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The Annual Report was first published in 2005, and its main purpose is to inform and provide a report to all key stakeholders of the St. Andrew’s community, as well as to summarize the achievements, objectives and challenges in the school agenda.

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Table of Contents INTRODUCTION 04. Chairman of the Board’s Letter 06. Headmaster’s Letter

WHOLE SCHOOL INITIATIVES 60. Faculty – HHRR 63. Professional Development

INSTITUTIONAL INFORMATION 12. St. Andrew‘s Origins 13. Mission Statement & Statement of Values 14. Our School Song 15. Our Symbols 16. CASA - "Campaña Solidaria COVID-19" 20. Founders’ Day – 182nd Anniversary

OTHER SCHOOL AREAS 64. Strategic Planning & Special Projects 66. Admissions 68. Development and Communications 72. Financial Aid 74. Alumni SASS 84. Infrastructure Operations 90. Information Technology 92. Financial Information

ACTIVITIES 2020 22. Kindergarten 28. Primary School 34. Secondary School 38. External Exams

CROSS SCHOOL ACTIVITIES 42. Physical Education 44. Arts 46. Innovation & Technology 50. SEIL 52. Community & Outreach 54. Learning through Service & CAS

INSTITUTIONAL STRUCTURE 94. ACEESA - Organisational Structure



Board of Governors Chairman’s Letter 2020 was undoubtedly one of the most challenging years St. Andrew’s Scots School had to confront in its 184 years-long history. We were preparing to enjoy a full year at the New Campus; the first year that Kindergarten and Primary would enjoy joint coeducation there. We were ready to deepen the competencybased school project in Secondary School. And moving Intermediate School to the Nogoyá building where the students could enjoy special dedicated learning spaces and bigger social areas. Then, in a matter of days everything changed. We had to learn new words and concepts, such as virtual lessons, semi presential or a-synchronic class. The gigantic effort the Teachers, Support Staff, Heads, Students and Parents had to make by adapting to the new reality was indeed outstanding. Everything we knew about education was challenged and transformed. Where we once thought the presence of the teacher in the classroom was the pillar of education, we had to adapt and generate a new way of teaching. Thanks to the enormous commitment of our staff and the technology that was previously in use, in just a couple of days St. Andrew’s



was already giving virtual lessons and sharing homework. This year the school was an open window into the families’ homes. Students were learning how to study and teachers how to educate in this new environment. This is not the first time our community has had to deal with a pandemic. Back in 1867 and 1871 our community suffered cholera and yellow fever. Just as we did this time by embracing our community values, on both occasions our School and Church helped giving support to families and neighbours. On this occasion CASA - Comunidad Ampliada San Andrés, and REDSA were very active by understanding that teamwork and networking make us all greater. Their synergy enriches their potential and multiplies their work focus through the joining of efforts in supporting families with economic difficulties, medical staff, policemen, firefighters, and Municipal agencies by assisting them with food, facemasks and face shields that were printed out with 3D printers by students and teachers. We collaborated with beds and furniture to build Emergency Hospitals to receive Covid patients in Vicente Lopez. As always, we had special awareness for and

gave support to families who had financial constraints and thanks to the collaboration and fund-raising activities, we could help them in this time of need. With great personal effort from our staff, we went online with San Andrés Live, to keep the feeling of togetherness in the community, because we know it is also important to hold the perception of being part of St. Andrew’s way of life. During 2020 our teams also worked on the Secondary project, and we finally got the approval for the Nogoyá Project, which allows us to make real the longing for the One Campus One School project. For sure this will be a pivotal year for our society. A past Chairman once wrote ACEESA continues to be a young and dynamic association, with a renewed commitment to working for the education of future leaders engaged with the country and its equitable social development moving towards a cultural change. Never more real, we hold to this commitment.

Alejandro Golfari Chairman - Board of Governors


Headmaster’s Letter Twenty-twenty began smoothly as the leadership team envisioned a year of consolidation ahead; as the natural progression following the previous year’s Primary (February) and Kinder (July) moves to the new Campus in San Fernando, and the relocation of Secondary students in Olivos to group Intermediate (Y7-9) in Nogoyá, and Senior (Y10-12) in Roque Saenz Peña/Pelliza, thus vacating the Rawson building, at the year end. But only a couple of weeks had gone by and the COVID19 pandemic hit with the resulting lockdown of schools, requiring academic and support teams to promptly devise a plan to ensure, overnight, the continuity of teaching and learning through virtual means. Far from being short, this adverse context unfortunately lasted for most of the year, continually challenging academic teams to sustain engagement and learning through passion, commitment and resourcefulness. It was only in late November that governmental authorities allowed students to attend school premises in carefully managed subgroups or "bubbles" to the delight of students, teachers and parents alike, allowing some respite before the year end. In spite of these most challenging times, we continued on our path to becoming a competency-based school. Based on Michael Fullan’s work, staff worked on an initial maturity model of six competencies or lifeworthy skills: Character, Communication,



Collaboration, Critical Thinking, Creativity and Citizenship. As they get defined to fit our school’s culture and vision, they will be used as a reference in student assessment and activity planning, thus promoting deep and holistic learning. The pandemic put everybody to the test. Teachers had to redefine teaching and learning and find ways to leverage technology as never before. This was particularly hard in Kindergarten, given the enormous limitations in attention spans and autonomy of our youngest students, and required unprecedented collaboration from families from their homes. One of the most salient examples of this was the "collegiate evaluation", a new student assessment approach that combined the evidence teachers gathered through digital portfolios with the observations from parents to jointly achieve an integral view of student progress. Kindergarten staff also transformed its usual workshops into "innovation spaces" offering yoga, cooking, theatre, art and science; expanded its SEIL (Spiritual, Emotional Intelligence & Leadership) reach with activities such as "Emotions Explorers"; and managed to conduct music and physical education activities through Zoom. Primary combined synchronous lessons by Zoom with asynchronous tasks and activities, focusing on academics with a prioritisation of core curriculum content and

on socio-emotional wellbeing through SEIL and beyond, while also conducting artistic and physical education activities to promote the holistic development of our students. Directors and teachers displayed unparalleled commitment, creativity and collegiality whilst analysing input from class observations as well as feedback from parents to continually tailor strategies to best suit the needs of each year group. Dedicated focus was given to maintain levels of engagement and motivation throughout the long lockdown, especially with the youngest learners whose degree of autonomy is lower and the need of parental support stronger. In spite of the huge challenges in dealing with virtual learning, the Primary team made significant progress on the competency framework, defining rubrics and using them as a reference in student assessment. Secondary also worked extensively on becoming a competency-based school, through the continuation of the Sea of Learning and other initiatives to involve students in interdisciplinary projects where our


competencies were brought to life. Additionally, activities started following the new structure in Secondary, both Intermediate and Senior School, enabling access to ampler, more tailored and flexible spaces for academics and the arts. The GROWth initiative, aimed at supporting students to find their sense of purpose, also gained traction; and mentoring from alumni and parents continued to flourish. Regarding the IB, while written exams were cancelled due to the pandemic, students were evaluated through internal assessment and coursework and 69% obtained their diploma, with an average of 30 points, in line with the historic average. In the Arts, imagination and out-of-the-box thinking were indeed required for staff and students to find ways to express themselves virtually. Kindergarten brilliantly shared work through the Arts Exhibition, a virtual museumlike tour where students could present their works. Through YouTube Live, Primary carried out its concert as a PBL (ProjectBased Learning) proposal, allowing students to participate as performers, backstage, in design or in advertising; and Intermediate students created Trapped!, a musical film fully rehearsed on Zoom and shot with Chroma... a masterpiece! The Alumni, Communications and Arts teams joined forces at year end to organise "One Night By The River", featuring a selection of the work done by IB film students, followed by protocol-following performances



on a stage at Malloy’s, right by the water and well attended by families... from their cars! Most teams had to rethink how to drive their programmes and initiatives, and to work with others to jointly tackle common goals: Physical Education, to keep students motivated and engaged across the screen; SEIL, to support students with increasing socio-emotional issues; Innovation & Technology, to boost teachers’ use of devices and software; Admissions, to reach new families and explain our educational proposal virtually; Communications, to use new channels and adapt message format; Human Resources, to support staff in a pandemic, drive professional development, and expand 360 feedback virtually; and Operations, to maintain and prepare the premises to COVID protocols. I am very happy to report that those challenges were overcome through teamwork and collaboration, bringing us closer. Another noteworthy effort was our parental survey, an initiative from the Communications and Headmaster’s Office teams to establish a new feedback channel with the families. It was also an effective channel to share the school’s quest for finding the right equilibriums during the pandemic (Strike the balance we must!), requiring careful attention to the integration of Academic aspects with Physical, Socioemotional, and Artistic aspects. Results throughout the year were very positive,

and input from parents helped us adjust and continually improve during these very uncertain times. Given the dramatic pandemic context and its sanitary and economic impact on society, the Comunidad Ampliada San Andres (CASA) entities came together in a coordinated response through RedSA’s Covid-19 Campaign. Community members joined forces through fundraising and volunteering, in coordination with other neighbour organisations, resulting in extensive support throughout the year to those in need in San Fernando and Vicente López: face masks and protective shields for essential workers; mattresses for hospitals; food and supplies for over 450 families in need; tutoring support for students; and psychological support for adults. Our Founders’ Day celebrations this 182nd year were particularly unique, with a week-long calendar of events initiated with the Church service and speeches by authorities, including the Former People Award recognition, at an otherwise empty Campus and broadcasted live to a global SASS audience. A beautiful version of Skye Boat Song, by students and recorded under Zoom format, was shared. The Alumni and the Arts teams worked with former pupil and artist/director Tommy Mayer Wolf ’00 to put together a memorable gift for the community: 47 alumni singing a virtual version of the 1989 song You’re the Voice, an


inspiring example of how St. Andrew’s can come together against all odds. During the days that followed, CASA entities took turns at sharing presentations and workshops on topics relevant to their mission and with one underlying thread: our commitment to improve our society through education. San Andrés LIVE was also born and launched: initially envisioned by the Campaign team of members of RedSA, Alumni, Arts and HM Office, as a creative way to raise funds while showcasing innovations across CASA during the pandemic, it soon expanded its mission and proved to be a valuable platform to share a wide variety of inspiring experiences in our school and community life with a virtual audience formed by current students and parents, staff, and alumni from Argentina and the world. Lifelong Learning San Andres continued growing this year in spite of the pandemic. Eleven presentations were made across four programmatic areas: Education & General Knowledge; Workplace & Entrepreneurship; Personal Growth; and Community & Parenting. Topics ranged from "Learning, community and pandemic" to "Shooting down myths about the artist’s career" and "Generating value through the Collaborative Economy". CIAESA, our research center on education with UdeSA, had a most fruitful year. Farreaching, high-impact and scalable projects

were carried out during 2020, two of them on fundamental questions on teaching and learning, and the other two on educational policy and its effectiveness at the state and provincial levels. Twenty-twenty was indeed a most challenging and fascinating year and, as such, enabled us to grow tremendously as a learning community. We can proudly say that we crossed innovation and technology barriers, came together as a multidisciplinary team, and in many ways reinvented teaching and learning. I would like to extend special thanks to directors and staff for their resilience and openness to learn and adapt, and for sustaining their tireless efforts and commitment; to parents for their patience and support through very challenging times for all; to the Board and Trustees for the confidence in our leadership; and to our dear students, who turned pandemic constraints into wonderful possibilities, inspiring us all.

