Secondary Education
Throughout Secondary Education, pupils at Agora Princess Margaret International School hone their skills as creative, critical and reflective thinkers.
While separate subjects are taught, connections among them are also fostered. Classes focus on global, real-life issues and concerns and foster the development of communication skills, understanding and a sense of social responsibility. Having obtained authorisation in 2019 as one of the few schools which can teach the MYP (Middle Years Programme). Agora Princess Margaret International School and its teaching staff specialise in the MYP, thus equipping its pupils with all the tools they need to change the world.
Secondary school curriculum
The curriculum at secondary school level aims to shape people who are able to understand the world and have an active and critical role in our society. To do this we promote dialogue and communication through a methodology that works on study techniques and habits that foster constancy, tenacity and discipline. This methodology of participation allows pupils to develop critical and constructive thought, self-control, and self-discipline, all necessary values for a successful career.
A trilingual education is key at this stage. Each subject has its own working language (English, Spanish or Catalan). Languages are not the only way our pupils acquire global readiness, they also take part in programmes and experiences that foster cultural exchange and there is a crossover in their subjects among the three main working languages. In Secondary is where pupils prepare for the Cambridge certifications to obtain level B2 (First for schools) and C1 (advanced). To guarantee competent learning in all areas of the language, as required by Cambridge, at Agora Princess Margaret International School in Barcelona we organise study groups based on the needs and abilities of each pupil, distributing them according to their level of knowledge and regardless of their age. In this way pupils can progress at a personalised pace.
Work on self-esteem is fundamental during this stage. Work which, through the all-round experience that manual and intellectual education gives, allows boys and girls to work independently and in a balanced manner. Altogether including their classmates, valuing effort, relating concepts as well as developing and strengthening their identities.
The aim is to complete this stage with a strong sense of identity, knowing what their strengths are, and how they can contribute to their personal and the collective well-being. Potentially being convinced in their own self-esteem and self-knowledge.trengthening their identities.
Furthermore, during the four years of secondary education, the students begin to be in charge of their own journey, which means providing them with a general overview and learning to be self-reliant regardless of the path they may follow, but always developing fully on a social and personal level.
The on-going and individualised tutorials are part of the Secondary pupils’ day to day. From 4th ESO onwards , the tutors advise the pupils and their families as to which route they should choose in the following year when they will have to decide which Baccalaureate to study.