Frequently Asked Questions

El Altillo International School provides a complete education from Early Years (age 1) to Baccalaureate, ensuring continuous and comprehensive learning. We implement innovative international methodologies, integrating the Spanish curriculum with global models such as the International Primary Curriculum (IPC), the Middle Years Programme (MYP) and the International Baccalaureate Diploma Programme (IBDP).

El Altillo International School is the only trilingual school in the province. Our students learn Spanish, English and French from an early age. We also promote language immersion and multilingual development through international programmes.

The school is accredited as an International School by the Ministry of Education and the Western Association of Schools and Colleges (WASC). It is also part of the IB World Schools network and the Eco-Schools network, ensuring a high-quality education with international recognition.

El Altillo International School offers a wide range of extracurricular activities, including sports, music, arts, chess, Fab Lab, coding, STEAM and volunteering projects. Students can also take part in international initiatives such as International Learning Opportunities (ILOS).

The Gifted and Talented Programme is a specialised track designed to support students who demonstrate high ability, creativity, or potential beyond the standard curriculum. It offers enhanced, differentiated learning experiences to challenge and nurture those talents. 

Eligibility is determined through a combination of teacher referrals, standardised assessments, observational data, and student work. Students who consistently show advanced performance or intellectual curiosity may be invited to join. 

The programme typically begins in elementary (primary) grades once students have adapted to the core curriculum. In some schools, identification may start as early as grades 2 or 3, with continued extension into middle and high school.

Selection involves multiple measures, such as IQ or reasoning tests, performance tasks, portfolios, and teacher recommendations. We seek a holistic view of each student’s abilities, not just test scores. 

No. Students remain part of the regular classroom for most subjects but are given differentiated tasks, accelerated content, or enrichment opportunities in certain areas. In some cases they may work in pull-out sessions or small groups for advanced work. 

Activities may include project-based learning, maker projects, FabLab (fabrication lab) tasks, creative challenges, research opportunities, seminars, and collaborative problem solving.

This varies. Some schools schedule regular weekly or biweekly sessions, others integrate extension within the regular class. In many programs students also collaborate during special workshops, clubs, or elective periods. 

Student performance is regularly assessed through portfolios, project outcomes, reflective journals, and formative assessments. Teacher observation and feedback are also used to adjust the level of challenge. 

Yes. If a student struggles or wishes to exit, there is usually a review process. Likewise, new candidates can be considered periodically as student development and performance evolve. 

We view social and emotional support as integral. Students are encouraged to collaborate, engage in peer mentorship, and reflect on their learning. The programme often includes emotional support systems and guidance to maintain balance. 

Not necessarily guarantee, but many students are eligible for acceleration or advanced coursework when they demonstrate readiness. Decisions are made on a case-by-case basis.

That depends on the school. In many institutions, the programme is included within the regular fee structure. Additional expenses may occur for special materials or external resources, if offered. 

Parents can encourage curiosity, provide resources (books, tools, experiences), maintain open communication with teachers and allow for flexible time to explore personal interests. 

Yes. The development of higher-order thinking skills, independent research habits and creative problem solving often benefit students in higher education and future career paths. 

While definitions vary, “advanced learners” generally refers to students performing above grade level within the standard curriculum. Gifted/talented students often require not only advanced material but deeper, original challenge and independent exploration beyond what the regular curriculum offers. 

To ensure meaningful interaction and individualised attention, group sizes are usually kept small - often no more than 6–12 students in pull-out or enrichment sessions. 

Not exclusively. We balance mixed grouping (for collaborative diversity) and homogeneous grouping (for targeted challenge). Students often work with peers across levels in shared projects. 

Teachers engaged in the programme receive specialised training, professional development, and planning time to design differentiated, open-ended tasks. They may also collaborate in teams for best practices. 

Differentiation may involve faster pacing, deeper exploration of topics, open-ended extension tasks, choice in project design and connections across disciplines (interdisciplinary work).