Sebastián Rubens y Rojo Headmaster




2051 students

teachers - students ratio


3308 active Alumni


teaching staff

non-teaching staff








Comunidad Ampliada San Andrés (CASA) Campaña Solidaria de Emergencia Covid 19



2020 was a different and challenging year for everyone. In no corner of the planet was anyone exempt from the unexpected pandemic. And so it was that back in April when all of the Comunidad Ampliada San Andrés organisations decided to get closer to those who needed it most. And that is what we did: we developed different projects to which many people joined, responding to the needs of the neighbours and the organisations we work with, mainly in San Fernando and Vicente López. Following, we share with you a summary of our joint work. We printed 1224 Protective Face Shields on 3D printers and delivered them to 30 organisations in San Fernando so that people in charge of caring for others could continue to do so. 30 volunteer seamstresses worked in 27 virtual sewing workshops throughout the year, each one in their own home, sewing 4,624 face masks that we gave to families from different organisations in San Fernando. 293 soft toys were made to celebrate Children’s Month. We created a Psychological Containment Network with 50 volunteer health professionals who attended to individual cases, gave open talks to the community, advised work teams and much more. 18 volunteers accompanied elderly people in Vicente López. We delivered 26,306 kgs of food, assisting more than 450 families month by month from April to December

We delivered night tables, pillows, mattresses, masks, isolation gowns and more than 117,000 face masks with the aim of helping to equip mobile hospitals in Vicente López and collaborating with the provision of supplies and protection equipment at the Hospital Municipal San Cayetano and the Hospital Provincial de San Fernando. Through a network of 50 volunteers in the Proyecto de Tutorías de Acompañamiento Escolar (school tutoring project), we coached over 60 children and teenagers from 4 staterun rural schools and 1 parochial school in San Fernando, as well as children of staff from St. Andrew’s School. We prepared and delivered didactic materials, both physically and virtually, to different educational organisations. Some 50 people donated blood through two Blood Donation Days organised jointly with the British Hospital in Vicente Lopez.


We designed the CASA web page with open and free resources generated by all the organisations of the Comunidad Ampliada San Andrés:



Community Support Thanks to the Campaign we were able to raise $ 4,181,560, which were used mainly to make food deliveries to over 450 families with whom we had worked, on a monthly and regular basis, since the beginning of the Campaign. They were also allocated to the purchase of equipment, teaching materials, cell phone charges and administrative expenses for the management of the rest of the initiatives carried out within the Campaign framework. With the intention of spreading the desire to help and turn it into action, in the second semester we developed several initiatives to continue raising funds: QUIZ NIGHT TRIVIAS SAN ANDRÉS SAN ANDRÉS LIVE FACE MASKS DONATIONS In 2020, more than 150 volunteers joined us and 16 companies accompanied us with their donations. Together, we worked in partnership with 46 organisations throughout the year! We closed 2020 with the certainty that working together enriches us and allows us to maximise our results in these in difficult and challenging times. We appreciate the support of the many people, companies and organisations that joined the helping campaign. And for the many proposals for new projects, the deep learning and the opportunities to help. This year the St. Andrew’s community was more united than ever. And, what is even more important, together, we could be closer to those who need it most.

Camila Vilcinskas Community & Outreach Director


Founders’ Day - 182 nd Anniversary

This year, for the first time, we celebrated our Anniversary in a virtual way. Not being able to share this day with our whole community, we decided to have a Founders’ Week. It began on Saturday, August 30th with the Church’s virtual service followed by the Founders’ Day Ceremony with speeches by the authorities and the Former Pupil Award recognition, all of which were broadcasted live. Participation of the Concert Band, Virtual SASS Choir, Junior Choir singing the School’s Song completed the ceremony. On September 1st we celebrated a Zoompleaños with a huge cake and the participation of the St. Andrew’s Pipe Band and Scottish dancers along with performances from our Choirs and the very special You’re the voice sung by an Alumni choir enthusiastically reunited for this celebration. The different CASA entities participated during the rest of the week with several presentations and activities, which included our Scottish Legacy and many other topics of interest.

The week ended on Sunday 6th with a special edition of San Andrés Live reliving all of the celebrations and performances. Happy 182nd Anniversary!






Kindergarten started a new school year in the new building, as a consolidated Saint Andrew’s community. During the adaptation period we had to shift to virtual mode which due to the characteristics of our level, based on social interactions, exploration of materials and emotional bonds, plus the little or no autonomy and minimum use of technology of our young students, was something not easy to put into practice. Many different models and solutions were tested, enriched by the feedback of teachers and families with the objective of developing a proposal combining synchronous Zooms and asynchronous activities through the Seesaw platform. A deep curricular review was carried out, adapting planning, sequences, units and projects for this new remote work reality. Support material and virtual proposals were generated and families were helped to deal with this new shared challenge to sustain the education of our children. The teachers were trained in the use of technology, programs and platforms. Throughout the year Music and Physical Education activities were offered, and our workshops were transformed into Innovation spaces’’ with different proposals such as yoga, cooking, theatre, art and science. SEIL spaces were incorporated: Emotions explorers’’ to promote the development of selfacknowledgement and to identify emotions, enriching our social and personal development. In spite of the remote learning situation our

annual end of the year exhibition took place in a remote setting, with outstanding and innovative productions done by our students, all curated in a specially designed site, which enabled us to share our work with all the community. A new way of evaluating our children was designed: Collegiate evaluation by means of virtual interviews with families, who with the help of a questionnaire provided their view of their children’s learning process, which, combined with the information compiled by the teachers in Zooms and from the evidence documented by digital portfolios, resulted in a holistic report enriched by all eyes.


and lifelong learners, always seeking to improve, engaged in continuous Professional Development courses focused on Bilingualism, Biliteracy, Competency framework, curriculum planning and Technology. We went deeper into our planning to provide interdisciplinary learning units and projects to challenge our students to think, solve problems and apply what they learn to new situations. In November, small meetings in bubbles were permitted for K5 on Campus, and we were very happy to reunite. Children and teachers took great advantage of these gatherings outside, with the objective to reconnect emotionally and socially and to be able to give closure to their learning journey in Kindergarten.

Our team was highly challenged and under great pressure; we had to deal with uncertainty, great anguish, and many roadblocks. But it was also an opportunity to strengthen our leadership skills and become a strong community in Kindergarten, where solidarity, empathy, and collaboration were pillars to overcoming challenges. We worked on strengthening communication and bonds with families, offering various online informative meetings, reaching out to all families individually to follow up and touch base on how they were coping. We worked hand in hand with room mothers, successfully implementing a new communication platform Handing which gave order and clarity by centralising communication in one place.

Six beautiful emotional and very heartfelt graduation ceremonies took place in our Kindergarten Building Hall, when we said goodbye to 120 students who graduated to Primary School, eager to start a new stage in their school life. It was a challenging year when our professionalism, passion and skills were permanently put to the test. We learnt, grew and became stronger as a community, realising that hurdles can be overcome, and that creativity, collaboration and communication are fundamental when faced with difficulties. We are thankful for being part of St. Andrew’s community, and proud of everything we have accomplished despite all odds.

Vicky Ayam Our Staff, a community of passionate educators

Kindergarten Head









Only a few weeks into a new academic year, 2020 surprised us with a huge challenge with the emergence of the Covid-19 Pandemic and the need to lock our schools. Teachers had to start teaching remotely from one moment to the next and children embarked overnight in a new learning journey, supported by technology. It was a year everyone will remember as the time when our school transcended its brick and mortar walls; when students, teachers and families had to unlearn and relearn together, making sense of a new way of schooling. During the early stages of the new context, we adjusted our projects and teaching to a virtual remote model, pacing our lessons as we paid close attention to how our pupils responded to teachers’ interventions and adapted to the technological platforms, Seesaw and Google Classroom. As we identified our students’ individual needs and recognised sound evidence of their learning, we gradually raised our academic expectations, adding and extending our synchronous lessons. This was a slow process as at all times we sought our children’s well-being, fine-tuning a balanced array of activities. We gave priority to core academic areas but at the same time we nurtured their socio-emotional development with weekly SEIL lessons, whilst promoting artistic and physical education activities. The balance between asynchronous and synchronous lessons was evaluated

continuously and became an issue of endless debate among teachers and with parents. Families differed in their claims and demands on what they expected to be an appropriate equilibrium between autonomous tasks and the time their children should be connected to Zoom lessons. Very young learners in the lower Primary struggled the most as many shared a device with other members of the family and needed parental support to download activities and complete them. Older children got distracted easily, hid behind turned-off cameras or got side tracked with chats and games. Throughout the year and in spite of our relentless effort, time spent in front of devices became very taxing for all and the debate around what was just right for each, remained unsolved! However, and as mentioned before, our proposed remote model was based on our students’ wellness, on our


pedagogical objectives, on our students’ evidence of progress in their learning and on the time children showed they could hold their attention effectively during virtual lessons. A strong sense of teamwork and collegiality among teaching and support staff made it possible to overcome challenges. Like never before, we relied on each other’s strengths, areas of expertise and learnt from one another. A high note of praise goes towards our teachers’ creativity, their flexibility to adapt and their tenacious effort to motivate their students to learn. Another word of praise goes towards the valuable assistance given by our IT experts whose skills and helpful disposition became indispensable whenever technology challenged us. Everyone worked in sync, specialists, support staff, librarian, assistant teachers, educational psychologists, all worked as one, lending a helping hand, stepping into lessons, replacing a peer if someone fell sick or encouraging and supporting those who needed an extra hand due to the demands and challenges of their own personal context. This strong collaboration permeated our practice and was the basis of our positive outcomes. It is clearly stating the obvious but what we missed the most was the happy spontaneous interactions among teachers and students we so often witnessed in our playgrounds, corridors and classrooms. Our specialised teachers worked as a team, reinventing their hands-on practice in order to adapt the wealth of activities and opportunities they offered in the past. They worked painstakingly and alongside the classroom tutors in order to find novel and fresh ways to boost the creativity

