One day, the circus came to a small Midwest town in the States, and as usual, by far the biggest interest was with their five elephants as no-one had ever seen such magnificent animals before in their lives. As the group paraded down the main street to advertise the circus, people could not help but notice that the back leg of one elephant was connected to the front leg on the same side of the following elephant by a flimsy piece of string. One man was intrigued by this, as they could easily just break free, yet they didn’t.
The man followed the group of elephants to the circus and conversed with the trainer asking about the string. ‘Ah!,’ he replied. ‘It’s just that soon after birth we connect them to each other with string, as being babies, they are unable to break it. They then just get used to it, thinking all their lives that they can’t. It convinces them that they are unable.’
Students in many schools are limited by the same weak vision of its staff and leadership, and this is one of the reasons why we have chosen the entire Fieldwork Education curriculum as our basis for learning. It empowers our students! The school offers the IEYC (International Early Years Curriculum) program for Early Years, IPC (International Primary Curriculum) for primary and IMYC (International Middle Years Curriculum) for grades 6 to 9, precisely so that through free-thinking Investigation Based Learning and the associated higher level thought processes, they are able to take ever more charge of their own learning from an early age preventing them from limiting themselves and showing that they are indeed able, very able.
Our school is the first to implement the curriculum from Fieldwork, which fuses a British education with local demands through formative concept-based work, from Early Years to pre-university level where they finish following either the Diploma or Careers Programme through the International Baccalaureate. Additionally, this is so valuable as it is all built upon personal goals and profiles, family, city and country giving the student a real individualized context for their internationalism, whichever country they may hail from.
The Careers Programme was accredited in 2019, and this allows us, with the guidance of the UPC university, to offer university courses in Business and Administration within the school as part of the curriculum. Can you imagine the advantage, and credits, that this gives our students on entry to the university?
Grade 5 is when our children first attend our facilities on Villa site. They continue with the IPC methodology, so that the only variation that the students experience is the change of site, everything else being familiar, but at a more demanding level, we can effectively receive our students from the Miraflores site with as little upset as possible. Over the years, this has been a very successful strategy.
In 2020, St. George’s College was fully incorporated into the International Schools Partnership, forming part of a family of over fifty schools around the world in countries such as Spain, Italy, Malaysia, USA and the UAR; locally with Colombia, Ecuador and Chile. This ensure an excellent level of international activity, even during this pandemic. Additionally, ISP provides a solid platform for staff professional development on a permanent basis to maintain our teachers at the forefront of educational theory and practice.
Additionally, in 2019, we became members of The Round Square (RS) organisation of two hundred and thirty elite schools on six continents dedicated to character formation based on multiple activities in Internationalism, Democracy, Environmentalism, Adventure, Leadership and Service.
Both ISP and RS offer tremendous growth to our students, more than almost any other school in Peru, as both organisations furthermore offer student and staff exchanges costing only the flight, with the visiting student or teacher taking their places in the school being visited as just another teacher or student. Activities are exclusively in English guaranteeing excellent levels in our leavers.
In St. George’s College, we are very committed to technology as a tool to help learning, not as an end in itself. The school already has three 3D printers as part of a Makerspace lab on each site, highly specialised software for programming and digital architectural design, the production of augmented reality and arduino and Raspberry Pi banks with which our students carry out their intelligent artefact construction projects. These form part of our celebrated STEAM programme, an acronym for Science, Technology, Engineering, Art, and Maths, since the five areas are integrated formally into the curriculum with our Entrepreneurship courses in Grades 5, 6 and 7.
In Miraflores site (Early Years), we are working in programming with the Bee Bots, where the children programme the bee-shaped robot to move and follow a route on a number or letter sheet depending on the answer to a maths question or a word to spell. Robotics is taught throughout Junior school.
New this year in Villa is a Virtual Reality unit, an Entrepreneurship lab and further acquisitions of scientific sensors identical to those employed in universities, and a semi-professional studio for recording, editing and producing music and video.
Apart from the academic and character building aspects, St. George’s College is totally dedicated to the wellbeing and safeguarding of each student and their families. We have in place teams that promote proactively both aspects caring for students, staff and their families. Furthermore, there is considerable provision for students that might require a little more time or help in their studies.
We have an excellent team leading St. George’s. Please read on!
Something great in in St. George’s
Dr. Graham Gisby
Headmaster St. George’s College