weak in
mathematics or have difficulty understanding an exam written in English. Set 1 will do extended
IGCSE course and set 2 will do core IGCSE course, set 3 will do MYP mathematics. All of the
students will receive internationally recognised certificates.

Students studying IGCSE will do a content based course which focuses on understanding a wide
range of mathematical areas and will sit two tough international IGCSE examinations at the end of
Polimodal 1.

MYP focuses more on skills and application of mathematical knowledge in problem solving and is
assessed internally by the teacher. At the end of Polimodal 1 the students will have to present for
assessment a folder of work based on a variety of project work and tests. This folder is externally
moderated by the IB.

Polimodal 2 and Polimodal 3
Graphic Display Calculators ( GDC ): Understanding how to use graphic display calculators to solve
problems is an integral part of the courses offered in Polimodal 2 and Polimodal 3. Students will
have to purchase their own GDC as assessment tasks and exam questions will be set requiring the
understanding and use of them.

This is in line with the IB policy that students should keep up to date with the latest developments in
technological support for mathematics teaching and learning. The School has some GDC for use in
the classroom but students really need their own if they are to familiarize themselves with the many
functions and uses of the important mathematical tool.

Polimodal 2
This is the beginning of the IB diploma course. All students study the same areas of mathematics
but to a varied depth of understanding depending on their ability. These areas include: Algebraic
Manipulation & Equations, Sequences & Series, Trigonometry, Complex Numbers, Functions,
Calculus, Conics, Vectors, Statistics and Probability.

Students are setted according to their IGCSE and / or MYP results. To be in set 1 students will need
to achieve an A*, A or B at IGCSE and / or MYP 6 or 7. Students in set 1 will cover a course that
prepares them for Higher or Standard level ( Formerly Maths Methods ) mathematics in Polimodal 3.
Students in set 2 should have a minimum of IGCSE grade D. These students will follow a course
that will prepare them for standard level or Maths studies in Polimodal 3. The rest of the students
will be in sets three and four and will cover a course preparing them for Maths Studies in Polimodal
3, these students will also sit the IGCSE exam at the end of Polimodal 2.

Polimodal 3
Students make their final choice for IB based on their experiences from the previous year and their
university requirements.

Higher Level: This is for students who were in P2 set 1 and show an excellent understanding of the
work covered in Polimodal 2. The course is designed for students with competence and a good
background in mathematics. Students have to complete 3 pieces of project work and sit two
examinations. Students take this course because they enjoy mathematics or because they need
mathematics as an element for further study at university in courses such as Physics, Engineering,
Technology and obviously Mathematics.

Standard Level Mathematics ( Originally Mathematical Methods )
This is still a very demanding course and is available for students who were in set 1 or 2 in P2.
Students have to complete 3 pieces of project work and sit for two examinations. This course is
designed to provide a background of mathematical competency for students not wishing to take
higher level but who may need to use mathematics in conjunction with courses to be studied at
university such as Chemistry, Biology, Economics, Geography and Business Administration. It is a
good preparation for Argentine University entry.

Standard Level Mathematical Studies: This programme is designed to provide a realistic
mathematics course for students with varied backgrounds and abilities. The skills needed to cope
with the mathematical demands of a technological society are developed and emphasis is placed on
the application of mathematics to real-life situations. A substantial piece of personal research, in
the form of a project, is a requirement of this programme. However, students likely to need
mathematics for the pursuit of further qualifications are advised to consider an alternative course.

Argentine Mathematics
All Polimodal 3 students will have elements of their mathematics course based upon the Argentine
National Curriculum. These elements are integrated into their IB maths lessons and help to prepare
the students for any entrance examinations they may have to sit in order to enter Argentine
Universities. Students not sitting IB mathematics will be expected to follow the same course as the
other students but will be subject to an internal examination at the end of Polimodal 3.

