COLEGIO ANGLO
COLOMBIANO
ANNUAL REPORT
2018-2019
COLEGIO ANGLO
COLOMBIANO
2018-2019 ANNUAL REPORT
A
s Chairman of the Board of Governors of the Fundación Colegio Anglo Colombiano, I am pleased to address our community and share a very brief report on the work we have carried out during the 2018-2019 academic year.
he will continue to accompany us in this position for years to come. Additionally, the School is in a solid financial position that has allowed it, among other things, to move forward with its infrastructure renewal process, increase the budget for hiring and training our teachers, and increase the presence of expatriate teachers as a fundamental aspect for the development and strengthening of the School’s international outlook.
The School’s Board of Governors is guided by the mission, vision and values of the School. The Board has four basic functions: to conduct the Rector’s selection and evaluation process, ensure the financial viability of the School, define the general policies, and participate The Board has continued supporting actively in the definition and monitoring of the strengthening of the Social and the strategic plan. Environmental Responsibility and Learning Support areas, which we consider essential The work carried out during the 2018for the development of our students, using 2019 academic year, included adjusting the School’s values as a starting point, in the Rector’s evaluation methodology to particular, responsibility and solidarity. international best practices to include a 360º evaluation process involving his On the other hand, and in line with closest collaborators and community recommendations made by the entities members, thus providing the Rector with that accredit us internationally, we truly valuable feedback. As a result of this have completed an extremely rigorous exercise, the Board of Governors confirmed revision process resulting in changes to the successful selection of Raymond the corporate governance structure of Williams as Rector, and we are sure that the School, which will allow us to further
professionalise the management team and focus on the strategy of the School, moving forward. In conjunction with the changes in structure, the Board of Governors will conduct a strategic planning exercise to review the mission, vision and values of the School and thus establish our path towards the 2020 – 2030 period. Representatives of the different school organisations will participate in this exercise. Finally, I want to thank all members of our School community, students, teachers and the administrative team, as well as the members of the different representation bodies, including the Board of Governors, for their time, dedication and professionalism, they all contribute to making our School a truly extraordinary institution, at the service of its community.
Philip Letts President Board of Governors 2018 - 2019
A
s Rector of this wonderful school, it gives me great pleasure to complement the words of the President of the Board, Mr. Philip Letts, and introduce the ‘Annual Report 2018-19’, our annual report to you, the Anglo community.
3. To protect and safeguard our students
This report is very much linked to the presentations we gave at the general assemblies of November 2018 and June 2019. At these assemblies, we reported against our key performance indicators (KPIs) for the academic year. These KPIs were in turn driven by our strategic development plan (SDP) and our commitment as a CIS school to look for continuous school improvement. Our strategic objectives, as detailed on page 6, are:
6. To recruit, develop and retain the best staff
1. To provide an academic education of excellence in which all students have an opportunity to excel in their studies 2. To provide provide a well rounded education beyond the classroom that allows students to develop their attributes, attitudes and interests
4. To develop in our students a sense of social and environmental responsibility 5. To remain accredited by CIS, IBO and ISO
7. To have effective governance and leadership 8. To have ancillary services that support our core purpose of teaching and learning I hope you find the information that follows to be of interest, and a tangible representation of our performance and improvement as a school. This improvement would not have been possible without the involvement and contribution of the entire Anglo community, so my thanks go, therefore to each and every one of you. Raymond Williams Rector
OUR SCHOOL
O
ur School’s
Values
mission is to educate enthusiastic, principled, and open minded human beings who have integrity, and the ability to think critically. At Colegio Anglo Colombiano we recognise the fundamental distinction between being merely “qualified” and being properly “educated” with all the depth of meaning this implies.
RESPECT
SOLIDARITY
HONESTY
RESPONSIBILITY
O conscious of and committed to his or her environment.
ur vision of an Anglo student is that of an individual with a strong sense of integrity, We educate them to become balanced, principled individuals, with an international mindset and capable of becoming successful in the field and place of their choice. Above all else, we expect all members of our School community to be respectful, urging them to aim for excellence, all of the time and with humility.
Mission and
Accreditations
Pillars
Strategic Goals 4
Integrity
IBO
Social and environmental responsibility
and
Balance
CIS
Academic excellence
Vision
STRATEGIC GOALS ACADEMIC: Provides all students with an academic education grounded on balance and excellence, in line with our guiding principles (Mission, Vision, Values)
1 3
CHILD PROTECTION: Protects your children
5 7
CIS, IBO and ISO: Continues to be authorised and accredited by the external agencies of its choice.
GOVERNMENT AND LEADERSHIP: Has effective government and leadership.
ACCREDITATIONS BALANCE: Provides all students with an education grounded on excellence which steps beyond the classroom, in line with our guiding principles (Mission, Vision, Values) aimed at developing students with integrity.
2 4
SOCIAL AND ENVIRONMENTAL RESPONSIBILITY: Develops in students a sense of social and environmental responsibility.
6 8
STAFF RECRUITMENT AND DEVELOPMENT: Hires and develops the best staff.
ADMINISTRATION AND SUPPORT SERVICES: Has auxiliary services that effectively support the fundamental purpose of teaching and learning.
IB: International Baccalaureate
The continuous development of international education strives for teachers, students and parents to use a recognised common academic framework, a coherent structure of objectives and values, and a general concept of how to develop an international mindset. The IB learner profile will be at the core of this common framework, constituting a clear and concise expression of the IB’s objectives and values, and the embodiment of what is understood by the IB as an “international mindset”.
CIS: Council of International Schools
The world’s leading accreditation organisation for international schools. Accreditation is achieved through review by the professional staff for official regional accreditations, backed by an administrative team and by CIS volunteers. International accreditation demonstrates the commitment of schools to high quality international education both in the school community and in the rest of the world. Colegio Anglo Colombiano has been accredited since 1998. The Accreditation Service manages an Accreditation Programme that encourages teaching and learning focused on educational improvement through a continuous process of self-evaluation and evaluation by visiting schools peers. The final awarding of accreditation demonstrates that the school has reached a high level of professional performance in international education and has a commitment to continuous improvement.
ISO: Quality Management System
The Quality Management System for the School’s Administrative area obtained the ISO: 9001 certification in May 2013. This certification includes admissions and enrolment, school transport, cafeteria, extracurricular activities and support services. This achievement helps the administrative area work more efficiently, and continuously improves the level of service provided to our community: Our quality management system will have annual evaluations carried out by internal and external auditors.