and joy for learning of our young learners. SEIL, Singing, Drama, Music, Art, Technology, Sign Language, Physical Education, Choir, Chess and our Scottish Legacy Project: Pipes, Drums and Scottish Dancing were all reshaped in order to reach our students’ interests with amazing outcomes. Our fun breaks, Concert, Camping, National remembrance dates, Quizzes, Graduations are some examples of the extent to which our team had to reinvent themselves to cater for our learners remotely. As months went by, one of our greatest concerns lay on reaching out and supporting each pupil as their motivation dwindled. We sought to find differentiated ways to monitor and scaffold their progress, sparking their will to continue learning in spite of the prolonged lockdown. Some needed close supervision, small group meetings in order to overcome their sense of isolation and diminishing desire to interact virtually with teachers and friends. Others gave giant leaps in their autonomy, responsibility and organisational skills and became accountable for their progress and responded positively to feedback. More than ever, close and fluent communication with families became a salient feature in our agenda as we strove to strengthen our family-school alliance. Overnight, parents found themselves supervising their children’s learning from home and frequently sought advice on how best to intervene and help their young ones. We had several meetings with Room Parents, recorded tutorials and held individual meetings with families to give feedback on their children’s progress, offering tips, guidance and support. To enhance our communication and gain clarity, we designed



two new instruments to report students’ learning progress, which were sent to families after individual parent-teacher meetings. The first report described the students’ strengths and attitude towards learning, their achievements during the first half of the year; it included suggested areas to continue working and the students’ own voice describing their feelings towards learning. At the end of the year, we reported students’ learning through a second report designed as Rubrics which were carefully crafted depicting the progression of all academic areas and the different levels of achievements adapted to each year groups’ expectations. Students’ attitude towards remote learning, their performance in projects and participation in the Arts and Physical Education were captured with this instrument and were used to give feedback to pupils and to communicate to families. Alongside these academic rubrics we started




working on another set to capture a maturity model of six competencies: Character, Communication, Collaboration, Critical Thinking, Creativity and Citizenship. Based on the work of Michael Fullan et al in Deep Learning, we adapted their findings to our school culture and to our students’ young age. We initiated conversations with members of staff and due to the overwhelming complexity of the task at hand, we decided to continue this slow and conscientious process next year. We aim to revisit and revise all our projects, inquiry units and academic curriculum with a "competency framework lens" and to come up with a reporting tool to share with students and parents. Many lessons were learnt during 2020. We became resilient at the continuous uncertainty we faced but soon realised we could lean and count on one another. It definitely brought us closer as a community as we gained empathy and sensitivity for those close and far, who grieved loss or were challenged by changing circumstances. Foremost, we were able to rekindle and reinvent ourselves as teachers and learners, finding new meaning and discovering new ways to teach and learn. We remain grateful for all the blessings we could count on and continue to be open to new ways of making sense of our uncertain future, holding strong to our core values of respect, integrity and responsibility as we redefine "school", transcending bricks, mortar and walls.

Moira Lutteral Primary Head




Both teaching and parenting are challenging in a normal year. In 2020 both of these roles became exponentially more demanding and as a result the whole school community had to support each other, and learn from each other more than ever before. A great school is a place where students, staff, and parents - the whole community are curious, kind, and committed to personal growth and learning. There is a saying that something good comes out of every crisis, and although it was certainly not without pain and set-backs, I believe that on balance we were kinder, more curious, and more committed to learning last year than in any other year in recent memory.

Beyond mastering a plethora of apps and platforms that enable virtual learning, our teachers and students continued to take giant and tangible leaps towards a profound transformation in how they learn and connect with the wider world. In our quest to maintain personal connection and find meaning remotely many wonderful events and projects were born last year; despite the pandemic students found ways to connect with the wider community and have a positive impact through many channels including the Sea of Learning and humanities, teachers worked with parents and families to bring projects to life in various departments from languages to




Learning Through Service, we were delighted by expert talks on a wide range of topics from vaccinations to capital markets, and our artists and musicians made incredible adaptations in order to keep the Arts at SASS thriving remotely. Furthermore, we enjoyed many success stories including in mathematics and Model United Nations competitions, and our commitment to personalised growth and learning flourished. We all learned more than we can possibly imagine in 2020, the context demanded this, and thanks to the incredible commitment of our staff, unwavering support from families, and wonderful student body we were able to make the most of the situation. As part of our new school curriculum, we were able to codesign learning experiences with students and involve them in the process; we also engaged ex-students at unprecedented levels in coaching and mentoring of students. By committing to innovative practices that focus on developing self-awareness and life-worthy skills and competencies, our students could know themselves better and take responsibility for their own education. All members of the community contributed to a positive culture throughout the school where curiosity was valued and people worked collaboratively to solve real problems that not only met the demands of the pandemic, but drove forward school improvement. This year we will aim to build on these foundations and guide our students towards even deeper learning through developing a coherent teaching and learning culture which results in both academic excellence and students who

are prepared to have a positive impact on 21st century life. It is inspiring to be part of, and serve a community that is committed to inclusion, collaboration, and creating authentic experiential learning opportunities for young people whilst developing global competencies. I hope you will all be as proud of your school as I am. Thank you to everyone who made this possible, you are a credit to the wonderful history of St Andrew’s!

Ben Davies Secondary Head


External Exams IB Results November 2020 We must start by clarifying that due to the pandemic, the 2020 written exams were canceled, and students were assessed through a new system called the "non-exam route". Through this system, the IB organisation conducted the evaluation through the Internal Assessment and Coursework components carried out by the students during the two years of the Programme. Despite the challenges of remote/virtual teaching, 137 students were enrolled for exams for the November 2020 session of IB exams, of which 134 were entered for the full bilingual diploma with the remaining 3 students entered for IB Course. Out of these 134 candidates, 93 achieved the full IB diploma. In previous years we have enrolled more students in the IB Course according to their academic performance with the idea that they would focus on less things enabling them to focus more on their subjects and achieve better results. In practice this was not successful as these students focused even less on their studies and therefore their results were unsatisfactory. Consequently, in the last four years we have modified our strategy and enrolled nearly all of our students in the Diploma programme. Most schools do not do this as they are highly selective regarding the students they accept on the IB diploma in order to maximise their overall results. At St Andrew´s we took the decision to buck this trend and provide as many students as possible with the opportunity to revel in the world’s most challenging international programme. As expected, some of the students who would have been enrolled as Course but were enrolled as Diploma, did not obtain overall successful results, however we are proud to report that they were able to complete more components of the Diploma programme than in previous years, many of them at an acceptable academic level. This strategy kept this group of students on track with their work throughout the years. Examples of components all of our students work on with this new strategy are the Extended Essay and a Theory of Knowledge Essay. In both cases most of these students not only obtained acceptable results, but also benefited greatly for the addition to their learning involved in developing these components. When compared to previous years our results stay on the same line, with an average diploma point score of 30, an average subject score of 4.39, and 69.40% of Diploma candidates achieving the Diploma. As always, we are working with all teachers, students, and families to consider how we can continue improving the way that we prepare our students for the IB diploma. It is also noteworthy that students at St. Andrew’s sit their IB examinations mostly in English



(their second language) and obtain a Bilingual Diploma when in total, the IB has awarded approximately 39% of the Diplomas as bilingual.

2020 2018 statistics for Americas & Argentina has not been published by the IBO




An IB diploma score of 40 points or more is a truly outstanding achievement and would gain the candidate entry into the most prestigious universities in the world. We would like to celebrate and congratulate Magdalena Cobb (41 points), Alexia Oxenford (40 points) and Sofia Trujillo (40 points). We also would like to mention that 50 candidates have achieved 30 or more points. We want to congratulate specially those who achieve 35 points or more: Victoria Korzin, Isabella Candal, Rocío Manzano, María Belén Barroetaveña, Magdalena Cullen de Erquiaga, Antonia Fratini Lagos, Alexa Sessarego Aurich, Sofía Vaca Narvaja, Alejandro Vaz Ferreira, Catalina Dolhare, Lucía Rodríguez Heine, Luca Seggiaro, Ignacio Setuain and Solana Urien.

IGCSE and Alternative External Exams 2020 Due to the pandemic, the IGCSE and UdeSA exams were also canceled by the institutions that provide them. Despite this, all Y10 students followed the curriculum as usual, developing the required skills and contents of the external and international programmes.

Diego Bertotto Secondary Deputy Head




It is very difficult to make a complete change of a report that has always described a sporting, recreational and fun activity, as carried out by the Physical Education Department. It is precisely this change that we all had to adapt to during most of 2020 due to the closure of the Schools and the restrictions that limited us during almost the entire year. In a wonderful manner, and in a matter of hours, the school changed its face-to-face teaching structure radically and became virtual, addressing challenges to which we had never been exposed before. But the change was not only in the school, for the students and families accompanied this change that produced a vigour and a synergy in our community that made us achieve unthought of heights. Against all odds, we came through victorious; each inconvenience that arose was resolved with dedication, empathy and good humour, which were, in some way, the characteristics that guided us during the year. In the particular case of Physical Education, for it to reinvent itself virtually was a test of ability, professionalism and dedication of which the Institution is very proud, and we are very grateful for the support and trust bestowed on us. Keeping our students interested in our Zoom encounters was a really pleasant task, as we could see reflected from the other side

of the screen. Of course, there were difficult moments! Who did not have them? The teachers put all their creative power at the service of this new modality that intruded our School without asking for permission. A wide variety of activities were carried out. Just to mention the most relevant, in Primary School we held meetings with our friends from Northlands School. We also made a virtual tour to Mar del Plata to visit our friends from Holy Trinity School with whom we have maintained an exchange for almost 30 years and we did not want to miss it! We tried to do the same with the British Schools in Uruguay,

AN UA R TR T2 02 2002 0 ANN U LA LR ER PE O PO


but we did not manage to coincide with both schools being open at the same time in this neighbouring country. In Secondary we also shared Hockey classes with Los Arrayanes School, but what most attracted our young people were the talks with outstanding Swimming, Hockey and Rugby athletes, and special presentations with former students such as Agustín Pichot and Marcos Moneta, as well as a very interesting talk with the sports journalist Miguel Simón. The year ended with activities to reconnect the School at all levels. Physical Education had a fundamental presence since precisely not all, but a large part of the activity, was

about re-bonding through play. In this way, teachers were able to make the much-missed contact throughout the year so as to end 2020 with a smile. Finally, and much more so than ever, I want to thank each and every member of our community, families, students, teachers, support staff, directors and members of the Board, for the great support and constant encouragement we received from everyone, and for giving us the opportunity to never give up in our daily work.

Daniel Pueta Physical Education Director



The Arts area showed a great capacity to adapt to virtual work with students and to reinvent itself for different projects at all levels and in all sectors. In Kindergarten, the workshops continued with proposals to encourage our students to carry out various activities that were later reflected in the shared work at the Arts Exhibition, a virtual tour -museum like- where each student could exhibit their works sharing different techniques, stories, songs, etc. In Primary, work continued virtually with the instrument school, choir, music, singing, arts and drama classes as part of the development of our artistic journey. Through YouTube Live, the Primary Concert was carried out framed in a Project Based Learning (PBL) proposal in which students participated with different roles, such as performers, backstage, design and advertising. Secondary school continued with the music programmes and the virtual instrument, band and choir school. Drama and IB Film were adapted to guarantee pedagogical

continuity and, from Visual Arts, a virtual portfolio was developed to present the works produced by each student. For the first time, a musical film was fully rehearsed on Zoom and shot with Chroma to be presented as the Intermediate Play. We were present at the Founders’ Day celebrations, where videos of artistic productions made by students were shared: Skye Boat Song, the National Anthem and Scottish Legacy. Moreover, San Andrés LIVE was born, a live programme created to accompany the Campaña Solidaria de Emergencia COVID19, to give visibility to school projects and share the experiences of former students. Towards the end of the year, a drive-in night at the river was organised, ONE NIGHT@THE RIVER, which brought together numerous families and former students, who enjoyed a tour of the artistic activities carried out by our students both virtually and through live presentations, while always respecting social distancing protocols.



