High School

Message From the Principal

The High School at the Atid is designed to be a space where students will have fun, experience some freedom of choice, nurture a sense of belonging and identity, and have a taste of success.

An intense, varied and demanding program of curricular and extracurricular activities, community service, sporting, cultural and social events, provides our students with the very best preparation for college life and beyond.

Our close-knit community of 370 students and 50 faculty members ensures that everyone has an important role to play in building a community of learners that is engaging and caring, which in turn supports each individual in their pursuit of personal growth and development.

Welcome to the Atid High School.

Derek Wotton
High School Principal

Message From the Principal

The High School at the Atid is designed to be a space where students will have fun, experience some freedom of choice, nurture a sense of belonging and identity, and have a taste of success.

An intense, varied and demanding program of curricular and extracurricular activities, community service, sporting, cultural and social events, provides our students with the very best preparation for college life and beyond.

Our close-knit community of 370 students and 50 faculty members ensures that everyone has an important role to play in building a community of learners that is engaging and caring, which in turn supports each individual in their pursuit of personal growth and development.

Welcome to the Atid High School.

Derek Wotton
High School Principal

Message From the Principal

The High School at the Atid is designed to be a space where students will have fun, experience some freedom of choice, nurture a sense of belonging and identity, and have a taste of success.

An intense, varied and demanding program of curricular and extracurricular activities, community service, sporting, cultural and social events, provides our students with the very best preparation for college life and beyond.

Our close-knit community of 370 students and 50 faculty members ensures that everyone has an important role to play in building a community of learners that is engaging and caring, which in turn supports each individual in their pursuit of personal growth and development.

Welcome to the Atid High School.

Derek Wotton
High School Principal

Overview

Starting in the 6th grade, students work within the framework of IB’s Middle Years Programme. As they move on to 11th grade, they certify their studies with the UNAM (National Autonomous University of Mexico) and the International Baccalaureate from which they can choose between the Diploma Programme and the Career-Related Programme.

Jewish identity permeates throughout our daily lives, within the curriculum in the form of Jewish History and Tradition, extracurricular activities such as the March of the Living, Judaic Studies Seminar, and Holocaust Remembrance Day, the Jewish calendar of traditions and festivals, as well as all the individual initiatives of our students within the framework of the Jewish identity and values program.

Work experience, community involvement, and sporting and artistic activities are highly valued and encouraged throughout High School; the Student Council as well as the extracurricular and college guidance programs, provide opportunities for our students to get engaged.

All our graduates go on to university studies, both locally and internationally; the success they enjoy, is an ongoing tribute to the dedication of the many parents and teachers who have played a part in making the Atid School what it is today.

Overview

Starting in the 6th grade, students work within the framework of IB’s Middle Years Programme. As they move on to 11th grade, they certify their studies with the UNAM (National Autonomous University of Mexico) and the International Baccalaureate from which they can choose between the Diploma Programme and the Career-Related Programme.

Jewish identity permeates throughout our daily lives, within the curriculum in the form of Jewish History and Tradition, extracurricular activities such as the March of the Living, Judaic Studies Seminar, and Holocaust Remembrance Day, the Jewish calendar of traditions and festivals, as well as all the individual initiatives of our students within the framework of the Jewish identity and values program.

Work experience, community involvement, and sporting and artistic activities are highly valued and encouraged throughout High School; the Student Council as well as the extracurricular and college guidance programs, provide opportunities for our students to get engaged.

All our graduates go on to university studies, both locally and internationally; the success they enjoy, is an ongoing tribute to the dedication of the many parents and teachers who have played a part in making the Atid School what it is today.

Overview

Starting in the 6th grade, students work within the framework of IB’s Middle Years Programme. As they move on to 11th grade, they certify their studies with the UNAM (National Autonomous University of Mexico) and the International Baccalaureate from which they can choose between the Diploma Programme and the Career-Related Programme.

Jewish identity permeates throughout our daily lives, within the curriculum in the form of Jewish History and Tradition, extracurricular activities such as the March of the Living, Judaic Studies Seminar, and Holocaust Remembrance Day, the Jewish calendar of traditions and festivals, as well as all the individual initiatives of our students within the framework of the Jewish identity and values program.

Work experience, community involvement, and sporting and artistic activities are highly valued and encouraged throughout High School; the Student Council as well as the extracurricular and college guidance programs, provide opportunities for our students to get engaged.

All our graduates go on to university studies, both locally and internationally; the success they enjoy, is an ongoing tribute to the dedication of the many parents and teachers who have played a part in making the Atid School what it is today.

Curriculum

The design of the curriculum is implemented through the International Baccalaureate Middle Years Program (MYP-IB), whose fundamental concepts are based on the development of communication abilities, the strengthening of international mindedness and a holistic approach towards learning. Learning is divided into eight subject areas:

Study units are based on key concepts explored in a particular context, where student work is led through an inquiry statement that encourages students to construct knowledge demonstrate comprehension. The goal is to reach an understanding of learning through an interdisciplinary approach, problem resolution, case studies and projects in which each subject involved contributes to the final product with its concepts, language and/or methodology.

