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EDUCATIONAL INSTITUTION
WHITE RIVER
OUR STUDENTS
OUR SCHOOL
EDUCATIONAL INSTITUTION
WHITE RIVER
OUR STUDENTS
OUR SCHOOL
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Director - IE Rio Blanco

Rio Blanco Educational Institution

INITIAL - PRIMARY - SECONDARY

By the grace of God we begin another year in which our commitment is to continue serving, guiding and loving each life that God has placed in our hands, always with new challenges and goals to achieve, with the help of our God and the trinomial of education, (students, teachers and parents) we will make our town a different place with men and women of peace and love, since our foundation is in the word of God “Instruct the child in his way and even when he is old shall not depart from Him” Proverbs 22:6.

COMMUNITY

Colegio Río Blanco, We are an Educational Institution directed by the Casa del Águila Association. The educational philosophy of the IE “RIO BLANCO” is based on the word of God (accompanied by testimony) and the National Reality. Comprehensive Bibliocentric education with training for excellence and human development, rescuing values that contribute to the construction of a democratic, fair and supportive society. Academic Excellence, Social Commitment and Service Leadership through permanent updates of the Educational Community.

The mission of the Educational Institution is to train young people, women and men for the future, with a clear vision of sustainable and equitable development, integral to the testimony of a Christian call, with leadership capacity, willing to participate in the transformation of their environment and seekers of truth, science and brotherhood, as basic elements of peace and a healthy Christian life and true social coexistence.

It is a training of hard-working people and leaders, capable of using information and interrelating it, young people capable of teamwork and with great abilities to solve problems and promote spiritual, moral and social changes. It is a formation of capable and comprehensively prepared young people in the gospel, the cognitive and social area to face the new civilization of knowledge, information and current communication.

Rio Blanco School. The Río Blanco Christian Educational Institution was founded on February 14, 2002. Due to the different socioeconomic problems and the migratory way of life of the inhabitants of the District of Limatambo, Hogar de Niños “Camino de Vida” in Sauceda began to grow in 1999. Since children in this area had to walk long distances to attend school, a project was submitted and approved by the Finnish government. The construction of the school began in the year 2000, and it has been a true blessing for the students who live in this area of Limatambo.

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We are an Educational Institution that transforms and blesses lives through decisions and generous work that add value to students. Influencing the practice of Christian values and the fruits of the Holy Spirit, strengthening family and social relationships according to local, regional and national expectations; in a globalized world with the participation of educational actors, committed to the problems of the educational institution, to improve educational quality according to scientific and technological progress.

Mission

In 2018, we are a self-sustaining, model, efficient, efficient and effective institution with students capable of solving the essential problems of their life, family and community, trained with Christian principles, to achieve a truly just and hard-working society, with a solid professional and business training responding to the expectations of the labor market and above all that they honor God in everything they do.

Having professionals with a vocation for educational, spiritual, innovative and believing service among what they think, feel and do; achieving a good testimony as an instrument in the formation and training of students.

General objectives

Guide and regulate in the IEPC Río Blanco, at its Initial, Primary and Secondary levels, the pedagogical, institutional and administrative management corresponding to the year 2015, within the framework of the guidelines of the educational policy of the sector.

Specific objectives

  • Achieve the highest levels of academic and educational development of the student with the committed participation of the various levels of IE
  • To form in the student a solid Christian conscience based on faith in our Lord Jesus Christ according to the Holy Scriptures.
  • Develop the spiritual, cognitive , volitional, affective and physical faculties of the student, consolidating the base of their integral formation.
  • Stimulate the ability to create, acquisition of habits and skills in terms of study, responsibility, safety, order, hygiene, politeness and balanced social relationships.
  • Contribute to good health, generating appropriate prevention and conservation habits.
  • Promote the knowledge and practice of Christian, civic-patriotic and cultural values.
  • Provide adequate domain and basic knowledge of the areas: Mathematics, Communication, Social Sciences, CTA, Occupational-Artistic Workshops, Psychomotor, with special reference to the local, regional, national and international reality.
  • Provide the student with orientation and well-being that contribute to the knowledge and understanding of oneself.
  • Offer vocational guidance and theoretical-practical training that facilitates and increases the development of basic knowledge, aptitudes, abilities and skills related to the occupational area and prepares them for higher studies.
  • Contribute to strengthening the family unit, providing parents and students with permanent and timely Christian guidance.

are ends

  • Contribute to the achievement of the goals and objectives of the Initial, Primary and Secondary Education of minors.
  • Attend to the integral formation of the student ( skills, knowledge and attitudes ) and the exercise of the duties and rights enshrined in our Constitution.
  • Encourage the formation of Christian and universal values.

