Secondary and High School Education

This is a very important stage in the development of our students, where they are making important decisions about their future aspirations, both personal and professional. Therefore, we want Colegio Internacional Torrequebrada (CIT) to be a space where students can feel free to choose whilst being able to think critically, show respect and empathy towards others, within an encompassing international spirit. It is a stage of development when our young adults are building their identity of who they want to be. To achieve this we work on the following values:

  • Holistic education: we offer our students a range of experiences which allow them to develop and mature into global human beings.
  • Purposeful and motivational learning: the key to learning at this stage is motivation, and intrinsic motivation above extrinsic motivation. Dialogue between the student, teachers, companions, and guardians all forms an important part of the student’s own personal perception of what it is to be a ‘learner’ and an ‘expert’. Motivation leads on to confidence; and confidence inspires motivation. Each student needs to feel a thirst for learning.
  • Emotional and personal support: during their search for their own identity during this stage of development, it is invariably coupled with an important emotional journey. This can be disconcerting because adolescents need to make a big effort to understand the world around them. With this in mind, we put a large emphasis on and a big  commitment to allowing each individual being able to build their own wellbeing.
  • Enriching educational opportunities: we have put a thorough programme of studies in place which not only facilitates the understanding of fundamental academic concepts, but also the application of these concepts to new and differing contexts through varied learning experiences.  
  • Social skills: we believe in a space where students feel equally valued, capable of sharing their experiences autonomously showing tolerance and respect. We develop social skills in this setting and promote emotional intelligence through our ‘Positive Education in Action’ programme.
  • Citizens with a social conscience for today and tomorrow: all of the above values, along with responsibility and self-discipline, lead to meaningful life-skills for their future. We want our students to become innovators with the ability to think critically, capable of expressing their ideas, guiding their actions to achieve defined objectives whilst holding themselves responsible. We also want each student to be capable of working together with others in a diverse, global and interactive world.
  • International and multilingual: we believe that our students need to be able to respond to their surrounding contexts in relation to adapting to international opportunities which present themselves, especially as a result of new technologies and international mobility. It is important that students have linguistic skills through English, Spanish, French and German, which support and promote an international mentality.
  • Assessment: we understand assessment as a continuous process which is project-driven via objectives. We evaluate our students through objective tests and throughout each term, focussing on teamwork and collaborative learning, promoting participation within a working group whilst encouraging an investigative spirit.

Our project-based assessment has clear objectives which have been transmitted to students; an innovative pedagogical approach which is ‘open’, giving a feeling of ‘closeness’ to students to stimulate confidence and motivation to deepen their learning experiences.

As a whole school, we reject the philosophy that the only way to learn is by ‘memory’. We believe it is more important to develop attitudes and skills which develop students’ desire to ‘learn how to learn’ and encourage them have a thirst for lifelong learning.

During the Secondary and Baccalaureate years, our students complete their individual portfolio, which has a focus on personal development and achievements, as well as the academic achievements.   This ‘Personal Portfolio’ is a valuable learning and reflection tool.

How do we achieve this?

By offering enriching and interesting learning opportunities so that our students develop both professionally and personally. This is why we have created our own Global Junior MBA specifically for Secondary and High School.

A few years ago, the school decided to form a coherent framework of learning experiences with academic rigour and which included all of the various innovations which the school had put in to place over previous years. This is now what is called our Global Junior MBA. We have enlisted support from various prestigious academic organisations who endorse our programme, which helps to develop their professional and personal skills and abilities.

We have created and designed a ‘masters’ programme in conjunction with the prestigious ESIC Business school, which covers the following areas of learning:

  • Leadership
  • Globalisation
  • Communication and Marketing
  • Financial Planning

The above areas encompass projects led by the school, both in theory and in practice, in volunteering, practical immersion in technology, practical immersion in art and design, a speech and debate programme, workshops and university seminars and a programme of conferences including our Good4Us project.

