Education in its general sense is a form of learning in which the knowledge, skills, values, beliefs and habits of a group of people are transferred from one generation to the next through storytelling, discussion, teaching, training, and or research. Education may also include informal transmission of such information from one human being to another. Education frequently takes place under the guidance of others, but learners may also educate themselves (autodidactic learning). Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly and formally divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. The science and art of how best to teach is called pedagogy. A right to education has been recognised by some governments. At the global level, Article 13 of the United Nations’ 1966 International Covenant on Economic, Social and Cultural Rights recognises the right of everyone to an education. Although education is compulsory in most places up to a certain age, attendance at school often isn’t, and a minority of parents choose home-schooling, sometimes with the assistance of modern electronic educational technology (also called e-learning). Education can take place in formal or informal settings. Education began in the earliest prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies this was achieved orally and through imitation. Storytelling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom. Plato founded the Academy in Athens, the first institution of higher learning in Europe. The city of Alexandria in Egypt, founded in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, mathematician Euclid and anatomist Herophilus constructed the great Library of Alexandria and translated the Hebrew Bible into Greek. European civilizations suffered a collapse of literacy and organization following the fall of Rome in AD 476. In China, Confucius (551-479 BCE), of the State of Lu, was the country’s most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbors like Korea, Japan and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era. After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these ultimately evolved into medieval universities and forebears of many of Europe’s modern universities. During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples; Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation; and Saint Albert the Great, a pioneer of biological field research. The University of Bologne is considered the oldest continually operating university. Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south. The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilisations — as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid’s Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe. In most countries today full-time education, whether at school or otherwise, is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far. Formal education Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually formal education takes place in a school environment, with classrooms of multiple students learning together with a trained teacher. Most school systems are designed around a set of values or ideals that govern all educational choices in that system. Such choices include curriculum, physical classroom design, student-teacher interactions, methods of assessment, class size, educational activities, and more. Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually formal education takes place in a school environment, with classrooms of multiple students learning together with a trained teacher. Most school systems are designed around a set of values or ideals that govern all educational choices in that system. Such choices include curriculum, physical classroom design, studentteacher interactions, methods of assessment, class size, educational activities, and more. Preschool Young children in a kindergarten in Japan Main article: Early childhood education Preschools provide education from ages approximately 3 to 7, depending on the country, when children enter primary education. Also known as nursery schools and as kindergarten, except in the USA, where kindergarten is a term used for primary education. Kindergarten “provide[s] a child-centered, preschool curriculum for three to seven year old children that aim at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them.” Primary School children line, in Kerala, India Main article: Primary education Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six to eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of children aged 6–12 are enrolled in primary education, and this proportion is rising. Under the Education For All programs driven by UNESCO, most countries have committed to achieving univer-
sal enrollment in primary education by 2015, and in many countries, it is compulsory. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools or elementary schools. Primary schools are often subdivided into infant schools and junior school. In India, for example, compulsory education spans over twelve years, with eight years of elementary education, five years of primary schooling and three years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on a national curriculum framework designed by the National Council of Educational Research and Training. Secondary Students working with a teacher at Albany Senior High School, New Zealand Main article: Secondary education In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, “post-secondary”, or “higher” education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, feepaying schools, o r charitable educational foundations, which themselves have an even longer history. Community colleges offer nonresidential junior college offering courses to people living in a particular area. Tertiary (higher) Students in a laboratory, Saint Petersburg State Polytechnical University See also: Higher education and Adult education Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy. University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet. A liberal arts education can be defined as a “college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum.” Although what is known today as liberal arts education began in Europe, the term “liberal arts college” is more commonly associated with institutions in the United States. Vocational Carpentry is normally learned through apprenticeship. Main article: Vocational education Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts. Special Main article: Special education In the past, those who were disabled were often not eligible for public edu-
cation. Children with disabilities were often educated by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. Special education was only provided to people with severe disabilities in its early years, but more recently it has been opened to anyone who has experienced difficulty learning. Other educational forms Alternative Main article: Alternative education While considered “alternative” today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Fröbel’s approach to early childhood education in 19th century Germany has been incorporated into contemporary kindergarten classrooms. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich. Indigenous Teaching indigenous knowledge, models, methods in Yanyuan County, Sichuan in China Main article: Indigenous education Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a postcolonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to “reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students.”[18] Informal learning Main article: informal learning Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs. Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its “natural”function of everyday life and is often spontaneous. The concept of ‘education through recreation’ was applied to childhood development in the 19th century.[19] In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities. L.P. Jacks, also an early proponent of lifelong learning, described education through recreation: “A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well.”[21] Education through recreation is the opportunity to learn in a seamless fashion through all of life’s activities.[22] The concept has been revived by the University of Western Ontario to teach anatomy to medical students.[22] Self-directed learning Main article: Autodidacticism Autodidacticism (also autodidactism) is a contemplative, absorbing process, of “learning on your own” or “by yourself”, or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one’s life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician). Open education and electronic technology Main articles: Open education and Educational technology In 2012, the
