The Nido de Aguilas High School program builds on the Middle School program and is designed to fulfill the School’s mission to prepare students to:
- Be eloquent communicators
- Be impactful stewards of a rapidly changing world
- Build their own personalities fully, nurturing their strengths and passions
Students master a rich curriculum while acquiring the skills to communicate across multiple fields, disciplines, and cultures. All High School students take a standard U.S. college preparatory curriculum of at least 27 credits, including: a minimum of four years of English, four credits of Social Studies, three credits of math, science, and language, two credits of physical education, one of fine or performing arts, and a half credit each of computer applications and health. The School also offers an array of elective courses, and six elective credits are required for graduation. All students who fulfill these graduation requirements earn a Nido diploma, but students can earn in addition either or both an International Baccalaureate Diploma and a Chilean National Diploma.
The high school curriculum also includes a Week Without Walls program that engages annually all Nido high school students in valuable out-of-classroom, non-traditional learning experiences. Through the program, students engage in authentic, consequential experiences, learn by doing, and become accustomed to taking productive risks. A wide variety of opportunities, both inside and outside of Santiago, day and overnight trips, are offered.
The academic program is supported by an extensive co-curricular program designed to provide students with opportunities to nurture their strengths and passions. In addition to athletics and cornerstone programs like Model United Nations, student government, debate, and the National Honor Society, high school students at Nido can engage in a broad range of activities from community service to performing arts to activities rooted in our unique location, like ski club, trail running, and mountain biking. Because we are an international school, we also have interest in and support groups like Global Issues Network Club. Finally, some students are passionate about their core subjects and take part, therefore, in clubs like the Science Seminar Series and the Economics Club.
Our average class size is just over 15 students, and our classrooms are alive with student-centered discussions held around oval Harkness Method tables designed so that everyone can see each other. The tables are more than pieces of furniture: their unique shape requires students to play an active role in the learning process. Teachers guide students but rarely lecture, and students are accountable to each other – they learn by discussion their thoughts and ideas rather than just by taking notes.
The High School program is not about telling students what they need to know. Nido teachers don’t ask, “what do you know,” or “how much do you know.” Instead they ask, “what do you think?”
That question is though provoking and takes courage to answer. It is a valuable question because, while skills and content knowledge are important, it leads students to learn ways of thinking and habits of mind that will serve them well in a rapidly changing world.
At Nido, we ask students to think deeply, to make connections, to approach problems rigorously, to engage in a never-ending, life-long quest for understanding, to take intellectual risks, and to develop the confidence and resilience to overcome adversities.
We don’t know what this generation of students will do for work, but it’s likely that they will have multiple careers, and that they will have to make and remake themselves several times as things change around them. They will need to be resourceful and have the confidence to know that they can deal with the disruptions they most certainly will encounter.
Thus, the Nido curriculum asks, “what do you think?” Asking that question inspires our students to take themselves seriously and to consider the possibilities. Answering that question builds confidence and promotes self-actualization. It is this question that forms the foundation of the High School curriculum at Nido.
The high school curriculum is delivered by highly experienced and committed teachers. They are the true value of the Nido education and what sets Nido apart from other schools. Nido teachers know their content deeply and are passionate about their subjects. They love teaching, and they derive a lot of energy from working with teenagers. Nido students are highly engaged, happy, and contributing to the process of learning taking place every day.