Academically
, at this stage the School attaches great importance to strengthening and improving the knowledge and skills acquired in the Primary stage, increasing these gradually and according to age, together with the levels of demand placed on them, and equipping students with the necessary tools to address the challenge. Maintaining the innovative and differential methodological model, we attach particular importance to the three key areas (Spanish language, mathematics, and English), increasing the number of teaching hours devoted to them, as they are considered fundamental to the further development of the whole curriculum.

Students continue working with an iPad in “one to one” mode and use other technological resources as tools supporting the methodology.

During this stage, students work on different projects which complement their curricular activity (charity projects, scientific projects, technological projects, international projects, etc.).

In English, it is intended that 35% of teaching time is allocated to the study of the language, with the aim that students prepare for and sit the Trinity College examinations according to the following scheme:

  • 2nd Year of Secondary Education ISE II, Level B-2 of the Common European Framework of Reference for Languages ​​(CEFR)
  • 4th Year of Secondary Education ISE III, Level C-1 of the Common European Framework of Reference for Languages ​​(CEFR)

The extraordinary results achieved by our students in these exams endorse our model for learning this language.

Study of the second language (French or German) chosen in the primary stage also continues.

At the same time, and within the project to internationalize the school’s curriculum, students can access a wide range of exchanges with schools in other countries, as well as the chance to spend a term, six months or a school year in England, Canada, USA, Ireland, France or Germany at foreign schools with which the school has institutional agreements.

In adolescence, a time when students begin to demand increasing degrees of independence and freedom, it is also essential to educate them in a sense of responsibility. Developing a critical capacity regarding their own actions is essential for achieving “responsible” freedom. In this framework, we continue to work in the field of social and emotional education and we implement specific programmes such as “Education for Health” to address issues of particular importance for students of this age. 

Baccalaureate (Age 16 to 18 years)

We are fully aware that all our students aim to continue their education at University after the Baccalaureate. Therefore, we are also aware that both the academic preparation and the grades obtained in these courses will be determining factors when choosing the university course they want to study and the university where they want to study it. Therefore, during the Baccalaureate we carry out a demanding academic project, without forgetting the importance of values ​​such as the culture of effort and the satisfaction of a job well done. This model has been rewarded over the years both by the high number of students from the School who successfully pass at the end of the stage, and by the good results they obtain in the University Entrance Examinations.

During this stage, we offer students the chance to study the Social Sciences and Humanities Baccalaureate or the Science and Technology Baccalaureate, with all the routes and itineraries that ensure the opportunity to access any university course once the relevant entrance tests have been passed.

The school is currently an Applicant School for the International Baccalaureate in its Diploma Programme and after passing the appropriate accreditation visit we hope to offer this as an option from September 2017.

In English, at the end of the 2nd year of Baccalaureate, students may sit the Trinity College ISE IV examination, Level C-2 of the Common European Framework of Reference for Languages ​​(CEFR).

They also continue to study a second foreign language and may sit the exams for the corresponding level.

During this stage, we offer our students the opportunity to develop joint projects with students from other schools and those of other nationalities through projects such as the European Discussion Forum, the European Parliament Model, or the “Unesmun” model from the United Nations for schools associated with Unesco, together with the opportunity to undertake voluntary work in different institutions.

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