educational offe r · plan on a daily basis equals a full-time adult every six and a half students....

EDUCATIONALO F F E R 2019-2020A N D Y 1 22020-2021

SEVILLA INTERNATIONAL COLLEGE SAN FRANCISCO DE PAULA

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The world changes, children and youth needs evolve and the educational offer must keep up to the task of bringing maximum value to our students. The team deploying this plan on a daily basis equals a full-time adult every six and a half students. Amongst the highly varied plan de-tailed in the following pages we would like to underline the beginning and the end.

Early Pre-School, for two year olds, is a cornerstone in our educational project, at an age when learning is living and living is playing, discovering and marvelling:

19 h/week in English facilitate two years’ condensed pro-gress, laying the linguistic foundations for the upcoming programme of enquiry.

10 h/week in Arabic or Chinese, also equivalent to a two years’ advancement at the following grades’ pace, so that

such a different language may be acquired in a more na-tural way.

The baccalaureate, on the other hand, has been redesig-ned and further developed. Seventeen tracks, the richest offer in Spain, along two main guidelines.

The International Baccalaureate guarantees traditional academic excellence in seven modalities designed to reach the best academic training for the university.

Our US Diploma combines academic excellence with specific contents addressing innovative professional domains. They have been designed in collaboration with top notch companies and executives.

On behalf of the educational team I wish that 2019-20 may help your children to make a great step ahead.

Educational offer 2019-2020


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TRADITION OF…Reinforcing the School’s centenary values and features:

Reading. “Francisco Márquez Villanueva” Library, with five graduates and close to sixty thousand volumes, has inte-grated activities from pre-school.

Experimentation. 100 h of practical work in the PYP (In-ternational Baccalaureate Primary Years Programme, up to Y5), 150 in MYP (Middle Years Programme, Y6-Y10), 50 per science subject in DP (Diploma Programme, Y11-Y12) introduce students to research. There are two assistants, a PhD and a graduate, and six laboratories.

Humanities. Understanding individuals, societies, history and reflection is key in an increasingly globalised and in-terrelated world.

Arts. Music is taught in small groups from the age of two and stringed instrument instruction from age three onwards, Music School, deep dive in Visual and Perfor-ming Arts foster creativity, agency and divergent thought.

Personalisation. A Deputy Headship for Individualisation, Departments, five Counsellors and two Nurses ensure special care and four hundred adapted plans for gifted and talented children and learning difficulties.

Inquiry. Wondering ‘Why?’ is the way forward. The IB is aligned with the School educational approach.

Respect. Advisors, Mentors, Mediators, Community and Service, Youth Group for Community Action are nuclear to personal and social development in order to build a be-tter and fairer world.

And Commitment. Permanent strive to reach one’s own goals and to relish accuracy to allow common wellbeing.

....PROGRESS

So that our increased autonomy may bring advancement:

Methodological. Professional development and conti-nuous investment to allow enriching and engaging lear-ning. Over two hundred professionals who strive daily to provide best care to students.

Educational. Over fifty custom-made optional courses for Y1-Y12, fostering students’ curiosity towards a wide variety of areas and approaches.

Social. Stimulating analysis, agency and debate in clo-se relationship with the European Youth Parliament and Foro Civiliter.

Entrepreneur. MYP and DP will develop entrepreneurship competencies according to the European EntreComp fra-mework, and there will be events and initiatives organised in collaboration with Asociación SevillaUP.

Technological. We launch a four-year plan following the European DigComp framework, in collaboration with the Sevilla Maker Society.

Professional. A hundred organisations of all kind offer our students an approach to the labour world and to ex-plore vocations in Y11 apprenticeships.

WELCOME AND HAPPY SCHOOL-YEAR!

Educational offer 2019-2020


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We thank the following entities for their collaboration in the Pro-gramme of Internship in Organisations and Companies of 2018:

Alansona SL

AONIA SOFTWARE SL

Aquamática

Aromas Selective SLU

Arquisocial SL

Asociación Adopta en Acción

Asociación Iniciativa Sevilla Abierta

BIODIS ESPAÑA SL

Bogaris

Bufete Francisco Capote, S.C.P.

Cablebox

CARTUJAVISION

Círculo Mercantil e Industrial de Sevilla

Clever Global SA

CLIC Servicios Lingüísticos SL

Clínica Dental Loscertales

Clínica Luxemburgo

Consum Direct Gestión Internacional S.L.

Corner Alameda SL

Cremades & Calvo-Sotelo

CSIC - Instituto de la grasa

CUE Arquitectos y Abogados

Despacho de Abogados Francisco Lobo Rodríguez

DIARIO DE SEVILLA (GRUPO JOLY)

DISTRIBUCIONES VIÑAFIEL, S.L.

Domonova

DUSHARA TOURS

Edartec Consultores SL

El Viajero Sedentario

ES Torneo

Estudio Altozano Arquitectura

Euromedia Comunicación, SL

Farmacia Avenida Miraflores

FERNANDEZ - PALACIOS ABOGADOS SLP

Ferson Electrónica SA (Brigmton)

Florhada

Froggie

Fundación Andaluza para el Desarrollo Aeroespacial

Fundación Barenboim-Said

Fundación Ductil Urbe 21 SLL

Fundación Pública Andaluza para la Gestión de la Investigación en Salud de

Sevilla

Gansaby

Ghenova Ingeniería SL

Gómez Maqueda

Grupo Ibersogas Energía

Grupo Inmobiliario Goldencenter SL

Guadalclima

Guemosa Isla SL

Herba Ricemills SLU

Hospes Hoteles SL

Idc Quiron Salud

Ideadero SL (Glamping Hub)

Ilustre Colegio Abogados Sevilla

Increscendo Consultores, S.L

Informaria

Ingeniería y desarrollo del Clima (Indesclima)

Instituto Cultural German

JUVENTUDES MUSICALES DE SEVILLA

LABORATORIOS KOVAC

Labs & Technological Services AGC SL

Llopis Servicios Ambientales

Mifipro

Morales de Giles Arquitectos

MundoLengua, Escuela Internacional de Español

Next Force

Notaría Carmen Loscertales Martín de Agar

NutriNour

ONTIER Abogados Andalucía

Orange

Orquesta Barroca de Sevilla

Orquesta de Sevilla, S.A.

PC3 Servicios Informáticos Avanzados S.L.

Persán

PRODETUR, SAU

qosITconsulting SL

R&R Marketing y Promociones Europa SL

Restaurante Becerrita SL

RULL Y ZALBA ABOGADOS Y ASESORES GLOBALES DE EMPRESA

RZS

Sacromonte Films SL

Serunion

SEVILLA HOOK SL

Sngular

Solutia Innovaworld Technologies

Stephens Camp

Teatro de la Maestranza y Salas del Arenal SA

TECNOLASER SANTA JUSTA SL

Tourism Optimizer Platform

Universidad Pablo de Olavide - Departamento de Biblioteca

Universidad Pablo de Olavide - Departamento de Medioambiente

(Proyecto de comunicación vía web)

Valcambre SL

Viajes Triana

Vineria San Telmo

Wellness Telecom, S.L.

WORKINCOMPANY SL

Zinc Incoar 900 SL


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Kindergarten (PEP-3) (K - 5 years)

Early Pre-School (EPS - 2 years)

Areas Hours/week

Areas Hours/week

Areas Hours/week

Areas Hours/week

Option A / B Option A / B

Areas Hours/week

Areas Hours/week

Areas Hours/week

Areas Hours/week

n English Language 19n Language Acq. - Chinese/Arabic 10

n Arts– Music and movement (in Spanish) 1

Pre-School (PEP-1) (PS - 3 years)

n Spanish Language and Literature 5n English Language Acquisition 5n Language Acq. - Chinese/Arabic 6n Mathematics (in Spanish) 4n Natural and Social Sciences (in English) 4

n Personal, Social and Physical Education (in Spanish) 2n STEaM (in Spanish) 1n Arts- Visual Arts (in English) 2n Arts- Music (1h. in group, plus 20 min. in smaller groups, in Spanish) 1

n Spanish Language and Literature 5n English Language Acquisition 5n Language Acq. - Chinese/Arabic 6n Mathematics (in Spanish) 4n Natural and Social Sciences (in English) 4

n Personal, Social and Physical Education (in Spanish) 2n STEaM (in Spanish) 1n Arts- Visual Arts (in English) 2n Arts- Music (1h. in group, plus 20 min. in smaller groups, in Spanish) 1

Pre-Kindergarten (PEP-2) (PK - 4 years)

n Spanish Language and Literature 4 6n English Language Acquisition 4 5n Language Acq. - Chinese/Arabic 6 - n Language Acq. - French - 3n Mathematics (in Spanish) 5 5n Natural and Social Sciences (in English) 5 5

n Personal, Social and Physical Education (in Spanish) 2 2n STEaM (in Spanish) 1 1n Arts- Visual Arts (in English) 2 2n Arts- Music (1h. in group plus 20 min. in smaller groups, in Spanish) 1 1

2019-2020

A SOLID LINGUISTIC FOUNDATION ACQUIRED THROUGH PLAY AND ENJOYMENT


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Year 1 (PEP-4)

Year 2 (PEP-5)

Year 3 (PEP-6)

(6 years)

(7 years)

(8 years)

Areas Hours/week

Areas Hours/week

Areas Hours/week

Areas Hours/week

Areas Hours/week

Areas Hours/week

2019-2020

n Spanish Language and Literature 5n English Language Acquisition 4n Language Acq. - French 2n Language Acq. - Chinese/Arabic 2n Mathematics (in Spanish) 5n Natural and Social Sciences (in English) 5n Personal, Social and Physical Education (in English) 2

n STEaM (in Spanish) 1n Arts- Dramatisation (in French) 1n Arts- Visual Arts (in English) 1n Arts- Music (1h. in group, plus 20 min. in smaller groups, in Spanish) 1n Elective subjects (see them on next page as well as on the appendix on pages 22-34) 1

n Spanish Language and Literature 5n English Language Acquisition 4n Language Acq. - French 2n Language Acq. - Chinese/Arabic 2n Mathematics (in Spanish) 5n Natural and Social Sciences (in English) 5n Personal, Social and Physical Education (in English) 2

n STEaM (in Spanish) 1n Arts- Dramatisation (in French) 1n Arts- Visual Arts (in English) 1n Arts- Music (1h. in group plus 20 min. in smaller groups, in Spanish) 1n Elective subjects (see them on next page as well as on the appendix on pages 22-34) 1

n Spanish Language and Literature 6 5n English Language Acquisition 5 5n Language Acq. - French 1 1n Language Acq. - Chinese/Arabic - 2n Language Acq. - German * 1 -n Mathematics (in Spanish) 5 5n Natural and Social Sciences (in English) 5 5n Personal, Social and Physical Education (in English) 2 2

n STEaM (in Spanish) 1 1n Arts- Dramatisation (in French) 1 1n Arts- Visual Arts (in English) 1 1n Arts- Music (1h. in group plus 20 min. in smaller groups, in Spanish) - 1n Arts- Music (in German) ** 1 -n Elective subjects (see them on next page as well ason the appendix on pages 22-34) 1 1

* The students who studied German in Y1 or Y2 will continue with that Option (1h) and will also study the Music in German (1h). ** Students who took German as a second language will receive Music in German.



