3
Chapter 3
Primary and secondary education, Europe
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Good governance
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King’s College, The British School of Alicante
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Barrowford Primary School
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Literargymnasium Rämibühl
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Brays School
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Parkwood E-ACT Academy
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Chiswick House School and St Martin’s College
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Southwark Primary School
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St George’s School Group
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St Edmund’s College
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Essex Primary School
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St Eskils Gymnasium
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The High Arcal School
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St Peter’s School, Portugal
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International School of the Stockholm Region
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Viborg Cathedral School
Education lays foundations that can sustain learners for the rest of their lives. This chapter celebrates the work of primary and secondary schools across Europe and the crucial contribution that they make to the lives of children and young adults
Good governance School Governors can have a hugely positive Effect, but a distinct shortage of volunteers in the UK has led to calls for a more business-minded approach to recruitment
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The somewhat neglected subject of UK school governance hit the headlines in early 2014 with the news that the country is facing a severe shortage of volunteer school governors. Somewhere in the region of 30,000, in fact, which translates
“ If you ask someone, ‘Who runs the school?’, they’ll usually say the head teacher. But it’s actually the governing body”
to around one in 10 vacancies unfilled nationally, a figure that rises to one in four in some deprived or rural areas.
Corporate involvement “Generally speaking, this business-focused approach works
Vital role
for us,” says Janet, whose initiatives specifically target top
As Ofsted inspections have illustrated on numerous occasions, a skilled and
corporate firms in a bid to find volunteers with the desired
effective governing body is integral to creating a successful school environment.
professional skill set. “It benefits the companies involved,
“School governors have four main spheres of responsibility,” explains Janet Scott,
too. They buy into school governance as they see it as
Operations Director at SGOSS – Governors for Schools, a government-backed
a real development area. They recognise that it provides
charity that aims to recruit professionals with transferable skills to become governors.
their employees with skills that would otherwise cost
“These are the management of the head teacher, selecting and recruiting senior staff,
them hundreds of pounds in training.”
overseeing finance and school improvement. If you ask someone ‘Who runs the
In its efforts to encourage volunteer governors with
school?’, they’ll usually say the head teacher. But it’s actually the governing body.”
the appropriate enthusiasm and skills for the job, SGOSS
There are many complex reasons for the current shortfall. “It varies between
even offers a bespoke matching service. “If a school has
areas – in some parts of London we could probably fill vacancies three or four times
specific requirements we will do our best to find those
over,” Janet says. “But as you get to the more deprived areas and coastal and rural
people,” says Janet. “Legal skills and financial skills are
areas where industry has disappeared, the engagement just isn’t there any more.
the most requested, but we’re increasingly being asked
You’ve also got an ever-increasing number of children whose parents don’t speak
for surveyors or architects because planning applications
English as their first language, which means they’re reluctant to take on the role.”
are so expensive and time-consuming.”
Traditionally, most governors have supported their local school, with many
The nationwide charity aims to recruit another
having even attended it. But to fill vacancies in areas of low engagement, SGOSS
4,000 volunteer governors by the end of March 2015.
now also recruits volunteer governors who are willing to travel further afield.
And potential candidates could do a lot worse than
In an effort to address the deficit, the Department for Education (DfE) highlights
consider the example of Herbert Smith Freehills, a global
the need for an overhaul of governing bodies in its new guidelines for school
law firm that has placed numerous employees within
governors. Published just days after the news of the shortage broke, they called
governing bodies. “We believe that being a school
for greater emphasis on a more professional, business-like approach. Lord Nash,
governor is a great opportunity to make a real difference,”
the Parliamentary Under Secretary of State for Schools, has also stressed his desire
says a company spokesperson. “It also offers a unique
for a school’s governing body to resemble an executive board, saying: “The best
chance to develop a wide range of skills, including data
businesses have a skilful board of directors keeping them on the right path. I want to
analysis, finance administration and strategic planning.”
see the same approach in schools.” It’s a target that tallies with the DfE’s desire to see
Great reasons for individuals from all walks of life
scaled-down boards with expertise in data analysis, budget management and HR.
to help address the governor shortage across the UK.
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Fresh ideas Barrowford Primary School in lancashire has revamped how it teaches the national curriculum, using pastoral support as a key component
When Head Teacher Rachel Tomlinson joined Lancashire’s Barrowford Primary School in 2006, she faced a monumental challenge. The school appeared to have
“ A core group of parents is now re-engaging with the school on a day-to-day basis”
fallen out of love with learning over the years. Teachers were using lesson plans created years previously, doing very little planning of their own and the children
four afternoons a week, before returning to the classroom full-time.
had not much, if any, impact on what was being taught. The result was that both
“His academic progress was quite startling,” says Rachel. “I was
students and staff had become disengaged from the learning process, and this
concerned that he would be missing out on class, but he reintegrated
was reflected in the school’s inconsistent Key Stage 1 and 2 test results. It was time
back into the classroom and quickly made up two academic years.
for a breath of fresh air, and Rachel started with a complete transformation of the
It’s a picture that has repeated itself with other children.”
way in which the school taught the National Curriculum. Parental involvement
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Back to basics
The school also uses the community room to reach out to parents
“We began by using key skills from the National Curriculum as our basis. We literally
and bring them into the learning process. A core group of parents
cut each skill from a copy of the curriculum and glued them onto sheets of paper,”
is now re-engaging with the school on a day-to-day basis, and this
says Rachel. “From there, we got the staff to come up with units of work for each
has had a positive knock-on effect. Pupils are given a real boost by
half term. Some of them hadn’t planned a lesson for years and felt de-skilled, but
seeing their parents interacting with the school, and those parents
they were soon enthusiastic.” Instead of learning, in the same week, about several
then get other parents involved. The school’s relationship policy,
random topics – perhaps a village in India in geography, and the Tudors in history
which tackles behaviour, is all about conversation and getting pupils
– now all learning at the school would be linked. In turn, lessons would become
to take responsibility for themselves. How did the child feel before
vibrant and engaging.
he or she misbehaved? How can the relationship be mended?
