Whole School


Retomando las tradiciones del colegio interrumpidas por motivos que todos conocemos, se realizó el Tug of War desde Form 6 a 4to de Senior. Demostrando unidad de equipo, resistencia llevada al límite y el componente vital que es la confianza en el grupo. Los alumnos disfrutaron tanto los que buscaban el éxito en ese momento como los espectadores que se involucraban emocionalmente con esta actividad milenaria alentando eufóricos. Gran responsabilidad de los competidores sabiendo que ganando le dejan su legado a la generación que preceden otorgándole el pase directo a la final en el próximo año.


Remembrance Day, also known as Poppy Day, commemorates the end of the First World War and honours the members of the armed forces who have lost their lives in the line of duty, those who served and continue to serve today.

The British Schools embraces and continues this British tradition by joining the Poppy Appeal every year, thus bringing our students closer to the school's cultural heritage. 

This year, the poppy appeal was a tremendous success. Senior ran out of poppies and in Junior we had a record sale.

Special thanks to everyone involved: teachers who explained their students the relevance of this symbolic flower in this time of the year, the Senior English Department that created the impressive exhibition located in the Senior entrancem the Junior Art Department that created the beautiful informative poster currently in the Junior hall, the secretaries in Junior and the Student Council in Senior for their effort in selling and promoting the use of the poppy, and to everyone who bought a poppy. 




2021 marks 50 years since the first full IB Diploma Programme students sat their exams.

In May 1971, 12 schools on 5 continents entered 601 students. This May, 165,884 students from 3,073 schools in 153 countries took exams. 

Some of the founding IB Schools share their experiences on why they continue to choose being IB Schools. 


Wednesday 20th October was a true celebration, where students flooded the corridors in dashes of red and the Teletón song was heard all over the Junior corridors and classes. Students showed true commitment with the cause and although we will not be able to visit the Teletón centre as we have done over the past years, all the proceeds will be sent to the Fundación Teletón.



On Thursday 23rd September, Form 1 and 1st Year Liceo students arrived to School to pledge and promise allegiance to the Uruguayan flag. The current situation made it impossible to hold only one ceremony, so there were two ceremonies in the Gymnasium. Both ceremonies were recorded and a video will soon be shared with the families. 


During this month, we began generating awareness on children´s rights. As an action we held our annual Interhouse Toy Campaign. It was a cheerful and colourful day as the whole school community come together to care for others in need. We would like to take this opportunity to thank everyone that made this day possible and specially the families for taking special care while choosing the toys they wanted to share with others. The toys were sorted by our CAS students taking every necessary precaution considering the current situation. 

The toys will remain "in quarantine" during the recommended time before they can be delivered to: CAIF and Club de niños “La Esperanza”, CAIF “Santa Mónica”, Plato Caliente, CEPRODHI, and Club de niños “La Casita” to celebrate el Día del Niño.




School Houses are one of the School’s core traditions. But what do you really know about our Houses?

Boys' Houses were first named after early Headmasters, then names for the girls' Houses were chosen and colours given to align them with the boys'.

The names of the Houses are:

GIRLS                                                    BOYS

QUEENS (blue)                                  JONES (blue)

KINGS   (red)                                      BLOUNT (red)

PRINCES (green)                               CUFF (green)

Every year, House Captains and Vice-Captains are appointed by an election process in which students and staff participate. Some of the attributes looked for include being a positive leader, having a strong sense of School Spirit, being supportive to friends and peers, responsible and committed, being respectful and fair and having good organisation skills. We use Houses competitively but in friendly competition, academic, quizzes, sports, etc.

This long-standing tradition always evokes a tremendous sense of camaraderie and School Spirit, as students across age groups compete for those most treasured of all treasures – House Points!

Since the whole School is divided into the three colours, students and staff from each of the Houses, Queens & Jones, Princes & Cuff and Kings & Blount, combine their skills and talents to collaborate in whichever competition is organised:Treasure hunts, Quidditch matches, Quizzes, Sports events, etc. 

Children whose parents are alumni continue the tradition of being the same House as their families. 


For more information on our School Houses, check on the article on page 12 on Insight.  


