Holistic Approach

We understand that people have different ways of processing information, different ways of understanding what surrounds them and that everyone has an area in which they stand out.

  • Holistic Approach in Early Years – Grade Levels See ->
  • Holistic Approach in Primary – Grade Levels See ->
  • Holistic Approach in Secondary – Grade Levels See ->
  • Holistic Approach in the IB Diploma Program – Grade LevelsSee ->


  • Workshops in Early Years – Grade Levels Ver ->
  • Workshops in Primary – Grade Levels Ver ->
  • Workshops in Secondary – Grade LevelsVer ->
  • Workshops in the IB Diploma Program – Grade LevelsVer ->
See articles in blog:

Use of technology

Our approach to technology

Our school incorporates technology with our students as a strategy to strengthen learning.

We understand that the real difference in the use of technology lies in supporting methodologies that prioritize the creation of communities of learning, differentiated instruction, and collaborative creation of knowledge; above all, technology allows our students to access valuable tools for solving real-world problems.

  • Technology in Early Years – Grade Levels See ->
  • Technology in Primary – Grade LevelsSee ->
  • Technology in 7th - 10th Grade – Grade Levels See ->
  • Technology in the IB Diploma – Grade Levels See ->
  • Our technology platform

    We have an intranet platform called SieWeb that allows students, teachers, families and other staff to interact.

    Through the intranet platform we can:

    • Communicate among teachers, parents, students and other school staff.
    • Keep track of students' grades in real time.
    • Access the school agenda (assignments, exams, homework and more) depending on the grade.
    • Access course syllabi.
    • Verify student attendance.
    • Learn if a student has received medical attention at school.
    • Know if tuition is due.
    • Review the newsletters that are sent home each week.
Academic Resources online
We have various computer resources to support learning.

  • Platform that allows us to manage the sending of assignments and lessons with our high school students.
  • ACHIEVE 3000
  • To develop literacy skills in high school students in Spanish and English.
  • To develop reading skills in elementary students in English.
  • To develop math skills in elementary and high school.
See articles in blog:

Our library

Inquiry Resources

The library is considered the heart of an IB school.

Our school offers a variety of resources for our students to engage in inquiry. Our library obtains more resources every year, such as consultation material, textbooks, encyclopedias, magazines, dictionaries, maps, atlases, etc. In addition, we have a wide variety of children's books and literature in general as well as learning games. Our library also includes computers that allow remote access to virtual libraries.

Library book borrowing program

All students from the school from Early Childhood to the IB Diploma borrow books from the ACIS library.

At the beginning of the school year, families pledge to follow the rules of this book borrowing program. Each student can check out up to two books at a time (one in Spanish and one in English) which can be kept at home for up to two weeks.

Plan Lector Literacy Program

Plan Lector is a Peruvian program that promotes reading as well as communication skills in both Spanish and English. Through this program, students read books and develop the following:

  • A habit of reading for pleasure as well as to obtain information.
  • Critical reading comprehension skills with different types of texts identifying different literary styles and differences between fiction and non-fiction.
  • A variety of reading strategies to implement depending on the text and purpose.
  • The capacity to take on new reading challenges with autonomy and commitment to broaden their personal knowledge and apply them in their daily life.

In order to achieve the aforementioned objectives, Primary and Secondary School students choose different types of literary texts (either in print or electronic versions) from the list of suggested books, which are read during the time periods established according to their characteristics, interests and needs. Throughout the school year, each student is expected to read between four to ten literary works depending on the level of analysis and development of language comprehension skills that are required in each grade.

Through Plan Lector, our students are able to appreciate the nature of literature and its influence on their personal vision of the world and life to make decisions and reason ethically, as well as develop the IB attributes of our learning community. See IB profile ->

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Our Andean culture

Our local and regional identity is the foundation for the construction of a global identity.

Some examples of specific activities that can shed light on our approach to cultural connections and openness include:

  • Teaching Quechua. Quechua language instruction is part of the secondary school curriculum. One of the goals of the Quechua course is for students to develop basic language skills so that they can communicate socially in Quechua. Another important goal is to learn about key elements of Andean culture using language as an entry point.
  • Exchange program with children from Cachimayo. This program encourages reading among our neighboring public primary school students that includes inviting them to use our library and having them teach us more Quechua.
  • Huatia. Huatia is a special Inca dirt oven that is traditionally used in Cusco to cook freshly harvested potatoes. Our school holds an annual Huatia through which our students enjoy this tradition and partake in a special shared meal.
  • Cultural Festival. Every year we hold a Cultural Festival that includes the expression of an aspect of our cultural diversity by each grade. Thus, we are able to celebrate our regional and national culture as well as our international community.

Our international community

The IB fosters intercultural understanding and respect, not as an alternative to cultural and national identity, but as an essential aspect of life in the 21st century.

An intercultural approach is more than exposing our students to various cultures; a true international mindset should allow children to identify what makes them who they are, reflect about others, and understand culture as a living and dynamic construct.

We develop the attribute of open-mindedness (See IB profile ->) – understanding and appreciating one’s own culture and personal history as well as being open to the perspectives, values and traditions of other people and communities. We strive to develop students who look for and consider different points of view.

Our school regularly receives families and students from different parts of Peru and the world. Therefore, several languages (including the three languages in which we teach: Spanish, English and Quechua), various religions and rituals, as well as other cultural elements of each family are an important part of our daily life.

Our school respects diversity and does not celebrate religious or cultural rituals. We are a secular school so instead of religious doctrine, we focus on the formation of values and support inquiry into the various religions of the world.

ACIS Visitors

We enjoy receiving visitors from around the world; it is always a pleasure to share what we do and learn from others. In some cases we are visited by professionals from other schools or universities. However, we always enjoy student visits the most!

Some of the student visits we have recently received: