Resultados de la búsqueda

> Admissions At Theodoro Hertzl school, children will begin at the age of 3 in Kinder 3, which means students must be three years old by July 31st. The following chart shows the age required for each of the levels of the school. According to the evaluation and observations submitted by the admissions committee, the institution may decide which grade the student is suitable for. *The school curriculum is organized according to the international curriculum, authorized by the Colombian curricula. Next admissions process K3 2028-2029 Applicants: Children born between August 1, 2024, and July 31, 2025. For Registrations open Grade and date of admission Documents to be attached Families already part of our school and UIB community From December 1 to 12, 2025. Kinder 3 August 2028-2029 Child's birth certificate New families Tuesday, January 13, 2026, at 8:00 a.m. (until registration form is filled out). Kinder 3 August 2028-2029 • Child's birth certificate or passport • Copy of the parents' ID document . • Three recommendation letters, preferably from individuals connected with the school or the UIB community. If unavailable, letters from other friends or family members are acceptable. • Employment or monthly income certificate from both parents. *Please have the above documents ready when registering. Admissions Other Grades Different from K3 (Subject to availability) CLICK HERE Kinder 4 to 12th grade *Please have the following documents ready and complete the registration from a Gmail account: • Applicant's ID, passport or visa • Copy of the parents' ID card or document . Note: Registrations for Kinder 3 (2027-2028, children born between August 2023 and July 2024) have been completed. Our school reserves the right of admission and the reasons for it. Receiving the enrollment application does not represent the acceptance of the applicant. Comments or concerns admisiones@theodoro.edu.co

Conoce mas a fondo el modelo pedagógico del colegio Theodoro Hertzl About us > Horaa Mutemet Horaa Mutemet Differentiated instruction Horaá Mutemet (education for diversity) is the name of the Israeli pedagogic model that allows children to develop their abilities through games, and showing respect for their learning styles and paces. This educational model works in line with the idea of diversity, and precisely for that reason, recognizes different learning styles and paces. With this model as our foundation, we are aware that meaningful learning is connected with previous experiences, the ones that excite us and pass the test of time, because they are based on the development of higher order thinking skills and on the student’s ability to guide their own learning. Since we have the responsibility of educating new generations, and addressing the educational demands of a globalized and shifting world to experience it fully and successfully, Colegio Theodoro Hertzl has taken its pedagogy from Israel, a multicultural country that has developed an educational model that can successfully embrace students from all over the world. Through Game-based learning, multiple intelligences, the development of competences, educational technology, virtual education and the principles of early stage education, differentiated instruction presents entry pathways to knowledge , and develops in students autonomy, decision making skills, motivation towards learning, teamwork, and remains mindful of the diverse learning styles and paces. Every year, our faculty receive training and update their knowledge on the model, with international experts on this pedagogy, which features the following main characteristics: Student-centered Learning expectations are more effective when the are entertaining, pertinent and interesting. The teacher creates situations that are challenging for all the students, which allows them to reach knowledge through different pathways. It is frequently believed that differentiation is simply giving some students more work than others. Horaá Mutemet seeks to adjust the nature of the assigned work, to cater to the learning needs of the students. More qualitative than quantitative Proactive The teacher is aware of what students have special needs, and plans a variety of ways to approach and demonstrate learning. Organic Teachers and students learn together.

About us > Institutional values Compassion Comprehension Confidence Civility Coexistence COMPASSION The inner ability to place oneself in another person’s shoes, and help them with what they need, without judgment or criticism, but with open arms to return them to their equality. Be open to coexist in a respectful and peaceful way with the other members of the educational community. COEXISTENCE CIVILITY The ability to observe and practice the minimum standards of social behavior that allow us to live in a collective. COMPREHENSION The ability of a person to make sense of the words of others, of their own ideas, and of their vision of the world. Understanding implies empathy, identification and projection. CONFIDENCE The ability to believe in oneself, to accept challenges and set goals that aim high. Confidence makes you strong enough to face a world that wants to make you hesitate.

