Annual Report 2016-2017

Annual Report

March 2016 - February 2017

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Honorary President Honorary President: His Excellency, H. M. Ambassador, Mr. Ian Duddy

BOARD OF GOVERNORS Chair Mrs. Karen Schandy Vice Chair Mr. Juan A. Buero Honorary Secretary Mrs. Alma Aznรกrez Honorary Treasurer Mr. Ian McConnell Governor Mr. Martin Wells

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Annual Report

Index Mission Statement

06

Strategic Focus

07

About the School

08

Welcome Statement

11

Student Learning & Achievements

12

Key Outcomes

15

Student Welfare and Pastoral

19

Beyond the Classroom

23

Sports

26

Staff

29

Future Directions

32

Staff Members

35

Junior Staff

36

Senior Staff

40

Physical Education Staff

44

Administration Staff

45

Service Staff

46

Learner Profile

47

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We hope that the publication of this report will provide an overview of School life in 2016. Should you wish to know more or, indeed, should you wish to discuss any aspect of the School’s mission and policy in more detail, please contact the following authorities:

Mr. Alan Ripley, Principal

Strategic planning, educational standards, curriculum and policy.

Mrs. Trudy Chappell, Head of Junior

Strategic planning, Junior policy, student welfare, and curriculum.

Mr. David Rennie, Director of International Programme, Senior

International Programme; regulations and practice, curriculum timetabling.

Mrs. Dora Sajevicius, Director of National Programme, Senior

Academic Programme, Liceo and Preparatorios requirements and practice.

Mrs. Cecilia Pombo, Coordinator of National Programme, Senior

Academic Programme, requirements and practice.

Mrs. Raquel Filippini, Administrator (Retired at the end of 2016)

Financial, administrative and maintenance policies.

Mrs. Andrea PĂ­riz, Administrator (January 2017)

Financial, administrative and maintenance policies.

Office hours: 0800 to 1700 - Monday to Friday This Report is an in-house, not a professional, publication.

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Mission Statement The Mission of The British School’s community is to: •

form self-confident, creative, inquiring, discerning, fully bilingual students who will strive to develop their talents to the best of their abilities.

•

strive for the highest standards, providing the educational environment and infrastructure to help students to achieve excellence according to their potential in academics, arts and sports, while recognising individual differences and needs.

•

instil the importance of all human values (including moral, aesthetic, spiritual and social) in all aspects of personal growth and physical development.

•

encourage and promote a sense of belonging, a deep rooted pride and affection for the School as an Institution, its traditions, School Spirit and institutional memory.

•

instil in students the finest aspects of Uruguayan and British values and culture, such as a sense of justice, self-discipline, tolerance and civility, while also offering them the best possible preparation for life in an intercultural setting within a global community.

•

develop in students a sense of profound empathy and an awareness of their responsibility to their community and the need to use their gifts and experience for the good of the world.

PERFICE - Be thorough

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Strategic Focus

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About the School The British Schools is a private British international school in Uruguay. It is coeducational, not for profit, and professes no particular religion. Bilingualism is the beating heart of the School, and equal respect for English and Spanish is channelled through both the Uruguayan national curriculum and the very best international programmes available. The challenging and stimulating academic structure is complemented by a pastoral programme offering students the best possible preparation for life. A School cloaked in tradition and community, yet also alive to the challenges and possibilities of the future.

SCHOOL ROLL Number of students attending The British Schools during the past ten years: YEAR END

BOYS

GIRLS

TOTAL

AVG. N° PER FORM

2007 601 655 1256 23.7 2008 595 661 1256 23.7 2009 615 689 1304 23.2 2010 622 722 1344 22.0 2011 662 741 1403 22.2 2012 682 750 1432 23.4 2013 694 767 1461 24.7 2014 696 778 1474 25.4 2015 707 781 1488 25.6 2016 698 764 1462 25.1

At the time of writing, the School roll for 2017 comprises 1170 students up to 1st Year Ciclo Superior plus 258 students in 2nd and 3rd Year Ciclo Superior, amounting to a total of 1428.

Of the total attending at the end of 2016, 88 (6%) were British or of British descent; 1246 (85.2%) Uruguayan, and 128 (8.7%) were of other nationalities.

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JUNIOR 2016

GIRLS

TOTAL

AVERAGE PER FORM

91 94

78 103

169 197

21.1 24.6

182

208

390

22.5

BOYS Early Years

Infant

(Form 1 & Form 2) Junior (Form 3 to Form 6)

756

SENIOR 2016

BOYS 1st Year Ciclo Básico to 1st Year Ciclo Superior 2nd & 3rd Year Ciclo Superior

AVERAGE PER FORM

GIRLS

TOTAL

200

214

414

25.7

122

136

258

18.4

TOTAL N° OF STUDENTS

672

1428

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The Annual Report contains a brief overview of important trends, activities and developments within the School. It highlights student learning and achievements, key outcomes, curricular, extra-curricular activities, sports, student welfare and pastoral activities, as well as aspects of staff development, community commitment and future directions. It is not intended to be an extensive nor comprehensive review of what occurred during 2016.

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Welcome Statement “Education is what remains after one has forgotten what one has learnt in School”.

This quote, from Albert Einstein, is well known enough to be something of a cliché. However, familiarity in itself does not negate the value of such a simple phrase. For, although almost 100 years old, the words resonate more today than ever.

What the words hint at, but what we previously never dared admit, is that much of what is learnt at school is not touched again after leaving; it is stored away in a dark corner of the labyrinth of brain connections and will only ever emerge if triggered by necessity. And, when thus triggered it has often lost something of its shine. For example, remembering that there is a Law of Cosines is all well and good, but if the accompanying brain network of how to use the law is lost, then the mere title is functionally useless.

The acceptance of the wastage of much of what we learn in School has, over the last 30 years led to huge changes in what schools do. Rote memorisation in preparation for the test… and not much more, has been challenged and at least complemented by different types of learning based on inquiry, collaboration and critical awareness. The British Schools was in the vanguard of this process with its very early adoption of the Diploma Programme (DP) of the International Baccalaureate. At the very end of 2016 another important step was taken with the news that the school had successfully negotiated the difficult path towards authorisation to offer the Primary Years Programme (PYP) of the International Baccalaureate.

The aim of the PYP is to minimise the loss alluded to by Albert Einstein, and instead to provide a framework for future learning in a world characterised by uncertainty about everything except for the continuity of rapid and unpredictable change. The PYP now forms the conceptual framework for learning for Kinder to Form 5 of the Junior School.

These are bold brave words – but they by no means mark a rupture with the past. Do children still learn Mathematics and English and Art and PE? Yes, they certainly do, much of the contents have not changed. Rather, learning is now in a much more thoroughly planned structure designed to promote thought, reflection and meaning.

In highlighting the adoption of the PYP as the most significant change at The British Schools in 2016 there is the risk of appearing to criticise the excellent education that Junior School students have received for over 100 years.

This is not the intention. Rather, the school carries forward the past in a vehicle designed to withstand the stresses and strains of an uncertain future.

“Inquiry learning encourages learners to examine the complexity of their world, to explore how it works and their place in it as they form their own understandings instead of being told simple answers to complex problems. It recognizes that students are powerful learners who must be actively engaged in the process of investigating, processing, organizing, synthesizing, refining, extending and applying their knowledge”.

From: Focus on Inquiry: A practical approach to curriculum planning by Jeni Wilson and Lesley Wing

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Student Learning & Achievements JUNIOR 2016 saw the Junior School in the last phase of the implementation of the PYP Programme.

Middle Management continued the process of unifying the requirements of the British and Uruguayan National Curricula, known in IB terms as the “Written Curriculum”.

To enhance student learning and to support the School’s Mission of forming inquiring students, many members of the Junior School staff received in-service training focused on the “Taught Curriculum” component of the PYP Programme. This new level of understanding introduces opportunities for applying teaching strategies to facilitate differentiated inquiry and learning in the classroom; the Inquiry Cycle is one of the tools developed.

In October, the Junior School received an IB Team who were assigned with the task of ensuring that the educational principles, standards and practices on which the IB Programme is founded, were in place and reflected across all levels from Kinder to Form 5. The Team spent two long days meeting and speaking to key members of the School community, especially students; visiting classrooms and inspecting documentation.

A few days after the School year finished in December, the School received notification from the International Baccalaureate Organisation that The British Schools is now fully authorised to offer the Primary Years Programme (PYP).

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Without sacrificing any of the values and traditions of The British Schools, the PYP provides the key for creating a community of learners encompassing students, parents and staff – who share responsibility for developing lifelong learners and active compassionate world citizens with a genuine commitment to affect positive change in the world.

The School received commendations: •

•

• •

a

number

of

“Exemplars of student work demonstrate the construction of learning for all students. They are authentic records of thinking and learning through inquiry as well as building on specific organisational skills.”

“The school has promoted and offered opportunities for students to experience real-life learning experiences to support the action cycle. These trips are defined through the programme of inquiry as a driving force.”

“Student work evidences constant and authentic reflection on their learning.”

“Conversations with the PLT (Pedagogical Leadership Team) have provided specific examples of student action stemming from outings and the understanding of the action cycle.”

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•

“The school has well-established methods of documenting and providing evidence of student learning (unit of inquiry notebooks) over time across the curriculum”.

Extracts from the IB Team Report

Receipt of this accolade does not mean that the process is finished; the Junior School now needs to continue embedding the PYP philosophy in all that it does. Pending lies the submission of a 5-year Action Plan (curriculum development) this is an interactive and cyclical process which allows for continual reflection and improvement.

