Primary Years Programme (PYP) - Playgroup to 4th Grade

It is the first program in the IB® continuum of learning. This program promotes the holistic development of students through inquiry and discovery. It offers a transdisciplinary curriculum framework, integrating various learning areas and fostering conceptual understanding. During these years, students take initiative and assume responsibility for their own learning.

Middle Years Programme (MYP) - 5th Grade to 1st Year of High School

It is a coherent and comprehensive curricular framework that presents an academic challenge and contributes to the development of valuable life skills for students aged 11 to 16, a crucial period in young people’s development. It offers students the opportunity to develop their potential, explore their own learning preferences, take appropriate risks, and build a strong sense of personal identity and reflect upon it.

Diploma Programme (DP) - Grades 10 to 12

It is the culmination of the PYP and MYP continuum. This is a two-year educational program for students aged 16 to 19 that provides an internationally recognized certification for accessing higher education, accepted by both Chilean and international universities. Student-centered, it involves teaching various application methodologies, recognizing the global context, and ensuring meaningful learning. It develops skills in research, inquiry, analysis, and reflection. Its mission is to create a better world through international education.

The primary aim of the International Baccalaureate® (IB) programs is to develop individuals with an international mindset who, aware of their shared human condition and the responsibility they have to care for the planet, contribute to creating a better and more peaceful world.
The learner profile encompasses ten attributes valued by IB World Schools. We believe that these attributes, and others like them, can help individuals and groups to be responsible members of local, national, and global communities.

• Inquirers: We nurture our curiosity while developing skills for inquiry and research. We know how to learn independently and with others. We learn enthusiastically and maintain this eagerness to learn throughout our lives.
• Knowledgeable: We develop and use our conceptual understanding by exploring knowledge across a range of disciplines. We engage with ideas and issues of local and global significance.
• Thinkers: We use critical and creative thinking skills to analyze and tackle complex problems responsibly. We act on our initiative to make reasoned and ethical decisions.
• Communicators: We express ourselves confidently and creatively in various languages, forms, and ways. We collaborate effectively, listening attentively to the perspectives of others and working together.
• Principled: We act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity and rights of people everywhere. We take responsibility for our own actions and their consequences.

• Open-minded: We develop a critical appreciation of our own cultures and personal histories, as well as those of others. We seek out and consider different viewpoints and are willing to learn from experience.
• Caring: We show empathy, compassion, and respect. We are committed to helping others and acting with the intention of making a positive difference in the lives of people and the world around us.
• Risk-takers: We approach uncertainty with forethought and determination. We work independently and collaboratively to explore new ideas and innovative strategies. We demonstrate ingenuity and resilience in the face of challenges and changes.
• Balanced: We understand the importance of balancing physical, mental, and emotional aspects to achieve personal well-being and that of others. We recognize our interdependence with other people and the world in which we live.
• Reflective: We thoughtfully consider the world and our own ideas and experiences. We strive to understand our strengths and weaknesses to contribute to our learning and personal development.

CAS, with its holistic approach, is designed to reinforce and extend the personal and interpersonal learning that students have undertaken in the PYP and MYP. It allows students to enhance their personal and interpersonal development through a journey of self-discovery and understanding others. For many students, CAS has significant depth and impact on their lives, as each student starts from a different place with varied needs and goals. Thus, the CAS program is individualized according to the student’s interests, skills, values, and context.

The CAS Program formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months, maintaining a reasonable balance between creativity, activity, and service.

Successful completion of the CAS program is a requirement for obtaining the IB diploma. Although CAS is not formally assessed through examinations, students must reflect on their CAS experiences and demonstrate that they have achieved the seven learning outcomes.