> Our programs PRESCHOOL ELEMENTARY MIDDLE & HIGH SCHOOL Since our school adopted the pedagogical approach of Horaá Mutemet, which means, education for diversity. We have started to implement the strategy of Play-work in our preschool section, which allows our kids to learn while they play, and to boost their skills in situations that are significantly connected to their life experiences. Besides, children practice communication, teamwork and the value of coexisting. Based on these tenets, we seek to strengthen exploration, inquiry, curiosity and observation; in this way, we show respect for their learning styles and paces, enhancing their inquisitive spirit, which is really necessary nowadays, and surely in the future. Another one of the tools we have been working on is Project-Based learning, which perfectly fits the proposal of Horaá Mutemet, and which has allowed us to realize that using it, our children build their learning in a more active manner, with the support of their teachers, who are being trained to do so. The focus on Project-Based learning values the natural curiosity of children, and addresses their need to explore, investigate and inquire about their surroundings. In connection with the previous idea, we deem it really important to teach English as a Second Language. Through this, we hope to boost the communicative skills of our children through an approach to the language that feels as natural as possible, immersed in the projects, in our play-work moments, which allows us to see how they start acquiring the language without pressure or fear of making mistakes. The school has also started discovering the artistic skills of our children. It is then important to develop such skills, starting with music and body expression (Dance and drama), allowing us to boost, from the corporal and aesthetic, the dimensions of sense-perception, proprioception, dissociation, among others. From the corporal dimension, we place great importance on gross motor skills through Physical education; through it we are working on their coordination, compliance with instructions, laterality, etc. Since our school is a part of the Jewish community of Medellín, we also make our students acquainted with Jewish culture through Judaic studies, in which we learn and share valuable elements from Judaism. Our students are raised as beings that can interiorize the necessary habits and routines for the preschool stage. They learn to respect differences and practice the values they learn at home and at school in their everyday life. The dimensions we work on in the preschool stage, are based on the guidelines provided by the national Ministry of Education for Early education, which allow us to work in synchrony with the objectives pursued by Colombian education, in the context of skills for life. Staff Paola Cardona Coordinadora Preescolar coordinacionpreescolar@theodoro.edu.co Paula Monsalve Psychologist psicologiapreescolar@theodoro.edu.co Natalia Herrera Homeroom teacher K3 ALEPH natalia.herrera@theodoro.edu.co Luisa Salinas Homeroom teacher K3 BET lsalinas@theodoro.edu.co Sara Arias Homeroom teacher K4 ALEPH sara.arias@theodoro.edu.co Jennifer Betancur Homeroom teacher K4 BET jennifer.betancur@theodoro.edu.co Sandra Solano Homeroom teacher K5 ALEPH sandra.solano@theodoro.edu.co Carolina López Homeroom teacher K5 BET carolina.lopez@theodoro.edu.co Ana María Agudelo Homeroom teacher 1 ALEPH anamaria.agudelo@theodoro.edu.co Patricia Larralde Homeroom teacher 1 BET patricialarralde@theodoro.edu.co This section goes from second through sixth grade (children between ages 7 and 11). Besides the use of Horaá Mutemet, within all the teaching processes, we have the active and constant participation of the psychologist, the anti-bullying program “United within difference”, and the section coordinator. We make emphasis on the values and teachings of our Rabbi and our Jewish culture teachers. The learning process and everyday activities are led by the faculty and the homeroom teachers. Having teachers that are building knowledge, and having diversity of beliefs and creeds (Our students can choose courses of Jewish, Catholic or Christian religion, or human development), creates the possibility to foster respect for difference, and achieve a well-rounded development and an open mind to what is new and different. Ours is a bilingual program, and we have also added the