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This WEB site, for its greater availability and functionality, uses cookies to improve and optimize the user experience. Then, School San Fernando It makes available to the users of its website the detailed information on what the cookies, what typology this website uses, how can you disable them in your browser and how to specifically block the installation of cookies of third parties, as provided by the current regulatory legislation on the subject.

What are cookies?

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The use of cookies allows us to optimize your browsing, adapting the information and services offered to your interests, to provide you with a better experience whenever you visit us. The website of School San Fernando uses cookies to operate, adapt and make the user's navigation as easy as possible. The cookies they are associated only with an anonymous user and their computer / device and do not provide references that allow knowing personal data. At any time you can access the configuration of your browser to modify and / or block the installation of the cookies sent by the website of School San Fernando, without impeding access to content. However, the quality of operation of the services may be affected. The cookies, from a technical point of view, allow websites to work more agile and adapted to the preferences of users, for example by storing the language or detecting the access device. They also establish levels of protection and security that prevent or hinder cyber attacks against the website or its users and allow media managers to know statistical data collected to improve the quality and experience of their services.  

Types of school cookies San Fernando

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Updates and changes in the privacy policy / cookies

School San Fernando You can modify this policy cookies in accordance with legislative, regulatory requirements or with the purpose of adapting said policy to the instructions issued by the Spanish Agency for Data Protection. Therefore, users are advised to visit it periodically. Significant changes in this policy that may occur will be communicated to users, either through the website itself, or through email, in the case of registered users.

Static

STEAM

Steam

Science, Technology, Engineering, Art and Mathematics

Steam

Scientific and technological disciplines offer broad academic and professional perspectives for our students. That is why in the College San Fernando We work on them from an early age, under an applied and interdisciplinary approach that is enhanced by the methodology of the International Baccalaureate throughout its different programs.

STEAM is the English acronym for the terms Science, Technology, Engineering, Art and Mathematics, which encompasses the teaching of this type of knowledge in an eminently practical way. The students bring out all their creativity and imagination to solve the problems posed, resorting to everything learned in the different subjects, integrating their knowledge and generating all kinds of designs, prototypes and solutions.

At ESO we participate in the project MASSSTEAM (Asturian Women STEAM), an initiative of the CTIC Technology Center in collaboration with the Ministry of Science, Innovation and University, through the General Directorate of Innovation, Research and Digital Transformation, the promotion of FADE and public-private sponsorship, to promote female talent towards scientific and technological studies. A group of secondary school students from the center has actively participated in this project. Go to video.

SCIENCE

Laboratories

Secondary students are familiar with the analytical materials and techniques that they put into practice each week in laboratory sessions. Knowing the safety standards, labeling of reagents and different methodologies allows them to apply the scientific method by proposing hypotheses, processing data and drawing their own conclusions.

Experiences in the different Biology, Physics and Chemistry laboratories bring them closer and allow them to explain the phenomena of their daily lives. At the highest levels, the students of the Diploma Program carry out their own research working with materials as novel and with a wide projection for the future as graphene.

Olympics

The Olympics are one of the most important events that serve to detect, attract and arouse the curiosity and talent of the youngest in the world of science and technology. The school promotes the participation of our students in the Mathematics, Physics and Chemistry, Junior Scientist, Biology, Chemistry, Physics and Computer Science Olympiads, obtaining excellent results every year and, above all, those that have unforgettable experiences.

Greenhouse

The students have this space in a very accessible area where, from an early age, they become familiar with the sowing and cultivation of plants to which they give different uses: as a gift for Mother's Day, obtaining fruits and vegetables that They will serve as products and ingredients of the school menu (Restaurant, own kitchen) or to facilitate understanding and acquire skills within the units of inquiry in the subjects of knowledge of the environment and Biology and Geology. International Baccalaureate students, with the greenhouse, have the most suitable space in which to develop their research work.

