100 Baccalaureate students in the Mentoring Programme
7 Students per trainer
Accompaniment is the “soul” of our educational model. Solo tú, pero no tú solo.
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 objectives of this path of personal growth are summarised in a slogan:
Know Yourself, Accept Yourself and Surpass 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 learner becoming to an excellent degree what he or she is called to be.
It is to establish a deep relationship of support, dialogue and communication.
Accompanying means accompanying students on their journey of growth, welcoming them with their talents and their difficulties, with absolute respect for their freedom and their rhythms, so that they can respond to the questions and challenges they encounter, discovering their own vocation and shaping their life project.
Our model of accompaniment is based on a holistic view of the student, discovering all his dimensions: ethical, spiritual, intellectual, affective, 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.
Integral Formation Programme
We train in:
Self-knowledge and encounter with oneself
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 training itinerary followed by the students, accompanied by their trainers, is made up of different activities and programmes that aim to have a real impact on their lives:
Affective-sexual education – Let’s Learn to Love and Teen Star programmes
Individual Growth Process: Know Yourself, Accept Yourself and Surpass Yourself
Entrepreneurship subjects and programmes
Individual tutoring, group tutoring and workshops with students, character development, emotional education, specific methodologies, assessment for learning, etc.
Reinforcement and extension groups for those pupils 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 themselves.
Vocational Guidance Programme: This programme aims to help pupils to become aware of their own gifts together with the opportunities and needs of their environment and to give them the tools they need to plan their 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 teachers being the key factor.
Tutoring with families, psycho-pedagogical counselling and the human formation team.
Accompanying families: We accompany each family in the integral formation of each of their children and therefore, we go beyond the usual contact between families and the centre’s professionals to offer a Parent Accompaniment Programme from which we offer workshops: parenting schools, workshops for married couples, etc.
We train 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, as it addresses the reason and will of the pupil.
Virtues Programme and Education for Love Programme (“Aprendamos a Amar” and Teen Star)
By forming the will, affectivity and emotions of our pupils through these programmes, our goal is for them to grow in maturity in accordance with their age. A maturity that manifests itself 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: teamwork, healthy competition, diligence, willpower, perseverance, courage, friendship, companionship, respect, self-improvement, joy, etc.
Consult all our sports activities, competition teams and extracurricular activities in this link.
1) Value proposition: Cumbres Sports
Physical activity and sporting competitions are a favourable means for the development of the body and for consolidating habits and virtues that are fundamental for life: teamwork, healthy competition, diligence, willpower, perseverance, courage, friendship, companionship, respect, self-improvement, joy, etc.
Our sporting activities are led by qualified trainers in the different sports, who aim to guide our sportsmen and women, helping them to achieve challenges and overcome goals.
To do this, we start from the first educational stage through activities such as swimming or the daily neuromotor development plan, which favours physical and cognitive maturity development.
O.D.: Guidance and advice to the coach and tutor on the needs of each athlete, providing guidelines for individualised attention to each student/athlete.
Coach: He/she is the leader in the sports training process and relies on the tutor to work in a coordinated manner, maintaining constant communication on the status of each student.
Tutor: He/she is the leader in the overall training process and relies on the trainer to address aspects detected in the classroom and applied in training.
2) Human Virtues Development Plan
The process of spiritual education through sport is guided by a Human Virtues Development Plan through which coaches work on human virtues from a transcendental point of view, seeking a personal encounter with God.
The human virtues that are worked on during the training sessions are: Respect, Obedience, Responsibility, Humility, Joy, Friendship, Sincerity, Generosity and Fortitude.
3) Learning Model
Parallel to this process, the training of each modality is guided by a Specific Learning Model for each sport where it is established which technical-tactical fundamentals each athlete has to acquire depending on the maturity stages that are reached in order to achieve complete athletes at the end of schooling.
We firmly believe in the educational benefits of competition as it brings out the best in sportsmen and women by making demands on themselves, but also on their teammates and rivals. They are taught to face success, but also failure as a point of growth. In fact, in modalities such as Indoor Football our 10 teams are competing at the highest level in the Leagues of the Football Federation of the Valencian Community, participating with the leading Clubs of the Valencian Community.
The sports development plan at Cumbres School accompanies our families in a comprehensive way with a wide range of sports for parents and Alumni, with their physical, psychological and spiritual wellbeing in mind, thus becoming an active part of our school.
Every summer we want to offer a very playful learning proposal for your children, entirely in English: Cumbres Summer Camp. You will be able to enjoy a complete offer, organised by age (from 12 months to 12 years old) and theme, allowing your children to learn, have fun and be educated while they enjoy their holidays.
Total English Immersion (reading, listening, writing, speaking): fun and educational activities entirely in English.
Integration of the latest technology (Ipads).
Native speaking teachers:
Play Group: childcare service from 8.00 a.m.
Atención personalizada: small groups according to age and interests. Qualified and qualified staff.
