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Our 2023 motto: Ad Astra

Our 2023 motto: "Ad Astra"

  • Early Years
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NEWS Secondary

2nd year secondary students reflect: can you find a link between coronavirus and globalisation?

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Learning and having fun during the pandemic

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“Lamb to the Slaughter” - distance learning

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Approaching ’The Crucible’ through Padlet

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Debate in the east

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Exchange programme with Canadian Edmund Rice schools

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MUN Conference at St Brendan’s: a challenge for the brave

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The MUN Club went to visit 2nd Year Secondary

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SEE MORE NEWS
  • Our curriculum
  • Our Secondary school curriculum aims to provide a balanced and complete education to our young people.

     Rather than transmitting contents, our greatest objective is to “teach to learn”; we strive to foster our students’ ability to take the initiative and be critical. Our curriculum is based on the respect for the individuality of each student; we encourage them to develop their potential so they can achieve their personal level of excellence (Ad Astra).

     By means of ICT (Information and Communication Technologies) – fundamental in our present world – we create an innovative environment which generates new knowledge as well as promoting artistic expressions.

     Being organised in Departments allows us to share good practice, successful methodologies and Continuous Professional Development (CPD) with a view to improving our students’ learning. We aim to provide personalised attention to each and every one of them while constantly revising our proposal.

    In order to prevent negative behaviours and raise awareness, our team of psychologists and coordinators work together with our teaching staff on the promotion of healthy behaviours among our students. We believe risk prevention is an important part of our role as educators. We regularly invite external specialists on a range of areas to take part in different activities to that effect.

    Career advice is provided by the psychologists of our Pupil Support Department from Year 10 onwards (4th year of Secondary school). They devise activities, including workshops, talks led by professionals, personal interviews, and they offer information and resources in a range of formats.

    Learning Support: each subject provides support in the form of extra lessons as and when needed; also, depending on the results of diagnostic tests sat during the first term of 1st to 3rd year (Years 7 to 9), special support is available in Processing Skills and/or Speech and Language; at the same time, there are specific workshops (Maths, Physics and Chemistry) which the students can attend if they need help in those subjects.

    Our curriculum includes Portuguese in the first three years of Secondary education, adding a foreign language which is culturally and regionally relevant to our students.

    Afterschool clubs include the MUN Club (Model United Nations) which is open to students in the Baccalaureate (4th, 5th and 6th year – Y10, 11 and 12). At the MUN Club, students will prepare to act as delegates of a country and attend some of the MUN Conferences. These conferences are held in English throughout the year and are simulations of the UN General Assembly (or other UN instances such as the Security Council). Attending delegates must defend the interests of the country that they were chosen to represent in relation to any issue in the current UN agenda. It is a great opportunity for our students to interact with young people from other schools and countries in formal English, to develop speaking and debating skills, and to broaden their knowledge of current affairs.

    A further extracurricular option, Makebelieve is a theatre company whose actors are students and members of staff. Since 2005, Makebelieve has been successfully putting on plays by English speaking authors offering students and staff the possibility of performing, both in English and Spanish.

    Bearing in mind our idea of a complete curriculum, we also offer inclusive activities aiming to generate a sense of belonging and identification: special days for the students and their families, camps, sports exchanges both at national and international level, participation in Congregation projects. All of these create a diverse and interesting offer which is both demanding and committed to our reality and our world.

    The Baccalaureate at our school. After the 4th year (Year 10), students have two options: the National Baccalaureate (NB), which is the official 2006 programme endorsed by the national education authority complemented with the College’s curriculum (Pastoral and RE, and English); or the International Baccalaureate Diploma (IB), which combines some of the compulsory subjects from the NB, the College’s curriculum and the IB Diploma programme.

    INTERNATIONAL BACCALAUREATE (IB)

    Introduction

    The International Baccalaureate Organisation (IBO) is a non-profit organisation with headquarters in Switzerland which offers education and assessment programmes, teacher development seminars, and other educational services to its 3550 member schools in more than 144 countries. More than thirty years of experience together with its rigorous assessment system have granted the IBO a worldwide reputation which has opened university doors to its graduates in 70 countries, including some of the best in the world such as Yale, Oxford and La Sorbonne. Every year, around 131,000 students sit final exams and about 80% obtain their Diploma.