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Year 5 (PEP-8) (10 years)Areas Hours/week Areas Hours/week

n Spanish Language and Literature 5n English Language Acquisition 5n Language Acq. - French 1n Language Acq. - German 1n Mathematics (in Spanish) 5n Natural and Social Sciences (in English) 6n Personal, Social and Physical Education (in English) 2

n STEaM (in Spanish) 1n Arts- Dramatisation (in French) 1n Arts- Visual Arts (in English) 1n Arts- Music (in German) 1n Elective subjects (see them below as well ason the appendix on pages 22-34) 1

2019-2020

Elective subjects (to choose one) You may consult the elective subjects and their descriptions on the pages 22-34

n Chessn German (Y1-Y2)n Artistic Gymnastics (in English) Y1-Y3n Chinese calligraphyn Creative calligraphy or lettering (in

French)n Reading clubn Reading club of adapted and graded

books (Y3-Y5 in German)n Creation of toys and crafts (Y1-Y2)

n Creative drawing NOTE: The acquisition of specific material will be

required when neccessary.

n Environmental awareness (Y4-Y5)n Creative writingn Estimula (Y5)n Reading strategies (Y5)n Promotion of health and healthy

habitsn Emotional intelligencen Basic motor games and skills

n Mateolímpicosn Catholic religion n Cooking workshop (in French) NOTE: The acquisition of specific material will be

required when neccessary.

n Crafts Workshop-Handarbeiten (in German) Y3-Y5

n Workshop of making comics based on the History of Sevilla (Y3-Y5 in French)

Minimum of students 8. Maximum: 18.

Year 6 (PAI-1) (11 years)Subjects Hours/week Subjects Hours/weekn Spanish Lang. and Lit./Language Acq. (Spanish) 4n Language Acq. (English)/ English Language and Lit. 4n Language Acq. – French/German/Arabic 2n Mathematics (in Spanish) 4n Sciences (in English) 4,5n Individuals and Societies (in English) 3

n Personal, Social and Physical Ed. (in English) 2n Design (in English) 2n Arts- Visual Arts (in English) 1,5n Arts- Music (in Spanish) 2n Elective subjects (see them on next page as well ason the

appendix on pages 22-34) 1

Year 4 (PEP-7) (9 years)Areas Hours/week Areas Hours/week

n Spanish Language and Literature 6 5n English Language Acquisition 5 5n Language Acq. - French 1 1n Language Acq. - Chinese/Arabic - 2n Language Acq. - German * 1 -n Mathematics (in Spanish) 5 5n Natural and Social Sciences (in English) 5 5n Personal, Social and Physical Education (in English) 2 2

n STEaM (in Spanish) 1 1n Arts- Dramatisation (in French) 1 1n Arts- Visual Arts (in English) 1 1n Arts- Music (1h. in group plus 20 min. in smaller groups, in Spanish) - 1n Arts- Music (in German) ** 1 -n Elective subjects (see them below as well ason the appendix on pages 22-34) 1 1

* The students who studied German in Y1 or Y2 will continue with that Option (1h) and will also study the Music in German (1h). ** Students who took German as a second language will receive Music in German.



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2019-2020

Year 7 (PAI-2)

Year 8 (PAI-3) y Year 9 (PAI-4)

(12 years)

(13-14 years)

Subjects Hours/week

Subjects Hours/week

Subjects Hours/week

Subjects Hours/week

n Spanish Language and Lit./Language Acq. (Spanish) 4n Language Acq. (English)/ English Language and Lit. 4n Language Acq. – French/German/Arabic 3n Mathematics (in Spanish) 4n Sciences (in English/Spanish) 4,5n Individuals and Societies (in English/Spanish) 3,5

n Personal, Social and Physical Ed. (in English/Spanish) 2n Design (in English/ Spanish) 2n Arts- Visual Arts (in English)/Music (in Spanish) 2n Elective subjects (see them on next page as well as on the appendix on pages 22-34) 1

n Spanish Lang. and Lit./Language Acq. (Spanish) 4n Language Acq. (English)/ English Language and Lit. 4n Language Acq. – French/German/Arabic 3n Mathematics (in Spanish) 4n Sciences (in English/Spanish) 4,5n Individuals and Societies (in Spanish) 3,5

n Personal, Social and Physical Ed. (in English/Spanish) 2n Design (in English/ Spanish) 2n Arts- Visual Arts (in English)/Music (in Spanish) 2n Elective subjects (see them on next page as well as on the appendix on pages 22-34) 1

Minimum of students 8. Maximum: 18.

Elective Subjects (to choose one)

n Chessn Artistic Gymnastics (in English) n Self-knowledge and leadership on

valuesn Creative calligraphy or lettering (in

French) n Cinema club (in French) n Reading club for adapted and graded

books (in German) n Creation of health officers n Creative Writing Club (in English) n Design of journalistic projects n Graphic design and logos

n Design, 3D printing and construction of the humanoid robot ImMoov (in English)

n Drama club in english Note: the acquisition of specific material will be

required when necessary.)

n Drawing and painting (in english) n Dreparation of business plans n Wall climbing n Reading strategies n Photography (in English) n Foundations of individual and

collective Sports n History of Greece and Rome through

cinema

n History of cinema n Automotive engineering n Exponencial STEaM laboratory n Typing (in German) n MicroComputing n Modeling in clay/ceramic (in English)

computer resources for Mathematics n Catholic religion n Sevilla, city of Opera n Workshop of comics based on the

History of sevilla (in french) theatre n Young Entrepreneur’s Investment (in

English)

You may consult the elective subjects and their descriptions on the pages 22-34

Year 10 (PAI-5) (15 years)Subjects Hours/week Subjects Hours/weekn Spanish Lang. and Lit./Language Acq. (Spanish) 4n Language Acq. (English)/ English Language and Lit. 4n Language Acq. – French/German/Arabic 3n Mathematics (in Spanish) 4n Sciences (in English/Spanish) 4,5n Individuals and Societies (in Spanish) 3

n Personal, Social and Physical Ed. (in English/Spanish) 2n Philosophy (in Spanish) 2n Design (in English/ Spanish)/Latin 2n Arts- Visual Arts (in English)/Music (in Spanish)) 1,5n Personal Project -


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Year 11 (16 years)A) Arts Subjects and hours per week

Subjects and hours per week


COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2). n Creativity, Activity and Service (1). n Applied Mathematics (SL) (3). n Extended Essay.n History (HL) (4).

NON COMMON SUBJECTS

Choose one:

n French (3). n German (3). n Arabic (3).

Choose one:

n Technical Drawing I (4). n Fundaments of Arts I (4). n Music (SL) * (3).

Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Applied Anatomy (3).

Choose one:

n Chemistry (Spanish) (SL) (3). n Biology (English) (SL) (3).

International Baccalauréate Diploma

B) Humanities

COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2). n Creativity, Activity and Service (1). n Applied Mathematics (SL) (3). n Extended Essay.n History (HL) (4).

NON COMMON SUBJECTS

Choose one:


Choose one:

n Music (SL) (3). n Greek (SL) (3). n Archaeology (3).

Choose one:

n Latin (SL) (3). n Visual Arts (SL) (3). n Music (SL) (3).

Choose one:


C) Social Sciences

COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2). n Creativity, Activity and Service (1). n Analytical Mathematics for Social Sciences (SL) (4). n Extended Essay.n History (HL) (4).

NON COMMON SUBJECTS

Choose one:

n Business Management (SL) (4). n Music * (SL) (3).

Choose one:

n Music (SL) (3). n Visual Arts (3). n Latin (SL) (3). n Applied Anatomy (3).

Choose one:


2019-2020

Students who choose Music * (SL) will only have ONE subject for Spanish University Admission. Consult the offer of Y12 for 2020-21 on pages 18-21.

Latin (SL) or Greek (SL) are the second possible subject for Spanish University Admission.

Students who choose the Option Music * (SL) and Visual Arts (SL) or Applied Anatomy will only have ONE subject for Spanish University Admission.

The minimum number of students to offer a subject is 3. The internship period in organizations and companies, an indispensable requirement for the Year 11 qualification, will be from 24-VI to 5-VII. This program is volun-tary for Year 10 and Year 12 students..

The subjects shaded in green are the ones which prepare Spanish University Admission exam. Music (SL) rrequires the student to participate in special Music lessons or Music School.


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Year 11 (16 years)Subjects and hours per week





D) Architecture and Engineering

COMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).n Extended Essay.n History (SL) (3).n Technical Drawing I (4).n Physics (Spanish) (HL) (5).

NON COMMON SUBJECTS

Choose one:

n English A (SL) (4). n English B (SL) (3). n English B (HL) (4).

Choose one:

n Chemistry (English) (HL) (4). n Chemistry (Spanish) (3) (SL).

Choose one:

n Analytic Mathematics for Technology (SL) (4). n Analytic Mathematics (NS $) (4).