SENIOR 2016 brought various challenges as the merger generation moved into 4YL. At the same time that they were completing IGCSE exams in November as part of their preparation for our integrated National/IB programme, the 6YL students were taking their final IB exams. This meant that the teachers of many departments were fully stretched towards the end of the academic year preparing 300 students for these examinations. The teachers have responded extremely well to this model, which implies changing many details in the structure of these courses.

The response of our students to the necessity of “extending” classes into December or starting “earlier” in February has also been very positive.

A system of Tutors was implemented for the 6YL students to monitor their progress and provide support whilst coaching them according to their different needs.

The curriculum is always undergoing careful scrutiny and evaluation in order to empower students with the necessary tools to excel in their Bilingual Baccalaureate and to be thoroughly prepared for University. With this in mind, the Senior Management Team (SMT) has met on various occasions with private

universities. Feedback regarding students’ performance and a repertoire of skills was taken into account in order to supplement the academic performance. These meetings will continue for several purposes: collecting data about students’ performance and skills, strengthening our academic programme, and assessing students’ success during their first year at University.

Many enriching extra-curricular activities took place in 2016 involving students of all ages.

Maths played a significant role in maximising students’ potential and empowering their higher-order thinking skills.

Students participated actively in different events related to the Maths Olympics such as Summer Maths Camp, International Kangaroo Tournament, Iberoamerican Youth Olympiad, National Olympics and International “Rioplatense” Olympiad.

A large number of students also took part in the St. Andrew’s of the River Plate Essay Competition, with good results and the Spanish Department organised outings to the theatre as well as inviting local authors to meet students.

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Key Outcomes Junior

External examinations are a vitally important measure for the School. At the end of 2016, 99 Form 6 students passed the ‘Egreso’ examination and earned their passage into the Senior School in March 2017. Another measure of education is participation in competitions such as the St. Andrew’s Society of the River Plate Essay competition, which once again yielded excellent results for students from The British Schools, including a first place award in the Junior category.

To support students in their learning, data gathered from the standardised Cognitive Ability Testing (CAT4) is analysed by the Learning Support Department to effectively support the progress of all students; working with staff to develop programmes that will cater for the diverse needs of students.

The School is also committed to developing students with the ‘whole person’ in mind. This more holistic approach includes the development of sound character and explicit values such as those embedded in the Mission Statement including: moral, aesthetic, spiritual, social, self-discipline, tolerance and civility. These important attributes are considered essential elements of our School culture.

As part of the School’s Promoting Positive Behaviour (PPB) initiative, and to encourage students in their work and behaviour, a new colour card system has been introduced in Junior. From celebration, to guided reflection and understanding consequences, the aim is to inspire in students a positive sense of commitment, attitude, behaviour, and responsibility.

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Senior After 45 years, these are the third IB examination results from a November session: • • •

All 97 students in 6YL sat for the Bilingual IB Diploma.

2 students scored 40 points or more.

The overall pass rate was 87% (World average 79%).

The average points per candidate was 30.4 and the distribution of points was similar to that of last year. These results were coherent with the academic profile of this generation of students.

Those students who did not pass their Diploma were given the opportunity to retake the relevant necessary examinations such that they could obtain their Uruguayan Baccalaureate and enter Universities in Montevideo in March. Others are retaking some IB examinations during the May session to complete their IB Diploma. All of them have been counselled as to their best options.

Average Points

% of Students passing the Diploma

IB Results – Points Distribution

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The pass rate of IGCSE examinations varied greatly between subjects. Once again, all candidates passed Foreign Language French and Portuguese exams with 60% achieving an A or A*grade.

Results in both Spanish and English Literature were better than in recent years and over 90% of students passed Mathematics compared to a world average of only 60%.

From this year onwards the School has changed the timing of the IGCSE examinations. In 3YL the students will take foreign language exams in either French or Portuguese. In May of 4YL they will take Mathematics, English Language, and Spanish Language. In November of 4YL they will take Spanish Literature, English Literature, Combined Science and Global Perspectives. As a consequence of these changes there were no English Language nor Spanish Language exams taken during 2016.

• • • •

Once again all candidates passed Foreign Language French and Portuguese exams with approximately 7 out of each 10 achieving A or A*.

100% of students passed Mathematics compared to a world average of only 60%.

English Literature results were similar to the previous year, with a good pass rate and a significant number of students achieving very high scores.

The proportion of students passing Spanish Literature was better than ever, and more than half of the students achieved A or A*.

The Combined Science course has only been running for three years and the adjustments which have been made to the structure of the course are already being reflected in the positive results.

The Global Perspectives course is proving to be a valuable addition to the curriculum, providing opportunities for the students to work in a Humanities subject in a way that has similarities to some IB subjects. Those students who completed their Individual Research and Group Project were entered for the examination. More than 90% of these students achieved a grade of C or better and over 50% achieved A or A*.

We fully expect that several of the students will be recognised for their high achievements at the annual “Outstanding Cambridge Learner Awards” ceremony which is held in the month of June.

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Student Welfare & Pastoral Whole School The main focus of the Pastoral Team is to support the social, emotional and physical wellbeing of students through development of the whole person. Quoting from the School’s Mission statement, the Pastoral Team strives to “instil in students the finest aspects of Uruguayan and British values and culture”, “a sense of justice, self-discipline, tolerance and civility”, “develop a sense of empathy”, “an awareness of their responsibility to their community” and to “use their gifts and experience for the good of the world”.

A striking example of this was the very successful campaign “Manos Unidas Por Uruguay” in which the community - students, staff, families and alumni - came together in support of their fellow countrymen through difficult times, whether as a result of the destructive tornado in Dolores or to support those families displaced from their homes due to devastating floods.

Junior Many of the programmes and campaigns which have taken place over recent years, have provided a framework to develop in students the aforementioned attributes. The interaction with CAIF “La Esperanza” in Form 6, the Wool Campaign, Toy Day, whole School campaigns for the Fundación Pérez Scremini and Teletón, the collection for Christmas Hampers, and

work with Prefects, have all been fruitful experiences which encourage students to become more empathetic and responsible towards their community. These campaigns are always a collaborative effort and the School is deeply grateful to its network of Form Parents, families, and members of the wider community, for their invaluable support.

With the implementation of the PYP, the School Values Programme addresses students’ academic, social and emotional wellbeing through a more inquiry based approach that encourages students to develop independence and responsibility for their own learning.

Form 6 students explored some core values within the topics of “Healthy Eating Habits” or “Addictions” applying their understanding to real life situations to help them develop the tools to make informed choices. Other topics such as “Bullying”, “Healthy Use of the Media”, “Interactions Amongst Peers”, were dealt with at different levels and within the class setting, but also following the same model. Talks by guest speakers, such as Ps. Roberto Balaguer and Dr. Andrea Constanst, provided useful guidance on how to guide students from the perspectives of home and School.

The Growth and Development Programme in Form 5 and Form 6, with its focus on the psychological, emotional, social, anthropological and ethical aspects, offers students a more holistic understanding of their development at this age.

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Senior Caring for the students’ wellbeing is crucial to creating a happy and safe learning environment.

The introduction of the Tutor Programme was implemented with this in mind. Students are assigned a specific Tutor, as their point of reference within a wider support network.

Within the “Pastoral enrichment programme” the students continued undertaking different roles and playing an active part in School life. Various workshops aimed at preventing addictive behaviours were also held to reinforce the programme.

The Student Council operating from 1YL to 4YL. This group of students, representing the wider student body, engaged in monthly meetings with the Pastoral Team and had other get-togethers with the Senior Management Team (SMT).

These were valuable opportunities to share ideas and to consider the students’ perspective on School matters.

The Student Council also worked on leading some of the School’s fund raising campaigns including Teletón and Fundación Dr. Pérez Scremini.

The team of Prefects worked with solid commitment and enthusiasm during 2016.

They shared meetings with the Pastoral Team and lunches with the SMT where they planned their participation in different School events, shared their points of view and gave feedback about the academic year.

one third of the entire generation participated in activities to develop their leadership skills working with 1YL students. In December, the 5YL and 1YL students shared a unique interaction and integration activity at Paso Severino. There was a real sense of empathy, camaraderie and caring, as the students enjoyed the games and spending time together with the children and their teachers. A truly enriching experience for everyone involved and a wonderful way to end the academic year.

As a joint venture, Senior and Junior students worked actively helping the town of Dolores in the aftermath of the devastating tornado.

While the whole School community actively contributed in the campaign to help those in need; 5YL students visited Dolores, shared donations and collaborated with the distribution of goods.

To celebrate the School’s 109th birthday, Senior students and staff members alike led their Houses and brought the Rio Olympics to life on the School’s fields. Creativity, teamwork and collaboration were the key elements that made the day a success in terms of sporting activities, integration, friendship and fun.

5YL students also had the opportunity to be part of the Leaders Programme. Approximately

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Beyond the Classroom The British Schools was once again honoured to receive a Royal Visit. This time by HRH Prince Edward, Earl of Wessex, during an official trip to Uruguay in September. Our distinguished visitor took a ‘hands on’ approach as he interacted with students in Junior and Senior, who were clearly delighted to talk about their work and projects. A tour of the campus culminated in the Auditorium where HRH Prince Edward unveiled a special plaque to commemmorate his visit. This marks the third Royal Visit received by The British Schools; with previous visits by HRH Prince Philip, Duke of Ediburgh and HRH Princess Anne, the Princess Royal.

Junior Each year, the Junior School organises a series of educational visits and invites ‘specialists’ as guest speakers to give students opportunities to experience situations which will allow them to make the connections between their learning and real life. These take place during the school day, as part of their regular class schedule.