Students conclude their academic studies in MYP-IB in 10th grade with the development of a Personal Project, of original inspiration and creation, which allows them to demonstrate the autonomous learning and investigative skills they have acquired, as well as their ability to integrate different subjects and areas of study.

For 11th and 12th grades, the curriculum is designed so that students may obtain both UNAM and IB certification. Prior to starting 11th grade, the students choose between the IB Diploma Program (DP) and the IB Career-related Program (CP), as well as their electives. In the case of CP students, they choose from the career-related studies options grouped in three categories: Art & design, Entrepreneurship or Coding.

IB Programmes

The IB Diploma Program (DP) is an academically challenging and balanced program of education with final examinations that prepares students for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well being of students. The program has gained recognition and respect from the world’s leading universities.

The Diploma Program prepares students for effective participation in a rapidly evolving and increasingly global society as they:

-Develop physically, intellectually, emotionally and ethically.
-Acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups.
-Develop the skills and a positive attitude toward learning that will prepare them for higher education.
-Study at least two languages and increase understanding of cultures, including their own.
-Make connections across traditional academic disciplines and explore the nature of knowledge through the program’s unique theory of knowledge course.
-Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay.
-Enhance their personal and interpersonal development through creativity, action and service.

Three components form the core of the Diploma Program:

The Extended Essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance that they examine through the lens of at least two DP subjects.

Theory of Knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

Creativity, Activity and Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Program. Creativity encourages students to engage in the arts and creative thinking. Activity seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Through the CP Program, students develop personal qualities and professional skills, as well as intellectual habits required for lifelong learning. CP students certify three IB DP courses, a core consisting of four components and a career-related study.

Four components form the core of the Career-related Program.

Personal and Professional Skills. Is designed for students to develop attitudes, skills, and strategies to be applied to personal and professional situations and contexts now and in the future.

Service Learning. Is the development and application of knowledge and skills towards meeting an identified and authentic community need.

Reflective Project. Is an in-depth body of work produced over an extended period of time and submitted towards the end of the CP. Through a reflective project, students identify, analyze, critically discuss and evaluate an ethical issue arising from their career-related studies.

Language Development. This ensures that all students have access to and are exposed to a language program that will assist and further their understanding of the wider world.

Finally, the Career-related Study is designed to prepare students for higher education, or a position in a designated field of interest. It provides the opportunity for students to learn about theories and concepts through application and practice while developing broad-based skills in authentic and meaningful contexts.

www.ibo.org

Currículum

The design of the curriculum is implemented through the International Baccalaureate Middle Years Program (MYP-IB), whose fundamental concepts are based on the development of communication abilities, the strengthening of international mindedness and a holistic approach towards learning. Learning is divided into eight subject areas:

Study units are based on key concepts explored in a particular context, where student work is led through an inquiry statement that encourages students to construct knowledge demonstrate comprehension. The goal is to reach an understanding of learning through an interdisciplinary approach, problem resolution, case studies and projects in which each subject involved contributes to the final product with its concepts, language and/or methodology.

Students conclude their academic studies in MYP-IB in 10th grade with the development of a Personal Project, of original inspiration and creation, which allows them to demonstrate the autonomous learning and investigative skills they have acquired, as well as their ability to integrate different subjects and areas of study.

For 11th and 12th grades, the curriculum is designed so that students may obtain both UNAM and IB certification. Prior to starting 11th grade, the students choose between the IB Diploma Program (DP) and the IB Career-related Program (CP), as well as their electives. In the case of CP students, they choose from the career-related studies options grouped in three categories: Art & design, Entrepreneurship or Coding.

IB Programmes

The IB Diploma Program (DP) is an academically challenging and balanced program of education with final examinations that prepares students for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well being of students. The program has gained recognition and respect from the world’s leading universities.

The Diploma Program prepares students for effective participation in a rapidly evolving and increasingly global society as they:

-Develop physically, intellectually, emotionally and ethically.
-Acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups.
-Develop the skills and a positive attitude toward learning that will prepare them for higher education.
-Study at least two languages and increase understanding of cultures, including their own.
-Make connections across traditional academic disciplines and explore the nature of knowledge through the program’s unique theory of knowledge course.
-Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay.
-Enhance their personal and interpersonal development through creativity, action and service.

Three components form the core of the Diploma Program:

The Extended Essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance that they examine through the lens of at least two DP subjects.

Theory of Knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

Creativity, Activity and Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Program. Creativity encourages students to engage in the arts and creative thinking. Activity seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Through the CP Program, students develop personal qualities and professional skills, as well as intellectual habits required for lifelong learning. CP students certify three IB DP courses, a core consisting of four components and a career-related study.

