Accompaniment is the “soul” of our educational model. Just you, but not you alone.
In the process of forming and developing to the human stature to which we are called, no one can be substituted, but we all need to be accompanied.
The milestones of this path of personal growth are synthesised in a motto:
Know Yourself, Accept Yourself and Overcome Yourself.
It is a path of encounters towards the fullness of the person, in which trainer and student mutually enrich each other.
It is to be committed to the student becoming to an excellent degree what he/she is called to be.
It is to establish a profound relationship of support, dialogue and communication.
To accompany is to be at the side of the student on his path of growth, welcoming him with his talents and his difficulties, with absolute respect for his freedom and his rhythms, so that he can respond to the questions and challenges he encounters, discovering his own vocation and giving shape to his life project.
Integral Formation Programme
Our model of accompaniment is based on a holistic view of the student, which discovers all his or her dimensions: ethical, spiritual, intellectual, emotional, communicative, aesthetic, physical and social. In order to help them grow in a complete, harmonious and fulfilling way, we offer them a wide range of activities and programmes that revolve around accompaniment.
We train in:
Self-knowledge and self-encounter.
Harmony of character and integration of emotions.
Conviction, autonomy and critical spirit
Relationship and encounter with others
The discovery of one’s own vocation
The configuration of a life project
The formative itinerary followed by the students, accompanied by their trainers, is made up of various activities and programmes that aim to have a real impact on their lives:
Affective-sexual training – Let’s Learn to Love programme
Individual growth process: Know Yourself, Accept Yourself and Surpass Yourself
Entrepreneurship subjects and programmes
Individual and group tutorials and workshops with students, character development, emotional education, specific methodologies, assessment for learning, etc.
Reinforcement and extension groups for students who need it. When we detect that a pupil has difficulties or high abilities, the Guidance Department together with the teacher study the teaching processes that may be most beneficial, either through the transformation of the teacher’s material (Internal Curricular Adaptation) or through complementary material; always with the aim of each pupil achieving the best version of him/herself.
Vocational Guidance Programme: This programme seeks to help the pupil to become aware of his or her own gifts together with the opportunities and needs of the environment and to give him or her the tools to be able to plan his or her future. It is a process that extends throughout their school life, but which takes on greater importance from 3rdESO to 2nd Bachillerato, with the accompaniment of their trainers being the key factor.
Tutorials with families, psycho-pedagogical advice and the human formation team.
Accompanying families: We accompany each family in the integral formation of each of their children and for this reason, we go beyond the usual contact between families and the centre’s professionals to offer a Programme of Accompaniment for Parents from which we offer workshops: parents’ schools, workshops for married couples, etc.
We educate in will and emotions
We educate the heart, we educate to love
We are reason and heart, and this is formed with attitudes and habits that help us to live as whole people and to live together with others. Our educators work so that children and adolescents discover the values that give rise to the rules on a day-to-day basis, so that they act out of self-conviction and not by the mere imposition of a regulation. We believe in an education that respects the individual because it addresses the reason and will of the pupil.
Virtues Programme and Education for Love Programme (“Let’s Learn to Love”)
By forming the will, affectivity and emotions of our students through these programmes, our goal is that they grow in maturity according to their age. A maturity that is manifested in abilities such as being faithful to the responsibilities assumed, knowing how to read their own feelings and integrate them with the other dimensions of their lives, making prudent decisions, opening up to others and giving themselves to them, that is, in short, loving.
Physical activity and sporting competitions are a laboratory for practising and consolidating habits and virtues that are fundamental for life: creativity, teamwork, healthy competition (individual or team), diligence, willpower, perseverance, courage, friendship, companionship, respect, self-improvement, joy, etc. Promoting positive attitudes towards active and healthy lifestyles.
Our training programmes help students to learn, improve and specialise in one or more sports, strengthening their integral formation as people and sportsmen and sportswomen.
School skiing in Andorra
Jean Bouin race
HSB paddle tennis tournament
Table tennis tournament
– Group sports: football, basketball and volleyball.
– Individual sports: swimming, self-defence, dance and paddle tennis.
– Cultural activities: guitar, piano, violin, musical language, robotics, French, study techniques, theatre and choir.
An educational relationship established between a mentor and each of his or her mentees, a privileged space and opportunity for each Baccalaureate student to experience a comprehensive human accompaniment by his or her mentor, at a vital and academic moment as important as the one he or she is experiencing.
We also call “mentoring” each of the “stops” or milestones that mark this journey, the structure of which is described below.
2. Who do we accompany through mentoring?
The target group of the programme is all students in the Baccalaureate stage. We are therefore talking about all students between the ages of 16 and 18.