Some examples of educational visits that took place during 2016: • • • • • • • 24

Kinder - Botanical Garden, Musica Viva, Playa de El Pinar Prep - Playa Carrasco, Biblioteca infantil, El Gato Peludo Form 1- El Cabildo, Empresa de logística, Aeropuerto de Carrasco, Museo Torres Garcia Form 2 - Museo del Carnaval, Portones Shopping, Reserva Pan de Azucar Form 3 - Don Pedro, Los Humedales, Barrio Carrasco, Museo de Arte Indígena Precolombino Form 4 - Reserva Indígena, Fábricas Nacionales, Usina de Disposición Form 5 - SOS Fauna Marina, Museo de Artes Visuales Annual Report

•

Form 6 - Palacio Legislativo, Museo de Artes Visuales

In addition to educational visits and guest speakers, there are always opportunities for student learning to transcend the classroom: Green Summit: A delegation of F5 students travelled to Buenos Aires to represent The British Schools in the 2016 Green Summit, an international event organised by the LAHC (Latin American Heads Conference) on environmental awareness. The students confidently presented their own ‘Green Initiative’ – Reducing the use of Styrofoam Trays in School - to a wide and interested audience.

Olympic Games: The Rio Olympics provided a tangible connection to the Units of Inquiry for students at the different year levels. It was also a wonderful opportunity for the School community to come together for a special ‘international day’ which took place around the classrooms, corridors, and culminated in a big celebration on the School fields.

This fabulous experience emphasised an international awareness while highlighting the spirit of community, fair play, motivation, camaraderie, empathy, and a relentless desire to be the very best that we can be.

Senior Worklinks & Workviews: worked with students from 4YL, 5YL, and 6YL to help them develop the necessary skills to make well thought-out decisions about their future. Professionals and Universities joined efforts in order to offer students an insight into a wide range of career options. In Workviews, the students listened attentively to visiting professionals who spoke about the intricacies of their specific fields, and then participated enthusiastically in the Q&A sessions that followed. In Worklinks, the students gained first-hand experience of the professional world of work through

work placements. The positive feedback from the companies involved is testament to the character and self-confidence of the students who quite clearly thrive on these enriching experiences. The programme is actively supported by the Parents’ Committee whose energy and commitment in seeking a variety of speakers and suitable work placements is fundamental to the success of this very worthwhile initiative. The annual University Fair once again offered students an excellent opportunity to engage in meaningful dialogue and exchange quality information with representatives from universities both national and international.

from its traditional single fixture in the 6YL calendar, to a new format in the 5YL calendar.

On both occasions a large proportion of the students took part and thoroughly enjoyed an itinerary crammed with opportunities to absorb the culture and refine their acquisition of the English language. The UK Trip is part of the fabric of The British Schools experience; a tradition that is clearly being successfully maintained. After travelling much of the length and breadth of The British Isles, the students return with first-hand knowledge of British culture and many fond memories of this unique and unforgettable time spent with friends.

Model United Nations (MUN): continued to attract students to develop their communicative skills through active participation in national and international conferences. In 2016, students ran a MUN Club to share their skills on how to debate and how to prepare for participation in the various MUN events. It was a very successful experience as students learned with their peers how to conduct research, support their ideas, and find arguments and counter arguments to defend a position that could be, in many cases, very detached from their own reality.

Maths Olympics: The annual Maths Olympics championships once again offered students the opportunity of facing the challenge of participating in national and international competitions. Students worked very hard in order to overcome obstacles, learn from their mistakes, and find innovative and creative solutions to new and tough problems. Their determination and courage to take risks resulted in excellent achievements all round with Gold, Silver and Bronze medals and a long list of Honourable Mentions.

For over 12 years, The British Schools has supported the ‘Logros’ project - a 100% voluntary activity to refurbish rural primary schools. In 2016, most 3YL students ended the academic year on a high note. They spent two days with teachers working for Logros at a small school in Tala, Canelones. Their task was to paint the exterior, create two covered outdoor activity areas, make and repair playground equipment and plant windbreaks.

The team shovelled sand, dug holes, painted walls, and organised games. Everybody joined in, including the local teachers. At night there was a huge bonfire, barbecue and singing before students and teachers laid out their sleeping-bags under a large army tent. A wonderful sense of empathy and community responsibility thread its way throughout this enriching and unforgettable experience.

The Arts: The different disciplines in the Arts programme offer students additional opportunities to take their learning beyond the confines of the classroom. Visual Arts, IB Art Exhibition and this year’s Senior Musical, Chicago, gave students the freedom to explore and foster their creativity as well as their communication and collaborative skills within an environment of mutual respect, commitment, and professionalism.

Communication with parents and students was another key feature in 2016. Bi-monthly agendas were sent to parents in order to summarise the main activities of the calendar and to share relevant information about the students’ lives. In addition, meetings with parents and students were held to support and enhance student learning and wellbeing.

UK Trip: In 2016, and for the first time in its history, the School organised two separate trips. This new format was a necessary consequence of a decision to move the UK Trip 25 Annual Report

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Sports 2016 was another exciting and challenging year in the field of Sports, with an attractive and varied mix of activities and events. We are proud of all of the players for their commitment and camaraderie, their great sense of teamwork and for their tireless enthusiasm.

RUGBY 2016 was another creditable year for Rugby.

In Senior, teams achieved an admirable 2nd place in both the U15 and U17 National championships. The School entered two teams per category with over 100 students playing throughout the year; having a great start winning the Atilio Rienzi Championship in the U17 category, reaching the final in the SUMMUM Cup and the semi-finals in the Valentin Martinez Championship. In Junior, the School participated in all of the LID fixtures with over 40 students per grade playing on Saturday mornings. The teams also travelled to Buenos Aires to play against St. Andrew´s School. The rematch was played at The British Schools.

Students continue to strive for the highest standards with a steadfast commitment and dedication to the sport; upholding a spirit of fair play and demonstrating a sense of pride in traditions and values. All of which aptly reflect the sentiments of the School’s motto: Perfice – be thorough.

HOCKEY

This was a year of continuous work on improving the quality of the game. The synthetic pitch is the place where much of the

work takes place; where the ‘magic’ happens and where, for many, the journey begins and the love for this sport is ignited. Practice makes perfect, and that is what we are striving for.

Results have confirmed that we are going in the right direction, but we are looking at the bigger picture with a focus on training and improving the various techniques, on a long-term basis.

ATHLETICS 2016 was a special year for athletics at The British Schools with many students achieving the honour of representing Uruguay in the Student Olympics organised by the LAHC (Latin American Heads Conference).

This international tournament, the first of its kind, included participation by student athletes from across Latin America including; Brazil, Venezuela, Peru, Mexico and Argentina.

Equally noteworthy were the high number of students involved throughout the year in the traditional tournaments organised by LID (Liga Intercolegial de Deportes) and AIDEP. All-in-all, students enjoyed a full and exciting sporting calendar with bountiful opportunities to display their skills and test their prowess in their chosen disciplines, alongside students from other schools and countries.

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FOOTBALL

ADDITIONAL SPORTS

Teams from Junior and Senior participated in every football tournament, session and event, organised by LID. The two teams from Junior: British Yellow and British Green, took part every Saturday in the LID-designed fixtures and matches. Teams in Senior followed this same format for the U13 and U14 categories.

The U16 category also participated with two teams, the difference being that one team played in the LID Championship, with games on Saturdays and Weekdays, and the other team played in the Liga Universitaria, with games on Sundays. Representing the School always instils a sense of pride and belonging and this was evident in the smiles on the faces of the players as they tackled each game with great enthusiasm and a commendable sense of fair play, both on and off the field.

Handball: This was an important year as most of the schools playing in the same league, LID (Liga Intercolegial de Deportes), continued developing this sport. This allowed students from The British Schools to engage in active and constant participation throughout the year. The icing on the cake was participation in a Beach Handball event, with over 300 players from the different LID Schools.

Basketball: Although the incorporation of this sport was initially for students in Senior, offering an alternative to the School’s traditional sports, more and more students from Junior are crowding the basketball courts, giving this activity an extra boost.

Hockey Results Elizabeth Thomson A Elizabeth Thomson B LID Ma. Noel Quintana Campeonato Uruguayo de Federación Uruguaya de Hockey sobre Césped Summum Cup Ma. Noel Quintana Ma. Noel Quintana

Under 13A Under 13B Under 14 Under 14 Under 14 Under 16

Champion Champion Champion Champion Vice-Champions Champions

Under 16 Under 18

Champions Champions

Rugby Results National Rugby Tournament Valentín Martínez Summum Cup Atilio Rienzi National Rugby Tournament

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Under 15 Under 16 Under 16 Under 17 Under 17

Vice Champions Semi-finalist Vice Champions Champions Vice Champions

Staff “The most important attitude that can be formed is that of desire to go on ― John Dewey learning.”

WHOLE SCHOOL Professional Development The British Schools is committed to developing its team of well qualified, dedicated and skilled staff to ensure that the educational experience is amongst the very best available anywhere in the world. The purpose of the taught curriculum is to encourage students to become successful learners, confident individuals, effective contributors, and responsible citizens – as reflected in the School’s Mission Statement and the attributes of the IB Learner Profile. Key to this success is the continued professional development of the School’s staff. Professional development takes on many guises, from external courses, workshops, online courses, to internal INSET sessions including in-house workshops, talks, peer mentoring and sharing best practice.

Throughout 2016, the School’s staff were involved in a wide variety of professional development opportunities, as can be seen in the list that follows.

Junior Lucila González Stacey Duren Verónica Anastasio Silvana Marichal Jimena Viroga Luciana Sica Ximena Bozzo Susana Ortega del Río María Hughes Ma. Fernanda Sobral Pauline Bugallo Jackie Archer Sally Anne Cooper Adriana Currás Virginia Michelini Magdalena Hill

Taller Curso: El movimiento en la clase de música primaria, Ortf Schulmerk en el nivel inicial, St. Patricks.