Shortly after the new curriculum was put in place, a boy joined Year 5, and his
The aim is to create an environment in which children feel safe
arrival paved the way for further positive transformation at the school. He had come
to admit mistakes.
from a difficult background and his behaviour reflected this. “We were desperate
The school – a state-run primary – provides full-time education
to be successful with him,” says Rachel, “so we started to look at child development
to more than 320 boys and girls, aged 4 to 11 years old. Since the
as a whole, and came up with new nurturing principles.”
changes were introduced, attendance has increased, results are on
The school set up a community room, designed to be a home away from
the rise and the children’s attitude has been transformed. “They are
home, with its own kitchen, lounge and dining room, featuring a daily “nurture
engaged in the classroom, engaged with their learning and behave
group”. It was a place outside the classroom, where pupils had the chance to express
much better,” says Rachel, who is proud to show prospective parents
their feelings, or to take part in various activities, such as drama or yoga. One of the
around the school. “A parent is choosing us to look after their child –
very first children placed into the nurture group was around three years behind
that’s a real privilege. That child only gets one shot at education; it’s
his peers academically. He spent two terms going into the community room for
a massive responsibility for us and we’ve got to get it right.”
www.barrowford.lancs.sch.uk
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Creative learning Brays School in Birmingham takes an imaginative approach to education that enables its special needs pupils to realise, and fulfil, their potential
Brays School in Birmingham uses a creative approach to enable its pupils to exceed expectations. The day school teaches more
“ Our teachers are trained to notice the children’s responses, realise what they are capable of and build on it”
than 100 children aged two to 11, all of whom have special needs, including multiple and profound difficulties, visual and hearing
entitled I Had an Angel, questions what makes someone human, and explores
impairments, mobility problems, learning difficulties and autism.
what it is like to experience the world in a sensory way. It was inspired by the
To offer the pupils new experiences and give them the chance
school’s children, as well as local elderly care-home residents who have dementia.
to express themselves, Brays School works in partnership with
“A composer, a librettist and a filmmaker from the WNO worked with us for a
performing arts organisations – an approach that contributed
term before writing the words and music for the film,” says Ann. “They developed
towards its “outstanding” Ofsted rating in 2013.
a real affinity with the children. It also opened our eyes to the amazing level of
“Creativity is at the core of everything we do,” says Deputy
musicality some of our pupils possess.”
Head Teacher Ann Whitehouse. “Our pupils learn in a sensory way, and the creative curriculum supports that by developing
Building confidence
opportunities for them to communicate.”
In July 2013, 10 children from Brays School took part in Troy Story – a project led by Orchestra of the Swan with the Talking Birds theatre company – along
Creative area
with children from another special needs school and two mainstream schools.
The school has a creative area that can be transformed into different
Designed to boost the children’s creative understanding, self-esteem and
environments, such as a rainforest, a moonscape or an undersea
confidence, the project culminated in an impressive production at Birmingham
world. Lighting, sound effects and tactile materials encourage the
Town Hall.
children to use their senses to experience what these places are
According to Ann, the children rose to the challenge and put on a stunning
really like. The theme changes each week and is carried through
performance. “We passionately believe in encouraging our pupils to have high
into the classroom.
expectations of themselves,” she says. “These partnerships supported this aim,
Brays School’s staff observe the pupils carefully and are skilled
while broadening our children’s horizons. But it is very much a two-way learning
in noticing differences in the way they respond in the creative area
experience: the WNO, Orchestra of the Swan and Talking Birds benefited from
compared with a formal classroom setting. For example, a child
working with the children and seeing how they approach things and what they
with a hearing impairment may turn towards a sound to show it
can achieve.”
has heard it, or it may remain still.
The school puts a lot of effort into helping its staff to continue learning so
“Close observation is key,” explains Ann. “Many of the children
that they are better able to support the children. In September 2013, it was the
learn because our teachers and teaching assistants are trained to
first school in the UK to gain a Gold Mark for Continued Professional Learning
notice their responses, realise what they are capable of and build
and Development – one of a number of awards it has received.
on it. As a result, the curriculum is tailored for each individual child.”
No wonder, then, that Brays School is seeking to expand to meet an
In 2013, Brays School took its creative approach a step further
increasing demand for places. “We want to be able to grow while maintaining
by collaborating with the Welsh National Opera (WNO) on a film and
this level of excellence,” Ann concludes. “To do that, we are constantly looking
getting involved in a major community theatre project. The WNO film,
at what we do and how we can do it better for our amazing children.”
www.brays.bham.sch.uk
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Personalised approach Chiswick House School and St Martin’s College in Malta provide a tailored education of the highest standard to students of varying ages, abilities and nationalities
Based on the beautiful island of Malta, Chiswick House School and St Martin’s College offer students the chance to shine in the nurturing environment of an independent school with a focus on personalised learning. Both Chiswick House School, which caters for children aged 2 to 10, and its sister school St Martin’s College, which teaches those aged 11 to 18, are geared towards helping students of all abilities fulfil their potential. The schools operate an Alternative Learning Programme, which ensures that children with learning difficulties, or those with exceptional gifts, receive focused attention from specialist teachers. “We identify the child’s abilities and set out a personal learning programme for them,” says Bernie Mizzi, the schools’ Director. “If, for example, a student is gifted musically, we would bring in experts to make sure that we are guiding them properly to fulfil their potential.” Fulfilling potential Chiswick House School and St Martin’s College both boast a strong background in performing arts, with an excellent track record in drama. This includes producing short films based on Shakespeare plays, which have won several national prizes. Indeed, in September 2012, St Martin’s was invited to the World Shakespeare Conference at Tate Modern in London to demonstrate best practice in teaching the Bard’s work. Founded in 1905, Chiswick House School started out catering for the children
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of British families stationed in Malta. Over time, it grew into a respected international
Both school campuses offer a wide range of sports, including rugby, football,
school for children of all nationalities, and in 1991 it moved to its present campus in
handball, tennis and gym work. Swimming is also given priority, with pupils having
Kappara. In 1993, the school’s leaders established St Martin’s College, which moved
easy access to facilities at the National Swimming Pool.
to a purpose-built site in Swatar in 1997 to teach middle- and senior-school students,
Chiswick House School and St Martin’s College take a rounded approach
and a sixth form was added in 2007. The curriculum is Maltese but has been adapted
to education. This involves looking after the spiritual well-being of the children,
to suit the needs of the hundreds of international students at the schools, and
and offering a social and emotional learning programme as an integral part of
all classes are taught in English. In addition to the usual subjects, there is a diverse
the curriculum.
range of specialist subjects available through the School of Excellence programme,
There is also a firm focus on technology on the campuses, which boast
including robotics, classics and Maltese history.
various computer labs and interactive whiteboards, with more investment planned.