VIRTUAL PLAYS In this challenging year, plays were a big part of how Art had to reinvent itself. All the rehearsals were virtual, and the scenes, choreographies, voices and harmonies of the songs were practised and later recorded to be edited in the final project. The commitment and dedication of our students came together in one great team and this, added to the organisation, were the pillars to carry out such projects. In the case of the Intermediate Play, the entire work was conceived in a collaborative way by the team of directors and the cast. The concept of confinement and virtuality triggered a common thread and we thought of a world where the characters of musicals (heroes, classics, villains and supporting roles) were trapped in a virtual world and had to work as a team to escape. The students were able to each choose their character and develop them. The process was rehearsed entirely by Zoom and at the end we had four days of recording where each bubble performed its scene and its musical number. The backstage teams of students were divided for tasks into costumes, marketing and design, and worked side by side to achieve an excellent final result. All the material was edited and finally Trapped! was released on YouTube Live. It was a total success, and had 1300 viewings. The students fully enjoyed the process and the final result. It was an example of how 2020 inaugurated a new stage at school: theatre recorded and broadcasted by streaming.

Axel Jeannot Arts Lead




Endless clichés have been used to refer to 2020. Despite the challenges of the pandemic, the IT Department was able to function effectively as a team player overcoming all the obstacles faced during the year. Teaching and learning have been vastly different to what we are used to. We have always known that we are preparing our students for jobs that have not been created and that workplace land space will be radically transformed. We have never thought that our educational system had to undergo radical change overnight. With COVID-19, we had to rapidly change the basic way to do our work mainly in Kindergarten and Lower Primary. It disrupted our lives and forced our students to open their laptops and learn from home. The school setting had to be recreated using synchronous tools such as Zoom and Google Meet. A huge investment has been made in upgrading our school computers and infrastructure to offer online education. New learning paradigms were implemented at each educational level and teachers received constant training in the use of new technologies. We continued to focus on the Immersive Reader Project that was implemented for students with dyslexia in Primary and Secondary school. We know that in Kindergarten children need to play, and they require a constant variety

of social activities. There was no blueprint on how to start teaching/learning online in Kindergarten. We knew that this meant that we had to support not only our little ones, but also parents. Staff, especially teachers, and IT had to manage parent expectations of what an online school would be like for 2-5 year olds. The main synchronous tool to support remote teaching and learning was Zoom. The IT team provided constant support and professional development for Kindergarten staff to teach online and used several online tools for teaching: Genially, Google Slides, Canva, Wheel of Names, Bookcreator, Wordwall. All the online tools chosen were in line with the school safety policy. To unlock creativity and reflection, Seesaw Activities were introduced to cater for students’ individual needs, differentiate, and build on progress. Teachers were able to schedule Seesaw activities, and foster family engagement. Workshop teachers and the IT team managed to successfully reinvent the Robotics and Programming workshops to be given online. They learnt about Computational Thinking through unplugged activities such as pattern recognition, Decomposition, Sequences and Algorithm thinking. They also explored augmented reality apps such as Quiver and


Google and explored the Stopmotion technique using mobile devices and tablets. In Primary we had to think outside the box! When going virtual, Y1, 2 and 3 students had to acquire the necessary skills to be able to use the tools to fulfil their activities in Seesaw. Up to then, Seesaw had been used mainly as a portfolio in the classroom and it turned into the main source of communication with their teachers. I Ready was used for Maths and Reading as an online adaptive platform offering personalised instruction according to the students’ needs. As another reading input, Y1 and Y2 students had access to Bug Club, which was also new to them. Learning on Zoom was also a great challenge: sharing screens, using the chat, muting themselves, pinning the speaker’s video and joining Breakout Rooms. Y4 students had a bigger challenge as they were just beginning to learn how to use their email account when the lockdown started. Their independent use of technology was just beginning. They had to incorporate the use of Google Classroom and other Google apps through tutorials recorded by the teachers. Acquiring these skills in a virtual environment demanded a great effort for them, and we would like to stress their commitment to overcome these hurdles. Y4, 5 and 6 students learnt to design and create stop motion videos, intervene images with different effects, design images using different shapes in Google Drawings, and produce storytelling videos using Spark Adobe. They also learnt to use other tools to show their learning as a final product in different



projects by creating interactive presentations with Genially and Canva. Virtual Coding Club took place as well, where students continued practising their coding skills with and Scratch. This was also an enriching experience for many of them, as it was coding on a screen, not seeing the result of their code in a robot. Digital Citizenship was reinforced throughout the Primary school based on different programs such as "Be Internet Awesome" and "Common Sense Organization". There have been innumerable series of constant challenges and changes throughout 2020 and we have successfully introduced big milestones and generated new learning opportunities not only for our students but also for SASS staff. In Secondary the IT team focused on assisting the school to go virtual and also implemented several projects. In changing times, a flexible IT curriculum was implemented.

students with the statistical analysis of the results of the surveys using Excel, and guidance on how to produce prototypes and digital marketing. They also created apps with Android apps and used 3D software. Y12 students focused their learning on sitting for the IB exams. The IT department helped students in the In the Sea of Learning to design their ideal school using Google Sketchup. We want to highlight some of our favourite moments from 2020 that show the spirit of our IT department focusing on inspiring creative and critical thinkers in the use of technology. Our mission as an IT Team is to have the potential to transform and improve our curriculum so students can achieve more and develop valuable skills with better outcomes.

Jennifer Verschoor In Y7 students started programming using Blockly and Minecraft for Coding. Y8 students worked with spreadsheets and combined their learning with video and audio software. We continued to enhance the curricula with HTML and CSS coding in Y9. Students created different websites to put all their knowledge into practice. In Y10 the Entrepreneurial Economics Project continued virtually with the Business and Economics Department. In 2020 the goal was to design a product aimed at entertaining people, and the IT department helped our

Innovation & Technology Lead


Our first measure as soon as the quarantine was announced, was to create Whatsapp groups for Y7 through Y12 and one for whole school staff. We would use them as "gathering wells" in which we could stay connected through the creation of weekly challenges. We had many, many more challenges throughout the year, more than 60 of them which kept us really united as a large community in which students and staff shared from their hearts. SEIL’s 2020 journey had a lot to do with accompanying and holding our community of students and teachers. In the face of a great challenge, we really put our heads and hearts around the question: How can we be the keepers of what is at stake in a virtual context? Our intention was that we were to constantly "change the vibration" of the people we had to accompany. Help the community to have refreshing experiences that could mingle fun and deepness. To feel that people left our virtual gatherings and proposals feeling more energised. That was our design principle in everything we planned. We want to share some of the initiatives we felt worked in this sense.

Another important initiative was to have our Good Vibe Friday! space for staff. Every Friday for many months we gathered at 10 am to help each other have a space of connectedness and vitality. The intention of the space was aligned to a diagnosis: "One cannot give what one does not have". So, if we wanted staff to inspire vitality to our students, we would have to do it first among ourselves. We honestly feel the pandemic gave us a unique real, concrete opportunity to come together as whole school staff. We had in that space teachers from all sectors, both academic and support staff. Always starting with the Beach Boy song Good vibrations! which we will hold dearly for years to come. We can honestly say that we are fortunate to have such committed people working to impact our students’ lives.



Regarding perfect coordination, another area SEIL coordinates, the crew of Prefects created a space called "Breaking Fridays" in which they invited different members of the community to host various and vital spaces which included talking about politics, philosophy, improvising freestyle sessions, cooking, and many, many more spaces! Offered by students of different years, staff and even former pupils it was another actual opening that the virtual context permitted. I personally remember assisting to the freestyle session coordinated by two former pupils, Santi Coates and Benja Rinaldi in which staff, Intermediate and Secondary students and even some 4th graders had a lot of fun while polishing their rapping skills!

with our beloved Y12 students. An unforgettable night activity in which staff and students could have a closing ceremony by the fire under the stars. What needs to be burned by fire so that the new can come? was the invitation.

To finish with I would like to mention the opening and closing rituals we could have. We managed start the year with a beautiful retreat for staff right before we were locked down. More than 50 teachers assisted and we shared intentions for the year and ended up with a very enthusiastic karaoke!

Some experiences cannot be put into words, but those of us who were there, really keep in our hearts what we felt: the undying and determined magic of being able to be physically close again and feel the ineffable experience of feeling as one again.

We had the opportunity thanks to many courageous actors to have a closure activity at the end of 2020 called Vigilia de Celebracion

Juan Pablo Ventura SEIL Lead


Community & Outreach

2020 has been a year of many challenges for all of us. It implied new ways of working, and above all, of finding ways to meet with each other. It led us to accompany our students and the various social projects they carry out in a different way. At the same time that we were able to continue strengthening ties with the different social organisations which we have worked with for several years. We share here some of the most meaningful actions that we carried out during the year:

SAN FERNANDO EN RED San Fernando en Red is a virtual platform ( that aims to generate synergies and spaces for meeting and reflection among the institutions of San Fernando and to advance proposals to promote joint work. Currently the network is made up of 164 institutions.

Some of the highlights this year are: San Fernando en Red Event. This year we were able to carry out the VIII End of Year Meeting in virtual mode, where 43 people representing 26 member organisations of San Fernando en Red took part. DONATIONS Udesa: Together with the University, we coordinated various deliveries of furniture throughout the year to help different local organisations to have more adequate and better equipped spaces to carry out their activities. Andreani: the company assisted us throughout the year distributing donations throughout the entire territory of San Fernando.



Companies: We obtained donations from numerous companies who accompanied us in our social initiatives during 2020. The companies which backed us were Lakeland, Boehringer-Ingelheim, Danone, Karatex, Norfabril, Linkolene Telas, Mayorista La Distribuidora de San Fernando, Duravit, Panadería Piruchitas, Casa Victor Telas, Roger That videos, 4Analog, IFrozen, Quarentrivia, Lowells, Juguetes La Jacinta.

Camila Vilcinskas Community & Outreach Director


Learning through Service & CAS When our national authorities decreed social, preventive and compulsory isolation, it was the beginning of a period of uncertainty and bewilderment for us, of challenges, but also of opportunities.

With deep emotion and gratitude for everything that was made possible, we share here some of the outstanding activities:

At the same time that we tried to redefine and rediscover our work, we embarked on the difficult task of continuing to be present in those spaces where we have been for years; of continuing to accompany our students in building links with the community that we are part of. We were determined that isolation would not imply a distancing; we did not allow virtuality to erase our traces.

