Frequently Asked Questions

Early Years students have 7-8 hours of English, 4-5 hours of Maths, 2-3 hours in Science, 1 of Religious Studies and 1 of Social Studies, which makes a total of 15 hours a week. The difference in hours depends on the grade (Nursery, Pre Kinder and Kinder).

In Lower students have 8-10 hours of English, 4-5 hours of Maths, 5 hours of Science, 2 hours of Religious Studies , 3 hours of Social Studies, 2 hours of Geography and 2 hours of French in Grade 5. Again, the difference in hours depends on the grade.

In Junior School the subjects taught in English are: English, Science, Religious Studies and Social Studies, Maths and Geography. However in Early Years all the subjects are taught in English are integrated. Such integration increases students´interests with content themes, and therefore, it also provides a meaningful basis for understanding and acquiring new language structures and patterns.

In Senior School the subjects taught in English are: World History, World Geography, Religion, Physics, Biology, Enviromental Systems, Science and Literature, which means that a total of 50-60% of subjects are taught in English.

The school uses a variety of methodologies, being Inquiry Based Learning the most significant. This methodology encourages students to research the quality and relationship of things. On the other hand, the Cambridge curriculum is for children from the age of 5 to 15; it offers an excellent preparation for their secondary studies and is centered round the subjects of English, Maths and Science. It includes assessment through Progression Tests and the Checkpoint tests which reflect the progress of the student throughout primary school. At the end of the course, students receive a Certificate of Achievement. This assessment has been developed by CIE (Cambridge University International Exams Department).
In the case of Early Years, the Nursery and Pre Kinder curriculum is adapted to the Cambridge programme.

As our school is British and belongs to the British Schools of Peru (BSP) and the Latin American Heads Conference, we teach British English. However, that does not mean that we do not have teachers from other English speaking countries. It is important for our students to listen to the different accents that our native teachers provides us with.

Depending on the grade, we have a wide range of additional activities which in the case of the youngest students, are chosen by the parents. There are sports, art, science, music and cooking activities. In some cases it is recommended that students receive academic support classes.

Homework is assigned from Monday to Thursday, with a maximum of two pieces of homework a day. In the case of Early Years: They do not have homework but do receive review worksheets from Monday to Thursday. These are optional as they help students reviewwhat has been learnt during the week and stimulates their responsability and study habits. They also take books home that can be from the library or a reader they are reading that week.This is usually alternated so that one week they can take home an English book and the other week a Spanish book.

In Lower School, homework is assigned from Monday to Thursday with a maximum of two pieces of homework a day, with 10 exercises of Maths three times a week. In Senior there is always a maximum of three pieces of homework a day. However, homework for students doing the IB Diploma Programme will depend entirely on their progress.

Nursery and Pre Kínder have 40  minutes daily breaks. Kínder has 2 daily breaks: one is 40 minutes long and the other is 20 minutes long. The students do not share the same playgrounds. Each class has its own playground to play. Every week the classes change playgrounds so that all the students have the opportunity to play in the different playgrounds.

Lower School students have two daily breaks: one is 20 minutes long and the other is 30 minutes long.

Senior School students have two breaks:one is 20 minutes long and the second one is 40 minutes long.

We are in constant communication with the best universities in Lima. Students receive orientation talks, mock exams and assessment whenever the school requests them. When students finish school, they are ready to enter the best universities.

It is worth noting that our students benefit from agreements that the International Baccalaureate hold with private, public and international universities. Within the list of Peruvian universities we can mention, among others, UPC, UNIFÉ, PUCP, Universidad de Lima, Universidad de Piura, San Ignacio de Loyola, Universidad del Pacífico, Universidad Ricardo Palma. Among international universities: Oxford, Harvard, University of British Columbia, etc.

Yes, we became an IB school in 2011, and we offer IB Diploma in grades 10 and 11. Grades from Kinder to Grade 9 follow subjects from Cambridge University like an international preparation towards the IB Diploma.