“The robust academic programmes we offer ensure that around 97 per cent
“This is part of our Learning 360 School Improvement Programme,” says Bernie,
of our students go on to further education,” says Bernie. “Many of our gifted
“which aims to develop a professional learning community by 2015, when Chiswick
children obtain 10 or more O-level passes at Grade 1 and 2 level.”
House School will be celebrating its 110th anniversary.”
www.smc.edu.mt
Bicultural riches St George’s School Group in Spain takes a creative approach to teaching across all subjects, and immerses its students in local and British culture
St George’s School Group in Spain is dedicated to providing pupils with a British education in a bicultural environment. Comprising four schools in Madrid, Malaga, Roquetas de Mar and Seville, the group offers foundation-, primary- and secondary-level education in English to some 1,400 students aged from three to 18. However, the co-educational institution also ensures that pupils benefit from Spain’s rich culture through complementary Spanish studies. “Our schools were created by educators who really believed in certain fundamental philosophies of education,” says General Director of Education, James Shallcross MBE. “I think that already makes us very different.” Past, present and future The group’s creative approach to education is perhaps best summed up by the phrase “learning for the future; learning from the past” – a key theme for St George’s School in 2014. “That’s the kind of balance that we’re trying to achieve in our schools,” James says. “The children are learning – and we are learning, too – to meet the challenges of a changing society, but we also recognise the richness of our past. Our aim is to challenge teachers to be creative, so that the children can be creative in the ways they think – not just in traditional outlets for creativity, such as music and art, but also in science and maths.” For 2014, St George’s has created a working group that will examine ways in which the group can use new technology to further improve its teaching methods. “We are looking for clever, skilful and creative ways to use technology in our classrooms, and we have some brilliant young teachers who are taking us forward very quickly,” says James. Citing the example of an English lesson in which students tweeted each other as characters in one of Shakespeare’s plays, James says: “It’s creative, it works and the children love it.” Ultimately, however, the success of the group’s schools is built on the bicultural environments in which they operate. “We really push the bicultural aspect of our schools, and it’s something we want to develop further,” says James. “We want to build relationships with other schools around the world and push the frontiers – we want to become truly international.”
www.stgeorge.es/en
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The value of variety An incredible abundance of cultural backgrounds among its pupils enables Essex Primary School in east london to teach them how to thrive in the wider world
Based in the London Borough of Newham – home to the capital’s
the child forward in terms of achievement, as well as in becoming an active
most diverse population – Essex Primary School has served the
member of the community,” he says. “Bringing the outside world into the school
Manor Park community since it was founded in 1898 (and rebuilt
is a big part of this.”
in 1977). With some 970 children, from nursery age to Year 6, and
One of the highlights of the school year at Essex Primary is the opportunity
around 150 staff, the four-form entry school is a bustling, vibrant
to participate in the Comenius Programme – an EU-wide scheme that enables
and happy place.
students to develop an understanding of other European cultures and languages.
Around 35 languages and dialects are spoken at the school,
“My favourite part of the trip was staying with our friends and learning more about
making it one of the most linguistically inclusive primaries in Britain.
each other,” says Radayah, one of 14 Year 6 students who were selected to travel
As such, Essex Primary had more reason than most to celebrate
to Amsterdam in 2013 as part of the programme.
International Mother Tongue Day, which it did with relish in 2013.
“We learnt about Anne Frank, and we also visited the Van Gogh Museum, which
Music is used regularly at the school to help pupils learn about
taught us how the painter was very determined to show his work to people around
and embrace other cultures, and to mark the special day, Head
the world,” she adds. “Seeing the paintings made us realise, that even from a young
Teacher Rosie Cowan invited professional musicians to join the
age, you can aspire to do brilliant things.”
schoolchildren in creating a concert. These musicians taught each year group a different song, with lyrics that reflect the vast range of languages that are spoken within
“ Knowledge and understanding are important, but the ability to transfer skills and apply them is even more so”
the school community, such as Arabic, Bengali, Hindi, Jamaican English, Somali, Xhosa and Yoruba. The project culminated in the
Life lessons
children recording a high-quality CD that fully captured the spirit
The school’s approach to education emphasises the teaching of skills that
of the day.
children need for life. “Knowledge and understanding are important, but the ability to transfer skills and apply them is even more so,” says Rosie. “We want
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Developing excellence
to help children make the right choices and give them a foundation for the rest
Robert Charnley, who bade farewell to the school in 2013, having
of their lives.”
taught there for 11 years, describes his career at Essex Primary as
Taylor, a former Essex Primary pupil, returned to her old school in 2013 as part
“the journey of a lifetime”. Having come to the UK from South Africa,
of a work-experience programme. Working with a Year 5 class, she was given the
Robert achieved his qualified-teacher status at the school and
opportunity to see the school in a different light and to acknowledge some of the
considers the quality of professional development that teaching staff
things she gained during her time there. “It was really interesting to go back,” she
receive to be one of the school’s key strengths. “They really push
says. “Essex Primary was great for learning about different cultures and how to get
you and make sure that you’re professionally challenged,” he says.
along with people.”
Essex Primary also excels in cementing partnerships with the
The last word, however, goes to six-year-old pupil Subhan. “Essex Primary
local community and creating bridges between its many cultures,
is wonderful,” he says. “I like learning, drawing pictures and finding out about
observes Robert. “The school is always looking at how to move
interesting stuff. The teachers are nice and teach us lots of different subjects.”
www.essex.newham.sch.uk
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Positive impact the introduction of Two inspiring student programmes at The High Arcal School in dudley has helped spawn a culture of ambition and achievement
The High Arcal School in Dudley has enjoyed soaring success over the last few years. Since implementing its cross-curricular
“ The students who are involved in the programmes acquire the skills that top universities and employers look for”
Student Leadership programme in 2009, it has been described as “outstanding” by Ofsted and become an academy as well as
Leadership has empowered High Arcal pupils to the point that they stand out
a Gifted and Talented Lead School that helps other schools.
at inter-school competitions for their confidence in making joint decisions with
But, most importantly, as a learning environment it is thriving.
older students. One of them even impressed the leader of the Labour Party.