The Distance Tutoring project was born as an answer to the question: how could schools carry out pedagogical continuity in the given scenario? It was thus that the idea of accompanying children and teenagers who were limited by the new virtuality arose. Over 60 children and teenagers from five institutions were part of this programme: Escuela Primaria 11 Delta Argentino, Escuela 9 in Cucha Cucha, public schools in Añatuya, Santiago del Estero, Nuestra Sra. del Rosario, both primary and secondary levels in San Fernando, and children of staff from our community. We contacted them and bonded, and accompanied them to carry out their schoolwork. This programme included financial support with a grant for telephone charges awarded to many students.

And thus we continued building networks and bridges. This is how the Campaña Solidaria de Emergencia Covid 19 was born, nurtured by all the institutions that are part of the Comunidad Ampliada San Andrés, with the firm purpose of responding to the needs of the San Fernando district organisations with which we work. and to continue having the possibility of being agents of social change. The Campaign was the first impulse to which countless volunteers joined (parents, students, former students, teachers) and the nucleus around which projects did not stop germinating.


VIRTUAL TRIP TO AÑATUYA, SANTIAGO DEL ESTERO: The proposal was mainly aimed at students of the last three years with an aim to preserving the continuity of the Haciendo Camino project, both from the liaison itself and the economic point of view. Virtual workshops were designed



with the members of this Foundation referring to the work spaces within their own organisation. We developed a presentation on sexuality among young people and a "recreational workshop" with the boys from the Refugio, the children’s home in Añatuya. The "travellers" paid a virtual ticket and the proceeds were transferred to Haciendo Camino for the purchase of food for the families most in need within its population due to the pandemic situation. We want to share the reflections of those who "travelled" through this virtual blog:

FEELING CONNECTED Our students began to come up with ideas trying to reach those people who were in organisations such as the Geriátrico de Vicente López and the Hogar Puertas del Cielo, among others, with whom they had lost faceto-face contact. One of the ideas that flourished was to create two YouTube channels, with videos aimed at children and grandparents. Link for Geriátrico:


Link for Children’s Home: UC9Nl4k8yq8gNdGp1T9-ryZg?view_ as=subscriber Another idea was to virtually "enter" the Children’s Home with a recreational physical activity day. Through video calls they also built a bridge with the elderly people to share a pleasant conversation and read a book.

FOCUSING ON PHYSICAL HEALTH Based on a WHO report on the benefits of movement during the quarantine, a group of students led a research project to delve into the subject. After obtaining data, they prepared a proposal to share with the St. Andrew’s community. This consisted of a series of interactive pdfs with suggestions for the winter holidays. Many other students, within the framework of their IB personal projects, created virtual spaces to share among classmates and even teachers, such as yoga and functional fitness exercises.

ACROSS THE RIVER Our relationship with the Delta Primaria 11 school and Jardín 915 has continued for over 30 years. 2020 was no exception. We moved quickly when learning of their urgent need for drinking water due to the fact that families were not able to move from the island to the mainland during the entire phase one of isolation. We obtained a generous donation from Danone and completed it with Nilus distributor for the third shipment. A purchase of stationery products took place so that the children had art supplies to use during winter holidays as well as a donation of clothes from the Mothers in charge of the Uniform Sale. At the end of the year, through a donation from Duravit, the students of the Jardín received a Christmas gift that the teachers gave them at the year’s closure.

"UNPLASTIFYING" HABITS A group of Y10 boys participated in the Unplastify Challenge for Latin American Schools 2020. This programme seeks to get schools involved with the current problem of plastics in the ocean, through a competition that invites students to devise, develop, and implement strategies to rid their schools of



plastics. It is a proposal that guides them to be able to manage projects and interconnect with school teams from 5 countries around the world. Everyone participated through an app where they could cross data with other teams, forging a collaborative spirit.

1 + TREE! After the beautiful experience of the Sea of Learning in Y9 together with Peter Dunne, director of La Lucena, an idea came up to prepare a Workshop for students and parents to consider the value and importance of trees in our lives and the planet. We designed an afforestation course to raise and produce our own trees. It was an incredible experience. This production is growing and waiting to reach its destination in a future occasion.

A NEW LOOK Y7 and Y8 students participated in the Volunteer Programme for the First Inclusive Bingo. This programme was designed for the educational community with the aim of raising awareness about the difficulties and problems of deaf people and their culture,

myths, prejudices, etc. They participated in the construction of an awareness campaign.

TOY BUILDING WORKSHOP We celebrated Children’s Month in August. Together with a group of students from across the Secondary school, we organised a team to create, re-use and give a new meaning to materials, crafts and toys. Thus, the team got down to work, building more than a hundred toys that were delivered to the children at the Complejo Hogar Zanocchi. By means of the craft of sewing, crocheting, painting, recycling, etc. we designed and gave life to new educational toys. It was a project where we learned to give new value to the child’s right to play.

MAKING FACE MASKS The pandemic surprised us by requiring the use of a protective barrier before we had acquired masks as an essential garment of our clothing. Companies were not able to produce the necessary amounts, and on the other hand, not all of us had the means to obtain them. Within this framework, a group of Y11 students led a campaign to make and


collect masks. Little by little, more volunteers joined with donations of material, time to sew and the loan of cars to make deliveries. These were received by the Complejo Zanocchi and some of the CONIN centres, among others.

TRAINING ON THE ACCOMPANYING OF THE ELDERLY It is known that the elderly were and continue to be among the groups hardest hit by the pandemic, both in terms of health and emotionally. This circumstance was not unknown to us, so together with the tutor groups in this area, we carried out a training course to help prepare ourselves to accompany this social group in a practical and meaningful way. We were able to understand their needs, their capabilities, and their timing. The proposal included talks with doctors, neuroscientists and specialists in the field.

AUDIO STORIES This extra at home time opened for many of our students the possibility to rediscover the pleasure of reading. This situation made them aware that many of the children in the institutions we work with had lost contact with a variety of books when they stopped going to school in person. This is how the audiobook YouTube channel was born: our students recalled readings from their childhood that had touched them and made videos narrating these stories. Below is the link to the channel so that you can visit it: com/channel/UC1ZnKNb8bJ4GOnyU57fkcTg



PUBLICISING THE EMERGENCY CAMPAIGN Influenced by the enthusiasm that all members of the Comunidad Ampliada San Andrés applied to working together and with a single purpose, a group of Y12 students assisted them by creating an Instagram account inviting people to participate and share the achievements: @ campanasolidaria.cv19.

CONFINEMENT AND PHYSICAL ACTIVITY Finding ourselves confined in our homes during the first months of the pandemic was a challenge for all of us. We were restricted to the same space to work, study, eat and rest. And, probably, the greatest difficulty we encountered was to use that same place to do some physical activity that would help keep us healthy. This made us think carefully about the value of sports, not only in a physical sense but also an emotional one. We then got in touch with members of the Organización Cuida la Bocha in charge of running a women’s hockey team with the inmates at the 46 San Martín prison unit. We shared a series of meetings with them, where issues such as prejudice, social reintegration and sports were discussed. The students in the last years of Secondary were able to participate in these meetings.

ARTS FESTIVAL In keeping with the tradition that we have sustained for the last three years, a group of

IB students decided to organise the Festival of the Arts, this time in virtual form. The invitation was open to the entire Secondary and its main objective was to share our passion. Throughout the afternoon we got together to share readings of texts written by students and teachers, to see the short film premiere of the Film Studies students, to contemplate and comment on art pieces and to listen to the songs that the talented members of our community played for us.

LET’S CELEBRATE Trying to recover the school’s own interchange, talks where interests, concerns, and achievements are shared, a group of Y12 students designed a website where they collected expressions and feelings regarding what it meant for this 2020 cohort to go through their CAS programme in a virtual way.

Romina Fumo LtS Coordinator

Agustina Cardinale CAS Coordinator



Faculty - HR 2020 will be remembered by all as the year that, as an educational community, a country and as humanity, we went through an exceptional, historical and exacting moment that put us face to face with enormous and diverse challenges that impacted each one of us in a unique way.

experiences that each family was having at home (online extracurricular activities, coaching sessions for leadership teams, school tutorials for our staff’s children) and allow us to help them get through this exceptional situation in a healthier way

As a school, this challenged us and summoned us to be together while being far apart, to seek strategies to generate abundance in scarcity and learn together with our staff to navigate ambiguity and become friends with disquiet.

Along these same lines, we carried out proposals we thought would help our people feel more emotionally contained and supported. We sought to generate memorable experiences and prepared a Wellness Day with talks and activities that allowed us to relax and connect to a playful mood. We celebrated Children’s Day with a virtual magic show, Teacher’s Day and many "Zoombirthdays".

Our greatest challenge - but in turn our greatest strength - was to work remotely with the SASS employee value proposition. From Human Resources, we went back to the most essential conception of our role: for people to be well and at ease with their work and thus be able to give continuity to our school in a virtual context. We genuinely wanted to get closer to the employee’s experience and we were able to react quickly by conducting a pulse survey that we called "#SASSFromHome". It thus emerged that one of the biggest challenges our staff had was balancing their personal life with their professional life, managing their time and dealing with the stress that hyperconnectivity entails. For these reasons, our first semester was marked by adaptation, flexibility and wellbeing. We worked hard to generate proposals that could connect with the challenges and

We opened spaces for listening and dialogue (psychological containment network for our staff) and spaces for collective construction (Good Vibes Fridays led by the SEIL team). Through an initiative that we called "Hand in Hand with Human Resources" we proposed a virtual consultation space to be in fluid contact, honour people’s trust and register concerns and doubts. To help our staff to better adapt their work to their home environment, we carried out a needs survey and organised the delivery of more than 200 "remote work kits" with different technological tools. Likewise, to accompany those essential teams whose work remained on-site, we arranged benefits for mobility and lunch.



Just as importantly, we took care of the physical health and the implementation of preventive measures which were necessary to prioritise and guarantee the safety of our employees. In addition to structuring a "Protocol of assistance in the face of the COVID-19 health emergency", we carried out continuous training for the staff to not only answer their questions, but also as a powerful tool to register their fears. Likewise, we mapped the health of our staff through a health survey that allowed us to quickly identify our population at risk. Part of our strategy was to use digital processes to improve the HR experience of our employees. Thus, processes were redesigned and adapted to work online, and we accelerated the implementation of some initiatives that were already active: the launching of the digital receipt and the new release of the payroll management system, online training and an online recruitment process. Detailed tracking of monthly savings in staff costs enabled quick decision making and reallocation of said savings to other critical initiatives. During the second semester, once the initiatives focused on employee experience were already established, we focused on various strategic issues such as: budget management for 2021, involving the detailed analysis of higher costs, productivity and reorganisation of


structures, organisation charts, and the weekly participation in the meetings of different committees on salary policy issues and the organisation of teams for the return to face-toface classes in November.

that included a general increase of 35% per year in three stages with some differential increases for key positions or by merit, that were very well received as a gesture of alignment with the country’s current scenario.