Four components form the core of the Career-related Program.

Personal and Professional Skills. Is designed for students to develop attitudes, skills, and strategies to be applied to personal and professional situations and contexts now and in the future.

Service Learning. Is the development and application of knowledge and skills towards meeting an identified and authentic community need.

Reflective Project. Is an in-depth body of work produced over an extended period of time and submitted towards the end of the CP. Through a reflective project, students identify, analyze, critically discuss and evaluate an ethical issue arising from their career-related studies.

Language Development. This ensures that all students have access to and are exposed to a language program that will assist and further their understanding of the wider world.

Finally, the Career-related Study is designed to prepare students for higher education, or a position in a designated field of interest. It provides the opportunity for students to learn about theories and concepts through application and practice while developing broad-based skills in authentic and meaningful contexts.

www.ibo.org

Special Projects

AtidMUN

From small beginnings, the Atid Model United Nations is now firmly established as the leading MUN in the western zone of Mexico City. Over 100 delegates from Atid grade 9 and 10 students, and over 120 delegates from 10 guest schools come together to form 8 committees. Over the course of 2 full days, they debate and reach resolutions on wide-ranging global and regional issues that affect our world today.

AtidMUN

From small beginnings, the Atid Model United Nations is now firmly established as the leading MUN in the western zone of Mexico City. Over 100 delegates from Atid grade 9 and 10 students, and over 120 delegates from 10 guest schools come together to form 8 committees. Over the course of 2 full days, they debate and reach resolutions on wide-ranging global and regional issues that affect our world today.

High School Field Trips

When students leave the classroom, they see the connections between what is happening at school and in the ‘real-world’. They begin to see that what they learn within the walls of the classroom can help them solve the problems they see in the world around them and can have a direct impact on who they become as people. Through an integral learning, they work on developing different skills such as analytical thinking, problem solving, experiential knowledge and affective-emotional knowledge. 

Service-learning experiences are most effective when students are working towards tackling an authentic need in the community. Students work on identifying a real need, making a previous research and making a proposal to help people in different rural communities, developing changes that have a real impact on both the student and the community.

These field trips focus on the following subjects: social service, creativity, interdisciplinary and academic work.

High School Field Trips

When students leave the classroom, they see the connections between what is happening at school and in the ‘real-world’. They begin to see that what they learn within the walls of the classroom can help them solve the problems they see in the world around them and can have a direct impact on who they become as people. Through an integral learning, they work on developing different skills such as analytical thinking, problem solving, experiential knowledge and affective-emotional knowledge. 

Service-learning experiences are most effective when students are working towards tackling an authentic need in the community. Students work on identifying a real need, making a previous research and making a proposal to help people in different rural communities, developing changes that have a real impact on both the student and the community.

These field trips focus on the following subjects: social service, creativity, interdisciplinary and academic work.

The Friendship Talent Show

An annual event organized by students for students, all High School gathers in the auditorium to enjoy a morning of our artistic talent to celebrate Friendship Day.

The Friendship Talent Show

An annual event organized by students for students, all High School gathers in the auditorium to enjoy a morning of our artistic talent to celebrate Friendship Day.

Community Service

Atid School, in its role as a Jewish educational institution, is committed to teaching its members the importance of sharing, helping and improving others’ quality of life whenever possible. Beyond fundraising, our students reflect on the importance of contributing their time, work and skills in participating in one of the many community service programs offered at Atid.
Even though each grade level has one main program in which it participates, children are encouraged to bring their own ideas and proposals for new programs they can contribute to. Students complete a service requirement each semester and frame it within the reflection and evaluation of the project they carried out. This way, students can embrace their role in taking responsibility for shaping the community around them. From this perspective, they learn how their contributions shape their interactions with others at a local, national and global level.

Community Service

Atid School, in its role as a Jewish educational institution, is committed to teaching its members the importance of sharing, helping and improving others’ quality of life whenever possible. Beyond fundraising, our students reflect on the importance of contributing their time, work and skills in participating in one of the many community service programs offered at Atid.
Even though each grade level has one main program in which it participates, children are encouraged to bring their own ideas and proposals for new programs they can contribute to. Students complete a service requirement each semester and frame it within the reflection and evaluation of the project they carried out. This way, students can embrace their role in taking responsibility for shaping the community around them. From this perspective, they learn how their contributions shape their interactions with others at a local, national and global level.

Student Council

Listening to student opinions and promoting their participation in school life has always been one of Atid’s main interests. There is a Student Council that governs the student body. Comprised of a President and a Vice-President, and a representative of each of the High School sections, the five-person council leads classmates in school spirit activities, fundraisers, and other events.

Student Council

Listening to student opinions and promoting their participation in school life has always been one of Atid’s main interests. There is a Student Council that governs the student body. Comprised of a President and a Vice-President, and a representative of each of the High School sections, the five-person council leads classmates in school spirit activities, fundraisers, and other events.

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