Catering for 11- to 16-year-olds, High Arcal specialises in
“I did work experience at the Houses of Parliament in London and met
science and applied learning. However, Student Leadership was
Ed Miliband,” Year 11 student Hannah Gill explains. “He commented on how
conceived to give its pupils the chance to explore other areas
at ease I was talking to him. But when I first arrived at High Arcal in Year 9,
of interest, from fashion shows and catering events to coaching
I didn’t really speak to anyone, which just goes to show that Student Leadership
sports teams and developing ICT newsletters.
opens many doors that people might otherwise assume are closed.”
“They can also become student journalists, photographers or peer mentors, which helps them narrow down their career choices,”
World-class Learning
says Head Teacher Jo Manson. “But, above all, the programme
Indeed, most participants now set their sights considerably higher than they
encourages them to try and solve problems rather than just complain
used to, with aspirations ranging from becoming doctors or astrophysicists
about them, which, in turn, builds their confidence. As a result, their
to passing on their Student Leadership experiences as teachers. Some of them
academic performance often improves significantly and they are
already do this as part of High Arcal’s cross-curricular, student-led World-class
well prepared for life beyond High Arcal.”
Learning programme, which aims to introduce pupils to effective learning habits and helps staff plan and deliver lessons to develop these habits.
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Culture of ambition
“A typical lesson starts with the student-teacher playing a music video,
The fact that around half of the school’s 1,200 pupils have
part of a movie or a news item,” says Hannah. “After dividing the pupils into
received awards for their Student Leadership work illustrates the
groups, the student-teacher gives them a theme – for instance, religion versus
culture of ambition that the programme has fostered, particularly
science – and they have to link it to the clip and explore it from every possible
among the harder-to-reach students. “Young people don’t always
angle, not just from their own perspective. All pupils are equally involved and
look up to those who excel at school, but Student Leadership has
then discuss what they’ve learned, and what they liked or didn’t like about the
created an environment here where doing well is ‘cool’ and those
lesson, while the supervising staff member gives feedback, too.”
who participate in the programme are role models,” says Jo.
World-Class Learning and Student Leadership are both having the positive
“Our pupils understand that it enables them to be independent
impact that Jo and her team had hoped for, with participants frequently getting
and have a positive outlook.”
better marks, as well as a great preparation for their future. As Jo rightly points
Part of that is, as Jo puts it, “being able to talk to anybody at
out: “The students who are involved in the programmes acquire the skills that
any level”. While many teenagers struggle in this respect, Student
top universities and employers look for.”
www.higharcal.co.uk
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Well connected The International School of the Stockholm Region is ideally set up to meet the educational needs of the Swedish capital’s increasingly diverse population
One of only a handful of schools in Europe to offer a continuous International Baccalaureate (IB) education for ages five to 19, the International School of the Stockholm Region (ISSR) is still relatively new, having opened its doors as recently as August 2012. It did not, however, have to start from scratch, but rather built on the success of its predecessor, the IB School South, which was founded in Stockholm in 1999 and offered the IB Diploma to students aged 16 to 19. As the city’s expat population increased, however, so too did the necessity for an international education for all ages. And so the City of Stockholm created the ISSR with the intention of providing a complete, publicly funded, English-language education. International appeal The school has proved vital to its host city, which has become an increasingly attractive place for expats to work in recent years. “Stockholm is one of the fastest expanding cities in Europe, and the Swedish economy hasn’t suffered that badly compared to others,” explains Susanna Vall, the school’s Admission Officer. “We now have around 400 to 450 students, including 40 different nationalities from every continent.” The ISSR offers the IB Primary Years Programme and Middle Years Programme to expat children only, but the Diploma Programme is open to both expat and local students. Providing all three programmes, known as the IB Continuum, is particularly important to the school and part of what makes it so special. “Being a continuum school means that we are at the forefront of what is going on within the IB,” says Deputy Head Martin Davidsson. “One of the strengths of the school is that we have an overview of all the programmes.” It also means that the school can cater for families with children at different stages in the IB programme, all in the one location. This, in turn, helps to foster a tight-knit school community, with active parents and a sense of belonging for the children.
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“ It’s a programme that is open to anyone that has the drive and determination to succeed” Students first Head of School Karin Henrekson Ahlberg stresses that the students are placed very much at the centre of everything that the school does. “I think that’s the only way you should run a school,” she says. “Students should be free to take ownership of their education and their lives.” She adds that there is a strong culture of care and respect at ISSR, and that students have a genuine sense of pride in their school. This is reinforced by the school’s core principle of inclusivity, as illustrated by its non-selective admissions policy. “It’s a programme that is open to anyone that has the drive and determination to succeed,” says Martin. “We’re able to take students from whatever level they’re at and bring them forward.” Although students come from a wide range of backgrounds, many achieve the very highest levels of success in the IB programme. A significant proportion apply to British universities, and ISSR students have won places at some of the very best. Academic pursuits aside, students are also encouraged to develop their international awareness and a sense of social responsibility. To this end, the ISSR has strong links with a school in India with which students can take part in a number of projects and exchange trips. The balance of accessibility and excellence is a hard one to get right. But the success that the ISSR has achieved over such a short period confirms that it is more than meeting the challenge of serving Stockholm’s increasingly diverse population.
www.issr.se
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Best of British King’s College, The British School of Alicante provides its pupils with an excellent UK education in a nurturing international environment
Affording stunning views of the Mediterranean, King’s College, The British School of
This is due in no small part to the commitment
Alicante is an independent day school situated on the southern outskirts of Alicante
of the staff, who were considered to be “exemplary”.
in Spain. It was set up by local parents as a non-profit cooperative to ensure that
These factors underpin the school’s outstanding
their children received a top-quality British education and could fulfil their maximum
academic results. In 2013, 100 per cent of students
potential, both as individuals and as members of the community. Its purpose-built
achieved a passing grade at A level, and more than
campus opened in September 2000, and today, the thriving institution has more
90 per cent of IGCSE results were graded A* to C.
than 960 pupils aged three to 18. It is also a proud member of the King’s Group of schools, which operates in Spain, Panama and the UK.