E) Mathematics, Physics and similar onesCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).n Extended Essay.n History (SL) (3).n Physics (Spanish) (HL) (5).n Chemistry (English) (HL) (4).

NON COMMON SUBJECTS

Choose one:


Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Applied Anatomy (3).

Choose one:


F) Biomedical SciencesCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).n Applied Mathematics (SL) (3).n Extended Essay.n Biology (Spanish) (HL) (5).n Chemistry (English) (HL) (5).

NON COMMON SUBJECTS

Choose one:


Choose one:

n Applied Anatomy (3). n Visual Arts (SL) (3). n Music (SL) (3).

Choose one:

n History (HL) (4). n History (SL) (3).

2019-2020

G) Chemistry and similarsCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).n Analytic Mathematics for Technology (SL) (4).n Extended Essay.n Physics (Spanish) (HL) (5).n Chemistry (English) (HL) (5).

NON COMMON SUBJECTS

Choose one:


Choose one:

n Applied Anatomy (3). n Visual Arts (SL) (3). n Music (SL) (3).

Choose one:


Física (HL) tendrá 4 h si no se elige para Selectividad.$ : for students who are to study abroad or who are not required to sit Spanish University Admission exam.

$ : for students who are to study abroad or who are not required to sit Spanish University Admission exam.

Physics (HL) will have 4 h if it is not choosen for Spanish University Admission exam.

The minimum number of students to offer a subject is 3. The internship period in organizations and companies, an indispensable requirement for the Year 11 qualification, will be from 24-VI to 5-VII. This program is voluntary for Year 10 and Year 12 students.

The subjects shaded in green are the ones which prepare Spanish University Admission exam. Music (SL) requires the student to participate in special Music lessons or Music School.


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In collaboration with exceptional professionals and leading companies in their sectors

Gervasio Iglesias. Director and Producer of Código Sur.

Carlo Suffredini. Director of Hotel Alfonso XIII.

Antonio Calero. Manager Director of Casa Robles Restaurante.

Antonio Mariano Esteban. Project Manager at Guadaltel.

Delia Pascual. Director of OpenRoom.

Emilia Gómez. Professor at the Universidad Pompeu Fabra.

US Diploma


12

Year 11 (16 years)US Diploma

A) Arts y Animation

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).n History of America (3).n Fundaments of Arts I (4).n Animation * (11).

NON COMMON SUBJECTS

Choose one:

n Business Management (SL) (4). n Visual Arts (SL) (3). n Technical Drawing I (4).






2019-2020

C) Social Sciences COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).n Mathematics (HSD) (4).n History of America (3).n Business Management (SL) (4).

NON COMMON SUBJECTS

Choose one:

n Music (SL) (3). n Latin (SL) (3). n Programming (4).

Choose one:

n Marketing (3). n Law and International Relations (3).

Choose one:


B) Architecture and Engineering

D) Biomedical Sciences

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).

n Creativity, Activity and Service (1).n Mathematics (HSD) (4).n History of America (3).

n Physics (Spanish) (HL) (5).n Technical Drawing I (4).n Modeling and Lights ** (7).



n Biology (Spanish) (HL) (5).n Applied Anatomy (3).n Modeling and Lights ** (7).



n Biology (Spanish) (HL) (5).n Applied Anatomy (3).n Physical Practice (10).

E) Sports

(*) Composing and integration; 3D modeling; textures, lights and fluids. In collaboration with LZ Producciones.

In Social Sciences students have to take SIX subjects shaded in green in order to be able to sit two of them in the specific phase of Spanish University Admission exam. See the offer of Y12 for 2020-21 on pages 18-21.In collaboration with OpenRoom.

(**) Modeling 3D; textures, lights and fluids. In collaboration with LZ Producciones.

(**) Modeling 3D; textures, lights and fluids. In collaboration with LZ Producciones.

The Physical Education Department will stablish the agreements with each sports club and will validate the preparation acquired.

The minimum number of students to offer a subject is 3. The internship period in organizations and companies, an indispensable requirement for the Year 11 qualification, will be from 24-VI to 5-VII. This program is volun-tary for Year 10 and Year 12 students.

The subjects shaded in green are the ones which prepare Spanish University Admission exam. Music (SL) requires the student to participate in special Music. Lessons or Music School.


13


2019-2020





G) Computing

H) Hotel and Restaurant Management

I) Music (only students at Music School)

F) Music and Animationn Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).

n Fundaments of Arts (I) (4).n History of America (3).n 2nd Foreign Language (Fr/Ger/Ar) (3).n Music (SL) (3).

n Modeling and Lights ** (7).n Instrumental Ensemble (4). (Saturdays)



n Physics (Spanish) (HL) (5).n Programming ** (9).

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).

n Mathematics (HSD) (4).n History of America (3).n 2nd Foreign Language (Fr/Ger/Ar) (3).n Business Management (SL) (4).

n Restaurant Management (4). (alternate Saturdays on the weekends)

n Marketing (3).


n Creativity, Activity and Service (1).n Fundaments of Arts (I) (4).n History of America (3).

n Music School Electives (11).n Instrumental Ensemble (4). (Saturdays)

Subjects and hours per weekJ) Music and Sonology (only students at Music School)COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service (1).n History of America (3).n Fundaments of Music Technology (2).n Recording and Postproduction Techniques (2).n Sound Design (2).n Music School Electives (8).

NON COMMON SUBJECTS

Choose one:

n Fundaments of Arts (I) (4). n Mathematics (HSD) (4).

(**) 3D Modeling; textures, lights and fluids.This option will only allow students to obtain 12 points in Spanish University Admission exam. In collaboration with LZ Producciones.

(**) Python/R; databases; artificial intelligence: machine learning, deep learning, big data; IoT This option will only allow students to obtain 12 points in Spanish University Admission exam

In collaboration with Robles Restaurantes and the Hotel Alfonso XIII, which will allote each student with a mark during the weekend activities.This option will only allow students to obtain 12 points in Spanish University Admission exam.

Foreign Languages Acquisition Department will stablish the agreements with the Music School, which will allote each student with a mark.This option will only allow students to obtain 12 points in Spanish University Admission exam.

Foreign Languages Acquisition Department will stablish agreements with the official Music School and validate the marks obtained.This option will only allow students to obtain 12 points in Spanish University Admission exam.

The minimum number of students to offer a subject is 3. The internship period in organizations and companies, an indispensable requirement for the Year 11 qualification, will be from 24-VI to 5-VII. This program is voluntary for Year 10 and Year 12 students.

The subjects shaded in green are the ones which prepare Spanish University Admission exam. Music (SL) requires the student to participate in special Music lessons or in the Music School.


14

Year 12 (17 years)A) Arts y Animation Subjects and hours per week


COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n Mathematical Studies (SL) (3). n Extended Essay.n History (HL) (4).n History of Art (4).

NON COMMON SUBJECTS

Choose one:

n Technical Drawing II (4). n Fundaments of Arts (II) (4). n Music * (SL) (3).

Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Exponential Entrepreneurship Programme (3).

Choose one:


The minimum number of students to offer a subject is 3.Subjects shaded in green are the ones which will prepare for Spanish University Admission exam.

Students who choose Music * (SL) and Visual Arts * (SL) will only opt to ONE subject for Spanish University Admission exam.

Quienes elijan la Option de Music * (SL) solo tendrán UNA materia para Selectividad.

Subjects and hours per weekB) Humanities

COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n Mathematical Studies (SL) (3). n Extended Essay.n History (HL) (4).n History of Art (4).

NON COMMON SUBJECTS

Choose one:

n Music * (SL) (3). n Greek (SL) (3). n Library Science (3).

Choose one:

n Latin (SL) (3). n Visual Arts * (SL) (3). n Exponential Entrepreneurship Programme (3).

Choose one:


Subjects and hours per weekC) Social Sciences

COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n Mathematics (SL) (4). n Extended Essay.n History (HL) (4).

NON COMMON SUBJECTS

Choose one:

n Business Management (SL) (4). n Music (SL) (3).

Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Latin (SL) (3). n Exponential Entrepreneurship Programme (3).Choose one:


Subjects and hours per weekD) Architecture and Engineering

COMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Mathematics (HL) (5).n Extended Essay.n History (SL) (3).n Technical Drawing II (4).n Physics (Spanish) (HL) (5).

NON COMMON SUBJECTS

Choose one:


Choose one:

n Chemistry (English) (HL) (4). n Chemistry (Spanish) (SL) (3).

2019-2020


15

Year 12 (17 years)International Baccalauréate Diploma

he minimum number of students to offer a subject is 3.Subjects shaded in green are the ones which will prepare for Spanish University Admission exam.

Subjects and hours per weekF) Biomedical SciencesCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Mathematical Studies (SL) (3).n Extended Essay.n History (HL) (4).n Biology (Spanish) (HL) (5).n Chemistry (English) (HL) (5).

NON COMMON SUBJECTS

Choose one:

n English B (SL) (3). n English A (SL) (4).

Choose one:


Subjects and hours per weekE) Mathematics, Physics and similar onesCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Mathematics (HL) (5).n Extended Essay.n History (SL) (3).n Physics (Spanish) (HL) (5).n Chemistry (English) (HL) (4).

NON COMMON SUBJECTS

Choose one:


Choose one:


Subjects and hours per weekG) Chemistry and similarsCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Mathematics (SL) (5).n Extended Essay.n History (HL) (4).n Physics (Spanish) (HL) (5).n Chemistry (English) (HL) (5).

NON COMMON SUBJECTS

Choose one:


Choose one:

n Visual Arts (SL) (3). n Music (SL) (3). n Exponential Entrepreneurship Programme (3).

2019-2020


16

Year 12 (17 years)A) Arts Subjects and hours per week

US Diploma

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n History (HSD) (4).n History of Art (4).n Fundaments of Arts (II) (4).

NON COMMON SUBJECTS

Choose one:

n Technical Drawing II (4). n Business Management (4). n Music * (SL) (3).

Choose one:

n Music (SL) (3). n Visual Arts * (SL) (3). n Exponential Entrepreneurship Programme (3).

