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Profile of the graduate


This profile is a description of values, attitudes, abilities, and skills acquired by our students through their school experience.   It reflects our students’ capacity to perform in all life areas as integral human beings, fulfilling their individual needs and contributing to our society.
After meeting all the requirements in the curriculum, a New Horizons graduate should have the following skills:

Communication

•    Communicates information with clarity and coherence, in oral and written form, in both English and Spanish. 
•    Uses French as a third language and appreciates the relationship between languages and cultures. 
•    Makes presentations using a variety of communication forms: non-verbal, oral or written, adjusting the information to a diverse range of audiences and purposes.   
•    Uses agreed-upon rules for informal and formal discussions in small and large groups.
•    Poses questions, listens to the ideas of others in group discussions and interviews in order to acquire new knowledge.
•    Is able to listen to others point of view, considering and evaluating their ideas and suggestions. 
•    Actively engages on formal and informal debates about academic or social topics. 
•    Uses creatively different technological media as communication tool.

Critical Thinking

•    Understands inductive and deductive reasoning and is capable of applying them in the solution of academic situations and in everyday life.
•    Has developed the habits of exactness, precision, argumentation, and clearness.
•    Identifies, analyzes, and synthesizes relevant information, supporting inferences from the gathered data. 
•    Uses appropriate strategies to solve problems. Evaluates the effectiveness of the strategies and justifies the conclusions.
•    Has developed the habits of exactness, precision, argumentation, and clearness in problem solving.
•    Creates innovative ideas, projects, products, and technology programs relevant to a variety of settings.

Human Relationships and Social Responsibility

•    Has developed, through activities that present feasible options for his/her life, positive behaviors (such as self-discipline, good judgment, responsibility, and good relationships with others) linked to human-moral values that make him/her useful to society. 
•    Knows how to interact effectively and work in groups.
•    Analyzes social problems. Evaluates theories learned in class to find relevant solutions and applies appropriate responses to address those social issues.
•    Works in a variety of social activities where he/she demonstrates his/her responsibility as a citizen. 
•    Demonstrates social awareness and helps people with special needs.
•    Demonstrates understanding, appreciation, and respect for cultural diversity, personal abilities, and beliefs of others.

Personal Growth

•    Has established personal and professional goals, and demonstrates discipline in working towards their achievement.
•    Develops the willingness to demonstrate an appropriate performance in every situation that they are involved in.
•    Has leadership skills and actively participates in programs with their peers and community.
•    Accepts responsibility for his/her actions.
•    Demonstrates ethical behavior and acts with integrity. 

Literature

•    Has developed his/her appreciation and understanding of literature, its evolution and relationship with the history of the places of origin. 
•    Values reading as a skill that allows personal development, expands culture and promotes intellectual growth.
•    Is capable of making decisions about the kind of literature he/she likes or dislikes and has reasonable arguments for these decisions. 
•    Decodes accurately and understands new words encountered in reading materials, drawing on a variety of strategies as needed, and then use these words correctly in speaking and writing.
•    Demonstrates an understanding of the characteristics of different literary genres. 
•    Identifies, analyzes, and applies knowledge of the structure, elements and theme of poetry, fiction and nonfiction and provides evidence from the text to support understanding. 
•    Compares and contrasts similar myths and narratives from different cultures and geographic regions. 
•    Interprets the meaning of literary works, non-fiction, films, and media by using different critical lenses and analytical techniques.
•    Uses strategies gained from writing to analyze the social impact of fiction and non-fiction writing and film and to better understand the long-term impacts of different types of human expression.
•    Reads, interprets and analyzes literature with the purpose of increasing cultural knowledge and to expand his/her vision of the world.

Composition 

•    Writes compositions with a clear focus, logically related ideas, and adequate supporting details. 
•    Feels secure when writing his/her own literary works and knows how to improve quality.
•    Is able to independently compose persuasive, analytic, and creative essays.
•    Uses their knowledge of Standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling to edit his/her writing.
•    Produces works in different genres in order to grow artistically and intellectually.
•    Selects and uses appropriate genres, modes of reasoning, and styles when writing for different audiences and purposes.
•    Uses self-generated questions, note-taking, summarizing, précis writing, and outlining to enhance learning when reading or writing.
•    Values and uses figures of speech as necessary elements in the production of written work.
•    Handles (in general terms) the phonetics, morphologic, syntax, and aspects of written and spoken language.