    The IB Philosophy

    The IB philosophy underpins the IBO and is expressed in its mission statement of 1996: “By means of a complete and balanced education programme together with adequately challenging exams, the International Baccalaureate aims to help schools’ efforts to develop their students’ individual talents, teaching them to relate the experiences acquired in their lessons to the reality of the outside world. Besides the intellectually rigorous and highly demanding academic level, a huge importance is placed on ideals of citizenship and international understanding with the objective of educating inquiring and caring young people who are thirsty for knowledge, who are attentive participants of local and world affairs, who are aware of a common humanity that brings people together, and who, at the same time, respect cultural diversity that contributes to a richer existence.”

    The IB education

    “The IB programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

    The expansion of knowledge and the accelerated pace at which society is changing, have made the traditional notion of a general education a more distant objective that is ever harder to reach. The volume of information which each area of knowledge covers is so vast that such an encyclopaedic approach to education does not meet the new educational demands. To learn to learn and to evaluate information with a critical eye is as important nowadays as the content of these areas of knowledge itself. The IB programmes are the result of the deliberate search for equilibrium between the early specialisation favoured by some national baccalaureates and the broader general education that others endorse. Thus, this programme is broad enough so as to generate global perspectives and appreciate the human condition as a whole, while being sufficiently specific to allow students’ acquisition of skills and aptitudes needed to succeed in higher education and a highly competitive professional life. 

    The Diploma Programme (DP)

    “The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond.”

    Each of the six courses taken can be awarded from 1 (lowest) to 7(highest) points after both internal and external assessments. To obtain the diploma, students must score at least 24 points in total and must have met the three other diploma requirements satisfactorily: Theory Of Knowledge (TOK), Extended Essay (EE) and Creativity, Action and Service (CAS), which add up to 3 points in total.

    Even though most universities will accept applications from Diploma graduates, some will have a minimum entry requirement above 24 points.

    The Universidad de la República (national university) together with all the private universities in Uruguay require the graduate certificate of secondary education issued by the national secondary education authority (Enseñanza Secundaria). This is obtained through successful completion of the National Baccalaureate. For that reason, the ANEP’s Consejo Directivo Central (the Board of the national education authority) recognises the courses taken in the Diploma as equivalent to comparable courses in the National Baccalaureate.

    So as not to have students follow the two baccalaureates simultaneously, it is vital to choose Diploma courses that will allow the prompt recognition of equivalence between subjects. Thus, the IB Diploma Programme at our school – unlike other institutions - restricts the choice of courses to ensure that everyone obtains their graduate certificate of secondary education at the end. Typically, students taking the Diploma will only need to take two or three additional courses in the first year of the programme, and one or two additional courses in the second year to meet the requirements of the national education authority. In any case, their weekly hours will not exceed those of the previous year (4th year or Year 10).

    IB Learner Profile

    “The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world.”

    IB learners strive to be: inquirers, knowledgeable and thinkers; good communicators, principled and at the same time open-minded and caring; risk-takers, balanced and reflective.

    IB Programme at our College

    Composed by six subject groups and the DP Core, composed by three compulsory elements (TOK, EE and CAS):

    Group 1: Language A – Studies in Language and Literature: It’s a first language course including world literature. This group includes Spanish and English at our College, as our students have been preparing to take English as a first language at Higher Level.

    Group 2: Language B – Language Acquisition: It’s a second language course, in our school, Italian for those reading Law.

    Group 3: Individuals and Societies. The social sciences courses. At our school we offer History, Economics and Business Studies.

    Group 4: Sciences. The experimental sciences courses: Biology, Chemistry and Physics.

    Group 5: Mathematics. Includes a range of Maths courses at different levels.

    Group 6: The Arts or electives. Includes Visual Arts, a third Modern Foreign Language or a second subject from groups 3 or 4.

    All candidates must take one course from each of the six groups which can be at either Higher Level (240 teaching hours) or Standard Level (150 teaching hours). At least three and no more than four of the subjects chosen should be taken at Higher Level, the rest will be at Standard Level. There are two kinds of assessment: external, through final examinations sat in November of the second year of the Programme; and internal, carried out by the course teacher. The latter contributes 20 to 30% of the final mark for that subject. All internal assessments are externally moderated. In addition to the subjects, all Diploma candidates must comply with the three Core elements requirement: TOK (Theory of Knowledge), EE (Extended Essay) and CAS (Creativity, Action and Service).

