From 1 August 2023:
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A consistent and coherent approach to your child’s learning at every step.
ESF provides an all-through world-class education experience, from the time your children graduate from kindergarten to high school graduation.
We follow the International Baccalaureate (IB) Curriculum from Years 1 to 13, providing students with a learning journey with continuity and a smooth transition to higher education.
Through different academic projects and courses, ESF is committed to providing a comprehensive education and cultivating students’ academic abilities, spirit of inquiry, personal attributes and social responsibility.
Through our all-through school model, students can build a solid academic foundation throughout their studies and successfully progress to higher academic levels. Our graduates have achieved excellent admissions results at top universities around the world, and their success stories are a source of pride and testimony to ESF.
At this stage, students will receive an education in the International Baccalaureate Primary Years Programme (IB PYP), an inquiry-based learning framework designed to develop students’ academic abilities, spirit of inquiry and personal attributes.
At the secondary level, students will participate in the International Baccalaureate Middle Years Programme (IB MYP). This programme promotes the development of students’ subject knowledge and skills while emphasising students’ personal and social development.
In the last two years of secondary school, students have the option of taking the International Baccalaureate Diploma Programme (IB DP) or the International Baccalaureate Career-related Programme (IB CP). These courses are designed to provide students with a high level of academic challenge, preparing them for future university studies or careers.
Have you already made up your mind? Follow the link below to start the online application process today.
If you are interested in ESF all-through school, please check our admissions information.
We are happy to answer any questions you may have.
Admissions Hotline:
+852 3762 2411
Email:
primary.admissions@esfcentre.edu.hk
secondary.admissions@esfcentre.edu.hk
ESF Sha Tin College
Class of 2024
Delft University of Technology
Aerospace Engineering
Dreams only stay dreams as long as you let them. The moment you aren't scared to chase them is the moment your future is formed. It's the moment you start to live. I chose TU Delft's BSc in Aerospace Engineering because I envisage myself flourishing in a holistic environment that nurtures a symphony of intellectual styles. Only among a community of these equally passionate individuals can I excel without limitations. My ambition is to be an engineer that has mastered the integration of creative design with practical solutions, all with the goal of furthering humanity's perception of what is possible. I want to reveal the elegance of aerospace engineering to the world. I strive to create a legacy that forever serves our future generations.
英基沙田學院
2024 年度畢業生
代爾夫特理工大學
航空太空工程學士課程
「如果你一直畏懼,夢想就永遠只是夢想。當你敢於追逐它們的那一刻,就是你的未來開始形成的時候。那也是你真正開始活著的時刻。
我選擇就讀代爾夫特理工大學的航空航天工程學士學位,是因為我想在一個培育全面、多元思維的環境中茁壯成長。只有在這樣一個同樣充滿熱誠的群體中,我才能不受限制地發揮最大潛力。
我的抱負是成為一名能將創意設計與實用性完美融合的工程師,而最終目標是不斷擴展人類對可能性的認知。我想向世界展現航空航天工程之美,並創造一個永遠服務於人類世世代代的偉大發明。」
英基南島中學
2024 年度畢業生
倫敦帝國學院
生物科學專業
「作為一個富有同理心和動力的人,我對未來的願景是為全球弱勢群體的健康盡一分力。
親眼目睹獲得優質醫療服務的機會存在極大差距,我心中深深埋下一份責任感:要為那些不幸的人們施予援手。通過在學術上的追求,我的目標是深入理解造成全球健康不平等而錯綜複雜的社會、政治和經濟因素。
最後,我希望竭盡所能,為弱勢社群的需求發聲,為建立更加公平的全球健康格局而全力以赴。」
英基啓新書院
2024 年度畢業生
倫敦帝國學院
機械工程專業
「我渴望擁有創作的自由。
對於一個即將就讀帝國理工學院機械工程專業的人來說,這未免顯得些許矛盾。然而我希望能在那裡學有所成,創造出解決醫療問題的方案——我一直在考慮專注於手術用機械、人工器官和義肢的開發。
我完全可以想像自己在觸手可及的將來成為自己的老闆,或領導一支研究團隊,去構思嶄新的治療方式,以解決困擾人類的各種疾病。
可能有人會認為我過於理想主義;但我已經胸有成竹,迎接未來的一切未知。
耶利米書 29:11」
英基南島中學
2024 年度畢業生
牛津大學
化學工程專業
「一切都始於一個願景:看見自己越過終點線、看見自己在公開試金榜題名、看見自己完美地為過去十數年的學業謝幕。因此要成就大事,就必須敢於追求擲地有聲的夢想。
於我而言,牛津大學的化學工程專業正是實現夢想的絕佳機會。我期望設計出古今難題之解決方案,並將其結合創意、新穎及優雅。我夢想在這片土地留下自己獨一無二的痕跡,在科學領域中一石激起千層浪。
然後,我想召集一個靈活而雄心壯志的群體,帶領無限自由並深入的探索機會。現在,我已經能夠憧憬一個令我茁壯成長的所在地。也許,我的夢想不再只是單純的幻想。」
英基南島中學
2024 年度畢業生
香港中文大學
內外全科醫學士課程
「即將作為香港中文大學的醫學生,我渴望成為醫療事業的未來一員。利用我的協作技能、豐富的同理心和一絲不苟的特質,我期望領導一支由不同背景的專業人才組成、富有熱誠的跨學科團隊,去應對錯綜複雜的人類健康難題。
我希望利用我的藝術天賦,熟練掌握外科手術的技能以治療患者。我渴望站在研究的前綫,改善以患者為中心的醫療服務。我亦希望直面並緩解香港及全球的醫療問題。
憑藉熱忱、知識和香港中文大學醫學院的栽培,我一定能夠發揮最大潛能,實現我的理想。」
英基西島中學
2024 年度畢業生
香港中文大學
內外全科醫學士課程
「『時而治癒,時常醫治,時刻安慰。』——這句永不過時的話語是我曾跟隨的一位醫生告訴我的。它成為了我作為醫護人員所追求的信條。
我憧憬自己不單單身為一名醫護人員,更成爲患者的一縷曙光,在艱難時刻成為他們的同伴和傾聽者。除了臨床工作,我也夢想成為進步的引領者,運用自己的知識為改善患者護理作出貢獻。
最後,我希望將來能夠解決落後地區醫療的不平等問題,為更加公平的明天克盡己任。懷著這些美好願景,我推開香港中文大學內外全科醫學士課程這道任重而道遠的大門。」
"
英基啓新書院
2024 年度畢業生
香港大學
工商管理學士(國際商業及環球管理)課程
「展望未來,我期待一個能夠讓我施展所長,為世界帶來正面影響的未來。我對商業、設計和創意解難的熱情,一直驅使我尋找新的挑戰和機會。
我被商業諮詢領域的快節奏和協作性質深深吸引。在那裡,我可以運用我的分析能力,協助組織應對千絲萬縷的難題。我渴望有朝一日擁有自己的初創公司,將我對設計和全球商業的興趣融為一體。
他朝一日,我希望能帶來正面的改革,以企業家思維解決社會需求。在香港大學工商管理學士(國際商業及環球管理)課程的栽培下,我相信我能夠如願以償。」
ESF West Island School
Class of 2024
University of Oxford
Medicine
Picture a future where medicine transcends its current boundaries, where cutting-edge treatments meet holistic patient care, and where technology amplifies the human touch in healing. That's the vision I'm passionate about bringing to life through my medical journey at Oxford University.
My mind is a fusion of scientific curiosity and empathetic problem-solving, viewing each medical challenge as an opportunity for groundbreaking solutions.
My mission? To turn the medical world on its head, sprinkle it with innovation, and serve it up with a side of compassion.
I'm not just pursuing a medical degree; I'm preparing to become a leader equipped with a brain that never stops buzzing and an unshakeable belief that medicine can be both brilliant and fun.