Taller Curso: El movimiento en la clase de música primaria, Ortf Schulmerk en el nivel inicial, St. Patricks.

Habilidades de la matemática y aportes de la neurociencia, AUPP. PYP Transdisciplinary Learning, Cat 2, Lima, Peru.

II Encuentro de Capacitación de TDAH – Trastornos de conducta e inclusión educativa, Núcleo de Innovación e Investigación.

Habilidades de la matemática y aportes de la neurociencia, AUPP. II Encuentro de Capacitación de TDAH – Trastornos de conducta e inclusión educativa, Núcleo de Innovación e Investigación.

II Encuentro de Capacitación de TDAH – Trastornos de conducta e inclusión educativa, Núcleo de Innovación e Investigación; Jornada de capacitación a instituciones Privadas, Plan Ceibal.

PYP Online Workshop - The Exhibition– Cat 2 PYP Transdisciplinary Learning, Cat 2, Lima, Peru, Congreso Bilingüe, AUCBI. PYP Workshop - Action, Buenos Aires.

PYP Workshop - Action, Buenos Aires.

PYP Workshop - Action, Buenos Aires.

PYP Workshop - Action, Buenos Aires.

PYP Workshop - Action, Buenos Aires.

Educación Inclusiva CIEP: Habilidades de la matemática y aportes de la neurociencia, AUPP.

29 Annual Report

María Montero Francisca Valverde Elisa Harley Ken Cowley María Inés García James Potts Mónica Criado Denise Danrée Tatiana Costa Trudy Chappell Elina Rydström

PYP Online Workshop- The Exhibition – Cat. 2 Curso Diferenciación del Aprendizaje, Clínica Uno. Curso Diferenciación del Aprendizaje, Clínica Uno. PYP Online Workshop- The Exhibition – Cat. 2; ESSARP Workshop, Buenos Aires.

PYP Online Workshop- The Exhibition – Cat. 2 PYP Online Workshop- The Exhibition – Cat. 2 Diplomatura Fundación Argentina de Neuropsicología Clínica.

Curso Development of Pastoral Programme, Chile.

Curso Development of Pastoral Programme, Chile.

ECIS Conference.

Synthetic Phonics and Developing Reading and Writing with Phonics.

Senior Anahí Oronoz Analía Otte Gabriela Malvarez Gabriela Malvarez Deborah Rostán Daniel Benzano

Cecilia Pombo

Cecilia Avancini Carolina Amengual Gustavo Aguilar Laura Laborde Dora Sajevicius

Maria Fernanda Sáenz Verónica Lanza Florencia Paullier Laura Ferreyra Valeria Delfino Cinthia Vignola Silvia Bausero Valeria Urioste Claudia Sarubbo Mariana Valdés Anna Maria Zosa 30

Annual Report

RYE Curso de Profundización de Yoga en la Educación.

RYE Curso de Profundización de Yoga en la Educación.

IB Teaching Training Environmental Systems and Societies, Buenos Aires, Argentina.

IB Teaching Training Extended Essay, Sao Paulo, Brazil.

IB Teaching Training Extended Essay, Sao Paulo, Brazil.

Curso Virtual Historia del Arte, Kazimir Malevich en contexto. Revolución, arte y cultura en Rusia a principios del siglo XX” FLACSO, Argentina.

XVII Encuentro de Educación Escuela y Familia: Una alianza imprescindible, AIDEP. ESSARP International Conference, Buenos Aires; Capacitación Altas Capacidades, Mag. Horacio Paiva; Proyecto de implementación de programas para los alumnos con talentos y altas capacidades; Robot en el aula, Universidad de Montevideo.

Congreso Internacional EDO: Aprendizaje situado y aprendizaje conectado: implicaciones para el trabajo. Barcelona, España.

Conversatorio con Monserrat del Pozo. Montevideo, Uruguay.

Proeducar Extraordinario por AUDEC. Monserrat del Pozo. Montevideo, Uruguay.

Encuentro Internacional de gestión educativa para directivos. Buenos Aires, Argentina.

Encuentro de Educación: Escuela y Familia: Una alianza imprescindible, AIDEP. Simposio IV Congreso Internacional de Educación, Barcelona. En este simposio fui presentadora del mismo y además publiqué un artículo que integró un libro.

Taller para Directivos dictado por Monserrat del Pozo, Audec. Este fue un taller que asistí así como también fui invitada a un conservatorio con Monserrat del Pozo.

IB Teaching Training TOK Category 2, Online Course.

IB Teaching Training Maths, Santiago, Chile.

IB Teaching Training Maths, Santiago, Chile.

Simposio IV Congreso Internacional de Educación, Barcelona. Taller para Directivos, Audec; High Performance Collaboration: Leadership, Teamwork, and Negotiation. Northwestern University. (Coursera); Estilos de liderazgo: opciones para avanzar en desafíos complejos. Universidad de los Andes, Colombia.

(Coursera); XVII Encuentro de Educación Escuela y Familia: Una alianza imprescindible, AIDEP. ESSARP Conference, Buenos Aires.

Pre Congreso Internacional Mobbing, Bullying; Curso de actualización en Orientación Vocacional, AUDEPP. Congreso Uruguay Bilingüe – Adelantos y desafíos, AUCBI. Portal Timbó, sesiones de entrenamiento.

Portal Timbó, sesiones de entrenamiento. Diploma en Gestión y Diseño Web. Micro taller Remix para el Aula, Plan Ceibal.

Jornada/taller: “Un mélange de théorie et de pratique. Écriture créative Pourquoi la littérature en FLE?” - Alianza Francesa de Montevideo.

Robot en el aula, Universidad de Montevideo.

Curso online APP inventor, Universidad ORT, Robot en el Aula, Univ. De Montevideo.

Appointed IB Visual Arts Assistant Examiner; IBDP Visual Arts Workshop, Cat. II – France.

Appointed Team Leader for IB Extended Essay and Principal Examiner for Paper 1 SL in Business Management. Workshop Leader Category 1 & 2, Rice University, Houston.

Bernadette Keane Agustin Maggi Nuria Sanguinetti Fabian Moggia Lic. Rosina Grille Valentina Fernández Lic. Galia Leibovici

Appointed Team Leader for IB Geography Internal Assessment and Paper 2; IB Teaching Training, Buenos Aires.

Appointed Principal Examiner IB Theatre HL. Workshop Leader Category 2, New York City. Invited to participate in the Review Team for Theatre IB Diploma.

Workshop Leader History Category 3, Lima. Team Leader History Paper 1.

Participated in Exams Standardisation, Cardiff.

“Viaje a la escuela del siglo XXI”, organizada por Fundación Telefónica en el Sheraton de Montevideo.

Capacitación Altas Capacidades, Mag. Horacio Paiva; Proyecto de implementación: programas para los alumnos con talentos y altas capacidades.

Capacitación Altas Capacidades, Mag. Horacio Paiva; Proyecto de implementación: programas para los alumnos con talentos y altas capacidades.

Capacitación Altas Capacidades, Mag. Horacio Paiva; Proyecto de implementación: programas para los alumnos con talentos y altas capacidades.

Physical Education Sonia Agemián Arlette Pintos Sebastián Castillo Sebastián Vega Matías Pereiro Pablo Herrera Alfonso Amestoy Mónica Villardino Rodrigo Cortés Raúl Ham

RYE Yoga en Educación, Talleres de Yoga, Concentración y Atención. Taller sobre el Papel de la Educación Física en el PYP, Nivel 3, ACBIRP. RYE Yoga en Educación. Taller sobre el Papel de la Educación Física en el PYP, Nivel 3, ACBIRP. Nivel 1 para Entrenadores de Hockey sobre Césped, Sport Brain; 4ta. Jornada de Capacitación en Hockey.

Curso Entrenador de Football – ITAPUDEF. Nivel 1 para Entrenadores de Hockey sobre Césped, Sport Brain; 4ta. Jornada de Capacitación de Hockey.

Taller sobre el Papel de la Educación Física en el PYP, Nivel 3, ACBIRP. Taller sobre el Papel de la Educación Física en el PYP, Nivel 3, ACBIRP. Taller sobre el Papel de la Educación Física en el PYP, Nivel 3, ACBIRP. Taller sobre el Papel de la Educación Física en el PYP, Nivel 3, ACBIRP. Taller sobre el Papel de la Educación Física en el PYP, Nivel 3, ACBIRP.

Administration & Service Alan Ripley Adela Böcking Laura Villanueva Graciela Cardozo Raquel Filippini Juan Puig Silvia González Lourdes Márquez Adelio Mederos Jorge Hoaguy

LAHC Conference, Chile; AUCBI Conference.

Curso Atracción y Selección de Talento 2.0, ORT. VI Cumbre de Compensaciones y Beneficios; Curso Atracción y Selección de Talento 2.0, ORT; Normas en Materia de Tiempo y Trabajo, CADE. Tecnologías 2016, LATU. Negociación en la Gestión de Conflictos Laborales, UCU. Certificación de Gestión Tecnológica, ORT. International Certificate in Financial, Dickens.

VI Cumbre de Compensaciones y Beneficios; Negociación en la Gestión de Conflictos Laborales, UCU; Normas en Materia de Tiempo y Trabajo, CADE. Curso de Yeso, CECATEC. Curso de Yeso, CECATEC.

Whole School Seminario, Liderazgo, Middle Management, Carolina Aita.

Team Building Solidario, Middle Management, Consultora Damasco.

PYP Workshops.

Curso RCP/DEA.

31 Annual Report

Future Directions “Progress is impossible without change, and those who cannot change their minds cannot change anything”.