Choose one:

n Chemistry (Spanish) (SL) (3). n Philosophy (SL) (4). n Music (SL) (3).



Subjects and hours per weekB) Social Sciences

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n Mathematics Social Sciences (HSD)

(4). n History (HSD) (4).n Business Management (SL) (4)

NON COMMON SUBJECTS

Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Latin (SL) (3). n Exponential Entrepreneurship Programme (3).

Choose one:

n Chemistry (Spanish) (SL) (3). n Philosophy (SL) (4).

Subjects and hours per weekC) Architecture and Engineering (España)

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Mathematics (II) (HSD) (4).n History (HSD) (3).n Technical Drawing (II) (4).n Physics (Spanish) (HL) (5) .n Chemistry (English) (HL) (4).

NON COMMON SUBJECTS

Choose one:


2019-2020

Subjects and hours per weekD) Biomedical Sciences

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Mathematics (II) (HSD) (4).n History (HSD) (3).n Biology (Spanish) (HL) (5).n Chemistry (English) (HL) (5).

NON COMMON SUBJECTS

Choose one:


Choose one:



17

Year 12 (17 years)A) Arts y Animation Subjects and hours per week


COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n Applied Mathematics (SL) (3). n Extended Essay.n History (HL) (4).n History of Art (4).

NON COMMON SUBJECTS

Choose one:

n Technical Drawing II (4). n Fundaments of Arts (II) (4). n Music * (SL) (3).

Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Library Science (3).

Choose one:



$ For students who are to study abroad or who are not required to sit Spanish University Admission exam.

Students who choose Music * (SL) will only have ONE subject for Spanish University Admission exam.

Subjects and hours per weekB) Humanities

COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n Applied Mathematics (SL) (3). n Extended Essay.n History (HL) (4).n History of Art (4).

NON COMMON SUBJECTS

Choose one:

n Music * (SL) (3). n Greek (SL) (3). n Library and Information Science (3).

Choose one:

n Latin (SL) (3). n Visual Arts * (SL) (3). n Music (SL) (3).

Choose one:


Subjects and hours per weekC) Social Sciences

COMMON SUBJECTS

n Spanish A: Literature (HL) (4). n English B (HL) (4). n Theory of Knowledge (2).n Creativity, Activity and Service . n Analytic Mathematics for Social

Sciences (SL) (4). n Extended Essay.n History (HL) (4).

NON COMMON SUBJECTS

Choose one:

n Business Management (SL) (4). n Music (SL) (3).

Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Latin (SL) (3). n Applied Anatomy (II) (3).

Choose one:


Subjects and hours per weekD) Architecture and Engineering

COMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Extended Essay.n History (SL) (3).n Technical Drawing II (4).n Physics (Spanish) (HL) (5) .

NON COMMON SUBJECTS

Choose one:


Choose one:

n Chemistry (English) (HL) (4). n Chemistry (Spanish) (SL) (3).

Choose one:


2020-2021



18

Year 12 (17 years)International Baccalauréate Diploma

Subjects and hours per weekF) Biomedical Sciences

COMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Applied Mathematics (SL) (3).n Extended Essay.n Biology (Spanish) (HL) (5).n Chemistry (English) (HL) (5).

NON COMMON SUBJECTS

Choose one:

n English B (SL) (3). n English A (SL) (3). n English B (HL) (4).

to choose one:


Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Applied Anatomy (II) (3).

Subjects and hours per weekE) Mathematics, Physics and similar onesCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Extended Essay.n History (SL) (3).n Physics (Spanish) (HL) (5).n Chemistry (English) (HL) (4).

NON COMMON SUBJECTS

Choose one:


Choose one:

n Music (SL) (3). n Visual Arts (SL) (3). n Applied Anatomy (II) (3).

Choose one:


Subjects and hours per weekG) Chemistry and similarsCOMMON SUBJECTS

n Spanish A: Literature (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Analytic Mathematics for Technology (SL) (4).n Extended Essay.n Physics (Spanish) (HL) (5).n Chemistry (English) (HL) (5).

NON COMMON SUBJECTS

Choose one:


Choose one:


Choose one:

n Applied Anatomy (II) (3). n Visual Arts (SL) (3). n Music (SL) (3).

2020-2021

$ For students who are to study abroad or who are not required to sit Spanish University Admission exam.



19


A) Arts y Animation

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Fundaments of Arts (II) (3).n History (HSD) (3).n Animation *** (10).

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Applied Mathematics CCSS (HSD) (4).n History (HSD) (3).n Economy (HSD) (4).n 2nd Foreign Language (3).n Elective Subjects **** (5).

NON COMMON SUBJECTS

Choose one:

n History of Art (3). n Colour correction and grading (2).

Choose one:

n Economy (HSD) (4). n Visual Arts (SL) (3). n Technical Drawing II (4).

NON COMMON SUBJECTS

Choose one:

n Music (SL) (3). n Latin (SL) (3). n History de la Philosophy (3).


C) Social Sciences

D) Biomedical Sciencesn Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .

n Mathematics II (HSD) (4).n History (HSD) (3).n Biology (Spanish) (HL) (5).n Applied Anatomy (II) (3).

n Chemistry (Spanish) (HSD) (4). n Elective Subjects **** (5).

B) Architecture and Engineering n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).

n Creativity, Activity and Service .n Mathematics II (HSD) (4).n History (HSD) (3).

n Physics (Spanish) (HL) (5).n Technical Drawing (II) (4).n Virtual Environments (7).




The minimum number of students to offer each subject is 3.These options are those chosen by the students 2017-19.Students have to take SIX subjects shaded in green to be able to opt to the specific phase in Spanish University Admission exam.



n Creativity, Activity and Service .n Mathematics (II) (HSD) (4).n History (HSD) (3).

n Biology (Spanish) (HL) (5).n Chemistry # (HSD) (4).n Physical Practice (10).

E) Sports

2020-2021

**** personal combination of online courses.

# optional, to be able to opt to 14 points in Selectividad.


*** Animation de masas; Virtual Environments .


20






G) Computing

H) Hotel and Restaurant Management

I) Music (only students at Music School)

F) Music and AnimationCOMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n Fundaments of Arts (II) (3).n History (HSD) (3).n Music (SL) (3).n Animation (10).n Symphonic Ensemble (4). (Saturdays)


n Creativity, Activity and Service .n Mathematics II (HSD) (4).n History (HSD) (3).

n Physics (Spanish) (HL) (5).n Programming (9).

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .

n Applied Mathematics CCSS (4).n History (HSD) (3).n 2nd Foreign Language (3).n Economy (HSD) (4).

n Hotel Management (4). (On alternate Saturdays or one complete weekend per month)

n Elective Subjects **** (5).


n Creativity, Activity and Service .n Fundaments of Arts (II) (3).n History (HSD) (3).

n History of Art (3).n Elective Subjects (11).n Symphonic Ensemble (4). (Saturdays)

Subjects and hours per weekJ) Music and Sonology (only students at Music School)

COMMON SUBJECTS

n Spanish A: Literature (HSD) (3).n English B (SL) (3).n Theory of Knowledge (2).n Creativity, Activity and Service .n History (HSD) (3).n History of Art (3).n Fundaments of Music Technology (2).n Recording and Postproduction Tech-

niques (2).n Sound Design (2).n Music School Electives (8).

NON COMMON SUBJECTS

Choose one:

n Fundaments of Arts (II) (3). n Mathematics II (HSD) (4).

NON COMMON SUBJECTS

Choose one:

n History of Art # (3). n 2nd Foreign Language # (3). n Colour correction and grading # (2).

2020-2021

# optional, to be able to opt to 14 points in Selectividad.


The minimum number of students to offer each subject is 3.These options are those chosen by the students 2017-19.Students have to take SIX subjects shaded in green to be able to opt to the specific phase in Spanish University Admission exam.


21

Elective Subjects

OPTIONS FROM Y1TO Y5 .......................................................................................................................23CHESS.................................................................................................................................................................................................................................23GERMAN (Y1-Y2) ..............................................................................................................................................................................................................23ARTISTIC GYMNASTICS (IN ENGLISH) Y1-Y3 ...........................................................................................................................................................23CHINESE CALLIGRAPHY.................................................................................................................................................................................................23CREATIVE CALLIGRAPHY OR LETTERING (IN FRENCH) .........................................................................................................................................23READING CLUB .................................................................................................................................................................................................................24READING CLUB OF ADAPTED AND GRADED BOOKS (Y3-Y5 IN GERMAN) .........................................................................................................24CREATION OF TOYS AND CRAFTS (Y1-Y2) ................................................................................................................................................................24CREATIVE DRAWING .......................................................................................................................................................................................................24ENVIRONMENTAL AWARENESS (Y4-Y5) ....................................................................................................................................................................24CREATIVE WRITING .........................................................................................................................................................................................................24ESTIMULA (Y5) .................................................................................................................................................................................................................24READING STRATEGIES (Y5) ...........................................................................................................................................................................................25PROMOTION OF HEALTH AND HEALTHY HABITS ....................................................................................................................................................25EMOTIONAL INTELLIGENCE ..........................................................................................................................................................................................25BASIC MOTOR GAMES AND SKILLS ............................................................................................................................................................................25MATEOLÍMPICOS .............................................................................................................................................................................................................25CATHOLIC RELIGION ......................................................................................................................................................................................................26COOKING WORKSHOP (IN FRENCH) ..........................................................................................................................................................................26CRAFTS WORKSHOP-HANDARBEITEN (IN GERMAN) Y3-Y5 .................................................................................................................................26WORKSHOP OF COMICS BASED ON HISTORY OF SEVILLA (Y3-Y5 IN FRENCH) ..............................................................................................26