Along these same lines, we made progress with key recruitments, with different agreements, and a consensus was reached with a compensation policy aligned with market data

Along the way we were all transformed, we experimented, adapted and learned. We also realised that sometimes learning on the go may be the only option.

Indicators 2020:

Seniority average at SASS

Age average


10 years

43 years old


Full time equivalent


% Women in leadership position

Nº nationalities in staff



Turnover rate


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Professional Development Regarding the professional development of teachers, several members of our staff participated in the Formación en Innovación Educativa (Training in Educational Innovation) dictated by the Asociación Civil Hacer Lazos. The full Primary School team (EP1 and EP2) participated in the Jornada de reflexión acerca de la implementación de la modalidad de aprendizaje remote (a conference to reflect on the implementation of the remote learning modality) dictated by Rebeca Anijovich (UdeSA). Besides, teachers from the Primary and Physical Education sectors participated in a Mindfulness workshop for professionals. In the Secondary sector, counselling courses were held for the staff as well as courses on team leadership, teaching and learning through projects and the development of learning and service projects. Several members of the senior management team attended the Diplomatura DETE (Dirección Escolar para la Transformación Educativa School Management for Educational Transformation) dictated by the UdeSA School of Education. Also, and keeping in mind the atmosphere that 2020 required, the Headmaster, our CFO / COO and HR Director attended the online Programa de Agilidad Organizacional (Organisational agility programme) at UdeSA. Along the same lines to become a more agile and efficient organisation, the administration team participated in a workshop Preparando nuestra organización para el futuro (Preparing our organisation for the future) and the academic

coordinators of the IT area participated in a conference at the International Society for Technology in Education (ISTE). Finally, aware of the need to sustain continuous training in relation to the protocol for assistance in the face of the COVID-19 health emergency, all staff were trained on the subject.

Andrea Benvenuto Human Resources Director


Strategic Planning and Special Projects In terms of strategy, the Headmaster’s office coordinated an off-site with the team of Heads in February, with an aim to share the change agendas of each sector. Strategic plans were strengthened, focusing on the definition of objectives and initiatives in line with each sector’s budget. At the same time, the "360i Evaluation Feedback" experience, started in 2019 with each of the Heads, continued so as to define how each team had got closer to its objectives.

vuelta a clases en 2021: preguntas, lecciones aprendidas y desafíos para el nuevo año escolar" (Back to school in 2021: questions, lessons learned and challenges for the new school year). In addition, the project offered two free of charge workshops, one open to the entire community and another specifically for SASS teachers aimed at going deeper into the documents and jointly designing classroom guidelines. Both will be available on the website.

Four far-reaching projects were carried out under the academic direction of Axel Rivas from the Centro de Investigación Aplicada en Educación San Andrés (CIAESA) (St. Andrew’s Centre for Applied Research in Education). The first, Las Preguntas educativas: Qué sabemos de educación? (Educational questions: What do we know about education?), directed by Melina Furman, was launched in April 2020, along with the opening of the website and social networks. Fourteen documents on teaching and learning were published, addressing topics such as project work, teaching for diversity and conflict resolution at school. In addition, given the context of the pandemic, three specific documents were prepared on "Cómo hablar con los chicos sobre la pandemia?" (How do we talk to children about the pandemic), "Cómo seguir enseñando cuando las clases presenciales se suspenden por una emergencia?" (How to continue teaching when face-to-face classes are suspended due to an emergency), and "La

The second project "Las llaves de la educación" (Keys to education) was launched at an international event in November 2020, where specialists and representatives of educational policy from the six participating countries, Argentina, Brazil, Chile, Colombia, Mexico and Peru, were present. The first book of the project was published, a comparative study of twelve cases of systemic improvement at subnational level in Latin America, twelve work reports and research annexes. The third project, "Gobernabilidad pedagógica en Argentina" (Pedagogical governability in Argentina), was directed by Melina Furman, Jason Beech and Axel Rivas as well as three PhD scholarship students from the Escuela de Educación at UdeSA. The work carried out in 2019 in six Argentine provinces continued and progress was made in the writing of internal case analysis reports (policy level), national and jurisdictional curricular analysis, didactic



folders and class notebooks, which will be part of a book to be published in 2021. Finally, a new project "Creencias y prácticas docentes en escuelas secundarias de Argentina: un análisis desde las perspectivas de docentes destacados" (Teaching beliefs and practices in secondary schools in Argentina: an analysis from the perspectives of outstanding teachers) was started, led by Ezequiel Gómez Caride. Work was done on the design of the research, on the systematisation and analysis of the background, and on the organisation of the field work to be carried out during 2021. During 2020, a re-branding process was made from Lifelong Learning Center (LLC) to Lifelong Learning San Andrés (LLSA) creating an identity aligned to our educational community. The LLSA, fostered within St. Andrew’s Scots School as a home for continuous learning within the framework of a competency-based school, offers a space for all members of the community with an aim to promoting the development of XXI Century skills. Motivated and transformed by the COVID19 pandemic and, depending on the needs detected to accompany the changes promoted by the knowledge society, various speakers - some of them former students - were summoned during the year to make presentations on themes aligned to the six areas of the LLSA programme: Education & General Knowledge, Community & Parenting, Personal Growth, Workplace & Entrepreneurship, Arts & Music, Sports & Health.

Jazmín Sundblad Strategic Planning and Special Projects Lead


Admissions 2020 will be remembered as one of the most challenging years our School has had to face. Together with the great effort of transforming our present-based lessons to virtual ones, we had to adapt our whole Admissions process as well. It was a profound learning experience for all and will most definitely be an unforgettable one. We provided prospective families with images of our facilities, virtual presentations offered by our Heads and digital assessments to get to know our candidates better. It was a wonderful challenge that required flexibility and a quick adaptation both from our team and from all families interested in St Andrew’s. We are thankful to those families who accompanied us in creating this exciting, new path. All in all, we confirmed the admission of 260 new students; 142 entering Kindergarten, 80 in Primary and 38 beginning in Secondary school. Overall, we began the 2021 Academic year with 2036 students. The Admissions Office thanks all those involved in the process, especially Staff and Heads for their daily effort to make the school a better place; and parents for their trust and confidence in St. Andrew’s education. Exciting times are ahead and we are thankful to be part of this time in the history of our school. We wish our new families a wonderful first year!

Ana Repila Admissions Director




Development & Communications

The Development and Communications Office organised various institutional events in virtual mode with the aim of keeping the community together during the lockdown. Some important events that bring together our whole community, such as Family Day, could not be held but thanks to the flexibility of some measures it was possible to celebrate our Founders’ Day on the day corresponding to the traditional Church Service, with a very limited participation of authorities and staff, and in full compliance with the protocols. The whole celebration was broadcasted live, highlighting diverse artistic performances of our students (choir, band, extracts from plays and concerts) and the Former Pupil Award was presented. In addition, the school coordinated Founders’ Week, a week of activities organised by the member institutions of CASA, Comunidad Ampliada San Andrés. Despite the circumstances, the Fund Development area achieved very good results

in their fundraising events. All donations from the Campaña Solidaria de Emergencia COVID19 (Emergency Solidarity Campaign) were managed in coordination with RedSA and the Fundación para el Desarrollo Comunitario San Andrés (FDCSA: Foundation for Community Development). In order to provide financial assistance to families, actions were carried out to strengthen the Scholarship Fund through individual monthly donations and funds raised from advertising in The Thistle Yearbook. Our traditional Golf Tournament was replaced by an innovative Solidarity Auction in virtual format and with the special collaboration of former pupils Patrick Wilson’59 and Alejandro Spinelli ’87. It produced record proceeds for this event, surpassing 1,000,000 pesos. We also worked on the organisation of ONE NIGHT@THE RIVER, a special event that took place in drive-in



cinema format where we shared a tour of the artistic activities carried out by our students during the year. A close relationship was held with the Lenders of the Préstamo San Andrés, with updates and different follow-up actions that were carried out to inform the progress of the Campus San Andrés project. From the Alumni office, various initiatives were launched with the aim of keeping our Alumni community together and in touch with the different school projects. The pandemic restrictions did not allow us to carry out the traditional cohort reunions that are held every year, and instead we coordinated meetings with Class Representatives and meetings with activities led by our alumni: cooking classes, yoga, talks on different topics of interest, among others. Through the San Andrés LIVE programme, we had the opportunity to learn about how and where former students live in different parts of our country and abroad, enriching our community and motivating others to participate. The Alumni Office had special participation in the coordination and management of donations for the above mentioned COVID19 Emergency Solidarity Campaign and in the call for alumni to participate in the series of talks and meetings within the framework of the Life Long Learning Center (see full report of Alumni on page 74). The Communications area worked on the setting up of the new Handing platform. The entire database was migrated and training on its use was carried out for key users from our staff. As every year, support was provided to all sectors of the school for the management of mass mailings, design of


flyers, communications in networks, etc. In particular, we worked in close collaboration with the academic sectors to improve spaces for dialogue with our families at a time of change and adaptation to new work settings, all of which were of great impact on the entire educational community. The relationship with APESA and Room Parents was intensified at every educational level with the aim of improving and optimising communication with families. Three Parental Surveys were carried out with the purpose of receiving feedback during the remote teaching scenario and after a brief Return to Presence (Vuelta a la Presencialidad: VaP). The results were analysed and shared with families and staff, and were used to introduce adjustments and improvements in the teaching-learning process. Regarding publications, The Thistle and Annual Report yearbooks were produced and all the school’s digital platforms (website, Instagram, Facebook and YouTube) were kept up-to-date and especially active. An Admissions video was made to support and encourage the attraction of new students in a context where we could not coordinate actual visits to our venues. Faced with the needs of posters in response to the biosafety protocols, the design and implementation of the COVID19 signage was carried out and informative videos were filmed to present the lay-out of our facilities when receiving our community in the Return to Presence (VaP). During 2020, a new logo and branding of the Lifelong Learning Center (LLC) was created to align the Lifelong Learning San Andrés (LLSA) identity with our educational community. The LLSA was created within St. Andrew’s Scots



School as a home for continuous learning. Within the framework of a competency-based school, the LLSA offers a space for all members of the community with the aim of continuing to develop competencies and skills for the 21st century. Motivated and transformed by the COVID19 pandemic and, depending on the needs detected to accompany the changes promoted by the knowledge society, various speakers -some of them, former students- were invited to present on themes related to the six programmatic areas at LLSA: Education & General Knowledge, Community & Parenting, Personal Growth, Workplace & Entrepreneurship, Arts & Music, Sports & Health. We especially thank all staff, alumni, families, donors and volunteers who accompanied us during this very singular year, where, thanks to the work of all, we continue to strengthen our San Andrés community.

