Academically, at this stage the School attaches great importance to strengthening and improving the knowledge and skills acquired in the Primary stage, increasing these gradually and according to age, together with the levels of demand placed on them, and equipping students with the necessary tools to address the challenge.

During this stage, students work on different projects which complement their curricular activity (charity projects, scientific projects, technological projects, international projects, etc.).

Together with the highest development in other essential areas, the level of immersion in English as the language of instruction in several subjects can be emphasised, as is the continued teaching of French of German as a second foreign language.

This is done with the objective of guaranteeing the optimum preparation of our students for the future, granting huge importance to academic and professional guidance that will enable them to choose the field they would like to work on, and to do so with the highest possible skill level.

In adolescence, a time when students begin to demand increasing degrees of independence and freedom, it is also essential to educate them in the sense of responsibility. The development of a critical capacity in regards to their own actions is essential for achieving of “responsible” freedom. In this framework, we continue to work in the field of social and emotional education and we implement specific programmes to address issues of particular importance for students of this age. 

During the secondary education stage, the goal is for students to acquire the necessary tools so that they can easily develop social skills, debates and oral presentations, teamwork, research abilities and the development of individual knowledge in order to be able to use the tools that will help them in the development of their professional career in the future.

JUNE WORKSHOPS

As a result of the application of the new school calendar in our autonomous community, Colegio Árula has developed a series of workshops for students who have achieved their academic objectives and have no outstanding subjects to recover in the June exams, with more flexible timetables to develop a complete programme of activities that will complete the learning developed throughout the course and that includes sports, entertainment, and general knowledge areas that favour integration and that the students can learn through curiosity and motivation.

 

Some of these workshops are:

  • Visits to locations where they may work as if it were a gymkhana.
  • Photography workshops.
  • Cooking workshops.
  • Home-based workshops.
  • Communication and public speaking workshops.
  • Preparation of a “0” preparatory course for complex areas of the following course.
  • Theatre workshops.
  • Chess workshops.
  • Science workshop.
  • Robotics workshop.
  • Art Workshop.
  • Heraldry workshop.
  • Immersion in English.
  • Camping trips.
  • Visits to museums with prearranged treasure hunts.
  • External orientation.
  • Photography and painting contests.
  • Leisure-Sports-Cultural Olympics interlinking competition, culture and sports.