The Baccalaureate stage of the Spanish education system culminates for most students with a University entrance exam in which all the skills acquired must be demonstrated in a written exam, the only assessment tool planned and used.
One of the most important challenges we face as a School is to reconcile two aspects for our students. On the one hand, the development of skills that we consider basic to get out of the “Fontenebro Universe” with guarantees of success. On the other hand, a satisfactory academic result that allows choosing a destination based on the expectations of each person.
In this line of work, we believe it is essential to continue insisting on our students’ ability to express themselves orally, to reinforce through debates and presentations to the public a skill that for many years has been forgotten in the different laws and that is now understood which becomes very important in post-education environments and also in the workplace.
Strengthen the four key skills in language teaching: we not only want our students to defend themselves in the written field against a standardized exam profile. Mastery will come when, speaking, understanding and of course writing down their reflections, they feel that the foreign language is one more tool that allows them to communicate and advance.
Develop the autonomy of students, being aware of what studying a non-compulsory stage implies, of the advantages it will present for them. Carry out a guiding process when organizing your study habits and free time. Show them tools so that they become owners of their own learning process.
Continue to make students aware of the responsible and effective use of new technologies. Get them to understand them as a tool and not as an end, that they learn to look for the right information at all times and use it in the right way.
Emotional accompaniment and guidance for the future. The feeling of being at the end of a stage, of breaking with what is known to face new future challenges and the pressure of having to do so with certain conditions of grades supposes an emotional component that is not faced equally in each person. Accompanying the diversity of the process and meeting the demands that arise is a day-to-day challenge at the School. To this part is added providing the student with the maximum possible knowledge of the different options that are open to him at the end of the stage: from the University, to FP, to different professional opportunities. The objective is that the student and the families are aware of the range of possibilities that opens before them after finishing their stage here.
Combining all these parts is the challenge of the team of professionals who work in the Baccalaureate stage and together with the collaboration of the families, the objective is faced year after year with renewed hopes and with a single objective: that each and every one of the people who finish, face the external evaluation test and the challenges that society will put before them with the maximum guarantees of success.
Rafael Alonso García