Cultural mix Although 80 per cent of King’s College Alicante’s
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www.bsalicante.com
English curriculum
children are Spaniards, it has a rich cultural mix of
The school aims to help and encourage pupils to achieve their highest possible level
students, which Derek attributes to the high standard
of academic success by using the best features of the British educational system in
of education on offer. The fact that the school
an international setting. It also tries to prepare them for life by encouraging traditional
teaches seven different languages – from French
values and by fostering self-assurance, mutual respect and a sense of pride.
and German to Russian and Mandarin – also reflects
King’s College Alicante follows the national curriculum of England and enters its
its international outlook.
pupils for IGCSE and A-level exams, with notable success. It also provides elements
“Most of our pupils do not have English as their
of a Spanish education, following programmes of study stipulated by the Spanish
native language,” Derek says, “but our results at every
Ministry of Education. In addition, it offers a very comprehensive enrichment
level are consistently well above the national average
programme for sixth-form students, including scuba-diving and first-aid courses,
in the UK. This success has attracted many local Spanish
as well as debating societies.
families who would like their children to receive a
The school’s Head Teacher, Derek Laidlaw, has previously worked as far afield
traditional British education in English. This will give
as Scotland and the Middle East. During his seven-year tenure in Alicante he has
them access to some of the best higher education
overseen a period of growth, not only in pupil and staff numbers, but also in terms
institutions and enable them to secure employment
of pastoral care and academic achievement. In 2012, King’s College Alicante was
in the UK, Europe and further afield.
inspected by the Independent Schools Inspectorate, which is licensed by the UK
“Having received such a wonderful inspection
Government and monitored by Ofsted to carry out inspections of British schools
report, we are confident that, as a growing school,
overseas. The school was judged to be “excellent” in almost every category.
we can build on our current strengths and forge even
“We pride ourselves on our outstanding relationships between pupils, staff,
greater success and opportunities for our pupils in the
parents and the local community, which affords our young people a safe, supportive
future,” concludes Derek. “It is my goal to consolidate
and challenging school environment in which to thrive and succeed,” says Derek.
King’s College Alicante as one of the leading British
This was recognised by the inspectors, who commented that “respect and trust
schools overseas, and to set the standards for other
transcend age groups” and that “pupils are extremely well educated”.
schools to follow.”
“As a growing school we can build on our current strengths and forge even greater success in the future�
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First-rate futures swiss school Literargymnasium Rämibühl’s fusion of traditional educational values and modern, international outlook provides its students with the ideal preparation for university life
Around one in five of all students in Switzerland qualify for grammar school.
By the final years, the level of teaching is equivalent to that
However, not all are fortunate enough to secure a place at one with as illustrious
of a first-year university course. An element of independent study
a history as Literargymnasium Rämibühl (LG Rämibühl). Once a stone-walled
is introduced, too, to help pupils develop a degree of autonomous
annex attached to Zurich’s famous Grossmünster church, it is now a forward-
learning. “The students tell us that this intense groundwork ensures
thinking centre of education. Over recent decades, the school has adopted a
that they are better prepared than their peers for studying at university
more international outlook in keeping with the pace of change in Switzerland
level,” adds Christoph.
and the wider world. In 2004, LG Rämibühl began offering its students the International
Unesco network
Baccalaureate (IB), making it the first state school in Switzerland to do so.
The school is part of the Unesco Associated Schools Project
Interest in the IB diploma at the school doubled in the next decade, from
Network, a global group of more than 9,500 educational institutions
15 per cent initially to around 30 per cent, and the school expects the number
that spans some 180 countries and encourages pupils to consider
to grow further. The IB is taught in English, which opens the door for students
today’s broader ethical and humanitarian issues. Recent projects
to continue their studies abroad – one of the principal reasons, no doubt,
have included raising money for flood relief in Pakistan and creating
why more and more Swiss students are choosing to study this way.
an exhibition to increase awareness throughout the school of global water-shortage issues.
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www.lgr.ch
International approach
Musical groups at the school include a classical orchestra,
“Zurich is becoming increasingly international, as ever more people are
a jazz big band and a chamber choir. LG Rämibühl also benefits
drawn here by our positive economic situation,” says Headmaster Christoph
from an adjacent specialist music school, where students can learn
Baumgartner. “Furthermore, a rising number of Swiss go abroad, then return
to play a solo instrument or become active in musical groups.
wanting an international education for their children. Our school has the
“In this day and age, you can’t afford to have only a local outlook,”
mix of being open to change and new ideas, while also being rooted in the
says Christoph. “Zurich is an international hub, playing host to many
grammar school tradition of Switzerland.”
international companies in banking, insurance, industry, electronics
The main focus of LG Rämibühl is to help students achieve their
and computing. We’re on the crossroads between Austria, France,
Maturitätszeugnis, or Matura, the school-leaving certificate that entitles them
Germany and Italy with a huge English-speaking international
to apply to any university in Switzerland. The first two years of this six-year
community. The IB has now become one of the main pillars and
course are introductory, and the following four are an intensive programme
defining aspects of our school. Our teachers have a much broader
of preparation for university, with the added option of taking the IB.
outlook and we play an active and supporting role in the community
“Even those students who do not participate in the IB diploma get
of IB schools in the country. We share our knowledge and experience
a degree of exposure to it, because we have integrated it so well into the
in the development of the IB programmes, and we are committed to
curriculum,” says Christoph.
the professional development of its teachers.”