Nature classroom

The breadth of outdoor spaces allows for an area as special as the Nature Classroom; a true forest within our school with a path that runs through its interior where students, surrounded by native trees, come into contact with nature.

start for the weather

The 3 ESO students participate in this Program in which they develop an Entrepreneurship Project that allows them to become aware of the importance of caring for the environment through the generation of entrepreneurial ideas. Its objective is to seek creativity based on the observation of their environment, detect an environmental problem or need, seek a viable and tangible solution and design the way to carry it out in their environment. go to video

TECHNOLOGY

Google

We are a "Google Reference School" center

In the 2018-2019 academic year, we became the first Google Reference School in Asturias. Google is a strategic ally of the center through its educational branch, Google for Education. Its open and collaborative culture is optimal for our work philosophy in the classrooms, facilitating the consultation, obtaining and exchange of resources among students.

The teaching staff had to be accredited by taking several level 1 and 2 courses, which facilitated the implementation of digital tools (G-Suite): Drive, Google Sites, Classroom, etc. In short, a package of productivity tools that help students and teachers to interact easily and safely from different devices.

In Compulsory Secondary Education and Baccalaureate courses, teaching departments have created blogs and Google Sites (web pages) to develop their own teaching units, thus largely replacing paper textbooks. Books have been replaced by electronic devices (Chromebook), seeking a more participatory system in which students can solve complex questions in a collaborative environment, where the sources of knowledge are no longer exclusively the teacher and the textbook.

Technological tools – Tablets, computers and Chromebooks

For years our center has been working with tablets from the first years of Primary Education, so that students can carry out their learning and inquiry process from different sources and learn to compare the ones they use.

From the 4th year of Primary Education, the tablets are replaced by computers that complement the resources and libraries of each classroom for their research work.

From the 6th grade of Primary Education, we work with Chromebook devices that, under a Google license, are designed for use in the educational field. Students work in the Google Academics environment, limited to the College's internal network, which guarantees its responsible use during the time the student is at the Center. The Chromebook has also led to the transition from the textbook to the digital book, promoting collaborative learning environments.

In order to achieve greater connectivity and to ensure that the teaching-learning process is not affected by 'technical issues', the center has been equipped with a powerful wireless network that allows all students to be working simultaneously without connection difficulties.

Participation in "The Hour of Code"

In Primary Education we participate in experiences such as The Hour of Code, a global initiative that celebrates computer science. It is an introductory computer science activity, and is designed to demystify "code," demonstrate that everyone can learn the basics, and broaden participation in the field of computer science. It also helps foster problem-solving skills, logic, and creativity.

MAY

OBY, the College's educational platform

The School has launched its own digital platform, OBY, which represents a comprehensive improvement in all areas of the educational process, especially in communication between the different levels of our educational community: students, families and teachers.

Parents and students can consult the academic record, calendars and schedules, grades, incidents that occur in real time, tasks to be done, Center documentation, information about schedules, messages from tutors, access to digital books (with the consequent savings) , etc. All these options are accessible through any device with internet access, directly on the web.

Sanfer Makers' Lab

In order to achieve greater application of the technological content given in the classrooms, a space of 225 m2 divided into two parts has been set up. The first one destined for a technology workshop with all the tools and technical advances on the market (3d printer, laser cutter, robotics and electronics equipment, Arduino boards, 3D vision glasses, Microbits, Flora kits for wearables, makerbots, etc) along with with more traditional tools.

A second section is used to carry out graphic design, as well as what is necessary to carry out projection mapping.

The use of the Sanfer Makers' Lab is integrated into the educational curriculum from ESO in subjects related to Design, Technology, Science, etc.

Maker's Club

The Makers' club is an extracurricular activity that takes place within the Sanfer Makers' lab. The purpose of the workshop is to unleash the creativity of our students so that through the challenges that are proposed to them, they develop projects that combine digital manufacturing and programming and that can be enjoyed by the entire educational community. It is conceived as a vertical workshop in which students of all levels of Secondary Education participate, so that some can draw on the skills of others as a Maker community.

Lego

Lego

Lego

Aimed at Primary Education students

1st, 2nd and 3rd: Monday and Thursday, 14:15 p.m. to 15:15 p.m.

4th, 5th and 6th: Monday and Friday, 13:15 p.m. to 14:15 p.m.

