English Department

Pre-kinder, Kinder, Preparatoria, First Grade & Second Grade

Sistema Uno Internacional

• We are working with the BE program with three key elements: professional development, external and internal assessments, and digital environment. This program is connected through the transdiciplinary themes. These themes were developed analyzing UNESCO’s Five Pillarss of Education:

1. Learning to know
2. Learning to do
3. Learning to be
4. Learning to live together
5. Learning to transform oneself and society

• Sistema UNO selected the common elements in each pillar and created five transdiciplinary themes:

1. Bimester 1 – Knowing Ourselves      (Honesty)
2. Bimester 2 – Knowing our Place and Time (Respect)
3. Bimester 3 - Letting Others know (Caring)
4. Bimester 4 – Knowing our World (Responsibility)
5. Bimester 5 – Knowing others (Trustworthhiness)

• In each bimester, the students will learn specific skills and contents, and will relate them to the transdiciplinary theme trough the universal understanding and the essential question. The universal understandings are statements summarizing universal ideas that go beyond time and space. These ideas allow students to find meaning and integrate skills to real life situations. An essential question is open-ended and motivates students to inquire about the universal understanding.
• The Methodology behind Sistema Uno is eclectic, meaning that the system incorporates a variety of methods and approaches.

1. Inquiry
2. Constructive Interaction
3. Bloom’s Taxonomy (Creating, Evaluating, Analyzing, Applying, Understanding, Remembering)
4. Multiple Intelligences
5. Differentiating Instruction
6. CLIL (Content and Language integrated Learning)
7. Repetition and Guided practice

Third-Sixth Grade

Lighthouse

• These series for primary learners, combines a structural, grammar-based program with a functional syllabus to promote communicative language use in reading, speaking, listening and writing.
• Lighthouse introduces and practices the main grammar and vocabulary items, taking into consideration learners’ individual needs.
• It also gives students a lot of opportunities to understand and use the language for themselves and at their own pace. It promotes interaction through pair and group work. Students build their independence by helping and learning from each other. It establishes the right kind of environment for all types of students to enjoy learning English.

Primero Basico-Quinto bachillerato

NEW AMERICAN FRAMEWORK (NAF)

• The aim of the American framework series was to create a stimulating course combining innovative features.
• Communication is the goal. Tasks and activities are designed to have Real Purpose rather than simply being an excuse to practice specific structures.
• Grammar and Lexis are introduced as tools for achieving this objective and not as targeted items in their own right. Students are presented with real communicative contexts, encouraged to notice structures within them, and then use them communicatively.
• Reading and listening texts are all intended to be personally engaging in some way, and often include people discussing something about themselves. Students are then encouraged to do the same: to talk about what matters to them. Second language acquisition research has shown that students perform better linguistically when discussing issues that are important to them and their lives.