Why choose The British College of Andorra?

Today, children enter a complex world, with great personal challenges and an unpredictable future in a fast changing technological, social and political environment. Outside the family they are subjected to many pressures and crucially, in a post modern society, they soon learn that in the outside world values and ethics have lost their previous status. I believe if we want to raise a generation of young people fully prepared to live happy, fulfilling lives and to make a positive difference in the 21st century we need to take a broad view of education which embraces a responsibility to prepare our children fully for the challenges ahead.

This is how we will do it at the British College using our team's proven success in education in Spain.

Foundation: we start from a basis that all children are different and that happy children with self esteem will learn best; not just acquire academic knowledge and skills but learn who they are, what they believe and what they want from their future.

Curriculum: the British curriculum is broad and varied and gives schools flexibility to place emphasis on key areas relevant to the school's local context and philosophy of education. Andorran language and history and geography (taught by locally employed teachers) will be fully integrated with the British curriculum which will give students access to broad knowledge across the areas of sciences, technology, humanities, languages, mathematics, the arts, sports and personal, social and values education. There will also be a supplementary extra curricular programme of activities.

Teaching and learning: the key to successful teaching and learning is the recognition that all students have different capacities and needs which must be addressed in the classroom. This is also critical for the child's self esteem. Therefore, our teachers will plan their lessons with these differences in mind putting the learning within the extended grasp of the individual children who are the centre of all activities. Each class is seen as a workshop in which all children participate in a variety of ways receiving  continuous encouragement and feedback on their learning journey.

Assessment: both students and their parents need to know how the child is progressing in the different areas of the curriculum. So does the teacher in order to prepare future lessons that are appropriate for the individual children. Therefore the teacher monitors all the students’ progress and uses the information to ensure teaching pitched at the right level. Also, periodically, the children are more formally assessed to give an objective measurement of attainment and progress. 

Values: all learning is underpinned by the acquisition and understanding of personal values such as respect, wellbeing and mindfulness. These are presented in assemblies, are introduced into lessons and discussed regularly. Children's values are recognised and rewarded to encourage their development. The acquisition of values is a key to establishing a calm, purposeful atmosphere in the school and to create positive relationships throughout the school community. The same values are modelled by the staff who establish warm relationships with the children.

Expectations: we make high expectations of all members of the school community for the benefit of the children which we set out in writing for pupils, parents and staff.  We give recognition to good pupil behaviour both inside and outside the classroom and create an atmosphere of positive achievement. We work hard with the pupils to avoid conflicts and bullying but we also have sanctions for pupils who persist with poor behaviour. 

Life skills: the job market is changing quickly and many of the functions young children of today will fulfil in the future don't yet exist. To prepare them for that unknown future we anticipate they will need flexibility, the ability to work in a team, leadership qualities, confidence when speaking in public in a variety of languages, an understanding of the role of technology, the ability to investigate, make presentations, be creative and innovate which we build into the education we offer.

Qualifications: In British education, there are objective external assessments at the end of secondary education (IGCSE examinations) and at the end of Baccalaureate (A level or IB examinations). These qualifications provide access to universities in Britain, Andorra, Spain, France, USA and many other countries. That is why the British qualifications are the most popular qualifications amongst all international schools in the world today. They provide access to higher education and are recognised and appreciated by major employers around the globe.