High School Director
High School Director
High school students use what they learn in Spanish, English and Social Studies to write a variety of essays, university applications, letters of recommendation, summaries and research papers. They additionally argument to defend their point of view and are capable of expressing ideas in a polite and respectful way. They use what they learn in Mathematics to make scale drawings of different historical sites. They analyze current situations using functions. They visit amusement parks and model how the Ferris Wheel works, for example; They design casino games to learn about probability and use cause-effect diagrams to analyze specific problems or determined effects.
In the fields of Science and Computers, our students use the scientific method to test hypotheses and development population models, find strategies to conserve biodiversity, take water samples from our WWTP, manufacture different products such as soap in the laboratory, program in JAVA and design video games and Apps. In Religion, students cultivate their spiritual life by giving thanks for the world we live in, respecting the points of view of others and understanding how others perceive religion. In Artistic education, our students learn to express emotions, ideas, feelings and thoughts through painting, dancing, playing a musical instrument, or acting. Students work cooperatively to create choreographies, musical demos, plays and stage designs. Finally, students get a B1 level in either Portuguese or French as a third language.
write all types of essays, university applications, letters of recommendation, summaries and research papers in English and Spanish.
argument to defend their point of view and express ideas in a polite and respectful way.
make models of different historical sites and analyze real-life situations using functions; they visit amusement parks and model how a Ferris Wheel works, for instance; they design casino games to learn about probability and use cause-effect diagrams to analyze specific problems or determined effects.
use the scientific method to test hypotheses and learn about the species that live on our campus developing population models; they find strategies to conserve biodiversity; they take water samples from our Wastewater Treatment Plant, and they make products such as soap in the laboratory.
develop software in JAVA and design video games and applications.
cultivate their spiritual life by being grateful for the world they live in, respecting other people’s points of view, and understanding how others see religion.
express emotions, ideas, feelings and thoughts through painting, dancing, playing an instrument or acting.
organize Broadway-style musical theater presentations working as a team to create choreographies, musical demos, plays and backstage production.
reach a B1 level in Portuguese or French.
develop self-reliance and responsibility towards their own learning by choosing their courses and teachers each semester.
organize and lead internal RMUN and mini MUN United Nations models.
get ready for their university life setting by taking for the BADyG, MBTI and Basic Needs Profile psychometric tests.
take AP courses (Spanish Culture and Language, Spanish Culture and Literature, Statistics, English Literature and Composition, Biology, English Cullture and Language, Environmental Science, AB Calculus, and Computational Sciences A) in Eleventh and Twelfth grades to successfully get ready for an undergraduate university environment, and to get university credits in the areas above.
optionally participate in a variety of international cultural, scientific and business entreprenuership events.
have field trips to national parks to learn and propose solutions to natural conservation issues.
work in teams with their parents to prepare and apply agreements regarding healthy and responsible decisions.
We focus our classes towards the satisfaction of our students’ basic needs, the development of useful skills for life, as well as their internal control, professional self-assessment processes and intrinsic motivation. These objectives are reached with the help of our quality teachers. in this regard, Glasser states that “an effective teacher is that one who is capable of convincing not half or three quarters, but essentially all his students to perform quality work. This means working at maximum capacity” (1998, p.16).
The purpose for our curriculum in 9th and 10th grades is to complete the conventional High School level by complying with the guidelines stated by the National Ministry of Education, and using North American standards as points of reference in each one of the areas. We expect our students to be able to perform satisfactorily in the ‘Prueba Saber 11’ standardized test once they finish 10th grade. We perceive our students as wholly and integral human beings, and we work day after day so that they develop their curricular, bodily, emotional, social, esthetic and spiritual dimensions.
In tenth grade, those students who decide to confirm the faith they received at baptism, get ready to receive the Sacrament of the Confirmation. At the same time, the team of teachers works on different integrated projects to foster the development of students’ character, thus promoting the virtues every student at Rochester School has in their DNA. they also support students in the construction of their life’s project. During these two years, students explore their interests and preferences to choose a major, whether scientific or in humanities in order to fully develop during eleventh and twelfth grades.
On the other hand, we are part of school associations such as UNCOLI and ASOCOLDEP and we participate in a variety of athletic and artistic events all year long. We have agreements in place with a variety of organizations, such as the Astrobiology Institute, Oxford Education and Tour Schools so that our students maximize their learning process during their vacation through NASA camps, THE MASTERS program in London and international athletics camps.