modern use of electronic educational technology (also called elearning) had grown at 14 times the rate of traditional learning. Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods.[24] Cost of education has been an issue throughout history, and a major political issue in most countries today. Open education is generally significantly cheaper than traditional campus based learning and in many cases even free. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. Many people despite favorable studies on effectiveness may still desire to choose traditional campus education for social and cultural reasons. The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal “academic value” to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials.[citation needed] There has been a culture forming around distance learning for people who are looking to enjoy the shared social aspects that many people value in traditional on-campus education, which is not often directly offered from open education.[citation needed] Examples of this are people in open education forming study groups, meetups and movements such as UnCollege. Development goals World map indicating Education Index (according to 2007/2008 Human Development Report) Russia has more academic graduates than any other country in Europe. (Chart does not include population statistics.) Since 1909, the ratio of children in the developing world going to school has increased. Before then, a small minority of boys attended school. By the start of the 21st century, the majority of all children in most regions of the world attended school. Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to receiving more funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa.Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the recurrent costs involved. There is economic pressure from those parents who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed] A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles: • national leadership and ownership should be the touchstone of any intervention; • strategies must be context relevant and context specific;[clarification needed] • they should embrace an integrated set of complementary interventions, though implementation may need to proceed in steps;[clarification needed] • partners should commit to a longterm investment in capacity development, while working towards some short-term achievements; • outside intervention should be conditional on an impact assessment of national capacities at various levels; • a certain percentage of students should be removed for improvisation of academics (usually practiced in schools, after 10th grade). Internationalization Nearly every country now has Universal Primary Education. Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program] facilitates exchanges across European universities. The Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes. Education and technology in developing countries The OLPC laptop being introduced to children in Haiti Technology plays an increasingly significant role in improving access to education for people living in impoverished areas and developing countries. There are charities dedicated to providing infrastructures through which the disadvantaged may access educational materials, for example, the One Laptop per Child project. The OLPC foundation, a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational software. The laptops were widely available as of 2008. They are sold at cost or given away based on donations. In Africa, the New Partnership for Africa’s Development (NEPAD) has launched an “e-school program”to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years.] An International Development Agency project called nabuur. com,[34] started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development. India is developing technologies that will bypass land-based telephone and Internet infrastructure to deliver distance learning directly to its students. In 2004, the Indian Space Research Organization launched EDUSAT, a communications satellite providing access to educational materials that can reach more of the country’s population at a greatly reduced cost. Private vs public funding in developing countries Research into LCPSs (low cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. [36] The polarisation was due to disputes around whether the schools are affordable for the poor, reaching disadvantaged
Educa+ion studying for a brighter future
Sixth form and post-16 education special
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Post-16 Education
University offers flooding in for busy St Brendan’s students
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015 is off to a busy start for students and staff at St Brendan’s Sixth Form College. Their new £1.3 million building, which will provide ten new classrooms and an additional cafeteria and social space for students, is well underway, and is due to be completed by Easter. University offers are flooding in for second year students including one so far from Oxford and three from Cambridge and many more from leading Russell Group and other universities – last year 342 students from the college went on to 90 different universities. The Creative Arts Department has just held its annual art exhibition at Paintworks where A-level Fine Art, Photography, Graphics and Textile students showcased their best pieces of work to the general public. In Performing Arts, the Musical Theatre students are rehearsing for their next show -– Little Shop of Horrors, and the Drama students have just completed their in-house performances of Hospital Food for their entry into the National Theatre’s Connections competition – next stop Bristol Old Vic (March 23). They are hoping to follow in the footsteps of previous students who won the regional heats and then
St Brendan’s Sixth Form College performed their piece live on stage at the National Theatre itself. The Sports Department is celebrating the recent signings of two of its Total Pro Soccer academy students by Bristol Rovers and the first team at Bitton AFC; the Maths Department was victorious in the region’s Core Mathematics competition and just received confirmation that 25 per cent of its GCSE cohort have achieved a C grade in the qualification just two months into the course; and the Science Department has recently launched a brand new BioMedic group to provide specialist support for those aspiring to study Medicine or Veterinary Science at university. Interviews are underway for applicants for this September and the college is holding its final Open Event on Thursday, March 26, (5-7pm) for those interested in studying there in 2015. All are welcome to attend and to bring along friends and family for a look at the facilities and to talk to staff and students about any of the 70 A-level and BTEC courses on offer and college life. More details can be found on the college website: stbrendanssixthform.com
TOUGH CHOICES FOR MARC RATH Education reporter marc.rath@b-nm.co.uk
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AS there ever been a more challenging time to be a Year 11 student weighing up options for Post-16 study? Schools and colleges in Bristol believe there may not have been, especially if A-levels and AS-levels are among the choices under consideration. There has been wave after wave of change to the qualifications, considered to be the ‘gold standard’ of further education options and traditionally seen as the best platform for earning a place at university. Syllabuses have been altered, A-levels have been transformed into a more rigorous ‘linear’ courses with exams only sat at the end of two years of study and fewer marks awarded for coursework, and AS-levels abolished in their current form. To make matters more complicated, some of new revamped A-levels will be taught from September, and the rest phased in over the next three years. On top of that, there has been a backlash from some schools and universities. Cambridge and others have called for AS-levels to be spared in their current form – which sees a grade awarded after a one-year course and an option to top up to a full A-level – because they help universities gauge the ability of prospective undergraduates. Some schools, especially those in the independent sector, are abandoning A-levels altogether and replacing them with alternatives such as the International Baccalaureate (IB), Cambridge Pre-U, and International A-level. And of course, with the General Election fast approaching, there could be further meddling with the qualification depending on which party or parties seize power in May. So where does all that leave students and parents with important choices about their futures to make this year? According to the head at St Bede’s Catholic College, “It is not a great time” to be a Year 11 student due to the uncertainty surrounding A-levels. Catherine Hughes said the reforms had left staff with some difficult decisions to take as a school. She said: “Initially St Bede’s had considered only offering A-level programmes next year for the subjects that will be ready. “Having considered the implications of this for some students and listened to feedback from universities we have decided to offer AS-levels for all subjects, as though there was no change, for a year. “This means subject leaders will redesign new A-level specifications so these can be taught effectively over the two year period. “The unpredictable future political landscape has compounded the problem for schools.” Simon White, head of school at Wellsway School, said A-levels with an end of course exam after two years’ study would not benefit students in the world of work. He also said the reforms had been rushed, making giving advice to students “incredibly difficult”. Mr White told the Bristol Post: “We do not live in a world where you have to memorise lots of content and the pro-
● Simon White, head teacher of Wellsway School cess of learning at A2 doesn’t mirror real life. “The reforms seem to be ideologically rather than academically driven, and it is difficult to see how much of the reforms will help students develop skills relevant later in life.” Most colleges in Bristol will stand by AS-levels for the time being, giving students the chance to take them this coming September, but they are split on their value. Some see their withdrawal as a step forward while others believe they offer a good indicator of students’ perfor mance midway through their time at sixth form. Stuart Dalley, director of studies at Badminton School, said the most frequently asked questions put to staff in recent months have been about AS-levels. He said: “With so much changing and so quickly, it is difficult to think too far into the future. In the short term, we plan to retain AS levels and we will be doing this as AS scores provide solid exam performance evidence to put on UCAS forms in support
of university applications. “A number of leading universities also value the empirical evidence provided by AS scores. In addition, AS exams give an indicator of performance and allow us as school to put in place intervention strategies to support those who may need it in the run up to their A2 exams.” But Bristol Grammar School (BGS), Merchants’ Academy and South Gloucestershire & Stroud College have welcomed a move away from the additional hours sitting and preparing for exams which AS-levels put students through. Rod MacKinnon, head at BGS, said: “The de-coupling of AS exams from A-levels thankfully allows us all to get off the treadmill of public examinations running through the two years of the sixth form and therefore develop the in-depth and rigorous study that builds passion for learning and genuine understanding for students.” Nick Short, vice principal at Merchants’ Academy, said: “The new A level does have the advantage of giving students a longer period of time before
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Tuesday, March 3, 2015
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Post-16 Education
YEAR 11 STUDENTS CONCERNS
WHERE WILL AS-LEVELS BE ON OFFER IN SEPTEMBER?
● Madeline Woolfenden, vice principal at St Brendan’s Sixth Form College, is concerned about students who have only ever experienced the “modularised approach” to exams taking the new look A-level. She said: “They have not been ‘weaned’ off one approach, but instead will experience an abrupt change. The first cohort of students who have been properly prepared through all the stages of their schooling for the demands of the new style A-level will not arrive until 2020. We are not, however, anticipating any reduction or difficulties in university applications as the higher education providers are working with us to ensure a non-discriminatory transition into higher education.” But Ms Woolfenden said she expected the revised A-levels to be beneficial to students in the long term. She said: “Having an extra five to six weeks for teaching and learning which the study of linear A-levels provides has to be a positive development and will allow opportunities for a more holistic approach to students’ studies.”
● St Bede’s Catholic College: “AS-levels for all subjects, as though there was no change, for a year.” ● Bristol Grammar School: “Removal of AS exams in subjects which are revised with effect of this coming academic year.” ● Badminton School: “In the short term, we plan to retain AS-levels.” ● City of Bristol College: “If an AS route is the best choice for an applicant then yes, we will continue to offer AS-levels” ● South Gloucestershire & Stroud College: “Yes, because it allows for formal exams at the end of Year 12.” ● Merchants’ Academy: “We are looking at offering both AS and A-level courses.” ● St Brendan’s Sixth Form College: “We will continue to offer AS-levels during these transition years up to 2017.” ● The Red Maids’ School: “We will continue to offer choice – both through the A-level route and through the International Baccalaureate Diploma.”
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HE digital sector has been at the heart of Britain’s economic growth and shows no sign of slowing down. For digital and high-tech businesses based in the Bristol and Bath region, globally recognised as the largest technology cluster outside of London, the demand for digital skills is high and the sector is increasingly looking towards schools to help develop the much-needed skills they need for recruits. The job market in digital, creative and high-tech is booming and that means job creation. Choosing a school that best suits your future career aspirations can be a daunting prospect, so when it comes to considering valuable skills to prepare you for tomorrow’s world of work, or a pathway for university education, the new breed of studio schools could be an ideal option. Digitech Studio School Bristol will be the first studio school in Bristol and will play an important role in de-
Digitech veloping employability skills for the digital, creative and high-tech sectors in the region. Smaller in size than other schools, and working in partnership with local and regional employers, Digitech Studio School Bristol will offer 14 to 19-year-olds the opportunity to study for traditional qualifications alongside the development of vocational skills through project work, and time spent in the workplaces of the fast-moving digital, creative, and high-tech sectors. Digitech Studio School Bristol is part of the Cabot Learning Federation, one of the country’s most successful academy federations, responsible for 7,000 students in greater Bristol. Applications are invited for September 2015, for Year 10 and Year 12 entry.
● For more information, contact info@digitechstudioschool.co.uk.