Eliana Mocorrea Development and Communications Director


Financial Aid St. Andrew’s financial assistance policies are supported on several programmes, managed and administered by Fundación San Andrés (FSA). The main objective is to provide families with the required financial assistance and/ or scholarships, with a specific aim towards retention and attraction of students at St. Andrew’s Scots School. In order to achieve this objective, Fundación San Andrés administers several programmes that are funded internally, through school assistance, as a percentage of revenues and, externally, with generous donations from third parties. There are three financial aid instruments currently managed by FSA: Special Scholarships, Emergency Loans and Davidson Scholarship. For these three cases, assistance can be granted in the form of partial or full payment of school fees by FSA on behalf of the beneficiary. In addition, FSA manages and administrates the Scholarship Endowment Fund (SEF) and the Maggie Salinas Fund (MSF). With the exception of the Davidson scholarships, all aid awarded by FSA is "need-based". Special scholarships are for families with an enduring inability to pay full SASS fees. Emergency loans are for alleviating situations of temporary financial hardship and therefore, are limited in time. The Davidson Scholarship is aimed to assist families suffering from the untimely death or permanent disability of the person responsible for paying the school fees. The Scholarship Endowment Fund (SEF) was created in 2004 as an especially dedicated trust, with the exclusive purpose of providing scholarships for students who wish to study at

St. Andrew’s. As explained below, SEF has grown thanks to the generous support of donations from trustees, alumni, staff, parents and other members of the St. Andrew’s community. The Maggie Salinas Fund (MSF), originated in 2005, is a special scholarship fund dedicated exclusively to St. Andrew’s teachers’ children. The fund bears the name of Maggie Salinas in honour to her thirty-five years of service to St. Andrew’s. The school allocates a percentage of its income to the Maggie Salinas Fund on an annual basis, alongside with donations from members of the St. Andrew’s community. In addition to the family’s financial need, the criterion used for the allocation of aid includes student’s school performance and the family or staff identification with the institution’s values and ethos. Financial aid policies and admission policies reflect the same values and have the same objectives. FSA is a separate legal entity; its Board meets on a monthly basis and the members are appointed by ACCESA’s Board. Derek Mc Ivor and Pingo Logan Scholarship Fund: in 2007, the Class of 1959 instituted a Scholarship Fund in memory of Derek Mc Ivor, who was a History teacher and Assistant Headmaster from 1954 to 1960, when he returned to Scotland. This initiative was based on the highly significant influence that Mr. Derek Mc Ivor had on the education and general character building of his students, both inside and outside the classroom. In 2017, when their classmate Pingo Logan passed away, they decided to honour him by naming it: Derek Mc Ivor & Pingo Logan Scholarship



Fund. The assistance of a group of graduates – also known as the 59ers – is a significant contribution to the granting of scholarships to families of alumni and their descendants who may become financially needy while their children are in the last years of Secondary School. Since 2010, scholarships for six families and seven children were granted. We invite all the alumni classes who wish to contribute to this fund or imitate this example through their own classes to contact the Alumni Office at Many thanks, Class of ’59!

or the permanent disability of parents or responsible adults in charge of the payment of the school fees. The amount totaled $9.300.791.-

Scholarship Endowment Fund SEF scholarship awards for the 2020 academic year were granted to 5 families or 9 students. The amount totaled $2.096.539.-

Maggie Salinas Scholarships During 2020, $14.656.775.- were granted to 33 SASS staff families or 53 students.

A summary report on the status of these different financial aid programmes during 2020 follows.

Former Pupil Scholarships

Emergency Loans

Former pupil scholarship for the 2020 were granted to 33 families or 54 students. The amount totaled $6.864.623.-

During 2020, $4.089.055 were granted to SASS families, mainly to those going through temporary financial difficulties and unable to meet school fees payment. This action involved emergency loans, with no interest charges, to 25 families or 40 students.

Special Scholarships During 2020, FSA supported 21 families or 42 students with permanent or temporary structural economic difficulties, for a total of $9.503.533.-

Davidson Scholarships Throughout 2020, FSA continued to assist 13 families or 17 students that suffered the loss

Mc Ivor & Pingo Logan Fund Mc Ivor Pingo Logan Fund for the 2020 were granted to 2 families or 3 students. The amount totaled $313.911.In total, when taking into account the above mentioned financial aid programmes, in 2020 a total of $46.825.247.- (SASS and third party funding) was allocated to financial assistance, benefiting 132 families with 218 students.

María Elena Di Pasquo Fundación San Andrés - Assignee


"San Andrés fue parte de tu vida. Alumni San Andrés te acompaña toda la vida" The Alumni Office’s main objective is to maintain a fluent relationship between the School and its former pupils, and amongst the former pupils themselves. It is through various events and activities that we manage to maintain the St. Andrew’s spark lit in each one of them, offering not only professional support, but personal guidance as well.

JOINT PROJECTS WITH OTHER SCHOOL AREAS Alumni and Fundación San Andrés: Fundraising for the Scholarship Fund

Alumni and Lifelong Learning San Andrés: Participation of former students offering webinars covering the 4 programme areas

Alumni and RedSA: Campaña Solidaria de Emergencia COVID19 and the creation of a jingle together with former pupils

Alumni and Arts + RedSA: Creation and launching of San Andrés Live



CAMPUS PRIMARY AND KINDERGARTEN We accompanied our former student parents on the first day of their children’s classes

OLIVOS SECONDARY We accompanied our former student parents on the first day of their children’s classes

PRESENTATION OF Y12 CAS PROJECTS + FORMER STUDENTS (Classes 2013 to 2019) - Political Debate Y12 - Graciela Guzmán - Awe Week: Invitation by mail + San Andrés Live to collaborate with the week - Growth Week: Former students who inspire our students (using Competency Framework by M. Fullan) - FOP: We invited former students to assist as professionals and share their experiences to inspire students







GUSTAVO PODESTÁ ‘ 73 SCIENCE Medical doctor, specialised in General Surgery – Graduate degree from Universidad de Buenos Aires with Honours Diploma. Gustavo specialised at the Hospital de Clínicas. He obtained two scholarships with Dr. Starzl, at Pittsburgh University, Pennsylvania, and performed over 600 transplants a year with the medical team.

ROBERTO BUNGE ‘ 01 SCIENCE & TECHNOLOGY Obtained a PhD in Aerospace Engineering at Stanford University, specialising in systems dynamics, automatic control and artificial intelligence applied to the design of robotics and autonomous vehicles. Roberto is a Senior Member of the American Institute of Aeronautics and Astronautics, and the Vertical Flight Society, and has presented papers at the best international conferences on his field of expertise. He has taught at doctorate level in Stanford University on subjects such as flight dynamics, control systems and the design of autonomous airplanes. In 2009 he was the recipient of the prestigious International Fulbright Science and Technology Award, granted by the US Department of State to pursue his doctoral studies and was elected Accel Innovation Scholar from the Stanford Technology Ventures Program in 2014. His objective is to cross multidisciplinary boundaries to develop robust innovative solutions, specially within projects with the potential to change the world in a significant way. He will be leading the first Engineering career at the Universidad de San Andrés, focused on artificial intelligence: the first of its kind in Argentina.



2019 Lucila Gandolfo ’83

2019 Noel Anthony ’51

80 ALUMNI & ADMISSIONS New admissions from former student families









20% children of former pupils

Admissions 2021















0 2020 New admissions from former student families


New former student families

CURRENT DATA ON CHILDREN OF FORMER STUDENTS Objective: Create a closer link with Admissions Office to receive former students in their possible new role as parents CURRENT STUDENT BODY









621 Students children of former pupils

52 New students, children of former pupils

41 Kindergarten

2030 Students not children of former pupils

260 New students, not children of former pupils

6 Secondary

5 Primary


81 STUDENT SURVEY The Alumni office held a survey among the 2020 graduates, to know their choices of universities and careers at graduation time. We share the graphs of the results and attach a chart showing the careers chosen in UdeSA by class ‘20





Industrial Engineering

Business Economy



Political Science

System Engineering

Business Administration

Mechanical Engineering


Digital Technology


Environmental Engineering

Not Informed

Social Science


Behavioral Science

Apparel Design




Not Informed 8%

UBA 10% ITBA Not Informed UBA UCA UdeSa Universidad Austral Other UTDT FUC

UCA 4% Other 13%

UdeSa 15%

Universidad Austral 3%

UdeSA CAREERS CHOSEN BY CLASS ‘20 Negocios Digitales 6% No Informado 6%

Finanzas 6% Administración de Empresas 47%

Economía 12%

Administración de Empresas Ciencias de la Educación Ciencias de Comportamiento Diseño Economía Finanzas No Informado Negocios Digitales

Diseño 6%

Ciencias de Comportamiento 11% Ciencias de la Educación 6%





58% General donations


42% Donations from

47% Revenue from former students

former students


52% revenue from Argentina

53% General revenue


48% revenue from abroad

46% from North America 29% Europe 21% Anonymous 4% Oceania

Instagram: increase of our followers from 2273 to 3320.


Facebook: Alumni Fanpage





You Tube





Ceci Resoagli ‘07 & Lila Macchiavello ’75


Infrastructure Operations

2020 was crossed by the new demands and new ways of working. From the Operations and Modernisation team, we worked closely with the academic areas and staff to establish measures and protocols in accordance with the requirements established by the official authorities. We defined, coordinated and implemented major changes in the school’s operating dynamics, from the way to enter the buildings, the use of spaces, the way to clean and disinfect the classrooms and even vehicle circulation within the Campus. A multidisciplinary team was formed with specialists from different areas to broach this. Nevertheless, and despite new working conditions imposed by the pandemic, all the

objectives of the area were met by developing maintenance plans and improvements for buildings and outdoor spaces, both on Campus and in Olivos. The main actions carried out during the last year are described below: Implementation of the "Jurisdictional Plan for the Safe Return to Face-to-Face Classes" Suitability and signage of exterior and interior spaces, classrooms and offices (direction of movement, social distancing, maximum capacity, etc) Marking of distances on sidewalks Estimate of number of students and staff in each space



Movement of tables, chairs, lockers and furniture to generate larger spaces Evaluation and acquisition of equipment for admission and dismissal (thermometers, sanitary mats, pedal-operated dispensers for alcohol gel, sprays for 70% alcohol, etc) Acquisition of consumables and disposables for prevention (alcohol gel, 70% alcohol, quaternary ammonium, disposable masks, face shields, etc.) Implementation of new cleaning and disinfection protocols Implementation of 3 safe outdoor spaces, using tents Implementation of new procedures for admission, dismissal and vehicle circulation At the same time, we have developed and

implemented new actions, modifications and restorations that correspond to the predefined agenda for the period.

