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Vitrine du travail et des réalisations des étudiants Prep students made this display with our TA Nicky. They really took ownership and included so many intricate details! They included special characters they designed to be 'Tree Champions' and look after and conserve trees - linking with our work at The Wilderness Centre towards the John Muir Award. They wrote wonderful adventures for their characters in English lessons... Feb 2022 Extraordinary progress in half a term! This is from our Lower Prep class .... Jan - Feb 2022 Prep display boards showcasing recent activities and some of the priorities for learning this term. Click on the images to see them in more detail. Feb 20202 Prep working with our animal assistants River and Simba. Equine-assisted education we know about but rabbit-assisted? (Feb 2022) Litter Picking Prep students took part in a litter picking exercise to help look after our beautiful outdoor education centre. . We saw a deer on our walk and were delighted that we helped improve the environment it lives in. (Feb 2022) Malteser Maths In Prep today the children from both classes worked together using their real-life problem solving skills to share out a large box of maltesers equally. They checked and double checked their numbers, using a tally to help them keep count. I think this lesson was a firm favourite with the children! (Feb 2022) Dans Drama MYP3 regardaient Macbeth, Tara a créé un merveilleux journal créatif et interprété ce monologue. Le travail acharné de Rowan a porté ses fruits et nous sommes fiers d'annoncer qu'il a été accepté au Collège Hartpury! Toby a récemment collecté plus de 3000 £ pour une association caritative dans le cadre de son projet personnel! "Tous les élèves du MYP5 doivent terminer le projet personnel du PEI au cours de leur dernière année d'école. Le projet personnel vous donne la possibilité de développer un projet de votre choix en consolidant votre apprentissage de la classe. Le projet vise à tester" l'autogestion , la recherche, la communication, la pensée critique et créative et la collaboration ». Mon projet personnel est de parcourir 100 miles à vélo afin de collecter des fonds pour Sarcoma UK. " Making a Bookshop Summer 2020 Wotton House Honey Made from our own bees Summer 2020 As part of their Maths project, MYP3 had to create a festival design which incorporated the look and feel of all aspects of a festival. This is a good example of student's work, created by Poppie. 2020 Pancake Day March 2017

AKUSA SUBJECTS PROJECTS ASSESSMENT MATHS ENGLISH SCIENCES HUMANITIES SPORTS LANGUAGES ARTS DESIGN Middle Years Programme This is probably the longest of our pages - there is a lot of jargon to explain! ​ There are four sections after this Introduction. Clicking on each link above will take you directly to that section. There is also a special section on the new E-assessments .​ Introduction: the overall principles ​ The Middle Years Programme (MYP) of the International Baccalaureate Organization (IB) is a course of study designed to meet the educational requirements of students aged between 11 and 16 years. The curriculum may be taught as an entity in itself, but it is flexible enough to allow the demands of national, regional or local legislation to be met. It is the middle of the three-part IB framework, between the Primary Years Programme (PYP) and the Diploma Programme (DP) or Careers Programme (CP). ​ It provides a framework of learning that emphasizes intellectual challenges and encourages students to make connections between their studies and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people today. Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental needs of students and prepares them for further academic study and life in an increasingly interconnected world. The MYP uses concepts and contexts as starting points for meaningful integration and the transfer of knowledge across eight subject groups. ​ The MYP focuses on “learning how to learn” through the systematic development of approaches to learning (ATL) skills for communication, collaboration, organization, self-management, reflection, research, information literacy, media literacy, creative thinking, critical thinking, and transfer of learning. ​ The MYP has been devised to guide students in their search for a sense of belonging in the world around them. It also aims to help students to develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This means teaching them to become independent learners who can recognize relationships between school subjects and the world outside, and learn to combine relevant knowledge, experience and critical thinking to solve authentic problems. ​ The eight subject groups provide a broad, traditional foundation of knowledge, while the pedagogical devices used to transmit this knowledge aim to increase the students’ awareness of the relationships between subjects. Students are encouraged to question and evaluate information critically, to seek out and explore the links between subjects, and to develop an awareness of their own place in the world. ​ AIMS OF THE MYP The MYP aims to develop in students: The disposition and capacity to be lifelong learners The capacity to adapt to a rapidly changing reality Problem-solving and practical skills and intellectual rigour The capacity and self-confidence to act individually and collaboratively An awareness of global issues and the willingness to act responsibly The ability to engage in effective communication across frontiers Respect for others and an appreciation of similarities and differences ​ It fulfils these aims because it: provides an education that prepares students to be competitive on a global stage, building the skills valued by parents and employers develops students who are self-directed, self-regulated, independent and autonomous learners stimulates critical and creative thinking through inquiry- based, student-centred education emphasizes approaches to learning (ATL), a unifying thread throughout all MYP subject groups that helps students learn how to learn, not just what to learn encourages the application of knowledge and skills in unfamiliar contexts develops students as responsible members of their local, national and global communities who strive to be inquirers, knowledgeable, thinkers, communicators, principled, open- minded, caring, risk-takers, balanced and reflective creates personal relevance and encourages understanding of cultures and environments across global contexts results in students who are global learners, aware of connections between disciplines and to the larger world. ​ FUNDAMENTAL CONCEPTS The philosophy of the programme is expressed through three fundamental concepts that support and strengthen all areas of the curriculum. These concepts are: Holistic Learning, Intercultural Awareness and Communication 1. HOLISTIC LEARNING Holistic Learning emphasizes the links between the disciplines, providing a global view of situations and issues. Students should become more aware of the relevance of their learning, and come to see knowledge as an interrelated whole. 2. INTERCULTURAL AWARENESS Intercultural awareness is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ social and national cultures. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but may also lead to empathy. 