Hebrew language. This opens the possibility for our students to have a broader cultural and social vision of the world. Additionally, the teachers develop different platforms that enable integration, local and global interconnectedness. We are educating world leaders, capable of assuming leadership with integrity and respect, to face the demands of society. As our students finish elementary school, they face standardized English tests to measure their proficiency and progress. Staff Olga Lucia Amar Elementary coordinator coordinacionprimaria@theodoro .edu.co Mariana Pareja Psychologist psicologiaprimaria@theodoro.edu.co Jennyfer Bedoya Homeroom teacher 2° ALEPH jennyfer.bedoya@theodoro.edu.co Mariana Ortega Homeroom teacher 2° BET mariana.ortega@theodoro.edu.co Laura González Homeroom teacher 3° ALEPH laura.gonzalez@theodoro.edu.co Jessica Dorrell Homeroom teacher 3° BET jessica.dorrell@theodoro.edu.co Diana Álvarez Homeroom teacher 4° ALEPH dalvarez@theodoro.edu.co Lina Mazo Homeroom teacher 4° BET lina.mazo@theodoro.edu.co Andrés Felipe Melo Homeroom teacher 5° ALEPH andres.melo@theodoro.edu.co Sirley Gómez Homeroom teacher 5° BET sirley.gomez@theodoro.edu.co Marco Betancur Homeroom teacher 6° ALEPH marco.betancur@theodoro.edu.co Alejandro Cartagena Homeroom teacher 6° BET cartagena@theodoro.e du.co Through middle and high school, we continue with the formative process of our students, with greater emphasis on their autonomy and responsibility. The word “Autonomy” (an expression derived from the Greek language) could be roughly translated as “he who knows norm”. Inspired by this definition, we attempt to arouse awareness among our students on the importance of duty and delegated situations. By responsibility we understand a quality that drives people to comply with their duties and face the consequences of their actions. As our youngsters grow in this process, they learn tools of critical thinking and argumentation about what they have observed. A Theodoro Hertzl student is educated as a sensitive being towards others, and capable of service for their peers in a humane way; achieves a sense of belonging for the institution, and understands the importance of showing respect for this space. The academic designs created by the different areas are based on the guidelines provided by the national Ministry of Education, and bear in mind the Israeli approach Horaá Mutemet, which seeks to raise awareness about the importance of having diverse classrooms in which the learning paces of students are taken into account, and in which teachers employ different ways to pursue a purpose, ensuring the inclusion of all when transferring knowledge. All through middle school and high school, our students receive preparation for the SABER 11° national standardized tests. Three years ago we started promoting amongst our teachers the spirit of a teacher/researcher, which provides training and paves the way for project-based work. This becomes an assessment tool and a strategy that allows students to inquire (using research methods) about different objects of knowledge, and to stay in touch with them through experience. We are also implementing a program of Field Trips abroad, seeking to strengthen our students’ acquisition of English as a foreign language. We have a trip to Canada with students from 7th grade, and a trip to Europe and Israel with our 11th grade students. Staff Alexander Zuluaga Gil High School coordinator coordinacionbachillerato@theod oro.edu.co Estefanía Ordoñez Psychologist psicologiabachillerato@theodo ro.edu.co Santiago Salazar Homeroom teacher 7° ALEPH santiago.salazar@theodoro.edu.co Liliana Castrillón Homeroom teacher 7° BET lcastrillon@theodoro.edu.co Manuela Macías Homeroom teacher 8° ALEPH manuela.macias@theodoro.edu.co Ferney Rave Homeroom teacher 9° ALEPH ferney.rave@theodoro.edu.co Yuliana Suárez Homeroom teacher 10° ALEPH alejandro.henao@theodoro.edu.co Dayron Garcés Homeroom teacher 8° BET dayron.garces@theodoro.edu.co Katty Marchena Homeroom teacher 9° BET katty.corrales@theodoro.edu.co Juan Felipe Vélez Homeroom teacher 10° BET juan.velez@theodoro.edu.co Diana Gómez Homeroom teacher 11° ALEPH diana .gomez@theodoro.edu.co Oscar Castañeda Homeroom teacher 11° BET ocastaneda@theodoro.edu.co Giovanni Torres Homeroom teacher 12° ALEPH gtorres@theodoro.edu.co Tahia Lorenzo Homeroom teacher 12 ° BET tahia.lorenzo@theodoro.edu.co