THE A-LEVEL SHAKE-UP IN BRIEF
● Nick Short, pictured right centre, vice-principal of Merchants’ Academy, has welcomed a move away from the additional hours sitting and preparing for exams, preparing for exams, which AS-Levels put students through We are also actively exploring the benefits IB has to offer as a compliment to A-Level and Pre-U courses.” Whatever their thoughts on the reforms, all schools in Bristol acknowledged it had been a disruptive period and had made giving effective advice to students more testing. Mr Dalley said: “There can be no question that this has been a challenging period for staff and unsettling for some pupils and parents as they attempt to understand what the reforms will mean for them. “We have kept in close contact with schools both in the local area and nationally to ensure that we are fully aware of the impact of the reforms. “This has helped us not only to formulate our own position as a school, but to report back with confidence to students and parents that what we are doing is right for them.”
● AS-levels are being “decoupled” – which means they will no longer count towards a final A-level grade. At the moment, the AS mark at the end of the first year makes up 50 per cent of the final A-level grade. Under the new system, students are free to take AS-levels, but they will no longer count towards A-level grades. Instead they will be a standalone qualification. But a student taking an AS in their first year of sixth form can continue to do the A-level the following year, having covered the same ground as their A-level peers. As part of the change, AS-levels will attract fewer UCAS points. The content of A-level courses is being overhauled – some more radically than others. Some subjects, such as human biology, film studies, home economics and environmental science, are being scrapped. A-levels will be linear rather than modular, with grades awarded on an end-of-course exam, instead of modules taken throughout the course as at present. The reforms are a response to perceived “grade inflation” as the number of pupils getting top grades increased, and were designed to make A-levels tougher, moving away from coursework towards end-of-course examinations.
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the final assessment therefore, time is not lost between May and July in exams and exam preparation. We will, however, continue to do mock exams at the end of the lower sixth which will take a similar format to AS exams.” Gill Carey, of South Gloucestershire & Stroud College, said of the reforms: “It will simplify the A-level structure – the current structure allows for too much flexibility, which can disadvantage some students.” At Bristol Grammar, moves are being made to bring in alternatives to A-levels but its head said reforms to A-levels were broadly positive. Mr MacKinnon said: “The coming national reforms for post 16 examinations provide all schools with an exciting opportunity to refresh and reinvigorate learning and teaching in the sixth form. “At Bristol Grammar we are introducing Pre-U for English literature to replace the old A-Level and expect to see more subjects take a similar route.
Developing high-tech skills for the region’s digital jobs boom
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Tuesday, March 3, 2015
Post-16 Education
Committed to enriching the lives of students
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OR students interested in joining Wellsway Multi-Academy Trust (WMAT) in Year 12, it’s the variety and quality of courses available across all of its sixth forms that sets it apart and makes it a popular choice across the region. But it’s not only the trust’s reputation for superb education that attracts students to the schools in its fold. A commitment to enriching the lives of its students above and beyond qualifications is what has also earned WMAT a reputation for providing outstanding extra curricular activities for its students. Top of the latest school league tables across the county and earning its position as one of the very best education providers in the region for producing exceptional results, the established Wellsway School and sixth form is joined by two studio schools this year – a move that sees WMAT providing a plentiful choice of courses to meet every students’ studying interest and qualification needs.
Wellsway Multi-Academy Trust The IKB Studio School, the latest school to join the WMAT family, is set to open in September 2015. A new type of school that will specialise in curricular areas of one of the South West’s chief industries, science, technology, engineering and maths – The IKB Studio School has been welcomed by local employers from across the sector, which see significant sector growth and job creation already under way. Focused on TV, journalism, creative and digital media, the recently launched Bath Studio School has already become a popular choice with students looking to equip themselves with the valuable skills, knowledge and experience for what is fast becoming a digitally-driven world of work and has already seen partnerships with Sky News and Channel 4 result in exciting work experience projects for its students.
Both The Bath Studio School and The IKB Studio School offer a new concept in state education. Small in size, up to 300 pupils, and half the number of students in a class compared to standard class sizes, Studio Schools pioneer a bold new approach to learning for 14 to 18 year olds, which includes teaching through pro-
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Contact our Admissions Team to book your place.
Monday 4th May
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● For more information, visit www.wellswayschool.com/sixthform, email sixthform@ wellswayschool.com, or call 0117 916 1022.
Badminton School
Open Mornings are the best way to understand what Badminton School has to offer.
t: 0117 905 5271
this ensures that students who join the Wellsway Multi Academy Trust have the best range of course options available.
