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  • Admission, Fees and Bursaries | Wotton House International School

    FEES BURSARIES SCHOLARSHIPS COMMENTARY Tarifa Damos la bienvenida a alumnos de 10 a 16 años que se beneficiarían de nuestro enfoque internacional de la educación, ya sea a tiempo completo o a tiempo parcial, de forma flexible. Nos enorgullece ofrecer una beca y un descuento para hermanos con prueba de recursos y nos complacerá hablar de esto con usted. Cada niño y cada familia es único y sin duda tendrá necesidades y preguntas particulares. Estamos aquí para ayudar, así que contáctenos para obtener más información al +44 (0) 1452 764248 o envíe un correo electrónico a info@wottonhouseschool.co.uk Tarifas 2021-2022 Tarifas de tiempo completo Las tarifas de tiempo completo por período oscilan entre £ 3,250 y £ 4,500 Las tarifas para niños de 10 años comienzan en £ 3,000 Opciones de Flexi-School También ofrecemos un paquete de educación flexible en el primer y segundo año del PAI. Estaremos encantados de analizar estas opciones con usted. Gloucestershire Independent Schools: day fees (all from school websites) Bursaries We are able to offer bursaries whenever possible in the following situations: ​ Staff discount: dependent on hours worked Sibling discount: 10% for first, 25% for second Key-worker discount: 10% for NHS and care-home families NATO Imjin Barracks discount: 33% Means-tested bursary: up to 85% of fees Prepayment: each case negotiated separately depending on number of years involved but large discounts can be offered for lump sums ​ ​ Each child and family is unique and you will no doubt have particular needs and questions. We are here to help so please contact us for more information and to discuss in confidence. In the past and currently we have successfully been able to work out arrangements whereby non-financial contributions to the school can be put towards the fees. ​ ​ ​ Scholarships We are proud to launch a range of Scholarship awards for the next academic year (2022-23) ​ ​Please watch this space for details as they are announced. ​ ​ Commentary on school fees and bursaries Break-even Analysis Independent schools are notoriously coy when it comes to talking about finances. Is this a throwback to the days when it was considered vulgar to discuss money? Or is it because, as this article on Forbes.com suggests, “not talking about money is a privilege of the wealthy.” ​ It is odd because the accounts of all the private schools which are also charities are freely available if you know how to search the Charity Commission website. For example, Winchester here (total income £35 million) and Wellington here (total income £53 million!). And the accounts of all independent schools which are private limited companies are freely available if you know how to search the Companies House website. Most of these schools are parts of for-profit chains such as Cognita (revenue £500 million across 78 schools). There should be no need for reticence! ​ So in the spirit of openness we thought it would be interesting to run through the sort of break-even analysis we regularly do. This is at a fairly broad level, of course, but it will show the basics for a secondary school with 5 year groups, each with 10-15 students. Staffing Costs. Total £440,000 per annum. If we teach 8 subjects we pretty much need 8 subject teachers. We will assume that most are either full-time or close to full-time. Typical salaries might be around £30,000 so total teaching cost is £240,000. Then we need Admin and other support. As a minimum we need an Admissions Officer, Administrator, Exams/ Local Authority Officer, Catering Manager, Maintenance Manager, Counsellor. Say 6 roles at £20,000 each. Total Admin cost is £120,000. Then we need some Senior Management: say 2 roles (Principal and Vice-Principal) at £40,000 each for a total of £80,000. Overheads. Total £240,000 per annum As a very rough guide we know that salaries make up around 65% of total costs. This means that total overheads should be around £20,000 per month. This could easily be made up roughly as follows: Heat, light £5,000 Consumables £5,000 Finance £5,000 Insurance £2,500 Misc £2,500 So Total Costs are £680,000. Then there are two ways to proceed. The first is if you know the Annual Fees simply to divide the Total Costs number by the annual fees to produce a figure which shows the number of pupils needed to break even. However this does not take into account bursaries and other discounts. We need to use the actual figure of income per pupil. ​ If annual fees are £12,000 (ie with no discounts) then the number needed is 57. If we assume an actual annual figure of £9,000 then the number needed is 75. If the actual figure is £7,500 then the number of pupils needed is 90. ​ The other way to work it is to assume a roll of 70 pupils (5 classes of 14 pupils each) and to spread the Total cost between these pupils. Dividing the Total Costs across 70 pupils produces an annual fee requirement of £9,714 (or £3,238 per term). ​ Bursaries across the sector It is clear that the key figure is the percentage of discounts. The rule of thumb I was taught is that mature schools aim to keep this figure down to about 10%, but in the early years of a school it is normally more like 30-40%. But do these figures hold true? ​ Newspapers and websites report a wide range of figures, depending on whether they are in favour of independent schools or against. The Good Schools Guide said (in 2021): "Over the past year, private schools handed out £938m-worth of scholarships and bursaries to 157,000 pupils – that’s about 30% of all children in private schools." ​ The Financial Times said (in 2019): ​ "The ISC says that £800m of the £1bn provided in “fee assistance” last year came directly from the schools themselves. Just over 175,000 ISC students currently benefit from some form of fee reduction, around half of these through means testing. The number of those receiving “free” places — where all fees are paid — is now more than 6,000 pupils, an increase of 5 per cent year-on-year. ​ Another website has much lower figures. Best-schools.co.uk claims that "There are estimated to be around 41,000 children being financially assisted by private schools". This must be incorrect but the website is worth looking at because it has a long list of potential sources of fee support and also a good draft means-testing questionnaire. ​ The Guardian has a different take (2021): ​ "The proportion of pupils helped with financial support has not significantly increased, despite the costs of private schooling rising considerably. By 2018, the average annual basic fee was £14,280 for day schools - a 60% real-terms increase from 2000 and three times the 1980 fees. ​ The researchers studied the period since 1997. They found that throughout the period, around 15 out of every 100 pupils received direct financial support. The value of financial support was around £4,900 in 2011–2018, little changed from earlier periods and “thus accounting for a smaller fraction of the fees: 35% compared with 57% in the first period”. The paper concludes: “The data could not conclusively support claims that the private school sector has widened access for students from low-income families through more generous financial support.” ​ The best source of objective data is usually taken to be the annual ISC census . Its figures show: 1. Average day school fees are £15,191 per annum or £5,064 per term. 2. A total of 179,768 pupils currently receive help with their fees. 3. There are 532,237 pupils at ISC schools. 4. The ISC suggest that this means that 35% of pupils receive support. 5. The financial value of the support is over £1.1 billion. ​ But it is worth taking a closer look at these figures. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ The total number of pupils helped includes all the SEN pupils funded by local authorities and all the private nursery pupils who get Early Years Funding. This seems to be stretching the case, to put it mildly. Independent schools themselves help 157,000 pupils but almost half of those are supported because they are 'eligible', which could mean that they are staff children or siblings of other pupils. The actual number of bursaries and scholarships is more like 100,000 which is closer to 1 in 5 of all ISC pupils, than the 1 in 3 which is widely claimed. ​ To calculate the average level of bursaries given by independent schools we still need to do some calculations as the figure does not seem to be in circulation. 1. The total fee income of all independent schools must be around £7.5 billion (500,000 pupils times £15,000). In practice it will be higher because the ISC only represent half of all independent schools although the other half tend to be much smaller schools. ​ 2. Total financial support is £938 million (counting staff and sibling discounts). ​ 3. This equates to 12.5%. ​ So we can conclude that on average independent schools give away 12.5% of possible fee income in the form of various discounts. Our rule of thumb was 10% which is close enough. ​ Equity It appears to be enough to satisfy the charity commission, but is that enough, morally speaking? This is a complicated question without easy answers, but as a fee-charging school we should at least try. ​ The first step is to compare independent school spending with state school spending on each pupil. The IFS did a study in 2021, reported inThe Guardian , which included running costs and capital spending for state schools, and subtracted scholarships and bursaries given to pupils in private schools to fairly compare the two. The average private school fee (not including boarding schools) was found to be £13,700 a year, compared with £7,100 in spending on each state school pupil. ​ Note that the £13,700 figure assumes a discount rate of 10% rather than the 12.5% we established earlier. But even so the point is clear: independent schools spend almost exactly twice as much per pupil as state schools. ​ Median gross salary in the UK