3. COMMUNICATION Communication is fundamental to learning, as it supports inquiry and understanding, and allows student reflection and expression. The MYP places particular emphasis on language acquisition and allows students to explore multiple forms of expression. ​ EVIDENCE OF IMPACT Research studies provide evidence that MYP students tend to distinguish themselves from their non-IB peers. Consider the following recent findings (available here ): ​ MYP students perform as well as, or better than, their peers at non-IB World Schools on international assessments, including assessments in maths literacy, reading, narrative writing and expository writing. Enrolment in the MYP appears to have a positive impact on global- mindedness. MYP students are more likely to engage in student service learning projects in school and to participate in volunteer activities outside of school. The MYP is also a strong predictor of performance in the IB Diploma Programme (DP). ​ Anchor 1 The AKUSA framework: the pedagogical ideas ​ There are five distinctive aspects of the MYP, all of which unfortunately are very jargon-rich and can be confusing at first. We have tried to put together an easy way to present and remember the different aspects. We call it AKUSA, which stands for Action, Knowledge, Understanding, Skills, Attributes. Each aspect can be represented by one finger on a hand. ​ ​ ​ ​ ​ THE CENTRAL PLACE OF THE STUDENT The programme model of the MYP places the learner at its centre. This underscores the IB’s belief in educating the whole person, and placing importance on student inquiry. MYP students are making the transition from early puberty to mid-adolescence, which is a crucial period of personal, social and intellectual development, of uncertainty and questioning. The MYP is designed to guide students in their search for a sense of place in their natural and social environments. THE SUBJECT GROUPS In the programme model, global contexts, concepts, approaches to learning and teaching, surround the learner and connect to the eight subject groups. Schools are required to teach a broad and balanced choice of subjects in every year of the programme, including at least one subject from each of the eight subject groups. The subject groups provide a broad and balanced foundation of knowledge in traditional subject disciplines. The illustration below shows the eight subjects together with the criteria against which students' achievements are assessed. As a general summary Criterion A is Factual, B is Conceptual, C is Procedural and D is Meta-cognitive. We can reinterpret these as Knowledge, Understanding, Skills and Attributes (KUSA). ​ ​ ​ ​ ​ ​ ​ ​ GLOBAL CONTEXTS The six Global Contexts give the MYP its common language for powerful contextual learning so that students will become increasingly aware of the connections between subject content and the real world, rather than considering subjects as isolated areas unrelated to each other and to the world. The MYP presents knowledge as an integrated whole, emphasizing the acquisition of skills and self-awareness, and the development of personal values. As a result, students are expected to develop an awareness of broader and more complex global issues. We remember the Global Contexts with the acronym OFPIGS. ​ ​ ​ ​ ​ ​ ​ CONCEPTUAL UNDERSTANDING The MYP programme follows a concept-driven curriculum framework which allows students to demonstrate levels of thinking that reach beyond facts or topics. Concepts are used to formulate the understandings that students should retain in the future; they become principles and generalizations that students can use to understand the world and to succeed in further study and in life beyond school. There are two kinds of concepts. Key concepts (16; above) are ideas which provide interdisciplinary breadth to the programme and Related concepts (12 per subject; below) which are grounded in each of the subject disciplines and explores the key concepts in greater detail, providing depth to the programme. ​ ​ ​ ​ ​ APPROACHES TO LEARNING Approaches to Learning (ATL) is central to the programme, as it is concerned with developing the intellectual discipline, attitudes, strategies and skills which will result in critical, coherent and independent thought and the capacity for problem solving and decision making. It goes far beyond study skills, having to do with “learning how to learn” and with developing an awareness of thought processes and their strategic use. ATL skills show that true learning is more than the acquisition of knowledge: it involves its thoughtful application, as well as critical thinking and problem solving, both individually and collaboratively. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ We are now able to revisit the AKUSA diagram with full details, for a very concise summary (PDF here for downloading). ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anchor 2 The Subjects ​ ​ ​ ​ ​ ​ ​ ​ ​ The easiest way to remember the eight Subject groups is with the acronym MESH SLAD. Each subject has its own page. ​ In addition to the main Subject groups, the MYP also includes one Interdisciplinary unit (IDU) every year. This combines two different subjects, such as Maths and Arts, but the subjects combined change each year. The benefits of interdisciplinary learning are that it: allows students to use knowledge domains creatively to foster new understanding; develops mental flexibility that prepares students to be lifelong learners; promotes intellectual rigour by providing a holistic approach to the study of complex issues and ideas; models the importance of collaboration and teamwork across disciplines (an important life skill); supports and promotes transfer of understanding. ​ As an independent school we are also required by law to teach PSHEE (Personal, Social, Health and Economic Education) and, since September 2019, RSE (Relationships and Sex Education). We cover both those topics in our section on Enrichment. ​ MATHS ENGLISH SCIENCES HUMANITIES SPORTS LANGUAGES ARTS DESIGN Anchor 3 The Projects ​ PERSONAL PROJECT – MYP5 ​ The Personal Project is a summative assignment designed as a formal expression of what the student has learned during their years in the MYP. The Personal Project encourages students to practice and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. (MYP Project Handbook) All students in the MYP must complete a Personal Project. The project is assessed using the final objectives that correlate with the final assessment criteria. The Personal Project is a significant body of work produced over an extended period. It is a product of the student’s own initiative and should reflect his/her experience of the MYP. The Personal Project holds a very important place in the programme. It provides an excellent opportunity for students to produce a truly creative piece of work of their choice and to demonstrate the skills they have developed in Approaches to Learning. TYPES OF PERSONAL PROJECTS The Personal Project may take many forms, for example: ​ an original work of art (visual, dramatic, or performance) a written piece of work on a special topic (literary, social, psychological, or anthropological) a piece of literary fiction (that is, creative writing) an original science experiment an invention or specially designed object or system the presentation of a developed business, management, or organizational plan (that is, for an entrepreneurial business or project), a special event, or the development of a new student or community organization. The student and the supervisor must agree that, whatever form the Personal Project takes, the finished product allows the student to investigate and focus on a theme, topic and/or issue closely connected to one global context of the MYP. The student needs to choose carefully the type of and the goal of their project in terms of the skills and techniques that are required to bring it to a successful conclusion. Some projects may be too ambitious, require overly complex procedures or require a lengthy process of learning. Here is an example of a realistic and an unrealistic Personal Project: Realistic project A student who has studied the piano for a number of years decides to write and interpret a musical score for parts of a school play. ​ Unrealistic project A student decides to learn to play the piano as a Personal Project ​ Information and initial instructions about the Personal Project will be given to students and parents at the end of Grade 9. Students will be expected to formulate their ideas and begin research in preparation for the start of the Personal Project in Grade 10. Process Journals must be kept throughout grade 10. A Personal Project Fair, where students exhibit their project, will be held in March, and a final report must be submitted by students in April. Anchor 4 The Assessments ​ These are the essential assessment principles we try to adhere to: ​ Assessment accounts for a variety of learning styles. Assessment is differentiated to account for the diverse backgrounds of learners. Students have a wide variety of different assessment opportunities (written assignments, oral presentations, field work, practical work, exhibitions, performance, tests and examinations, research papers, peer and self-assessment). Assessment is criteria-referenced , so that students are assessed against subject learning objectives. These learning objectives are published for each subject and grade level, and are available to parents and students. Assessment is both formative (to assist students in building understanding, skills and