Computing and Information Technology
ESB Yr 7, Yr 8, Yr 9 and Polimodal Year 1
It is the primary aim of this course to provide students with the fundamental tools in Information and
Communication Technology ( ICT ), such as word processing, spreadsheet skills, database design,
design and creation of a Web Page as well as graphics/communications skills, so that they are able
to fully participate in what has been referred to as the Information Age. At the same time, the
student is made aware of the varying impact ICT has upon society and the implications for such
areas as education and future work. Assessment follows the MYP technology criteria specified in
the Design Cycle. Here students create ICT solutions to problems following investigation, planning,
creative and evaluation stages. Each stage is clearly documented and is supplemented by a process
journal which all students must keep for each project undertaken.

Polimodal 1 students have introduction to Robotics.

Polimodal 2 and Polimodal 3
For those students with a keen interest in this area, there is the opportunity for them to study the
following course under the auspices of the IB programme.

Computer Science in essence deals with the practical features of computers and the systems in
which they are employed. Emphasis is placed on such topics as computer elements and operation,
as well as computational methods and program design, therefore any students wishing to pursue a
career in systems development and analysis are strongly recommended to follow this course.
Students must have a sound base in mathematics to succeed at this level.
Computer Science is currently taught at Standard and Higher Level.

Computing and Information Technology
An internally assessed course is delivered for all students in their final year as part of the Polimodal
National College requirements. All students are given a chance to develop the close integration of
application packages through project work, and for those students not studying computer science,
an introduction to programming forms the latter part of the course.

                                   Social Sciences Faculty Courses

ESB Year 9
The list of options available for ESB Yr 9 students now includes Economics. This is a two-year
course, which follows the Cambridge IGCSE syllabus, leading to external examinations at the end of
the Polimodal 1 year. Students will have two classes of Economics per week during ESB Yr 9, and
their progress will be continuously monitored through class work, homework and tests.

Polimodal 2 and Polimodal 3
Students may choose either Higher or Standard Level Economics. The main topics studied are:
Resources and Markets, Business Economics, Macroeconomics, International Economics and
Development Economics. While the content of both levels is similar, the Higher Level course
requires a wider and deeper understanding of economic concepts than the Subsidiary Level course.
All students, regardless of whether they are entered for IB examinations, are required to present
eight pieces of coursework during the two-year course. This is usually organised so that five are
completed in Polimodal 2 and three in Polimodal 3. Students are continuously evaluated through
the presentation of class work, tests and homework, using tasks similar to those contained in the IB

Students expecting in the future to follow higher education courses, in such areas as Economics,
Business, Marketing, International Relations, Law and Accountancy, are strongly recommended to
choose this subject, since the St George’s Economics programme (IB), is the equivalent of most
first year university courses in Argentina, Great Britain and the US.

For IB purposes, students may choose Economics as their Humanity subject or as their Option.
There are no special requirements for entering these courses, although a sound knowledge of basic
mathematics is strongly recommended. Both courses have four teaching periods per week.

Business Studies
ESB Yr 9- Business and Management
This course is an introductory Business and Management course which prepares students for the
IGCSE. Students are introduced to the different types of Businesses and analyse the effects of
management decisions on business stakeholders. There is also a brief introduction to business
growth, why companies grow and measuring the size of a company through sales, capital, profits
and number of employees. During ESB Yr 9, Business studies, students also have an introduction to
break-even analysis, final accounts, ratio analysis, cash flow forecasting and sources of finance.
Finally, students explore marketing, the goals of marketing, create marketing plans and analyse the
role of marketing in a business.
It is important to point out that studying Business Studies for IGCSE is an important introduction for
the IB diploma which students undertake in Polimodal 2 and Polimodal 3 although all the material
covered is explored with more depth in the IB.
Student progress is evaluated through class work, tests and regular homework.

