Middle School Curriculum

SLAM Middle School is designed to provide students in grades seven and eight with a conducive environment in which they can learn, study, play and thrive. Students in the Middle School program are immersed in a close-knit community of passionate learners and are invited to participate in an exciting curriculum filled with educational field trips and opportunities for hands-on and experiential learning. The middle school curriculum is as follows:

In grade eight, depending on the student profile, it may be possible to take a foreign language high school elective, which will be awarded as a high school credit. Students can also select from the middle school electives available:

  • Intensive Reading – Reader’s Journal (grade six elective) 
  • Personal Fitness elective 
  • Digital Citizenship elective 
  • Digital Storytelling elective 
  • Intro to Programming Using Scratch elective 
  • Theatre 1 elective 
  • Travel and Tourism elective

High School Curriculum

The SLAM High School Curriculum is comprised of a four-year curriculum designed to meet the requirements for admission to U.S. colleges and universities and other institutions of higher education in Spain, Europe and around the world. The purpose of the high school is to serve the interests and needs of students from grades nine to twelve as they prepare to continue their education and help them develop personal worth, dignity and a sense of responsibility to themselves and others. During the last years of school, our students are also encouraged to exercise their growing independence through academic, social and leadership opportunities, by taking advantage of small group travel in and around Spain and Europe. 

All students graduate with an accredited American High School Diploma if they earn a minimum of 24 credits. The 24 credit breakdown by grade is as follows: 

International Vocational Education Programme (TIV)

SLAM School offers various academic and vocational programs through our IVT (International Vocational Training) Program, rolled out in partnership with the educational institution, Campus FP. These programs are authorized by Pearson, the UK’s largest awarding body and OTHM qualifications, an awarding body regulated by Ofqual (Office of the Qualifications and Examinations Regulation) in England.

Pearson International GCSEs

For students aged 14+, we offer the Pearson International GCSEs (IGCSEs), globally recognised qualifications with academic content and assessment designed specifically for international learners. 

OTHM Level 3 Foundation Diploma for Higher Education Studies

Students aged 16+ (grades 11 and 12) have the option of taking the OTHM Level 3 Foundation Diploma for Higher Education Studies. It is designed to ensure that each learner is equipped with knowledge of study skills, mathematics, computing, society and culture, business and accounting, providing the knowledge and skills to adapt rapidly to change and progress with their learning. Successful completion of the Level 3 Foundation Diploma for Higher Education Studies provides learners with the opportunity to progress to further study or employment.

Pearson BTEC International Level 3

Students aged 16+ may also choose to take the BTEC (Business and Technical Education Council) International Level 3, a career-focused educational qualification that equips them with practical industry skills and theoretical knowledge of a given field. We currently offer the Pearson BTEC Extended Diploma in Sport, which is developed by Pearson in partnership with Liverpool Football Club International Academy and aimed at providing a pathway to careers in sport, fitness and physical activity. Students taking the full BTEC must take the classes for two years. Students not taking the full BTEC may take classes for two years or one year and may change courses at the end of first year.

The above OTHM and Pearson qualifications are fully recognized in the UK and Europe, and are widely acknowledged and respected by universities worldwide. Students will graduate with an OTHM qualification/BTEC Diploma that aligns closely with their ambitions and future university or career plans. Successful completion of the OTHM Level 3 Foundation Diploma for higher studies will allow students to access OTHM higher education diplomas at Level 4, 5, 6 and 7. Similarly, after completing a BTEC International Level 3, students may choose to pursue higher education with a BTEC Higher National qualification, which we offer at Level 4 and 5

Sports, STEAM and Arts Programs

High sport performance refers to an athlete’s ability to achieve the best possible results in his or her chosen sport. This can include physical strength, speed, endurance, agility and mental focus. There are several key factors that contribute to high sport performance, such as training, nutrition, rest and recovery, and mental preparation.

Training is an essential component of high athletic performance. Athletes should participate in regular, structured training programmes that focus on the development of specific physical skills needed for their sport. These programmes may include strength and conditioning exercises, endurance training, speed drills and specific skills practice.

Nutrition is critical. Athletes should eat a balanced diet that provides them with the nutrients necessary to fuel their bodies and support muscle growth and repair.