5
PRESCHOOL HEAD OF SECTION
Demographics 394 children
198 boys MARCELA RUEDA BARVO
198 girls Pre-kinder 130 children 65 boys
DEPUTY HEAD OF SECTION
65 girls
MATHS Three years of the implementation of the Singapore Maths programme from PK to Grade 8 were completed with very good results in the PreSchool and Primary levels MAP tests. There was evident growth by the students in this area, against which the impact of this programme on the improvement of students could be measured. The Maths MAP
test results in Pre-School are above the average against comparative schools at the international level. In terms of the implementation of the programme, the training of new teachers continued, as well as the monitoring and support of teachers who have been implementing the programme for some time.
Average age: 5.3 years
Kinder 135 children JULIANA CASTRO TORRES
59 boys 76 girls Average age: 6.3 years
PYP COORDINATOR
CHRISTIANNE COWIE
6
Transition 131 children 74 boys 57 girls Average age: 7.3 years
ENGLISH For this school year the focus on English was mainly on the reading level. After completing a trial period for the implementation of the Guided Reading methodology, this practice was completed and consolidated at all Pre-School levels. This allowed all students to follow the same teaching methodology for reading in English, which gives students tools to improve fluency and comprehension. The PM Benchmark tool was used for measuring reading levels which unified evaluation at the different Pre-School and Primary levels. With the implementation of both the Guided Reading methodology and PM Benchmark for evaluation, results in the reading area were very
positive and above the average expected for Transition.
SPANISH In order to unify practices in terms of reading methodology in the two languages, the Spanish teachers received training in the Guided Reading methodology. A pilot programme was started in this area, including the use of the PM Benchmark tool in Spanish.
We are part of a MAP pilot programme which aims to measure the growth of reading in Spanish, and although this has not yet been measured in a standardised manner, the students’ growth showed general improvement. The Letters Programme and the external moderation for assessing the student’s writing in Spanish were consolidated. This moderation showed a high level of the students’ works and an improvement in calligraphy throughout the school year.
PRIMARY YEARS PROGRAMME (PYP) An action plan was created in response to the recommendations of the evaluation visit, carried out the previous year. This action plan included initiatives and actions both at the research programme and the daily teacher practice level, as well as teacher training for a better implementation of the Primary Years Programme.
ELECTRONIC PORTFOLIO The See-Saw platform continued to be used to show parents, students and teachers the students’ educational and training processes. Agreements
were established within the section in order to organise the electronic portfolio using this platform, and thus be able to include academic samples, including artistic, experiential, etc. that demonstrate a balanced education, rich in experiences at all levels. All Preschool students have this learning portfolio.
Trips
La Granja Pre-kinder 125 children
MARCH
13
Unit of Inquiry: “WE ARE THE WORLD”. We explored concepts regarding animals and their environment.
Divercity Kinder 133 children
FEBRUARY
12
Unit of Inquiry: “WORKING TOGETHER”. We explored the concepts of community, responsibility and citizenship.
Organizmo Transition 131 children
APRIL
2 4
Unit of Inquiry: “HABITATS”. We explored concepts regarding habitats and the impact on the environment. 7
PRIMARY HEAD OF SECTION
Demographics 536 children 285 boys
DINA MARTIN
DEPUTY HEADS OF SECTION
MICHAEL PICKEN
251 girls
Grade 1 131 children 67 boys
64 girls
Average age: 8.3 years
Grade 2 137 children 74 boys
MATHS Three years of the implementation of the Singapore Maths programme from PK to Grade 8 were completed with very good results in the Pre-School and Primary levels MAP tests. There was evident
growth by the students in this area, against which the impact of this programme on the improvement of students could be measured, particularly in Grade 1, as these students began the programme from the start. The Maths MAP test results in Primary are above the average against comparative schools at the international level. In terms of the implementation of the programme, the training of new teachers continued, as well as the monitoring and support of teachers who have been implementing the programme for some time.
63 girls
Average age: 9,3 years
MARĂ?A FERNANDA CASTILLO
PYP COORDINATOR
Grade 3 134 children 73 boys
Average age: 10,3 years
Grade 4 134 children 71 boys
CHRISTIANNE COWIE
8
61 girls
63 girls
Average age: 11,3 years
ENGLISH This school year, the focus was on reading and writing. In Primary, the implementation of the Guided Reading methodology continued, and all teachers were trained to apply a more structured reading assessment. This allows us to evaluate reading in a consistent manner, from PK to Grade 4. Thanks to the work that was being done and the implementation of the guided reading and PM Benchmark evaluation programmes, the results in reading were very
positive, and above international averages across all Primary levels.
SPANISH In Primary, the implementation of the Spanish Letters Programme continued. In order to unify practices in terms of reading methodology in the two languages, the Spanish teachers received training in the Guided Reading methodology and the PM Benchmark tool. We are part of a MAP pilot program which aims to measure the growth of reading in Spanish, and showed us student progress in this area.
Nov
6 7 8 Feb
ELECTRONIC PORTFOLIO The See-Saw platform continued to be used to show parents, students and teachers the students’ educational and training processes. Agreements were established within the section in order to organise the electronic portfolio using this platform, and thus be able to include academic samples, including artistic, experiential, etc. that demonstrate a balanced education, rich in experiences at all levels. All Primary students have this learning portfolio.
4 5
6 7
8 March
PRIMARY YEARS PROGRAM (PYP) In Primary, the PYP Exhibition is the culminating experience of the Programme. It is a celebration and demonstration of the learning achieved throughout the Primary Years Program (PYP). As in the previous year, we continued with our “Passion Project” that allowed our Grade 4 students to explore personal interest issues and demonstrate the skills and knowledge acquired throughout the PYP by means of their individual inquiry.
18 19 20 21 22
Grade 1 Guatavita 117 children Temperature 12º / 18º Altitude 3.000 masl Unit of Inquiry: Sharing our Planet Main concepts: The characteristics of plants and their importance in the sustainability of the environment.
Grade 3 Villa de Leyva 124 children Temperature 14º / 21º Altitude 2.149 masl Units of Inquiry: How the world Works and Where we are in time and place. Main concepts: Geographic formations and their impact on local communities, and important historical events and sites in Boyacá..
Oct
24 25 26 Oct
3 4 5
Grade 2 Ubaté 112 children Temperature 16º Altitude 2.556 masl Unit of inquiry: Sharing our Planet: Conflicts. Main concepts: An inquiry into rights and responsibilities in the fight for resources against other people and living beings, peace and conflict resolution.
