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TRILINGUAL BACCALAUREATE

What does being a Goethe-Schule Trilingual Baccalaureate mean? Our educational
project for the six high-school years aims to encourage scenarios where students
can display their own singularities, developing autonomy and open-mindedness, and
welcoming new ideas as they prepare for the challenging 21st-century globalized world.
The bicultural environment characterizing our establishment means we will easily
be able to introduce English language teaching and learning concepts naturally into
the objectives for the graduate profile we wish to attain. In this context, and as a part
of our yearly curriculum, the academic proposal of this department is to add subjects
taught solely in English.

To make this concept clearer, it is worth noting that English language teaching at
high school level is broken down into two main areas:
· The organization of the curriculum design per cycle.
· The standards required by the CEFR . 1
Each of these planes feeds off the other, offering the means to deliver diagnostics,
make decisions and provide ongoing assessment. Our students enter their first high-
school year with a command of English that places them at A1 / A2 level (basic user)
and, though it is expected that by the end of their schooling they will have attained
a B2 level (independent user), an ever-increasing percentage is managing to exceed
this expectation and achieving C1 or C2 level (proficient user) in Cambridge English
international examinations.
WHAT IS THE PATH TOWARDS ACHIEVING THESE OBJECTIVES?
Contents are organized into themes, and different strategies are used based on a
variety of methodologies. The methodological-didactic perspective of language has
confronted numerous educational paradigms and been enriched by each of them.
Today work is done using task-based approaches and conducting projects that seek
to develop the four macro skills: listening, speaking, reading and writing in English.
Many of these projects are cross-functional and respond to methodologies in CLIL
-Content and Language Integrated Learning- , therefore involving interdisciplinary
2
activities conducted by teaching teams that make up learning communities.
During the basic schooling cycle (ES1, ES2 y ES3) subjects are common to each
year. Organized contents are introduced and selected by the teaching team, with
proposals adapted to each group. Thus, individual or collective productions can be
implemented, ranging from writing a story, recording videos, arranging debates to
analyzing different aspects of reality using English language.
Being able to grasp the world of the past and the world we currently live in, leads
to ongoing discussion, which makes use of classical or contemporaneous literature,
journalistic items, films, videos or different issues based on our reality for debating and
projecting scenarios.
Throughout this cycle students can also prepare international examinations at
A2 and B1 levels. The proposal requires each student’s will to succeed, along with
their family’s support and commitment to devote time and training quality to these
examinations, all along accompanied and supervised by their teachers.

In the focused cycle (4th, 5th and 6th year) paths become more diversified based

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