> Alumni We would love for you to continue being part of our family First Name Last Name Email Graduation year Telephone number Send Thank you for registering. See you soon!

Conoce el proceso de admisión del colegio Theodoro Hertzl > Theodoro al día Con sonrisas y nuevos retos, iniciamos el año escolar 2025–2026 En el mes de agosto iniciamos oficialmente el año escolar 2025–2026. Desde temprano, los estudiantes llegaron con sonrisas, abrazos y miradas llenas de curiosidad, listos para reencontrarse con amigos, conocer nuevos compañeros y descubrir todo lo que este año traerá. Los pasillos volvieron a llenarse de voces y pasos, las canchas se convirtieron en escenarios de juegos y saludos, y cada salón recibió la energía única de quienes están dispuestos a aprender y crecer. "Este es un año para creer en nuestras capacidades, superar retos y trabajar juntos por un futuro mejor", expresó Nidia Londoño, rectora de nuestro colegio durante la bienvenida. Con el corazón abierto y la certeza de que cada día traerá una nueva lección, le damos la bienvenida a todos nuestros estudiantes, padres de familia, docentes y comunidad en general.

> Our Projects INSTITUTIONAL PROJECTS United within Difference United within Difference is one of our banner projects, which seeks to strengthen positive relations amongst students and to create strategies to prevent situations of bullying from happening. It has been the laboratory in which young students can experience insight to transform behaviors. This project emerged from a reflection about the painful experience of the Holocaust, and paying homage to the life of Anne Frank, a young girl whose life ended because of anti-semitism. This project has had a meaningful impact on students of this school and others. In 2012, this project won second place in Colombia in the XVIII Premio Santillana. The Happier School Program Interdisciplinary educational program whose purpose seeks to help the entire school community achieve higher levels of happiness. In today's world, students need to learn more than reading, writing and arithmetic. No less important is that they learn to find a sense of purpose, take care of their physical well-being, learn to grow from failure and adversity, foster healthy relationships, as well as deal with painful emotions and cultivate pleasurable ones. These skills and abilities will contribute to the overall psychological well-being of students, making them happier and playing a preventive role, decreasing the likelihood of mental health problems both in the present and in the future. Additionally, students will perform better academically and, later, professionally. Math's Contest The Emmy Amalie Noether math competition emerged from the idea of instituting some math olympics in a more familiar setting. Its intention has been proposing exercises for students from 4th to 12th grades, grouped by levels. This contest has also had the presence of students from other institutions Family day Family day - Iom Tzedaká (a day of social justice to help others.): This is an annual event in which all of our families are gathered for a full day of activities that aim at strengthening the relations within the educational community. The money raised that day is used to fund particular school projects. Internationalization Leads the processes of international certification and/or accreditation, promoting actions focused on the international positioning of the school. Additionally, manages and advises on international projects (trips, international university fairs, partnerships, among others). JEWISH AREA Our calendar and school life are guided by the principles of Jewish culture, which offer a broad look at the world. This includes the celebration of festivities, knowledge of values and practices like debate, analysis or inquiry. These elements have been fundamental aspects of Judaism for over two thousand years, and added to them, we also use a variety of artistic expressions, seen from local and global perspectives. Tu Bishvat Tu Bishvat: This festivity is known as the New year of trees. We eat fruit, plant trees and reflect on our relationship with nature and how we need to protect it. Purim Purim: A woman called Ester is the main protagonist of this festivity, in which the Jewish community commemorates the salvation from the slaughter that their community were being subjected to under the rule of king Ajashverosh. It is a day of parades, costumes, joy, performances by the students, contests, food, presents to friends and to those in need. Pesaj Pésaj: A day of remembrance. A commemoration of the moment the Jewish people escaped from Egypt with the guidance of Moses. Some typical foods of this celebration are the matzá, grape juice, eaten in a seder (a meal with a specific order) in which we speak about freedom, we sing songs and read important texts from scripture. Iom Hashoa The students of sixth grade, and the ones from middle and high school, take part in a solemn act in which 6 torches are lit up to honor the memory of six million people (Jewish and people of other creeds) who died during the holocaust. As part of this commemoration, we read