ESF West Island School
Class of 2024
Chinese University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery
To cure sometimes, to relieve often, to comfort always” - this timeless sentiment shared with me by a doctor I once shadowed has become a guiding light for my aspirations as a medic.
I envision myself as a beacon of hope for my patients, transcending the purely clinical role by offering patients a companion and listening ear in challenging times. Beyond the clinical setting, I also dream of being a catalyst for progress, leveraging my knowledge to contribute to research that could potentially drive significant improvements in patient care.
Finally, in the future, I would like to confront healthcare disparities in underserved regions and contribute to a more equitable tomorrow. With these dreams, I approach the incredible opportunity to join the esteemed medical programme at CUHK.
"
ESF South Island School
Class of 2024
Chinese University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery
As a prospective medical student in The Chinese University of Hong Kong, I aspire to be apart of the future of medicine. Using my collaborative skills, empathetic nature and attention to detail, I aspire to lead a multidisciplinary team full of diverse and passionate individuals to tackle the complexities of human health.
I wish to use my artistic talents to seamlessly master the skills of surgery to treat patients. I wish to be at the forefront of research to improve patient centred care. I wish to confront and alleviate the healthcare issues in Hong Kong and around the world.
With passion, knowledge and support from the CUMed community, I'll be able to reach my fullest potential and live out my dreams.
ESF South Island School
Class of 2024
University of Oxford
Master of Engineering in Chemical Engineering
All things start with a vision: seeing yourself win that race, seeing yourself ace that test, seeing yourself rock that performance. So to make it big, dream big.
For me, the University of Oxford’s Chemical Engineering program is the perfect chance to dream. I dream of designing tomorrow’s solutions to the problems of today, a coalescence of ingenuity, novelty and elegance. I dream of leaving my personal impact on our world, measured in the metric tonnes and millions in capital.
Then, combine this with a community of bright and ambitious minds as well as boundless opportunities for free and advanced exploration. Now, I can envision a place to grow and thrive in. Maybe my dreams can cease being just dreams.
ESF South Island School
Class of 2024
Imperial College London
Biological Sciences
As an empathetic and driven individual, my vision for the future is to dedicate myself towards improving health outcomes for underserved populations globally.
Witnessing firsthand the stark disparities in access to quality healthcare has instilled in me a profound sense of obligation to offer aid and support to those who are less fortunate. Through my academic pursuits, I aim to develop a nuanced understanding of the complex social, political, and economic factors that contribute to health disparities worldwide.
Ultimately, I aspire to leverage my abilities and knowledge to champion the needs of marginalized communities and work towards building a more equitable global health landscape.
ESF Sha Tin College
Class of 2024
Delft University of Technology
Aerospace Engineering
Dreams only stay dreams as long as you let them. The moment you aren't scared to chase them is the moment your future is formed. It's the moment you start to live.
I chose TU Delft's BSc in Aerospace Engineering because I envisage myself flourishing in a holistic environment that nurtures a symphony of intellectual styles. Only among a community of these equally passionate individuals can I excel without limitations.
My ambition is to be an engineer that has mastered the integration of creative design with practical solutions, all with the goal of furthering humanity's perception of what is possible. I want to reveal the elegance of aerospace engineering to the world. I strive to create a legacy that forever serves our future generations.
ESF Renaissance College
Class of 2024
Imperial College London
Master of Mechanical Engineering
Honestly, I aspire to have creative freedom.
That might sound pretty ironic coming from someone going to Imperial College to study mechanical engineering, but I’m hoping I can gain the skills there to creatively engineer solutions to medical problems. So far, I’ve been thinking about specialising in developing surgical robotics, artificial organs, and prosthetics.
I can totally see myself in the perhaps not-so-distant future being my own boss, or leading my own team of researchers to brainstorm new ways of treating the multitudes of illnesses that plague humankind.