knowledge) and summative (to assess students’ acquired understanding, skills and knowledge at the end of a unit). Assessment is on-going and reflective, allowing: students to evaluate their progress and set targets for improvements; and the school to evaluate the measure of success in meeting specific learning objectives. Assessment is internally moderated to ensure consistency. ​ FORMATIVE AND SUMMATIVE ASSESSMENTS There are at least three positive reasons for assessment: Students learn more about the subject/skills they’ve been exposed to in class; Students learn about themselves as learners Teachers learn about students and assessment design. Formative assessments are used by the teacher and student to reflect on what knowledge and skills have been learned and developed and can be applied. Examples of formative assessments in the MYP classroom may include: Class Observations Group discussions Checklists Inventories Quiz or Test Peer Reviews Venn Diagrams Self-evaluations Drawings Journal Entries Spontaneous Response Summative assessments take place at the END of the teaching and learning process and allows the student the opportunity to develop and show WHAT HAS BEEN LEARNED and provide samples of their work to show their understanding. It also helps the teacher judge the level of achievement the student has attained. ​ Examples of summative assessments in the MYP classroom may include: Model Production Research Projects Questionnaires Performances Presentations (oral, written, multimedia) Investigations Essays (Argumentative/Persuasive) Exams HOW DO WE ASSESS? For all summative assessments, students have criteria against which they will be assessed. It provides guidelines on what teachers will be looking for when assessing the students’ knowledge and deeper understanding of the unit and unit question. It also helps the students know what is expected of them so that they can prepare and do the best they can. ​ For example Mathematics has four criteria, one of which is called ‘Knowing and Understanding’. The achievement levels for this criterion are defined by the following descriptors: ​ THE MYP ASSESSMENT PROCESS In lessons and through assignments, a unit topic is explored. A summative assessment is announced at least one week in advance. Assessments are varied to provide students with the greatest chance to express what they know and can do and allows for different learning styles. ​ The assessment includes a set of instructions and the criteria with which the student’s performance will be assessed. Often the student has the criteria before the assessment takes place. Criteria are sometimes modified to apply to specific assessment tasks or to suit the grade-level expectations. The assessment is handed-out, collected and assessed by the teacher. The teacher assesses the work according to the criteria and awards an attainment level for each of the criteria assessed (e.g. a lab report may cover three of the six science assessment criteria). The assessed work is then shared with the student. It is then that a teacher must provide feedback to the student about the work and the student may constructively question the attainment level awarded. The attainment levels reached in each criterion are then noted down with the other levels attained on previous work. ​ Teachers aim to give students the greatest chance at showing what they can do and so each criterion must be assessed several times through a semester. This helps when a student might be ill during the time of the assessment, who did not understand the work or the assessment (EAL students or newly arrived to the school) or was a risk-taker who experimented with a different approach. ASSESSMENT BY CRITERIA The levels attained for each of the criteria are collected and the subject teacher judges the level at which the student is operating. The final levels are added up and compared to a set of ranges, each range being represented by a grade level. ​ An example is the four criteria used to assess Individuals and Societies. As the assessments are done, the teacher records the level achieved in a table such as the one below: ​ ​ ​ ​ ​ ​ ​ ​ ​ HOW TO ARRIVE AT THESE LEVELS? Each piece of work is valued differently depending on level of difficulty and effort needed by the student. Also, the level of working knowledge of how the student can express themselves in English is considered. Observed evidence from the classroom is also used to reach a final criteria level. ​ In the example above, the reasoning behind the choice of levels is as follows: Criterion A: the student consistently achieves a level 6. Criterion B: the student found this criterion difficult at first but tried hard and steadily improved performance. The teacher is confident that the student has reached attainment level 6 and so awards that level. Criterion C: the student achieved a weak 6 and then a strong 5 but after that the student made a mess of the last assessment. In this case the teacher has judged that the student is normally operating at a level 5 and that the last assessment was not representative of what the student can do. Criterion D: The student has achieved two very different levels. Technically the student has not achieved any level in between so it is problematic to award a 3 or a 6 level. More evidence would be needed so the teacher would need to set another assessment to gather more data. ​ The final ‘number’ or total is considered a number with a level boundary. The subject teacher would allocate a final grade using the table below and provide the student with a final grade. Assuming the student achieved a 6 in the last assessment – that would mean the total of the assessment levels would come to 23 and that the student would receive a final grade of 5. This final grade is reported on the term reports and on the final school transcripts should the student move or need a record for further education. MIDDLE YEARS PROGRAMME ASSESSMENT CRITERIA There are eight MYP subjects, each with its own set of criteria. Each subject area has specific criteria to be assessed. Below are the subject groups and the associated assessment criteria. Students are assessed on the work that is produced using clearly explained rubrics. Scores on the criteria in each subject are added up. This sum is translated into an MYP Grade ranging from 1 to 7, lowest to highest. ​ ​ ​ ​ ​ ​ ​ ​ GRADE DESCRIPTIONS Final 1-7 grades are broad grade descriptors that provide information about the skills and knowledge mastered by a student. They are not specific to any subject group. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Anchor 5 E-Assessments ​ The MYP was launched in 1994 but for a long time struggled to gain much traction. For example, in 2017 there were 1,500 PYP schools and nearly 3,000 DP schools but only about 1,000 MYP schools worldwide. The most likely reason for this was the lack of any external moderation of pupil outcomes, with a secondary reason being the lack of any exam practice. As a result many MYP schools switched pupils in their final two years to the dubious delights of GCSEs or IGCSEs. The IB responded to these concerns by introducing e-assessments in 2016 as the way to earn the MYP Certificate but allowing schools to continue with teacher assessed grades (TAG) if they felt that was best for their students. Since the MYP is a framework rather than a syllabus the challenge of devising a set of assessments which was fair for students across the world was a considerable one. Initial feedback was mixed but the IB has taken on board the criticisms and has now developed an award-winning eAssessment package which is innovative, exciting AND is accepted by Ofqual as being of equivalent value to GCSEs. It is partly because of this that there are now 1,733 MYP schools worldwide and we are going to trial the e-assessments for the first time this summer (2022). ​ This is the framework. To be awarded the MYP Certificate a student needs to pass eight components: ​ 1. Personal Project 2. Maths (on-screen exam) 3. English (on-screen exam) 4. Science (on-screen exam) 5. Humanities (on-screen exam) 6. Interdisciplinary Unit (on-screen exam) 7. Languages (mixture of portfolio and exam) 8. EITHER Art or Design or Sports (portfolio) ​ This graphic from the IB should make it clearer: ​ ​ ​ ​ These are the most important points to note about grades: ​ Each of the components contributes up to 7 points, so the maximum score is 56, and each component has to be scored higher than a 3. The passmark to achieve the MYP Certificate is exactly 50% (ie a score of 28). This means that half the scores have to be 3 or higher and half have to be 4 or higher. All MYP students have to be entered for the Personal Project. But after that they can choose whether to enter none, some or all of the e-assessments. The IB award official Course Results certificates for candidates entering only some of the e-assessments.