    Theory of Knowledge:

    It’s a 100-hour course which extends throughout the two years of the Diploma ensuring the Programme’s coherence. The backbone of TOK stems from two divergent traditions in education: a practical one, and a philosophical one. This course encourages students to question and reflect upon different aspects pertaining to the rest of their courses. Thus, they can have documented debates on the nature, purposes, advantages and limitations of the different systems of knowledge and paradigms.

    For example, students can be asked to reflect on poetic truth, comparing it to other truths accessible through other systems of knowledge such as historical investigation, scientific research, mathematical demonstrations, etc... They can also be asked to analyse the ethical, political and aesthetic foundations that underpin the judgements that individuals must make in their daily lives. Students are guided towards reflecting on how they got to know what they know, and towards developing critical skills applicable to any subject.

    Assessment is through two components: a 1000-1500 word essay from a list of suggested topics, and an oral presentation on any of the topics studied during the course. The essay is externally assessed while the oral presentation is assessed by the course teacher.

    Extended Essay:

    This element of the Programme offers students the chance of researching a topic of special interest and develop skills which will be useful in the future when they have to write assignments for university. Students are free to choose a topic among the subjects in the IB Programme.

    The choice of subject for the EE may allow students to study certain topics more in depth, aiming towards specialisation. Alternatively, students could also pursue a topic or subject with a view to broaden their academic knowledge aiming to attain a more global appreciation of the topic researched.

    A supervisor, designated by the school, will provide academic guidance while ensuring the EE is the original work of the student. EE are assessed externally according to general and specific criteria for each subject.

    Creativity, Action and Service (CAS):

    The activities included in this “requirement” are a fundamental part of the Diploma experience. CAS assigns great importance to life outside the academic context. It is a stimulating counterweight to the demands of academic life. One of the objectives of the IB is to educate individuals holistically and to awaken in them humanitarian feelings and a sense of responsible citizenship. Creativity can be interpreted broadly and it includes a wide range of artistic activities as well as the ability to conceive service projects and put them in place. Action can include not only sports but also taking part in expeditions or any events which include some form of physical exertion with service as its aim. Service can include a big number of social and community activities: voluntary work with SEND children, visiting hospitals, working with refugees or homeless people, etc... Students must slot time weekly for CAS activities throughout the two years of the Diploma. These activities must be carried out regularly and not as sporadic efforts. Self-appraisal in CAS encourages students to reflect on the benefits of their participation in these activities, both on themselves as well as on others.

  • Religious education
  • A DISCIPLE OF JESUS BEARS WITNESS TO HIS LIFE BEFORE ALL MEN AND IS SENT TO PROCLAIM THE GOOD NEWS

    Our curriculum

     Religious Education at Stella Maris (Secondary)

    Junior Secondary

    At this level our focus is the theoretical and practical development of the Christian Faith in a non-catechetical style. Such development involves a comprehensive education of the individual, his or her attitudes and social skills, their perception of the future, their capacity to commit themselves and enjoy their freedom responsibly, and the discovery of their vocation as a vital condition and as a concrete way of serving the community. Since this is a non-catechetical approach, certain topics might be treated not by the regular pastoral staff, but instead by teachers trained on the subject and specially hired for the occasion.

     Outline of the syllabus:

     YEAR 1

     • God speaks to us through Jesus Christ - He makes us his disciples: men and women of truth.

    o God created man in His own image and likeness (OT). In Jesus we understand what it is like to be truly humans.

    o The Good News of the Kingdom (NT) calls upon us to discover and develop the infinite value and vocation of our humanity.

    o Being humans is to experience Easter every day. The Holy Spirit and the Church are the gift of Easter.

     

    YEAR 2

     • To live like Jesus’ disciples is to celebrate life. – God upholds and nurtures his People (the Church) so that they contribute to a more humane world.

    o The sense of celebration in the Christian faith and in other religions.

    o The Church as a community, as a people, as Christ’s body, laymen, hierarchy and clergymen.

    o The symbolic language and the sacraments of initiation, healing and service.

    o Equality and inequality: the world’s wounds (structural sin), our commitment to others, the dialogue with other religions, the utopy of a new world.

     YEAR 3

     

    • Witnessing God in our everyday life

    o We, human beings, seek happiness, long to know ourselves and others, yearn to discover the meaning of life.

    o The Christian God (Father, Son and Holy Spirit) and God’s false images.

    o God acting in the history of humanity (OT). We witness His love and fidelity through history. Jesus Christ is God intervening in our history, calling upon us to be men and women like Him (NT), i.e. religious, caring, bearing witness to hope, and called upon to build a new world.

    o The many faces of our society: the inalienable value of human beings.

    o A Collaborative with others for the common well being as the basis of a new, humane, Christian society.