La misión del Departamento de Orientación Psicopedagógica es contribuir a hacer realidad el acompañamiento personal de cada alumno. Con este fin, los psicólogos y psicopedagogos que lo integran asesoran a los alumnos, al resto de formadores y a las familias para que, atendiendo a sus necesidades individuales, les ayuden a alcanzar la mejor versión de sí mismos. (Doc. Misión de los Colegios RC España, art. 124)
The staff of our school is a multidisciplinary team composed of:
1. María Guinart, department coordinator, PhD in Psychology, specialising in Child and Adolescent Clinical Psychology and Educational Psychology..
2. Sofía de Castro, pedagogue and secondary school teacher.
3. Nerea Torres, clinical speech therapist and teacher with specialisation in hearing and speech.
Personalisation of learning
We work to prevent, detect, attend to and intervene in difficulties that may interfere with the correct academic, personal and social development of all our students.
We provide advice for the programming and implementation of school, personal, professional and vocational guidance activities, thus promoting the comprehensive training, personal accompaniment and maturity of each student.
Our specific work objectives are:
– To contribute to the improvement of the Teaching and Learning processes which, at all levels and stages, take place in the School.
– To promote educational responses adapted to the needs of individual pupils and groups.
– To collaborate in Tutorial Action and in academic and professional guidance activities, promoting the development and vocational maturity of pupils.
– To develop individual educational support plans for pupils with or without specific educational support needs (SEN).
Educational support/enrichment programmes
Bullying Prevention Programme:
Step 1. Information gathering:
Objective: to understand the context of social interaction in each classroom.
Procedure: assessment of interpersonal dynamics through the BULL-S (Cerezo, 2002), together with information from the tutor and training instructors.
Step 2. Análisis del aula:
Objective: to detect both risk situations and bullying at individual and group level.
Procedure: establishment of patterns of relationships between classmates, detecting positive and negative leaders, pupils in a situation of rejection or isolation, and potential victims or aggressors, according to the expectations of classmates.
Step 3. Awareness raising and intervention:
Objective: to eradicate situations of bullying and promote attitudes and behaviour that foster empathy and group cohesion.
Procedure: within the framework of the Tutorial Action Plan, fundamentally in the area of “learning to live together” and “learning to be a person”, skills such as tolerance to frustration, assertiveness, empathy, cooperation, etc. are developed in pupils at group level, and at individual level training in social skills is carried out, both for pupils with aggressive relationship patterns and for pupils who are passive interpersonally. The need for referral to external centres (clinical psychologists) is assessed if the pupil’s profile requires it.
Step 4. Advice:
Objective: to provide teachers and families with the necessary strategies for early detection and intervention in situations of bullying.
Procedure: through tutorials, coordination meetings and training cloisters, general and specific guidelines are given and specific cases are dealt with.
Eating Disorders Prevention Programme:
Objective: to prevent the appearance of risk behaviours and attitudes for the symptoms of anorexia and bulimia, and to promote those that favour the development of a healthy self-esteem and self-concept (fundamentally in the physical dimension) and an adequate diet based on the Mediterranean diet.
Procedure: training sessions in small groups with occasional interventions by external experts.
Development of Affectivity and Sexuality Programme:
Objective: to accompany adolescents in the process of growth and psychophysiological change.
Procedure: training sessions for parents and pupils in which topics related to body changes, the biological function of these changes, the emotional repercussions of these changes and the approach to psychological aspects related to affectivity and sexuality are addressed.
Substance and non-substance addiction prevention programme:
Objective: to promote the appropriate use of new technologies, social networks and legal substances.
Procedure: thematic educational workshops, training sessions with external experts (Guardia Civil, journalists, psychologists, computer experts, etc.).
Educate and Stimulate Project:
The reading and writing process of our pupils is extremely important for their development and to favour their teaching-learning process. Furthermore, through reading and writing we favour the development of intelligence, cultural acquisition, we encourage their curiosity and they are necessary for the performance of their will.
This project consists of four specific programmes:
– “Operación lápiz”, programme dedicated to the control of the digital tweezers and hand-eye coordination for 2nd cycle Infant and Primary School.
– “Preparados, listos, ¡ya!”, attention, perception and memory training programme for 1st E.P.
– “Mejora tu fluidez lectora”, reading mechanics programme for 2nd, 3rd, 4th and 5th grade P.E.
– “Despacito y buena letra”, spelling and writing improvement programme for 5th and 6th grade P.E.
Executive function training programme:
Executive functions are cognitive processes from which we establish our objectives or goals and execute effective behaviours to achieve them (Lezark, 1982), playing a fundamental role in our behaviour.
We can train executive functions until early adulthood, with 8 years of age being the period of greatest learning capacity.
For this reason, we lay the foundations in Infant Education, dedicating one hour a week to specific work, classroom workshops from 1st to 3rd year of Primary Education and applying the digital training programme Cognifit® from 4th to 6th year of Primary Education.