is currently around £31,500 (2021). This means that the amount spent per state-school pupil by the government equates to 22.5% of median pre-tax salary or approximately 30% of net salary (ie after tax). ​ We need to reach again for our Rules of Thumb book. The best known for personal finance is the 50-30-20 budget rule , which goes back to a book called All Your Worth written by Senator Elizabeth Warren in 2005. The Rules for expenditure are: 50% should be on "Needs": rent or mortgage, groceries, utilities, transport 30% should be on "Wants": discretionary spending such as eating out, holidays 20% should be on "Savings": either savings and investments or paying off debts. ​ Private education clearly falls in the discretionary spending category and so it seems sensible to allow it a maximum 30% of net income. This then lines it up neatly with the amount spent per pupil in state schools. ​ But if average private school fees are £13,700 (after discounts), the median net salary at which that figure is 30% is £45,666 or, very approximately, £55,000 pre-tax. According to this calculator from the IFS this would mean that private education is only affordable to the highest 10% of wage earners in the UK. Of course many, perhaps most, households have dual incomes but, equally, many, perhaps most, households have more than one child. ​ What Caused this Crazy Fee Inflation? Fees tripled between 1980 and 2018 - rates of increase far in excess of increases in Inflation and Wages (see The Guardian article quoted above). The Killik & Co Private Education Index (2019) argues that fees went up by five times (ie 400%) between 1990 and 2019. Some observers warned that this meant trouble ahead. Ben Chu wrote in The Independent in 2016: ​ "Even the private schools themselves admit the middle classes are now being priced out. “These schools will soon be solely populated by fee-assisted pupils from low-income families and the offspring of the super-rich,” says Ralph Lucas, editor of the Good Schools Guide. ​ “We have allowed the apparently endless queue of wealthy families from across the world knocking on our doors to blind us to a simple truth: we charge too much,” Andrew Halls of King’s College School in Wimbledon admitted three years ago." ​ An interesting analysis by Nimblefins also blames parents: ​ "The parental strategy of applying to more schools in an effort to lock in the "best" spot results in individual schools experiencing a large increase in applications. A rapid rise in applications creates the illusion of an increase in demand, emboldening schools to raise fees. However, the private school system as a whole does not seem to be facing a supply and demand imbalance, meaning parents are behind this frothy "demand." ​ Ben Chu is more critical of the 'facilities arms race' which led to huge capital expenditure on theatres, gyms, recording studios and so on: ​ "Why the massive expenditure on these ancillary sports and music facilities in the first place? These are peripheral to any educational purpose. In the 1980s, the Victoria and Albert Museum used to advertise itself with the tongue-in-cheek slogan “an ace caff with quite a nice museum attached”. Some of these schools have become luxury country clubs with quite a nice school attached." ​ Fundamentals This discussion ends up focussing on the fundamentals - why exactly do parents pay so much for private education. The Killik & Co report slips in the figures right at the end: private education outcomes, on the average, generate a wage premium over state schools: ​ "For example, academics estimate a wage premium over those who have attended state school of 7% by six years after graduation. Another study finds the premium to be 20% by age 33; a third finds a premium of 3%. To some parents this may indicate private education outperforming investments in financial assets, which helps to explain why despite the rising fees, many private education seems as popular as ever." ​ If we assume the wage premium is 5% by age 20 and lasts for 40 years (the last figure is a guess) then we can calculate whether there is a financial return on private education. The rough calculations are: ​ Cost of private education: £13,700 * 5 years = £68,500 Wage premium: 5% on £35,000 over 40 years = £70,000 ​ The lifetime premium on these figures is only £1,500, which is unlikely to be sufficient motivation (2% return). If the wage premium is 10% then the lifetime premium goes up to £71,500 (or a 4% return). Equally if the cost goes down to £10,000 per annum then the lifetime premium goes up to £20,000 for a 5% annual wage premium (29% return). An earlier estimate (2010) found that the average net rate of return was 13% in 1980. ​ These are imprecise calculations as the data are slippery but I think they show that for most parents there would be a reasonable expectation that the costs of private education will be more than repaid over the career of their child. "In effect, private schools provide very good value for money.​" (Green et al, 2010).