​ If students enter no e-assessments then they are awarded their teacher assessed grades in their final report. We know that local further education colleges accept these. ​ And these are the most important points about the actual exams: ​ Each subject has a single on-screen exam which is 2 hours long. Examination questions are open and they assess deep understanding. They do not focus on knowledge and so cannot be crammed for. The examinations include the use of multimedia (interactive text, images, video, animations) to engage students in realistic scenarios and interactive tools to allow students to make predictions, take measurements and to problem solve. Unfortunately the exams do not run on Chromebooks and so we are setting up a computer suite of iMacs and PCs to take the exams. All students will be given several opportunities to familiarise themselves with the look and feel of the e-assessments. The IB’s Chief Assessment Officer, Paula Wilcock, said recently : “We will continue to develop assessments that measure the skills that universities and employers tell us they need to see, and that give our students the best and most relevant assessment experience." ​ The IB have published a very interesting statistical summary of the results of the 2021 e-assessments. Overall there were 85,000 candidates from 900 schools worldwide. Since e-assessments have only been in existence for 5 years these numbers are beginning to look reasonable when compared to the IGCSE number of 210,000 candidates from 4,500 schools. By country, the USA entered by far the most candidates but many others had more candidates than the UK, including India, China, Mexico, Spain and the Netherlands. Perhaps the most interesting number is the overall mean grade: 4.35 (ie roughly halfway between satisfactory and good). ​ The timetable for the 2022 sessions is here . ​ Anchor 6

External Candidates General Information We are an approved exam centre for AQA, Pearson Edexcel and Cambridge and we accept entries from private candidates. ​ Not all subjects are available to private candidates. Those subjects with coursework elements or practical assessments are not available at our centre. We can take entries for GCSEs, IGCSEs and A levels. We cannot take entries for Edexcel’s International A levels (IAL). The main subjects we do are English Language, English Literature and Maths, but we can accommodate other subjects. Entry forms can be downloaded here (for .docx) and here (for .pdf). We charge a centre administration fee which covers all our administration such as providing information prior to entry, making entries, our registration with the exam boards, invigilation and provision of results and appeals services. This fee is currently £345 per qualification. This fee is in addition to the exam board’s entry fees , details of which can be found by following the links below: ​ AQA: https://www.aqa.org.uk/exams-administration/entries/entry-fees Pearson Edexcel: https://qualifications.pearson.com/en/support/support-topics/centre-administration/fees.html#step1 Cambridge: Fees are not publicly available, please enquire Frequently Asked Questions ​ Which exam board should I enter with? Before considering taking an exam you should be familiar with the exam board’s syllabus; these are available on the exam boards’ websites: ​ AQA: https://www.aqa.org.uk/qualifications Pearson Edexcel: https://qualifications.pearson.com/en/qualifications.html Cambridge: https://www.cambridgeinternational.org/programmes-and-qualifications/ Can I do BTECs? No, we don’t do BTECs only GCSEs, iGCSEs, A levels and Cambridge O levels. Can you arrange the spoken language endorsement for English Language? Yes, we have a close connection with a tutor who can arrange this at an additional charge . Can exams be taken remotely? No, they must be taken at our school. Can I do science practical experiments at the school? No, so unless you are retaking a science qualification, in which case you can carry forward your practical endorsement, we are unable to help you. An iGCSE may be an option for you. Which language GCSEs are available? French, Spanish and Polish. If you have a tutor in another language who can facilitate the spoken element, we may be able to offer these languages as well - please contact us with plenty of notice to discuss options. When do I need to enter for exams? The majority of exams take place in May & June and for this exam series, you must have made your entry with us and paid for it by the end of January. For the Autumn series entries can be made between 1 and 10 September. What date will my exams take place? Please look on the website of the relevant exam board, exam dates are publicly available well in advance. All qualifications require the sitting of more than one exam paper. Dates are set nationally and there is no flexibility. What is the centre number? Our centre number is 57142. This will be clearly displayed in every exam room. What is my candidate number? This will be issued to you in the exam room. Who will invigilate the exams? We have trained invigilators whose training is updated every year. All invigilators go through a rigorous safer recruitment process, and are DBS checked. If you have any issues in the exam room, please refer to the invigilator - they will be able to help you but will not be able to comment or give their opinion on anything within the exam paper. What time do exams start? If you have a morning exam it will start at 9:30 and afternoon exams start at 1:30. You should arrive at the centre at least 15 minutes before the start time. ​ For all other queries you can contact the exam boards direct: AQA: 0800 197 7162 Edexcel: 0344 463 2535 Cambridge: 01223 553554 ​

MYP Sports (Physical and Health Education) INTRODUCTION Physical and health education empowers students to understand and appreciate the value of being physically active and to develop the motivation for making healthy life choices. ​ PHE focuses on both learning about and learning through physical activity. Courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. ​ Through PHE, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. ​ This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. ​ AIMS To encourage and enable students to: use inquiry to explore physical and health education concepts participate effectively in a variety of contexts understand the value of physical activity achieve and maintain a healthy lifestyle collaborate and communicate effectively build positive relationships and demonstrate social responsibility reflect on their learning experiences ASSESSMENT CRITERIA Criterion A: Knowing and understanding Criterion B: Planning for performance Criterion C: Applying and performing Criterion D: Reflecting and improving performance ​ IB SUBJECT GUIDES 1. Subject Brief 2. Subject Guide ​ WOTTON HOUSE CURRICULUM OUTLINES 2021-22 2019-20 2018-19 2017-18 ​ ​ ​ TEACHING DEPARTMENT ​ Head of Sports: Nathan Hutchings Sports Teacher: John Swann ​ ​ ​ ​ ​ ​ ​ Back to MYP Page

Dates des mandats pour 2021/22 Trimestre d'été 2021 Mardi 20 avril - vendredi 9 juillet 2021 Demi-session: du lundi 31 mai au vendredi 4 juin Trimestre d'automne 2021 Personnel INSET: mercredi 1er septembre Début du mandat: jeudi 2 septembre Demi-session: vendredi 22 octobre (15h40 pour la préparation et 16h20 pour École principale) au dimanche 7 novembre Fin du mandat: mercredi 15 décembre (15h00 pour la pré-préparation et 16h00 pour l'école principale) Trimestre de printemps 2022 Personnel INSET: mardi 4 janvier Début du mandat: mercredi 5 janvier Demi-session: vendredi 18 février (15h40 pour la préparation et 16h20 pour École principale) au dimanche 27 février Fin du trimestre: vendredi 1er avril (15h40 pour la préparation et 16h20 pour l'école principale) Trimestre d'été 2022 Personnel INSET: Lundi 25 avril Début du mandat: mardi 26 avril Demi-session: du vendredi 27 mai (15h40 pour la préparation et 16h20 pour l'école principale) au dimanche 5 juin Semaine du projet: du lundi 4 juillet au jeudi 7 juillet Fin du trimestre: jeudi 7 juillet (15h40 pour la préparation et 16h20 pour l'école principale) Il s'agit de dates provisoires au 26/04/2021

