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Conoce el proceso de admisión del colegio Theodoro Hertzl > Theodoro al día Celebramos Purim en nuestro colegio: dos días llenos de baile, color y mucha diversión Purim es una de las festividades más alegres y esperadas del calendario judío, y en nuestro colegio, no fue la excepción. Este año, nos sumergimos en el mundo de las películas, donde los personajes tomaron vida. El evento tuvo lugar los días 13 y 14 de marzo. Durante ambas fechas, hubo una amplia variedad de presentaciones, obras de teatro, bailes y comparsas. Como es tradición en Purim, no faltaron los intercambios de mishloaj manot (compartir) y hamantaschen, las tradicionales galletas en forma de triángulo, rellenas de mermelada o frutos secos. Este año, también quisimos aprovechar la ocasión para practicar el verdadero espíritu de Purim: la solidaridad. Por ello, organizamos una colecta de implementos deportivos, los cuales serán destinados a niños de una escuela de fútbol de Manrique. Esta acción nos permitió a todos reflexionar sobre la importancia de ayudar a los demás, una de las enseñanzas más profundas de esta festividad. En resumen, Purim 2025 fue una celebración que, más allá de la diversión y la alegría, nos brindó valiosas lecciones sobre la importancia de la generosidad, el trabajo en equipo y la empatía. Sin duda, todos nos llevamos un recuerdo inolvidable de este evento tan especial.

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. CELEBRAMOS PURIM: dos días llenos de baile y mucha diversión. Leer más... 30 AÑOS DEJANDO HUELLA: un legado de dedicación. Leer mas... COMPUTER SCIENCE: 3D printer. Leer más... To play, press and hold the enter key. To stop, release the enter key.

Conoce el proceso de admisión del colegio Theodoro Hertzl > Theodoro al día 30 años dejando huella: un legado de dedicación. La docente Dora Lucía Jaramillo Giraldo, cumplió 30 años de dedicación y servicio en Theodoro Hertzl. Su trayectoria no solo refleja su profesionalismo y excelencia, sino también su incansable pasión por contribuir al bienestar y progreso de todos los que conformamos esta gran familia. A lo largo de tres décadas, Dora ha dejado una huella imborrable que celebramos con gratitud y admiración. Clic AQUÍ para ver la entrevista.

Conoce el proceso de admisión del colegio Theodoro Hertzl > Theodoro al día Computer Science: 3D printer Alejandro Henao, líder del Área de Computer Science, nos presenta la impresora 3D de nuestro colegio. Esta herramienta permite fortalecer la creatividad, la innovación y el aprendizaje práctico de los estudiantes, ampliando las posibilidades pedagógicas y permitiéndoles explorar el diseño, la programación y la creación de objetos tridimensionales. Clic AQUÍ para ver la nota completa.

About us > Mission, Vision MISSION We are an institution that offers a multicultural education, aiming at the development of every student’s full potential, empowering them as insightful, excellent and happy human beings, on the foundation of universal values, within the framework of Jewish culture, and the Colombian and global contexts. VISION We hope to be recognized as an institution on the national and international levels, that educates respectful citizens, who are mindful of the social, political and environmental realities, and who are committed to the construction and growth of a more humane society.

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> 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 Alejandra Bolivar Homeroom teacher K3 ALEPH alejandra.bolivar@theodoro.edu.co Natalia Herrera Homeroom teacher K3 BET natalia.herrera@theodoro.edu.co María F. Berrio Homeroom teacher K4 ALEPH maria.berrio@theodoro.edu.co Luisa Salinas Homeroom teacher K4 BET lsalinas@theodoro.edu.co Jennifer Betancur Homeroom teacher K5 ALEPH jennifer.betancur@theodoro.edu.co Carolina López Homeroom teacher K5 BET carolina.lopez@theodoro.edu.co Patricia Larralde Homeroom teacher 1 ALEPH patricialarralde@theodoro.edu.co Manuela Gómez Homeroom teacher 1 BET manuela.gomez@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 Sandra Henao Homeroom teacher 2° ALEPH sandra@theodoro.edu.co Mariana Pareja Psychologist psicologiaprimaria@theodoro.edu.co Sandra Henao Directora de Grupo de 2° BET sandra@theodoro.edu.co Sara González Homeroom teacher 3° ALEPH sara.gonzalez@theodoro.edu.co Lina Mazo Homeroom teacher 4° ALEPH lina.mazo@theodoro.edu.co Luis Miguel Ramírez Homeroom teacher 3° BET luis.ramirez@theodoro.ed u.co Diana Álvarez Homeroom teacher 4° BET dalvarez@theodoro.edu.co Santiago Salazar Homeroom teacher 5° BET santiago.salazar@theodoro.edu.co Sirley Gómez Homeroom teacher 5° ALEPH sirley.gomez@theodoro.edu.co Alejandro Cartagena Homeroom teacher 6° ALEPH cartagena@theodoro.e du.co Marco Betancur Homeroom teacher 6° BET marco.betancur@theodoro.edu.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 Marcela Montoya Psychologist psicologiabachillerato@theodo ro.edu.co Liliana Castrillón Homeroom teacher 7° ALEPH lcastrillon@theodoro.edu.co Manuela Macías Homeroom teacher 7° BET manuela.macias@theodoro.edu.co Katty Marchena Homeroom teacher 8° ALEPH katty.corrales@theodoro.edu.co Dayron Garcés Homeroom teacher 8° BET dayron.garces@theodoro.edu.co Viviana Arias Homeroom teacher 9° ALEPH viviana.arias@theodoro.edu.co Alejandro Henao Homeroom teacher 9° BET alejandro.henao@theodoro.edu.co Ferney Rave Homeroom teacher 10° ALEPH ferney.rave@theodoro.edu.co Tahia Lorenzo Homeroom teacher 10 ° BET tahia.lorenzo@theodoro.edu.co Giovanni Torres Homeroom teacher 11° ALEPH gtorres@theodoro.edu.co Diana Gómez Homeroom teacher 12° ALEPH diana .gomez@theodoro.edu.co Juan Felipe Vélez Homeroom teacher 11° BET juan.velez@theodoro.edu.co Rafael Miranda Homeroom teacher 12° BET rafael.miranda@theodoro.edu.co

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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.

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

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