Colegio Anglo Colombiano - Annual Report 2018-2019

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