They are people who are going through the singular vital moment of adolescence, whose fundamental meaning is the search for their own identity and their own place in the world, and who are completing their schooling, before going on to higher education. It is a very important existential moment marked by two key realities: mission and vocation.
3. What do we seek with mentoring?
The aim of the programme is to accompany each of these people at such an important time in their lives, when it is time for them to close one stage, that of their time at school – taking stock with gratitude of what they have lived and learned – and to open up to a new one, with many hopes and no less uncertainties. All of this is framed within the evolutionary moment of adolescence. The objective is, therefore, that each student can count at this time on a formator who accompanies him, that is to say, who places himself at his side, “welcoming him as he is and where he is, with his talents and possibilities as well as his wounds and limitations, with absolute respect for his freedom and his rhythms” (Seed-document), to help him discover his mission in life and to open himself to the challenge of his own growth towards the fullness to which he is called.
4. How do we accompany? The mentoring journey
The solid ground of mentoring is the relationship between the mentee and the mentor. The fundamental how is that relationship, is the encounter between them. Together, mentor and mentee follow an itinerary made up of three stops or mentoring in the first stage and another two mentoring stages in the second stage. Each of these stops consists, in turn, of two moments: one communal, experienced at the same time by all the students on the course together with their mentors (group mentoring), and another individual, in the “one-to-one” between the mentor and the mentee (individual mentoring).
The mission of the Psychopedagogical Guidance Department is to contribute to the personal accompaniment of each student. To this end, the psychologists and educational psychologists who form part of it advise the pupils, the other teachers and the families so that, by attending to their individual needs, they help them to achieve the best version of themselves. (Doc. Mission of the Colleges RC Spain, art. 124)
At the school our psycho-pedagogical professionals specialising in the Infant-Primary and Secondary-Baccalaureate stages coordinate the different accompaniment actions, without losing the essence of Highlands School Sevilla, where accompaniment is a mission shared by the whole educational community.
The actions carried out from the perspective of personal accompaniment are as follows:
Personalisation of Learning
Welcoming and integration of pupils: close monitoring of pupils who join our school and the assignment of a companion to guide them through the process.
Individual and group tutoring: centralised in the figure of the teacher and complemented by other professionals (academic coordination, guidance department, prefecture, pastoral care…).
Attention to diversity: offering the educational and personal adjustments that may be necessary in each case, with a commitment to personalised learning.
Study techniques: extracurricular educational accompaniment with our own programme of 6 sessions per school year.
Private and reinforcement classes with education professionals in our facilities.
Support for the Tutorial Action Plan
Tutorial Action Programme (PAT): this is carried out during group tutoring time, working on subjects such as emotional education, safe coexistence, social networks and internet, healthy habits and study techniques, among others.
Cross-curricular training: we give pupils the opportunity to take part in workshops given by professionals in the field of addiction prevention (screens, alcohol, drugs, etc.), affective-sexual education, etc.
Evaluation and monitoring of pupils
Psychopedagogical tests: we carry out tests and examinations to find out the intellectual and social aptitudes of the pupils, with the aim of accompanying both the family and the pupil in their academic and personal development.
Vocational Guidance Programme
We help students to become aware of their own gifts, the opportunities and needs of the environment around them and how the encounter between the former and the latter can provide them with keys to project their future.
It is a process that extends throughout their school life, but which takes on greater importance in the final years, from 3rd year of Eso to 2nd year of Bachillerato.
To this end, we have prepared an itinerary, in which in each year, gradually, students will be offered a series of activities appropriate to their maturity, to their vital and academic moment, and to the challenges that lie ahead, with the aim of helping them to consider their vocational and professional path based on a profound reflection on themselves.
The accompaniment of their trainers throughout this journey is key to ensure that they make the right decisions with a view to developing their life project.
Family tutoring: centralised in the figure of the teacher and complemented by the rest of the professionals (academic coordination, guidance department, prefecture, pastoral care…).
Family training programme: we accompany each family in the comprehensive training of each of their children and therefore, we go beyond the usual contact between families and the centre’s professionals to offer annual training courses on different topics of interest.
Mentoring programme: a project that rediscovers educational accompaniment in the Baccalaureate stage, a vital human and academic moment of great importance for students, where mentors guide their mentees in their individual growth process: “Know yourself, Accept yourself and Surpass yourself”. It is an encounter, a path where teacher and student grow together.
MENTORING TOUR 1º HIGHER SECONDARY:
MENTORING TOUR 2º HIGHER SECONDARY:
Coordination with external teams
Fluid communication with external teams to monitor students such as:
The Highlands student
Is characterised by 5 key traits for personal fulfilment, for university and professional success, and for exercising transformational and servant leadership as a result of the comprehensive training received.