Exploit your imagination in the extraordinary world of Lego

  • Lego stimulates mathematical thinking. Building towers, bridges, platforms and all kinds of characters helps children understand space, quantities, proportions, symmetry...
  • Stimulates fine motor skills. They are the control of small movements of the hands and fingers. Playing with Lego helps children to control these gestures, to measure the pressure exerted with their hands and to be precise when placing the pieces.
  • It teaches to be patient and persevering. Lego is not a game that can be made in a hurry. Children learn every time a tower falls or a certain object is not as it should be. So they start over trying to understand and fix the error.
  • Improves self-esteem and self-confidence. Creating structures with Lego can be quite a challenge. The achievement of this task is a great source of satisfaction, which has a very positive effect on their self-esteem and self-confidence.
  • Develops socialization, exchange and communication. Lego is played as a team, which helps to socialize with others. Children have to reach agreements about the object they want to build, they must respect changes, learn to communicate, express themselves and share roles and responsibilities.

Sports and Activities

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Our library offers its users from 4th grade to 4th ESO a new digital tool to enjoy reading, based on creative dialogue and joint creation between the author and the readers: Fiction Express.

Read more...

Design Technology

Through the study of Design Technology, students should be aware of the way designers work and communicate with each other.

In all the subjects of the 4 Group the practical approach is emphasized through experimental works. The project of the 4 Group (to be carried out by all students of Experimental Sciences) is similar to the work carried out by professional scientists, by encouraging collaboration between schools in different regions.

The experience with the subjects of the 4 Group has shown that students without previous studies or knowledge of science will be able to successfully complete these subjects in the Medium Level (SL). The attitude of the students before the studies should be characterized by the attributes of the profile of the learning community of the IB, in particular: inquirer, thinker and good communicator.

The subject of Technology of Design is organized by subjects:

  • Human factors and ergonomics.
  • Resource management and sustainable production.
  • Modeling.
  • From the raw material to the final production.
  • Innovation and design
  • Classic design

In addition to the above topics, students must choose one of five options:

  • Science and technology of food.
  • Design of electronic products.
  • Computer-aided design and manufacturing (CAD / CAM).
  • Textiles
  • Ergonomic design.

Designing with technology is using the ingenuity of the human being in certain activities to satisfy needs and find solutions. This can be achieved with the help of new technologies or existing ones. The design consists of gathering information about the problem or the opportunity, processing said information and planning some type of intervention, either by modifying what exists or introducing a new element. The designer is interested not only in the material environment, but also in the social, technological, economic, environmental, political, legislative and ethical considerations that affect the priorities of the people.

The subject of Design Technology of the Diploma Program is based on a learning model that incorporates knowledge, techniques and principles of design in problem solving contexts, while maximizing the use of local and readily available resources. No previous experience in technology or design is assumed. The objective pursued is not only the acquisition of design and technology knowledge, which may change or be outdated. It is more about learning to adapt to new experiences and focusing on problems with the right skills and relevant techniques to identify the important elements and, especially, to develop the optimal solutions. The design cycle is the center of the course and students are expected to use this process in both practical research work and theory. Each element of the cycle represents an aspect of design technology that, taken together, constitutes a holistic approach. Therefore, all the elements presented must be considered only in the context of the entire process. The technology is based on the laws and properties of nature and the technological knowledge accumulated to create new products, techniques and systems. Design technology is included in the experimental sciences of the Diploma Program because the design cycle requires a research process and students need to study scientific principles to understand the advances that have taken place in society and to be able to speculate on what that could be achieved in the future.

The subjects have been chosen so that the study program is balanced and of interest to all students, regardless of their sex and previous knowledge they have. This program includes options that will be attractive to all students, not only those who in the future perform studies in the field of science, technology or engineering, and provides the opportunity to study in depth technological issues relevant to those who choose said fields.

Main characteristics of the curriculum and evaluation models

  • Emphasis is placed on the application of an experimental approach in the instruction of the course.
  • Students are evaluated both internally and externally.
  • The external evaluation of Design Technology consists of three written tests. In the 1 test there are 30 multiple choice questions. The 2 test consists of two sections: section A includes a data-based question and several short-answer questions on core topics. Section B includes a long answer question on the core themes (three to choose from). The 3 test includes several short answer and long answer questions about the option taken (all mandatory).
  • The internal evaluation, which represents the 36% of the final evaluation, consists of the interdisciplinary project of the 4 Group and includes a design project and a series of investigations. The internal assessment allows students to demonstrate not only their knowledge of the design cycle, but also their personal skills and manipulation techniques. The work of the students is evaluated internally by the teacher and moderated externally by the IB.