Polimodal 2 and 3 - Business and Management
This course, is designed to provide students with a greater understanding of the role and
importance of business activity and the various functions therein. It focuses, in particular, on the
different types of organisations and their objectives; the external environment in which firms
operate; management and financial accounting; human resource management; operations
management and marketing. Throughout, students are encouraged to adopt an holistic approach to
the world of business and appreciate the pace, nature and significance of its changes. Higher and
Standard courses are offered, and are generally taught concurrently to offer the students more
choice for their IB diploma.

It is important to note that choosing between Business and Management ( B&M ) and Economics at
IB level will not necessarily preclude the other at university level, ie if a student were to choose
B&M as part of the IB Diploma, he or she would still be able to study Economics at university. As
with Economics, there are no special requirements for entering this course, although students are
expected to have a firm understanding of mathematics, in particular probability theory and basic
statistical analysis.

ESB Yr 7, Yr 8 and Yr 9
Together with History and Civics, forms part of the MYP and IGCSE Humanities subjects. During
these years, students will acquire general and specific skills of each subject. This wide spectrum of
skills will help them to develop a critical attitude towards reality.

Field work is an important part of each course and students will acquire key skills through
observation, organisation and presentation of results.

Polimodal 1
In this year, students will be selected to complete one of the two international programmes, thus
complying with IGCSE or MYP requisites.
In both cases students will have an excellent basis to go further with the Diploma Programme.

The principal contents of this course are: Environmental Problems, Erosive Processes, Population,
Settlements and Urbanization, Natural Resources, Economic Activities: Agriculture, Industry and
Services. This course also gives importance to maps interpretation and field works.

Polimodal 2
Argentine Geography
The course is compulsory for all students who wish to receive the National Diploma.
This programme reinforces general geographic knowledge, focusing on the physical and economic
aspects of Argentina.

Polimodal 2 and Polimodal 3
Students choosing Geography, will be able to study the subject at Higher or Standard level.
Higher Level: This programme looks in depth into Physical and Human Geography, where current
themes and problems are analysed.

Students studying this subject will have the opportunity to participate in Field Works, helping them
to acquire different skills such as data collection, classification, organisation and presentation. In
this way they are introduced to research methodologies.

Standard Level: Students can follow this course whether or not they have studied IGCSE
The programme’s content is a combination of Human Geography and Physics, focusing on current
matters and problems. The objective is to develop students’ respect for different cultures and to
understand relationships between them.
As well as in Higher Level, students have the opportunity to take part in field works which are not so
thorough but where the same skills are required.

                                    Humanities Faculty Courses

ESB Yr 7, Yr 8 and Yr 9
Through this course students will develop an appreciation of the past and an understanding of the
role of human endeavour, from the Renaissance to World War Two. Students will progressively
develop key historical skills, and be given opportunities to improve their command of English as a
language. By Yr 9 students will be ready to apply their historical skills to the demands of the IGCSE

Polimodal 1
All Students have the possibility of sitting for the IGCSE exam in this subject while, simultaneously
studying study towards the MYP award. The course is a continuation of the course begun in Yr 9
and, essentially, covers the second half of the 20 century and the central role of Germany.
Students will do two units of Coursework on an aspect of Nazi Germany.

The exam has only one level and requires a good command of the English Language. The course
provides the basis, both in terms of historical context and the further development of historical
skills, for students to continue on to the IB History courses.

Polimodal 2 and 3
IB History involves a detailed study of global aspects of 20 Century history and can, perhaps, be
better understood as a course in International Diplomacy and Politics. The course covers the history
of the Americas in the 20 Century, with particular emphasis on the Latin Americas, and the global
development and impact of the Cold War. The IB History course draws upon the Argentine History
course at Polimodal 2.

Argentine History
This course is compulsory for all students wishing to gain the Argentine Baccalaureate Diploma and
is studied in Polimodal 1 and 2. The programme covers social-political and economic developments
in Argentina. The principal objective is to develop in the students a critical reasoning that allows
them to relate the events of the past to the problems of the present.

