Academic excellence and the effectiveness of education systems are priorities in the international education agenda in the present day. In our country, basic education has low standards, causing students to have bad scores in international exams such as PISA. The last exam was applied in 64 countries, and Brazil ranked 58th in Mathematics, 60th in Reading and 59th in Science. Countries with stricter education systems like China and South Korea, (where our network has a school), reached a higher ranking.
How to assure our students a world-class academic excellence?
Learn about our proposal
The piling up of content and generalist knowledge building that happens in the Brazilian educational approach is undoubtedly one of the most relevant factors that contribute to such low ranking in international tests.
That is why, at Everest, using what is done in the best schools in the world, we focus on learning by competencies. The academic program we develop provides students with successful learning, making them able to relate what they learn in college with what they see in their daily lives.
The competency-based educational program enables students to relate their academic life to their practical life, develop reasoning for problem-solving, and decision-making. Competency-based education focuses on learning, rather than on the class itself. This approach is a primary tool in our model of integral formation, since it leads to knowledge, self-formation, the development of intellectual skills and, above all, the formation of virtues and values.
When we speak of competency-based education, we refer to the type of teaching that helps students think, in order for them to be people of good and consequently act not only in their own profit but also in the profit of others. We assume that learning is the main responsibility of the student. We focus on projecting the student as the main protagonist and as responsible for his own learning process, guided and motivated by a trainer who may impel him to give his maximum effort to develop his potential.
To accomplish this, different methodologies for learning are used, for example projects, problem-based learning, design of learning environments, case resolution, among others. In all of them, the active and proactive participation of the student is indispensable, because he must show the integration of intellectual, social, personal and emotional skills.
In the early years, through learning scenarios, which are prearranged sceneries in the rooms, we encourage students to be enthusiastic about their continuous learning and the permanent development of their skills, making the school a challenge and a life adventure. In these sceneries, children research, develop projects, manipulate objects, exercise creativity, interact with peers and educators, and satisfy their need of socializing. Teachers monitor and keep track of the progress of each student in the learning process, meet their needs in the different situations helping students reflect on them, be interested, idealize, discuss and make decisions in a distinctive way.
Therefore, we seek to develop the student's intellectual autonomy so that he can make decisions - which is more than solving problems, as it implies reasoning and building on values, such as when deciding what is fairer for him and for society. The multiplicity of alternatives for each decision is intrinsically connected to the expansion of the children's repertoire, which will be happen through the development of competencies. Collaborative work is key in our pedagogical model, which will prepare students for life’s challenges.
Information Technology and Communication is part of the pedagogical experience integrated to the curriculum as a way to overcome barriers that supports and encourages the development of skills in other areas. It is increasingly being considered part of the "new literacy", along with reading, writing and mathematics.
For each educational level, our programs are designed in accordance with international standards that are seeking to develop progressively and gradually the following skills: creativity and innovation, communication and collaboration, research and information management, critical thinking, digital citizenship, problem-solving and decision-making.
This allows our students, according to their grade, to obtain a number of certifications including the University of Cambridge’s (Elementary School 1), Microsoft’s (Elementary School and Secondary [Middle] School) and Adobe’s (High School).
In Elementary School, we use the Badgeventure Program, which promotes the technological integration of children from 6 to 12 years old, preparing them for Cambridge ICT Starters certificate, which is internationally recognized.
The objectives of the program are
Certifications and International Awards
As of the 7th Year of Elementary School, we start the VEX robotics program using the STEM Science, Technology, Engineering and Mathematics concept, combining different areas such as mechanics, electronics, computer science, algebra and physics, which allows students to develop new skills, strengthening the knowledge that they already have in other subjects and connecting them to everyday life’s challenges.
VEX Robotics was founded in 2007 by three NASA engineers who sought to foster STEM innovation thinking and enable students to develop ideas and solutions to problems faced in the challenge of conquering the universe.
In the VEX Classroom program, students experience the whole robotics experience using kits for practical learning of assembly techniques, mechanical elements, sensors as well as software to learn more about virtual environments, digital prototyping and programming.