COMING SOON

COMING SOON

COMING SOON

Language and literature

The subject of Language and Literature introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non-literary genres. The formal analysis of the texts is complemented with the awareness that the meaning is not fixed, but can change in relation to different contexts.

The course is organized in four parts, each focused on the study of literary or non-literary texts. Together, the four parts of the course allow the student to explore language through its development and cultural use, its media forms and functions, and its literature. Students develop literary and textual analysis skills, and also the ability to present their ideas effectively.

Main characteristics of the curriculum and evaluation models

  • Students perform 6 works from a selection of genres, periods and places.
  • Students develop the necessary techniques for the critical analysis of communication, being alert to the interactions between text, audience and purpose.
  • The understanding of how language, culture and context determine the construction of meaning is developed through the exploration of texts, some of which are studied in translation, with a variety of cultures, periods and genres.
  • The evaluation is done through a combination of exams, assignments and oral activities.
  • The formal exam includes two essays, one that requires the analysis of literary and non-literary texts not seen, and the other a response to a question based on the literary works studied.
  • Students also produce written assignments in a variety of genres, and perform two oral activities presenting their analysis of read works.

Language B: English

The Higher Level English course allows students with some prior knowledge of the target language to acquire knowledge of English. In addition to studying the language, students explore the culture in which it is spoken and literary works are studied.

The subject, which is taught over two years, is organized into different themes. There are three required core themes: communication and media, global issues, and social relations. Additionally, teachers must select two more topics from the five available options. Finally two literary works are studied.

Main characteristics of the curricular and evaluation models

  • The receptive, productive and interaction skills are developed through the study in context of the language, texts and themes.
  • Multilingualism and intercultural understanding are key general objectives of the course.
  • Students will learn a variety of authentic texts and produce works in a variety of communicative contexts.
  • Students are evaluated both internally and externally.
  • The external evaluation consists of exercises to demonstrate the comprehension of authentic written texts based on core themes (receptive skills), two writing exercises -one based on the core topics and another based on the options (written productive skills) -, and a writing task based on one of the literary texts read (receptive and productive written skills).
  • The internal evaluation evaluates listening comprehension and oral production in a conversation format (receptive, productive and interaction skills). This evaluation consists of an individual oral test based on the options (presentation and discussion with the teacher) and an interactive oral activity based on core themes (three activities are carried out in the classroom that are evaluated by the teacher).

Philosophy

Philosophy is a critical and systematic investigation of deep, fascinating and challenging questions, such as: What is human being? Do we have free will? What do we mean when we say something is right or wrong?

These abstract questions arise from our everyday experiences, and philosophical tools such as critical and systematic thinking, careful analysis and the construction of arguments provide the means to address such issues. The practice of philosophy deepens and clarifies our understanding of these questions, as well as our ability to formulate possible answers.

The emphasis of the philosophy subject of the Diploma Program is on "doing philosophy", that is, on actively involving students in philosophical activity. The course focuses on stimulating students' intellectual curiosity and encouraging them to examine their own perspectives and those of others. Students face the challenge of developing their own philosophical voice and becoming independent thinkers, as well as interacting with some of the most interesting and influential thinkers in the world. The subject develops skills such as the ability to formulate arguments clearly, make reasonable judgments and evaluate highly complex and multifaceted issues.

All students study a central theme entitled "Being human". This theme offers the opportunity to explore the fundamental question of what it is to be human. This exploration is carried out through a discussion of key concepts such as identity, freedom and human nature. and through a consideration of questions such as what distinguishes humans from other species, where the limits of human lies lie, and whether animals or machines could be considered people. Students also develop their skills through the study of other philosophical topics and the reading of a philosophical text. They also learn to apply their knowledge and philosophical skills to real-life situations and explore how non-philosophical material can be treated in a philosophical way. They also engage in a deeper exploration of the nature of philosophy itself.