No, we don’t, but for the last two years our school has had the opportunity to travel to Chile. We also have a volunteers programme. These volunteers come from different European or English-speaking countries and stay with us throughout the year for different periods of time.
We are contemplating the possibility of starting cultural and sports exchanges with other countries.

Our Lower School students take the Starters (grade 3), Movers (grade 4), Flyers and KET (grade 5). Grade 6 students take the Preliminary English Test (PET).
Students from Kinder to grade 5 follow the Cambridge International Primary Programme, grades 6 and 7 the Cambridge Checkpoint, and grades 8 and 9 the International General Certificate of Secondary Education.

When they finish school, all our students are able to work in English. They can write and speak according to their own individual capabilities.

At present grades 5, 6, 7 and 8 have French as part of their curriculum. French classes are supervised by the Alliance Française. When students reach grades 9 and 10, they can choose this subject as part of the IB Diploma.

At the moment 92% of students from our 2012 promotion are studying at Peruvian universities such as Universidad de Lima, Pacífico, UPC, Universidad Científica del Sur, San Martín, Cayetano, Católica, Le Cordon Bleu and four of them are abroad studying at universities such as Universidad de Navarra in Argentina, South Australia, Toronto University-Canadá and Columbia College in Chicago.

Our teaching staff have a solid professional background, are committed to their teaching vocation and identify themselves with the vision and mission of our school. They are constantly being trained by national and international consultants. They are always at the forefront of the latest educational and technological advances. 40% of our teaching staff in Senior School are foreigners.

We have some native English-speaking teachers, but most of them are Peruvian and bilingual. For example, our headmaster is Scottish, some teachers are British and others are French. We have a programme of volunteers and most of them come from the United Kingdom.

There are two computer labs in our site in Miraflores: one for Early Years students and another for Lower School students. At the Villa site there is one computer lab with 35 computers and there are also 30 laptops that students can use when working in groups. There are also ten computers at the Library that can be used for research.

This department helps students to explore, to be creative and to design solutions. The main objective of this area is to teach students how to use a computer as a learning tool and as a tool for life. That is why IT classes are primarily oriented to practical tasks so that students can learn about the main principles of a computer. A programme is used in order to reinforce topics taught during the class and generate emotions during the learning process. This way the students are motivated and find the challenge to improve their skills, as they learn from their own experience.

In the case of Senior School, students follow the IGCSE (ICT) and the ITGS (Information Technology in a Global Society) from the IB. The ITGS is a very popular subject among students.

Students do not receive a certificate due to the fact that the school’s curriculum is too innovative and no institution is able to certify it yet. However, in line with the International Baccalaureate, we are analyzing the possibility of implementing the IC3 Certification granted by the Cambridge University, which covers the main subjects for a computer user.

Our main celebrations are: In Early Years (only): Mother´s and Father’s Day;Get together Day, Sports Day, Family Day, Musical Evening (school’s anniversary), Closing Ceremony (includes end of year closing and show). We also have CAS activities such as Solidarity Week and activities organized by BSP and LAHC.

We are members of ADECOPA (an association of private schools) and as such we participate in several activities and sports, cultural and academic competitions. In 2012 we obtained the volleyball championship.
Students with sports skills are selected by coaches and are trained to participate in competitions among schools. This training takes place when classes finish (3.30 p.m. to 5.00 p.m. in Junior and 3.00 p.m. to 4.00 p.m. in Senior).

We also take part in sports tournaments organized by other schools such as Newton, Markham, Peruano Británico.

In Early Years there is the subject of psychomotor skills, taught by experienced and professional teachers. Nursery, Pre-Kinder and Kinder students have three periods of psychomotor skills a week.

Junior School students, from 1st to 5th grade, have two period of physical education a week. They develop their skills and sports according to their age. In Senior School students choose five sports to be performed during physical education, with classes taking place four times a week. Sports may vary every term according to the students’ preferences. We have mixed volleyball, mixed basketball, male football, mixed athletics and mixed gymnastics.