The Wilderness The Wilderness Outdoor Education Centre was marketed by Bruton Knowles. I think we first saw the article on the Bruton Knowles website which is included below (It can no longer be found on their website). Then Sophie went to visit and fell in love with it. Then we saw the brochure , which is very underwhelming for such a beautiful property. The Wilderness comes to market April 2014 Sunshine gives would-be country squires chance to see manor house at its very best. Boasting fantastic panoramas over the Severn Valley and Gloucester, the Wilderness manor house near Mitcheldean is being marketed by Bruton Knowles. And agents are hoping the Bank Holiday weekend will encourage would be country squires to flock to the hilltop location to make the most of its breath-taking views. The Gloucester-based property specialists have been called in by the county council to identify new uses for the unique site – which has already seen service as a family seat, a school, isolation hospital and even an asylum. The Wilderness is made up of the ten-bedroom main house with six large reception rooms and numerous ancilliary rooms along with a range of outbuildings on some 32 acres of land. The property is for sale in two lots, the buildings, land and woodland on just over 11 acres along with 20 acres of grazing land. ​ Bids are invited by Friday May 16 for the unique site, which has dominated Plump Hill in the Forest of Dean for more than 300 years. ​ Julian Capewell from Bruton Knowles said: “We have had quite a bit of interest already through adverts and our website. But the Wilderness has to be seen to be fully appreciated and we are confident the Bank Holiday weekend will trigger further interest with formal viewing days arranged for 25th April and 9th May. ​ He said the property could be converted into a sumptuous family home or a small spa hotel. ​ “Given its location in the heart of the Forest it would also lend itself to a number of outdoor pursuits such as outward bound courses, triathlon training, abseiling, mountain biking, kayak and canoeing as well as walking. “Another potential use could be an equestrian or trekking centre as it is ideally located to explore the local forest and the main outbuildings offer significant potential for conversion (or reversion) to this role.” Julian said the handsome property boasted a bewildering array of outbuildings including barns, cottages and workshops capable of being converted into holiday homes. There is also a reproduction Saxon-style farm building and a miniature chapel. ​ Situated on the main Ross on Wye to Gloucester road, the Wilderness was built in the late 17th century-early 18th century for the Colchester-Wemyss family who were well known across Gloucestershire and beyond. The handsome house includes dining room, large kitchens, meeting rooms and two workrooms / laboratories. There are also ten large bedrooms and extensive cellars. Julian said: “The main house is something of a treasure trove – with many window offering a breathtaking view over the Forest of Dean, Severn Vale and Gloucestershire. The rooftop views are simply stunning.” There are also several additional farm and outbuildings on site which could be converted into holiday accommodation, along with a replica Anglo-Saxon House used for living history programmes and events. The house also has its own small chapel. ​ In all, the property includes 15,664 sq ft of floor space. None of the buildings are listed. Julian said: “The 32-acre site includes meadows which are home to over 80 species of wild plants. There is also a five-acre semi-wild wood which has been used for woodland study and woodland craft courses.” The site is just 30 minutes from the M5 and the M4 and is highly accessible from Bristol, Cardiff, Newport, Mid-Wales, Birmingham, Oxford and the Thames Valley. ​ Julian said: “The Wilderness is a unique location which would make an ideal project for the well-heeled and enthusiastic renovator. The premises are in need of TLC rather than JCB.” For further details contact Julian Capewell on 01452 880000 or email julian.capewell@brutonknowles.co.uk

GCSE 10 PROBLEMS OTHER FRAMEWORKS NVQ & IGCSE NEW FRAMEWORKS RSA & IMYC MIDDLE YEARS PROGRAMME PART OF THE IB Alternatives to GCSEs - what and why It is commonly assumed that all pupils needs to pass GCSEs at 16. This is not true, for many reasons. This section of our website looks at those reasons. It also outlines the main reasons why the MYP is a better qualification than GCSEs. Please let us know of any errors or any further information which you require. Qualifications are an overgrown thicket of acronyms and technical jargon and can be bewildering. Even the framework of levels is no longer agreed between the countries of the UK, let alone with Europe. ​ The latest framework in England is the RQF (Regulated Qualifications Framework). It distinguishes nine levels: ​ 0. Entry level 1. Level 1: GCSE grades 1-3 2. Level 2: GCSE grades 4-9, MYP, Level 2 Certificates etc 3. Level 3: A level, IB Diploma 4. Level 4: Higher National Certificate 5. Level 5: Foundation Degree 6. Level 6: Bachelor's Degree 7. Level 7: Master's Degree, PGCE 8. Level 8: Ph.D / D.Phil ​ Typically a qualification called an "Award" means less than 120 hours total qualification time (TQT); a Certificate is 120- 370 hours and a Diploma is over 370 hours. Total qualification time for most GCSEs is 120 hours and they are usually studied over 2 years in Years 10 and 11 of secondary school. Details for every qualification can be found on the Ofqual Register . ​ GCSEs: Ten Problems BACK TO TOP “We absolutely need to move from a curriculum that is “knowledge-rich” to one that is “knowledge-engaged” – not learning facts for their own sake but understanding how to put them to use to build and communicate a rich argument or solve a problem. It is now time for education policy to catch up…. That means quietly putting to sleep the GCSE exams that I introduced and that have now had their day.” – Kenneth Baker, former Secretary of State for Education, 2019 Much of the material presented in schools strikes students as alien, if not pointless.” – Howard Gardner “Schools have not necessarily much to do with education…they are mainly institutions of control where certain basic habits must be inculcated in the young. Education is quite different and has little place in school.” – Winston Churchill Who does not recall school at least in part as endless dreary hours of boredom punctuated by moments of high anxiety?” – Daniel Goleman “I believe that school makes complete fools of our young men, because they see and hear nothing of ordinary life there.” – Petronius, Satyricon “What’s the difference between a bright, inquisitive five-year-old, and a dull, stupid nineteen-year-old? Fourteen years of the British educational system.” – Bertrand Russell "I cringe to look at a GCSE curriculum" - Simon Jenkins, The Guardian Feb 2022 The General Certificate of Secondary Education (GCSE) were introduced in 1986 to establish a qualification for those leaving education at 16. THIS IS PROBLEM ONE ​ Reforms Between 2005 and 2010 most of the coursework elements (modular) were lessened and the final-exam (linear) became more important. Further reforms between 2015 and 2018 replaced the old letter grades with numerical grades and removed all coursework elements completely. THIS IS PROBLEM TWO ​ JCQ GCSEs are examined by three different awarding organisations in England: AQA, OCR and Pearson Edexcel. There are also boards for Wales and Northern Ireland. All five boards are overseen by the JCQ which inspects exam centres, and sets the regulations for administering exams (delivery of papers, invigilation, collection and marking). THIS IS PROBLEM THREE ​ EBacc From around 2011 governments have been pushing the idea of the English Baccalaureate (EBacc) as an ideal balanced curriculum which state schools SHOULD aim for. The subjects included are: ​ 1. M aths [1 qualification] 2. E nglish Language and English Literature [2] 3. S cience (Combined) or 3 of Biology, Chemistry, Physics, Computing. [2 or 3] 4. H umanities (History or Geography) [1] 5. Foreign Language (either Modern or Ancient) [1] ​ (We use the acronym MESH to remember the first four, core, subjects). The total number of qualifications taken in the EBacc is thus 7 or 8. One immediate criticism was that all the creative