Call me idealistic, but I’m ready and optimistic for whatever lies ahead. Jeremiah 29:11
ESF Renaissance College
Class of 2024
Hong Kong University
International Business and Global Management
As I look ahead, I envision a future where I can utilize my experiences and skillset to make a meaningful impact on the world around me. My passions for business, design, and creative problem-solving have motivated me to seek out new challenges and opportunities.
I'm drawn to the fast-paced, collaborative nature of the consulting field, where I can apply my analytical abilities to help organizations navigate complex issues. I aspire to one day have my own start-up that seamlessly blends my interests in the design and global business.
Ultimately, I hope to create positive change and use an entrepreneurial mindset to address societal needs. With the support from the BBA program of International Business and Global Management at HKU, I am confident I can turn these aspirations into reality.
ESF King George V Schooll
Class of 2024
CUHK / HKU
Bachelor of Medicine and Bachelor of Surgery
The greatest medicine is to teach people how not to need it. I see myself as an agent of positive change, a caregiver, a lifelong learner, and someone who constantly strives for personal growth and improvement.
With an intent to specialize in a particular medical field, I aim to delve deeper into an area where I can continue making meaningful impacts on the lives of others. I want to combine my passion for helping people with my dedication to personal and professional development, ensuring I constantly evolve as a healthcare provider.
With my commitment to medicine, I am confident I will have the means to turn my aspirations into a reality and contribute to creating a healthier future for all.
ESF Island School
Class of 2024
University of Toronto
Life Sciences
From courtyard karaoke to WANBO beach cleanup activities to inter-house debates, the one thing that has defined my experience at Island School is the strong sense of community and belonging I've found there.
Looking ahead, I'm really excited about heading to the University of Toronto to study Life Sciences and I cannot wait to explore new horizons! More than anything, I strive to bring a little part of the Island School Spirit with me wherever I go — a spirit marked by the humour and humility I've come to know very well through my role in the school community. My dream is to embody the same supportiveness and encouragement I have experienced, advocating for myself and my peers, while fostering enthusiastic and kind communities through my leadership in the future.
ESF Island School
Class of 2024
HKU-UCL
Dual Degree Programme in Law
Success doesn’t go to you, you go to success. The HKU-UCL Dual Degree Programme in Law, with its specialised focus in both HK and UK law, is the most suitable pathway for me to achieve my ambitions. I envisage myself exploring the fundamental principles of equality, transparency, and fairness whilst thriving in a community of like-minded individuals.
Ultimately, I strive to apply the legal knowledge I will gain to good practice in the pursuit of justice. With globalisation making law inevitably more interconnected, the dual degree programme will grant me the flexibility to pursue legal careers in both the UK and HK. I will immerse myself in the diverse cultures of both countries, and experience the best of both worlds.
ESF Discovery College
Class of 2024
Imperial College London
Masters of Science in Chemistry
Today, some of the world's most innovative discoveries emerge from the lab. Behind the scenes, there is a modern-day alchemist, an atomic architect. There is a chemist: someone who has the power to manipulate infinitesimally small atoms, yet produce infinitely impactful solutions.
I am determined to join these chemists, working with my passion and integrity at the forefront of the sciences. My ambition is to make meaningful contributions to society through developments in environmental or medicinal chemistry, ultimately developing novel solutions for a more sustainable future. I will continue to accumulate knowledge as a learner, address global issues as an advocate, and spread hope as a dreamer.
Pursuing a Masters of Chemistry at Imperial College London is the next step for me to chase my dreams. I can't wait for the exciting journey ahead.
ESF Discovery College
Class of 2024
Imperial College London
Masters of Science in Chemistry
Today, some of the world's most innovative discoveries emerge from the lab. Behind the scenes, there is a modern-day alchemist, an atomic architect. There is a chemist: someone who has the power to manipulate infinitesimally small atoms, yet produce infinitely impactful solutions. I am determined to join these chemists, working with my passion and integrity at the forefront of the sciences. My ambition is to make meaningful contributions to society through developments in environmental or medicinal chemistry, ultimately developing novel solutions for a more sustainable future. I will continue to accumulate knowledge as a learner, address global issues as an advocate, and spread hope as a dreamer. Pursuing a Masters of Chemistry at Imperial College London is the next step for me to chase my dreams. I can't wait for the exciting journey ahead.