Taking the holistic approach
OPEN MORNING
e: admissions@badmintonschool.co.uk
jects and real work experiences. Both The IKB Studio School and The Bath Studio School will offer students the opportunity to study academic and vocational qualifications through project-based learning in readiness for employment or further study at university. Along with the offering at Wellsway sixth form,
badmintonschool.co.uk
T Badminton, we believe in really getting “under the skin” of whatever we do, not just skating over the top. To phrase this eloquently, you could say it’s our holistic approach to educa-
tion. We encourage the girls to apply their knowledge and skills beyond the classroom as much as (or even more than) within it. The outcome is that Badminton’s sixth form girls have a proactive and independent approach to learning. This, together with small class sizes and the passion and enthusiasm of our teachers, ensures that the vast majority are able to study at their first-choice university, music conservatoire, art college or whatever route they have chosen many of which are among the most elite and competitive in the world. We feel that their success comes from really knowing and understanding their subject. This not only helps them make an informed choice, but also means they are probably already passionate about actually working with their knowledge as opposed to just acquiring it. Head of Sixth Form Kate Dodd says: “Inspiring the girls at Badminton to be intellectually curious and encouraging them to pursue their own specific academic interests is right at the heart of Badminton’s ethos. “This could not be more apparent than with the high number of our Year 12s taking up the Extended Project Qualification (EPQ), researching a really diverse range of topics from the carbon zero building to the Nigerian civil war. Similarly, many of our students compete in prestigious academic competitions, take online courses in their chosen subject areas and undertake a range of other extension opportunities. “Our new ‘ab initio’ Italian GCSE course has proved very popular and I am thrilled to see the sixth formers complementing their core studies
with an additional language.” Headmistress Rebecca Tear, pictured, recognises the importance of preparing the sixth form girls for the life beyond school. She says: “The girls in the sixth form enjoy more freedom and, consequently, more responsibility, which helps to prepare them for their next chosen step. “We take our role in preparing our girls for their future very seriously and in September we will welcome a new member of staff at Badminton, who will be dedicated entirely to working with the girls and advising them on ‘higher education and professional guidance’; getting to know the girls individually and giving them opportunities to find the right path for them. “Our girls develop to be individuals and leave Badminton ready to face the changing and challenging wider world and, when they do, they take with them a strong network of lifelong friends developed through a wealth of shared experiences.”
● To find out more, attend the open morning on Monday, May 4, call 0117 905 5271, or email admissions@badmintonschool.co.uk.
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Tuesday, March 3, 2015
Post-16 Education
Equipping pupils with all the skills they need
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F YOU are looking for a great education, you need look no further than St Bede’s Catholic College Sixth Form. Taking spiritual inspiration from our patron St Bede, our young people are educated in a culture and climate which is founded on Christian values. A broad and balanced curriculum gives students the best possible advantage in preparation for post-18 education, encouraging them to develop individual gifts and talents. The school aims to bring about success in terms of external examinations, as well as opening avenues into wider learning. A-level options on offer are those referred to as “facilitating subjects” by the Russell Group of universities and equip students with the skills they need to access a large number of competitive courses, increasing chances of study at the most respected academic institutions, if this is their desire. Our students also follow a general religious studies programme, which
St Bede’s Catholic College allows them to explore complex issues within society and the church. Spiritual and moral development lies at the heart of our work and every student is valued and encouraged to strive for excellence in every aspect of their work. A Diocesan inspector noted in 2015: “This is an outstanding school because all are fully committed to the pursuit of excellence.” And Ofsted inspectors said in 2014: “In the sixth form, it is evident that all teachers have excellent subject knowledge.” St Bede’s offers outstanding pastoral care and guidance; we want students to feel supported, cared for and valued. The welfare of students is overseen by the form tutor in collaboration with senior staff. Academic progress, health, attendance and wellbeing are monitored carefully to secure success.
“ A Diocesan inspector
noted in 2015: This is an outstanding school because all are fully committed to the pursuit of excellence.” Confidential counselling, coaching and mentoring all support students in need of additional care. Because we believe in the development of the whole person, St Bede’s offers a co-curriculum which enhances self-esteem, resilience, confidence, self-reliance, independence and leadership. All students have the opportunity to put themselves forward for positions of responsibility and to be engaged in active learning outside the classroom. Our sixth form enriches and strengthens our whole community and is at the forefront of our college, where students are encouraged to take a role in facilitating clubs and mentoring younger students. The professional growth of staff is fundament to our success and teachers show an enthusiastic commitment to self-improvement, which in turn, leads to better outcomes for students.
● For further information, call 0117 377 2200, or visit www.stbedescc.org
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Tuesday, March 3, 2015
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Post-16 Education
Revision course Maximise your exam chances
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O HELP prepare students for examinations in the summer, Clifton College will be holding revision courses from Monday, April 6, to Friday, April 10. The courses target students keen to top up their subject knowledge in order to maximise the chance of examination success. Courses focus on three specific areas: ●Subject Revision Covering common areas, topics of difficulty, and identifying areas to focus on and revise. The aim is that students will feel confident in their knowledge and ability. ●Exam Technique. Knowledge alone is not enough, so these courses focus heavily on how to interpret questions and write high grade answers. ●Exam Practice Students will be encouraged to apply their knowledge under exam conditions by answering past exam papers. This improves essay writing technique and gives experience of timed exam conditions.
Clifton College The papers will be checked by the course tutor, identifying strengths and weaknesses. The courses comprise just 10 to 12 students, with course tutors employing personal and interactive teaching methods, while students benefit from one-on-one attention. With small class sizes comes the worry that each student will be required to learn the same topic, regardless of their capabilities in that area. To eradicate that problem, parents and students are encouraged to inform staff beforehand about specific educational needs and demands. Taking the classes is an array of highly qualified, experienced and motivating course tutors who are committed to delivering results and are experienced examiners.
“ The courses comprise just 10 to 12 students, with tutors employing personal and interactive teaching methods, and one-on-one attention.
Students can choose to take one or two subjects over the course of the week. Each subject comprises 15 hours of intense revision, so students will be revising comprehensively. For those students who are taking two subjects, an option to board for the week is provided, offering students home-cooked and nutritious meals, and a variety of bedroom options.
Following dinner, students will participate in evening study time, where they may indulge in independent revision in the library or consult with the course tutors.