George Bernard Shaw

Change is indeed an ever present facet of human progress and development. We have grown accustomed to graphics such as that presented below - in this case of changes in technology; though similar information could be presented for annual patents granted, for the number of university graduates, for energy use, and for very many other familiar indices.

So much, so familiar; change is the norm and the rate of change has accelerated in the last 30 years and shows no sign of decelerating.

However, perhaps the more interesting part of the quotation by George Bernard Shaw is the linkage between change and changing minds.

As in all fields of human endeavour, education has been enticed, seduced and has become

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Annual Report

obsessed with change. National educational systems are in continual states of reform, technology has radically changed the classroom, and neuroscience has supplied real insights into how humans learn. It is in this arena of frenetic, almost hysterical attention to change that another calmer current has emerged as a necessary complement.

In fact, whilst this section is entitled “Future Directions” the calmer current which I seek to identify might equally appear under the title of “Back to the future”. For the constituent elements of this back eddy are: Public Speaking, Argumentation, and Reflection.

Public Speaking, or oratory, was a staple of classical Greek and Roman education; Socrates, Plato and Aristotle all developed their own theories of public speaking and taught these principles to students who wished to learn the skills of rhetoric. In Ancient Greece, citizens spoke on their own behalf rather than being represented by professionals, such as modern lawyers, who speak for them. Any citizen who wished to succeed in court, in politics or in social life had to learn the techniques and methodology of public speaking. Paradoxically, in a world driven by change, by instant gratification, and by hyperbole, these skills have re-emerged as essential constituents of a quality education. For whilst access to information is now instantaneously available to all at a lower cost than ever, the abilities to project this information accurately, coherently and persuasively remain in the hands of a small minority of people. Indeed, a 2014

survey by Chapman University, in the United States found a fear of public speaking to be the biggest single “phobia” amongst respondents – with 25.3% saying that they feared speaking in front of a crowd.

• At school all students are encouraged to make presentations to their peers at an early age – developing the skills of rhetoric in a variety of contexts. The methodology of the IB encourages the collaboration and presentation of knowledge and concepts via this channel.

Moreover, the best of our students are capable of clear, engaging argument in both English and Spanish. These talents are both honed and made visible in events such as the Model United Nations – a hugely popular activity in the Senior School. Indeed, The Hague Model United Nations (THIMUN) regularly attracts thousands of participants to their events. The British Schools annually hosts the Latin American version of this event. Public Speaking is reborn and will assume increasing importance in the skill set for success in many fields as the 21st century wears on.

Secondly, is the ability to frame and argue a cogent case. The Oxford Dictionary defines argumentation as: “The action or process of reasoning systematically in support of an idea, action, or theory”. Once more the pervasiveness of information is driving educators towards developing “higher order’ skills with their students.

Argumentation is particularly important in the written form.

•

•

•

Argumentation writing is concerned with whether you have quality evidence, and if you can explain how your evidence supports your claim.

Argumentation specifically avoids the use of the phrase “in my opinion” in favour of reasoned clear analysis.

Education should, ideally be “seamless” and it is undoubtedly the case that

argumentation is the basis for University study. Therefore, any opportunity to inculcate the process at school – with much younger children – should be warmly embraced.

Recognising the skill of argumentation provides a measure of protection from “fake news” and “alternative facts” which have so polluted public debate in recent years.

Finally, it is reflection which enables students to make sense both of their education and of their world. Reflection enables students to construct meaning from the education that they are experiencing - rather than viewing school as a collection of isolated, unrelated events. The IB has long promoted reflection on learning - particularly with the Theory of Knowledge course within the IB Diploma.

With the adoption of the PYP programme in 2017 much younger students will be asked to reflect on their learning.

“Slow living” with its subset concepts of “slow food” and “less is more” have become the watchwords of a generalised reaction to the frantic pace of life and the omnipresence of change. However, in positing Public Speaking Argumentation and Reflection as essential elements of the developing new educational paradigm, I am not suggesting a withdrawal from the modern world. Rather, that these old skills and ways may well be the keys to using, understanding and using effectively the tremendous volume of information that is suddenly available.

The British Schools will continue to mix the best of the old with the new in order to prepare students for the largely unknown challenges of their adult lives.

33 Annual Report

34

Annual Report

Staff Members

SENIOR LEADERSHIP TEAM Principal

Mr. Alan Ripley, MA (Univ. of Lancaster), BA (Hons.) (Univ. of Lancaster), PGCE (Univ. of Keele).

Head of Junior

Mrs. Trudy Chappell, MA Int. Ed. (Oxford Brookes University), Cert. of Int. School Leadership (PTC), Cert. Ed. (Univ. of Wales).

PYP Coordinator

Mrs. Ma. Fernanda Sobral, TTC, London Institute.

Head of Senior

Dr. Iara Lindemann, EdD (University of Bath), MA in Ed. (Oxford Brookes University), BA in Chemistry (Universidade Federal do Rio Grande do Sul, Brazil). (left July 2016).

Director of International

Mr. David Rennie, BSc in Civil Engineering (Univ. of Glasgow); PGCSE,

Programme

(Jordanhill).

Director of National

Mrs. Dora Sajevicius, TEFL, Alianza Institute; Prof. de Matemática egresada

Programme

del IPA; Postgrado: Especialización en Currículum y Evaluación, UCUDAL, Master en Gestión Educativa, Universidad ORT.

Liceo Coordinator

Mrs. Cecilia Pombo, Prof. de Historia egresada de la Universidad de Montevideo, Postgrado en Educación con Énfasis en Orientación Educativa, UCUDAL.

Administrator

Mrs. Raquel Filippini, Economista (UDELAR) MBA (ORT).

(Retired at the end of 2016).

Mrs. Andrea Píriz, Contador Público, (UDELAR) (January 2017)

Director of Learning

Mr. Raúl Ham, Prof. Educ. Física (IPEF, Córdoba).

Physical Education

35 Annual Report

JUNIOR STAFF Director of Learning Early Years & Infant

Mrs. Janet Goedbloed, Bachelor of Education Edge Hill College of Higher Education, University of Lancaster National Professional Qualification for Headship Manchester University.

Director of Learning F3 & F4 & English Teacher

Mr. C. Swale, Bachelor of Education, Dunedin College of Education, New Zealand.

Director of Learning F5 & F6 & Maths Teacher

Mr. K. Cowley, BA (Honours) QTS, Edge Hill College of Higher Education, University of Lancaster.

Spanish Coordinator & Form 4B Spanish Teacher

Mrs. S. Marichal, Maestra egresada del Instituto Normal; Postgrado en Perfeccionamiento en la Gestión de Centros Educativos, UCUDAL.

Kindergarten Coordinator

Mrs. F. Urrestarazu, Maestra egresada del Instituto Normal, Diploma pre-escolar, CIEP.

Values Pastoral Coordinator

Mrs. D. Danrée de del Campo, TTC, Anglo Institute; Diploma Pre-escolar, CIEP 1; CEELT, Cambridge.

PYP Coordinator

Mrs. Ma. F. Sobral, TTC, London Institute.

Learning Support Coordinator

Mrs. M. Pérez del Castillo, TESOL, Dickens Institute; Lic. en Psicopedagogía, Universidad CEIIAP.

Art Coordinator

Mrs. M. Valdés, Escuela Superior de Bellas Artes.

ICT Coordinator

Mrs. P. Arrosa, CTAP Mentor.

Library Coordinator

Mrs. M. Terra, Lic. en Bibliotecología, Brasil Rev. Lic. en Bibliotecología y Ciencias afines, UDELAR; TEFL, Alianza Institute.

Director of Learning Mr. A. Maggi, Prof. de Arte Dramático; Actor; Director.

The Arts (Whole School) Director of Learning Innovation & Information (Whole School)

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Annual Report

Mrs. G. B. Cardozo, Prof. de Matemática egresada del IPA.

Form Teachers Kinder A Kinder F Kinder R

Kinder S Prep C Prep D Prep G Prep W Class Support Form 1B Form 1C Form 1G Form 1Z

Form 2A Form 2F Form 2M Form 2I Form 3B Form 3C

Form 3G Form 3R Form 4A Form 4B Form 4C Form 4M Class Support Form 5H Form 5I Form 5M Form 5P Class Support

Mrs. S. Spinatelli, TTC, A.U.C.I. Mrs. A. Ferber, Diploma Pre-escolar, CIEP 1 & 2; TESOL, Dickens Institute.

Mrs. C. Rainelli, Psicóloga, Universidad de Belgrano; Profesora de Educación Inicial, Instituto Superior Educación Inicial Sara C. de Eccleston. Post grado Especialista en Psicoterapia Psicoanalítica, AUDEPP. Mrs. L. Symonds, Diploma Educación Inicial, UCUDAL. Mrs. A. I. Campomar, LITTI, London Institute.

Mrs. V. De Feo, TESOL, Dickens Institute.

Mrs. S. García, Diploma Pre-escolar, CIEP 1 & 2.

Mrs. X. Williamson, Diploma en Dificultades de Aprendizaje del Lenguaje y del Razonamiento, UCUDAL. Mrs. F. Comas LITTI, London Institute.

Mrs. A. I. Bergamali, LITTI, London Institute; Educación Inicial y Maternal, CIEP. Mrs. M. Camelo, LITTI, London Institute, Traductora Pública de Inglés, UDELAR. Mrs. S. Guasp, Diploma Educación Inicial, UCUDAL. Mrs. L. M. Zenteno, Educación Básica, Mención NB1-NB2, Pontificia Universidad Católica del Norte, Chile. Educación Parvularia, Pontificia Universidad Católica de Chile, Concepción, Chile.

Mrs. S. Aznárez, EGB Diploma, Universidad Complutense, Spain.