OPTIONS FROM Y6 TO Y9 ......................................................................................................................27CHESS.................................................................................................................................................................................................................................27ARTISTIC GYMNASTICS (IN ENGLISH) .......................................................................................................................................................................27SELF-KNOWLEDGE AND LEADERSHIP ON VALUES .................................................................................................................................................27CREATIVE CALLIGRAPHY OR LETTERING (IN FRENCH) .........................................................................................................................................27CINEMA CLUB (IN FRENCH) ..........................................................................................................................................................................................27READING CLUB FOR ADAPTED AND GRADED BOOKS (IN GERMAN) ..................................................................................................................27CREATION OF HEALTH OFFICERS ................................................................................................................................................................................28CREATIVE WRITING CLUB (IN ENGLISH) ....................................................................................................................................................................28DESIGN OF JOURNALISTIC PROJECTS ......................................................................................................................................................................28GRAPHIC DESIGN AND LOGOS ....................................................................................................................................................................................28DESIGN, 3D PRINTING AND CONSTRUCTION OF THE HUMANOID ROBOT IMLOOV (IN ENGLISH) .............................................................28DRAMA CLUB IN ENGLISH .............................................................................................................................................................................................29DRAWING AND PAINTING (IN ENGLISH) ....................................................................................................................................................................29PREPARATION OF BUSINESS PLANS ……………………………………..………………… ...............................................................................................................29WALL CLIMBING ...............................................................................................................................................................................................................29READING STRATEGIES ...................................................................................................................................................................................................29PHOTOGRAPHY (IN ENGLISH) ......................................................................................................................................................................................29FOUNDATIONS OF INDIVIDUAL AND COLLECTIVE SPORTS ..................................................................................................................................30HISTORY OF GREECE AND ROME THROUGH CINEMA ...........................................................................................................................................30HISTORY OF CINEMA ......................................................................................................................................................................................................30AUTOMOTIVE ENGINEERING ........................................................................................................................................................................................30EXPONENCIAL STEAM LABORATORY .........................................................................................................................................................................30TYPING (IN GERMAN) .....................................................................................................................................................................................................31MICROCOMPUTING .........................................................................................................................................................................................................31


22

MODELING IN CLAY/CERAMIC (IN ENGLISH) ...........................................................................................................................................................31COMPUTER RESOURCES FOR MATHEMATICS ........................................................................................................................................................32CATHOLIC RELIGION ......................................................................................................................................................................................................32SEVILLA, CITY OF OPERA ...............................................................................................................................................................................................32WORKSHOP OF COMICS BASED ON THE HISTORY OF SEVILLA (IN FRENCH) .................................................................................................33THEATRE ............................................................................................................................................................................................................................33YOUNG ENTREPRENEUR’S INVESTMENT (IN ENGLISH) ........................................................................................................................................33

Elective Subjects

Presentation of MYP Personal Projects.


23

Electives from Y1 to Y5

Chess

Numerous studies reveal the benefits of teaching Chess during the school stage and especially at early ages. From these bene-fits we would like to highlight the following:

• It increases attention and concentration capacity.• Students learn to calculate, visualize, analyze, plan, solve

problems, make decisions and structure their logical thin-king.

• It forges values such as respect, responsibility, solidarity, patience, tolerance, discipline and correctly assume victory and defeat among other virtues.

• It exercises both cerebral hemispheres, it improves creativi-ty, enhances memory, increases reading ability and facilita-tes concentration.

Department: Physical EducationTeacher: D. Cristian Silva

German (Y1-Y2)

Initiation in the German language orally and through songs. The objectives are to understand and be understood in oral con-versations of basic vocabulary.

• Students develop a correct pronunciation and use oral re-sources

• They understand texts with basic vocabulary • They learn German cultural aspects (songs, festivities, ...) • They actively participate in a conversation in this language • They use the language to talk about their environment, to

get to know each other, to start and explore relationsips, ask and inquire

Department: ALAETeacher: Frau Michaela Peer

Artistic Gymnastic (in English) Y1-Y3

The sessions within this subject will include specific gymnas-tics warm-up and aspects of physical condition to develop flexi-bility, endurance, coordination and agility. In addition, skill deve-lopment will be practiced since students will train and progress through the ‘’British Gymnastics skills Proficiency and advanced skills awards’’, focusing on skills based on fllor, high bar and vault.The skills that will be developed through gymnastics include ba-lances, rotations, jumps and flights.Department: Physical Education.Teacher: Ms. Sherrie Thomas

Chinese Calligraphy

According to Chinese calligraphy, or shūfǎ (書法), Chinese cha-racters can be traced according to five historical styles. Norma-lly all are made with brush and ink. These styles are: seal writing escritura del sello (篆書, zhuànshū)隸書 lìshū

楷書 kǎishū

行書 xíngshū

草書 cǎoshū

楷書 kǎishū it is the style of Chinese calligraphy most com-monly used since the third century. There are two variants of the regular style: the large regular (大楷, dàkǎi) and the small regular (小楷, xiǎokǎi). The differences between the two come mainly from the technique of the brush: in the small regu-lar, the initial strokes are less complex, more fluid and the gene-ral trace is more agile, less rigid than in the large regular, which is the most usual of the two variants.With this subject you will get:

• Going into Chinese culture and having an idea of what it means and what it has meant over thousands of years. Learn the different strokes of Chinese calligraphy.

• Relax the body and leave the mind blank to be one with the brush.

• Encourage a constant flow of vital energy (Qi), improving the efficiency of the body and mind with breathing-relaxa-tion exercises.

In this subject the following points will be worked:• The stroke• The point• The horizontal stroke• The vertical stroke• The descending stroke to the right• The descending stroke to the left• The hook stroke• The ascending line• The curved line• The structure• The composition• Body, mind, brush, Music and paper

Department: ALAE.Teacher: Mingyi Chou.Material needed: Chinese ink, rice paper, large and small brush, plate, cloth or toilet paper.

Creative Calligraphy or Lettering (in French)

It is about hand drawing letters, words, phrases with an aes-thetic sense, it is an artistic activity in which the composition and the harmony of the letters are important. It is widely used in advertising for marketing: brand design, slogans and logos,


24

decoration, communication and illustration.Develop creativity, observation and patience.Students would need folios, pencils, rulers, rubber, A4 Rodhia Blocks with dots, soft tip pens, hard tip pens, brush tip pens (tombow dual brush type).Department: ALAETeacher: Mme Sandra Vitte

Reading Club

Students will meet to discuss the readings they are reading and they will be offered a selection of texts that will allow them to develop a broader view.Department: Spanish Language and Literature.Teachers: Dña. María Duch, Dña. Itziar Pujana, Dña. Carmen Mejías y Dña. Coral Cano.

Club for Reading Adapted and Graded (Y3-Y5 in German)

The main objective of this workshop are to encourage reading and to develop skills to understand books in a third foreign lan-guage. Other objectives of this workshop are to improve the abi-lity to reflect, analyze, enhance memory, attention and develop language skills in German.To reinforce this knowledge acquired through reading, written expression activities will be carried out, such as reflections, summaries, comments and the preparation of short stories.Department: ALAETeacher: Frau Alicia Daza

Creation of Toys and Crafts (Y1-Y2)

Promotion of fine psychomotricity, creativity and use of natural resources and recycling for the creation of toys, school mate-rials or other objects.Department: Spanish Language and LiteratureTeacher: Dña. Mª Jesús Ramos

Creative Drawing

The main focus of this subject is the development of the stu-dents’ creativity through the approach and subsequent use of the techniques they will have observed in the works of different significant authors of the world of painting.In addition to the development of creativity, we are insisting on the deepening of most of the outstanding profiles of the PYP. Each class works based on a theoretical approach which ends with a practical development. We usually start with the presen-tation of the works of a particular painter, the children comment and discuss the techniques used, the message, the sent fee-lings, etc. with the help of enquiring questions from the Teacher.

Next, the children suggest how they could perform an original work based on the assumptions which have motivated the au-thor with whom we are working. In this way, they take action by making a pencil sketch in which they express the idea they want to capture and, finally, they paint the work thought of in the final support.Department: Plastic Arts and TechnologyTeacher: Ms. Alessia Lopiano.NOTE: It will be necessary to acquire specific material as requi-red.

Environmental Awareness (Y4-Y5)

This course will allow students to know the consequences that our decisions have on the planet, as well as the changes and actions that we can take to prevent any damage in the future and improve the impact we have caused on the planet. Also, we will discuss how we can encourage other people to participate in the improvement of the environment in which we live.Department: English Language and LiteratureTeacher: Ms. Isobelle Mackenzie

Creative Writing

Students will work in a more creative facet oriented towards written expression. This activity will be adapted to the age of the students, increasing their wealth with the level of the levels.Department: Spanish Language and LiteratureTeachers: D. José Juan Galindo, D. Rafael López, Dña. Elisabeth Ruiz y D. Vicente Chazeta.

Estimula (Y5)

The activity is aimed at students who are motivated by the cha-llenges and who like to delve into different areas. The activity aims to carry out cognitive enrichment independently of specific subjects. The theoretical orientation would be that of multiple intelligences and in this sense, the areas to work will be the fo-llowing:

- Linguistics - Mathematical logics- Spatial- Corporal - Musical - Interpersonal - Intrapersonal - Naturalist

In addition, the eight areas mentioned will have a central axis referred to motivation and effort.Department: Individuals and Societies Teacher: D. José María García



25

Reading Strategies (Y5)

The multidimensional nature of reading comprehension en-compasses perceptual, cognitive and linguistic processes. With this option, the students will deepen their own levels of reading skills, acquiring new challenges and with the purpose of taking new opportunities for the development of thought.Department: Spanish Language and Literature.Teacher: D. Vicente Chazeta.

Healthy Habits and Health Promotion

The objective is to provide students with basic health notions which allow them to deal with everyday situations that require integration in daily life.The activities are developed in 5 blocks, each one of them will be composed of different themes. The activities will be theore-tical-practical and will allow their integration through the use of available teaching resources.