JUNIOR SCHOOL WORKSHOPS Workshops are offered only to students from Nursery to 5th grade as part of the curriculum and during their daily timetable. Workshops vary from year to year; the school decides which ones to offer according to the students’ age and needs. For instance, in Early Years the workshops include claun, ballet, tae kwon do, football, dance, storytelling, arts and crafts, etc. Workshops offered in Junior School are claun, art, guitar, violin, cello, dance, volleyball, basketball, football, taekwondo, bijouterie, trupan (crafts in wood and painting), chess, percussion. There are no such workshops in Senior School.

SPORTS ACTIVITIES AMONG HOUSES Early years: There is a recreational and integrating activity with parents and students from the different houses which is called “Get Together Day”. Junior and Senior: There are sports competitions among Houses by category: “Sports Week”. Each level has one sports week a year. MINI-MARATHON 3km: This is an activity among houses where parents and students from all the three school levels can participate. The marathon is carried out near our Miraflores site. This is an event supported by the national police and the Miraflores district patrol.

The child must be 3, 4, 5 or 6 years old by 31st March of the year they apply for.
Your child will not be doing Kinder again; he is entering a school where the teaching of English is very intensive. Our curriculum is being adjusted to the evolving capacities proposed in each grade, as we expect our students to be mature enough to follow the IB programme in grades 10 and 11.

In Nursery there is a maximum of 16 students, in Pre-Kinder there is a maximum of 18, in Kinder there can be up to 26 students, and from grade 1 to grade 5 there is an average of 30 students per class. In Senior (grades 6-11) there is also an average of 30 students per class.

Early Years and Lower School students up to grade 3, eat their lunch in their own classroom. Grades 4 and 5 students have lunch in the dining room. There is also a cafeteria in Senior School.

Students are taught values based in respect and responsibility. Each student is motivated to develop his self-esteem and to show respect.

The community values and attitudes we consider to be fundamental are: Respect, Responsibility. Fair play. Team work. Honesty. Punctuality. Moral Fibre. Loyalty. Generosity.

Within the IB programme there is CAS (Creativity, Action and Service) whose main objective is to strengthen students’ self-esteem by making them feel useful to others, as well as helping them organize and carry out projects to make them aware of other realities either related to health, social, economic or cultural issues.

Examples of support given to institutions:

• C.E.B.E. MARIA AUXILIADORA: (public school for children with special abilities)
– Development of psychomotor, arts and craft and music skills.
– Outings
– Painting of the school

• HOGAR LUISA DE MARILLAC: (ladies’ retirement home)
– Space for company and conversation
– Board games
– Birthdays celebrations and lunches
– Donation of personal toiletries

• HOGAR NIÑO JESUS DE PRAGA: (home for girls in moral danger)
– Remedial classes
– Development of social skills
– Renovation of home’s orchard
– Donation of clothes and school library

• C.E. 7036 ANGÉLICA RECHARTE: (school for low income families)
– Donation of school furniture (desks, cupboards, whiteboards and computers).

• HOGAR VIRGEN DEL CARMEN: (low income children)
– Development of music, sports and arts and crafts workshops
– Donation of school furniture (desks, cupboards, whiteboards and computers)
– Building of the roof of the bedroom for 20 children
– Implementation of computer room
– Cooperation programme with the National Police in Pamplona Alta: development of a programme for low income children which offers them English classes and formative recreation.

Spontaneous and significant reading starts at home, continues during pre-school, and is complemented with formal reading and writing classes in grade 1. By grade 3 students should be able to analyze, interpret and infer.
By the end of grade 2, students are able to read and write in both languages, with a language appropriate to their age. The school gives reading its due importance, and that is why there is a Spanish and English Reading Plan. Our libraries update their books collections on a regular basis.

Yes, there are four full-time psychologists and one practicing psychologist. Besides, some of our teachers have specializations on dealing with learning problems.