Ethics and Citizenship
ESB Yr 8 and Yr 9
This course identifies man’s moral and social obligations both as an individual and as a member of
the community. The course encourages students to be aware of the rights of others and to respect
these. A global awareness of the significance of Human Rights as laid down by international law
and the importance of what is happening in the world is taught. Respect of the environment in
which man lives in context to his moral obligations in an increasingly complex world is also

Philosophy, Ethics and Citizenship
Polimodal 1
This course takes an in depth look at social values and human rights. The problems of ever
increasing populations and how these can be solved are analysed. The origin and development of
the political system with regard to the implementation of a democratic government is also studied.
The course takes on a philosophical approach to the subject. Through the development of logical,
reflective and critical thought the students are shown how to present their discussions in a coherent

Theory of Knowledge
Polimodal 2 and Polimodal 3
The Theory of Knowledge course is an essential part of the IB Diploma. But rather than being an
extra subject to add to the range that they already study, the course aims to awaken critical thinking
about each part of the curriculum. Students learn to explore the assumptions behind different forms
of Knowledge, such as Mathematics, Science or History. They become aware of the lenses of
Language and Logic through which they view the world. Later they explore the question of value
judgements by looking at controversies in practical ethical dilemmas. They decide on the
importance and problematic nature of aesthetic judgements. At the close of the course, they sum up
these explorations by a consideration of Truth and Knowledge.

The course is not assessed by examination, but by an essay and presentation. Students have to
submit to the IB one essay of between 1000 and 1500 words, based on a list of titles given by the IB,
and present a TOK issue of their choice to their teacher. The latter is assessed internally while the
former is assessed externally.

Students develop independent research skills by referring to philosophical texts in the library, and
their skills of critical thinking and organisation grow through the writing of the essays. They are
encouraged as much as possible to learn how to listen, take a position, and argue rationally,
through discussion in class.

                                      Science Faculty Courses

The ESB years 7, 8 and 9 together with Polimodal 1 work on both National and International

ESB Yr 7 students study only one science subject with contents in Physics, Chemistry and Biology.
ESB Yr 8 and Yr 9 students together with Polimodal 1 study the three subjects separately. At the
end of this period the students in the higher Polimodal 1 sets choose 2 IGCSE subjects from
Physics, Chemistry and Biology. Students may also sit for the 3 science subjects if they wish to do
so. All IGCSE exams are taken in English and these students do not follow the MYP programme.

The MYP programme is studied by those students who have little grounding in Science or in the
English language. It is not necessary to have previous knowledge of science to follow this
programme and these students will not sit for any IGCSE exams.

Students studying IGCSE Science take the exam at either core or extended level depending on the
teachers’ recommendation.

Polimodal 2 and Polimodal 3 ( International Baccalaureate Programmes )
The students will be able to choose one of the three subjects: Biology, Chemistry and Physics.
They will study the chosen science during 4 hours a week. Biology and Chemistry may also be
chosen as a second science and studied during 4 hours a week as well.

Polimodal 2
The students will study on a two weekly period basis each of the science subjects that they are not
studying at IB level. Those pupils who are studying two sciences at IB level, will have two weekly
periods only for the third science. These courses will consider fundamental topics in Physics,
Chemistry and Biology. The courses will cover the requirements of the Polimodal module and
provide some preparation for university entrance examinations, and will involve the development of
both practical and intellectual skills related to science.

This IB course offers an excellent preparation for students interested in Life and Biological sciences
as well as those who might need it as a prerequisite for further university studies like Medicine or

Students taking Chemistry will have a good base if they go on to study further university studies
like medical science or agriculture, as well as some branches of Engineering.

The course is designed to provide students who are looking to follow an Engineering career with a
thorough basic grounding in the concepts and ideas expressed in this science.