Visual arts and theater

•    Has written and/or dramatized plays, developing expressive competition and the skills of acting.
•    Is familiar with famous plays and has the capacity to analyze them.
•    Appreciates plastic arts and music.
•    Identifies and appreciates famous works of art like paintings, sculptures musical masterpieces, and architectural styles.
•    Recognizes the great masters of music, painting, sculpture, and architecture and knows how to place them in the historical period where they belong.

Mathematics

•    Has the ability to transform his/her mathematical knowledge into new situations on different fields of science and in every day life.
•    Identifies mathematical modes that describe a correct situation and apply them to the solution of problems.
•    Has developed the power of abstraction and logical reasoning.
•    Is capable of producing new demonstrations applying inductive and deductive methods. 
•    Solves problems involving sequences and series. Applies methods of mathematical induction to prove formulas/statements.
•    Reinforces and complements mathematical concepts by the use of technology.
•    Uses the graphic calculator to make calculations deciding on the convenience of its use, may it be for the complexity of the calculation or the exactness of the result. 
•    Has developed skills in handling of drawing instruments (rules, compass, protractor, etc.). 
•    Develops the capacity to visualize and represent graphically the geometric principles in different situations.
•    Classifies, reproduces, describes, and builds plane and special figures.
•    Has mastered Algebra II and Trigonometry II concepts.
•    Acquires basic concepts of Mathematical Analysis and Calculus.
 
Science, Physics, and Chemistry

•    Is capable of applying his/her skills and knowledge of scientific concepts to comprehend the functions of the physical world, to find solutions to real problems, and to suggest ways to improve the quality of life of human beings. 
•    Demonstrates curiosity about the mysteries of life when examining the different levels of the hierarchy of natural organisms – from the basic molecular organisms and their chemical processes to the psychology and behavior of complex organisms and the interrelations of communities within the biosphere. 
•    Has developed a sense of urgency concerning the future of human life, which is facing the problems of balancing sustainable development with imperative environmental concerns. 
•    Is capable of designing experiments, taking into consideration mechanism of control to prove his/her hypothesis, including explanations, planning, observations, operation sequences, experiment schemes, measurements, and scientific explanations of the results. 
•    Forms a knowledge base in physics and develops the skills that enable students to explain the essential concepts and phenomena and determines the conditions under which they occur.
•    Solves theoretical and experimental problems, quantitative as well as qualitative, in which different phenomena interact.
•    Gives examples of practical applications, in daily life, of the main laws and phenomena studied.  
•    Meets and approach as scientific works by participating in fairs and expositions or doing projects during the school year.
•    Has an argument that links his/her scientific, environmental, and technological interests with his/her project of life.
•    Differentiates the most important functional groups among organic compounds and their chemical and structural properties.
•    Relates the presence of different organic compounds to nutritional features of food.
•    Evaluates multiple applications of organic compounds in agriculture and medicine.
•    Appreciates the value of the recycling of organic matter and recognize the microbial activity in its fermentation.

Social Studies

•    Values and understands the importance of the division of the natural regions of the world and our country, in order to understand and worry about the situation in which they are found, and to suggest possible solutions.
•    Is capable of evaluating the historical facts of each time to relate them to the present and project them in the future.
•    Applies the physical and cultural knowledge of geography and its relationship with history in order to better understand society. 
•    Understands the structure, operations and relationships of worldwide governments.
•    Show a democratic attitude and leadership while making decisions, in an active, critical, and reflexive participation as a person committed to him/herself, his/her family, community, and society in general. 
•    Knows and is capable of analyze critically the social-political and cultural processes of Dominican society regarding its national and universal background.
•    Values the importance of solidarity among Haitians and Dominicans as a condition to their peaceful living, based on the knowledge and respect for sovereignty and the laws of both nations.
•    Knows and understands the process of natural phenomenon formation, such a hurricanes, earthquakes.