KINDERGARTEN Implementation of new shaded spaces in the Kindergarten playground through the installation of a metallic structure with 230 m2 stretched fabrics, including the construction of reinforced concrete bases to anchor the columns and repair the rubber floor Implementation of a new rain and sunproof canopy on the building access ramp, through the installation of a metallic structure anchored in concrete bases, and with laminated glass Construction of a sidewalk for access to the K2 outdoor patio


Construction of an access staircase to the exterior patio of K3 Installation of runways and network cabling for camera in the music classroom, for virtual classes Installation of padded protections on columns of shade structure

PRIMARY SCHOOL Implementation of a rain and sunproof access canopy at the main door, with a metallic structure and laminated glass Polishing and lamination of the multipurpose wooden floor Installation of runways and network cabling for cameras for virtual classes in 18 classrooms, library and upper Primary clusters

OTHER GENERAL TASKS PERFORMED ON CAMPUS Installation of smart electricity meters in the Primary School, Kindergarten and Sports Pavilion buildings, to monitor consumption online and regulate the use of this service Installation of network water volume totalizer for consumption monitoring Installation of automatic fire suppression systems in the Sports Pavilion kitchen hood and duct Construction of a sidewalk retaining wall next to the wetland pond Construction of a structure with vinyl cover for the substitute players’ bench in H1 Extension of the CCTV camera system to Guatemala and Uruguay streets. Consolidation of the ground of the green Staff parking lot, by adding crushed stone,



in order to free up the parking lots in Primary, Kindergarten and Sports Pavilion for use by families Layout and consolidation with crushed stone of the temporary road to connect the road B cul de sac to the green parking lot. Dismantlement of the former Kindergarten playground in front of the Sports Pavilion, soil improvement and landscaping.

the Nogoyá field Repair and waterproofing of roofs, repair of rain gutters Repair and painting of exterior patio floors Waterproof insulation of window frames Waterproof insulation in plant beds Negotiation with AySA for replacement of sewage pipe on R. S. Peña street.



Complete painting of swimming pool Installation of automatic fire extinguishing systems in the kitchen hood and duct in the Nogoyá buiding General interior and exterior painting of the Nogoyá building General exterior painting of HeadMaster’s offices, in the dining room sector of the Nogoyá kitchen and the perimeter fence of

Within the Shade Plan, planting of 18 American ash trees in the Primary park, 12 American ash trees in the Kindergarten playgrounds and 10 plum trees in the amphitheatre sector; relocation of existing ash trees and tecoma shrubs Design and construction of the garden between Primary and Kindergarten, with 8 wooden terraces and trenches in the ground


for larger plants, landscaping of the sector; planting and maintenance of species Enhancement of the landscaped mound in the Primary School yard: displacement of the metal fence, closure with mesh fencing, weed control, planting with Bermuda grass and fertilisation Planting and fertilisation of the green yards in Kindergarten and Primary Enhancement of the tipa forest behind the R4 field, by moving the gate and closing with mesh wire Execution of the annual schedule for fertilisation, pest and weed control; application of agricultural gypsum. An exhaustive weed control was completed, taking advantage of the fact that the winter replanting was not carried out. Gardening programme: lawn mowing and irrigation in fields and green areas, bordering, maintenance of beds and planting of plants and shrubs, irrigation of fields, maintenance of gardens, etc. Pruning of interior trees in Olivos Acquisition of a spray car with a 220-litre tank, for the application of products by aspersion in sports fields

OTHER MAINTENANCE TASKS The Operations team continued and expanded the preventive maintenance programme for facilities and equipment, namely: Generators, pumps and electric motors Electrical installations and panels, UPS Air conditioning equipment, heating systems and boilers

Fixed fire-fighting installations, smoke detectors, elevators, swimming pool water filtering system Irrigation installations

REGULATORY COMPLIANCE TASKS WERE CARRIED OUT Measurements of earthing and electrical continuity, verification of operation of differential switches; electrical installations safety certificates Certificates of habitability and security of buildings Anti-accident technical report Audit of natural gas installations Cleaning and disinfection of water tanks Physicochemical and microbiological analysis of water for human consumption Verification of maintenance and disinfection of water dispensers Disinsectization and rodent control

SAFETY AND HYGIENE Development and implementation of the COVID 19 protocol for the staff who worked onsite during lockdown Implementation of Jurisdictional Plan for safe return to face-to-face classes in the province of Buenos Aires Training of teaching and non-teaching staff Building security audits

Fernando Ocampo Operations and Modernisation Manager




Information Technology During 2020, the Information Technology structure had to face the unprecedented situation of sustaining the educational process within an environment of constant changes caused by the pandemic. For this reason, when making a summary of what IT did, we must focus on the teamwork of each of its members who joined forces with the rest of the school, so as to continue moving forward even in totally exceptional situations. We managed to set up a work and action plan in under 72 hours, in which permits, accesses, configurations, equipment, shifts and workplaces were modified, with the aim of ensuring that each teacher had the necessary computer equipment to be able to carry out their virtual classes, and that each member of the staff had the resources to be able to continue operating the school’s facilities and processes. New service agreements had to be made with suppliers so as to align them with our new needs and guarantee educational continuity. Changes were applied in the support structures and assistance to the end user, as well as in the way of receiving and distributing equipment, and in the way of remotely attending to demands that had never been presented to us before. All this taking into account that an important part of the service continued to go through our internal networks. In view of the lockdown, different remote monitoring and control systems were launched and implemented. The effort, adaptations and changes in working methods that were made, were IT’s contribution to this unique situation which allowed us to collaborate by being able to maintain a high-quality service and availability in all areas of the school.

Ruben Hawryluk IT Manager




Financial Information The fiscal year of 2020, which ended for St. Andrew’s on February 28th 2021, generated total revenues of $1226.8 million and total operating expenses adding up to $ 1190.9 million. The net financial result for this period was $ 6.3 million, which produced a net final surplus of $ 42.2 million. The general-purpose revenues, which amount to $ 1223.7 million are composed by tuition fees, invoiced on a monthly basis from March to December, plus one annual matriculation fee; the specific purpose revenues for $ 2.1 million which mainly include donations applied to scholarships and other revenues for $ 1 million. Total expenses are mainly composed by staff salaries, plus general expenses and teaching materials. Total assets amount to $ 2822.6 million, of which $ 408.9 million are current assets and include cash, banks and investments for $ 329.3 million, assets available for sale for $ 68.4 million, an amount which corresponds to the residual value of the following properties located in Olivos, Buenos Aires province: Rawson 2775, Roque S. Peña 654, Roque Saenz Peña 686, Pelliza 656, the sale of which was approved in the Associates Meeting held on June 14th 2018. Other assets amount to $ 11.2 million. Approximately $ 2413.7 million are non-current assets composed by the Association’s fixed assets, of which $ 2412.7 million correspond to land, buildings and other operating assets, while $ 1 million correspond to work in progress. The Capital Expenditures totaled $ 34.7 million, invested in regular maintenance and building upgrading projects and the acquisition of IT equipment. Total liabilities amount to approximately $ 792.5 million, of which approximately $ 270.6 million are current liabilities, which include $ 34.9 million financial loan allotted for the completion of Stage II of the Campus project, $ 2 million from the Comunidad San Andrés and $ 4 million received as down payment for the sale of the building sited on Rawson 2775, Olivos. Approximately $ 521.9 million are non-current liabilities, which include a $ 368.6 million from the Comunidad San Andrés, a $52.4 million financial loan allotted for the completion of Stage II of the Campus project and $ 85.6 million received through donations for the building of the Auditorium in Campus San Andrés. The aforementioned amounts received through loans and donations have been applied to the Campus. Net worth is approximately $ 2030.1 million.

Silvia Satas CFO / COO




General purpose - net


Specific purpose - net






Total Revenues


Cash and banks

310.3 19.0 4.1

Assets available for sale


Other assets


Total current Assets

EXPENSES General administrative expenses


Departmental expenses


Fixed asset depreciation

106.1 1190.9

Total Expenses


Net financial surplus


Final Surplus


Source: ACEESA‘s Annual Financial Statements. In millions of $ Numbers adjusted to inflation, to reflect changes in currency purchasing power, complying with Resolución F.A.C.P.C.E. N° 539/2018.



Total non current Assets


Total assets







Specific funds


Total current liabilities NON CURRENT LIABILITIES Long term debt


Specific funds




Total non current liabilities


Total liabilities


Net worth


Total liabilities and net worth


Total Expenses 2020

% 100 80








Teaching Material



Fixed Asset Depreciation


106.1 1190.9



20 0






Teaching Material




ACEESA Organisational Structure Structure Board of Governors Chairman

Alejandro Golfari (‘88)

Vice Chairman

Christian Tahta (‘83)


Jacqueline Truzzell (‘90)


Elizabeth Murchison


Marcelo Alexander (‘78) Gerardo Muniello Matías García Guevara Terence Roberts (‘97) Leslie Widderson (‘75) Federico Fuchs (‘90)


Betina Croissant Max Rohm (‘87) Miguel Stuart Milne (‘98)

Statutory Auditors

Gerardo Croissant


Damián Balderian

Chairman – Leslie Widderson (‘75)

Ricardo Beller (‘83)

Vice Chairman - Carola Martin (‘92)

Nicolás Clutterbuck (‘90)

Treasurer - Elizabeth Murchison

Alberto Ermili

Secretary - Christian Hiba (‘81)

Ricardo Mac Carthy (‘79) Ximena Ibañez (‘89) Jaqueline Truzzell (‘90) C. Ronaldo Watson (‘68)



Academic & Non-Academic Structure CEO ACEESA & Headmaster SASS

Sebastián Rubens y Rojo (‘86)

Secondary Head

Ben Davies

Secondary Deputy Head

Marisa Márquez

Secondary Deputy Head

Diego Bertotto (‘91)

Primary Head

Moira Lutteral

Primary Deputy Head

Maru López Fernández

Kindergarten Head

Victoria Ayam (‘94)

Kindergarten Deputy Head

Verónica Muller (‘96)

Kindergarten Deputy Head

Alejandra Di Tada

PE & Health Director

Daniel Pueta

Spiritual Emotional Intelligence & Leadership (SEIL)

Juan Pablo Ventura (‘97)

Arts Leader

Axel Jeannot (‘93)

Innovation & Technology Leader

Jennifer Verschoor (‘91)

Strategic Planning & Special Projects

Jazmín Sundblad


Silvia Satas

Human Resources Director

Andrea Benvenuto (‘87)

Admissions Director

Ana Repila (‘92)

Development & Communications Director

Eliana Mocorrea

Legal Representative

Marta Cordo

REDSA & San Fernando en Red Director

Camila Vilcinskas (‘96)

Asociación de Padres Escuela Escocesa San Andrés (APESA) Executive Committee


President - Lucas Perkins

Luciana Pagani

Vice President - Natalia Méndez Huergo

Magdalena Quirno

Treasurer - Federico Campolongo

Agustina Carril Lucila Gilles Alejandra Knowles Jaime Martínez Tenreiro (substitute) Lucila Tiberio (substitute) Juana Santillán (substitute) Assistants FOP Team, Book Fair Team, Lost & Found Team, Reciduca/RedSA Team, Marion Hill Casiraghi, Jill Doyle, Clara Salgado, Valeria Tahta


Editor: Oficina de Desarrollo y Comunicaciones - Assistant Editor and translations: Gloria Molnar Photos: SASS Archive, PhotoMovie Design: Fernanda Frias - -