So that our students acquire and assimilate the knowledge and skills necessary for their intellectual and cultural development, at SHACKLETON INTERNATIONAL SCHOOL we follow the British educational model, which in addition to mastering the English language, favours practical and intuitive training, encourages teamwork and establishes clear objectives that guarantee continuous monitoring of the students’ learning process.
10 key attributes of the British educational system:
At SHACKLETON INTERNATIONAL SCHOOL, we use a variety of different methodologies, so that our students can acquire a solid and integral foundation. In this way, depending on the area of work, the characteristics of the group, and of each individual student, we select the strategy that we consider most effective for a better understanding of the subject material and its assimilation. We seek the participation of each student, the interaction between peers and group dynamism to achieve an enriched and universal education.
True educational innovation does not depend solely on the use of the ICTs in the classroom, it must also have a pedagogical meaning. That is why many of our most interesting innovations do not depend on technology.
With this style of teaching, the student becomes the protagonist of their own learning process.
The Early Years Foundation Stage (EYFS) is an educational programme for our youngest students aged two to five. At Shackleton International School, children are welcomed from age two years and eight months. The curriculum follows the EYFS ‘Birth to Five’ developmental objectives program, created by educational experts in the UK. We focus on supporting learning through play, nurturing curiosity, promoting independence and building a rich English language base. Shackleton International School uses a personalised, child-centred philosophy centred on respecting the child, fostering personal and emotional skills, and upholding family values. Learning is individualised, aligning with personal goals, enabling children to progress at their own rates, rather than a one-size-fits-all approach.
The primary education stage at Shackleton comprises two Key Stages:
The curriculum fosters holistic development, covering mental, moral, cultural, and physical aspects. Recognising the significance of parental involvement, Shackleton encourages parents and relatives to support the learning process from home. However, there is a no-homework policy for primary students, promoting family time and reinforcing the idea of home as a relaxing environment.
Building on the comprehensive values instilled during the Primary stages, Secondary education at Shackleton International School aims to cultivate reflective, open-minded individuals who are adaptable to diverse environments. The goal is to nurture confidence and a passion for learning within the framework of a rigorous academic program. Unlike primary education, homework is assigned in secondary. However, its purpose is to reinforce class teachings or apply the flipped learning approach whereby the student reviews digitalised resources at home to then spend in-class time with engaging and active learning experiences. Shackleton prepares students for the International General Certificate of Secondary Education (IGCSE), a widely recognised English qualification for teenagers. Various preparation options are offered to support students in achieving success in this examination.
Students will be granted direct access to prestigious universities in Spain and worldwide after their baccalaureate studies. Vocational orientation will be provided throughout these years to facilitate students in selecting university courses that align with their personal interests and equip them with the essential skills required for a prosperous professional trajectory.
A learning methodology in which students play an active role and academic motivation is favoured. The method consists of carrying out a project, usually in a group.
It is a learning style where the teacher provides the theoretical and procedural foundations, which serve as a basis for the students to carry out a set of previously designed activities (according to the topic discussed) with the aim of developing a tangible product. This basis, along with practice, leads to a better understanding of the topic at hand.
It is a methodology characterized by the interrelation between the theory and practice.
Cooperative learning is a type of learning that allows each student to learn alongside their peers, rather than individually. Student groups do not usually exceed five members. The teacher is the one who forms the groups and who guides them, directing the performance and distributing the roles and functions.
Collaborative learning is similar to cooperative learning. Here, the former differs from the latter in the degree of liberty in which the groups are formed and function. In this type of learning, it is the educators who propose a topic or problem and the students who decide how to approach it.
A pedagogical model in which student participation takes place outside of class time (presumably from home) through interactive means. In class, they put into practice what they have learned, often developing team projects with their classmates.
A graphic technique in which concepts are organized starting from a single point and from which new ideas are generated, accompanied by other elements that are related to the main idea. Visual learning reinforces a better understanding, encourages the integration of new knowledge and helps to refine thinking. It is a technique that favours the development of creativity.
Debating involves skills such as: knowing how to speak, transmitting ideas and opinions, knowing how to listen, sharing positions, refuting and being prepared to change one’s mind.
Problem-based learning is a cyclical learning process made up of many different stages, starting with asking questions and acquiring knowledge that, in turn, lead to more questions in an amplifying cycle of complexity.
Putting this methodology into practice, not only involves the exercise of inquiry by the students, but also transforms outcomes into useful data and information. According to many pedagogues, the four great observed advantages of using this methodology are:
Through gamification, children work on different problems through the dynamics of games and video games.
Game-design elements and principles are then applied to non-game contexts, so that both circumstances are integrated, helping to promote attention and cooperative learning.
Beyond memorising content, students must be taught to work with the information they receive. They must be taught to contextualise, analyse, relate, argue…In other words, convert information into knowledge.
The objective of this methodology is to develop thinking skills beyond memorisation, to develop effective thinking.
By definition, all learning processes aim to acquire knowledge, develop skills, and solidify work habits. Competency-Based Learning represents a set of strategies to achieve this goal.
Through assessment tools such as rubrics, teachers can deliver the academic curriculum without deviation from the current curriculum, by focusing on it in a different way, putting real examples into practice and, thus, transmitting to their students, a more tangible importance to the lessons.
In order for our students to acquire and assimilate the knowledge and skills necessary for their intellectual and cultural development, at SHACKLETON INTERNATIONAL SCHOOL we follow the British educational model, which in addition to achieving mastery of the English language, favours practical and intuitive training, encourages teamwork and establishes clear objectives that guarantee continuous monitoring of the students’ learning process.
Equal opportunities are built into our recruitment process. All our teaching staff have at least a C1 in English and have obtained a recognised teaching qualification (such as B.Ed, PGCE and/or QTS). In line with British Council requirements, our teachers meet 2 requirements: either they have obtained their credentials in England, or they have been teaching in the UK for at least 2 years. This guarantees that their level of English is optimal, regardless of their country of origin.
A bilingual school is one in which the Spanish curriculum is followed, and some subjects are adapted to be taught in English. SHACKLETON INTERNATIONAL SCHOOL is a British school, which means that the curriculum the children study is the English National Curriculum. However, as we are in Spain, we must comply with the requirements of the current legislation in Spain and in the Valencian Community, so our pupils study subjects from the Spanish curriculum such as Geography and History, Social Sciences and Valencian.
Yes, all pupils at Shackleton School must study Spanish and Valencian, in accordance with current legislation in Spain and the Valencian Community. Pupils who come from non-Spanish speaking countries are taught Spanish as a Foreign Language (ELE), so that they acquire the necessary skills to be able to follow the regular Spanish and Social Studies classes.
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