The Microsoft Office Specialist Certification is the most popular certification exam in the world. Through the MOS program, students implement project-based learning in solving real problems using Microsoft Office applications, such as Word, Excel, and PowerPoint.
Never stop learning because life never stops teaching
A good school is, above all, an excellent staff. At Everest, we believe that our education is the result of great and continuous investment in developing our team, because there is always room for improvement.
It is impossible to form good students without a good staff. We constantly invest in developing our professionals. The selection process meets international standards. Also we are a demanding institution because we know the responsibility we have towards students. We encourage all of them to take professional and extension courses, postgraduate and master’s in their area, so that they reach a level of excellence in the English language. We offer numerous national and international travel opportunities to experience and learn more about Everest education around the world.
We understand that our teachers are not just agents who take information to students. Being positive role models, having good manners and even their preaching is fundamental in transmitting the values we believe in. We seek to transmit to the students, on a daily basis, the coherence of life and the virtues in which we believe.
We work hard to have a team that has a comprehensive understanding of what it really means to educate. They know education is complete when the development of the intellect becomes the primary element that supports the formation of character and spiritual growth. These aspects should work together and in harmony. Otherwise education is reduced to mere instruction.
Our teaching methodology is formulated by professionals spread around the world. In America, Europe, or Asia, ICIF professionals* have a vast amount of knowledge on education and study education to make sure students always have access to everything that is proven to be effective. In Brazil, ICIF's headquarters is in São Paulo, and its professionals constantly visit our school to ensure the quality of teaching aimed for.
More than having good coordinators and teachers, educating is a comprehensive task that involves several professionals from different areas. We have psychologists, a dean of discipline, virtues teachers, tutors, priests, consecrated women and a number of qualified professionals that only Everest has. All of them are able to diagnose situations and help students reach their full potential. There are professionals who attend classes, watch students during the break between classes, monitor students, mediate conflicts and are always at the families’ disposal to help the work with students.
We can only improve when we know what needs improvement. Everest makes constant assessments of students and teachers to ensure service excellence.
Learn about some of our institutional accreditation processes.
AdvancED is the largest accrediting agency in the world that conducts rigorous, on-site external reviews of schools and school systems to ensure quality academic performance. Their expertise is grounded in more than a 100 years of work in school accreditation, in over 70 countries.
AdvancED Performance Accreditation requires that institutions must meet the AdvancED Standards and , demonstrate quality assurance through internal and engagement reviews, and engage in continuous improvement.
Semper Altius School Network, through ICIF®, is the only school network in the world to become partners with AdvancED in accrediting using special standards for our schools.
Thus, in addition to the standardized criteria it uses, there are specific criteria of our teaching methodology, which include the family involvement in the school and the personalized guidance that are part of our teaching philosophy.
MAP - NorthwestEvaluationAssociation
MAP (MEASURE OF ACADEMIC PROGRESS)
Computer adaptive academic growth assessment Measures of Academic Progress (MAP) for Science precisely measures each student’s growth toward understanding of the multidimensional performance expectations, or standards. The school receives essential information about what each student knows and is ready to learn almost immediately.
Learn more: https://www.nwea.org/assessments/MAP/
Geekie Teste is a team of Brazilian educators specialized in assessing educational institutions. They offer different models that can accurately diagnose the strengths and weaknesses of the educational institution and generate a plan of action for teachers and students.
Other tests and partners of the Semper Altius School Network
Semper Altius School Network partnerships with COLLEGE BOARD for High School
SAT is a standardized test widely used for college admissions in the USA for which High School students apply (it bears a resemblance to ENEM, in Brazil, although it is not the only admission criteria).
AP CLASSES - https://apstudent.collegeboard.org/home
With the AdvancedPlacementProgram (AP), by College Board, a student can choose to study a subject at school standard approach or take up the challenge of studying it at a university standard approach. This provides benefits such as the right to specialize in areas of greater capacity, facilitated entry in universities abroad and prominence in the process of international admission.