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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?

The cookies are files that the website or application that will be in use installs in your browser or on your device (smartphone, tablet or connected television) during your tour of the page or by the application, being your main mission store information about your visit. The web of School San Fernando uses cookies to:

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  • Store your preferences, such as size and typeface.
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  • Collect anonymous statistical information, such as what sections you have visited, as well as how long you have been in our environment

Use of El 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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On the other hand, depending on who is the entity that manages the computer or domain from where the cookies are sent and treat the data obtained, we can distinguish between cookies own and from third parties.

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Navigating through this web portal means that you can install the following types of cookies:

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Additionally, some services may use connectors with social networks such as Facebook, Twitter or Linkedin. When the user registers in a service with credentials of a social network, authorizes the social network to save a cookie persistent that remembers your identity and guarantees access to services until it expires. The user can delete this cookie and revoke access to services through social networks by updating their preferences in the social network you specify.

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Additionally, School San Fernando uses Google Analytics, a web analytics service provided by Google, Inc., a Delaware company whose main office is at 1600 Amphitheater Parkway, Mountain View (California), CA 94043, United States ("Google"). Google Analytics uses cookies, which are text files located on your computer to help the website analyze the use made by its users. The information generated by cookies about your use of website (including your IP address) will be directly transmitted and archived by Google on servers in the United States. Google will use this information on our behalf in order to keep track of your use of the website, compiling reports on its activity and providing other services related to your activity and the use of the Internet. Google may transmit such information to third parties when required by law, or when such third parties process the information on behalf of Google. Google will not associate your IP address with any other data you have. You can refuse the processing of data or information by refusing to use cookies by selecting the appropriate configuration of your browser.

Disable cookies in the main browsers

It is possible to stop accepting cookies browser, or stop accepting the cookies of a particular service. All browsers allow you to change the configuration of cookies. These settings are usually found in the 'Options' or 'Preferences' menu of your browser. Since School San Fernando We offer the user guidance on the steps to access the configuration menu of the cookies and, where appropriate, private browsing in each of the main browsers:

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For more information, you can consult Microsoft support or browser Help.

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For more information, you can check Mozilla support or browser Help.

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Google:

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Firefox:

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Android:

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Windows Phone:

http://www.windowsphone.com/es-ES/how-to/wp7/web/changing-privacy-and-other-browser-settings

Blackberry:

http://docs.blackberry.com/en/smartphone_users/deliverables/18578/Turn_off_cookies_in_the_browser_60_1072866_11.jsp In the event of proceeding to the disabling of the cookies, some functionalities of the services will be disabled, as for example, remain identified.

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.

Primary School Program

PYP: Primary Years Programme

San Fernando School is a candidate school* for the International Baccalaureate (IB) Primary Years Programme and Middle Years Programme and pursuing authorization as an IB World School.

IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.**

*Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.

**Mission Statement from the IB

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

El Primary School Program (PEP) de international Baccalaureate is a curricular framework designed for students from 3 to 12 years that prepares them to face the intellectual challenges that will arise in their subsequent studies and in their professional lives. It focuses on the integral development of the child and its capacity for inquiry and discovery, both in the classroom and in the world that surrounds it.

International Baccalaureate

10 Reasons

why the IB Primary Years Programme (PYP) is ideal for training active students who learn throughout their lives
Press the images to enlarge

Traditional versus PEP

The contents go from being THEMES To be CONCEPTUAL. This is the big difference between traditional teaching and learning with IB methodology.

PYP Elementary Program Model

Integral formation

Educating students of these ages necessarily involves stimulating all their areas of development: motor, emotional, cognitive and intelligences, to achieve a harmonious and balanced development of the student.

Constructivism

The process of thinking construction starts from the students' previous knowledge to link them with new learning and thus organize their thinking schemes, deepening understanding. These new mental constructions are enriched by interaction with colleagues, which convert the learning of content into something meaningful.

The teachers

The IB work method transforms the teacher into a guide, ceasing to be the central axis of the classroom and transferring this role to the students, who must be an active part of their learning.