Parents should refer to the “Determining Year Group” guidelines under the admission process to determine the appropriate year group to apply for when submitting their primary application.
1-30 September |
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2 September | Nomination Rights applications open |
First Friday of October | Deadline for receipt of supporting documents |
Mid-October | Acknowledgement email sent to parents to advise admission process |
November to January (Following Year) | First round interviews conducted at primary schools |
March to August (Following Year) | Further interviews conducted by primary schools as necessary |
Parents should refer to the “Determining Year Group” guidelines under the admission process to determine the appropriate year group to apply for when submitting their secondary application.
1-30 September |
|
2 September | Nomination Rights applications open |
First Friday of October | Deadline for receipt of supporting documents |
Early October | Acknowledgement email sent to parents to advise admission process |
Mid-October to the end of November | Interview period |
Early/Mid-December | Offer for Year 7 places sent out |
Mid-December | Deadline to confirm places offered by payment of a deposit and non-refundable capital levy |
2B Tin Kwong Road, Homantin, Hong Kong
1985
Age 5 – 19
70
Bespoke curriculum. All secondary-aged students access accredited ASDAN courses.
Everything we do at ESF Jockey Club Sarah Roe School is based on an understanding that every child is unique, with their own skills and passions. We offer our students some wonderful facilities to keep them happy, engaged and always learning. Our bespoke curriculum puts our students at the centre.
We reach our goals alongside our students through personalised, progressive and challenging lessons that offer students multiple opportunities for repeated, frequent experiences. Parents are an important facet of this team, since nobody knows your child better than you. Our teachers and therapists work with you to help establish suitable and practical goals for each student and how to support this learning at home. By helping each child to develop their own interests and personality, we help them to be the best they can be.
Anna Smakowska
Anna has almost 20 years of experience as a teacher and leader – with a strong focus throughout her career on helping students reach their full potential, regardless of any and all challenges that they may face.
The bus service for JCSRS students is managed by ESF Centre and JCSRS. School staff work as Bus Escorts and they are First Aid trained.
*The stops along the school bus routes may be subject to change. For more information, please contact the school.
Parents should refer to the “Determining Year Group” guidelines under the admission process to determine the appropriate year group to apply for when submitting their kindergarten application.
1-30 September |
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2 September at 1pm | ESF Kindergarten Class A Debenture application opens |
First Friday of October | Deadline for receipt of supporting documents |
October |
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November | Parents receive Play Visit status notification letters
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November to January (Following Year) | First round Play Visits conduct at kindergartens |
January to Early March (Following Year) | Parents receive letter with Play Visit result |
March to August (Following Year) | Further Play Visits conduct by kindergartens if necessary |
ESF’s all-through education, K1 to Year 13, enables a seamless transition from kindergarten to primary and from Year 6 to secondary. The close links our primary schools have with their associated secondary schools play an important role in delivering a positive experience and a good start to the year, for our Year 7 students.
ESF will process and allocate according to an ‘associated secondary school’ for Year 7 placement. Below are the associated secondary schools for each primary school.
ESF primary school | Allocated ESF secondary school |
---|---|
Bradbury School | South Island School |
Quarry Bay School | South Island School |
Glenealy School | Island School |
Peak School | Island School |
Kennedy School | West Island School |
Beacon Hill School | Island School |
Kowloon Junior School | King George V School |
Clearwater Bay School | King George V School |
Sha Tin Junior School | Sha Tin College |
All Year 6 families complete the Gateway Y7 Transfer application to secondary school form during the first 2 weeks of September.
All Year 6 students enrolled in an ESF primary school by 1 December are guaranteed a place in an ESF secondary school on completion of Year 6.
For Year 6 students in Learning Support (LS): the child’s placement will be managed and allocated through a different process that takes account of the availability of Year 7 LS placements across all secondary schools. The student’s Year 7 placement will be confirmed by the end of November.