The three sciences have several points in common:
    The programme is divided into a common trunk, plus certain amount of optional topics, that
       help to widen students’ knowledge with respect to those topics that are not traditionally
    The students have to develop a number of research and practical works, including a global
       project based in all the sciences.
    Each science is offered at standard and higher level.
    The assessment covers practical works plus three papers that are externally assessed.

                                    Creative Arts Faculty Courses

Creative Arts is one of the essential areas of the MYP Programme, encouraging pupils to
expressiveness and development of aesthetic-artistic sensibility, teaching them besides, values
such as responsibility and commitment. It includes three different subjects: Visual Arts, Music and
Theatre Arts.

In ESB Yr 7, students are exposed to faculty subjects. Both for Music and Visual Arts they will
follow a course of one hour per week for each subject. In ESB Yr 8 an hour for Theatre Arts is also
added. Students are set in heterogeneous or mixed ability classes to encourage greater peer

In ESB Yr 9 students are able to choose different options, in order to begin specialising in the area
( s ) which they most enjoy, choosing among a variety of options one of the creative arts subjects as
a minimum. Some students decide to choose two subjects. The chosen subjects are to be studied
on a two weekly hours basis.

In Polimodal 1 students choose their first option and follow a course of two hours a week and
continue with their second option ( they have already begun in ESB Yr 9 ) one hour a week to
develop artistic skills of the MYP curriculum.

Visual Arts
The main objective of this area is to enable students to develop their creativity and to discover their
interests in Visual Arts.

ESB Yr 7, Yr 8 and Yr 9
According to the aims of the MYP syllabus, students are given the opportunity to explore different
materials and techniques, investigate, relate cross-curricular work, and gain skills in direct
observation, appreciation and presentation of their own work. This course encourages students to
develop a sense of personal and unique worth and a desire to express by themselves.

Polimodal 1
According to the aims of the MYP syllabus students can choose from various studies in drawing
and painting on paper such as observation drawing and interpretative design, and crafts such as
ceramic, batik, mosaic and glass. This course stimulates, encourages and develops an ability to
identify and solve problems regarding visual form and space. The students are able to gain
knowledge in different materials, techniques, and a working vocabulary relevant to the subject. They
have the opportunity to explore and compose in two and three dimensions.

Polimodal 2 and Polimodal 3
According to the aims of the IB syllabus, students are given the opportunity to develop their
aesthetic, imaginative and creative faculties and increase visual awareness, perception and
criticism of the arts of various cultures. They are encouraged to discover, develop and enjoy means
of creative and visual expression which are suited to their temperament and capabilities, and
improve the quality of their work, through training, individual experiment, and continuous
At this final stage students are able to explore different themes, media, materials and techniques,
and to experiment with their own projects. Pupils culminate their studies with an exhibition between
15 to 20 of their own works. Higher and Standard courses are offered.

Theatre Arts
ESB Yr 8, Yr 9 and Polimodal 1
Theatre Arts forms part of the Middle Years Programme. The course aims to introduce students to
drama as an art form and a way of communication. It also aims to develop attitude values which are
fundamental work to the nature of this subject, giving them the opportunity to study drama in a
more academically way, ideal basis to continue their studies with the Diploma. Both the theory and
the practical work in the curriculum aim to further students’ understanding of the medium and
provide them with a clear and safe environment to explore and experiment.

Polimodal 2 and Polimodal 3
Students may choose between Higher or Standard Level as an optional subject to obtain the
International Diploma.
The aim of the programme is to help students to understand the nature of (the) theatre, to
understand it by means of both practical and theoretical work. Students are expected to show a
great deal of imagination and creativeness as well as knowledge of theatre history, playwrights and
professional theatre studies. Students will be guided to understand that theatre is not an
entertainment and that the artistic works requires a high level of knowledge. Part of the programme
is designed to guide students to understand the forms theatre takes in cultures other than their own
and develop the capacity to understand how other forms of theatre may help to enrich our
occidental vision of the drama phenomenon.

