Message from the Middle Section
Welcome to the Middle Section, a section that is distinguished by learning activities that appeal to young adolescents, is exploratory and challenging, and incorporates student-generated questions and concerns.
The primary purpose of the Middle Section is to serve as an educational facility to help in the transition from primary to secondary education, often by combining elements of both upper Primary and lower Senior Section, to create an environment that is familiar, challenging and new to its pupils.
The Middle Section is made up of 4 Year groups from Year 5 to Year 8. Years 5 and 6 has 7 classes, with approximately 20 pupils; while Years 7 and 8 has 6 classes, with approximately 24 pupils each. In grades 5 to 8, pupils deepen their knowledge and skills in ten different subjects. This allows pupils to develop their knowledge, skills and talents in different areas -including Math and Science, Arts and Humanities, Language and Sports-; developing independent learning strategies and study skills, deepening their reading comprehension and writing skills.
Through a caring and secure environment, the Middle Year Programme (MYP) ensures that all students experience challenge and success. Instruction is differentiated to meet each child's needs.
The curriculum is based upon the developmental needs of the young adolescent, mastering basic skills within an interdisciplinary context. The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world.
The Middle Section is a good time to make new connections and new friends. Pupils will experience a healthy study environment, where everyone has the opportunity to gain and develop self-identity, strong study habits and communication skills for their further studies, be they national or international programs.
|E||Maria Ignacia Castillo|
|Nicole Albagli - Francisca Valenzuela|
|Alejandra Tondreau - María Ignacia Castillo Coo|
|Eveline Benquis - Constanza Moyano|
|Phillip Rovnak (Coordinator)|
|Rocio Loredo - Kenneth Mayne|
|María Constanza Neira - María Paz Venezian- Paige Heisner|
|Language & Literature|
|Lisette Álvarez (Coordinator)|
|María del Pilar Forteza - Mariela Arias|
|Javiera Gándara - Bárbara Galvez|
|Paulina Saavedra - Andrés Soto|
|Physical Educational & Sports|
|Beatriz Wirth - Kattana Rodríguez|
|Andrea Niedmann - Camila Baumann|
|Matías Stevens - María Ignacia Convalia - Fernanda Morales|
|A||María Pía de Castro|
|Rosa Zapata - Ariela Dahan|
|Flavia Labbé (Coordinator)|
|Sofía Undurraga - Magdalena Orezzoli|
|Paulina Olave (Coordinator)|
|María Pía de Castro - Ignacio Quezada|
|María Ignacia Castillo - Mauricio Sepúlveda|
|Alicia Cabello - Gloria Vargas|
|Carolina Bellei - Claudia Malchuk|
|TIC and Technology|
|Michelle Bowen (Coordinator)|
|Sachy Bravo- Andrea Rendic - Cristóbal Quijada|
|Alejandra Bravo - Carolina Krell - Liliana Poblete|
IB Middle Years Programme
Upon entering Year 5, pupils begin to work on the second International Baccalaureate programme, MYP (Middle Years Programme)
This programme covers the educational needs of pupils in the Middle Section, from Years 5 to 9.
The programme is based on three fundamental concepts that structure pupils’ experience, ensuring that they will fulfil the educational expectations of the national plan, and achieve the Craighouse School pupil’s profile and the school values.
These fundamental concepts are:
- Holistic learning: working with the Areas of Interaction allows pupils to apply and set knowledge, concept, skills and attitudes into context, from each subject to real life. The Areas of Interaction are: Approaches to Learning, Community and Service, Human Ingenuity, Environments, and Health and Social Education.
- Intercultural awareness: pupils are aware of different realities as seen from various perspectives, valuing different communities and cultures and becoming open-minded.
- Communication: open, efficient communication is promoted, as well as a good command of pupils’ mother tongue and a foreign language.
In the MYP model, pupils are placed at the centre and the five areas of interaction are found around them. This aims at favouring the connection between pupils and the real world. Subjects are connected with each other through the areas of interaction. Subjects are found around pupils and the areas of interaction.
The MYP ends with the execution of a personal project carried out by each pupil in Year 9. This project involves the application of everything that pupils have learned during the MYP. A pupil’s personal project reveals his/her autonomy and the application of the skills in the Approaches to Learning area.