Séptimo, Octavo, Noveno y Décimo crearon sus propios cuentos a través de una dinámica con tarjetas de situaciones. Además aprendieron sobre los planos y algunos trucos para una buena composición fotográfica.

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During their first Journalism workshops, the Secondary students learned to tell fictional stories and take pictures responsibly with their cell phones and cameras.

Seventh, Eighth, Ninth and Tenth Graders created their own stories through a fun activity in which they had to follow different written simulations. Additionally,they learned strategies for good photographic composition.

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A group of students in Tenth Grade and the first year of the International Baccalaureate Diploma Program shared works of art with our community, seeking to invoke reflection about our conception of beauty stereotypes and the challenges they pose to young people and adolescents today.

Cada grupo de estudiantes defendió el valor de las obras literarias de un país determinado (Perú, Alemania, Rusia, Francia…) a partir de las tramas de las obras literarias, caracterización de los personajes o la belleza del lenguaje utilizado por los escritores.

La experiencia fue realmente gratificante, ya que comprendieron que la literatura nos puede abrir nuevos espacios de comprensión de una forma lúdica.

¡Enhorabuena estudiantes del primer año del Programa Diploma del Bachillerato Internacional!

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World Cup Fever inspired our students in the first year of the IB Diploma Program to organize a “Literature World Cup” to inspire a lifelong interest in literature. Each group of students presented the value of literature from a specific country (Peru, Germany, Russia, France etc) according to their literary works, characters, or beauty of the language used by the authors.

It was a very rewarding experience through which students learned how literature opens doors to the world.

Great job Diploma 1 students!

Durante esta actividad, cada estudiante dispuso de veinte minutos de preparación de su comentario, en una sala destinada para tal fin. Al transcurrir este tiempo, se dirigieron a la sala de grabación, para llevar a cabo dicha evaluación oral.

Cabe resaltar que este comentario oral permitió desarrollar y fortalecer sus habilidades de autogestión y comunicación, así como el atributo de “buenos comunicadores”, lo que supone un aprendizaje significativo para su futura vida académica y laboral.

¡Gracias a los profesionales de PenZion Producciones y enhorabuena a las y los estudiantes del segundo año del Programa Diploma del Bachillerato Internacional!

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One of the IB Spanish A: Language and Literature course internal assessment requirements is for students in the second year of the Diploma Program make an oral commentary analyzing a piece of literature. This year our students commented about fragments of: “Twenty poems of love and a song of despair”, by Pablo Neruda; “The Tunnel” by Ernesto Sábato and “Maya’s Notebook” by Isabel Allende in a professional recording studio. During this activity, each student had twenty minutes to preparation their thoughts in a green room after which they entered the recording room to carry out the oral evaluation.

This oral commentary allowed them to develop and strengthen their self-management and communication skills, as well as the communicator attribute preparing them for their educational and professional future.

Thanks very much to the professionals at PenZion Producciones and congratulations to the IB Diploma students!

Se llegó a la conclusión de que, aunque tradicionalmente se ha considerado que la actividad de conocer es una actividad exclusivamente racional, las experiencias nos demuestran que la obtención del conocimiento no es una cuestión únicamente racional o intelectual. Un precedente sobre ello fue la teoría de las inteligencias múltiples de Howard Gardner, que destaca que las personas tenemos ocho tipo de inteligencias, que se pueden adquirir y desarrollar a través de la educación. En ese sentido no hay inteligencias superiores o inferiores, sino solo una mayor habilidad o menor habilidad con una inteligencia o con otra.  También la teoría de la inteligencia emocional desarrollada por Daniel Goleman, que abre la posibilidad de encauzar, dirigir y equilibrar nuestras emociones.

¡Enhorabuena a los y las estudiantes de Diploma Uno!

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The students of the first year of the IB Diploma Program, carried out several activities about the forms of knowledge in the Theory of knowledge course through which they reflected about how knowledge not only involves rational and intellectual factors, but also emotional factors. In fact, the IB recognizes eight ways of knowing: memory, intuition, perception, emotion, reason, faith, imagination and language.
It was concluded that although traditionally knowledge was considered an exclusively rational activity, experiences show us that the acquisition of knowledge is not a purely rational or intellectual issue. One example of this is Howard Gardner’s theory of multiple intelligences, which emphasizes that people have eight types of intelligences that can be acquired and developed through education. In that sense there are no higher or lower intelligences, but only a greater ability or less ability with one intelligence or with another. Another example is the theory of emotional intelligence developed by Daniel Goleman, which opens the possibility of channeling, directing and balancing our emotions.
Congratulations to the students of Diploma One!

Mediante el uso de reactivos e indicadores de macromoléculas (Biuret, Benedict, Sudán III y lugol), los y las estudiantes identificaron lípidos, carbohidratos y proteínas en alimentos de uso diario como huevo, leche, uvas, nueces y aceite.

http://www.andinoschool.edu.pe/docs/12_Habilidades_del_diplomado.pdf

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Using reagents and indicators of macromolecules (Biuret, Benedict, Sudan III and Lugol), IB Diploma students identified lipids, carbohydrates and proteins in daily foods such as eggs, milk, grapes, nuts and oil. 

http://www.andinoschool.edu.pe/docs/12_Habilidades_del_diplomado.pdf

Compartimos algunos de los videos que nuestros y nuestras estudiantes tuvieron oportunidad de ver en sus clases y que motivaron interesantes debates y momentos de reflexión.

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Earth Day was on April 22nd providing an excellent opportunity to reflect on our impact on the planet and make personal, family and community commitments to improve our relationship with it.
Here are some videos that our students had a chance to watch provoking interesting debates and interesting reflections.

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This week we received International Baccalaureate Primary Years Program specialists from and Lima and Santiago,  Chile who observed our early years and primary school classrooms, talked with families and staff, examined school documents, and reviewed student work.
We are very pleased with how our students and staff handled this visit. We have received congratulations for various aspects of our work and a special mention for how the IB philosophy is evident throughout the school. We look forward to receiving the IB’s recommendations on how to continue improving.

Agradecemos la apertura de nuestros ex-alumnos y ex-alumnas para llevar a cabo este momento y espacio de plática, así como por compartir experiencias por demás significativas.

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The Guidance and Counselling Department (GDC) in coordination with teacher Bruno (Diploma I tutor), organized a panel discussion on the International Baccalaureate Diploma experience. Therefore, our alumni who successfully obtained the Diploma in 2017, shared their experiences with Diploma 1 and 2 students. This was an important moment to share concerns, suggestions, and challenges among other IB Diploma aspects and what it means in terms of post-secondary higher education.
We appreciate our alumni’s willingness to make this moment happen and discuss their important experiences.