    Baccalaureate

     YEAR 1

     • A Christian life raises individuals capable of transforming the world from the inside

    o A human being is someone who makes questions. Someone who calls life into question. Someone who builds, who lives his or her faith in a world dominated by technology and who opens himself or herself up to the action of the Spirit.

    o Human beings are cultural beings, open to transcendence. World cultures. Overview of world religions: Judaism, Christianity, Islam, other religions, sects. The possibility of interfaith and ecumenical dialogue.

    o God has irrevocably spoken through Jesus who was resurrected and speaks to us today. Faith is experienced, nurtured and celebrated, and it grows ripe. It turns into service and outreach.

    o The Church’s social responsibility: to encaurage sensitivity for commitment and Reflection upon social outreach programmes.

    o Being Christians in today’s changing society. How to live our Faith in this society

     

    YEAR 2

     • The decision to follow Jesus is a fundamental decision that concerns a whole lifestyle. – The question of a Christian’s morality. The value of sexuality in one’s life. The dignity and nobility of our body and corporality.

     

    o The discovery of Christian values as a consequence of the love of God.

    o Experiencing the importance of the dignity of human beings and the sacred nature of their consciousness.

    o The discovery of the importance of building ourselves in freedom and committed to a fairer society.

    o Integrating all dimensions of life into a personal life project, facing the challenges and the great ethical dilemmas of our time with maturity.

     

    1. The need for an ethical dimension in the development of each individual. Key decisions when making a life project. Freedom and responsibility. How to move towards meaningful ethics. Living in the image and likeness of God. Personal sin and social sin.

    2. The value of sexuality in a Christian’s life. Dignity and nobility of our body and corporality. Sexuality as a means of interpersonal encounter. The development of affectivity. Sexuality as a source of interpersonal, responsible commitment. Different ways of living one’s sexuality and appraisal of such ways.

    3. Justice as a challenge for social life. Biblical basis. Human rights. Choosing to serve the destitute. Private property and the common good. Solidarity and outreach as opposed to structures of sin. Social outreach and the upward mobility of the poor: critical reflection.

    4. Drawn to sow seeds and promote life from conception until its end. Addictions, lack of commitment, instability of relationships. Current problems of nowadays ethics: assisted reproductive technology, cloning, genetic engineering.

     YEAR 3

     • We celebrate the worthiness and dignity of every individual and we encourage his/her comprehensive development.

    o From our faith-based view and from the perspective of Christian anthropology, worthiness and dignity are bestowed upon each person by God’s love, which makes us His children, and through Christ, who redeems us so that we can live in freedom of spirit.

    o We aim at strengthening the worthiness of each individual and the respect for the diversity of all. Students will be encouraged to assess their personal life project against the Christian anthropological vision, which announces that God is inviting us to take part in His love plan.

    o Lessons will be held preferably in a workshop format, with an engagement in critical reflection on the issues treated. Workshops are meant to encourage critical thinking among the students by analysing and calling reality into question and shedding the light of the Gospel on it. We promote openness, dialogue, and the exchange of points of view so that students can develop freely, responsibly and evangelically.

    o The workshop is conceived as both a collective and individual learning process, where everyone is a protagonist in the tasks set and in the group interaction. Personal experiences of the participants are valued as a starting point into the process of critical reflection, duly enriched by the theoretical contributions of the teacher. Knowledge thus built by group interaction is particularly rich and creative, and it caters for the group’s specific requirements. Critical thinking, doing and feeling are therefore integrated.

    o Students are incentivated to conceive themselves as God’s creation, filled with potential. The workshop sessions can therefore accompany our students when answering the questions of: what do I want to be? What do I want to be like?

    o Given the diversity of the workshops, students will be able to discover several content areas and methodological approaches that will allow them to continue with their personal development towards the construction of a life project that responds to the Father’s call to build the Kingdom.

