“Educating in the

responsibility and self-discipline”


of critical thinking

During adolescence, it is also essential to teach students in a sense of responsibility and self-discipline, when they begin to require more freedom and autonomy from adults.

Developing critical thinking is crucial in order to achieve responsible freedom. Therefore, the importance of education in values, emotional intelligence, tutorial action and the family-school-student relationship at this stage is worth emphasising.

At the academic level, we stress the need to consolidate and improve the knowledge and skills acquired during Primary Education, while at the same time maintaining an innovative and differential methodological model. This relies on interdisciplinarity, transversality, bilingualism, cooperative work, project-based work, learning based on problems and challenges, communication and information technologies, the use of tablets and proprietary platforms, and scientific curiosity and experimentation.

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In order to achieve a natural bilingual environment in the School that picks up the dynamic developed since Early Education, English language immersion during Secondary Education is real.

With 35 teaching hours per week, the students spend 43% of their time on average (depending on the course) in English, 2 hours per week learning Mandarin Chinese, and another 2 hours per week learning German or French. The rest of the day is in Spanish.

The internationalisation of the teachers stands out. Numerous nationalities are represented at the school, giving it a multicultural flavour that prepares Humanitas students for future challenges.

Humanitas students are externally evaluated by the Trinity College of London, the Confucius Institute, the Alliance Française and the Goethe Institute (depending on the language they are studying). This certifies their knowledge according to the European Framework of Reference for Languages.

In addition, students enjoy the possibility of international school stays and exchanges during the entire stage, in schools that have collaboration agreements with Humanitas in the United Kingdom, USA, Canada, Germany, France, Switzerland and China.

Methodological project and learning styles

Humanitas students develop different learning methods such as Project Based Learning (P.B.L.), Flipped Classroom, Team Learning (with collaborative and cooperative work techniques), Mobile learning, Experimental Learning, Challenge-based Learning… Thanks to them, students develop key skills, taking into account their individualisation and contextualisation during the process.


All technological resources are used as a complement to the methodologies followed in the different subjects.

Humanitas students participate in a “One to One” programme where each has their own device to work in and out of the classroom. In addition, they have “Campus Humanitas”, a proprietary content platform and virtual campus, where all the teaching resources and learning facilitators get together. This learning platform is an important tool that complements our students’ face-to-face education, offering the following functionalities:

  • Educational and informative content display.
  • Meeting place for students, not only to follow-up on course contents but also as a place for discussion and classroom social network (protected and secure).
  • Workspace where students can access resources and documentation, as well as complete and submit their assignments.
  • Collaborative workspace that creates and organises work groups.

Public speaking and debate

From an early age, our students are trained in different techniques necessary to make presentations and speeches in public in Spanish and English, thus fostering communication skills and personal relationships. Likewise, debate and meetings are part of the daily routine in the Humanitas teaching space.

Big Brother

A vertical project where students of older ages share and develop work with younger classmates, and vice versa. This project aims to establish bonds between students from different stages.

Emotional intelligence and solidarity awareness

A global project based on the need to provide students with training that helps them develop personally and professionally in the future. This requires a combination of scientific rigour and flexibility that takes into account the great physical, maturational and psychological changes that students undergo at this age, increasing the intrinsic complexity of the stage.

Three programmes are conducted in parallel:

  • Emotional Development (SEAL).
  • Academic and Professional Orientation (APOP).
  • Service-learning.

Emotional Development during Secondary School (SEAL). The goals of this programme are:

  • Development of self-awareness: identification of thoughts, feelings and inner strength.
  • Development of empathy: identification of the thoughts and feelings of others.
  • Emotional self-management/self-regulation.
  • Development of listening skills.
  • Development of the ability to solve problems and make responsible decisions.
  • Development of interpersonal conflict resolution skills.
  • Prevention in Harassment, Bullying and Cyberbullying.
  • Prevention of tobacco, alcohol and drug use.
  • Prevention of sexually transmitted diseases and pregnancies.
  • Development of morals and ethics.

The Academic and Professional Orientation Programme (APOP) guides students and parents in making decisions regarding their future after their school stay. The following activities takes place:

  • Informative talks and interviews with students and parents/guardians.
  • Aptitude and attitude evaluations.
  • Individual interviews with students.
  • Trips to Education Fairs.
  • Visits to universities.

Service-Learning Programme, Humanitas Volunteers, in creating and maintaining the “Humanitas Children’s Center”, an educational centre in Kibera-Kenya, in collaboration with the NGO “Más por Ellos”.

Health education

This programme in Secondary Education is a joint effort between the Physical Education Department, the School’s Nursing, Canteen and First Aid Services.

The objective is for students to learn the relationship between understanding nutrition, postural hygiene, physical activity and exercise as concepts; and how important these concepts are in their lives, so that they acquire the ability to integrate them into their day-to-day lives, critically analysing the effects of their application.


A laboratory is used based on two types of learning: one on experience to help the student make hypotheses, obtain results and reach conclusions on their own, stating theorems that are then compared and analysed with those of the curriculum. The laboratory also complements and serves as practice of what has been worked on in class.

Students work in groups of 2 to 4 students on practical concepts of the subject. They work at the experience level on all the practical contents of scientific subjects (mainly biology, geology, physics and chemistry). In each practice, groups work following a reference script previously prepared by the teacher of the subject. The script includes the following: goal, materials, setup and procedure. At the end of each practice, students submit a laboratory report containing the results and conclusions.

A Safety Protocol for Laboratories and Workshops has been established, including, among others:

  • Training for specialised and non-specialised personnel that will use it.
  • Signalling.
  • Mandatory use of Protection Systems and Measures.
  • Training for students.

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Discover our educational project from the hand of our teaching staff