1. Personal care. Examples: Hand hygiene; Dental hygiene. 2. Food and physical exercise. Examples: food pyramid throu-

gh games; Preparation of sports activities. 3. Prevention of accidents Examples: Road safety education

and fire prevention; First aid; Cardiopulmonary resuscita-tion

4. Affective-sexual relationships. Examples: Human reproduc-tion; Types of families; Self-knowledge

5. Prevention of addictionsDepartment: SciencesTeacher: Dña. Rocío Merino

Emotional Intelligence

Currently, Emotional Intelligence has become a basic learning resource in our society. It represents an opportunity to improve our experiences in our relationships, both with ourselves and with other people in our environment.Emotions have always been in us, from children to adults, at every moment we are feeling an emotion and without recogni-zing them we cannot use the amount of information that this resource gives us.This subject aims to provide value and awareness about the emotional world, so that each student can use their emotional resources and emotion management as a basis to improve and establish relationships with themselves and with its environ-ment.It consists of 3 blocks or areas of inquiry:Introduction to the world of emotions: In the first block we will provide students with the key resources to observe and know the relationship and functioning of the internal personal pro-cess of our mind, emotion, language, body and energy and how it affects us motivationally.

Facilitation of emotions: In the second block, students will be able to give a specific name to each emotion and, therefore, they will be able to understand it and delve into its meaning: why we feel it, where it comes from and which ones they are, its conse-quences in our behavior and in our thinking.Regulation of emotions: Acceptance and Transformation: Once the students integrate their perception and understanding of emotions in their day-to-day activities, they must continue to train their regulation through the acceptance and transforma-tion of them.Department: Individuals and Societies.Teacher: Dña. Mª Ángeles Campaña.

Basic Motor Games and Skills

This subject seeks to expand the range of motor skills of the student especially through the game. Specific and individualized aspects of fine and gross motor skills will be worked on in the students. In addition, the students will develop:

• Body Scheme: Concept, construction, evolution, objectives and exercises for its development.

• Laterality: Concept, types, evaluation, objectives and fac-tors that condition it.

• Tone: Concept, types and anomalies of tone. • Relaxation: Concept, objectives, types, material conditions

and pedagogical aspects to be taken into account. • Breathing: Concept, objectives, types, and pedagogical as-

pects to be taken into account. • Basic motor behavior: • Postural attitude: Concept, objectives and activities for its

development. • Balance: Concept, types, objectives, evolution and factors

on which it depends. • Coordination: Concept, types, objectives, evolution.

Department: Physical EducationTeacher: D. Juan Antonio Ávila

Mateolímpicos

The “Mateolímpicos” workshop has a special consideration because it is only indicated for students with a very high level of logical-deductive mathematical reasoning and for a limited number of students (12 per level. This allows an efficient enrich-ment of this type of skills. Students will work to develop mathe-matical talent through a creative approach to problems that can be exported to real life.Department: Mathematics.Teachers: D. José María García (Y1-Y4) y Dña. Carmen Mejías (Y5).



26

Catholic Religion

Department: Individuals and Societies.Teachers: D. José Juan Galindo y Dña. Carmen López (Y5).

Cooking Workshop (in French)

One of the objectives of this cooking workshop is to learn how to cook fresh, healthy and seasonal products. Another objective is students to learn how to make recipes by using and apprecia-ting the aforementioned products, insisting on their nutritional quality and the importance of healthy eating. The recipes will be mostly French, but since we will deal with the importance of using local products, we will not discard any Spanish or other culture inspiration. The subject will be taught in French, adap-ting recipe ideas to the ages of the students, to their tastes or to their need to discover new flavors and ingredients. Department: ALAETeachers: Mme Véronique Catalá NOTE: It will be necessary to acquire specific material as requi-red.

Crafts Workshop-Handarbeiten (in Ger-man) Y3-Y5

Introduction to craft techniques such as making points, crochet, embroidery, etc. Handcraft work has many advantages for the student: brain and memory training, stress reduction, personal development and individual expression, promotion of creativity and fine motor skills.Students consciously analyze materials, processes and pro-ducts. They create in a practical way a final product, experien-cing the value of manual work.1. The materials: explore, work and design.

• Students make contact with different materials (wool, fa-brics, ropes, etc.)

• They work the materials with different techniques (knot-ting, knitting, etc.)

• They train fine motor skills • They handle different tools (needles, crochet hooks, but-

tons, etc.) and learn to use them responsibly. • You know different processes and manufacturing techni-

ques (making points, embroidering, etc.)2. The products: design, manufacture and reflect on the process:

• Students design and manufacture simple products from different cultural areas (of the game, of fashion, ...) (eg a necklace, a purse, a scarf, decorative elements, etc.).

Department: ALAE.Teacher: Frau Michaela PeerMaterial needed: Depending on the activity, students will be re-quired to bring different materials (wool, needles, fabrics, …)

Workshop of Comics Based on the His-tory of Sevilla (Y3-Y5 in French)

French comics workshop based on the curiosities of the city of Sevilla. For example, anecdotes that occurred in different nei-ghborhoods and environments of the city of Sevilla. With this optional the students will discover the historical curiosities of their city and translate it into comics into French.Department: ALAETeacher: Mlle. Géraldine Grangier



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Chess

Numerous studies reveal the benefits of teaching Chess during the school stage and especially at early ages. From these bene-fits we would like to highlight the following:

• It increases attention and concentration capacity.• Students learn to calculate, visualize, analyze, plan, solve

problems, make decisions and structure their logical thin-king.

• It forges values such as respect, responsibility, solidarity, patience, tolerance, discipline and correctly assume victory and defeat among other virtues.

• It exercises both cerebral hemispheres, it improves creativi-ty, enhances memory, increases reading ability and facilita-tes concentration.

Department: Physical EducationTeacher: D. Cristian Silva

Artistic Gymnastics (in English)

The sessions within this subject will include specific gymnastic warm-up and aspects of physical condition to develop flexibili-ty, endurance, coordination and agility. In addition, skill develo-pment will be practiced since students will train and progress through the ‘’British Gymnastics skills Proficiency and advanced skills awards’’, focusing on skills based on soil, barbell and colt.The skills that will be developed through gymnastics include ba-lances, rotations, jumps and flights.

Department: Physical Education.Teacher: Ms. Sherrie Thomas

Self-knowledge and Value Leadership

It is an educational project which promotes emotional educa-tion among young people. Its purpose is to accompany sensiti-ve and curious young people so that they learn to be happy and discover who they truly are, thus finding the meaning they want to give to their lives.Cultivating emotional intelligence, self-knowledge and personal responsibility, inspires young people to heal their self-esteem, work on the development of self-confidence and maximize their potential. All this together with an enterprising attitude, we will give you the tools to adapt and prosper in the world that is co-ming to you and can take charge of them both emotionally and professionally.

The program consists of three large blocks or areas of inquiry.SELF-KNOWLEDGE: In the first block the participants will dis-cover who they are, how they work and what are the motives behind their attitudes and behaviors, learning to be happy, to feel

at peace and give their best in the different dimensions of their lives.INTELLIGENCE AND EMOTIONAL MANAGEMENT SKILLS:This program during the second block aims to provide value and awareness about the emotional world, so that each stu-dent can use their emotional resources and the management of emotions as a basis to improve and establish relationships with themselves and with their environment.PERSONAL DEVELOPMENT AND VALUE LEADERSHIP:In the third block, the participants will learn to develop their full potential, improving the relationship they maintain with them-selves, with others and with the world, experiencing a paradigm shift in their way of seeing and understanding life.

Department: Individuals and SocietiesTeacher: Dña. Mª Ángeles Campaña

Creative Calligraphy or Lettering (in French)

It is about hand drawing letters, words, phrases with an aes-thetic sense, it is an artistic activity in which the composition and the harmony of the letters are important. It is widely used in advertising for marketing: brand design, slogans and logos, decoration, communication and illustration.Develop creativity, observation and patience.Students would need folios, pencils, rulers, rubber, A4 Rodhia Blocks with dots, soft tip pens, hard tip pens, brush tip pens (tombow dual brush type).

Department: ALAETeacher: Mme Sandra Vitte

Cinema Club (in French)

Watching movies or scenes from French films to analyze and comment in the classes. The topics covered in the films will be linked to topics of interest to the students, they will deal with im-portant values for their ages and will connect us with the French culture. They will also be the subject of debates and analysis of the techniques and art of cinema in the classrooms. The entire workshop will be aimed at developing students’ critical thinking and expanding their French culture and their use of the French language.Department: ALAETeacher: Mme. Véronique Catalá

Reading Club adapted and Graded Books (in German)

The main objectives of this workshop are to encourage reading and to develop skills to understand books in a third foreign lan-


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Electives from Y6 to Y9guage. Other objectives of this workshop are to improve the abi-lity to reflect, analyze, enhance memory, attention and develop language skills in German.To reinforce this knowledge acquired through reading, written expression activities will be carried out, such as reflections, summaries, comments and the preparation of short stories.

Department: ALAETeacher: Frau Alicia Daza

Creation of Health Officers

The objective of this subject is to provide students with the ne-cessary knowledge so that they can be health officers and deve-lop prevention and health promotion activities.The activities are developed in 5 blocks, each one of them will be composed of different themes. The activities will be theoretical and practical and will allow their integration through the use of available teaching resources.

1. Personal care. Examples: Discussion on personal hygiene; Importance of hand washing and nail biting.

2. Food and physical exercise. Examples: Debate about heal-thy eating, types of diets.

3. Accident prevention. Example: First aid; Agents in Car-diopulmonary Resuscitation and Airway Desobstruction; Survival Chain

4. Affectivity-sexuality relationships.5. Control of addictions. Examples: Alcohol and drugs.

Department: SciencesTeacher: Dña. Rocío Merino

Creative Writing Club (in English)

In this club, students who enjoy creative writing will have the opportunity to further develop their writing and creative thinking skills, as well as to share their ideas. There will be a competition with prizes for the most original stories.