meaningful texts, testimonies and reflections on the importance of respect for difference. Yom Hazikaron The students of sixth grade, and the ones from middle and high school, take part in an act in which we pay homage to more than 23.800 soldiers who have fallen in wars in Israel, and to more than 3.000 victims of terrorism. Iom Haatzmaut All the students and staff celebrate the anniversary of the Independence of Israel, and the contributions of this country to humanity. We take this as a chance to remember the relations between Colombia and Israel. Lag Baomer We celebrate this festivity with bonfires, hikes, colorful shirts that resemble fire, and reflections about Shimon Bar Yohai. (a wise man remembered on this occasion) Shavuot We commemorate the Torá and the weeks since Pésaj with a special breakfast based on dairy products, which reminds us of the abundance in the land of Israel and our own rural areas. Rosh Hashana On this date we celebrate the creation of the world and the years since. We analyze the actions of the previous year, we ask for forgiveness from those we have wronged. We eat a seder (a meal in a specific order) with foods that symbolize abundance, leadership and well-being. Yom Kippur In the days before this solemn occasion, in which we do not attend school, we remember the importance of our actions, the importance of tzedaká (giving to others), repentment and the possibility to renew ourselves. Kristallnacht On 9th november, 1938, many stores, homes, synagogues and gathering places of the Jewish community were attacked in Europe.Since that day, the persecution intensified and the Holocaust took shape. That dark night is remembered with a tribute to books, in which our students present handcrafted books of their creation. Hanukkah In the Jewish culture classes, the teachers discuss with students the bravery of a few to defend their beliefs and traditions. This festivity may be held at our school, depending on the date in which it occurs every year. SOCIAL STUDIES School Government It is the way in which we organize and establish relations within our educational community. In accordance with article 142 of Law 115 of 1994, and the articles 19 through 25 of decree number 1860 of 1994, it facilitates participation and democracy in the environment of a school. Let's Be Leaders This is an activity in which preschool children, with the guidance of their teachers and teacher assistants, get in touch with the possibility of electing a school government. Mini ONU This is a model of the United Nations, and serves as a space of reflection in which students become agents of change by analyzing problems that have national and international consequences. Then they come up with solutions that may have a positive impact on them. PHYSICAL EDUCATION Macabeadas Infantiles A sporting event in which all the groups of elementary school participate in sports like football, basketball, swimming and track. For the elementary school Macabiadas, we also invite some guest schools to compete against our students. The event is held in our campus. CTH Cup A sports event in which all the groups of Middle and High school participate, in sports like football, basketball, volleyball, table tennis. At the CTH cup we have some guest schools that also play against our students. After School Activities Seeking a balance between being and knowing, children and young people develop their childhood and adolescence with joy and responsibility through activities that take place after classes. Some of them include soccer, basketball, volleyball, table tennis, chess, music, dance, theater, and visual art. Sports and Cultural Club Sports and recreational activities are a fundamental part of education. The uniqueness of each player and the ultimate unity of all form teams that showcase their skills with passion and heart. Some of the training modalities include: Baby sports, cooking, table tennis, cheerleading, artistic gymnastics, soccer, robotics, basketball, and volleyball. Interclasses A sports integration tournament that highlights physical skills, unity, and healthy competition. MUSIC AREA Theodoro Festival Theodoro Festival: musical contest and institutional program in which there is a display of musical skills of children and students of Preschool, elementary and high school. Musical At the end of the school year, we produce a musical in which the students of all of our sections sing songs and perform choreographies, inspired on a theme, and guided by the Areas of Arts and Music. They offer families a show filled with color, different languages and fun. SPANISH LANGUAGE Today's story It is a project that seeks to enhance the artistic and intellectual talents of students through the narration of a story and its staging. In this activity they exhibit their potential in body and voice management, and motivate their classmates to get to know staged works. Craft Book It is a writing program that fosters narrative and poetic creativity and divergent thinking. It also promotes graphic design and the use of hand-crafting skills to create books that are showcased at the end of Kristallnacht, the night of broken glass.