“Our school has the mix of being open to change and new ideas, while also being rooted in the grammar school tradition�
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Community champion at the heart of Sheffield’s ongoing regeneration, Parkwood E-ACT Academy has forged success for itself and the community that it serves
“Think differently, seize opportunity, work cooperatively and unlock potential” – that’s the ethos of Parkwood E-ACT Academy in Sheffield. Indeed, it has adopted the maxim to such great effect since becoming an academy in 2009 that Ofsted has noted “rapid progress”, while young and old in the local community have benefited from the institution’s expertise and outstanding facilities. Led by Executive Principal Mike Westerdale and supported by leading independent academy sponsor E-ACT, Parkwood has undergone a remarkable transformation since its change of status. The academy has positioned itself right at the heart of the local regeneration process by providing not only a first-class education for 11- to 16-year-old pupils, but also adult education courses and a range of charitable initiatives, including student volunteer programmes. “We want Parkwood E-ACT Academy to be a positive resource for the local community and to drive the regeneration of Sheffield by producing employable, confident and successful students for the modern workplace,” says Mike. Extensive redevelopment To achieve this goal, the academy recently undertook a £20 million redevelopment project, which was completed in 2012. Its students are now taught in an exceptional learning environment with state-of-the-art facilities, including extensive sports and recreational grounds that are open to the public all year round. In addition, Parkwood E-ACT Academy hosts an annual conference for Sheffield-based businesses and organisations with a fundraising and charitable focus. Designed to offer networking opportunities, the conference also gives young people the chance to engage with, and potentially volunteer for, the participating organisations. This annual event is complemented by a strong emphasis on student leadership at all levels, with pupils receiving multiple opportunities to take on roles and responsibilities throughout the academy. Students are also encouraged to adopt a global outlook. This is done through the academy’s specialist status in the
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“ We raise confident global citizens who are prepared for success in the 21st century” field of modern foreign languages, its extensive links with national and international partners, and its International Status, which the British Council awards to schools that feature an international dimension in their curriculum to give pupils a broader perspective on the world. “It’s an approach that helps us to raise confident global citizens who are prepared for success in the 21st century,” says Mike. Future expansion Indeed, since becoming an academy in 2009, Parkwood E-ACT Academy has not only received praise from Ofsted, but also achieved significant improvements in GCSE results. It recently gained approval from the Department for Education to expand its provision to post-16 education. As Mike observes: “Because of our successful track record, I am confident that all our students will then leave the academy at 18 with excellent qualifications and fully prepared for the next step in their educational and personal lives.” Parkwood E-ACT Academy also focuses on younger children by running an annual programme of events and activities for local primary school pupils, which helps prepare them for the move to secondary school. “This is all part of our vision to be a world-class academy with a forward-thinking approach,” says Mike. It’s an attitude that is reflected in the dynamic and welcoming environment that the academy offers: one where staff, students, their parents and the wider community work together to ensure ongoing success for all concerned. Committed to providing a personalised learning experience where each child’s strengths, interests and talents are fully developed by passionate teachers, and with a strong ethos of thinking differently to achieve the best possible results, Parkwood E-ACT Academy is the first stop on the journey to a promising and exciting future.
www.parkwoodacademy.org.uk
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Flourishing youth The challenges faced by many of the pupils at Nottingham’s Southwark Primary School make their extraordinary achievements all the more impressive
At Southwark Primary School in Nottingham, a clear year-on-year record of rising achievement is now well established. In 2012, Key Stage 1 and 2 results topped
“ The combination of a high intensity of activity and careful provision gives the children a chance to succeed”
the national average (90 per cent or above in English and maths), and the Year 1 phonics screening check rocketed above the national average of 62 per cent
As noted by its most recent Ofsted report, the quality of the teaching at
to 81 per cent.
Southwark Primary School is outstanding. Lessons are interesting, which motivates
It is a notable performance given that most of Southwark Primary School’s
the pupils. The school’s motto is “Join Southwark and see the world” because
670 pupils, aged from three to 11, come from less privileged backgrounds or from
trips outside school are a key feature of learning, and the one that children
difficult home environments. Issues such as domestic violence, drug and alcohol
enjoy the most.
abuse or criminality are commonplace. And around 50 per cent of the children
A two-year pilot scheme of specialist music teaching, on the other hand, led to
have special needs: 10 per cent have some form of learning difficulty, 20 per
an explosion in pupils learning musical instruments and taking music exams. It proved
cent have speech and language issues, and 5 per cent have an autistic spectrum
such a success that the scheme has been extended. Specialist art, science and PE
disorder. The majority of children entering the school’s nursery have the language
teachers have been employed to work alongside class teachers, leading to a pupil–
level of an 18-month-old child, and around 20 per cent enter with the development
teacher ratio of around 15:1. To back up this specialist teaching, the school has also
expected of an eight- to 11-month-old baby. Despite this, the school has hit on a
created an art studio and a music area, and invested in PE and science facilities.
successful approach that is turning the lives of its youngsters around. High expectations Early interventions
The school has a very thorough approach to behaviour management, and clear and
This approach is based on a mixture of inspiring teaching, rigorous assessment and
high expectations in terms of conduct. There is also a firm sanction system. “It’s about
pastoral support. By far the most effective measure is the introduction of an early
creating an atmosphere of harmony and a safe environment,” explains Michaela.
interventions leader, with children who are deemed to be most at risk academically
“Every child has a mentor, and pupils are rewarded for the efforts they make.”
identified as soon as they enrol at the school. The early interventions leader then
Southwark Primary School’s success is evident in its results, and it is now also
works closely with the child and their family, often on a one-to-one basis, to ensure
an academy sponsor, supporting other schools in need of development via staff
a successful academic outcome. This can include anything from making sure the
sharing, shared projects and shared curriculum training. “The end result is to create
child gets up and comes to school to setting dedicated reading work.
more centres of excellence,” says Michaela. “We’ll be supporting other schools in
“They come on very quickly – by the end of the year you can’t believe they are
need of development, so that hopefully we can extend and create more centres
the same child,” says Head Teacher Michaela Saunders. “The combination of a high
of excellence. What we’re trying to create is a world-class education, which is no
intensity of activity and careful provision gives the children a chance to succeed.”
less than what our children deserve.”
www.southwarkprimary.net
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Tradition of excellence England’s oldest Catholic school, St Edmund’s College in Hertfordshire, has more experience than most when it comes to educating young minds
Few schools can demonstrate a record of success that dates back
St Edmund’s welcomes around 340 students to study
hundreds of years. One that can, however, is St Edmund’s College,
at its summer school every year from countries as
an independent Roman Catholic day and boarding school that
diverse as Iceland and Azerbaijan.
has continually adapted to changing educational attitudes to
The school has attracted full-time students
meet the intellectual, spiritual and physical needs of its pupils.
from more than 30 countries around the world,
England’s oldest Catholic school, in 2011 it achieved its best-ever
and its International Department has the specialist
results, putting it among the top 8 per cent of independent and
knowledge required to make them feel right at
state schools for progress made between GCSE and A-level
home. “We ensure that each and every child’s
exams. Pupils are selected on a number of criteria, and have
academic and pastoral needs are fully supported
a similarly wide range of abilities.
throughout their time at the college,” says Caroline Hugo, International Director.