Department: English Language and LiteratureTeacher: Ms. Anne Marie Walker

Design of Journalistic Projects

This subject deals with the design of products, advertising, con-tacts with companies / teams / institutions.Department: Spanish Language and Literature.Teacher: D. José María GarcíaBibliografía:Celestino Fernández Ortiz. (2001). Memorias, 65 years de perio-dismo. España: Editorial Castillejo.Julio Orione. (2006). Introducción al periodismo. Argentina: De

LA Flor.https://www.amazon.es/Introducci%C3%B3n-al-periodismo-Julio-Orione/dp/9505152728

Graphic Design and Logos

Design is part of the culture and the basic teachings in any edu-cational process. Creativity is the key to our progress as a socie-ty and graphic and visual design is one of the best mechanisms to express it.Logos, as part of visual and graphic design, are part of our daily lives although we are so used to them that they often go unnoti-ced. The logos have been with us for centuries and emerge as a hallmark of groups, people or objects.In this subject we will work on the following questions:

- Brand identity - What is a logo for? Logos tell stories - Elements of design: simplicity vs. complexity - Design process: research, brainstorming, mental maps - Brand name and typography - Changing the point of view: squeezing creativity - What is a good logo? - The shape goes first: pencil and paper to start. - The importance of color.

This subject will be structured with practical classes through the performance of individual or group works that explain the process of designing the logos. We will learn to design logos and increase our creativity.

Department: Visual Arts and Technology DepartmentTeacher: D. Julio PeinadoMaterial needed: Laptop, Drawing notebook and drawing ma-terial.

Design, 3D printing and Construction of the Humanoid Robot Inmoov (in English)

The IMLoov robot was designed with the aim of making a hu-manoid robot, anatomically correct, fully programmable, with artificial intelligence and ‘open-source’ so that it can be adap-ted, improved and individualized to suit the needs of the who-le world. each user. This subject is offered to learn the design and 3D printing programs, print the parts, adding the necessary electronics, and in cooperation with the programmers of the op-tional course of programming with Phyton to make it work. We start with the fingers, the hand, the arm, the head, etc., Part by part until the robot is complete. The robot that is manufactu-red will be present in the School’s events, being able to use it in class activities and that will be improved every year according to the new technologies available in the future. The company Unyq, world leader in 3D printing of prostheses and which has


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Electives from Y6 to Y9one of its headquarters in Cartuja Island, has helped in all pro-cesses and will work in cooperation with students to build this humanoid robot.

Department: Visual Arts and Technology Department Teacher: Mr Mark Polko

Drama Club in English

The objective of the course will be to introduce students to va-rious works and genres, considering how different texts require different skills when they are performed on stage. Naturally, stu-dents will develop their pronunciation and intonation in English while learning to manipulate and adapt them so that they have different effects on the audience. Students will explore the dra-matic genre through scenes from classic works, such as Oliver Twist, The Wizard of Oz, Macbeth and many others, covering a wide range of eras and genres. Students will work in:

- Body language - How to work a script - Expression of emotions with and without words - Intonation and pronunciation - Improvisation - Public speaking - Design - Direction

Department: English Language and LiteratureTeacher: Mr Francis Banwell

Drawing and Painting (in English)

In the subject of Drawing and Painting, students will focus on drawing from nature, develop their drawing skills, observation and experiment with different techniques, which may include graphite, pen, ink, collage, coal and paint. We will cover topics that include still life, portraits and landscapes / urban landsca-pes, exploring the quality of the line, tone and color. Students will explore the elements and principles of art, and expand their knowledge and understanding of a variety of artistic periods and artists. We will analyze and discuss the work of the artists and how it relates to their contemporary context. However, the emphasis of the course will be on perfecting and expanding the practical techniques using two-dimensional means. Students must also develop the ability to discuss their own work and that of others using an appropriate artistic vocabulary. We will focus on keywords to allow students to exchange ideas and opinions about a variety of art and artists. We will discuss the relevance of art and visual literacy in the current culture, as well as in the societies of the past throughout the history of the world.Department: Visual Arts and Technology DepartmentTeacher: Ms. Lindsay West

NOTE: It will be necessary to acquire specific material as requi-red.

Preparation of Business Plans

Subject in which students will be taught to develop a project not only from the point of view of marketing, but also economic and treasury.

Department: Individuals and SocietiesTeacher: Dña. Juana Leal

Wall Climbing

Students will be taught to develop a project not only from the point of view of marketing, but also economic and treasury.

• It develops decision-making which speeds up their thinking, since they have to anticipate the situations that follow and make decisions that allow them to move forward correctly.

• It helps them to be more independent and overcome their problems by looking for solutions to the obstacles that can arise both in climbing and in life.

• It allows them to excel and gain self-confidence, as they can see themselves being aware of their own progress, en-hancing their self-esteem, and contributing to improve their concentration and attention.

• Improves flexibility and resistance. • Being a very dynamic activity, it allows children to fight

stress, nervousness and excess energy, favoring their rela-xation.

• It favours children at the social level, promoting coopera-tion and trust among peers.

Department: Physical EducationTeacher: D. Arturo Calle

Reading Strategies

The multidimensional nature of reading comprehension en-compasses perceptual, cognitive and linguistic processes. With this option, the students will deepen their own levels of reading skills, acquiring new challenges and with the purpose of taking new opportunities for the development of thought.

Department: Spanish Language and Literature.Teacheres: D. Vicente Chazeta.

Photography (in English)

Introduction to Photography for students, dealing with topics such as exhibition. We will discuss topics such as types of len-ses like telephoto lenses, lighting, natural lighting, lighting in studio, history of photography through the study of some past


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Electives from Y6 to Y9and current photographers, rules of photographic composition. Techniques of photographic postproduction through freeware software, creation of Posters.The subject will be guided by topics such as “Indirect Portraits”, “Space Research”, “Solitude”, “silhouettes”.Requirements: Students must have a Digital Reflex Camera.

Department: Visual Arts and Technology DepartmentTeacher: Ms. Aisling Crudden

Fundaments of Individual and Collective Sports

The competences that we want to approach to the students du-ring the course would be:

1. Understanding the process of individual and adversary sports as a process of socialization in a way of conceiving and practicing sport.

2. Knowing the origin and normative and technical evolution that sports developed to date have experienced.

3. Applying the main skills of various sports modalities in sol-ving the problems that arise when trying to achieve their objectives in practice, respecting the rules of the game, and complying with the principles on which the developed sports are based.

4. Knowing, analyzing critically and applying didactic approa-ches that prioritize strategic thinking, Knowledge about actions, understanding and functionality of learning and autonomous, cooperative and responsible behaviors.

5. Knowing the main structural characteristics, motor requi-rements, basic principles and relationships that exist be-tween the different types and modalities of sport develo-ped and take advantage of the possibilities of transfer that exist between them for the improvement of the capacity of sports learning.

6. Identifying and correcting the learning errors of the skills inherent in the sports modalities developed, understanding the origin and cause of these errors and prioritizing their correction according to their importance.

7. Adopting reflective, critical, autonomous and investigative attitudes in relation to the learning process itself, as well as positive attitudes towards cooperative work, assuming the importance of such attitudes for improvement and develo-pment.

Department: Physical EducationTeacher: D. Germán Delgado

History of Greece and Rome through Ci-nema

Ben-Hur, Quo Vadis, Troya, Hercules, 300, Spartacus, Ágora, Alexander, Helena of Troya, Gladiator and many others; films of the genre called peplum, which deal with the history, mythology and literature of ancient Greece and Rome.What is true about them? In the subject we will see the films and analyze what is in them of real and what of fiction.

Department: ALAETeacher: Dña. Carmen López

History of Cinema

The approach of the subject is to contemplate the cinema as a formidable catalyst of energies, synergies, aesthetics and diver-se social realities.Beats of life and art crossed by millions of irises on one side and the other the cameras.Through its history we will travel through the thousand and one visions of the world and the existence of the creators of the se-venth art, and we will understand how they contribute to reflect and define the world and the immediate culture that surrounds us.

Department: Individuals and SocietiesTeacher: D. Miguel Sánchez

Automotive Engineering

This subject is aimed at students interested in the automobi-le industry and technological advances in this sector. The stu-dents carry out a structural study of the automobile, comprising, in ascending order:

1. Tires 2. Chassis. 3. Suspension systems. 4. Braking systems. 5. Engines: types and operation. 6. Body and aerodynamics.

Department: Mathematics Teacher: D. Alexis Santos

Exponential Laboratory STEAM

Maker Space Exponential Steam Lab is a space to understand and experience the process of creating a start-Up and the ope-ration of a Maker Space. The students will contact to the basic principles of innovation, among which the detection of needs, agile methodologies and strategies for project management stand out. In addition, they will have the opportunity to make use


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Electives from Y6 to Y9of different technologies for the prototyping of solutions, such as design and 3D printing, programming, robotics, Big Data and data. analytics, AI and Open Data. They will also develop communication and marketing strategies that will allow them to share their ideas and solutions, through work with digital identity, the personal and organizational learning environment, storytelling, social networks and security fundamentals.

All these areas of knowledge are sequenced throughout the course to devise and develop a project, create a prototype and expose the results. All this working in a group and in a collabora-tive way with the aim of using technology and skills to improve the environment and the lives of others.

Department: Visual Arts and Technology Department Teacher: Dña. María Rodríguez Solis

Typing (in German)

Learn to write using our 10 fingers on the computer and text processor.Necessary material: computer, notebookThe objective is for students to learn how to effectively use the Spanish keyboard of their computers. They learn to type 10 fin-gers through an ergonomic posture of fingers and hands, wi-thout mistakes and in a clean way. Basic tools of a word proces-sor will be bensed.

1. Introduction and initiation with a word processor such as Word

2. Use of basic tools in the Word program 3. Body posture 4. The initial position of the fingers (asdf - jklñ) 5. The right hand, the left hand 6. Practice through exercises and texts

Department: ALAETeacher: Frau Michaela Peer

Micro informatics

In the world of technology, we have different categories that co-ver a set of devices or equipment in general, this classification having not only an application for its rapid recognition, but also for addressing a specific object of study. With regard to com-puter science, we also have a concept that covers a number of computers in general, being in this case the term related to Microcomputing, which we will analyze briefly below and give an explanation of what is its object of study in particular. As its name seems to indicate, this branch of computing is based on the use and study of all the equipment that has a Central Pro-cessing Unit in its operation, also known as a CPU.