Mrs. F. Amorín, Diploma Pre-escolar, CIEP 1.

Mrs. C. Mac Lennan, Diploma Pre-escolar, CIEP 1 & 2; TESOL, London Institute.

Mrs. Ma. J. Martínez de Imhof, Diploma Pre-escolar, CIEP1 & 2.

Mrs. I. La Manna de Brito, LITTI, London Institute; ACP. Mrs. Ma. E. Cassarino, LITTI, London Institute; CEELT, Cambridge.

Mrs. E. Rydström, Lic. en Sociología, UDELAR; LITTI, London Institute; IH-Associate Teacher, London Institute.

Mrs. J. Archer de Guridi, LITTI, London Institute.

Miss B. Rathbone, TEFL, Alianza Institute.

Mrs. A. Currás, LITTI, London Institute; Diploma Pre-escolar, CIEP 1 & 2.

Mrs. P. Bugallo, TEFL, Alianza Institute; Ing. en Informática, UCUDAL. Postgrado de Evaluación de Aprendizaje, UCUDAL. Mrs. S. Cooper, LITTI, London Institute.

Mrs. V. Michelini, Programador de Sistemas, Universidad ORT. Mrs. O. Aenlle, TEFL, Alianza Institute.

Mrs. M. Hughes, Diploma Educación Inicial, UCUDAL; TEFL Teacher Training, ITTT TESOL. Mrs. Ma. I. García, LITTI, London Institute; Bibliotecóloga, UDELAR; ACP; Diploma Evaluación de Aprendizajes, UCUDAL. Miss M. Montero, TESOL, Dickens Institute.

Mr. J. Potts, BA (Honours) History, Manchester Metropolitan University.

Mrs. M. Maciel* 37 Annual Report

Form 6A

Form 6D

Form 6S

Form 6T

Mrs. V. Anastasio, Maestra egresada del Instituto Normal; Dificultades de Aprendizaje, CLINICA UNO. Mrs. R. Herrán Mrs. C. De Angelis, Maestra Egresada del Instituto Normal; Magister en Educación-Dificultades del Aprendizaje, UCUDAL. Mrs. R. Herrán Ms. L. Sica, Maestra egresada del Instituto Normal.

Mrs. P. Gaminara de Fillipelli, TTC, A.U.C.I.; Diploma en Educación, Universidad ORT. Mrs. Ma. C. Tricot, Maestra Egresada del Instituto Normal.

Mrs. P. Gaminara de Fillipelli, TTC, A.U.C.I.; Diploma en Educación, Universidad ORT.

Spanish Teachers SPANISH TEACHERS Mrs. X. Bozzo, Maestra egresada del Instituto Normal; Educación Inicial, CIEP. Mrs. S. Ortega del Río, Maestra egresada del Instituto Normal; Diploma Preescolar, CIEP 1 & 2.

Mrs. M. de la P. Rodríguez, Maestra egresada del Instituto Normal.

Mrs. V. Sánchez, Maestra egresada del Instituto Normal.

Mrs. V. Tito Maestra egresada del Instituto Normal; Maestra de Educación Inicial Magisterio. I.I.N.N. Mrs. J. Viroga, Maestra egresada del Instituto Normal; Maestra de Pre-escolar; Postgrado en Dificultades del Lenguaje y del Razonamiento, UCUDAL. Mrs. C. Negro, Maestra egresada del Instituto Normal.

Specialised Staff Learning Support

Art Department

38

Annual Report

Mrs. B. Goyret, Maestra egresada del Instituto Normal; MS Ed. Learning Disabilities, Universidad Southern California; MA Ed. Maths, Arizona State University.

Miss F. Brian, Maestra egresada del Instituto Normal; Postgrado en Dificultades del Lenguaje y del Razonamiento, UCUDAL. Mrs. M. Hill, LITTI, London Institute; CEELT, Cambridge.

Mrs. C. Irazoqui, Licenciatura en Psicopedagogía, CEDIIAP, TEFL Anglo. Master en Gestión Educativa, ORT. Mrs. V. Fernández (p-t), Maestra de Educación Primaria, ANEP, Diploma de Perfeccionamiento Profesional en Dificultades del Aprendizaje, del Lenguaje y del Razonamiento, UCUDAL; Post-grado de Especialización de Dificultades del Aprendizaje, del Lenguaje y del Razonamiento, UCUDAL, Licenciada en Psicopedagogía, CEDIIAP. Mrs. N. Goitía de Montes (Sept-Dec 2016), Maestra egresada del Instituto Normal; Lic. en Ciencias de la Educación, UDELAR; Postgrado en Dificultades del Lenguaje y del Razonamiento, UCUDAL. Mrs. M. Ottonello, TESOL, Dickens Institute; Graphic Design Course, BIOS. Mrs. M. Herrán, Diploma Pre-escolar, CIEP 1 & 2; Coordinación de Taller de Expresión Plástica, Taller Barradas.

Mrs. Ma. P. Algorta, Graphic Design Course, BIOS. Mrs. C. Brugnini, Lic. Diseño Gráfico, ORT. Miss S. Ponce de León*

ICT Department Music-Infant Department

Psychologists Libriarian Choreography Drama Oracy - Prep Pastoral & Special Activities Pastoral Support

Values, Growth & Development Programme

Mrs. V. Armario Mrs. V. Orr, Analista de Comercio Exterior, ORT. Mrs. L. González, Traductora Pública de inglés, UDELAR. Mrs. F. Madero, Educación musical para nivel inicial, EGB 1 y 2 Conservatorio de Música Juan José Castro.

Mrs. S. Duren*, Music K-8 & Music 5-12, Standard License, State of Iowa, USA. Bachelor of Arts, Luther College, Iowa, USA. Mrs. M. Criado de Barceló, Psicóloga, UCUDAL. Mrs. K. Mac Lennan, Psicóloga, UDELAR; TTC, AUCI. Miss C. Rossi* Mrs. A. Nieto (p-t), Escuela de Ballet del Maestro Eduardo Ramírez.

Mr. C. Rompani (p-t), Actor, Escuela Municipal de Arte Dramático; Realización audiovisual, BIOS. Mrs S. Robirosa* Bachelor of Science, Wheelock College, Boston, Massachusetts; Early Childhood Teacher, Wheelock College, Boston, Massachusetts.

Mrs. T. Costa, Lic. en Psicología y Técnica en Acompañamiento Terapéutico, UCUDAL. Mrs. C. Addiego, Ayudante de Educador en Guarderías, UCUDAL y Educador en Guarderías, UCUDAL. Mr. S. Urquiza* Mrs. Ma. A. Britos, Lic. en Psicología, UDELAR; Maestría en Psicología Educacional, UCUDAL.

Teaching AssistantsTeaching Assistants Miss E. Harley TTC, London Institute.

Miss A. Martínez (p-t) Miss F. Risso (p-t) Miss Y. Ohno* Miss I. Sendra* Miss E. Hernandez* Miss C. Pérez* Mr. T. Maher Miss F. Puppio Mr. J. De Feo* Miss L. Obes (p-t) Miss F. Valverde, TTC, London Institute.

Mrs. F. Alvarez Miss S. Blanco Mrs. A. Martino Miss J. Mandía Miss C. Acosta Miss R. Castro Miss E. Pérez* Miss V. Zaffaroni

“Psicomotricidad” is being offered to students in Kinder and Prep through Mrs. Mónica Arrillaga, Mrs. Silvia Forni, Miss Mercedes Guzzo and Cecilia Ferreira”. * New staff Annual Report

39

SENIOR STAFF Director of National Programme

Mrs. D. Sajevicius, TEFL, Alianza Institute; Prof. de Matemática egresada del IPA; Postgrado: Especialización en Currículum y Evaluación, UCUDAL, Master en Gestión Educativa, Universidad ORT.

Coordinator of Liceo

Mrs. C. Pombo, Prof. de Historia egresada de la Universidad de Montevideo, Postgrado en Educación con Énfasis en Orientación Educativa, UCUDAL.

Director of Learning Science

Mrs. Claudia Jaukin, Oceanographic Physics Doctorate (Marine Engineering), University of Canterbury, Oceanographic Physics Baccalaureate (Marine Engineering), Cambridge University, Bilingual High School, Belgrano Day School.

Head of English

Mrs. X. Lage, Teaching Certificate, International House London/ Associate of The College of Preceptors UK; LITTI, London Institute.

IB Coordinator

IB Coordinator - Mrs. F. Paullier de Bordaberry, Ing. en Informática, UCUDAL.

Coordinator of Spanish

Mrs. C. Miraballes, Lic. en Letras/Prof. de Idioma Español y Literatura, UCUDAL; Prof. de Literatura, Rev. IPA.

Humanities & CAS Coordinator

Mrs. L. Santos, Prof. de Educación Cívica, Sociología y Derecho egresada del IPA.

Psychologist

Mrs. V. Lanza, Psicóloga, UDELAR; Postgrado: Psicología de niños y adolescentes, Instituto de Estudios en Salud Mental UNO.

Director of Learning Innovation & Information (Whole School)

Mrs. G. B. Cardozo, Prof. de Matemática egresada del IPA.

Mr. A. Maggi, Prof. de Arte Dramático; Actor; Director.

Director of Learning The Arts (Whole School) Art Coordinator

Mr. E. Cederbaum, Arquitecto, UDELAR; Postgrado en Educación Artística, CAEU.

TOK Coordinator

Mr. N. Drever, BA (Honours), Queen’s University, Ontario; MA in Education, Institute for Studies in Education, University of Toronto; RSA/CELTA, Cambridge.

