Our international curriculum enables the development of global skills for students to successfully face the global reality. Through the constructivist model, students are expected to establish a culture of thinking so that they question, investigate, make hypotheses, respect points of view and collectively construct knowledge. They are also intended to learn through their experiences inside and outside the classroom.
At Colegio Nuevo Cambridge, sports and the artistic talents of each member of the student community are also promoted. So, after school, the campus becomes a stage for the practice of various types of sports, and different artistic, creative and musical expressions.
Students develop a broad critical sense throughout their academic life, so when they get to High School, they are prepared to create events such as the Model United Nations, the school press group, the Green Teen Summit, the National Leadership Congress, and other initiatives of social, economic, political, and environmental analysis.
The ability to transform environments, stories, realities and generate well-being is a skill that is acquired by learning about the world and understanding the needs of others. To learn about the world, students at New Cambridge School relate to different actors in society, achieving the social and human awareness necessary to transform lives in the present and continue transforming them in the future. Our students make transformation possible.
Science, technology, reading, engineering, art and mathematics, with a focus on implementing these disciplines in solving local and global problems, are a component of unparalleled citizen empowerment.
Natural spaces are generated for research and curiosity. Research projects and discussion sessions allow students to continue building knowledge in a collective and collaborative manner. Their implementation involves scientific research processes for the joint learning of new concepts and addressing current and real challenges.
She holds a degree in Business Administration and has extensive experience in educational quality processes in the public and private sectors at the national and international level. She has developed various educational proposals related to teacher training, monitoring student learning, quality curricula, innovation and the strengthening of teaching practice as the central pillar for the transformation of learning processes in the classroom.
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