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our role is to provide specific knowledge while creating connections with students sensibility, creativity and embodied knowledge.

arts is a language in itself that allows students the possibility of living and experiencing  themselves in their bodies and in the space in a non-linear and intuitive way.

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Fully bilingual schools are a new reality, and many new students to Beacon are still unprepared to tackle their learning of school subjects in a different language. Our role is to give these new students support and linguistic scaffolding so they can feel academically integrated with the rest of the school at the end of their first year here. Our work is intertwined with the work of the classroom teacher, and we effectively act as differentiating agents for the individual needs of these students. Ultimately our work connects their classroom work on the Units of Inquiry with their individual linguistic needs.

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Our role as Language teachers is to provide an understanding that Language is the main connecting tool between the academic environment and real life situations.

We plan classes and activities in a way that students need to share ideas, reflect upon their own learning process and communicate thoughts in an effective and ethical way. Language is the main tool for them to do it.

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Our role is to colaborate with our specific knowledge and participate in the integration between content and language in the curriculum. Through hands-on activities, research, and news, not only students' repertoire is enriched, but they are also engaged in aspects of our reality as world citizens.

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Our role is to collaborate with every teacher and subject areas in reaching the established goals.

We teach by developing or supporting a unit, by preparing for or following on from a unit and sometimes by developing an independent inquiry.

The pyp impacts us by serving as a guiding force but sometimes it binds us to units that we can't find connections to our subject.

At ED program we aim to develope students’ learner profile as we are independent from na unit of inquiry.

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We aim at enhancing self-regulation for metacognition, once technology and maker skills are seen as the means and not the end.
While we are teaching, we refer back to the IB Learner Profile to make connections with the themes we are bringing to class.
We do have the opportunity to be at the PYP grade level meetings, which makes us reflect upon our practices and how we can make use of technologyy and designing skills for developing better teaching-learning skills, always remembering it is student-centered.