Our school offers a differentiated instruction, which allows us to help children with different learning styles. There is a Pastoral Care team devoted to that task.
In Junior School the team comprises the Pastoral Care Deputy Head, the Student Welfare Coordinator, the Student Educational Services Coordinator and the Psychology Department with three psychologists.
We have a permanent monitoring system whereby we observe students in class, we carry out group and individual assessment, and hold interviews with teachers and parents. This allows an early detection of any difficulties presented by students, so that parents are made aware of this at an early stage. If necessary, support programmes are also implemented. A proper vocational orientation programme is also in place.

Yes, in the sense that the student is the starting point of his own personal learning. We center our methodology in exploiting our students’ significant potential in relation to hisown capabilities and those of the society around him (that is precisely the concept of personalized learning).

No, we do not, although our detection of specific cases is almost immediate. We maintain direct contact through the mail, personal interviews with parents and specialized therapists. We monitor students, referring them to private therapists if the need arises. This allows us to receive direct feedback and offer the student appropriate support to overcome any difficulties.

Our objective is self-reflection and self-discipline. In order to achieve this, communication is of utmost importance. Our students must understand the significance of limits both at home and at school, and they must learn how to discipline themselves without having someone putting pressure on them. There is a Student’s Welfare Coordinator in both levels: Junior and Senior.
“The Student Welfare Coordinator is responsible for monitoring student progress and possible difficulties or challenges related to academic progress, emotional well being, and social integration into the school community. Additionally the Coordinator is responsible for liaison between the school and parents as well as between the student, school, and family”.

Study visits are programmed according to the syllabus developed by each grade. In Senior there are field trips according to each grade.
The main objective is to promote field work and research and they are programmed starting with the Early Years level.

To prepare your children for the 21st century, guiding them towards the future but keeping the best from the past. The pillars of our educational system are:

• Bilinguism
• International programmes
• Personal formation and development of values
• Use of technology throughout the educational process

Our attitude towards education and the way we apply our strengths are through:

• Innovation
• Family like environment
• Comprehensive education
• Differentiated instruction

Our school is secular. We have students from a variety of religions, but most of our students are Catholic. Religion classes are in English and they intend to internalize the practice of values in students’ daily lives. Besides, international programmes expect students to know about other religions.

All they have to do is present at the start of the school year a request for exoneration to the School Secretary, together with a letter from their church.

There is a teacher assistant in each classroom up to grade 2.

At present there are two classrooms in Nursery, nine in Pre-Kinder, seven in Kinder, six in grade 1, six in grade 2, four in grade 3, and three in grades 4 and 5. In Senior School there are three classrooms in grades 6 and 7 and two classrooms in grades 8 to 11.

We have two sites: one in Villa, Chorrillos (24,000 m2) and our site in Miraflores.
Our site in Villa is our senior school site and is attended by students from Grade 5 to 11.
In our Villa site there are, among others, sports fields, a dining room, two computing labs and three science labs.
We are proud to mention that the school’s architectural design won the second place in the IX National Contest on Architectural Quality CAP 2010 organized by Celima and Trebol.

Parents of Catholic students get together to plan the holy communion ceremony so that children can take it together in a church of their choice. This is also de case with the confirmation.

No, we don´t, but we have a well-equipped infirmary and a full-time professional nurse available to assist students in case of an emergency.

Yes. Acoustic guitar, electric guitar, bass, “cajón” (Peruvian instrument), violin, cellos and during the week selected students attend a workshop for the instrumental ensemble. Our school has a choir with the participation of Junior School students. The school has won many musical contests, such as Nueva Acrópolis and Colegio San Agustín. There are three specialities in the Creative Arts Department: Music, Drama and Art. Our highly professional teachers come from different parts of the world, such as the UK, Cuba, Colombia and Perú. Early Years: Students take music and drama lessons once a week; they use percussion instruments and develop a sense for the music through songs and musical auditions. Lower School: Students from grades 1 to 5 take music, arts and drama lessons for 40 minutes every week. This is the fourth year that students from grade 3 are offered the possibility to take violin lessons as part of their school curriculum. Senior: Students from grades 6 to 9 take arts, music and drama lessons twice a week for 40 minutes. Students who choose music can opt to learn musical instruments such as violin, percussion, guitar or bass. Our school has a string orchestra (Junior School), an instrumental ensemble and a choir. Every year our students enter the Nueva Acrópolis contest, as well as the San Agustín’s contest, and in each of their presentations they have obtained very good results. The school has an agreement signed with the National Conservatorium, where students from that institution are offered scholarships. We have extracurricular workshops for piano, cello, drums, electric bass and acoustic guitar at no extra cost.