  • Vision & Ethos | Wotton House International School | Gloucestershire

    Wotton House International School tiene su sede en el corazón de Gloucester y es parte del grupo International Village Education. Nuestra misión es ayudar activamente a los niños a desarrollar la confianza, las habilidades y el conocimiento necesarios para prosperar en el mundo moderno. Nuestra ética educativa está resumida en el proverbio africano "se necesita una aldea para criar a un niño" , lo que ayuda a sus hijos a sobresalir en el contexto de sus comunidades locales, nacionales y globales. Este espíritu incorpora tres ideas relacionadas: 1 La educación no es solo responsabilidad del maestro, sino también de la comunidad en general; Los niños de hoy crecen en una aldea global no regulada y necesitan orientación más que nunca para navegar por ella de manera segura. 2 Ser 'educado' tiene muchas facetas y ángulos, y que cada niño tiene muchos dones diferentes, no todos los cuales están cubiertos por el aprendizaje tradicional en el aula. Para lograr esta visión, integramos tres elementos clave en la escuela: un currículo de conocimiento sólido, basado en la investigación: enseñamos el Programa de los Años Intermedios del Bachillerato Internacional con la opción de participar en los GCSE internacionales en los años 10 y 11 tecnología integrada para el aprendizaje la educación al aire libre como parte integral de la experiencia escolar de cada niño, a través de nuestro sitio asociado The Wilderness Center. 3 Nuestra escuela debe proporcionar explícitamente algunas redes de apoyo, conexiones y contactos; no es suficiente enviar un niño al mundo con nada más que certificados bajo el brazo Nuestros objetivos, por tanto, son crear niños que hayan aprendido: un sentido de su lugar en su comunidad y una comprensión de sus responsabilidades dentro de su mundo un espíritu de entusiasmo contagioso por el aprendizaje, a lo largo de nuestras actividades de aprendizaje en la escuela y al aire libre cualidades que incluyen tolerancia, resiliencia, determinación, liderazgo, coraje, paciencia, empatía e inteligencia emocional Habilidades cognitivas clave de pensamiento crítico, argumentación, lógica, prueba de hipótesis, evaluación de evidencia y resolución de problemas. una sólida base de conocimientos y un sentido de sí mismos como académicos: un alumno que está fascinado en aprender por sí mismo. ¿Interesado? Nos encantaría saber de ti. Para obtener más información, contáctenos. Ethos and Aims Independent schools are required by law to have a Statement of Ethos and Aims (ISS 32(2)(d) ). This is nonsense surely, unless by 'ethos' is meant something like 'religious or other belief'? Ethos in a school is not something that can be explicitly 'statemented'; it is the underlying and intangible 'character' or 'habits', the culture and atmosphere of a school. ​ We hope and believe that all stakeholders in the school recognise and appreciate the atmosphere of mutual respect, kindness and encouragement, laughter and enthusiasm. ​ We can contribute to and steer the culture of the school by outlining and promoting our Goals and we do this through these three pairs of statements: Mission and Motto; Vision and Values; Aims and Objectives. ​ Mission ​ In an age out of harmony we are building a diverse community of enthusiastic, questioning learners who develop Head, Heart and Hands through real-world learning to the betterment of Humanitas, or society as a whole. We value equally the three 'real-worlds': digital, cultural and natural. ​ Our inspiration is Steve Jobs (1998): “Think different. Here's to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes... the ones who see things differently - they're not fond of rules and they have no respect for the status quo. You can glorify or vilify them, but the only thing you can't do is ignore them because they change things... they push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.” Vision Because it takes an international village to raise global and grounded citizens, we want to become the flagship of an international network of progressive, human-scale, change-making schools which contribute to the UN Sustainable Development Goals by empowering students through multidimensional, strengths-led learning to better themselves in order to better their communities. We have no single word for this concept in English but in Ancient Greece it was called “Paidea ”; in Enlightenment Germany it was called “Bildung ”. The closest modern equivalent is the Danish concept of “Dannelse ” which means creating active and aware citizens through educating