Grade 3 and Grade 4 Suesca 30 children Leadership Camp: House Captains, Vice Captains and Prefects
Purpose: For Primary student leaders to develop assertive communication and team work skills, critical thinking under pressure, group leadership strategies and conflict resolution, while working as a team.
Grade 4 Boyacá 118 children Temperature 11º / 17º Altitude 2.584 masl Unit of Inquiry: Water Main concepts: Access, conflict, relationships and negotiations, and how they relate to our impact on the environment, and water in particular.
Trips
9
SECONDARY HEAD OF SECTION FRASER HALLIWELL
DEPUTY HEAD FOR LOWER SECONDARY (5-8) KELBY MARKS
DEPUTY HEAD FOR UPPER SECONDARY (9-11) NEVILLE KIRTON
DEPUTY HEAD FOR SECONDARY AND MYP COORDINATOR RUSBEL MARTÍNEZ
DEPUTY HEAD OF SECONDARY FOR PASTORAL HERNANDO SOTO
IB COORDINATOR CAMILA RUEDA
10
Demographics 890 children 432 boys 458 girls Grade 5 136 children
57 boys 79 girls Average age: 12,4 years
Grade 6 132 children
60 boys 72 girls Average age: 13,4 years
Grade 7 125 children
65 boys 60 girls
Average age: 14,3 years
Grade 8 130 children
61 boys 69 girls
Average age: 15,4 years
Noveno 126 children
59 boys 67 girls
Average age: 16,4 years
VERTICAL TUTORING Vertical tutoring is a new organisational method implemented in Secondary where mentoring groups are comprised by students of different ages, but from the same house, between Grades 5 to Grade 9. This structure provides controlled spaces for students to reinforce and develop their social skills and build an empathic culture with students from other grade levels. After the first year of implementation students mention the following positive results: • ●Mentor time is a comfortable space that has helped them to interact with others. • ●Mentors have helped students feel more motivated toward their academic and personal goals. . A ● fter the first year of implementation parents mention the following positive results: • L ● earning conversations are meaningful and effective. • T ● he system has improved communication with the School • Tutoring has been a comfortable space for their children.
Grade 10 110 children
60 boys 50 girls
Average age: 17,5 years
Grade 11 131 children
70 boys 61 girls
Average age: 18,4 years
WELLNESS PLAN In partnership with ASOPANGLO, 11 workshops were organized for parents and children from Grade 5 to Grade 11. More than 60% of parents from Grade 5 to Grade 8 participated in these workshops. All students had at least 8 different experiences during the year within the wellness curriculum. Topics such as sex education, socioemotional development, substance abuse prevention, healthy habits, digital citizenship, among others, were part of the issues addressed by the wellness plan.
MATHEMATICS In Mathematics, significant efforts were made to improve results in the IB diploma, MAP, and Prueba Saber 11 tests, Math Olympics and MYP e-assessment. Outstanding results were obtained on all exams, with the average for the Diploma Programme placing above the world average in two of the three courses offered. In MAP, positive progress was recorded at all levels from Grade 5 to Grade 9 compared to the scores obtained in the first test taking. For the Prueba Saber 11, the second best average after English was obtained in Mathematics, while in Math Olympics the number of students who qualified for the final rounds increased in comparison to previous years. One student was selected to represent Colombia in the XXI Central American and Caribbean Mathematical Olympiad. Regarding the MYP e-assessment, the results obtained were above the world average.
SPANISH An action plan was designed for Spanish based on the recommendations made by the IB team that conducted the five-year evaluation in 2018. This plan included designing interdisciplinary planning and strengthening the action-service approach. As a result, the Spanish Department was recognised for creating several projects that allowed for the creation of dynamic and significant links that resulted in successful projects such as the Memory Machine and the Illustrated Newspaper. On the other hand, protocols were designed that helped maintain high standards in the planning processes. The Department was once more recognised for the feedback on the written plans, receiving outstanding quality percentages, after the moderation carried out by the IB. Finally, the Reading Plan was modified and students’ exposure to reading was increased both at School and at home. The results were very positive and above international averages throughout Secondary.
ENGLISH Students sat the MAP tests twice during In the 2018-2019 academic year; and the results showed significant progress from one session to another. The English Department strengthened its teaching approach to vocabulary and grammar. By means of regular teaching processes, basic English concepts were explicitly updated to improve general
language literacy. In terms of curricular articulation, greater connection was achieved between the MYP and the DP, through better vertical planning, to ensure that students arrive better prepared for the Diploma programme. On the other hand, feedback methods were strengthened and technology was used on a regular basis to provide students with written comments that help them improve their writing. Finally, some internal processes within the Department were strengthened, in particular those related to educational dialogue and the exchange of educational research. On the latter, several team members have been completing masters programmes and have been invited to share the results of their research.
ELECTRONIC PORTFOLIO Across Secondary, the use of Google Classroom as a main tool for classes was enhanced, as well as the use of digital tools to record student work, verify its authenticity, provide feedback and follow up.
MYP MIDDLE YEARS AND IB DIPLOMA PROGRAMME An action plan was designed for the MYP, based on recommendations made by the IB team that conducted the five-year evaluation in 2018. On the other hand, just like the previous year the Grade 9 Personal Project Exhibition was a success and showed excellent results, after the moderation carried out by the IB. Finally, e-assessments in Mathematics were explored, and the results obtained by the students were outstanding. The MYP for mathematics is above the world average. An action plan was designed by the Diploma Programme based on the recommendations made by the IB team that carried out the re-certification process in 2018. The most important of these recommendations were to strengthen the differentiation and association of the CAS (Creativity Activity Service) programme and TOK (Theory Of Knowledge) with the curriculum. The graduating class of 2019 obtained the highest percentage of approval in the Diploma in the history of the School, and most of the results by subject were above average in comparison to IB Schools worldwide.
11
SECONDARY Trips Quindío Grade 5
123 children
Temperature 19º
Altitude 1,458 m.a.s.l.
MAY
6 10
OBJECTIVES 1. Build new relationships with other students in Grade 5 outside their normal group of friends and practice valuable social and communication skills. 2. Develop a sense of independence for an extended period of time away from their families and step out of their comfort zones. 3. Participate in a social responsibility project. 4. Understand how human activities threaten the sensitive environments and wildlife of these habitats (for example, the Cocora Valley).
Barichara Grade 7
103 children
Temperature 20º / 26º Altitude 1,336 m.a.s.l.