Our Awareness and Celebration campaign of June was based on the UN theme: “Global Health”. 

During this month we generated awareness on the different medical issues and the different advances in medicine around the world that have united us in a common goal. 

As an action for this campaign, our students were invited to participate in an essay competition hosted by Teletón Centre on Empathy, Inclusion and Diversity. The winners' stories will be published in “Diario El País”.

Two senior students created a poster (Victoria Coiran) and video (Paula Pérez) to support our campaign. 




On 12 June, Her Majesty Queen Elizabeth II celebrated her 95th birthday and to commemorate this joyous occasion, the British Embassy in Uruguay gifted 95 Ibirapitá trees to several institutions in Uruguay. One of these trees found its way to a spot in our fields. 

This tree is a symbol of the historic friendship that unites Uruguay and the United Kingdom and is also a sign of the shared commitment to caring for the environment. It is also aligned with the initiative launched by Prince Charles to celebrate Her Majesty's Platinum Jubilee, 70 years on the throne, by means of which people and insititutions from all over the world will be invited to plant a tree throughout 2021 and 2022 as a message of hope and faith for the future. 

We welcomed Mrs Faye O' Connor OBE, the British Ambassador in Uruguay to our School on a sunny morning in June, where together with some Form 3B students, Mr Mark Rosevear, Mr Ian McConnell and other members of the Board and the British Society, planted the Ibirapitá.  


New research finds that IB students appear to hold an advantage when it comes to critical thinking

(from IBO.org)

New research finds that IB students appear to hold an advantage when it comes to critical thinking

Evidence from the University of Oxford finds International Baccalaureate (IB) students exhibit significantly stronger critical thinking skills than non-IB peers. In today’s rapidly changing world, schools seek ways to teach students skills needed for success beyond the classroom. Previous studies indicate that critical thinking skills are key determinants of individual and collective success, which is why these skills are sought after by students, parents, schools and universities.

More than 560 students from eight schools in Australia, England and Norway participated in this study that examines the impact of the IB’s Diploma Programme (DP) on students’ critical thinking abilities. No previous research has taken this approach of comparing DP and non-DP students across the globe, using a validated critical thinking assessment.

The year-long IB-commissioned study was conducted by the Oxford University Centre for Educational Assessment (OUCEA). The quantitative results show that the DP students possess significantly higher levels of critical thinking skills than their non-DP counterparts, an advantage that held even after relevant covariates were controlled for using regression approaches and propensity score-matching. Additionally, as students advanced through the DP, critical thinking skills increased and further distinguished them from their non-DP counterparts.

Following a review of the DP curriculum, OUCEA’s analysis indicated that the IB’s approach to developing critical thinking is in line with evidence-based best practice. Both individual DP courses and unique components of the DP curriculum, such as the theory of knowledge (TOK) course, offer opportunities for developing critical thinking skills.

 “I feel like our students end up maybe more rounded than other students would, just because we, we kind of facilitate both sides and thinking about things from different perspectives and then coming up with their own validated conclusions. And I think that's a very valuable part of the course”, Environment systems and society teacher, England.

In addition to TOK, the extended essay was highlighted by students as shaping critical thinking development in the IB. Students and educators both further commented on the advantage that the DP offers as preparation for further studies when compared to national curriculums.

 “While we can't know for certain whether IB participation improves critical thinking, it is noteworthy that, even after controlling for many pre-existing differences, IB students appear to hold an advantage when it comes to critical thinking. The findings suggest that instructional approaches that focus on teaching critical thinking skills explicitly as well as embedding opportunities for students to think critically within each subject may facilitate the development of critical thinking skills. IB students and teachers have identified many potential avenues by which the IB encourages the development of critical thinking and hopefully, in the future we can build an even clearer picture of how to improve students' critical thinking skills”, commented Dr Therese Hopfenbeck, lead researcher on the project. 

As part of the IB’s continued curriculum innovation strategy, this research precedes a large project in collaboration with OUCEA, the Australian Council for Education Research (ACER) and the Jacobs Foundation, which aims to identify and share classroom practices that support the development of IB learner profile attributes, skills that foster international-mindedness in young people.


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