Coordinator & Learning Support Teacher

Mrs. Ma. C. Avancini de Larrobla, Prof. de Geografía, Universidad Nacional del Sur, Bahía Blanca, Argentina; Lic. en Geografía, Universidad Nacional del Sur, Bahía Blanca, Argentina; Diploma en Dificultades de Aprendizaje, UCUDAL.

Humanities Coordinator Mrs. A. M. Zosa, BS Legal Management, Ateneo de Manila University, Philippines; MA in International Political Economy and Development, Fordham University, New York.

40

ICT Coordinator

Mrs. V. Urioste de Donagaray, Programador COBOL, Universidad ORT.

Modern Languages Coordinator & CAS Teacher

Mrs. S. M. Bausero de Pieri, Traductora Pública de Francés, UDELAR; Certificado de Aptitud Pedagógica, Alianza Francesa; Lic. en Ciencias del Lenguaje, opción Francés Lengua Extranjera, Universidad de Rouen, Francia; Prof. de Portugués, London Institute International House, Universidad de Caxias do Sul.

Learning Support Coordinator

Mrs. G. Leibovici, Lic. en Psicología, UDELAR; Psicopedagogía, CEDIIAP; Lic. en Psicopedagogía, CEDIIAP. Postgrado de Especialización en Psicología Infantil y del Adolescente, UCUDAL.

Annual Report

Library Coordinator

Mrs. L. Ferreyra, Lic. en Bibliotecología y Ciencias Afines, UDELAR; TEFL, Anglo Institute.

Mathematics Coordinator

Mrs. F. Sáenz de Payssé, Ing. en Informática, UCUDAL.

Pastoral Leader

Mrs. A. Britos, Lic. en Psicología, UDELAR; Maestría en Psicología Educacional, UCUDAL.

Teachers Arts

Mr. I. Carrera, Lic. en Gerencia y Administración de Empresas, Universidad ORT. Mrs. A. Oronoz, Prof. de Dibujo, Comunicación Visual y Artística, egresada del IPA. Ayudante de Arquitecto e Ingenieros egresada de la Universidad del Trabajo, UTU. Mrs. M. Valdés, Escuela Superior de Bellas Artes.

English

Mr. N. Drever, BA (Honours), Queen’s University, Ontario; MA in Education, Institute for Studies in Education, University of Toronto; RSA/CELTA, Cambridge.

English Teacher & Vocational Guidance Coordinator Mrs. Ma. V. Bauzá, Traductora Pública de Inglés, UDELAR; Prof. de Inglés, CEDI; Postgrado: Diploma en Educación, Universidad ORT. Mrs. A. Lazaneo, TTC, Anglo Institute.

Mr. C. Webster, BA Spanish with French, University College London, UK. Mrs. M. Bercianos, MA Translation & Interpreting, University of Westminster, London; English & French Translator, UDELAR; TTC, London Institute.

Dr. N. Font, PhD Literature (University of Exeter, UK). Prof. de Literatura (IPA).

Licenciada en Letras (FHUCE).

Mr. S. López*, Arquitecto, Universidad ORT, TEFL, Anglo, Certificado en Planificación y Gestión Educativa, Universidad ORT. Mrs C. Gomensoro* Mr. E. Dardanelli*, Traductor Público de Inglés, UDELAR. Mrs. A. Camarano*, Translation English to Spanish, Anglia, Chichester College.

Mr. F. Kerber*

Humanidades

Mr. D. Benzano, Prof. de Historia egresado del IPA. Mrs. C. Pombo, Prof. de Historia egresada de la Universidad de Montevideo.

Mr. F. De Amores, Prof. de Historia egresado de la Universidad de Montevideo.

Mrs. M. Cicero, Diploma Superior en Ciencias Sociales con mención en Educación y Nuevas Tecnologías, FLACSO Argentina. Prof. de Educación Media, especialidad Historia, ANEP. Mr. G. Fernández, Dr. en Derecho y Ciencias Sociales, UDELAR. Mrs. C. Vignola, Prof. de Educación Cívica, Sociología y Derecho egresada del IPA. Mr. F. Moggia*, Prof. de Educación Media, especialidad Historia, ANEP. Mrs. Ma. F. Palombo*, Prof. de Filosofía, egresada del IPA, Educadora Sexual, Soc. Uruguaya de Sexología, Diploma en Perfeccionamiento Profesional en Drogodependencias, UDUCAL. Mr. D. Paseyro*, Prof. de Educación Media, Filosofía, ANEP.

Humanities

Mrs. L. Cannella, Lic. en Ciencias Antropológicas, UDELAR. Mrs. B. Keane, BA in Contemporary European Studies, University of North London, UK; M.Sc. Rural Resource Management and Environmental Policy, Imperial College, University of London.

Humanities & Pastoral Mr. V. Cancellara, Prof. de Ciencias Geográficas egresado del IPA.

41 Annual Report

Mrs. H. Olivera de Sánchez-Varela, Bachiller en Filosofía, Universidad Pontificia Gregoriana, Roma.

Mrs. M. Reyes de Armas, Lic. en Filosofía, UDELAR, Lic. en Psicología, UDELAR. Mrs. N. Sanguinetti de Ferrando, Prof. de Historia egresada del IPA; TESOL, London Institute.

Mrs. R. F. Santo, Economista, UDELAR. Mr. A. Ripley, Magister en Dirección y Gestión Escolar de Calidad, Universidad del Desarrollo, MA Political Economy, University of Lancaster, BA (Honours) Economics & Politics, University of Lancaster; PGCE (Distinction), University of Keele.

Mrs. P. Vejo, Lic. en Gestión Agropecuaria, UDE, Lic. en Adm. de Empresas, UCUDAL. MBA, IEEM. Miss M. Acle*, Lic. en Filosofía, Opción Investigación, UDELAR. Miss S. Pérez*, Contadora Pública, Universidad de Montevideo, Lic. en Dirección y Administración de Empresas, Universidad de Montevideo.

Mrs. C. Amengual*, Bachelor of Arts – Communication-Journalism, Univ. of Houston, USA, Alianza Teaching Diploma, Alianza Cultural Uruguay-Estados Unidos.

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ICT

Mrs. C. M. Sarubbo de Pequeño, Analista de Sistemas, Escuela de Informática; Web Design, Taller de Informática.

Mrs. E. M. Shaw, City & Guilds Certificate in Computer Applications, FAS, Dublin, Ireland.

Mr. Perera*

Modern Languages

Mr. J. Dotta, Lic. en Psicología, UDELAR; Prof. de Lingua Portuguesa, Universidad Luterana do Brasil. Especialista en Psicoterapia Psicoanalítica, AUDEPP. Mrs. M. L. Gauthier de Marisquirena, Traductora Pública de francés, UDELAR.

Learning Support

Mrs. R. Grille, Lic. en Psicopedagogía, CEDIIAP. TTC, London Institute.

Mrs. V. Fernández, Maestra de Educación Primaria, ANEP, Diploma de Perfeccionamiento Profesional en Dificultades del Aprendizaje, del Lenguaje y del Razonamiento, UCUDAL; Post-grado de Especialización de Dificultades del Aprendizaje, del Lenguaje y del Razonamiento, UCUDAL, Licenciada en Psicopedagogía, CEDIIAP.

Library

Library Assistant, Mrs. V. Delfino

Mathematics

Mrs. P. Cerizola, Prof. de Matemática egresada del IPA; Diploma en Didáctica de Matemática, UCUDAL. Mrs. L. Cuadrado, Prof. de Matemática egresada de la Universidad de Montevideo.

Mrs. L. Laborde, Prof. de Matemática egresada del IPA. Mr. M. Quirque, Prof. de Matemática egresado del IPA. Diploma en Dificultades de Aprendizaje, UCUDAL. Mrs. D. Sajevicius, TEFL, Alianza Institute; Prof. de Matemática egresada del IPA; Postgrado: Especialización en Currículum y Evaluación, UCUDAL. Diploma en Planificación y Gestión Educativa, Universidad ORT. Master en Gestión Educativa, Universidad ORT. Mr. G. Aguilar, Prof. de Matemática egresado del IPA. Mrs. N. Colino, Postgrado de especialización en Gestión de Centros Educativos, UCUDAL. Mrs. R. Pereyra, Diploma en Didáctica de Matemática, UCUDAL; Especialista en Educación con énfasis en Didáctica de la Matemática, UCUDAL; Postgrado: Gestión de Centros Educativos, UCUDAL; Prof. de Matemática egresada del IPA. Mr. David Rennie, BSc in Civil Engineering (Univ. of Glasgow); PGCSE, (Jordanhill).

Mrs. M. Piñeyrúa, Lic. Administración, UCUDAL. Mrs. N Benchín*, Prof. de Matemática egresada del IPA. Mrs. M. Barreto*

Annual Report

Music

Mr. M. Marchesoni, Prof. de Armonía, Contrapunto y Arreglista/Composición, guitarra y lectoescritura, E. Klisich.

Pastoral

Mrs. A. Storace, Doctora en Derecho y Ciencias Sociales, UDELAR, TESOL, London Institute.

Mrs. S. Luzardo, Prof. Educación Física, ISEF. Mr. M. Perera, Prof. de Educación física & Entrenador de Hockey, Football y Basket, ISEF.

Science

Mr. A. Bell, BSc Hons Biochemistry First Class University of St Andrews; MSc Biochemistry University of Bristol; PGCE University of Sheffield.

Mrs. M. I. Carriquiry, Diploma trilingüe en Administración.