Mental preparation. Athletes must develop mental toughness and focus to overcome obstacles, maintain confidence and perform at their best under pressure. This may include visualisation techniques, goal setting, positive self-talk and relaxation strategies.

In addition to these factors, high performance in sport also requires a supportive team environment. Athletes must have access to high quality coaches, medical care and support staff to help them achieve their goals. This may include physiotherapists, nutritionists, sports psychologists and other professionals who can help athletes stay healthy and perform at their best.

Overall, achieving high sporting performance requires a holistic approach that focuses on the development of physical and mental skills, as well as the use of technology and a supportive team environment. By focusing on these key factors, athletes can improve their performance and achieve the best possible results in their chosen sport.

High capabilities in STEAM refer to the development of skills and knowledge in the fields of science, technology, engineering, art, and mathematics. These skills are considered essential for success en el futuro workforce and for addressing global challenges such as climate change and healthcare.

Science is the study of the natural world, and developing scientific capabilities involves gaining an understanding of scientific principles, conducting experiments, and analyzing data. This includes developing skills in critical thinking, problem-solving, and scientific inquiry.

Technology refers to the use of tools, machines, and systems to solve problems and achieve specific goals. Developing technological capabilities involves gaining proficiency in the use of digital tools and platforms, as well as understanding how technology can be used to create innovative solutions.

Engineering involves the design and development of systems, structures, and machines. Developing engineering capabilities involves gaining an understanding of engineering principles, as well as developing skills in design thinking, prototyping, and testing.

Art involves creative expression and the use of visual, auditory, and sensory media to communicate ideas and emotions. Developing artistic capabilities involves gaining an understanding of different art forms, as well as developing skills in creative thinking, problem-solving, and collaboration.

Mathematics involves the study of numbers, quantities, and shapes, and developing mathematical capabilities involves gaining proficiency in mathematical concepts and operations. This includes developing skills in problem-solving, logical reasoning, and data analysis.

In addition to formal education, developing high capabilities in STEAM also requires exposure to real-world problems and opportunities to apply knowledge and skills in practical settings. This can include internships, apprenticeships, and project-based learning opportunities.

Finally, developing high capabilities in STEAM requires a supportive learning environment that fosters creativity, innovation, and collaboration. This includes access to state-of-the-art facilities, supportive mentors and peers, and a culture of continuous learning and improvement.

The SLAM Arts Program consists of music and dance education. The program prepares students for further studies in both national and international performing arts but is also meant for any student who would like to learn music or dance for their own enjoyment and enrichment. Students who are interested in pursuing higher education in the arts and train to a professional level in the future, are able to obtain certifications/degrees from renowned art institutions we have partnered with- the Associated Board of the Royal Schools of Music and the Royal Academy of Dance. Music students may specialize in piano, guitar, percussion, organ, singing, violin, viola, trombone, tuba, flute, clarinet, bassoon or saxophone. 

About our SLAM Arts Program Partners 

The Associated Board of the Royal Schools of Music (ABRSM) is the world’s leading provider of music assessments and assessments by levels. It is a trusted body, respected by teachers and students around the world. ABRSM has over 100 years of experience and specialization in the field of music education and is supported by four of the UK’s leading conservatories: the Royal Academy of Music, Royal College of Music, Royal Northern College of Music and Royal Conservatoire of Scotland. It offers examinations and assessments by level, a progressive framework aimed at measuring musical progress and lifelong learning. Graduate exams have recently gained recognition from the authorities regulating academic qualifications in the UK within the framework of the so-called “National Qualifications Framework”.

The Royal Academy of Dance (RAD) is a UK-based examination board specializing in dance education and training, with an emphasis on classical ballet. The RAD, founded in 1920 in the United Kingdom with the purpose of establishing the academic canon of dance, currently has more than 14,000 members worldwide and each year examines more than 250,000 students.


Co-curricular activities are a crucial part of meaningful holistic development and education. At SLAM School, students are highly encouraged to partake in a wide range of activities outside of the classroom that allows them the opportunity to explore their talents and develop new skills. This is why many of our co-curricular activities have been integrated into our curriculum, through our Sports, STEAM and Arts program.

Other co-curricular activities that we offer include: 

  • Robotics Club
  • Drone construction
  • Chess
  • Hiking
  • Rugby
  • Fencing