Being a school that offers courses from Day care to High school gives us a unique advantage in building students that know how to collaborate, share and value each community member across all ages. Upper School students interact as leaders of our student body, setting the path to follow for our Lower School students who continue to surprise and challenge our academic community with their growing critical thinking skills and proposals to the benefit of our school and world. This multi-grade collaboration is another approach to real-life education as it represents our expected societal interactions and diversity.
The New ASFC Model
At ASFC we are committed to innovation and preparing our students for succeeding in a globalized world. The ASFC education model places itself in line with US standards, and fits in perfectly with the IB curriculum, offering continuous alignment in the learner profile when moving through the different
programs.
Our students still receive the SEP normal accreditation as they advance through the traditional Mexican grades, but have the benefit of gaining international
accreditation for their ASFC route.
All learning at ASFC must be:
- Student centered: Student interest is part of our teaching curriculum, where teachers act as guides for learning.
- Action based: All knowledge must conclude in action as evidence of learning and within a framework of values.
- Connected: Context-based learning facilitates real-life connections that make learning meaningful. Understanding of our responsibility with the global community, reflective discipline, transdisciplinary and open-minded education.
- Best practices: Our constant academic evolution is linked to global best practices that integrate differentiated education and remain competitive within our accreditations.
- Valued based: All learning and decision-making must be holistic to transcend as global citizens that exemplify our community values (“Big C”).
Our curriculum works together in pursuing the development of all ASFC Pillars in increments of challenge while accomplishing the expected learner profile:
IB LEARNERS STRIVE TO BE:
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
IB students contribute to discussions in a meaningful way.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