Transdisciplinary

The IB establishes 6 Transdisciplinary Topics which are the basis on which the Program of Inquiry. These topics are addressed from different areas to establish a deeper knowledge and from different perspectives.

Three-dimensional model

This model considers that the isolated content is not the most important, but the acquisition of knowledge, deepening in key concepts, which are the basis for achieving generalization of learning and transfer to situations of daily life, achieving the understanding of great ideas which are the ones that organize the world.

High levels of Thought

The PYP curriculum and all IB programs teach students not only to know but also to think. Prioritize thinking and understanding, promoting the transfer of knowledge and skills. This way of working helps them achieve high levels of thinking.

The Units of Inquiry

From Infant Education 3 years to 6º of Primary Education, the subjects of natural Sciences y social Sciences they are developed through Units of Inquiry. The LOMCE contents are taught in their entirety forming part of the Program of Inquiry (POI) transdisciplinary

The Inquiry Program is exclusive to each College. The Faculty, together with the Academic Direction and the Guidance Department, have carefully analyzed the contents of these two subjects in the Infant and Primary stages, distributing them in the 6 Transdisciplinary Topics . For each course, each transdisciplinary theme gives rise to a Unit of Inquiry.

The rest of the subjects will work in a disciplinary way.

Panel of the Program of Inquiry . The first line shows the 6 Transdisciplinary Topics. Each box documents one Unit of Inquiry for a certain age group. In Primary Education and Early Childhood Education 5 years are developed 6 Units of Inquiry by course with a maximum duration of 6 weeks each. In 3 and 4 Infant Education, 4 units of inquiry are developed per course.

Knowledge ladder Press to expand.

The PEP class

The implementation of the PEP Program implies changes in the morphology of the classrooms. Press the images to enlarge.

Forming teams

Knowing how to collaborate and cooperate is a basic learning that enables them for their lives.

Everyone participates

In the processes of inquiry it is essential that students share and carry their previous knowledge in the group, to advance towards the deep knowledge required by each unit of inquiry.

Classroom library

The classrooms have a library where you can find more information about the topics of inquiry. It is composed of textbooks of the subjects of Natural Sciences and Social Sciences of different publishers, and also other books selected to contain relevant information for the inquiries to be made.

Uniting classrooms

On some levels the classrooms communicate through sliding doors. This allows the creation of innovative work spaces that modify the classroom-group concept and achieve the exchange of experiences and peer learning.

Classroom cork

It allows to show the works of the students, while it makes visible the key aspects of the research program in which they are at that moment.

ICT, one more resource

New technologies and, especially, tablets and computers, are classroom resources that favor access to information more immediately and updated.

The PEP and families

Many parents have consulted their way of collaborating in the formation of their children before the methodology of the PEP program. Next we make some suggestions that families can value.

  1. The PYP seeks to instill in its children a series of values ​​defined in the Student Profile . It is convenient that from the family establish guidelines consistent with these principles.
  2. From a very young age, encourage your children's personal autonomy and collaboration in housework. That they feel active members of the family and not the center of the universe.
  3. Establish rules that lead to clear routines. Always leave time for rest, family life and also for homework and study. Make sure that your children have a specific site for the study, quiet and without distractions (phones, TVs, etc).
  4. Take the opportunity to make your children think when they ask them questions, trying that, by questions that you do to them, they are the ones that come to the answer. Look for examples of application in other contexts. This will make what they have learned remember it in the future and associate it with new situations.
  1. Ask your children to show you and explain the Inquiry Notebook. Ask questions about what you are working on, as this will reinforce what you have learned.
  2. Keep frequent contacts with the Tutor. The Digital Platform of the School is a good medium. In the PEP program it is essential that parents know and value what their children are learning in each Unit of Inquiry. It is very important that they transmit to the tutor their appreciation of what their children have learned because the method needs a constant evaluation of its generalization, and finding the application of what has been learned in the real world is fundamental.
  3. "Play" the mathematics with the materials they propose. Note that the methods of mathematics have evolved and sometimes the procedures your children use will be different from the ones you know. Have confidence in the new methods that we implant in the School, they are very tested and their results are magnificent.
  4. Supervise that your children do homework but never do it. If you organize them or think for them, you can never do it alone.