Long-standing success
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www.stedmundscollege.org
St Edmund’s has a fascinating history. The school was founded
Global intake
at Douai in Flanders in 1568 and moved to its present 400-acre
The admission of international students is selective,
site near Ware in Hertfordshire during the 18th century. It has
and includes an interview and entry test. Students must
840 pupils, aged three to 18, across preparatory, senior and sixth-
have a sound educational background, with an interest
form classes. Girls make up 40 per cent of the students, having
in music or sport giving them a distinct advantage.
been admitted to the sixth form in 1974, before the school became
The school has earned itself a notable reputation
fully co-educational in 1986.
for academic attainment, and its students achieve
Despite its long Catholic tradition, the school welcomes
outstanding results in the Cambridge English
children from families of all faiths who recognise the benefits of a
Language Assessment exams.
Catholic education. St Edmund’s offers a balanced and challenging
Just one example of a successful international
curriculum for each individual, in the belief that every child can
student who studied at St Edmund’s is Doncho, who
achieve excellence and fulfil their potential. Pupils are encouraged
started at the summer school in 2007, transferred
to show concern for one another and for the wider community,
to the sixth form in 2010 and is now studying at
preparing them not only to make their way in the world but also
University College London. “Happiness is linked to
to influence that world.
excellence and it grows in the unique atmosphere of
Throughout its life, the school’s teaching staff has included
St Edmund’s,” he says. “I grew up there and became
numerous international scholars, who have left an impressive legacy
a better person because of it.” With hundreds of
of achievement. Building on this tradition, St Edmund’s created its
contented students, a rich heritage and a global
own summer school in 1996, hosting international pupils aged nine
outlook, the St Edmund’s story looks destined to
to 16. Now firmly established as a centre of teaching excellence,
continue for many years to come.
“Each and every child’s academic and pastoral needs are fully supported”
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The wider view St Eskils Gymnasium in Sweden is a thriving senior school that boasts a rich heritage and A thoroughly modern international attitude
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With the rise of student mobility and employment opportunities becoming ever more global, the education industry is evolving
“ We teach respect for self-worth, tolerance, generosity and an ability to empathise”
constantly. Sweden is no exception, and one notable example of a local authority school that is successfully keeping pace with
International projects
the rate of change is St Eskils Gymnasium, which, despite strong
St Eskil provides its pupils with an increasingly
competition, continues to lead the way in its local region.
cosmopolitan education. In addition to the IB and
A mixed-gender school with around 1,000 students aged 16
induction programmes, it is heavily involved in several
to 19, St Eskil is located in the heart of Eskilstuna, a city of almost
international projects. It is a certified United Nations
100,000 people that lies around 60 miles west of Stockholm.
school, and stages role-play parliaments that have
Founded as a state school in the 19th century, St Eskil still occupies
attracted visits from EU parliamentarians. “Sweden is an
its original buildings next to the city’s ancient and renowned
integral part of the world – economically, culturally and
Fors Church and its surrounding park, making for a rich cultural
technically,” says Co-Principal Johan Ahlqvist. “We teach
environment. The school is run by Eskilstuna Municipality and
our students that a democratic society is characterised
operates within the Swedish state education system.
by respect for self-worth, tolerance, generosity and an ability to empathise with other people.”
Broad student base
The Swedish school’s other international ventures
St Eskil attracts students from a broad range of social and cultural
include involvement in the EU-sponsored Comenius
backgrounds with widely differing abilities and ambitions. The school
educational programme Think Clean – Go Green,
provides a variety of upper-secondary programmes in the Swedish
which is an environmental project with partners
national curriculum, including arts and performance, handicraft,
in Germany, Italy, Spain and Hungary. St Eskil also
social science, and hotel and tourism. St Eskil also has an induction
participates in the Comenius Regio project, which
programme for foreign students who are new to Sweden, many of
provides masterclasses in training teachers under the
whom go on to attend the school’s other programmes.
auspices of the UK’s Exeter University and Sweden’s
In recognition of educational trends, the school also offers
Mälardalens högskola. In addition, it offers various
the prestigious International Baccalaureate (IB), taught entirely in
exchange schemes that enable students to travel to
English, as a separate programme. It’s a qualification that St Eskil
Europe, North America and Africa.
has achieved strong results in consistently – a record of success
It is this strong international flavour that gives
that has seen the school’s IB graduates progress on to some of
St Eskil its added dimension. Perhaps the last word
the best universities in the world.
should go to an IB student who recently completed
The school’s students enjoy the St Eskil learning experience,
the school’s induction programme: “It’s hard being an
not least because it enhances their opportunities to attain the best
immigrant in a new country, but I have the chance to
possible higher education, be that in Sweden or abroad.
make something of myself by studying at St Eskil.”
www.eskilstuna.se/steskilsgymnasium
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Early adopters By introducing English-language teaching at a young age, St Peter’s School in Portugal ensures that its pupils are well ahead of the game
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Based in the town of Palmela, some 25 km south of Lisbon, St Peter’s
“For many of them it’s their first trip abroad, so it’s quite an event,” says
School in Portugal offers its students a distinct advantage in their
Telma. “They get to experience London, go to a musical, visit Buckingham Palace
education: the opportunity to undergo a bilingual education with
and have to speak English the whole time – and they love it. They never forget
immersion in both Portuguese and English cultures. As well as
their experiences and they talk about them for a long time afterwards.”
the Portuguese national curriculum, the co-educational school, which caters for pupils aged three to 18, offers a specially adapted English syllabus.