LEVELS

Student profile upon graduation from the initial level.

It is recognized as a person with the right to be treated with respect by others; children and adults of their family and community. Express naturally and creatively your ideas, feelings, emotions and experiences, in various languages and artistic and playful manifestations. Interacts and integrates positively with their classmates, showing attitudes of respect and appreciation of the social, cultural, intellectual and physical differences of others. Acts with confidence in himself and before others; participates in group activities, in an affectionate, constructive, responsible and supportive manner, seeking to solve situations related to their interests and needs, autonomously and requesting help. Demonstrates appreciation and respect for the contribution and work of self and others. It begins with the basic use and application of technological tools. He knows his body and enjoys its movement, demonstrates gross and fine motor coordination and assumes behaviors that denote care for himself, in dangerous situations. Act with respect and care in the environment that surrounds it, valuing its importance, exploring and discovering its natural and social environment. Demonstrates interest in knowing and understanding facts, phenomena and situations of daily life.

Objectives of Initial Education.

  • Formulate and propose the policy, objectives and pedagogical strategies of the Initial Education level.
  • Regulate, guide, monitor and evaluate the development of Initial Education models and services in Educational Institutions and Programs, in coordination with the Decentralized Educational Management Instances.
  • Prepare and validate the national curricular design in what corresponds to the level and the pedagogical orientations of Initial Education, in coordination with the Directorate of Primary Education and the Directorate of Secondary Education.
  • Guide, monitor and evaluate the processes of adaptation, diversification, implementation and curricular evaluation, as well as the production, acquisition, use and distribution of educational materials for the level.
  • Formulate guidelines, policy actions and strategies for the promotion and development of innovation, research, pedagogical experimentation and the use of new technologies in Initial Education.
  • Propose policy guidelines for educational materials in Early Childhood Education.
  • Formulate policy guidelines, actions and strategies for the development and use of information and communication technologies applied to education, consistent with the modernization of the curriculum.
  • Establish the teacher training needs that must be taken into account by the Initial Training System and in-service training for teachers, promoters and volunteers in charge of the school and non-school programs of Initial Education.
  • Articulate Initial Education with social services that promote comprehensive development, according to the needs of children.
  • Strengthen inclusive quality education for girls and boys with special educational needs, associated with disability or exceptional qualities. Generate awareness, participation and co-management mechanisms for parents and the community in Early Childhood Education.
  • Promote and manage international cooperation projects aimed at increasing access and improving the quality of Early Childhood Education.
  • Promote agreement and consensus on multisectoral actions with other State agencies, local governments, municipalities, companies, non-governmental organizations, institutions and associations, for the benefit of comprehensive care for girls and boys in Early Childhood Education.
  • Elaborate norms and pedagogical and administrative orientations related to Initial Education.
  • Regulate, implement, monitor and evaluate the technical guidelines on the pedagogical processes of curricular development, learning evaluation, tutoring and orientation, as well as education and curricular diversification at the Initial Education level.

The Educational Proposal in Primary is destined to offer an education that promotes the integral development of female students and establishes the bases for the academic demands in Secondary Education. Primary Education consists of three cycles and comprises six grades (1st to 6th). The first cycle includes 1st and 2nd grades. At this stage, our students will consolidate basic reading and writing techniques, enhance skills and enrich their cultural language. The second cycle (3rd and 4th grades), will strengthen what they have learned and face new goals: correct expression, both in oral and written language, problem solving applying basic operations, as well as knowledge of their reality to be a better citizen. The Third Cycle, includes the 5th and 6th grades, in this stage, in addition to increasing the knowledge acquired in all areas, special emphasis will be placed on the acquisition of organization and study habits. At the end of these three cycles, reading comprehension, spelling, abstract, verbal and numerical reasoning will be the domain of the student, these aspects being consolidated, since they will be of the utmost importance for success in the next school stage.