and vocational subjects were excluded. THIS IS PROBLEM FOUR ​ Results The traditional benchmark for passing level at GCSE level used to be a C grade and is now a 4. Good data exists showing the percentage of all entries which are pass marks or higher for every year since 1988. This is summarised below: ​ ​ ​ ​ ​ ​ ​ ​ ​ In thirty years the number of entries at pass level or above has increased by almost 60%. It is hard to see how this does not classify as the dreaded grade inflation. THIS IS PROBLEM FIVE ​ Stress According to a report in the Independent students in 2019 were subjected to more exams and spent longer in the exam hall than their 2016 counterparts. While a GCSE student in 2016 had an average of 18 exams to prepare for, totalling 24.5 hours, the average examinee in 2019 sat 22 exams – for a total of 33 hours. ​ The impact this is having on students' mental health is beginning to be revealed. The TES reported that 76% of headteachers who were asked about this reported students suffering panic attacks, 65% reported students suffering from depression, and 56% reported that students were self-harming. This is a shocking finding: in over half of all schools some students are self-harming because of the pressure of GCSEs. THIS IS PROBLEM SIX ​ Reliability There are two measures of how well a test measures what it is supposed to test. The first is Reliability, which refers to the consistency of a measure - whether the same results can be reproduced under the same conditions. Because exams are one-time only events we don't have much data to go on, but the simple fact that they are one-time events must mitigate against their reliability. Performance on a single day, with all the variables of sleep, anxiety, actual questions, revision practice, motivation and so on must surely mean that as a measure it is less reliable than data collected over multiple events at multiple times. THIS IS PROBLEM SEVEN ​ Validity The second measure of a test is validity, which refers to the accuracy of a measure - whether the results do represent what they are supposed to measure. Here we do have some data to work with because we can compare results at GCSE with results at A level. If GCSE outcomes are measuring some underlying degree of knowledge and interest in a subject then there should be strong correlations between scores at GCSE and scores at A levels, only two years later. Ofqual did this analysis in 2017 looking at all A level candidates in every subject in 2013. Correlations varied between subjects from a low of 0.54 to a high of 0.64 which are all moderate correlations ​. This means that only about 25% of the variability of the A level grades is accounted for by the GCSE grades! This surely raises some doubt about the validity of GCSE grades as a measure of aptitude ? THIS IS PROBLEM EIGHT ​ Relevance This is becoming increasingly talked about but is hard to pin down. Students (and parents and journalists ) regularly complain of the boredom and the pointlessness of their study but this is hardly scientific. Within the IB approach there is an explicit definition of the areas (or dimensions) of learning which should be measured: Knowledge, Understanding, Skills and Attributes (KUSA). The best criticism of GCSEs is that they concentrate almost exclusively on the first of these dimensions, which happens to be the one which is becoming most easily replaced by technology. THIS IS PROBLEM NINE ​ Cross-border Recognition The GCSE qualification is recognised in England and Wales, but not Scotland. It is also officially recognised in some former Commonwealth territories, such as Gibraltar and Nigeria. Otherwise it is only transferred to other countries with difficulty. THIS IS PROBLEM TEN ​ 1990 47.7 1995 53.0 2000 56.6 2005 61.2 2010 69.1 2015 69.0 2020 75.9 Anchor 1 Other Frameworks: Vocational Qualifications Vocational qualifications (VQs) in general are work-related qualifications, which means they concentrate on the Knowledge and Skills needed for specific workplaces. Because of this, the range and variety of vocational qualifications at Levels 1 and 2 is enormous. They are a good option for students who know early on in their education what type of career they want to follow. The better known frameworks include: ​ BTECs (Business and Technology Education Council) Cambridge Nationals and Technicals: 2 year course for 14-16 year olds. Functional Skills: essentially literacy and numeracy (used to be called Key Skills) City and Guilds, eg the new TechBac NVQ (National Vocational Qualifications): awarded by a plethora of very career-specific awarding bodies ​ There are too many subjects to list but some of the better known ones are: ​ Accounting, Animal care, Beauty therapy, Construction, Child Development, Food technology, Hairdressing, Hospitality, Journalism, Plumbing, Retail. ​ Snobbery about vocational qualifications appears to be widely entrenched (sample articles here , here , here , and here ); but there are counter-movements, such as the rise of 'artisans' in all areas, such as the butcher , the baker , the candle maker (all local companies), and the appearance of books such as Head, Hand and Heart by David Goodhart and the wonderful, austere "Truck" by John Jerome (full title "On Rebuilding a Worn-Out Pickup and Other Post-Technological Adventures"), not to be confused with the whimsical "Truck" by Michael Perry (full title "A Love Story"). ​ ​ “Joinery, it now occurs to me, must be the foundation of all craft. You put two things together to make something else, to accomplish some purpose; the better they fit, or work together, the greater the pleasure from the making.” (John Jerome, Stone Work, 1989) BACK TO TOP Anchor 2 Other Frameworks: Other National and International Qualifications BACK TO TOP 1. IGCSE ​ The International GCSE is simply an internationalised version of the UK GCSEs. For each subject the syllabus is essentially the same but the examples and scenarios are all global rather than UK-based. Two exam boards now offer IGCSES, Cambridge and Pearson, and they are very widely used across the world. ​ Ofqual In the UK Ofqual does not currently recognise IGCSEs and so, even though all universities recognise them, state schools are not permitted to teach them. This has led to suggestions that private schools cheat the system by doing 'easier' GCSEs but there is no evidence to support this and many teachers feel that ICGSEs are actually harder than GCSEs. ​ History The IGCSE was originally developed by the University of Cambridge International Examinations (CIE), now rebranded as Cambridge Assessment International Education (CAIE). Please bear with me as the next bit is complicated. CAIE is part of Cambridge Assessment, the trading name of UCLES (University of Cambridge Local Examinations Syndicate) which is a non-teaching department of Cambridge University. Rather bizarrely in 2021 Cambridge Assessment merged with Cambridge University Press (the oldest university press in the world) and is now called Cambridge University Press & Assessment. ​ Even more confusingly Cambridge Assessment includes the GCSE board OCR as one of its examination boards. These relationships are as complex as you would expect from an ancient University! ​ UCLES: trading name was Cambridge Assessment, now rebranded as Cambridge University Press and Assessment subsidiaries include: OCR (does GCSEs) Cambridge Assessment International Education (does IGCSEs) ​ The Cambridge IGCSE is currently taught in more than 4500 schools in over 140 countries and over 70 subjects. The Pearson IGCSE is much smaller: it is currently taught in more than 80 countries and is available in 37 subjects. A very recent entrant to the field is the OxfordAQA IGCSE which is a partnership between Oxford University Press and AQA. But it is not clear if there is room in the marketplace for another competitor - they have their work cut out. ​ Cambridge Pathway At Wotton House we use the Cambridge Primary Curriculum in our Prep department. We discuss this in more detail here. This is the first stage of the 'Cambridge Pathway' which offers the Cambridge Lower Secondary (11-14) before the Cambridge Upper Secondary (the IGCSEs we have been discussing) and then Cambridge Advanced for 16-19 year olds. ​ Cambridge International Certificate of Education (ICE) One final aspect of the Cambridge IGCSE is worth discussing. The Cambridge ICE is a certificate which can be gained by passing seven subjects from five different subject Groups: The