Economics

•    Recognizes main economic phenomena. 
•    Recognizes mayor economists from which general economic theory has been developed.
•    Understands the history of economic thinking and its historical consequences. 
•    Understands basic microeconomic concepts such as Demand & Supply Analysis, Consumer Choice Theory, Production Functions, Cost Analysis and Market Structure Models.
•    Has a clear understanding of basic mathematical concepts used in economics studies, and their everyday implications.
•    Has an overall understanding of the financial international markets and how they affect the industry and individuals. 
•    From the understanding of economic variables such as Supply & Demand, Scarcity, and the influence of the public sector, students develop the foundations for a more in depth analysis of macroeconomic scenarios.
•    Compares data and models from numerous industrialized and developing economies.
•    Understands basic data from main industries of the Dominican Republic and most mayor world economies.
•    Recognizes the implications of entrepreneurial activity and how economic analysis can multiply this process.
•    Understands macro-variables and their relationships.
•    Is capable of analyzing general economic data from the point of view of macroeconomics in both small and medium businesses.

Technology

•    Is dexterous and feels sure of him/herself while handling computers.
•    Uses resources, such as computers, to complement all the areas studied.
•    Identifies and knows the way he external and internal components of computers work. 
•    Uses tools such as the Internet for investigation purposes to complement the material studied in any area.
•    Handles basic Microsoft applications such as MS Word; MS Excel; MS Access; MS Front Page; MS Power Point.  

General Studies Program

•    Handles perfectly the applications used in the market, at a user level.
•    Has the ability to understand new systems that may be presented to him/her and is capable of applying them.
•    Comes up with logical solutions to problems at a basic level.

Technology Program

•    Analyses computer and manual systems to detect weaknesses and suggest solutions.
•    Designs and develops applications for personal use and for companies.
•    Knows the procedure followed in different areas to complement the application developments. 
•    Designs new systems that solve the existing weaknesses in companies.
•    Designs and creates the necessary structure for storing information for different systems.
•    Controls the time, resources, and priorities in the development of projects.
•    Offers solutions with a data base (Microsoft Access)
•    Develops programs with structured programming languages (COBOL y Pascal)
•    Identifies and applies the appropriate application for each situation.

French

•    Understands the language’s presentation by means of listening to grammatical and lexical elements. 
•    Reads and has the ability to comprehend and analyze short dialogues and documents that contain the lexical, grammatical, cultural, and phonetic knowledge he/she’s acquired so far. 
•    Is able to summarize what he/she reads using   correct structure and vocabulary.
•    Establishes oral dialogues using this language.
•    Writes compositions with a clear focus, logically related ideas, and adequate supporting details.
•    Produces written works of different genres. 

Educating in values
 
•    Leads teenagers to learning by means of service, sensitizing them about their school, community, and society needs.  
•    Promotes respect for diversity in different orders (social, cultural, etc) and at the same time promotes respect for individuality.
•    Helps students identify and explore normal changes that occur during puberty (physical and emotional) and accepts their sexuality as a natural process. 
•    Gets the students to recognize the factors of peer pressure and grow free of addictions and vices.
•    Promotes on teenagers assertive behaviors that will lead them to handle peer pressure correctly. 
•    Promotes the concept of family as the social nucleus, reinforcing the different types of family and the role of the teenager within the family.
•    Identifies the role of the teenager in the different stages of his/her development, emphasizing his/her participation as an active agent of our society.

Physical Education

•    Interests him/herself in practicing Physical Education, Sports, and Recreation in his/her community.
•    Improves his sport and motor skills, as an application base for his/her life.
•    Improves his gesture skills that allow him/her to express him/herself with rhythm, with or without instruments, from the body and through the body.
•    Participates in sport events in and out of the school.
•    Participates in recreational and environmental conservative activities, which motivate them to preserve their social and natural surroundings.

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