17 22
Iguaque Grade 8
65 children
Temperature 12º
Altitude 3.800 m.a.s.l.
Ciudad Perdida Grade 9
101 children
Temperature 21º
Altitude 1,300 m.a.s.l.
OBJECTIVES 1. Understand the culture and biodiversity of the region. 2. Promote challenges by option in the different activities that are carried out at the experiential level. 3. Foster integration among Grade 7 students, respect their differences and get to know one another better as a grade. 4. Allow teachers to meet and accompany students in open field activities different from those carried out in the classroom.
(International award)
12
FEB
MARCH
6 9
OBJECTIVES 1. Encourage students to respect cultural diversity, by interacting with the indigenous community, their culture and customs. 2. Foster respect for the environment in ecosystems that are specific to Colombia, valuing diversity and environmentally responsible expedition models. 3. Recognise individual capacities, by facing individual challenges, and how meeting goals is possible according to each individual’s efforts. 4. Foster solidarity among students, by sharing their space outside their individual comfort zones, in contexts that become common for the whole group.
NOV
25 30 NOV-DIC
26 1
Amazon Grade 10
106 children
Temperature 26º
FEB
18 23
Altitude 97 m.a.s.l. OBJECTIVES 1. Promote decision making processes in students. 2. Provide an opportunity for students to think about their life project. 3. Provide an opportunity for students to work in their CAS project with indigenous communities. 4. Promote the importance of caring for the environment, especially in the Amazon.
Costa Rica
(International award) Grade 10
20 children
Temperature 21º
Altitude 3.819 m.a.s.l.
APRIL
4 17
GRADE 11 EXAMS Pruebas Saber 11
2018
IB Diploma Exams
CLASS OF
Average score was 342 out of 500
75.9% Global Percentile (national percentage)
CLASS OF
2019
El puntaje promedio fue de 347 sobre 500
79.6% Global Percentile (national percentage)
Grade 10 and 11 students prepared for this test using the “Tutor ya!” on-line platform
In addition
2
Grade 11 sat for mock exams
2
2017
2018
2019
115
123
121
2017
37%
Number of students who obtained a Diploma 2017
82%
2018
2018
29%
2019
56%
Average score for the students who obtained the diploma
2019
70% 85%
2017
2018
2019
31
29
30
FOR THE FIRST TIME IN THE SCHOOL’S HISTORY
more than 100 STUDENTS
REPORTS
The School sent parents 2 student progress reports during the year.
1
Percentage of subjects in which our students received a score above the worldwide average
Number of students who sat for the exams
Grade 10 sat for mock exam
for which reports were also sent to the parents.
received a Diploma AVERAGE RESULTS - SCHOOL
2017
2018
2019
5 years
Total Diploma
28.7
26.7
29.0
28.1
All combined subjects
4.5
4.3
4.6
4.5
Extra points
1.3
0.9
1.5
1.2
Extended Essay
3.0
2.9
3.2
3.0
Theory of Knowledge
3.3
3.0
3.5
3.2
2015 - 2019 Trend
13
UNIVERSITIES
Percentage of students studying abroad
30%
Number of students in
Colombian and foreign universities
2016/17
50
2018/19
USD 2018/19
2,337,892
640,000 1,823,000
22 18
USD 2016/17
1 1 0
2
first option for both program and university
0
Other universities
33 2
Number of students enrolled in their
Universidad Jorge Tadeo Lozano
0
7 4 3
Universidad de la Sabana
1
5
Universidad del Rosario
CESA
Universidad Javeriana
Abroad
Universidad de los Andes
2018/19
Scholarships
28
9 97
14
27%
USD 2017/18
Universidad Nacional
24
2017/18
2016/17
2017/18
40 37 36 35
18%
82% 2018/19
107
Foreign universities which offered places to the 2019 class
• • • • • • • • • • • • • • • • • • • • • • • • • • • •
Academia Profesional de Fútbol American University Babson College Bates Baylor Bentley University BLCU Blinn College Boston College Boston University Butler Camberwell Chelsea Wimbledon Cardinal Stritch University CCA CEU San Pablo Chapman University Clayton State University Colorado State University Columbia College and CCA Concord University Converse College Embry Riddle Emerson College Erasmus ESADE George Washington Georgia Institute of Technology Goldsmiths University of London
• • • • • • • • • • • • • • • • • • • • • • • • • • • •
HULT IE - Instituto de Empresa Jacobs Lincoln Memorial University Lindenwood Belleville University Loyola Marymount University Loyola University New Orleans Lynn Marquette University Maastrich MICA - Maryland Institute College of Art MIT - Massachusetts Institute of Technology Mount Mercy University Navarra New York University Northeastern Northwestern University Ohio State Penn State Pratt Roger Williams University SAIC Santa Clara University Savannah College of Art and Design Shawnee State University Simpson University SMU Suffolk University
• • • • • • • • • • • • • • • • • • • • • • • • • • • •
SVA Texas A&M Texas Austin Texas Christian University The College of the Holy Cross The George Washington University Tilburg Trinity College, Oxford Tulane University University of Toronto UBC - University of British Columbia University of Houston UMass Amherst Universidad Cardenal Herrera Universidad Carlos III de Madrid University College Dublin Universidad de Navarra Universidad Europea University of Colorado Boulder University of Kentucky University of Notre Dame University of San Diego University of San Francisco University of Virginia USC Virginia Tech Washington University in St. Louis Yale University
15
ICT Kinder - You and I Kinder students created a digital book where they illustrated their favourite things and those of their best friend.
Starting from the analysis of the curricular units, changes and improvements were proposed using the digital tools available to the students and the School. We accomplished several projects in all grades and offered students opportunities to develop digital skills,
Pre-kinder - Ready, set, go! Pre-kinder students played with a variety of educational tracing, classification, sorting and grouping games. During these digital game sessions, new students were first exposed to the different routines and procedures that are carried out in a digital class.
Camila Villaveces - Kn Group Directors
6 Kinder - Let’s Celebrate 8 130
Camila Villaveces - PK Group Directors
PRE-SCHOOL
Pre kinder - Play Pre-kinder students explored the basics of programming through play using BeeBots. Camila Villaveces - PK Group Directors
Technology integration It is important to note that technology integration in Pre-School focuses mainly on a “co-teaching” format, where the technology coach collaboratively participates in planning with the Group Directors and participates in their classes at least once per cycle. This year all levels focused on exploring the possibilities offered by the SeeSaw platform as a digital portfolio. Below are some of the projects that each grade level worked on during the sessions co-planned by the technology coach and the teachers.