At this stage, the Personal Portfolio builds the start of the student’s CV: a presentation of each student, of who they are and what each experience has offered them as a person and as a professional.

Within this ‘Masters’, the Speech and Debate programme has great value. This programme forms an important part of our students’ learning and it is actually a curriculum subject. It acts as a communication tool available for our students; a fundamental source of sharing knowledge and promoting critical thinking.

In addition, Colegio Internacional Torrequebrada encourages our students to participate in national debating competitions between schools, helping them develop skills and strategies inspired by university debates.

To support all opportunities that the ‘Masters’ offers, we want our students to develop other important professional experiences. Therefore, our students have the opportunity to prepare for the official Cambridge English Exams, as well as the French DELF or the German Goethe Institut exams.

At this important stage in a student’s’ life, we believe it is essential to provide students with not only a solid academic program but also with a personalised guidance program. Our educational psychologist offers a wide variety of opportunities to support all of our students via individual consultation or during group activities, in order to promote positive self-esteem and a student’s complete understanding of themselves. An important part of all this is the KiVa anti-bullying programme, which is used in all national schools in Finland and which we have implemented from the start of Primary school.

In order to enhance a student’s self-understanding, self-esteem, and a sense of belonging to our school, students at this age are key members of the school’s Student Council (from Year 3 to 2nd of Baccalaureate), where they have the responsibility to make decisions and propose improvement projects for the whole school community.

Secondary School (from 12 to 15 years)

Our Secondary section is made up of the first three years of the four-year Secondary programme and follows the Spanish national curriculum objectives in terms of content  with subjects delivered in either English or Spanish.

At an age where it is essential for students to feel motivated to learn, we are implementing Project Based Learning. Our students work through projects, either cross-curricular or through single subjects. This allows them to explore greater creativity, arrive at a deeper understanding and are able to make links to real life situations.

To support this type of learning within a modern contemporary setting, we continue to develop our Bring Your Own Device (BYOD) philosophy so that students can use their devices as tools to help them to investigate and create projects linked to the world around them.

The Secondary team of teachers work closely together to integrate cross-curricular activities within their daily lessons with the aim of developing cross-curricular experiences which help students make the most of these diverse learning opportunities. Our objective is that by the end of Secondary School, our students are people with open minds, conscientious, collaborative, creative and able learners, ready to to embark on the final stage of their journey through our school.

High School (from 16 to 18 years)

Our High School is made up of the fourth and final year of Secondary and the two years of Baccalaureate. The idea to group these students together is so that our students in their final year of Secondary are looking ahead to what comes next, as opposed to looking back at what has gone. It helps them to take on a more mature attitude towards their responsibilities.

Colegio Internacional Torrequebrada is authorised by the Spanish authorities for the Spanish national baccalaureate. We are also authorised as an IB World School which allows us to deliver the International Baccalaureate (IB) Diploma Programme (DP) to our students. This accreditation meant that we were the first school in the province of Malaga to deliver the IB DP in Spanish.

The IB authorisation confirmed the academic excellence of our school, something which Colegio Internacional Torrequebrada has always pursued. We are therefore contributing to the development of creative talent at a local level in Malaga, and through the IB, we are also opening doors and opening minds within an international context.

Our baccalaureate students can take their IB in Spanish or they can opt for the Bilingual IB in Spanish and English. They also have the option to follow either:

  • The IB Diploma Programme
  • The Dual Qualification of the Spanish National Baccalaureate and the International Baccalaureate (in Spanish).

The personalised and detailed tracking of our students along with the academic rigour of our programmes allows us to help guide our students in achieving their goals.

Our personalised career guidance programme starts in the first year of High School, when our students are in 4th of Secondary; this is when our students need to start looking at decisions about their future and guiding their learning to achieve their goals. It is important that they feel responsible for their decisions and their outcomes.

This programme is an ongoing process which supports each student as they move through High School on their way towards a national or international university and to achieving their professional aspirations.


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