Colegio Santa Francisca Romana

Calle 151 No. 16-40, Bogotá, Colombia. The address is listed as the school's location, with a maps link available for directions. The campus is in Bogotá.

Preschool; Elementary; Middle School; High School.

Learning Support Centre offers psychology, speech therapy and occupational therapy, creating a comprehensive space to improve language skills, reading and writing, and prevent academic difficulties. It provides personalised plans (PIAR), tutorials and supervision of pedagogical support to foster autonomous learning and well-being.

Colombia

School transportation is operated exclusively by Lobena SAS, with OnTrack real-time monitoring for parents. The service includes contractual policies, an audited Strategic Road Safety Plan, ISO 9001, 14001 and 18001 certifications, and an emergency attention procedure.

The school offers the International Baccalaureate Diploma Programme (DP) for 11th and 12th grade. The DP curriculum comprises six subject groups: Language and Literature (Spanish); Language Acquisition (English) at Higher Level; Individuals and Societies (History/Global Politics); Sciences (Biology or Environmental Systems and Societies); Mathematics: Applications and Interpretation; and an Arts or elective (Philosophy, Global Politics, or French). The Diploma Programme core includes Theory of Knowledge (TOK), the Extended Essay (Monografía), and Creativity, Activity and Service (CAS). In 11th and 12th grades, the DP curriculum is complemented by courses from the national curriculum, and the program includes French through the DELF as a language option and Orientation Professional – ICFES. Hours per subject are allocated across the two DP years (examples include Physics 3 hours and Chemistry 4 hours, with additional hours for other DP subjects and components). The Diploma is designed to facilitate admission to Colombian and international universities.

The Colombian Saber 11 is the national exit exam for graduating students in Colombia. The CSFR data for 2021-2022 show a Saber 11 school average of 366, with the national average reported as 310. The Diploma Programme is presented as an alternative admissions pathway for programs that do not require a second entrance exam, and it provides options for subject homologation and access to scholarships. The school highlights achievements and opportunities associated with college preparation and admissions.

The Diploma Programme supports higher education progression by offering academic and college-preparatory opportunities, including access to national and international scholarships and the potential for subject homologations to facilitate university entrance. The Diploma can function as an alternative admission route for certain programs that do not require a second entrance examination. Graduates have pursued admission to a range of national and international universities, with information published about college and university matriculations. The school provides college counseling and resources to help students select and apply to universities.

Enrichment and advanced opportunities are offered through programs like InnGenius Experience, robotics and technology initiatives, and international programs. In 2023, the Department of Information Technology organized robotics events oriented toward competitions and maker skills, attracting more than 600 students from over 30 schools and contributing to gender diversity in STEM. The school also hosts Model United Nations programs and value-added extracurriculars such as robotics clubs, national and international competitions, and exposure to international experiences through student groups and exchanges.

The school implements the RULER social-emotional learning program from the Yale Center for Emotional Intelligence, adopted since the 2022-2023 academic year. The program promotes recognizing and managing emotions and improves student well-being and classroom climate. SHINE, the schools approach, focuses on nurturing the inner self and personal development as part of the educational project. Emotional intelligence is integrated into student development, with teachers playing a central role in supporting socio-emotional growth. The curriculum supports the development of social, emotional, spiritual, ethical, and interpersonal competencies across the learning experience.

The school has a special educational needs policy. It identifies and eliminates barriers to learning and participation and develops targeted action plans to support wellbeing. Needs may derive from acute or chronic medical conditions, physical or sensory disabilities, learning difficulties, attention difficulties, or hyperactivity. The school provides individualized learning plans and adjustments to support access to learning. The school collaborates with external specialists as needed to tailor support.

The Learning Center provides targeted support to students with English language learning needs. It aims to help students master essential strategies and develop linguistic and cognitive skills to learn effectively in their second language. Support is delivered through sessions with the language department and small group sessions. The school coordinates with the foreign languages department to support students inside and outside the classroom.

The school has a wellbeing and mental health policy. It also maintains a safeguarding policy to protect students. The school supports wellbeing through a formal governance framework and has a School Convivence Committee to promote citizenship rights and to prevent violence and adolescent pregnancy among students.

The school has a safeguarding and child protection policy. The policy is available on the school website and is part of the broader safeguarding framework, which includes the School Convivence Committee aimed at promoting safety and protecting the rights and wellbeing of students.

1. Families express interest in starting the admissions process and submit initial information. The scope of the admissions process covers Kinder 3 through grade 11. The policy defines the activities from the inquiry through to final admission and prematriculation for admitted applicants. The admissions process is structured to guide families from inquiry to enrollment with oversight by the Admissions Committee.

2. The school invites families to an informational talk. Informational talks are held four times during the school year to provide information about the admissions process and the educational project. The talks include a presentation of the educational project and a campus tour. The option to purchase the admissions form is offered during these sessions.

3. Families attend the informational talk, receive information about the project, tour the campus, and may purchase the admissions form.

4. Families submit the required documentation for the admissions process. The documents include the applicant's civil registration, a signed application form, a data‑processing consent form, two photos (individual and family), the applicant's report and a clearance from the previous kindergarten or school, a family reference, a work certificate, and the parents' income tax declaration.

5. Evaluation activities are conducted. For Kinder 3, an assessment activity follows receipt of documents, along with a parents' interview. For other grades, knowledge tests and both the applicant's and the parents' interviews are conducted.

6. The Admissions Committee reviews the documentation and the results of the assessments and interviews to make the final decision.

7. The process can yield several outcomes: Admitida (Admitted); Aspirante No Admitida (Not Admitted); Aspirante parcialmente No Admitida (Partially Not Admitted; further assessment may be needed); Aspirante Admitida que reserva el cupo para un año más adelante (Admitted who reserves a seat for a future year).

8. A welcome letter and instructions for prematricula/matricula are issued, along with the school's calendar for the year.

9. The matriculation process is completed with the firma y legalización de la matrícula (signature and legalization of enrollment).

10. Description of entry to the Diploma Programme. All students matriculated in IB schools have access to IB programmes, and the IB organization does not exclude them. In accordance with the IB Diploma Programme General Regulations, Article 4, there is equal opportunity for all students at the Colegio Santa Francisca Romana to access the Diploma Programme.

11. Diploma Programme aspirant requirements. All students who aspire to the Diploma Programme will complete the Diploma subjects in the last two years (grades 11 and 12). They may take the official IB exams to obtain the IB Diploma. Students transferring from other schools to grade 11 must demonstrate outstanding academic performance and have completed the corresponding IB‑style courses elsewhere.

12. Diploma Programme enrollment description. The Diploma Programme enrollment consists of three phases: Induction (May, before the end of grade 10), where information is shared with parents and students; Choice (August, before the start of grade 10), where students submit subject choices and have interviews about their interests; and Enrollment (August–September of the first Diploma year), where enrollment is formalized and a timetable is set.

13. Responsibilities. The Diploma Programme Coordinator organizes, advises, and tracks students through the Diploma process; teachers present subjects and assist students in making informed choices; parents and administration are expected to understand and comply with the policy.

14. Fees for Diploma Programme assessment services. There are two fees for Diploma Programme assessment services: one per subject and one for Diploma services. The policy lists per‑subject and per‑service rates in USD (for example, Monografía 91 USD; Teoría del Conocimiento 46 USD), with total amounts defined by the International Baccalaureate Organization and local administration.

The school offers a 50% discount on the enrollment form for alumnae who wish to enroll their daughters. Families who already have daughters at the school and bring in sisters, as well as employees, are exempt from paying the enrollment form. Costs of the admissions process are defined annually by the Rector.