ESB Yr 7, Yr 8 and Yr 9
The objective of this course is to encourage students to play musical instruments individually and
in groups. Students use videos, compact discs and cassettes to compare different styles of music,
to investigate different periods, thus learning to relate music to the social atmosphere of the time
they are living in.
Each student has to study two instruments. Harmony and counterpoint themes are studied in order
that the students are able to compose simple musical works.
Students also study music through different civilisations and artistic periods, and a comparison
with art in general is emphasised.

Polimodal 1
Students who have chosen this subject will follow the MYP programme. Students will be assessed
in three areas, identification of different musical works, performance and composition. Students
learn to identify and appreciate music of different styles. They also spend much of the time
developing their performing skills and their knowledge as a basis for further studies.

Polimodal 2 and Polimodal 3
This IB course gives the students the opportunity to explore and enjoy the diversity of Music from
different cultures around the world. It will help to enable the students develop, in a creative way,
their knowledge, ability and understanding through musical performance and composition.
Students are encouraged to develop perception skills through a wide range of musical experiences.
The subject is offered at Higher and Standard levels of the International Baccalaureate.

                                Physical Education Faculty Courses

Physical Education is an integral part of the curriculum at the College. It has a unique and
significant contribution to make to education. Through its curriculum it contributes to the total
development of the young, its clear aim being to develop individuals who are mature in all aspects,
physically, intellectually, emotionally and socially.

The MYP emphasises these relationships and the students in years 7, 8 and 9 also have theoretical
classes to develop their understanding. The objectives of the course are to give the students an
understanding and awareness of health related fitness, creative and expressive communication and
motor skills and social skills in the context of sport.

Apart from the physical training and general motor skill formation, students have the opportunity to
perform and be coached in a variety of sports through a seasonal approach.

The seasons are:

                                  Girls                                Boys
February – March                  Swimming                             Swimming
April - August                    Hockey / Tennis                      Rugby / Basketball
End of August – September         Athletics                            Athletics
Early in October
October – December                Softball / Handball / Football /     Football / Cricket / Tennis

The traditional sport for boys is rugby and for girls hockey. The School competes with other
schools both nationally and internationally in these two and other disciplines. In both of these
sports, and the other sports mentioned above, there are inter-school competitions, demonstrations
and special events during the corresponding seasons, being Inter-houses competitions of great
importance as well.

The Physical Education programme promotes the participation of all the students by offering a wide
variety of motor activities, including aerobics, dance and gymnastics in the junior groups.

                               Personal and Social Education ( PSE )

The philosophy of PSE at St George’s is to encourage students to face up to and discuss ideas and
situations outside the normal school curriculum but which nevertheless play an important part in
the personal, social and spiritual development of each individual.

In the first instance all teachers are actively encouraged to work on Personal and Social skills
during their everyday teaching programmes. In some subject areas it is easier than others, for
example there is a link between Biology and AIDS. However all teachers, irrespective of their
subject, are aware of the importance of looking towards the implementation of PSE related topics.
The other format of presentation is by regular PSE classes. Lower down in the Secondary School
these classes are timetabled alongside a tutor period. This allows more flexibility when visiting
experts are invited.

The logistics of the programme are often complex, typically involving 20 members of staff. Any PSE
programme will only be as good as the human resources available – the teaching staff, often
reinforced by specialists from outside. However the success of PSE ultimately depends on the
guided direction of the subject teacher and form tutor. The school has a comprehensive bank of
support materials in the form of videos, booklets, overhead transparencies, press/magazine
cuttings, class books and many other media-based materials. Language is not seen as a barrier. In
any one PSE lesson information will be transmitted to one group in English and another in Spanish,
depending on the level of the group and the teacher involved. It must be stressed that in PSE the
content, not the language of dissemination, is the most important factor.