seven subjects are made up by taking two Languages (ie normally English and another language), one from each of the next four Groups and a seventh from any of the Groups. As a model this is far more balanced than the EBacc, with the inclusion of vocational and creative subjects - and very similar to the MYP approach, as we outline below. Unfortunately it is almost completely unknown in the UK - no schools offer it at all! Cambridge claim that it is popular in the USA and South America but not many schools appear on a google search. ​ 2. USA In the USA secondary education covers the years 11-18 (grade 6 to grade 12). The first three years are often at Middle School, or Junior High; the final four years are at High School, or Senior High. In general, secondary education ends with the award of a High School Diploma at the age of 17 or 18 - normally in at least 6 subjects but this varies from state to state. There are no high stakes exams at 16 or any equivalent to GCSEs. However, universities in the UK tend to treat High School Diplomas as academically equivalent to GCSEs and not A levels. ​ 3. Ireland In Ireland the systems is similar to the UK with one big difference. The Junior Certificate is taken at 16 after a three year course in 9-11 subjects. The Leaving Certificate is taken at 18 after a two year course, normally covering 6-8 subjects. ​ The difference in this (courtesy of Wikipedia ): "There is an optional year in many secondary schools in Ireland known as Transition Year , which some students choose to take after completing the Junior Certificate, and before starting the Leaving Certificate. Focusing on broadening horizons, the year is often structured around student projects such as producing a magazine, charity work, or running a small business. Regular classes may be mixed with classes on music, drama, public speaking, and with work experience". This seems like an inspired idea and I am surprised it is not better known, nor more widely copied. ​ 4. Italy This is a different model from any of the others we have considered. Secondary education lasts 8 years from 11 to 19, divided into two stages. The first ends at 14 with a final exam which awards a diploma. Students are then assigned to one of three streams, Humanities, Science or Vocational, for the next 5 years but covering the full range of subjects. ​ I. Languages II. Humanities III. Sciences IV. Mathematics V. Professional and Creative Anchor 3 New Frameworks BACK TO TOP Many schools, in the UK and overseas, are exploring alternatives to GCSEs. Some have been going for years and some are very speculative. The main forum for discussing alternatives is Rethinking Assessment . According to this Guardian article even Gavin Baker who devised GCSEs now thinks they need replacing. Articles such as this , regularly appear with titles like "GCSEs are a waste of time " but they usually turn out to be frustratingly short on detail, if long on similar quotes: ​ “I think many heads would say that in thirty years time, maybe sooner, we’ll look back and say what we were doing now with young people is the equivalent of what the Victorians did with building their school rooms with windows high up so they couldn’t look out, and putting people in dunce caps,” Rose Hardy, head of the Haberdashers’ Aske’s School for Girls told a conference earlier in November (2019) . This section looks at three published frameworks intended for widespread use and four individual school's curricula. Please send details of others if you feel they should be added. ​ International Middle Years Curriculum (IMYC) Fieldwork Education was founded in 1984 by two headteachers as a consultancy to help schools; backed by Shell it launched the International Primary Curriculum (IPC) in 2000 and the IMYC in 2011. In 2013 it became part of Nord Anglia Education which owns a 'family' of 78 international schools. Its only UK presence is in Oxford where it bought Oxford International College, Oxford Sixth Form College and d'Overbroecks College in March 2021. ​ The IPC is used in over 1,000 schools in over 90 countries. It is based around thematic units of learning and aims to develop eight personal goals which are very reminiscent of the IB Learner Profile: Adaptable, Communicator, Collaborator, Empathetic, Ethical, Resilient, Respectful, Thinker. We used it at Cambridge International School and it is a lot of fun. ​ The IMYC is a curriculum developed for 11-14 year olds and is built around the idea of conceptual Big Ideas which link different subjects together. Again this looks like a straight borrow from the IB. Fieldwork do not disclose how many schools use the IMYC but Forest International School in Paris say on their website that it is used by 103 schools in 50 countries. ​ Universal Learning Programme (ULP) In the world of international education Ecolint (the International School of Geneva) is one of the most revered names - one of the largest international schools and probably the oldest. Many of the pioneers of the IB worked there, which makes this new development rather surprising. Ecolint's Grande Boissière campus has worked with Unesco's International Bureau of Education to produce a new programme for secondary education, called the Universal Learning Programme (ULP). This has been written up in glowing terms in the TES here and here . ​ The claim seems to be that " modern education should be based on four developmental cornerstones, or competencies: character, passion, mastery and collaboration." An approach that flows from these will lead to authentic "deep understanding". There is not enough detail here, or on the Ecolint website to really examine these claims or to see how it works in practice. ​ RSA Opening Minds The RSA (Royal Society of Arts) launched a new framework called Open Minds in the early 2000s. The idea is a competency-based framework covering five broad domains: Citizenship, Learning, Managing Information, Relating to People, Managing Solutions (CLIPS). However, these are very much a close relative of the MYP's Approaches to Learning (ATL) which has been central to the MYP since its inception. ​ The RSA website makes some strong claims: ​ "A competence based approach enables students not just to acquire subject knowledge but to understand, use and apply it in the within the context of their wider learning and life. It also offers students a more holistic and coherent way of learning which allows them to make connections and apply knowledge across different subject areas. Opening Minds was developed and supported by the RSA and is now being used in over 200 schools across the country." ​ The RSA set up RSA Academies in 2011 to sponsor schools. It grew to become a family of 9 schools in the West Midlands but is closing down on March 31, 2022, having, apparently, " accomplished its purposes ". ​ The impression is that it is fading away, to paraphrase Eliot, not with a bang or even a whimper. ​ Bedales This famously progressive school developed its own qualification called Bedales Assessed Courses (BACs) were born, with a heavy emphasis on research, extended writing, discussion and – above all – the development of “inquisitiveness and independent thought ”. ​ Sevenoaks As a response to frustration with traditional syllabuses, Sevenoaks School Certificates (SSCs) focus on developing independent investigation skills, and are now offered in seven subjects, including a pioneering technology and robotics. ​ St Edwards School, Oxford The St Edward’s School Certificate (SESC) is an integrated programme that respects the direct relationships between the way young people are taught, what they learn and how they learn. St Edwards assesses students work within a textured final folio. The folios are examined against 4 equally weighted criteria: Knowledge; Creativity; Communication; and Self-Management. This looks to me like a direct copy from the MYP. ​ Acorn School, Nailsworth One of the articles on Ecolint referenced above points out that Acorn School has successfully avoided all public examinations yet still managed to have students accepted at universities worldwide. ​ The article ends with a hopeful call to arms: " An Association of School and College Leaders survey in the UK found that 86 per cent of leaders supported the reform or scrapping of GCSEs as they stand. Perhaps, hopefully, possibly, a silver lining of the horrors of Covid-19 will be the raising of yet more trumpets, Joshua-style, to bring the wretched walls of GCSEs finally tumbling down." ​ Alternative Schools Rather oddly all of the well-known alternative schools, such as those listed in this article in Green Parent (2018), offer mainstream GCSEs or A levels: eg Sands School, Steiner Academy Exeter, New Forest Small School, Brockwood Park, Brighton Steiner, Michael Hall and Elmfield. ​ Anchor 4 À propos du programme de premier cycle secondaire du baccalauréat international BACK TO TOP À la Wotton House International School, nous sommes fiers de n'être que l'une des 15 écoles autorisées à enseigner le Programme du Baccalauréat International (PPCS), un programme d'éducation hautement respecté et internationalement reconnu pour les enfants de 11 à 16 ans. Il mène naturellement aux programmes de diplôme et de carrière du Baccalauréat International pour les candidatures universitaires dans le monde entier. Anchor 5 Summary The table below summarises what we think are the main differences between the GCSE programme and the MYP, with reference also to the other main international curricula which we know about. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ In an article I wrote for Independent Education Today in 2020 I outlined some of the reasons why we believe that the MYP is a better preparation for adult life than GCSEs. There have also been a series of articles in the Times Educational Supplement (TES) outlining the benefits of the MYP, such as this one by Ian Thurston and this one by Emily Hardwicke . The TES also published my piece called "We're a UK school teaching the IB's MYP - here's why." ​ This seems not to be available on the TES website any longer but surprisingly is referenced in the Wikipedia article on the MYP. ​ The TES also published an article outlining four ways teachers want GCSEs changed: Over 80 % of FE and secondary teachers thought that it was better to award GCSEs and A levels based on continuous assessment throughout the course "rather than rely on final high-stakes exams alone". Nearly two-thirds of teachers – 65 % – said that the range of subjects they feel they can offer at key stages 4 and 5 is limited by funding and accountability pressures. Teachers also felt strongly that they should be given more responsibility for assessments."78 % of teachers said they wanted more autonomy for conducting summative assessment." ​ So the question has to be, if the MYP is so good, why has it not been more widely adopted in the UK? There are obviously many factors at work but one of them seems to be the widely-held belief that GCSEs are essential for our children's future. I hope that the rest of this website will go some way to convincing you that the MYP is more than sufficient as preparation for the future, and in practice, is richer, longer-lasting and more stimulating. ​ BACK TO TOP

Dates des mandats pour 2021/22 Trimestre d'été 2021 Mardi 20 avril - vendredi 9 juillet 2021 Demi-session: du lundi 31 mai au vendredi 4 juin Trimestre d'automne 2021 Personnel INSET: mercredi 1er septembre Début du mandat: jeudi 2 septembre Demi-session: vendredi 22 octobre (15h40 pour la préparation et 16h20 pour École principale) au dimanche 7 novembre Fin du mandat: mercredi 15 décembre (15h00 pour la pré-préparation et 16h00 pour l'école principale) Trimestre de printemps 2022 Personnel INSET: mardi 4 janvier Début du mandat: mercredi 5 janvier Demi-session: vendredi 18 février (15h40 pour la préparation et 16h20 pour École principale) au dimanche 27 février Fin du trimestre: vendredi 1er avril (15h40 pour la préparation et 16h20 pour l'école principale) Trimestre d'été 2022 Personnel INSET: Lundi 25 avril Début du mandat: mardi 26 avril Demi-session: du vendredi 27 mai (15h40 pour la préparation et 16h20 pour l'école principale) au dimanche 5 juin Semaine du projet: du lundi 4 juillet au jeudi 7 juillet Fin du trimestre: jeudi 7 juillet (15h40 pour la préparation et 16h20 pour l'école principale) Il s'agit de dates provisoires au 26/04/2021

Wotton House Facilities Wotton House is a beautiful and elegant, historic house with modern facilities. It is easy to reach from Junction 11A of the M5 and has plenty of car parking available. Many of its rooms can be hired on an ad-hoc or weekly basis. Please enquire for further details. Some examples are included below. ​ Great Hall: from £50 per evening session Dining Room and Kitchen: from £500 for a wedding or celebration Garden Party: from £250 Kitchen only: from £85 per session Wotton House Rooms (with approximate sizes) Ground Floor ​ Entrance Hall 225 sqft Upper Prep Room 400 sqft Medical Room 150 sqft Staff Bathroom 50 sqft Lower Prep Room 300 sqft Humanities 525 sqft Offices (2) 250 sqft Admin Office 275 sqft ​ OLD HOUSE 2,175 sqft Cloakrooms 425 sqft Library 325 sqft Great Hall 1,300 sqft Dining Hall 1,425 sqft Kitchen 1,100 sqft Stores 1,200 sqft Corridor (Main) 900 sqft OLD EXTENSIONS 6,675 sqft WING Conservatory 550 sqft Waiting area 125 sqft Science Room 225 sqft Science Experiments 500 sqft Art Room 350 sqft Art Overflow 225 sqft Counselling Room 125 sqft One-to-one Room 125 sqft One-to-one Room 100 sqft ​ Common Room & Bathrooms 300 sqft Annexe Classroom A 225 sqft Annexe Classroom B 225 sqft Annexe Office 125 sqft Annexe Chill-out 250 sqft (Building site) 325 sqft Corridor (Wing) 1250 sqft WING TOTAL 5,025 sqft ​ GROUND FLOOR TOTAL 13,875 sqft ​ First Floor Spanish Classroom 225 sqft French Classroom 275 sqft English Classroom 525 sqft Library 200 sqft Maths Classroom 300 sqft PSHE Classroom 275 sqft Office 150 sqft Bathroom 50 sqft Staff room 250 sqft OLD HOUSE 2,250 sqft ​ ​ Mezzanine (showers & studios) 4,175 sqft ​ FIRST FLOOR TOTAL 6,425 sqft ​ ​ Second Floor ​ There are six rooms in the Attic which we use as our Music Suite. Estimated size: 1,500 sqft ​ Basements ​ There are basements underneath the Old House and underneath the Wing. At the moment they are only used as storage space and so have not been included in this count. ​ Accommodation Block ​ There are two floors of accommodation in the Wing. Estimated size: 12,000 sqft Overall Sizes The school currently uses 21,800 sqft. ​ The total size of the building (excluding basements) is 33,800 sqft. The Wilderness Rooms (approximate sizes) ​ Ground Floor ​ Entrance Lobby 275 sqft Hallway 275 sqft Classroom A 450 sqft Classroom B 450 sqft Ballroom 825 sqft Store 75 sqft Store 225 sqft Climbing Wall 225 sqft Staff Room 275 sqft Store 75 sqft Kitchen 400 sqft Dining Room 375 sqft Dining Room 175 sqft Corridor 50 sqft Store 25 sqft Male WC 75 sqft Corridor 50 sqft Accessible WC 50 sqft Female WC 100 sqft ​ GROUND FLOOR TOTAL 4,450 sqft Survey 4,628 sqft First Floor ​ Corridor 50 sqft Wigpool Bedroom 150 sqft Female Showers 225 sqft Malvern Chase Dormitory 225 sqft Corridor 100 sqft May Hill Dormitory 250 sqft Break Heart Hill Bedroom 125 sqft Hope Wood Dormitory 175 sqft Garden Cliff Dormitory 250 sqft Staff Shower 50 sqft Corridor 150 sqft Welsh Bury Dormitory 150 sqft Long Orchard Dormitory 150 sqft The Loquiers Dormitory 200 sqft Pingary Tump Bedroom 150 sqft Staff Shower 125 sqft Male Showers 225 sqft Lobby 50 sqft Shop 50 sqft ​ FIRST FLOOR TOTAL 2,850 sqft Survey 3,209 sqft ​ BASEMENT 1,200 sqft​ (from Survey) All Buildings (survey measurements) Main Building 9,100 sqft Office & Flat Block 2,100 sqft Eco-house 950 sqft Workshop & Training Block 900 sqft Saxon House 425 sqft Chapel 275 sqft Garage 200 sqft ​ TOTAL BUILDINGS 13,950 sqft ​ During lockdown we bought a Marquee (15*6 metres) which provides an additional 975 sqft. ​ There is also the dilapidated Stable Block which is roughly 1,875 sqft. ​ Restoring this is an exciting project - for the future. ​ ​ ​ Resources: Wotton House ​ Lloyd George Survey of Land Values (1910) Tree Preservation Order 49 (1991) Tree Preservation Order 62 (1993) A Guide to the Garden and Grounds of Redcliffe College (2002) Historic Building Appraisal (2011) Design Statement (2011) Heath Avery Conservatory (2015) Unwin Forestry Tree Survey (2015) Historic Environment Assessment (2016) Knight Frank Sales Brochure (2015) Schedule of Condition (2016) Tree Preservation Orders: Our Summary (2020) ​ Maps and Plans ​ Ground floor floorplan First floor floorplan Second floor floorplan ​ Resources: The Wilderness ​ Wayleave Agreement (1969) Waste Water Treatment (2002) Coal Mining Search (2014) Environmental Search (2014) Groundsure Planview (2014) Drainage & Water Search (2014) ​ Maps and Plans ​ Ground floor siteplan Basement siteplan First floor siteplan Second floor siteplan Estate map (official copy) ​