head, heart and hands Aims To achieve our vision we have set ourselves these aims for the school: ​ To develop a multidimensional curriculum to prepare and safeguard our students for a radically different future world with unprecedented challenges for both mental and physical wellbeing. To help families build resilient, healthy, altruistic children who will have a strong sense of the meaning and value of their lives. To become part of a network of schools and colleges which values freedom, non-linearity and creativity - everything which distinguishes human from machine - but also respects traditions and the central importance of individual development as contributing to the greater goal of service to the community. To provide a safe, welcoming and stimulating environment for the non-conformists, the free thinkers, the heretics, the contrarians, those who think differently. They will change the world. Motto "Better ourselves to better our worlds" or "pro nobis pro bono" ​ Values We believe that contemporary education needs to be: ​ Wh olistic: rounded and multi-dimensional I nternational: global in outlook, diverse and rich S ustainable: grounded in the earth and rooted in our physical being C reative: able to dream and invent new solutions Objectives ​ To be the first-choice school in the region for international families To grow to 120 students To open a sixth-form college To be rated consistently good or better by the inspectorates To forge strong international connections with other IB schools Four Pillars This section looks at the Four Pillars which represent our deepest values, our non-negotiables, our principles. Many different organisations use a Four Quadrant model; the best known logo which uses four squares is Microsoft but very few people know what each square represents. By comparison the pentacostal FourSquare Church has a much more informational logo. ​ The word "Foursquare" resonates with positive overtones of firm, sturdy, bold, plainspeaking, forthright. These are all valuable qualities but they definitely lack subtlety. Nevertheless at the stage of outlining fundamental principles the subtleties can wait. Four legs are strong and useful, as Animal Farm famously says: "Four legs good, two legs bad". ​ This characterisation is not unique to us, of course. For example The Asha Centre , which is an adult education centre in the Forest of Dean, close to The Wilderness, identifies the same 'four pillars': Learning through Head, Heart and Hands Fostering a truly human global community. Harnessing the power of Nature to learn and heal. Nurturing creativity & innovation through the Arts. It is an easy step to derive from the four fundamentals an acronym WHISC which echoes very strongly our name: W otton H ouse I nternational SC hool. ​ Wholistic We deliberately use the spelling Wholistic rather than Holistic because the two spellings are diverging to become two different words with slightly different meanings. ​ Wholistic means taking into account every aspect, or facet, of a person, including body, mind and soul - this is what is meant by an education being 'well-rounded'. The word derives from Old English hal meaning 'uninjured or sound' ie hale and healthy. This is not quite the same as Holistic which means being more concerned with the wholes than with the constituent parts - this is what is meant by an education being 'child-centred'. 'Holistic' was invented by Jan Smuts in 1926 from the Greek holos meaning whole or entire. ​ ​ ​ ​ ​ International ​ ​ ​ Sustainable ​ ​ ​ ​ Creative

  • About our IB school | International baccalaureate school | WHIS

    INTERNATIONAL LINKS HISTORY OF THE IB INTERNATIONAL BACCALAUREATE QUOTATIONS ABOUT THE IB International This page explains why we are international by exploring some of our international links so far, and some of our plans for future collaborations. It also describes and the background and history of the curriculum we use, the Middle Years Programme from the International Baccalaureate. ​ ​ International Links Milan City Council Pupils Visit "Monday 12th June - Friday 23rd June, 2017 15 pupils from an Italian exchange programme sponsored by Milan City Council will be joining GIS pupils for two weeks. We are delighted that they have chosen our school and we hope this is the start of a long-standing two-way relationship! Pupils will be staying with host families in the local area and be in school from 09:00 - 13:00 each day." ​ Zhong Shan Primary School Visit ​ 4-16 February 2017 We hosted a group of children from Zhong Shan No 11 Primary School (in Guizhou province) "to