A student joining Year 6 from 1 December onwards can not be guaranteed a secondary school place at their corresponding ‘associated secondary school’ but offered a Year 7 place at an alternative secondary school where there is availability.
The guarantee of Year 7 place is with the corresponding secondary sections. Transfer requests to an ESF secondary school may be considered based on availability and date of written request starting from 1 September to your school’s admissions office. There is no guarantee of transfer to Year 7 in an ESF secondary school.
Please note transfer between a private independent school and an ESF school and vice versa will mean payment of deposit and capital/building levy to take up the school place.
Please note the following key dates:
1-15 September | Parents complete the Gateway Year 7 transfer form |
End November | Year 7 offer letters are sent via email from ESF Centre |
Beginning of December | Deadline to confirm places the Year 7 places offered. ESF primary students are requested to pay the deposit to confirm the place. |
Students who are attending ESF kindergartens will complete the Year 1 transition process. Information from ESF kindergartens will support the transition process.
Students in ESF kindergartens identified as needing additional learning support may be recommended to apply through the Admission and Review Process. This is a separate application process managed centrally at ESF Centre. This process also applies to all students applying from outside ESF. There are limited resources for placement within Learning Support and Jockey Club Sarah Roe School. Not all students going through the Admission and Review Process may be placed, as the demand is often greater than the number of places available.
All ESF K2 families complete the Gateway Y1 Transfer application to primary school form during the first two weeks of September.
All K2 students enrolled in an ESF kindergarten before 1 December are guaranteed a place in an ESF primary school on completion of K2.
A new student joining K2 on or after Year 1 offers to go out cannot be guaranteed a primary school place but will be given high priority on the waitlist for a Year 1 place.
Allocation for primary school is based on priority order plus EDB requirements (when necessary), and computer-generated random numbers. K2 children may be directed to an alternative primary school if there is an oversubscription at their first preference school. There is no guarantee of the school of first preference. All ESF primary school offers are accepted with a two-year commitment before any transfer request, regardless of residential address.
Please note the following key dates:
1-15 September | Parents complete the Gateway Year 1 transfer form |
End November | Year 1 offer letters are sent via email from ESF Centre |
Beginning of December | Deadline to confirm places the Year 1 places offered. ESF kindergarten students are requested to pay the deposit to confirm the place |
The ESF Levels of Adjustment (LOA) provide a framework for identifying and documenting the adjustments and accommodations for students who require support for learning.
ESF uses LOA 1 to 6 to describe the amount and type of support a student requires in order to access the curriculum. The LOA also reflects the level of provision required.
Outlined below are the most common placements for students with LOA 1 to 6. Occasionally, placements may differ depending on the profile of the individual student.
Additional, ongoing class-based teaching and learning adjustments led by the class or subject teacher, in liaison with the IN department and/or short-term small group or individual intervention in 1 or 2 dimensions of schooling.
Regular, individualised teaching and learning adjustments of objectives, outcomes, materials or equipment, in multiple dimensions of schooling, as a result of class-based assessments and teacher judgement.
A combination of additional small group support, for minimum 2 cycles of intervention, in multiple areas. The student has an IEP, there is an ongoing liaison between class/subject teachers and the IN department, and there is regular contact with parents. These students often sit well below age-related expectations in one of the dimensions of schooling.
Daily, individualised teaching and learning adjustments of objectives, outcomes, materials or equipment.
Access to daily push-in support in mainstream lessons and pull-out support focusing on skill development, concept reinforcement, and functional life skills teaching. Access to alternative curriculums at the secondary level.
Continuous, individualised support. Systematic interventions and highly individualised teaching programmes through multidisciplinary approaches with a high staff-to-student ratio.
Many students who require less extensive, class-based teaching and learning adjustments are catered for within mainstream classes in all kindergartens and schools.
Students who require more extensive, daily teaching and learning adjustments are catered for within learning support (LS) within ESF primary schools and secondary schools.