During the ESB cycle emphasis is placed on the implementation of the “Areas of Interaction” ( see
MYP Programmes ) with particular reference to “Approaches to Learning” and “Community
Service”. In Polimodal 1 the emphasis shifts to the “Personal Project” and exam preparation

International Award for Young People
The International Award for Young People ( IAYP ) is a recent innovation at St George's College. The
IAYP is the international version of the Duke of Edinburgh Award, scheme founded in the UK, which
was developed in 1956 as a means of motivating young people to become more involved in a
balanced programme of voluntary activities aimed to develop their personal skills. The Award is
now available in nearly 80 different countries with about 3 million young people having participated
world-wide. It is a highly respected programme with many Universities and Companies recognising
its value.

The Award provides an adequate framework for the current wide range of non-academic activities
offered at St George's and has three progressive levels of difficulty.

The aims of the Award are to establish a lifelong ability to set and achieve personal goals and to
encourage personal discovery.

There are three levels of the Award - Bronze, Silver and Gold, each requiring higher levels of
achievement, more time and greater commitment. There is a minimum entry age for each level: 14
for Bronze, 15 for Silver and 16 for Gold. The Bronze can be done in 9 to 12 months, Silver takes
between 12 and 18 months and Gold takes between 18 and 24 months.

Each participant undertakes one activity from each of the following four sections:
Service - to encourage service to others. This may take the form of service to the community,
environment or an individual.

Skills - to develop personal interests and skills.
Physical Recreation - to improve personal standards of physical achievement.
Expeditions - to develop a spirit of adventure and discovery, and an understanding of nature and the
importance of working in a team.

In each activity participants set their own goals in relation to their initial capabilities. They are
aiming to improve their personal standards, not to beat others or reach an abstract pass-mark.

                              Homework Policy – St George’s College

The importance of Homework should never be underestimated. It enables students to pursue topics
in more depth and allows for greater practice of individual elements of a subject's syllabus than
would normally be allowed in class time. In addition, it provides a valuable means of assessing a
student's performance throughout each trimester.

The aim of the homework policy of St George’s is to guide teachers in the setting and marking of
homework and to help students manage their time more effectively, as well as demanding personal
responsibility in the organisation of their work.

Individual departments and faculties will have their own policies with regard to homework, but the
following guidelines are observed:

          Homework should be set and collected from the students and marked on a regular basis.
           For many departments this will mean at least once a week. For less didactic subjects
           such as drama or IT, students will be expected to prepare for class in such a way that a
           more formative and less summative approach is taken to assessment.
          The intrinsic value of homework activities is far more important than the precise amount
           of time devoted to them. Departmental policies contain clear and flexible guidance as to
           the broad amount of homework which should be expected of pupils of different ages.
          Comments and constructive criticism are essential for a student to learn from his or her
           mistakes. Wherever possible, homework is returned to the student promptly with advice
           on how to improve in the future.
          All work set in the ESB years is evaluated by set criteria.
          Oral feedback to the class on the work set is encouraged wherever appropriate. This
           should focus on the learning objectives of the task and the criteria for its success.

The failure of students to complete homework is contrary to School policy. It can disrupt the
planned lesson, have a detrimental effect on the individual’s progress and hinder advancement of
the other students in the group. The completion of homework must be viewed as a priority and that
failure to do so will be communicated via the student referral system to the appropriate Head of
Department, Tutor and Director of Studies. This might lead to the imposition of sanctions, to
parents being informed and the situation being kept under continuous review. Effective monitoring
of the homework situation is crucial to the learning of both the individual pupil and the whole group.
The form tutor monitors the homework by:
          Checking homework planners / diaries on a weekly basis
          Referring any concerns to the appropriate teacher and/or Head of Department
          Conducting spot checks each trimester on homework set across the gender and ability

It is important to note that the approach Departments and teachers take in the regular setting and
marking of homework forms an integral part of the staff appraisal system. If teachers make a
commitment to continuously improving their strategies for home-based assessment, then the
student will ultimately be the one to benefit.


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