Guidance and
Counselling
Department

What is the GCD?

Our Guidance and Counselling Department (GCD) works seamlessly with our education community: students, families and staff enabling changes and transformations for a better world.

The main objective of the GCD is to attend to and promote comprehensive psychological development in all of its aspects: intellectual, social, affective-emotional with two essential purposes:

  • Provide a psychological analysis of different situations through a variety of quantitative and qualitative assessment strategies.
  • Propose plans of action that correspond to the analysis carried out in a culture focused on prevention and guidance interventions.

The GCD proposes, designs, and coordinates a variety of programs and activities with our students, families, and staff.

The main activities son:

1. Observation, evaluation and monitoring of academic, cognitive, affective and emotional issues.

  • Evaluation and support of students in their final years of Secondary School including career counselling.
  • Support Primary and Secondary School “tutoria” program focused on developing our students’ social-emotional well-being.
  • Work with students with special needs.
  • Promoting reflections with parents and students through a variety of activities.

2. Volunteer Program Work with Andino, see-

Supporting Diversity

We understand that no two human beings are alike. Each child and adolescent has his or her own individual biopsychosocial characteristics in a personal and educational context, such as emotional responses, prior knowledge, learning styles, abilities, skills, interests and needs.

As a result, we have a Supporting Diversity Policy that establishes a general framework to guide differentiation in challenging areas and, at the same time, identifies the educational needs of all our students. Our intervention protocols include:

  • Response protocol for personal education needs “NEI”
  • Response protocol for social-emotional education needs “NEES”
  • Response protocol for special education needs “NEE”
  • Response protocol for more severe special education needs “NEEM”

Social-Emotional Learning

Weekly “tutoría” advisory classes include a variety of activities that respond to students’ social, emotional, and academic needs.

“Tutoría” advisory classes are planned according to:

  • The designation of a “tutoría”/advisory teacher who leads the efforts in coordination with other teachers and staff.
  • Assessment of students’ social, emotional, and academic needs and interests.
  • Criteria included in the social-emotional learning tutoría curriculum map.
  • Weekly meetings with each advisory teacher which serve as an opportunity to plan the weekly “tutoría” session and share concerns about students.

Social-emotional Learning Curriculum Map

The Social-emotional Learning Curriculum Map is a diverse resource designed to address the principal needs and topics of interest of each grade level.

It is comprised of five specific areas of work: getting along together, sexuality, risky situations, diversity, and study techniques.

This curriculum map supports the design of the each week’s “tutoria”/advisory class as well as Physical Education as it also includes an ideal athlete profile that addresses topics such as: anxiety management, mental weLl-being, high energy, challenges, and control.

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Workshops for the entire education community

The GCD, as part of its commitment to the holistic well-being of the community, designs and develops workshops for students, families and staff.

  • “Tutoría” workshops and activities.
  • Workshops and activities as part of our "Family Contact" program, an approach to strengthening the bond between children and parents.
  • Reflection workshops and activities in our “Supporting Teachers” program.
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GCD Integrated Approach

Integrated approach to Physical Education

The Physical Education course is a fundamental part of our students’ education and holistic growth as it supports key stages of development allowing each child and adolescent to develop essential motor, cognitive, and affective skills.

“El estudiante comprende y toma conciencia de sí mismo en interacción con el espacio y las personas de su entorno, lo que contribuye a construir su identidad y autoestima”
Currículo Nacional de la Educación Básica 2016, MINEDU, 2017, Pág. 48

To this end, the GCD and Physical Education work together at three levels:

  • During the Early Years through stimulation and developing gross and fine motor skills including self-control.
  • In Primary School, through each grade’s curriculum map as well as units of inquiry, with a focus on psychological wellness and social-emotional reflections.
  • In Secondary School, PE is considered an extension of the social-emotional focus of “tutoría” working with students while doing motor skills activities and sports.

School Nurse

Through its integrated approach, the GCD, works hand in hand with the school nurse analyzing cases and following up when appropriate.

A full-time nurse technician takes care of students’ needs during the school day. This service covers minor cases and administers medication according to family authorization. If it is deemed necessary, the family is asked to pick up a sick student. In an emergency, the school coordinates the student’s evacuation to an appropriate health center or hospital.

The School Nurse provides timely information via email to families when a student is seen.

In addition, all enrolled students are provided with accident insurance free of charge. However, it is also necessary for students to have full coverage public or private medical insurance, which the school must be informed of at the time of enrollment.

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