Education
In addition to teaching the National Curriculum for England and Wales, the school also offers courses leading to IGCSE and the diploma of the International Baccalaureate. At the ages of 7, 11 and 14 pupils undertake externally set and marked tests (obtaining papers and marking services through DCSF/ISN no: 1250043). The annual test results are published to parents and the international community in the prescribed manner. The school’s test results greatly out-perform national test averages for schools in England and Wales. Similarly, IGCSE results are in the upper range for independent schools in the UK. The average A*-C pass is 9 subjects per pupil. This year the school’s sixth cohort of I.B. students will have graduated into university. In 2008 the school was proud that its pupils once again achieved a 100% diploma pass rate, with 86% of students entering their first choice university and 14% entering their second choice. The school teaches five modern languages.
Arts, sciences and sports flourish at the school. There is a flourishing extra-curricular programme on offer mainly, although not exclusively, aimed at pupils from the mid-primary phase and above. The school participates in sports matches with other schools in Greece and abroad. Debating, oration and drama competitions at both national and international level, take place throughout the year. Drama, dance and music opportunities are on offer to all. Pupils can learn virtually any musical instrument of their choosing and can study for graded music examinations. The London Academy of Music and Dramatic Arts examinations in speech and drama are also open to pupils of the school. A strong feature of the school is its International Award / Duke of Edinburgh scheme. This links most appropriately to the CAS element of the I.B. diploma. Overseas trips are a regular part of school life, as is the exploration and discovery of the history and geography of Greece. Inter-house activities and the elected School Council ensure pupil involvement in the commitment and delivery of school improvement at all levels.
At St Catherine’s the curriculum taught is the National Curriculum for England and Wales, with additions that take into account the school’s unique circumstances. The school is divided into six departments, in line with legal requirements for England and Wales. These departments are:
•Foundation Stage – Nursery and Reception (ages 3 – 5 years) •Key Stage One - Years 1 and 2 (ages 5 – 7 years) •Key Stage Two – Years 3 – 6 (ages 7 – 11 years) •Key Stage Three – Years 7 – 9 (ages 11 – 14 years) •Key Stage Four – Years 10 and 11 (ages 14 – 16 years) •International Baccalaureate – Years 12 and 13 (ages 16 – 18 years) As per the National Curriculum, the following subjects are taught to all children over the age of five - English, mathematics, science, design and technology, information and communication technology, geography, history, art, music and physical education. The syllabi used are those published by the QCA. A modern language is an option for pupils from Year Two (Greek/French). Subject specialists are used throughout the school. Although some setting may take place within classes, all contain children of mixed ability. Work is differentiated and children who require extra help to enable them to progress are supported within their own classroom or withdrawn for individual attention. St. Catherine’s takes every opportunity to benefit from the rich heritage of Greece and every class looks at a different aspect of Greek history or culture, usually supported by educational visits. Specialist E.A.L. help is available for children needing to accelerate their proficiency in the English language.
Read more about this topic: St. Catherine's British Embassy School
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—Caroline Nichols Churchill (1833–?)
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“In the years of the Roman Republic, before the Christian era, Roman education was meant to produce those character traits that would make the ideal family man. Children were taught primarily to be good to their families. To revere gods, one’s parents, and the laws of the state were the primary lessons for Roman boys. Cicero described the goal of their child rearing as “self- control, combined with dutiful affection to parents, and kindliness to kindred.””
—C. John Sommerville (20th century)