Conoce el proceso de admisión del colegio Theodoro Hertzl > Theodoro al día Nuestro colegio se lleva doble triunfo en IYRC Trece de nuestros estudiantes participaron en la competencia internacional de robótica (IYRC) en Corea del Sur, donde fueron reconocidos con dos medallas de plata. Este importante logro resalta su creatividad e impacto en la creación de soluciones tecnológicas que transforman la vida cotidiana. Uno de los proyectos premiados fue Mr. Water, un robot autónomo que, mediante sensores inteligentes, riega las plantas de manera automática, resolviendo así un problema frecuente con eficiencia y comodidad. El segundo reconocimiento fue para Blind Support, un chaleco inteligente que mejora la movilidad de personas con discapacidad visual al ofrecer guía y asistencia en tiempo real mediante alertas sensoriales. Una experiencia transformadora que potencia sus talentos y amplía sus horizontes personales y académicos. ¡Felicitaciones! Gira de medios: Caracol Radio: clic aquí Telemedellín: clic aquí Hora 13 noticias: clic aquí

> Claims & Complaints Send us a message and we will contact you soon. Nombres y Apellidos Email Subject Your message Send Thank you for your message!

Nuestro colegio Theodoro Hertzl es un lugar campestre que fusiona la riqueza cultural judía con una enseñanza bilingüe de excelencia. Se erige como un faro de inclusión, donde la diversidad en todas sus formas es celebrada y respetada. Además, es reconocido por su innovador proyecto antibullying, que nutre un ambiente de comprensión, empatía y apoyo mutuo entre los estudiantes, cultivando así un espacio seguro y acogedor para todos. In the year 2025 we are celebrating 79 years of experience in the education of holistic human beings. Based on Jewish cultural values, we set off from diversity and respect for the differences. We are a school where Jewish culture is lived day after day while respecting the religious beliefs of each student. We currently have families that profess different religions nurturing like that our environment from diversity and reciprocal respect. THEODORO AL DÍA Entérate de lo último en nuestra comunidad educativa: logros, eventos y experiencias que nos inspiran. IYRC Nuestro colegio se lleva doble triunfo en IYRC Leer más... OLIMPIADAS DE CIENCIAS EN RUSIA Universidad Antonio Nariño Leer mas... NUEVO AÑO ESCOLAR iniciamos el año escolar 2025–2026 Leer más... To play, press and hold the enter key. To stop, release the enter key.

Attainment targets > Preschool > Elementary > Middle and High school Preschool Elementary Middle & High School TERM K3 K4 K5 1° TERM K3 K4 K5 1° K3 K4 K5 1° TERM TERM 2° 3° 4° 5° 6° TERM 2° 3° 4° 5° 6° 2° 3° 4° 5° 6° TERM TERM 7° 8° 9° 10° 11° 12° TERM 7° 8° 9° 10° 11° 12° 7° 8° 9° 10° 11° 12° TERM

About us > Purpose Our Purpose Training integrated and multicultural people from Jewish culture in a difference that generate a positive impact on Colombia and the world.