Pre-kinder - Animal Kingdom Pre-kinder students used digital encyclopaedias to learn the main characteristics of their favourite animals. Camila Villaveces - PK Group Directors
Pre-kinder - This is me Students used an app that allowed them to create a digital self-portrait. They also shared their work through Seesaw, individually. Sessions
16
Teachers
Students
Camila Villaveces - PK Group Directors
6 8 130
6 8 130
Kinder students reflected on the different celebrations and shared their reflections through SeeSaw. Camila Villaveces - Kn Group Directors
Kínder - Working together Kinder students worked in pairs and developed a digital puppet show where they demonstrate their knowledge about the different jobs in their community. Camila Villaveces - Kn Group Directors
Kinder - Cycles Kinder students digitally illustrated the different cycles learned during the unit of inquiry. They also shared their illustrations through Seesaw. Camila Villaveces - Kn Group Directors
6
Transition - Materials
8
Transition students recorded, organised and classified different materials through different activities using SeeSaw.
130
Camila Villaveces - Tr Group Directors
6 6 130
6 6 130 6 6 130
6 6 130
3 6 130
Anglo Tech Day
Transition – Habitats Transition students accessed educational pages preselected by their teachers and investigated the main characteristics of different natural habitats. They also participated in an open discussion regarding safe navigation and digital citizenship Camila Villaveces - Tr Group Directors
4
Camila Villaveces - Tr Group Directors
PRIMARY
6 130
Transition - Tell me a story By using what they learned in the previous unit of inquiry, Transition students developed an animated story about their favourite natural habitat.
Grade 2 students participated in Anglo Tech Day. They worked with students in Secondary in robotics, coding and design.
4 6
Digital resources:
137
Personalized education
Technology integration This year, our focus in Primary was digital citizenship and on-line security. We worked with each level to ensure that each student has the tools to become a digitally responsible citizen. We worked with teachers to ensure that all classes are carried out with the highest digital security standards. In general terms, we worked with integrated technology in all aspects of our students’ educational experience.
130
Teachers
6 Whole grade
Primary teachers made data-driven decisions to assign their students personalised activities using platforms such as Khan Academy, Raz Kids, Studyladder and IXL.
24 All Primary students
Apple Classrooms Primary teachers learned to easily monitor the iPads used by students in each of their classes. With Apple Classroom, teachers controlled iPads, opened applications, created workgroups and monitored student progress by sharing the screen.
24 All Primary students
Students
Seesaw
Digital citizenship
Using this student-led digital portfolio, all Primary students had the power to independently document their learnings in School.
Using Gooseberry Planet, a platform designed to educate students about on-line dangers through gamification, students played games that taught them how to use the Internet in a responsible and safe manner.
•
Apps focused on thinking skills
•
SeeSaw - Digital platform
•
BeeBots - Programmable robots
Coding time
•
Epic - Digital Encyclopaedia
•
Me - App for Self Portrait
•
Book Creator - eBook Creator
•
Puppet Pals - Animation App
All students participated in a onehour introduction to computer science, designed to demystify “coding”, and show that anyone can learn the basics and increase participation in the field of IT. Each grade completed the coding challenges.
24 All students
All Primary students
Integrated Classrooms 24 All students
Students used a wide variety of tools to research, collaborate, create and communicate their ideas. These include: Brainpop, Canva, Google Classroom, Padlet, iMovie, Keynote, Garageband, Kahoot and many more.
All Primary students
17
ICT
Grade 7
SECONDARY “Anglo Tech Day” “Join the Celebration”
Integration Project: Science fiction and webpage. “Spark Page”- Spanish and ICT Integration Project: Geometry - Stop Motion. Maths and ICT
30
5 124 5 125
Grade 8 Grade 5 Integration Project: Literature and Stop Motion - Spanish and ICT Integration Project: Musical instruments from the Symphonic Orchestra in Book Creator - Music and ICT
Integration Project: Literature and Stop Motion - Spanish and ICT
18
Grade 6 3 132
2 72
5 130
Integration Project: Literature and webpage. “Spark Page” - Spanish and ICT
Integration Project: Volumes and patterns Maths and ICT
Integration Project: “ma maison de rêve” - My ideal house - French and ICT
1
Integration Project: “Quadratic Equation and Logger” Pro. Maths and ICT
5 130
48
5 132
2 132
Integration Project: Medicine over time. Humanities and ICT
1 16
Grade 9 Integration Project: Quadratic equation + Architectural Models. Maths and ICT
5 124
STANDARDIZED TESTS
MAP® Growth™ measures what students know and reports what they are ready to learn next. By dynamically adjusting to each student’s responses, MAP Growth creates a personalised evaluation experience that accurately measures performance. Timely and easy-to-use reports help teachers teach, students learn and administrators lead. With MAP we are measuring Math, English, reading in English and Spanish.
Psychometric evaluation designed specifically to detect attitude or emotional problems in children before they affect school performance, PASS takes only 20 minutes to complete and acts as an effective early warning system for education. The report helps identify who is at risk and identify children whose problems are still invisible, so that interventions can be planned early on and in a sensitive manner.
By measuring the four main types of skills that are known to make a difference in learning and performance, CAT4 provides an independent perspective on student performance potential, with reliable information for each child that will help identify where to provide additional support, or set more challenging goals. CAT4 can also be used to establish a baseline and discover hidden skills.
Transition-Grade 9 Transition-Grade 4
Transition-Grade 9
Grade 1, Grade 4, Grade 6 & Grade 8
19
EXTRA CURRICULAR ACTIVITIES
a safe and healthy environment for students who wish to greater develop their talents and skills through new experiences, by using their free time in a different manner. Musical programmes for different instruments, sports for the younger students and a great diversity of activities are offered so that each student finds what they like the most. Each programme is directed by specialised teachers, which allows each student to learn and develop the desire to learn and find untapped internal skills.
DRUMS 20
FOOTBALL
SKATING VIOLIN
YOUNG PROGRAMMERS
BALLET RECORDER
PAPER AND ORIGAMI
WORKSHOP
LEGO WITH ENGINES
FINE ARTS PIANO
PARKOUR EXPERIMENTS MINI CHEF
MUSICAL INITIATION
KARATE
activities programme is to provide
TENNIS
T
he objective of the extracurricular
SHARED CLASS VIOLIN / ORCHESTRA
GUITAR, ELECTRIC
ACOUSTIC AND
VOCAL TECHNIQUE
ROBOTICS UKELELE
MINECRAFT
GYMNASTICS
DESIGN AND 3D
NEW ACTIVITIES THIS YEAR
BIKING
COOKING
CYCLING MINDFULNESS
Each semester we try to introduce new activities that are interesting for the students. Parkour and Biking were verysuccessful this academic year.
