Life Project

Life Project - Balmoral College

Life Project

A Holistic, Student-Centred Approach

Our educational project sees every student as the protagonist of their own journey. From early childhood through to the end of their schooling, we foster active, meaningful learning connected to the real world. We shape a global citizen equipped for the 21st century, ready for the world of work and to continue into higher education.

We support the development of their identity, their talents and their purpose, while strengthening their sense of belonging, community life and ethical responsibility.

In this way, Balmoral College’s educational model becomes a true platform for every student to imagine, design and build their own future, contributing to a fairer, more creative and more caring community.

Balmoral educational project - holistic student-centred approach

Mission

We are a Cooperative Institution dedicated to the holistic bilingual education of responsible, creative students with a critical spirit, aware of the value of freedom, socially committed and guided by a deep ethical and human sense. Our purpose is for students to develop their abilities in order to shape their own life project.

Vision

Our direction, within an ethical framework and in keeping with the founding principles of cooperativism, is the constant pursuit of academic excellence, up-to-date institutional management led by a team that works by consensus, and the valuing of knowledge as a means to achieve human development. Our challenge is to build an institution with the leadership and the shared ethos needed to develop students recognised both technically and as human beings in every area of participation.

Our Framework for Transformation and Innovation

At Balmoral College, we see education as a journey that supports every student in building their life project. We firmly believe that school should be a place where each person discovers who they are, what they are passionate about and what they contribute to the world, developing their autonomy, their creativity and their social responsibility.

Diagram of Balmoral College's transformation and innovation framework
1

Methodological framework and learning experiences

We use active, student-centred methodologies: projects, inquiry, collaborative learning, visible thinking and experiences that foster creativity and reflection. Our aim is to develop autonomous, critical, committed students who are capable of lifelong learning.

2

Curriculum review and redesign

We update our bilingual programmes and syllabuses to align them with advances in knowledge and the needs of the 21st century. We aim for a flexible, innovative and relevant curriculum that connects with our students’ emotional, cultural and social reality.

3

New learning spaces and settings

We design and renovate classrooms and shared spaces as flexible, dynamic environments that support new ways of teaching and learning. These spaces encourage creativity, community life, wellbeing and the collective construction of knowledge.

4

The teacher’s role and professional development

We reaffirm the value of the teacher’s role as a learning guide and educational mentor. Through ongoing training, we strengthen their ability to create active, inclusive and challenging experiences, while also caring for their emotional and professional wellbeing.

Testimonials that reflect our Life Project

Strategic consulting and a career in finance

Rocío Gancedo

Class of 2000
“My name is Rocío Gancedo, class of 2000 (25 years already… wow!). I’m an economist, currently a strategic business consultant, and I spent most of my professional career in the financial sector. I look back very fondly on my time at the school and, if I had to choose the things I treasure most, they would be:

My friends, whom I met thanks to the school and with whom I’ve been nurturing our bond for almost 30 years now.

The academic education I received, from many teachers who taught us with passion, thanks to which adapting to university was really very easy.

The chance to become bilingual, which, had I tried as an adult, would surely have been much harder.

The preparation for the international exams, which in my case also led me to discover my profession.

The excellent way the academic side was complemented by the arts and sport, allowing each student to learn, grow, enjoy themselves and shine in different areas.”

Biochemistry at Garrahan Hospital: science in the service of paediatric health

Agustina Albero

Class of 2001
“For the past 10 years I have worked as a biochemist in the Molecular Biology Lab of the Haematology and Oncology Department at Garrahan Hospital, providing diagnostic support to ensure comprehensive care for paediatric patients with haematological and oncological diseases. I can say that Balmoral was my second home from the age of 2 to 17. There I not only received an excellent academic education, but was also instilled with values that shaped me as a person. It was in those classrooms that my vocation was born: I clearly remember Sandra’s morning classes and Tere’s afternoon ones, when we first learned what a gene was and discovered Mendel’s laws. That discovery sparked my interest in genetics, which over time became the passion that has guided my professional career.”

Global Medical Head at AstraZeneca: advancing life-changing therapies

Ignacio Díaz Pérez

Class of 2001
“I’m a medical oncologist and today I work in the pharmaceutical industry. I’m the Head of the Global Medical Department for Immuno-Oncology at AstraZeneca, a multinational company. My day-to-day work focuses on lung cancer, mesothelioma and head and neck tumours. I’m based in the United States, in Maryland, very close to Washington DC, but my role is global: I work with scientific and clinical teams around the world to develop and bring forward new therapies that can change the lives of thousands of patients. It’s a role that combines science, strategy and, above all, an enormous human purpose.

Balmoral was a cornerstone of my education and that of my siblings, not only because of the English, which clearly opened doors for me in a global career, but because the school always valued education, respect, curiosity and perseverance. It gave me confidence, values and, above all, many friends who are still with me today. Sport was also key: you learn to work as a team, to put in the effort and to believe that you can always go one step further.”

Student leadership: tools for university and for life

Martina Gaude Negri

Class of 2024
“School gave me much more than knowledge: it gave me tools that I still use every day at university and in my personal life. I learned the value of effort, perseverance and teamwork, but also the importance of believing in myself and trusting others. Thanks to the support of teachers and classmates, I was able to grow not only as a student, but as a person. Today I look back on Balmoral with gratitude, knowing that everything I learned there helped me become who I am today.”

Guest author: a reading and discussion on climate change

Sonia Scherling

Paddle & Pounce
“I wanted to thank you for hosting me for the climate change discussion session and reading of Paddle & Pounce. It was a real pleasure to interact with the students and staff, and I truly appreciate the opportunity to have been part of your school community during this activity.” Sonja Scherling, author of Paddle & Pounce go on an Iceberg Adventure – A children’s book on climate change.

Contact Information
Manuel Castro 1536, Banfield, Buenos Aires, Argentina
Phone: 42420385
Sports Fields: Merlo 620 – Lomas de Zamora
comunicaciones@balmoral.esc.edu.ar