● If you would like to book a place on an Easter revision course, visit www.ccsl-cliftoncollege.com, or contact the course manager, Brad Clark, on 0117 3157 143, or bclark@cliftoncollege.com.
Easter Revision Courses
Prepare to achieve Monday 6th - Friday 10th April 2015 •
A full range of GCSE, AS and A2 Level subjects available
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Tutors with experience as examiners leading study sessions
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Individual assessments and coaching on exam techniques
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Advice in final preparations
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End of course report for parents
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Superb recreational facilities
•
Residential stay available
For further information:
0117 315 7143
bclark@cliftoncollege.com EPB-E01-S5
www.ccsl-cliftoncollege.com
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Tuesday, March 3, 2015
Post-16 Education
Aiming high Broad horizons and top results
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T REDLAND High, we ensure that students’ experience of sixth form life is unique and memorable, while providing an outstanding education. We are extremely ambitious for our students. Academic achievement is high: once again our most recent A-level results were outstanding. Statistics from the Department for Education, published last year in the Bristol Post, revealed that we get more of our pupils to Russell Group Universities than nearly all other sixth forms in Bristol. Over the last few years, all girls hoping to study medicine have been offered places at top universities and all have achieved the required grades to take up their places; a cause for celebration in this very competitive field. We also offer the EPQ, a skills-based qualification that develops the individual research skills of students and is often seen by leading universities as the qualification that gives its students the edge. There is, however, much more to being a sixth former at Redland High
Redland High than simply academic studies and the wide range of extra-curricular activities, the enrichment programme and other opportunities to broaden your horizons will help you to have a colourful and busy life here. Drama thrives at Redland High and sixth formers regularly put on their own productions and perform at the Edinburgh Fringe, generating impressive reviews and providing a unique experience. Music is at the heart of Redland High and there are a number of choirs and orchestras, covering classic and contemporary music. There are many opportunities to travel and recent trips have included attending the Your Future conference in Paris in conjunction with QEH, as well as trips to Berlin, Barcelona and India. There are also annual events that are wholly organised and run by sixth form students such as the Redland High and QEH Sixth Form Ball.
at Redland High
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Book a Sixth Form Experience Day now
● Redland High combines a great academic record with a thriving enrichment programme
“ We are extremely
ambitious for our students. Academic achievement is high: once again our most recent A-level results were outstanding
Off the main school site, the Mary Crook Sixth Form Centre is exclusively for the use of sixth form students. It contains separate classrooms, the “Deli”, common room, kitchen and conference room. It allows students to take a necessary step towards university life by developing independence, while still taking advantage of all the excellent facilities that Redland High has to offer.
If you would like to see for yourself what makes our sixth form so different, register for a Sixth Form Experience Day. You will spend the day with our current students and be able to ask them what life is really like here.
● To register, call Sarah Patch on 0117 924 5796, or email admissions@redlandhigh.com. For more information, visit www.redlandhigh.com/sixthform.
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Tuesday, March 3, 2015
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Post-16 Education
State-of-the-art learning
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‘Staff here are so supportive’ Abbeywood Community School MY name is Emily Morris and I have the privilege of being Head Girl at Abbeywood Community School. I study psychology, English literature and geography. And my name is Hiten Barot and I am Head Boy, studying maths, chemistry and biology.
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OINING Abbeywood Community School was one of the best decisions we have made and the people make our post-16 experience the best in South Gloucestershire. The staff and students have always made us feel part of a community, being supportive and friendly throughout our transition into Year 12 and beyond. We have noticed that, after the age of 16, our experience of Abbeywood has been totally different to our younger years at the school. Everyone has an encouraging sense of freedom, allowing us to relax and be responsible for our learning. We can use our time to be independent
in our approach to our education. This allows us to focus on improving a particular area that we feel is necessary to progress and exceed our target grades. The lively atmosphere of the common room, where we can unwind with music, chat to friends and generally feel at home, just adds to the positive experience, as do the different study areas, where students can buckle down without distraction. Our aim this year is to bring even more diversity for post-16 students, to celebrate all sorts of cultural heritage and to raise money for charities such as Brandon Trust and MacMillan Cancer Support. We have a fantastic mentoring scheme running this year, where we look to support younger students and have a real presence as role models. We look forward to next year and progressing to university, but will miss being part of a caring, fun and excellent environment.
ABBEYWOOD COMMUNITY SCHOOL POST 16 CENTRE
FIND OUT MORE ABOUT US AT: WWW.ABBEYWOODSCHOOL.COM OR CALL… 0117 3075660 FOR INFORMATION
also helps them to develop a range of essential life skills, from strong employability in a dynamic job market, to the self-motivation and practicalities of planning a life-changing gap year. Alex Shoferpoor, Head Boy 2013/14, now studying law at Oxford University, said: “I believe that one of the main strengths of Bradley Stoke Community School is the cohesive, community attitude with which students conduct themselves and their consequent positive ‘can-do’ thinking, something I believe is reflected in the high levels of student achievement and the friendly atmosphere within the school.”
DISCO�ER YOUR FUTURE AT BRADLEY STO�E COMMUNITY SCHOOL POST 16 CENTRE
FIND OUT MORE ABOUT US AT: WWW.BRADLEYSTO�ECS.ORG.U� OR CALL… 01�5� �67��0 FOR INFORMATION Bradley Stoke Community School
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Community School
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Olympus Academy Bradley Stoke
● For further information, call 01454 868840 or visit www.bradleystokecs.org.uk.