  • Physical education and sports
  • RUGBY

    • In 1st year (Y7) there are two weekly practices. This age category (M13) has their matches on Saturday mornings according to the fixture list organised by the L.I.D. (Interschool Sports League). They also play several matches on Sunday mornings against clubs in the Unión de Rugby del Uruguay (Uruguayan Rugby League). The school organises a sports exchange with Cardenal Newman College (Buenos Aires).
    • In 2nd year (Y8) there are two weekly practices. This category (M14), who are also the “junior” group of M15, play a range of exclusive matches for their category on Sunday mornings, against clubs in the Uruguayan Rugby League. The school organises a sports exchange with Cardenal Newman College (Buenos Aires).
    • In 3rd year there are two weekly practices. This category (M15) participates in the Uruguayan Championship (Campeonato Uruguayo) organised by the Uruguayan Rugby League on Sunday mornings. They go on tour visiting different parts of the world.
    • From 4th year onwards, they represent the Old Christians Club.

    FOOTBALL

    • In 1st year, there are two weekly practices after school. The U-13s play in the A.D.I.C. and L.I.D. championship.
    • In 2nd year, there are two weekly practices. The U-14s play in the A.D.I.C. and L.I.D. championship.
    • 3rd and 4th year play together in the U-16 team. There are two weekly practices. They play in the A.D.I.C. and L.I.D. championship.

    HOCKEY

    • There are two weekly practices.
    • Matches are on Saturday afternoon.
    • The calendar is organised based on the fixture list scheduled by the L.I.D. and the Federación Uruguaya de Hockey (Uruguayan Hockey Federation).
    • From 1st to 4th year, the school organises exchanges with schools and clubs from Argentina.

    ATHLETICS

    • From 2nd year of Primary school (Y2) to 4th year Secondary school (Y10) we take part in interschool competitions organised by L.I.D. and A.D.I.C., the two leagues of which we are members.

    BASKETBALL

    Secondary school students can join the basketball team practices once a week after school. We participate in interschool competitions throughout the year.

  • Education in English
  • Our curriculum is a continuation of the Primary school programme completed with Cambridge Primary Checkpoint. At the beginning of Secondary school, our students are already capable of communicating fluently in English. Thus, the challenge for the next stage is to take their competence in English to an advanced academic level. In Secondary school, knowledge becomes more specific and it is organised around different subjects with different teachers.

    The six years of Secondary Education in English are structured in 3 stages of two years each, as follows:

    1st and 2nd (Years 7 and 8)

    In these first two years we lay a solid foundation in view of the coming international examinations (see 3rd and 4th years). The weekly teaching hours and the subjects are the same for both years.

    Subjects

    Weekly teaching hours

    English Language

    5

    English Literature

    2

    History

    2

    Science

    2

    Geography

    2

    3rd and 4th (Years 9 and 10) – IGCSE Courses

    Subjects

    Weekly teaching hours

    3rd

    4th

    English as a First Language

    4

    4

    English Literature

    3

    4

    History

    3

    4

    Business Studies

    4

    4

    • Supplementary subjects to obtain the ICE ( Cambridge International Certificate of Education)

    Students who wish to obtain the ICE (a global certificate of education) will need to add the following subjects to the four curricular ones listed above:

     

    Subjects

    Weekly teaching hours

    Physics or Biology or Chemistry

    3

    Mathematics

    3

    Spanish First Language

    No extra lessons required

    The first three subjects are taught once a week after school from 4.30 pm to 6.30 pm.

    * Teaching hours are 40 minutes long. 

    5th and 6th Year – Baccalaureate (Years 11 and 12)

    At the end of the 4th year, students must choose between the International Baccalaureate Diploma or the National Baccalaureate.

    The International Baccalaureate programme for English is as follows:

      (Applicable to both 5th and 6th Year)

    Specialism

    Subjects taught in english

    Weekly teaching hours

    Economics

    English Language and Literature HL 

    6

    Economics  SL 

    4

    History HL

    7

    Law

    English Language and Literature HL 

    6

    History  HL 

    7

    Medicine

    Architecture

    Engineering

    Agronomy

    English Language and Literature HL 

    6

    Either:History  SL

    Or:Business  SL

    Or:Economics  SL

    4

    HL: High level  SL: Standard Level

    National Baccalaureate follow the IB programme with individual course taught in English.  