Entry to this level of provision is through a central process called the Admissions and Review Process, not through the local school.
Students who require the most extensive teaching and learning adjustments are catered for within the Jockey Club Sarah Roe School (JCSRS).
JCSRS has a bespoke curriculum that is designed to be broad and balanced to meet the needs of our diverse learners. The curriculum is taught through subjects but has significant elements of project based learning that enhance transdisciplinary application of knowledge and skills.
The JCSRS curriculum is divided into six pathways, each with its own distinct learning approach and priorities. The pathways are determined by age and also by the needs of students.
The International Baccalaureate Diploma Programme (IB DP) is a course designed for students aged 16 to 19. Students can choose to follow either the full IB Diploma Programme or their choice of individual IB Diploma courses. Widely recognised as the best possible preparation for study at university, the IB DP builds research skills, promotes personal responsibility and encourages independent learning.
The full IB DP core comprises six subjects and the following key components:
Students can choose one subject from each of the groups below, three at Higher Level (HL) and three at Standard Level (SL).
Our personalised pathways allow students to focus on creative projects and inquiries and reflect on their achievements. Students whose strengths are in applied learning are often practical and goal-oriented. Courses are routed in practical and real-world situations and are made relevant to the world of work. The courses are modular with no external examination element.
ESF schools currently provide Business and Technology Education Council (BTEC ) courses which are recognised by many universities worldwide. These courses can be studied alongside other subjects and provide a varied learning experience for students.
A number of ESF schools are also developing the International Baccalaureate Career-related Programme (IBCP) to offer opportunities for those students who have a particular career path in mind. The IBCP allows students to specialise and dedicate themselves to a career path that they know they want to pursue. The IBCP encompasses some elements of the IB Diploma Programme within its structure. It also encompasses the IB’s educational philosophy and mission.
The Middle Years Programme (MYP) prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. Learning focuses on the development of the whole child as an inquirer, both in and beyond the classroom and encourages students to be critical, creative and reflective thinkers. The MYP is a framework on which to hang a challenging and rigorous curriculum, which provides authentic, real-world connections to the learning in the classroom.
The curriculum consists of 8 subject groups integrated through 6 interactive areas providing global contexts for learning.
Our MYP centres around and is underpinned by the following five key components:
As a further means of developing autonomous, self-directed learners, students are given the opportunity to demonstrate their learning through completing a project, which encourages reflection on their learning and outcomes of their work. This is a long-term project, which is embedded within a global context and generates a synthesis of creative and critical thinking and approaches to learning through an in-depth investigation.
MYP Projects
Students who complete the MYP in Year 9 or Year 10 complete the community project, enabling them to develop their commitment to service as action within the community. All students who complete the MYP in Year 11 complete the personal project.
The IGCSE is a two year course of study with an externally set syllabus with assessment criteria for Years 10 to 11. The five ESF secondary schools design courses to meet these criteria. This includes a range of language courses available in foreign, second and first languages. The examinations are externally set which is similar to the IB Diploma final examination period. Grades are awarded with students typically taking between seven to ten subjects.
Students will also be able to access a range of co-curricular courses in the creative, community service and physical domains. Some of these activities have qualifications associated with them.
International Baccalaureate Primary Years Programme (PYP) is an international, trans-disciplinary programme designed to foster the development of the whole child, not just in the classroom but also through other means of learning. The PYP focuses on the total growth of the developing child, encompassing academic, social, physical, emotional and cultural needs.
We provide a wide range of curricular and co-curricular programmes and opportunities. The curriculum is expressed in three interrelated ways:
Our approach to learning is through play based theory. Across five key areas of enquiry; Wellbeing, Belonging, Communication, Contribution, and Exploration, each toddler’s voice will be heard, their progress celebrated, and their language and knowledge nourished. Our curriculum centres on the premise that everything that occurs with or for the child is curriculum. It is inquiry based and concept driven. It is designed to be stimulating yet flexible to provide for the children’s desire to explore and investigate.