In line with the IB programme, we have seven main areas: 1. Native language 2. Second language 3. Humanities (History, Geography, Psychology). 4. Natural Sciences (Physics, Chemistry, Biology). 5. Maths and Technology 6. Art (Music, Drama, Art) 7. Formative subjects (Religion, sports) The curriculum model of St. George´s College, considers the student as being at the center of the learning process.

Nursery                                          Start of day 7:45 a.m. End of day 1:00 p.m.
Pre-Kinder                                          Start of day 7:45 a.m. End of day 1:00 p.m.
Kinder                                                 Start of day 7:45 a.m. End of day 2:00 p.m.
Grade 1 and Grade 2                           Start of day 7:45 a.m. End of day 3:00 p.m.
Grade 3 and Grade 4                           Start of day 7:45 a.m. End of day 3:30 p.m.
Grade 5 to Grade 11                           Start of day 7:50 a.m. End of day Monday, Wednesday and Friday at 3:00                                                                p.m. and Tuesdays and Thursdays at 4:15 p.m.

Latin American Heads Conference is an association of Heads of schools of British inspiration throughout Latin America. It ensures the coherence of curricular structures in the development of academic processes, the schools organization, the excellence in education and the promotion of leadership and citizenship in the 21st century. It advocates peace and tolerance among the peoples of the world, promoting students’ and teachers’ exchange activities and the search for positive leaders in Latin America.

The Heads meet once a year to discuss a variety of issues. They are also in permanent contact throughout the year in order to plan integration activities among its members, such as debates, concerts and contests.

Entry fees are:

Registration and monthly fees for 2017 are as follows:

Registration:

Monthly fee:

Up to 31^st March 2017, a 2% discount is offered to parents who choose to pay ten instalments in advance.

In 2010 a new system was introduced for parents who wish to support our school in different activities: the PTA (Parents’ and Teachers Association). There is no cost involved in this new system.

The school’s Book Bank will supply students with all textbooks throughout the school year.

Our students use national and imported books according to the language used in a particular subject.

It is the student’s responsibility to look after and return the textbooks on the date specified by the Book Bank.  Damaged or lost books will need to be reimbursed.

According to the type of book, they will be returned once used. Teachers will indicate the return date to students; in the case of readers, they must return the book in order to receive the next one and in the case of textbooks, they are usually returned once end of year assessment is over.

There is no family entry fee. However, when siblings enter the school, they obtain a 25% discount.

Method of payment: 100% of the entry fee must be paid within 7 working days once the candidate has been admitted to the school.

The cost of the educational service includes: study visits, personal accidents insurance with 100% coverage for our students, textbooks that will be lent to students via our Book Bank. It does not include school supplies, international examinations or field trips.

In order to keep to the standards regarding uniforms, we choose school uniforms manufacturers.  These companies have a license to use the school logos. If parents decide to buy the school uniform somewhere else and it does not meet the required standards, the school can ask for it to be modified.

No.

The cost of the vacancy process application is S/. 310.00 (soles).

No, there isn’t. There is a family interview during the admission process to confirm that both parents share the values we instill in our students. The entry results are given after this interview.

Yes, the candidate’s father and mother should be present at the interview.

We consider each case as unique and therefore we assess each student individually in order to make the best suggestion.  In case of students entering Early Years or 1^st grade, it is the Peruvian Ministry of Education who set the age limit (cut-off date:  31st March).

We do not deny the right of any family to apply for a vacancy again; but entry is always subject to the result of the admission process and to the availability of vacancies for that grade.

Families wishing to participate in the economic benefit must comply with the requirements set by the school. A social worker is involved in this process.