give them a new life experience.This is their very first trip abroad and for most of them this will be the first time meeting ‘foreign' children." The trip was organised by YingShi Helsby, the owner of Cheltenham Mandarin School , who worked with us in our first years. ​ History of the International Baccalaureate The International Baccalaureate (IB) is a nonprofit foundation based in Geneva. It was founded in 1968 and used to be called, more sensibly, the International Baccalaureate Organization (IBO). It offers four educational programmes: ​ The IB Diploma Programme DP 16-19 The IB Career-related Programme CP 16-19 (2012) The Middle Years Programme MYP 11-16 (1994) The Primary Years Programme PYP 3-11 (1997) The roots of the IB can be traced back to the end of World War II and the noble idea that the best hope for countries to live in peace with each other was through international education. Many of its founders or inspirations are not as well known as I think they should be. They include: ​ Marie-Thérèse Maurette : French educator, director of the International School of Geneva, the world’s first international school, between 1929 and 1949. Her educational principles inspired the first IB Diploma Programme. ​ Bob Leach : inspirational American-born history teacher at the International School of Geneva who developed an enquiry-based history syllabus and organised the Conference of Internationally-minded Schools in 1962 which was the first to use the phrase “international baccalaureate”. ​ John Goormaghtigh : tireless Belgian lawyer who survived the Dachau concentration camp, developed a series of organisations which led up to the IB: The International Schools Association, the International Schools Examination Syndicate, the Carnegie Endowment for International Peace, and the IB Council of Foundation. ​ Alec Peterson : charismatic British educator, energetic driving force behind the curriculum design, in particular the incorporation of critical thinking, first Director-General of the IBO. The IBO Cardiff Headquarters building, Peterson House, is named after him. ​ Un plan de estudios internacional ... Nuestra escuela sigue el Programa de los Años Intermedios (PAI) del IB, un modelo curricular muy respetado que incluye requisitos estrictos de planificación curricular, variedad y profundidad de asignaturas y un compromiso sustancial con la educación integral. Ofreceremos a sus hijos un plan de estudios completo y progresivo que incluye: Matemáticas Ciencias Lengua Inglesa y Literatura Artes (música, teatro y artes visuales) Idiomas Individuos y Sociedades (Humanidades) Educación Física (actividades al aire libre, deportes y fitness) Salud Social Personal y Económica Diseño (DT) Estudios Interdisciplinarios Proyectos Comunitarios y Personales Independientes. El PAI en sí concluye, a los 16 años, con un conjunto de exámenes de evaluación electrónica formales opcionales. Cada uno de estos equivale a un GCSE y está acreditado por Ofqual como tal. El PAI es reconocido en todo el mundo por universidades y proporciona una gran plataforma para avanzar al Programa del Diploma del IB u otras calificaciones como A-Level. Puede encontrar más información aquí: Programa de los Años Intermedios de IBO . Kurt Hahn Source: IB presentation BACK TO TOP Robert Leach . Source: IB presentation John Goormaghtigh Source: IB presentation Alec Peterson Source: IB presentation History of the International Baccalaureate Source: IB presentation The International Baccalaureate BACK TO TOP IB Mission Statement ​ The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. ​ These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. ​ Introduction to the IB The IB have produced a lot of documentation and guidance on their website (ibo.org) but the simplest introduction is probably this one-page PDF (also included at the end of this section). ​ IB Facts and Figures The International Baccalaureate is a not-for-profit organization supporting the education of more than 1.4 million students in 5,300 schools in 158 countries worldwide (as at March 2021). ​ IB Financials For a small school the IB is prohibitively expensive. Using figures from 2021 for a school to be accredited would cost: ​ Application for candidacy fee: £2,510 Candidacy and consultation services fee: £5,730 Staff training courses: £5,600 (say 10 staff at £560 per course) Annual fee: £6,030 The annual fee is for the MYP but the others are similar; useful discounts of 10% apply for running 2 programmes and 20% for 3. ​ This means that the total expense after 3 years of operation to get up and running is in the