627
children enrolled
(482 - there are several students who participate in 2 or 3 activities)
of enrolled children
33%
of enrolled children
10%
are in Pre-School
are in Primary
are in Secondary
57% TOP 3
favourite activities:
Experiments
Robotics
Football
SUMMER CAMPS
79 children
enrolled between July 19 and 29, 2018
of enrolled children
Payments are made through the School’s website through the PSE system or at the Treasury office for those who prefer paying in person. 21
UNCOLI Percentage of sports tournaments in which the School placed in first, second or third place
16.66% 38.8% 44.4% 2016/17
2017/18
2018/19
FOOTBALL Aprox.
22
252
4
8
Games
Competitions
Trophies
played
won
awarded
1st 1st
place girls infantil team
place girls mayores team
3rd
1st
place girls juvenil team
place boys mayores team
3rd
place boys infantil team
RUGBY
ALEX BJOROY Memorial Rugby 7’S Tournament
BASKETBALL
4th
place girls mayores team
VOLLEYBALL
5th
BOGOTÁ BRITISH SCHOOL
RUGBY CHALLENGE
2nd Place
place boys infantile team
1st
Place
received standard
first aid and CPR level B training, and were certified in Child Protection.
1st 2nd
Place
Place
Levels 2, 3 y 4 In competition
SPORTS EVENING
All UNCOLI coaches
GYMNASTICS
24
plaques
24
plaques
18
teams
during the year
for the best athletes
In festivals
for the most improved athletes
122
Diplomas
for the best athletes for the school year
4
speakers
6
teams
during the year Individual teams
6
teams
during the year 23
GLOBAL EDUCATION GAP STUDENTS Several Round Square schools offer GAP year opportunities to students from around the world. The School has been offering the programme since January 2012. Newly graduated students from other schools come to work as teaching assistants. Likewise the newly graduated students from our School go to schools in other countries to work for a semester before entering University.
2019 RS Americas Regional Conference Organized by Markham College and San Silvestre School 24
Some countries with schools in which this exchange:
Scotland Bhutan South Africa
ROUND SQUARE
23
Round Square
exchanges during 2018/2019
Exchange destinations for the last 3 years
Italy Australia
Grade 9 students participated in
Kenya
Canada U.S.
South Africa
Germany
Russia
Tanzania
Thailand
United Kingdom Switzerland
Australia
U.S.
Lima, PerĂş.
2 teachers
4 Grade 8 students
MODEL UNITED NATIONS COLEGIO ANGLO COLOMBIANO (CACMUN)
Awards AT EXTERNAL MODEL UNs:
Participants:
100 50 4
Anglo student from Secondary
External students
Teachers
Model Committees: • • • • • • • •
●Security Council G20 Anglo Science Club Historic Committee Bilderberg ●Human Rights ●Legal Committee DISEC
Discussion Topics: • • • • •
Ethnic and racial discrimination Economic globalization Democracy and political legitimacy Technological development and scientific challenges Diplomatic regulation of armed conflicts
12
awards for outstanding academic and diplomatic performance
Santa María Model United Nations SAMUN
4
awards
Colegio Nueva Granada Model United Nations CNGMUN
10
awards
The English School Model United Nations TESMUN
3
awards
Modelo de las Naciones Unidas Junior Participantes:
120
students from Grade 4 - Grade 7
Committees: • • • • •
Human rights Colombian Senate United States Senate Historical Committee DISEC
Topics: • Cold War • Territorial disputes in Southeast Asia • Gun laws in the U.S. • Assassination of Social Leaders in Colombia
INTERNATIONAL AWARD The Anglo is proud to invest in its students and as such offers students between the ages of 14 and 18 the possibility to participate in the International Prize (IA). The International Award is one of the most recognised achievement awards in the world. Many of our students are attracted to the personal challenges presented by the award and the tools they develop to help them excel. Anglo students participating in the International Award have taken part in many social and environmental projects, created games and built furniture using recycled materials for lowincome families; they also helped in the operation of the Pre-School sports day and developed relationships within the Inclusion and Reading Support Department for all three sections. They raised money for a community in Costa Rica and organized a soccer team for the children of the community. They also helped some members of the administrative staff develop language skills (English and Spanish), as well as help students who do not speak Spanish. The International Award plays an important role in opening opportunities for our students beyond the classroom, and we invite more students to commit to the challenges and rewards offered by the International Award.
68
Gold
Silver
Bronze
Iguaque + first aid
28
10
20
Costa Rica
teachers 25
SER - SOCIAL AND ENVIRONMENTAL RESPONSIBILITY Financial results The social and environmental responsibility area of the school (SER) is responsible for developing all social and environmental programmes with and for different communities. It seeks to develop a sense of empathy and values of solidarity and respect for others and the environment.