Content: Install, configure and maintain microcomputer sys-tems, isolated or networked, as well as local networks in small environments. The student will be able to:

• Identify components and peripherals of a computer, both desktop and portable. Learn how it works

• Assemble and configure computers and peripherals. • Install and configure basic and application software: ope-

rating systems and main current programs. Office automa-tion

• Develop applications for mobile operating systems: IOS and Android.

• Install, configure and maintain multi-user services, applica-tions and shared devices in a local network environment.

• Determine the logistics associated with the operations of installation, configuration and maintenance of microcom-puter systems.

• Diagnose dysfunctions in micro-computer systems and ne-tworks through functional tests.

• Rethink the wiring and electronics of local networks in sma-ll environments and their connection to wide area networ-ks.

• Execute established data recovery procedures and applica-tions for faults and data loss in the system. Forensic diag-nosis. Making backups.

• Development of data management plans in Cloud systems.

Department: Visual Arts and Technology DepartmentTeacher: D. Javier Gutiérrez

Modeling in Clay/ Ceramic (in English)

Part A – Theoretical.• Types of clay • Materials for clay modeling. • Modeling techniques: pinching, plates, “churros” or macaro-

ni. • Properties of clay: plasticity, refractoriness, porosity, chemi-

cal changes. • Types of decoration • The slip. • Phases of elaboration, kneading, drying, cooking, etc. • Presentation of the theme and the proposal of the practical

exercise. • Sharing of results.

Parte B – Practice.• Development of a practical work in group based on the opi-

nions and suggestions of the student.

Organization between theory and practice.

The way to elaborate the exercise will be briefly explained in ad-


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Electives from Y6 to Y9vance. In the same way, before proposing the same, students who know about art will be asked if they know an artist, and most important if they have heard about sculpture and if they can explain what is it. Likewise, before beginning the practice, they will be introduced to the world of sculpture with a brief ex-planation of the materials, making a greater emphasis on the modeling materials for the clay (sticks, emptying, etc.). The whole subject will be focused on a work developed in the wor-kshop.

The conceptual contents will condition all the practical process that will be carried out in the classroom. Both blocks are related to the investigation of sculptural language as artistic produc-tion. Later, with the completion of the first practice, the theory of how to restore the cracked mud will be explained in a theoretical one, cracked pieces will be provided, and then it will be put into practice.

Department: Visual Arts and Technology DepartmentTeacher: Mr. Peter KockMaterial needed: Coat and necesary instrumentals.NOTE: Specific material will be acquired as required.

Computer resources for Mathematics

The subject is proposed in order to provide students with tools to be innovators, inquirers and creators of programs and not mere application consumers. It is also a challenge to encourage all students in the application of Mathematical resources they already use every day. The contents that are worked on during the course are:

1- Mathematical resources in Office365: Word, Excel, Power-point, Publisher and OneNote.

2- Presentations in Prezi. 3- Audio and Video Editing Programs. 4- Mental Maps and resources in schemes. 5- Introduction to Programming: Introduction to Scratch and

Lightbot. 6- Free software for Mathematics:

• Pyromaths: generates mathematical exercises for stu-dents from Y6 to Y9.

• WxGéométrie: graphic calculator for MYP and Diploma students. It has 4 modules: dynamic geometry, statistics, curve tracer and scientific calculation.

• GeoGebra: geometry, algebra and calculus; it is a software of dynamic geometry, graphic representation, algebraic treatment and calculation of real functions of real varia-ble, its integrals, derivatives and others.

Department: MathematicsTeacheres: Dña. Regina PoyatosMaterial necesario: Laptop with Office365 installed.

Catholic religionDepartment: Individuals and Societies.Teacheres: D. Javier Navas.

Seville, city of Opera

Seville, its culture and its inhabitants have long been a source of inspiration for a large number of artists (writers, musicians, painters, etc.) from all over the world. In particular, the importan-ce of Sevilla is especially evident in the opera, since it is the city in which may work of this lyrical genre are set (up to 105 operas are related to Seville, many of which are considered worldwide).The aim of this activity is to bring students closer to the cultural richness of our city, the vision that authors such as Verdi, Mo-zart or Bizet transmitted to it beyond our borders and, of course, the taste for opera and Classical music.For this, an interdisciplinary activity will be developed that stu-dies the phenomenon from different approaches, among which Literature, Music, Scenic Arts and History stand out. We will try to have the presence of experts in the field thanks to the rela-tionship that the School maintains with the Teatro de la Maes-tranza and the ROSS. There will be some outings to know in situ the places where the action represented in operas such as Don Giovanni or Carmen takes place.

Department: Spanish Language and LiteratureTeacher: D. José Luis Pérez Mantero Bibliography:BEAUMARCHAIS, Pierre-Augustine de (1775): El barbero de Se- villa, Madrid, Alianza, 2010.BEAUMARCHAIS, Pierre-Augustine de (1778): Las bodas de Fí- garo, Madrid, Alianza, 2011.MERIMÉE, Prosper (1845): Carmen, Madrid, Cátedra, 2010. MOLINA, Tirso de (atribuido a) (1616): El burlador de Sevilla y convidado de piedra, ed. de Alfredo Rodríguez López-Vázquez, Madrid, Cátedra, 2007.SAAVEDRA, Ángel de (1835): Don Álvaro o la fuerza del sino, ed. de Alberto Sánchez, Madrid, Cátedra, 2006.ZORRILLA, José (1844): Don Juan Tenorio, ed. de Aniano Peña, Madrid, Cátedra, 2006.

Fragment of the following operas (on YouTube and on opera´s CD collection DECCA)BEETHOVEN, Ludwig van (1805): Fidelio. BIZET, Georges (1875): Carmen.DONIZETTI, Gaetano (1840): La favorita.MOZART, Wolfgang Amadeus (1786): Las bodas de Fígaro. MOZART, Wolfgang Amadeus (1787): Don Giovanni.PENELLA MORENO, Manuel (1916): El gato montés. ROSSINI, GioacChinese (1816): El barbero de Sevilla. VERDI, Giuseppe (1862): La fuerza del destino.


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Electives from Y6 to Y9Opera on cinemaFORMAN, Milos (1984): Amadeus, The Saul Zaentz Company / Orion Pictures.LOSEY, Joseph (1979): Don Giovanni.ROSSI, Francesco (1984): Carmen, Triumph Films.WILD, ErHLt y PONNELLE, Jean-Pierre (1973): Il barbiere di Sivi- glia, Fritz ButteHLtedt.

Bibliografía para preparar la asignatura (selección inicial) ALBE-RICH, José (1976): Del Támesis al Guadalquivir: Antología de viajeros ingleses en la Sevilla del siglo XIX, Sevilla, Secretariado de Publicaciones de la Universidad de Sevilla.MORALES PADRÓN, Francisco (2003): Otra imagen de Sevilla. La visión de los viajeros extranjeros (1500-1850), Sevilla, Caja San Fernando.MORENO MENGÍBAR, Andrés José y SERRERA, Ramón María (2013): Sevilla, ciudad de 150 óperas, Madrid, Alymar.RADIGALES, Jaume (2017): El espectáculo operístico, Barcelo- na, Huygens.RODRÍGUEZ BALTANÁS, Enrique Jesús (2003): La materia de Andalucía: el ciclo andaluz en las letras de los siglos XIX y XX, Sevilla, Fundación José Manuel Lara.SERRA HEREDIA, Marina (2014): Ópera y Literatura: del mito clá- sico a la novela romántica, Proyecto final de la Escuela Superior de Music de Catalunya.SERRERA, Ramón María y MORENO MENGÍBAR, Andrés José (2010): 100 óperas de Sevilla, Sevilla, Consorcio de Turismo de Sevilla.SMITH, Janice P. (1993): “Opera as an Interdisciplinary Art”, Mu- sic Educators Journal, 79 (6), 21-51.TRUJILLO RODRÍGUEZ, Francisco (1999): Sevilla y los mitos de la Ópera, Sevilla, Secretariado de Publicaciones de la Universi- dad de Sevilla.VV. AA. (2010): Sevilla ciudad de ópera, Sevilla, Consorcio de Tu- rismo de Sevilla.

Workshop of comics based on the His-tory of Sevilla (in French)

French comics workshop based on the curiosities of the city of Sevilla (for example, anecdotes that occurred in different nei-ghborhoods and environments of the city of Sevilla) with this elective subject students will discover the historical curiosities of their city and translate it into comics in French.

Department: ALAETeacher: Mlle Géraldine Grangier

Theatre

Dramatization classes offer the opportunity to analyze, unders-tand and communicate ideas and feelings expressed through

different artistic techniques. Through dramatic play and impro-visation the student will develop the perception and understan-ding of the environment; and through representation techniques such body expression, the analysis of roles and characters, the voice or the domain of space stage, they will expand their inter-pretative capacities. Among many others, during the Dramatisa-tion sessions the students:

• will promote personal relationships with their peers, foste-ring self-confidence to overcome their fear of public spea-king.

• will develop different forms of expression, from oral expres-sion to body movement or Music.

• will adapt a narrative or poetic genre text to the format pro-per to a play.

• will know and use literary texts to analyze and understand its formal structure, thematic contents and aesthetic va-lues for a subsequent performance.

• will harmoniously integrate artistic languages such as vi-sual media and Music.

Department: ALAETeacher: D. Carlos Torrescusa.

Young Entrepreneur’s Investment (in English)

Students will manage a virtual portfolio of actions and learn about practical financial education. They will use a “stock simu-lator” (based on real stock prices) to buy and sell shares and see the effects of their decisions in real life.The course includes the reading of basic and fun books on fi-nancial practice tips and financial articles in general, as well as news. This class would complement the entrepreneurial em-phasis highlighted by Singularity University while providing stu-dents with practical and simple tips that they will find useful in their adult life.

Department: English Language and LiteratureTeacher: Mr. Steve Smith

SEVILLA INTERNATIONAL COLLEGE SAN FRANCISCO DE PAULAC/Alcázares, 8. 41003 Sevilla

Tlf: (+34) 630 49 22 51www.sevillainternationalcollege.com

educational offe r · plan on a daily basis equals a full-time adult every six and a half students....

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