● For more information, call 0117 307 5660, or visit www.abbeywoodschool.com.
YOUR JOURNEY TO SUCCESS BEGINS AT
Abbeywood
INCE opening in September 2010, the post-16 centre has gone from strength to strength. Students learn in a new building with state-of-the-art learning spaces, supported by excellent pastoral care, which ensures each individual student uses their time as a springboard into the future. Working within the Concorde Partnership, the school offers students the opportunity to study a wide range of courses in a way which suits them. With specialist facilities, including dance and TV studios, pioneering music technology equipment and a strong IT provision, the school is as committed to traditional academic subjects as it is to innovative courses, which reflect the modern era. Last year, more than 70 per cent of the 2014 cohort successfully applied for university, or higher education places. Again, this year, more than 78 per cent have applied for higher education. As part of a wide-ranging support system, each student benefits from the assistance of a dedicated post-16 learning mentor. Although it is vitally important to prepare students for formal examinations, the school
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Tuesday, March 3, 2015
Post-16 Education
Apprenticeships Earn while you learn at college
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PPRENTICESHIPS at SGS College allow you to combine employment with training, so you can earn while you learn and achieve recognised qualifications while you progress your career with an employer. SGS offers a wide variety of apprenticeships available at Level 2, (the equivalent to GCSEs) Level 3 (the equivalent to A-levels) and an increasing range of higher apprenticeships at Levels 4 and 5. The college can help you secure suitable apprenticeship employment. All vacancies are posted on the apprenticeship vacancy website and the college website. Once in employment, we will agree the most suitable framework, level and pathway with you and your employer. Your apprenticeship combines work with training. As employees, apprentices have a contract of employment and earn a wage, just like other employees. The training will take place both on and off the job. On-the-job training means working alongside experienced staff to gain job-specific skills. Off-the-job, nor-
Filton College mally on a day-release basis, will usually (but not always) mean college attendance to receive formal training to achieve the qualifications that make up your apprenticeship framework. Apprenticeships are highly valued by employers. The training is tailored to the needs of the business, so they enable businesses to have the right people, with the right skills, at the right time. Apprenticeships can take between one and four years to complete depending on the level of apprenticeship, the apprentice’s ability and the industry sector. Most employers pay the national minimum wage for the age group of the apprentice, but some will pay more. There is no upper age limit for apprenticeships, but if you are over 19 when you start, your employer will have to contribute to the cost of your training. There are different entry requirements for apprenticeships depending on the programme you apply for. Ap-
“ Apprenticeships are
highly valued by employers. The training is tailored to the needs of the business, so they have the right people, with the right skills
prenticeships are open to all age groups above 16 years old, whether you are just leaving school, have been working for years, or are seeking to start a new career. Employers want to be impressed, so you will need to show that you are committed and aware of your responsibilities to yourself and the company who would employ you. You will need to be happy to work as both part of a team and individually,
and be able to use your own initiative. SGS can offer free support and training for your job interview with its Suited, Booted, Recruited programme. To find out more, visit the college website (www.sgscol.ac.uk/apprenticeships) where you can discover our latest vacancies and read through a selection of case studies, which provide a valuable insight into the life of an apprenticeship.
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Apprenticeships are a great way of learning a new job, gaining qualifications and getting work experience.
0800 072 6077 Natalie.Zullo@sgscol.ac.uk www.sgscol.ac.uk www.apprenticeships.org.uk
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Tuesday, March 3, 2015
11
Post-16 Education
Launching music careers
Stand out from the crowd
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HOOSING the right environment to learn in and courses to study are vital decisions for young people. At Ashton Park sixth form, we are with you every step of the way. So what makes Ashton Park stand out from the crowd? Our impressive range of courses enables students to specialise and excel in subjects that will help them in their future. An Ofsted inspection in 2015 highlighted that our students value the inclusive nature of the sixth form and have good attitudes towards their learning, which deepens their understanding and enhances their achievement. The quality of the relationships between staff and students is exemplary and enables high quality debate, discussion and learning. Students are engaged in super-curricular activities that build their confidence and make the difference in a competitive world. All students take part in work shadowing with local and national organisations. This shows universities and employers that students are willing to go that extra mile. Head Teacher Tessa Thomas believes that the successful track record in terms of supporting students to get into university, including Oxbridge and the Russell Group, is the
Ashton Park result of high-quality teaching and learning. However, university is not for everyone, so her team invest a great deal of time and energy preparing students for training and employment. We encourage students to get involved in a range of extra-curricular activities. Students regularly visit our link school in Kenya, tour the southern hemisphere to play sport, and Duke of Edinburgh groups are regularly out in the mountains honing their skills. Coupled with this is a thriving leadership and volunteering programme, with many of our students developing confidence and enhanced skills while on placements out in the local community. Director of Sixth Form Sue Cutts realises that it can be a challenging world for young people today. She adds: “It’s our job to make sure we provide the best education, delivered by skilled staff with great enrichment opportunities for all.” This is what makes the Ashton Park sixth form experience so unique.