Race against hunger
$3,943,000 Recyclable material sale
$46,800,000
$150,000
$27,700,000 Old 2 you New 2 Me
$480,900
$2,700,000
$3,259,394
$65,000,000
$1,200,000
Jeans Day
Batuta Concert Transition and Primary
Our results
70 hours Social and Environmental Committee
Staff harvest sale
Rice Day savings
Bonfire
178
Students and teachers biked to school for No Car Day
2,346 CAS hours
100 Athletes 17,187 kg
Recycled material
26
$89,921,900
20 Special Olympics volunteers
5
Bottle caps for cancer
Give a brother a hand
212.5 kg
homes built
collected electronic waste
25 beneficiaries
95 kg collected batteries
360 children 50 received nutritional treatment for a month
harvested lettuces,
among others
Our results
7
ECO SCHOOL
Improved housing
7
Produce un Eco-Code
INFORM THE COMMUNITY
30 People benefited Home enhancement staff programme
300 kg
School supplies donated to kindergartens 450 children benefited
6 200
5 4
CLIMATE CHANGE
Beneficiaries
Public Institutions facade enhancement programme
1,374 kg
WASTE MANAGEMENT
Bottle caps for cancer
45 children benefited
300
Venezuelan families received medicines
involve the community
RECYCLING
Improved
facades
6 Inform and
GREENHOUSE
3
Monitoring and evaluation (Ongoing)
Action plan
2 Environmental evaluation
1
Connect with the curriculum
Form an eco-committee
Eco-Schools is a global programme that involves 19.5 million children in 67 countries, which makes it the largest educational eco programme on the planet. For almost 25 years, Eco-Schools has been training children to drive change and improve their environmental awareness through a simple seven-step framework to achieve the Eco-Schools international green flag award. Eco-Schools develops the skills of students, increases environmental awareness, improves the school environment and creates financial savings for schools, as well as other benefits. During this year we worked on steps 5 and 6 by linking some of the Eco-Schools activities with the curriculum. We organized an electronic waste campaign connected to a math unit in Grade 8, where students learned proportion variation and focused on identifying the effect of technology and its components in the long term. In total we were able to collect 363 kg of electronic waste. Other units that we are looking to incorporate into the programme are a unit on plants in Grade 1, a unit on sustainability in Grade 3 and one on scientific illustration in the Grade 7 arts class. 27
ADMISSIONS 254
280
356 62
65
72
The Admissions Department is responsible for both the entry of new students to the School, the process for students returning from temporary absences and that of students leaving the School. The admission process for new students is divided into two large groups: the Pre-kinder admissions process and the admissions process for grades Kinder to Grade 11. The former begins in the month of September of each year with a talk on the admissions process, and ends in the month of April of the year immediately following, with admission results being sent to the applicants. The second type of admissions process (Kinder to Grade 11) is carried out throughout the academic year, taking into account the needs of families arriving in Colombia. It is a process designed to suit each of the families that apply to our School. Furthermore, the Admissions Department is responsible for helping and advising families who, due to any circumstance, must transfer schools. To this end, in coordination with the Academic Secretary, we issue the documentation required to carry out the transfers quickly and efficiently. As can be seen in the statistics presented in this document, this
Number of applicants to Pre-kinder
New students admitted from Kinder through Grade 11
year we had the highest number of applications for Prekinder in the School’s recent history. We are also satisfied with the number of applications to the other grades. We hope to continue offering a warm and efficient service both to the families that arrive at our School and to those who move on to other countries and cities.
2016-17 28
2017-18
2018-19
FINANCE
Main budget
allocation
New payment
Automatic Debit and Credit Card
Teaching materials and equipment
Infrastructure Employee Training
Employees
All4one, financial aid programme for families
experiencing economic difficulties 2018/19
13 students $186 million
2017/18
16 students $212 million
2016/17
9 students $118 million
methods
Innovations Payment o of events through the School’s website Centralisation of the Purchasing Department
29
HUMAN RESOURCES
United Kingdom 29 Ireland 5 1 2 Poland Germany
5 Canada
11 U.S.
2 Spain
Colombia 126
NATIONALITIES OF OUR TEACHERS AND EDUCATION SUPPORT TEAM TOTAL EMPLOYEES 30
Total
1 India
1 Mexico 2 Venezuela
1 Philippines
1 Nigeria
194
1 Brazil 1 South Africa
1 Argentina
EXPATRIATES
4 Australia
68
LOCALS
163
ADMINISTRATION
76
SERVICES
125
TRAINING
ACADEMIC AREA
CONTINUOUS EDUCATION FOR TEACHERS SPECIALIZATION
$1,047,372,000
ADMINISTRATION
22
30 Total
49
$125,246,000
MASTER’S DEGREE
27
DOCTORATE
2 Total
Total
92
2
62
Locals Expatriates
In response to the strategic goal on Personnel Development, these are some examples of the training received:
• • • • • • • • • • • • • •
• • • •
Academic area
Administrative area
Differentiation Middle management training Child protection in sports and active leisure Child protection on site CAPITA MAP Teaching languages Bullying Singapore Maths Teaching writing (English) Letters Programs- Year 2 Phonetics and guided reading Letters Programs- Year 2 Language training: Phonics-Floppy phonetics (letters and sounds), Guided reading, Writing, Developing oral language Mathematics: structures of early childhood mathematical thinking, strategies Training for teaching assistants: general education strategies (pedagogy). Classroom management How does the bilingual brain work? English lessons (British council scholarships)
• • • • • • • • • • • • • • • • • • • • •
Get over yourself and leave a mark Seminar on dry-wall installation architectural painting and finishing Causes and solutions of typical failures in hydraulic networks Covers in alveolar polycarbonate Sika additives in construction Construction of innovative projects with Arauco wood Drywall-walls high-performance dry construction system Theoretical-practical course on installation, handling and maintenance of Ajover thermo-acoustic tiles Leadership, motivation and teamwork Diploma in computer security Retraining safe work at heights Media operator retraining Update on surveillance Internal auditors training Kawak training Visual care Risk factors Hearing care Preventive management Nutrition Interpersonal Relationships
• • • • • • • • • • • • • • • • •
Good practices and safe behaviours for the driver Good practices and safe behaviour for the passengers Accident investigation Normativity Risk awareness and perception - risk assessment Communication techniques and conflict resolution Paediatric first aid and emergencies Attention to victims Civil and criminal consequences in traffic accidents Principles and values - social impact of decisions Driver evaluation Nursing and medical office biosecurity manual - cleaning and dosing update Food handling course - bpm´s - module 1 - review of the standard, critical points and eta´s Food handling course - bpm´s - module 2 - food service (label and protocol) Food handling course - bpm´s module 3 - bpm´s labelling and storage Management of kitchen machines Apple Mexico
31
COMMUNICATIONS SCREENS
408
The School made a significant investment in new screens in order to improve internal communications, with state-of-the art technology.Â
Circulars sent
TED x
53
Applications received
10
Conferences
More than
2,000
Events organised through Smart Calendar
32
80 3,829
Tickets sold (maximum capacity of 100)
YouTube visits
19
Virtual Meetings
875,831
Number of visits to the web page between August 2018 and June 2019
Technological network infrastructure
IT
+50%
Increased capacity of the internet channels
750
500
MB
MB
During the last four years, the School has increased its internet capacity by 15 2019
MB
2015
50
MB
All the video beams of the Primary section were replaced, and Led technology equipment was installed. This technology, in addition to being more eco-friendly, does not require changing the bulbs and provides a better image than conventional video beams.
1
For 2019 we expect
850
MB
1,600 Renovation
750
The School purchased new Core or network brain equipment, which allows for more fibre-optic connections and will allow migrating the School’s network from:
simultaneous internet connections currently at School.
Gb
10Gb
This migration is expected to be carried out in the next 3 years and this will provide our network users with access to faster internet speed on their devices.
