EDUCATIONAL PROJECT

Presentation:

The task of educating is one of the noblest and most transcendent processes that must be imparted in life and to carry it out it is of utmost importance to have an ideology, which, on the one hand, constitutes a sign of institutional identity and, on the other, is a management instrument that makes it possible to execute and evaluate its purposes. What follows is a synthesis of what our school sees as its institutional vocation.

Context

The Santa María de Lo Cañas School is located in the Commune of La Florida, specifically in the Lo  Cañas. Sector .It is inserted in about two hectares of great greenery and full contact with nature, which promotes a harmonious relationship of children with the environment and the possibility of breathing fresh air.

It has an excellent infrastructure, large sports spaces, in addition to all the necessary facilities to provide a quality educational service.

Our Educational House provides care to eight hundred families, most of them professionals or small and medium-sized entrepreneurs who are looking for a quality education for their children in a welcoming and affective environment, characterized by mutual respect.

It serves the levels of Early Childhood Education, Basic Education and Scientific Humanistic Secondary Education.

Who are we?

Santa María de Lo Cañas School was founded in 1993 and belongs to a society created by two educators: René Larraguibel Smith and Nelson Rivera Inostroza, both with a great academic career and who in the search to make their educational dreams come true have created educational establishments in Arica: the Liceo Domingo Santa María, the Colegio Alta Cordillera and the Jardín Infantil Pequeñilandia. In La Serena, the San Joaquín School and in Puerto Montt, more recently, the Domingo Santa María School. All the Educational Centers identified above are valued in each of the cities in which they are inserted for their academic excellence and for the quality of their coexistence.

Our School has a teaching staff of more than sixty professors, all graduated in their respective specialties in prestigious universities in the country, with various improvements and pedagogical updating, with extensive experience, all imbued with the spirit of academic quality and affective welcome that the School fosters and with a great sense of teamwork.

What is our mission?

To provide an education of excellence and with emphasis on the English language, care and respect for the Environment, based on Humanist Principles, which allow students, in explicit collaboration with their families, to become authentic people, who face life with a triumphant mentality, who govern their lives by a scale of values assumed in a conscious way. That they are part of the knowledge society with their own capital made up of the development of their intellectual, affective, social, cultural and sporting capacities of our students.

Our ultimate goal is the comprehensive education of each of our students, giving them a positive sense of transcendent life and providing them with the necessary tools through interdisciplinary and value programs, to successfully face the challenges of the future.

What is our vision?

To be recognized as a school of national prestige, which provides an education oriented to the comprehensive training of its students, focused on the development of skills and values necessary for the formation of committed people, of great human quality, capable of contributing positively and responding to the environmental demands and of today's society.

What are our institutional objectives?

• To promote the integral development of the people who make up the educational community in an environment intentionally imbued with values
• To contribute to the full development of intellectual capacities that enable our students to successfully insert themselves in an increasingly challenging and demanding global society.
• To form habits that promote a healthy and happy life, that value the care of the environment, of biodiversity and that stimulate an increasingly better quality of life.
• To promote the appreciation and respect for diversity, democratic values and friendship and tolerant and supportive civic coexistence.
• To ensure that our students consider a Life Project based on clearly established values in order to insert themselves productively and purposefully into society.
• To train our students with the quality and drive necessary for them to be inserted in an adequate way in higher education and to be able to remain in it.
• To optimise the level of academic achievement in university selection tests by integrating all our students.
• Develop the necessary language skills in the English language, emphasizing oral comprehension and production, through their own program.
• To develop language skills and implement reading comprehension strategies allowing students from the Play Group level to acquire the necessary skills to access reading comprehension at an early age.

Value Ideology

The School is aimed at forming upright young people, inspired by universal values, based on the education of responsible freedom, from the Cardinal Virtues: prudence, justice, fortitude, and temperance, which constitute the pillars of a conscious and respectful behavior. In order to achieve an education in affectivity, in a safe, warm and respectful environment, our educational project emphasizes the development of the following values: responsibility, respect, solidarity, autonomy, honesty, loyalty, effort and perseverance.

How do we organize our curriculum to achieve our goals?

Colegio Santa María de Lo Cañas is bilingual from Playgroup to 4th grade, a fundamental basis for the development of this learning in the levels of 5th grade to 4th grade.

The Santa María de Lo Cañas School is governed by the curricular bases granted by the Ministry of Education. The Educational Objectives have been formulated in such a way that there is coherence with the National Curriculum Framework and with our own pedagogical purposes that seek that our students learn with pleasure, in a welcoming environment, in which they can express their concerns and points of view. The idea is for students to incorporate relevant learning in an era in which knowledge is constantly renewed, which is why it is imperative to achieve cultural competencies that allow them to be open to this speed of change.

How do we organize our curriculum to achieve our goals?

THE PROCESS IS PLANNED TO DEVELOP CHILDREN INTEGRALLY IN THE INTELLECTUAL, AFFECTIVE AND PSYCHOMOTOR AREAS.

Affective Area:The student is encouraged to feel loved, valued, supported, recognized and stimulated, favoring the development of strategies that promote their self-esteem and self-worth.

Intellectual Area:The achievement of quality learning, the development of critical reflection, argumentation, personal elaboration, significant internalization, the incorporation of a second language, specifically the English language, in addition to the construction of one's own learning, is encouraged.

Psychomotor Area: In our Educational Project, this domain has a special significance, because it contributes to the achievement of higher learning, as well as because of the importance of the acquisition of motor skills for the integral development of people. The emphasis on the teaching of these skills is given not only in the sectors and subsectors of learning that are dedicated to them, such as Physical Education, or in those that are required of them such as English, but also through academies or training events (Costumbrista Festival, sports and artistic extracurricular activities, Sports teams, among others.)

How do we organize our curriculum to achieve our goals?

The methodological options tend to "learning by doing", so that students discover, have meaningful encounters with knowledge and manage to develop their own learning strategies. Virtual environments and computer learning, an indispensable instrument in the knowledge and information society, are also valued.

This does not prevent them from receiving quality expository and interactive classes from their teachers, seeking significant learning, both for the coherence of the presentation and for the link with previous knowledge.

All of the above expressed in a context of affectivity and interpersonal encounter in which teachers are human models worthy of respect and consideration.

The learning sequence considers both the time necessary for students to incorporate learning and the development of the entire curriculum in order to guarantee the most complete education in order to enable academic success in their future lives.

In terms of evaluation, the requirement is encouraged, in order to prepare the student for permanence in higher education. This involves the existence of several phases in the evaluation process: diagnostic, formative and summative. The important thing in terms of evaluation is that it has the parameters of objectivity and justice technically guaranteed.