Mrs. R. Castagno de Arechavaleta, Médico Veterinario, UDELAR. Mrs. G. Chiancone, Lic. Ciencias Biológicas, UDELAR. Mrs. N. Corna de Schmidt, Prof. de Química egresada del IPA. Diploma en Didáctica de la enseñanza media en Química, UDELAR. Mr. H. Eastman, Prof. de Física egresado del IPA; Prof. Ayudante Preparador de Laboratorio egresado del IPA. Mrs. I. Lindemann, EdD, University of Bath, MA in Education, Oxford Brookes University, BA in Chemistry, Universidade Federal do Rio Grande do Sul, Brazil.

Mrs. R. Macchitelli de Ferreira, Médico Veterinario, UDELAR; Postgrado: Diploma en Educación, Universidad ORT. Miss G. Malvárez, Lic. Ciencias Biológicas, UDELAR; Maestría en Biotecnología Agrícola-Forestal, Universidad Federal de Santa Catarina, Brasil; Doctorado PhD Ecología y Biología Evolutiva, Universidad de Toronto, Canadá.

Mrs. A. Otte, Ay. Preparador de Química/Prof. de Química egresada del IPA; Diploma en Educación, Universidad ORT; Diploma de Especialización en Educación Ambiental, Universidad de León. Máster en Educación, Universidad Internacional Iberoamericana, México.

Mr. C. Rossi, Prof. de Física, CERP; Prof. Ayudante Preparador de Laboratorio egresado del IPA. Mrs. G. Vitola, Teacher of English, LITTI, London Institute; Lic. en Bioquímica, UDELAR. Mrs. L. Desmullier, Prof. Educación Media de Ciencias Biológicas, Docente de Inglés, CAE. Mr. L. Alexandre Mrs. M. Ursu, Prof. de Educación Media egresada del IPA, Ayudante Prep. de Laboratorio de Química, egresada del IPA. Mr. A. Casariego, Prof. de Química egresado del IPA. Mr. J. Méndez*, Prof. de Educación Media de Astronomía, ANEP. Mrs. V. González*, Prof. de Biología, egresada del IPA, Ayudante Prep. de Biología, IPA. Mr. T. Canabarro* Mrs. L. López*, Prof. de Educación Media de Ciencias Biológicas, ANEP (reválida).

Spanish

Mrs. G. Chichizola, Prof. de Literatura, egresada del IPA. Mrs. Ma. C. Sena, Prof. de Literatura egresada del IPA. Mrs. M.Vignone, Maestra egresada del Instituto Normal.

Mrs. D. Rostán, Lic. en Letras, UDELAR. Mrs. A. Aquino, Prof. de Educación Media de Español, ANEP. Mrs. N. Scalone* Mr. R. Bacigalupe*, Prof. de Educación Media de Lengua y Literatura, ANEP.

CAS

Mr. W. Chávez, Prof. Educación Física, ISEF. *New Staff

43 Annual Report

PHYSICAL EDUCATION STAFF

44

Director of Learning Physical Education

Mr. R. Ham, Prof. Educación Física, IPEF, Córdoba.

Rugby Coordinator

Mr. C. Cat (p-t)

Hockey Coordinator

Mr. S. Castillo (p-t)

Athletics Coordinator & Coach

Mrs. A. Monza (p-t), Entrenadora de Hockey sobre Césped, ISEF; Entrenadora de Atletismo, ISEF; Curso Internacional para Entrenadores de Atletismo, Facultad Ciencias del Deporte Leipzig Alemania.

Physical Education & Hockey Coach

Mrs. M. Villardino, Prof. Educación Física & Entrenadora de Hockey, ISEF. Mrs. F. Rey, Lic. en Educación Física y Entrenadora de Hockey, ACJ.

Physical Education, Athletics & Artistic Gymnastics Coach

Mrs. S. Agemián, Prof. Educación Física & Entrenadora de Hockey, ISEF. Miss V. Murara, Lic. en Educación Física, ISEF.

Physical Education, Football Coordinator, Basketball Coach & CAS

Mr. M. Perera, Prof. Educación Física & Entrenador de Hockey, Football y Basketball, ISEF.

Physical Education & Football Coach

Mr. A. Amestoy (p-t), Prof. Educación Física, Instituto ACJ. Mr. B. Giusto (p-t) Mr. G. Zunino (p-t) Mr. F. Freire (p-t)

Physical Education & Rugby Coach

Mr. F. R. Cortés, Prof. Educación Física, Universidad de Chile.

Mr. R. Anguita (p-t), Prof. Educación Física, ISEF.

Physical Education & Handball Coach

Mr. P. Herrera, Prof. Educación Física, ISEF. Mrs. A. Pintos, Prof. Educación Física & Entrenadora de Hockey, ISEF.

Physical Education & Artistic Gymnastics Coach

Mrs. J. Givara (p-t), Prof. Educación Física & Entrenadora de Hockey y Natación, ISEF.

Rugby Coaches

Mr. J. M. Cat* (p-t) Mr. F. Coates* (p-t) Mr. P. Deal* (p-t) Mr. B. Garat (p-t) Mr. M. Stefani (p-t) Mr. T. Maher (p-t) Mr. J.P. Mastroianni* (p-t) Mr. L. Puig (p-t) Mr. D. Renom* (p-t)

Hockey Coaches

Miss M. Arancibia (p-t) Miss M. Coates (p-t) Miss P. Costa (p-t) Mrs. B. Idiarte (p-t), Entrenadora de Hockey, ISEF. Miss M. Lenguas (p-t) Mrs. E. Rebollo (p-t) Mr. P. Draper (p-t) Mr. M. Pereiro (p-t) Mr. M. Valdez (p-t) Mr. R. Castro* (p-t)

Football Coaches

Mr. S. Vega (p-t), Prof. Educación Física, ISEF. Mr. J. Fuentes (p-t) Mr. J. March* (p-t)

Basketball Coach

Mr. J. Granger (p-t) *New staff

Annual Report

ADMINISTRATION STAFF Accounting Department

Mrs. V. Márquez de Seyndic, Técnico en Administración de Empresas, UDELAR. Mrs. S. González, Técnica Univ. en Administración, UDELAR. Miss V. Liberti

Billing Department

Mrs. C. Suárez de García

Human Resources

Mrs. L. Villanueva, Lic. en Gerencia y Administración de Empresas, Universidad ORT.

Personnel Department

Mrs. L. Márquez, Contadora Pública, UDELAR. Mrs. V. Delfino

Main Reception

Miss V. Scattone

Resources Centre & Purchasing Department

Mrs. A. Sugasti

Resources

Miss G. Barea, Diploma Pre-escolar, CIEP 1 & 2; Postgrado en Educación Inicial, London Institute.

Mrs. F. Martínez Mr. D. Zito Mr. E. Antonaz Mr. S. Balladares*

Auditorium & Sound

Mr. L. Castro

Secretarial Staff

SECRETARIAL STAFF

Principal’s Office & Alumni Relations

Mrs. S. Zanetti

Admissions Office

Mrs. J. Tatton de Pérez

Junior School

Mrs. C. Gómez de Leiva, Secretariado Bilingüe, Instituto Crandon.

Mrs. A.I. Albanell Mrs. M. Medeiros* Licenciado en Administración de Empresas, UCUDAL.

Senior School

Mrs. A. Romero, Secretariado Bilingüe, Instituto Crandon.

Miss D. Givara, Secretariado Bilingüe, José PedroVarela.

Mrs. J. Meyer (p-t), Secretariado Bilingüe, Instituto Crandon.

Liceo and Preparatorios

Mrs. B. Walker Mrs. P. Velázquez

P. E. Department

Mrs. F. Coronel, Tec. en Gerencia, Universidad ORT.

Administration

Mrs. A. Pagani, Secretariado Profesional Trilingüe, José Pedro Varela, TTC, Alianza.

Alumni Relations & Human Resources Mrs. A. Böcking (p-t), Secretariado Bilingüe, Instituto Crandon.

45 Annual Report

Communications Coordinator of Communications

Mrs. E. Radcliffe, TEFL (Merit) TESOL.

Visual and Graphic Communications

Mr. J. P. Rodríguez, Lic. en Comunicación Social, UCUDAL; Art & Design, Kent Institute of Art and Design, Maidstone, UK.

Systems Department Mr. J. Puig Mr. E. Delgado Analista Programador, Universidad ORT.

Sports Premises - Health & Safety Sports Premises Health and Safety

Mr. M. Stefani, Dr. en Medicina, UDELAR; Diploma in Sports Medicine, University of London.

Nutritionist

Mrs. Ma. I. Garbino (p-t), Lic. en Nutrición, Escuela de Nutrición y Dietética, UDELAR.

First Aid

Mrs. L. De Castro, Lic. de Enfermería, UDELAR. Mrs. E. Navarro, Aux. de Enfermería, Escuela Matriz.

SERVICE STAFF Maintenance

Mr. D. Fernández Mrs. V. Ferreira de Olivera Mr. J. González Mr. L. Moraes Mr. R. Costa Mr. A. Mederos Mr. H. Pereyra Mr. J. Hoaguy Mr. B. Pintos

Premises

Mr. M. Stefani Mr. M. Muela Mr. W. Colina Mr. F. Montesano Mr. S. Gómez

* New staff Our gratitude to all those who were part of the School staff during 2016 and left prior to the end of the Academic year between March 2016 - February 2017. In some cases their names have not appeared in this issue given this fact.

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Annual Report

Learner Profile The British Schools strives to develop lifelong learners who are internationally-minded, respect differences, and care for each other and the world in which they live. As learners we strive to be: Inquirers - We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable - We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers - We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators - We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled - We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-Minded - We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring - We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Takers - We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced - We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective - We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

IB Learner Profile 2013

47 Annual Report

Tel.: (598) 2600 3421 - Mรกximo Tajes 6421 MONTEVIDEO - URUGUAY - Email: adm@british.edu.uy - www.british.edu.uy

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Annual Report