“ Our number of taught hours in English is far greater than that directed by the national curriculum”
“Our number of taught hours in English is far greater than that directed by the national curriculum,” says Telma Luís Fresta
In addition to English, the school also offers Spanish and German as
Language Department Coordinator. “English lessons start at age
optional subjects, with language certification through the Cervantes Institute
three with at least one hour a day. This rises to up to three hours
and the Goethe-Institut, as well as French and Mandarin Chinese. St Peter’s
a day for our older students, especially those preparing for the
also provides its students with a wide range of extracurricular activities, and
Cambridge English Language Assessment.”
in 2012 joined the prestigious Duke of Edinburgh’s Award (DofE) scheme. “We already do many of the things that are required by the DofE,” says Telma.
Language leader
The school has also introduced computer studies for pupils aged three and
To date, St Peter’s has sent more candidates to the Cambridge
up, and multimedia studies for older students.
English Language Assessments than any other school in Portugal, with more than 250 students successfully completing various levels
International recognition
of the exams in 2012. Of the 50 entered into the First Certificate in
Not surprisingly, St Peter’s is highly regarded. Consistently placed in the top 20
English, 48 gained a grade between A and C. This emphasis on
in national league tables and considered the best in its region, it is also recognised
language teaching from an early age is unusual but provides pupils
internationally, winning an award for Excellence in Teaching from the ODAEE,
with an invaluable skill for life.
a Latin American organisation that promotes excellence in education in Spanish-
“The exam is another milestone for the children when they
and Portuguese-speaking nations. “We won the award because of the differences
graduate, and our pass rates go up every year,” observes Telma.
in our system – particularly the fact that we teach more hours of English and our
“They leave the school with a diploma and feel that they can
students’ pass rate in the subject,” says Telma.
progress in English.”
In 2012, the school celebrated its 20th anniversary with the addition of two
St Peter’s is also an exam centre for the assessments, which
new classes, bringing the total number of students to around 1,000 and resulting
means that local students in other schools have access to the
in a record number of students gaining places at university in the UK and abroad.
exams. The school’s own students are immersed in English culture.
“It is rare for students as young as ours to be prepared for these language exams,”
Pupils study English literature, are taught about cultural events
says Telma. “It’s an approach that means that our students leave us with a high
such as Halloween and St Patrick’s Day, and play various English
proficiency in English and other languages. Our aim is to prepare our students
sports. The highlight of the year for Grade 4 students is an annual
for their future, to help them leave the school with something extra that their
trip to the UK itself.
peers may not have.”
www.stpeters.pt
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Setting the standard Boasting a nobel laureate and the current secretary general of nato among its alumni, Viborg Cathedral School in Denmark has a proud history of excellence
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One of the oldest and most prestigious educational institutions in Denmark, with a history stretching back over 900 years, Viborg Cathedral School is an
“ We continue to excel, with very engaged teachers, credibility, proud traditions and an emphasis on high academic levels”
independent secondary school for students aged 15 to 19. As Principal Helge Markussen explains: “The 900-year history of the school reflects that of Danish
now includes no less than nine foreign languages – English, French, German,
society – a society in constant movement and development.”
Spanish, Italian, Russian, Latin, Greek and Chinese – as well as innovative courses in geoscience and biotechnology. The school is also a certified International
Evolving institution
Baccalaureate school and offers exchange programmes with schools in, for
Though the school has been located in the middle of the city of Viborg in
instance, France, Italy and China.
impressive neoclassical buildings since 1926, it began life in the late 11th century.
“Our vision is to be one of Denmark’s best upper secondary schools in terms
Originally, its purpose was to educate boys joining the clergy, with the school
of academic achievement and student engagement,” says Helge. “The building
holding some lessons in Viborg Cathedral itself. Post-Reformation, in 1536,
is continually modernised, and classrooms are now equipped with multimedia,
however, it became a grammar school for boys, with girls admitted to the sixth
such as sound systems and interactive projectors, with easy access to the internet.
form in 1903. Today, it has a staff of 95 teachers and around 1,000 students.
We’ve also added a new biology department, and new music facilities are due to
The school is especially renowned for encouraging academic excellence,
be completed by August 2014.”
and its wide-ranging curriculum has resulted in notable achievements in maths, natural sciences, creative arts and the humanities. Annual rankings place it among
Student engagement
the best schools in Denmark, and surveys show that students who have graduated
The level of student involvement is outstanding. The students have a strong voice
from Viborg Cathedral School do extremely well when it comes to achieving their
when it comes to new initiatives, and they have considerable influence on everyday
academic potential at universities and colleges.
life at the school. Viborg Cathedral School offers its pupils a wide range of after-
The school participates in a programme to link school subjects to business
school opportunities to develop a special academic, creative or athletic talent
and healthcare institutions, including a nuclear-medicine partnership between
or skill. Other activities include fundraising collections and student “cafes”, where
the physics department and the local Department of Clinical Physiology – one
students collaborate in homework groups.
of a variety of teaching methods used to elicit extensive student engagement.
The school’s oldest student union dates back to 1860 and has a particularly
This involves third-year students working with a range of businesses and universities
interesting history. When German troops occupied Viborg in April 1940, 500
on compulsory written assignments to develop their problem-solving skills.
German soldiers took over classrooms at the school against the will of teachers
Among the school’s alumni are several prominent writers, politicians,
and students. The union became an important forum for democratic debate,
businessmen, athletes and scientists. The Nobel laureate Johannes V. Jensen,
giving voice to anti-German feeling during the war. Still active today, it plays
who won the prize for literature in 1944, studied there in the 19th century, and
a vital role at the school.
the current NATO Secretary General and former Danish Prime Minister Anders
“In addition to having a strong, democratic ethos, Viborg Cathedral School
Fogh Rasmussen was also a pupil at the school.
continues to excel in many other areas, too,” Helge sums up, “with very engaged
In addition to boasting an impressive roll call and heritage, the school is
teachers, credibility, proud traditions and an emphasis on high academic levels
continually improving its infrastructure and curriculum. Its broad subject range
in all subjects.”
www.viborgkatedralskole.dk
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