The renovation of
23 computers
,
providing teachers with Macbook air computers.
141
teachers had their computers refurbished with a solid state hard drive and an additional 4GB
Next year,
54 teachers will have their computers refurbished so that 100% of the teachers will have either new or refurbished computers.
Grade 3 & 4 Students now have sixth generation iPads with a capacity of 128GB.
33
33
TRANSPORTATION
88.1%
Proprietary buses
650
Weekly routes
of students use School buses
1,606
61,663 Permissions processed by Ontrack
34
Students transported
In October 2018 and February 2019, the school received a visit from the Secretary of Mobility’s auditors, in order to assess the implementation of the School’s Road Safety Strategic Plan. The five pillars of the plan were thoroughly analysed, including: institutional management, human behaviour, safe vehicles, physical infrastructure and emergency roadside assistance. The results obtained were excellent and demonstrate the commitment of the School and its work team, in the quality of the service offered.
FACILITIES AND INFRASTRUCTURE Relevant
New
architectural changes
furniture
Central plaza was completed
1,504 m2
Pergola lighting Queen Elizabeth to the Cafeteria (150 m2) Cafeteria to Preschool (557 m2).
Landscaping design and planting of new species
200
Moved to ensure more efficient service and a comfortable and more accessible place for the buses.
400
2 Educational Support Offices
The construction for the new Pre-School Building was approved Total Area
5,800 m2
1 general terrace
Library
of 380 m2
350 m2
20 classrooms,
of 80 m2 plus 10m2 in terraces
8 PrekĂnder 6 KĂnder 6 Transicion
707 m2
total
New Educational Support Offices
Chairs for the
Chairs for Pre-kinder main Cafeteria
Bus Workshop
Completed in two phases:
New bathrooms for Preschool Staff
1,344 m2
Implementation of an irrigation system Completed in October.
2 Music rooms of 80 m2 each
Implemented/developed a solution for the landscaping project, to facilitate the maintenance of green areas.
2 Art rooms of 80 m2 each
5,400 m of drip line.
Installed in 5 landscaping areas.
35
SECURITY
LOST AND FOUND
THE SECURITY TEAM PROVIDED SUPPORT
FOR 64 EDUCATIONAL TRIPS
57
3
Domestic
International
SAFETY DRILLS AND EMERGENCY RESPONSE
4 2 3
Scout expeditions CLOSED CIRCUIT TV NETWORK Analytical Software
Video Wall System
REAL EMERGENCIES
211 Licenses for IP Cameras
REFRESHER COURSES FOR SAFETY SQUAD
80 IP cameras
100%
OF STUDENTS AND STAFF ON 2 OCCASIONS
IPADS COMPUTERS CASH CELL PHONES ELECTRONIC ITEMS LOW VALUE ITEMS WATCHES
2 16-channel video recorders
2 32-channel video recorders 12 new monitors for the control center
114 72 $ 2,866,000 56 71 194 13
RETURNED BY THE LOST AND FOUND UNIFORMS SHOES
DRILLS
Emergency activations: we had emergency protocol training for
36
4
RETURNED BY THE CONTROL CENTER
PENCIL CASES LUNCHBOXES BACK PACKS THERMOS P.E. KITS
127 33 14 55 10 55 210
Items that were not claimed in the Lost & Found within the established deadlines were donated to the Old2You New2Me for its staff sales and donations to SER.
GENERAL SERVICES
144
Number of daily breakfasts served for general services, security, transportation and maintenance staff
130
Number of daily snacks served to Primary
762
383,220
Number of daily snacks served to Preschool
Nutritional condition depends on an individual’s diet and the appropriate proportion of each nutrient; for this reason we follow stipulated national legislation, specifically Resolution 3803 of 2016, which establishes recommendations for energy and nutrient intake for the Colombian population.
Number of annual lunches served
360
Number of daily snacks served to Teachers and Staff
At our School, community welfare is a priority; therefore, the Food and Beverage area contributes to this purpose by including attractive, varied and balanced menus that awaken our senses. We have options that allow us to choose healthy eating habits thanks to a wide range of vegetables, fruits and seeds; we also offer a vegetarian option as an alternative.
The cafeteria and cleaning processes, like other processes in the School’s administrative area, are certified in quality by the ISO 9001 version 2015. Additionally, the School is visited on a regular basis by a specialised laboratory, which monitors the quality of the food offered daily at the School. All our Staff are trained in BPM (Good Manufacturing Practices) to ensure food safety.
1,350 kg of beef per month
1,950 kg of chicken per month
521 kg
2,300 kg
of fish per month
of fruit per month
550 kg of pork per month
1,450 kg of vegetables per month
37
ASOPANGLO
C
olegio Anglo Colombiano’s Parents’ Association promotes opportunities to learn on matters that enrich the family and reinforce the educational project of the School. It also promotes the strengthening of ties within the community, as
well as other activities that benefit its members.
914
of 1,196 families
are affiliated
1,012 students were covered by the educational life insurance for the 2018 - 2019 school year
Asopanglo received compensation for
5 students
due to claims presented during the school year
13 38
Students benefited from educational life insurance for the 2018 - 2019 school year
490 families received discounts on school supplies and uniform at the Fonanglo School Fair
511 Preschool through grade 2 students received the School agenda
914 families received the School calendar
61
parents participated in sports teams (soccer - volleyball - basketball) sponsored by Asopanglo
“Ser abuelos hoy” programme
1,137
Support workshops for parents and students
“Padres Anglo dejando Huella”, onsite and on-line
3,000 209
Parents per conference
General Conferences and hands-on workshops
66%
372
1,082
On-line conferences with Redpapaz (we reached many families across Colombia)
participants
in the workshops
30
Grandparents participated in the “Abuelos Bilingües” programme
“Abuelos Bilingües” programme Of families between grades 5 and 8 participated in the programme “En que idioma le tengo que hablar a mi hijo”
90 hours Basic level Intermediate level Higher level
39
WILLIAM SHAKESPEARE THEATRE PERSON IN CHARGE Important School events
JOHANNA VELA Total
Total number of events
239
Total number of theatre hours
Total
2,148 1,301
Total number of theatre hours by the School
847
Total number of theatre hours by third parties
40
Inter-house dance competition
Christmas Show
Tie Ceremony Graduation Ceremony Closing Ceremony
TEDx Musical Events organised by third parties
Andrés
López Zoluzka Ballet
and “Carnaval de Barranquilla”
celebrations