Cognifit® is a professional tool designed by specialists in child neuropsychology, which works on the brain processes involved in learning and neurodevelopment, improves the teaching-learning process and early identification of learning difficulties.
Support to the Tutorial Action Plan
We coordinate and advise on the implementation of the Tutorial Action Plan, specific to each year, according to the challenges of each age group.
We work, with specific materials and our own materials, on the development of virtues, emotional education, social skills and conflict resolution, education in affectivity and sexuality, psychosocial adaptation programmes, study methodology and time management, vocational guidance programme, workshops on the appropriate use of technology, prevention of addictive behaviour and eating disorders.
Counselling for families and teachers
Individual counselling for parents on their children’s development and learning processes and ways of supporting the school’s work at home. This counselling is carried out through the implementation of the pupil’s integral development report (DAFO), in which both the family and the tutor undertake to strengthen their skills and abilities and to help improve those areas in which the expected objectives have not yet been achieved.
On a group level, training is offered to parents to cover the evolutionary challenges of each moment through workshops and parents’ schools where tutors, together with the guidance department, give guidelines to accompany children adequately throughout their growth.
Advice to our teaching team, in training cloisters, or to individual teachers on the psychological characteristics of their students, prevention, detection and response to educational problems, methodology, didactic strategies…
We participate in the learning assessment sessions of pupils at all stages, providing, when necessary, psycho-pedagogical support for assessment and/or promotion decisions and guaranteeing the accompaniment of pupils with specific educational support needs.
Evaluation of pupils
Pupils are observed and assessed at different times during their schooling using specific technical means.
Individual assessments are carried out during the admission process to the centre with the aim of identifying the pupil’s learning skills in order to be able to offer reinforcement or stimulation resources once they join the centre.
Individual assessments are also carried out if teachers or families detect learning or psychosocial needs that need to be addressed.
At group level, psycho-pedagogical evaluations are carried out in key courses with the aim of knowing the competence and aptitude development of the pupils and identifying the cases that require specific accompaniment, thus being able to detect, in an early manner, their strengths or areas for improvement.
Vocational Guidance Programme
The school offers students a vocational guidance plan which begins in 3rd year of ESO and ends with the choice of a university degree in 2nd year of Bachillerato. Our activities include:
– Group psycho-pedagogical tests.
– Guidance counselling interview with each student and their family.
– University fair.
– Work Experience.
– Informative talks on pathways and options.
– Workshops in Valencian universities.
Coordination with teams outside the school
We maintain contact with different educational or health institutions or professionals who attend to students at the school, such as: psycho-educational support offices, speech therapy offices, neuro-pediatricians, psychiatrists, odonto-pediatricians, ophthalmologists, optometrists, etc.
Talent Enrichment Programme
The Talent Enrichment Programme at Cumbres School aims to offer pupils all the opportunities necessary to discover and develop their intellectual and creative potential at all stages of their education. This is in line with our motto “Semper Altius”, always higher, which expresses our aspiration for our pupils to achieve, every day, the maximum possible all-round development from their natural or acquired talents.
Our programme for the development of talent is based on the Renzulli and Reis Schoolwide Enrichment Model (SEM, 1994) which advocates a model of enrichment for the whole school, and, therefore, not only focused on students with high intellectual abilities, thus deploying initiatives that start from the student’s own interest, so that he/she can discover and enhance those talents that he/she possesses.
Our Enrichment Programme for the development of talent offers pupils all the necessary opportunities to discover and develop their intellectual and creative potential at all educational stages. In line with our motto “Semper Altius”, always higher, which expresses our aspiration for our students to reach, every day, the maximum possible integral development from their natural or acquired talents.
Based on the Schoolwide Enrichment Model (SEM, 1994) by Renzulli and Reis, which advocates enrichment for the whole school, and therefore not only focused on students with high intellectual abilities, but deploying initiatives that start from the student’s own interest, so that they can discover and enhance those talents they possess through a set of services and activities integrated into the programming and structures of the centre.
Our programme is based on the identification of the students’ strengths, from which the Talent Pool is formed, made up of students who meet, according to Renzulli, three main characteristics: above average ability, commitment to the task and creativity.
The school is constantly designing and renewing the three main types of enrichment activities described below:
1. What is mentoring?
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” to each of the “stops” or milestones that mark this journey, and whose structure is described below.
2. Who do we accompany through mentoring?
The programme is aimed at all students in the Baccalaureate stage. We are talking, therefore, 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 are we looking for in mentoring?
The aim of the programme is to accompany each of these people at such an important time in their lives, when they have to close one stage, that of their time at school – taking stock with gratitude of what they have lived and learned – and open up to a new one, with many illusions and no less uncertainties. All of this is framed within the evolutionary moment of adolescence. The objective is, therefore, that each pupil can count on a formator who accompanies him, that is to say, who is at his side, 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 itinerary
The bedrock 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 go through an itinerary made up of three stops or mentoring in 1º. 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 mentees continue to be accompanied by their mentors in the 2nd year.
The Cumbres pupil
It 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.