● For further information, visit www.ashtonpark.net
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F MUSIC is your one true passion, trying to choose what to do with the rest of your life is a decision not to be taken lightly. If you have your heart set on becoming a professional musician, what exactly do you do? Making it in the music industry is not just about talent, it’s also about who you know – which can be tricky if you’re low on contacts, right? Wrong! Because that’s where BIMM Bristol comes in. The thing this music college gives you in spades is “connectivity”. It offers direct access to regular collaborative experiences, including masterclasses with special guests like Ian Matthews of Kasabian, pictured, Mike Joyce of The Smiths and Frank Turner, end-of-term gigs, A&R panels, the annual BIMM album, world-class tutors, and ongoing engagement with the industry, including work placements and internships. Getting connected to the heart of the music industry has never been so much fun. Launched in 2008, BIMM Bristol offers a range of BA (Hons) degree courses for students committed to a career in the music industry.
Ashton Park Sixth Form
With you every step of the way • students value the inclusive ethos • highly developed attitudes to learning
BIMM Bristol Professional real-world training includes studies in guitar, bass, drums, vocals, songwriting, music production, music industry management and event management. Part of the wider BIMM Group which burst on to the scene in 2001, the company now has colleges in six vibrant cities where music matters most – London, Berlin, Dublin, Brighton, Manchester and Bristol. Students also benefit from being connected to the largest alumni network in the industry, with successful graduates including George Ezra, Jordan Cook (Telegram), The Kooks, Tom Odell and James Bay. Applications for BIMM Bristol’s very popular 2015/16 degree courses are still open. To apply download the prospectus direct from the website at www.bimm.co.uk/bristol or attend one of the monthly open days – but don’t delay as spaces fill up quickly. For more information, contact BIMM on 0117 980 7060, or email bristol@bimm.co.uk.
LONDON | BERLIN | DUBLIN | MANCHESTER | BRISTOL | BRIGHTON
TURN YOUR PASSION FOR MUSIC INTO A CAREER Make a BIMM Degree your first step into the music industry. Connect with us and we’ll connect you to a life in music. Apply online today.
• well supported learners • rapidly rising standards Ofsted Feb 2015
VISIT US
OPEN DAYS BOOK ONLINE
Impressive Results | Amazing Facilities Broad Range of Courses | High Level Care Exciting Activities and Opportunities
Don’t miss out …come and see us!
DEGREE COURSES AVAILABLE Guitar | Bass | Drums | Vocals | Songwriting Music Business | Music Production Music Event Management
THE UK AND EUROPE’S MOST CONNECTED MUSIC COLLEGE
0117 980 7060 BIMM.CO.UK/BRISTOL
EPB-E01-S5
Tel: 0117 3772742 Email: info@ashtonparksixthform.co.uk Web: www.ashtonpark.net/sixth-form
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Post-16 Education
All the attributes you need for your next step
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OLSTON Cathedral College will equip young people with the qualifications, skills and attributes they need for their next step, whether that is university or directly into professional employment. That’s the promise from leaders of two of Bristol’s most successful schools, who have come together with a vision for a new sixth form college under the Government’s Free Schools programme. If the application from Bristol Cathedral Choir School and Colston’s Girls’ School is successful, the college, offering 600-plus places in central Bristol, could open in September 2017. We’re offering a post-16 education that’s genuinely innovative and exciting,” said Alistair Perry, Head of School at CGS. “There will be a unique mix of academic A-level courses suitable for students wishing to apply to the top universities alongside Level 3 vocational courses suited to those aiming for a professional career. We shall be building on our current success in gaining places at
Colston Cathedral College the Russell Group universities as well as our highly successful Oxbridge programme.” BCCS Principal Neil Blundell added: “There is increasing evidence that Bristol’s small school sixth forms struggle to provide the range and quality of education that students need. Colston Cathedral College is backed by local universities and will be big enough to run a wide range of high-quality courses, as well as an extensive range of extra-curricular activities, building on the outstanding provision of both schools.” The college is supported by the Merchant Venturers, so will have strong links with business from the start. Vocational courses will focus on sectors in which Bristol has a nationally leading role, including business, financial, legal, insurance and medical administration. “Of course, today’s employers de-
● Front row: Colston’s Girls’ School Year 12 students Nica Sabet, Hiyam Mohamed, Ella-Grace Jones, Bristol Cathedral Choir School Year 13 students Daniel Langdon, Martha Jordan, Josh Griffith. Back row: Colston’s Girls’ School Head of School Alistair Perry, Master of the Society of Merchant Venturers Chris Curling, and Bristol Cathedral Choir School Principal Neil Blundell mand more than just paper qualifications,” said Mr Perry. “We’re therefore especially proud to announce our CCC Futures Award. “This will be a key element of college life, preparing all our students for the modern, global economy. It will include mentoring, work placements, internships and employment
Keep an eye out in www.bristolpost.co.uk/education
www.westerndailypress.co.uk/education
For
Educa ion
Advertising Features Education Correspondent Marc Rath 0117 934 3637 marc.rath@b-nm.co.uk
EPB-E01-S5
Advertising and Features 0117 934 3428 Marc England marc.england@b-nm.co.uk
LIFELONG LEARNING
skills workshops, as well as developing ‘soft skills’, such as determination and emotional intelligence.” Colston Cathedral College will feature a significant international aspect, including language learning and overseas links. “What we need to make our application successful is for students
and parents to pledge their support on www.colstoncathedralcolle ge.co.uk – especially those now in Year 9 & 8, who will be going into Year 12 in the first two years of the college’s life,” said Mr Blundell. “All are welcome to find out more at our public meetings on Monday, March 9, and Monday, March 16.