Adriana Álvarez

PYP Coordinator

More information?

Fill in the form and we will answer your questions.

Thank you for your interest in the International Baccalaureate Primary School Program. Make your inquiry through this form and we will respond as soon as possible.


Profile of the International Baccalaureate Learning Community

The PEP teaches based on understanding y assess understanding. Children understand when they are able to apply what they have learned to new situations in an appropriate way.

The constant attention of Profile of the Learning Community promotes a solid formation in values.

The student focuses his efforts on understanding, relating, organizing, building his own learning.

They are taught why they should know something and how it connects with other issues and the world around them.

Synergistic thinking is essential for intellectual development. Synergy can be defined as an interaction between two agents that results in a greater effect than that generated by each agent by itself. The thought that lacks this factual-conceptual interaction can be superficial. In the absence of a curricular design that requires this intellectual interaction, memorized knowledge can be confused with deep understanding. It is not enough to know the definitions of the concepts, nor to know only the objective data.

The objective data is not transferred; they are linked to a time, a place or a situation. Knowledge is transferred at the conceptual level when concepts, generalizations and principles are applied in different global contexts and situations. One of the essential skills for life in the 21st century is the ability to use the level of conceptual thinking to relate new and previous knowledge, to perceive patterns and connections between different examples of the same concept or conceptual understanding, and to establish patterns and organize an increasingly vast information base. Another mandatory aspect of IB programs is the transfer of processes and skills across multiple disciplines and contexts in order to deepen understanding and improve performance.

Lynn Erikson

In the PYP, a balance is sought between the acquisition of essential skills and knowledge, the development of conceptual understanding, the demonstration of positive attitudes and the decision to act responsibly.

To achieve this balance, emphasis is placed on the five essential elements of the written curriculum that are presented below:

  • Knowledge: Relevant and relevant content that we want students to explore and know, taking into account their previous experiences and understanding.
  • Concepts: Important ideas that have relevance within each disciplinary area but that also transcend them, and that students should explore more than once to achieve a deep and coherent understanding.
  • Abilities: The capacities (related to a specific discipline or transdisciplinary) that students must demonstrate to achieve their goals in a changing world full of challenges.
  • Attitudes: Mood dispositions that express values, convictions and fundamental feelings about learning, the environment and people.
  • Action: Evidence of deeper learning and responsible behavior through responsible actions; practical manifestation of the other essential elements.

Although the five essential elements are presented in the written curriculum, they are reflected in all aspects of the PYP curricular model.

These five essential elements that students need to be successful in life are the basis of the curriculum framework of the PYP. Schools use these five elements to build a curriculum for international primary education that is rigorous, stimulating, transdisciplinary, interesting, relevant and meaningful.

El Program of Inquiry (POI) It is organized in a table where the six transdisciplinary themes are located on the horizontal axis and the age groups are located on the vertical axis. The organization of the curriculum around the six transdisciplinary themes contextualizes the students' learning and allows them to develop their understanding of the topics based on a balanced set of knowledge, concepts and skills.

Each transdisciplinary topic includes a description that explains what the students will investigate in the context of the topic. This description is used as a point of reference to ensure the relevance of the central ideas that are addressed. This tool guarantees the balance of the units of inquiry in each topic.

All aspects of the descriptions of transdisciplinary topics are explored at some point in the program of inquiry. The 6 Transdisciplinary Topics and their descriptors are the following:

The traditional model based on memorization, in which facts and dates are studied, leads students to lower levels of thinking, thus being on the first steps of the ladder.

IB programs, in which knowledge is a base that leads to concepts, principles and generalizations, leads students to develop high levels of thinking, reaching the top of the graph.

In each unit of inquiry, a central idea, which will help the students to understand the specific transdisciplinary subject with which it is related, and will allow them to stimulate and expand their previous knowledge.

Concepts The school's inquiry program should offer opportunities for a deeper exploration of the eight key concepts of the PYP, thus fostering the development of conceptual understanding.

Lines of inquiry. They clarify and develop the understanding of the central idea. They define the scope of the inquiry and help focus the student's investigation.