Objectives of primary education:

  • Recognize each child as a person, subject to rights and responsibilities, with multiple possibilities to participate and contribute with increasing prominence in the social processes of the school and the community, as well as in their learning processes. Take advantage of the sociocultural, affective and spiritual experience of children and enrich it with knowledge of the multiethnic, multicultural and multilingual reality of the country, as well as of universal culture.
  • Implement basic learning for the development of logical mathematical thinking, communication, sensitivity and artistic expression and psychomotricity. Likewise, operational learning about sciences, humanities and technologies, within the framework of comprehensive training. It includes the development of the ability to solve problems, negotiation, the desire for achievement and the sense of efficacy.
  • Strengthen the autonomy of the boy and girl, the sense of coexistence with others, respect for differences and promote the understanding and appreciation of their family, social and natural environment to develop their sense of belonging.
  • Offer diversified attention to meet the different rhythms and levels of learning and cultural diversity; and enrich the educational process by strengthening relations of cooperation and co-responsibility between school, family and community to improve the education and quality of life of boys and girls; therefore, it is concerned with the proper organization and use of school time.

Student profile upon graduation from the primary level:

  • He recognizes himself as a person, positively values his biological, psychomotor, intellectual, affective and social characteristics.
  • Communicates clearly, expressing their feelings, ideas and experiences, with originality, in different languages and artistic manifestations, respecting divergent opinions, in their interpersonal relationships.
  • Accepts and shows attitudes of empathy and tolerance in the face of differences between people, recognizing them as legitimate, without discriminating against them based on their gender, age, race, socioeconomic status, ability, religion, and ethnic and cultural origin.
  • Shows feelings of belonging, security and trust, in the interaction with their natural and social environment, responding positively to problematic situations, and offering alternative solutions.
  • Provide your team with knowledge, skills and abilities, in carrying out productive activities, efficiently taking advantage of the technology available in your environment.
  • Control and adjust the actions of your body, adopting habits of prevention and care of your comprehensive health in your relationship with the environment.
  • It identifies with its natural and sociocultural, local, regional and national reality and with its history, and is aware of its present and future role in the process of development and defense of the country’s heritage and environmental biodiversity.
  • Learn to learn, developing and applying intellectual and affective strategies to build knowledge and learn permanently

Objectives of secondary education:

Secondary Education achieves in students an integral development of their abilities, ethical and Christian values and attitudes to achieve their self-realization in a multicultural, supportive and democratic society, where productive and innovative performances, the culture of quality and entrepreneurship are valued. , in accordance with local, regional and national needs and potential for sustainable development.

Comprehensively train the student in the physical, affective, cognitive and spiritual aspects to achieve their personal and social identity, exercise citizenship and develop work and economic activities that allow them to organize a life project and contribute to the development of the country.

General objective of secondary education:

Raise student learning levels and the development of skills and values for life, work and citizenship, improving the quality, equity and relevance of Secondary Education, oriented towards sustainable human development and within the framework of an educating society. participatory.

Oriented Secondary Education:

The educational offers are defined according to the following guidelines:

  • natural Sciences
  • Economy and Administration
  • languages
  • Agro or Agro and Environment
  • Communication
  • Computing
  • Physical education
  • sightseeing
  • Art (with different emphasis in: music, theater, dance, visual arts, design, audiovisual arts, multimedia or others)
  • Letters*
  • Physical Mathematics*
  • Pedagogical*

PEDAGOGY

Teaching Team

The teaching team of the School is the backbone of the “RÍO BLANCO” School. Our teachers are educators, not just instructors and informants, they are an example of life for all their students so that they come to them and feel supported and welcomed.

The Coordinator

Each stage is supervised by a Coordinator who is part of the management team, directs the teachers and supervises the progress of the students. It presents quarterly statistics on the achievement index by stage and level and presents the appropriate measures for the continuous improvement of its stage.

The figure of the Guardian

At the College, the person who knows the most and closely follows the progress of each student is the tutor; therefore, the general communication between the family and the School will be through the tutors.

These professionals collect the concerns of students, parents and specialist teachers, to translate them into specific suggestions or interventions in collaboration with the coordinators of the stages and/or the Guidance Department.

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