region of £20,000. The costs associated with other curricula are closely guarded so it is difficult to make comparisons. But I think it is fair to say that the IB is the most expensive and that they would argue that you get what you pay for! ​ IB Schools in the UK This document summarises the position as at October 2021. There are currently 132 schools in the UK offering at least one IB programme - dominated by the Diploma Programme (96 schools). The majority are independent but 55 are state schools, largely because a group of academies in Kent have been switching large numbers of schools to the IB. Geographically this means that about half of the schools are in the South-East - 34 in Kent and 22 in London. ​ There are 26 MYP schools, 5 of which only offer that one programme - us and 4 academies in Kent and London. ​ IB Reference Documents Command Terms in the MYP (2010) MYP: Preparing Students For University (2010) Guide to Interdisciplinary Teaching (2010) IB MYP in the UK (2012) Interdisciplinary Teaching and Learning (2012) What is an IB Education ? (2013) The MYP (2013) MYP Factsheet for Parents (2014) MYP E-Assessment Factsheet (2014) MYP General Regulations (2014) Academic Honesty in the IB (2014) Fostering Interdisciplinary Teaching (2014) MYP Annotated Unit Planner (2015) MYP Award: Course Results and MYP Certificate (2016) Programme Standards and Practices (2016) Further Guidance for Developing MYP Assessed Curriculum (2016) Evaluating MYP Interdisciplinary Unit Plans (2016) Evaluating MYP Unit Plans (2016) MYP: From Principles into Practice (2017) ​ ​ Un plan de estudios internacional que promueve la alegría de aprender Quotations ​ We’re talking about an international qualification which is the best in the world... Why are we not bringing it in...?” - Dr Anthony Seldon, Headmaster of Wellington College ​ “.... It allows students to explore their passions and do something powerful with it. It involves third or fourth level thinking where students really have to go beyond the surface and dig deeper into more abstract and conceptual thinking. ...” - Dr Vincent Chian, Principle of Fairview International School, Malaysia ​ “.... Our parents are excited because students are becoming well-rounded and they’re getting that classic liberal arts-minded education...” - Dr. John Waller, director, secondary curriculum and special programs, Marietta City Schools, USA. ​ On the whole MYP v the GCSE thing, I once had it described to me this way, and I would agree. "The MYP teaches students to think. The GCSE teaches them to remember". -TES Community Forum ​ “The IB offers breadth and a balanced education which other qualifications do not offer,” -Jesse Elzinga, Headmaster of Sevenoaks School . ​ "“The IB is challenging but it prepared me for the style of learning at university, where self-discipline and initiative are essential for success. Most importantly, the IB developed my open-mindedness, international outlook and ability to think critically – essential skills for living in the modern world.” -Rhiannon Durant, Student at Oxford University ​ ​ BACK TO TOP “Candidates who wish to be stretched should, in my view, take the MYP. The rigour and work ethic it encourages will assist them strongly if they wish to progress to a degree that will require them to really engage with their subject discipline”. -Mike Nicholson, Director of Undergraduate Admissions at Oxford University ​ "MYP? Heavens this could be dangerous! A generation of boys and girls encouraged to think for themselves, to be creative, to problem solve, to work together, to view themselves as part of the world not as the centre of it." -Nigel Taylor, Headmaster of Amesbury School ​ "Content across IB MYP, GCSE and IGCSE specifications were broadly similar. The MYP covered all the main areas of the other two programmes and in some cases included additional areas of study. Overall, the vast majority of teachers, parents and students gave extremely positive responses when asked about their experiences of the IB MYP. Each group reported positive impacts of being involved in the MYP and described many benefits, in line with general IB principles." -NFER Study ​ “What the world cares about is not what our students know, but what they can do with what they know.” - Tony Wagner, fellow at the Technology and Entrepreneurship Center at Harvard University and author of The Global Achievement Gap ​ "In the rapidly changing world knowing how to learn new things will define success." - IB Strategic Initiatives Innovation & Incubation, 2021 ​ ​

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