    5th year (Year 10)

    Specialism

    Subjects taught in English

    Weekly teaching hours

    Humanities

     

    English Language IB

    3

    Literature IB

    3

    Biology

     

    English Language IB

    3

    Literature IB

    3

    Science

     

    English Language IB

    3

    Literature IB

    3

    One elective

    History IB

    4

    Economics IB

    4

    Biology IB

    4

     

    6th year

    Specialism

    Subjects taught in english

    Weekly teaching hours

    Humanities Economics/ Humanities Law

    Business English Certificate (BEC) Higher

    4

    Literature IB

    3

    Biological Sciences/ Agronomic Sciences

    Business English Certificate (BEC) Higher

    4

    Literature IB

    3

    Mathematics and Design/Physics -  Mathematics

    Business English Certificate (BEC) Higher

    4

    Literature IB

    3

    Elective

     

    History IB

     

    4

    Biology IB

    Economics IB

     IMPORTANT:

    All the syllabi listed above have been approved by the national education authority for Secondary schools (Consejo de Educación Secundaria) and are curricular and official. 

    PERFORMING ARTS IN ENGLISH

    Since 2005, ‘Makebelieve’ – a theatre company composed of students and members of staff – has performed plays written by English speaking authors, in both English and Spanish, to great acclaim. 

    OUR TEACHING STAFF:

    Our teaching staff hold degrees both in Language Teaching as well as in the specific subjects that they teach.

    Our staff take part in Continuous Professional Development courses and workshops led by foreign specialist lecturers and experts.

  • Art
  • Staff
  • Head of School– Patricia Ponce de León

    Head of Secondary School – Adriana Camaño

    Pastoral and R.E. General Coordinators  –José Ignacio Hernández

    English General Coordinator - Rossana Tessore 

    Physical Education General Coordinator – Nora González

    Science Coordinator – Marcelo Berruti

    Social Sciences Coordinator – Bruno Cazzuli

    Sports Coordinator – Pablo Cáceres

    Languages Coordinator (Spanish, Italian and Portuguese) – Andrea Figarola

    Maths Coordinator – Nora Ravaioli

    Pastoral Coordinator– Claudio Grisi

    Pastoral Recreation Manager – Juan Andrés Papazian

    Pupil Support Department
    Coordinator - Pablo Pérez, Psych
    Gabriela Estefan, Psych

    KEY STAGE 3

    • First Year (Year 7): 1st 1, 1st 2 , 1st 3  Tutor: Gonzalo Carlone - gcarlone@stellamaris.edu.uy

    • Second Year (Year 8) 2nd 1, 2nd 2, 2nd 3  Tutor: Ana Teti - ateti@stellamaris.edu.uy

    • Third Year (Year 9) 3rd 1, 3rd 2, 3rd 3 Tutor: Pablo Barrios - pbarrios@stellamaris.edu.uy

    BACCALAUREATE (KEY STAGES 4 AND 5)

    NATIONAL BACCALAUREATE COORDINATOR: Ximena Beyhaut

    INTERNATIONAL BACCALAUREATE COORDINATORS: Alejandra Brossard 

    • Fourth Year (Year 10)  Tutor: Patricia Colombo - pcolombo@stellamaris.edu.uy

     Tutors:  Karina Valdenegro - kvaldenegro@stellamaris.edu.uy and Rafael Favaro - rfavaro@stellamaris.edu.uy 

    • Fifth Year (Year 11) Specialism: Social Sciences & Humanities

    • Fifth Year (Year 11) Specialism: Biology

    •Fifth Year (Year 11) Specialism: Science

     Fifth Year (Yera 11) Specialism: The Arts

    • Sixth Year (Year 12) Specialism: Social Sciences - Humanities

    • Sixth Year (Year 12) Specialism: Social Sciences - Economics

    • Sixth Year (Year 12) Specialism: Biology

    • Sixth Year (Year 12) Specialism: Agronomy

    • Sixth Year (Year 12) Specialism: Maths and Design

    • Sixth Year (Year 12) Specialism: Physics and Maths

     

    Please, find attached the list of teachers in each year group :
  • Documents
  • Contact us
  • Secretary:
    Phone Ext.: 1002 | 1005
    E-mail: secretariasecundaria@stellamaris.edu.uy 

    Tutors:

    Key Stage 3
    1ST Year (Y7) – Ext. 1633
    2nd and 3rd Years (Y8 and Y9) – Ext. 1663

    National Baccalaureate

    4th Year (Y10)- Ext. 1681
    5th and 6th Years (Y11 and Y12) – Ext. 1009

    International Baccalaureate

    5th and 6th Years (Y11 and Y12)– Ext. 1011

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