An independent co-educational IB school for children aged 11 - 18 years old
to The Chalfonts, an Independent Grammar School situated by the Rye Park in Wycombe. This prospectus is designed to give you a glimpse of life at The Chalfonts; understanding of the International Baccalaureate (IB); and an insight into our innovative approach which underpins its delivery.
is simple – we want to equip our students with the right skills to thrive amidst challenges and changes they will face in their futures. We think the best way to this is through the IB curriculum delivered in small, supportive, co-educational using a combination of a Harkness methodology and by promoting good habits genuine work ethic in the students. Visitors quickly understand and appreciate the learning environment we have created at The Chalfonts.
route is academically challenging, rigorous, and progressive, with a greater on acquisition of transferable real-world skills. The IB Programmes have gained recognition as the preferred alternative to A Levels and GCSEs, with more than programmes implemented across over 5,000 schools in 150 countries, including the as well as additional core elements that make the courses so popular with universities.
Embracing a modern pedagogical approach whilst retaining the best of tried and tested our IB Programmes give our students an engaging, future-proofed education. the development of young individuals who embody boldness, imagination, and every walk of life.
I look forward to showing you around The Chalfonts.
David Shandley Principal
Our approach to learning
Co-educational
The International Baccalaureate
size
● Co-educational
The Chalfonts is committed to being co-educational. Life is co-ed, university is co-ed, and we feel strongly that school should be no different.
● The International Baccalaureate
The IB builds on the content and richness of the traditional British curriculum, adding depth and breadth to subject areas. It rewards inquisitiveness and self-organisation, shaping and enhancing the skills needed for tomorrow’s leaders. As an official IB World School, The Chalfonts follows the cutting-edge approach to learning of the IB Middle Years (ages 11-16) and Diploma Programme (1618). We will soon be starting the IB Career Programme which will add an extra option for students more interested in a career apprenticeships route.
● The Harkness Method
The Harkness Method is a teaching and learning method involving students seated in a large, oval shape to discuss ideas in an encouraging, open-minded environment, placing a strong emphasis on confident communication; a concept that runs deep in the International Baccalaureate.
● Maximum class size 14
Our classrooms are designed to accommodate no more than 14 students per class using the Harkness Method. This ensures active engagement and participation from all learners and enables teachers to build a meaningful, encouraging relationship with every student.
● The Five Approaches to Learning (ATLs)
ATLs are skills which apply across curriculum and provide a common language for teachers and students to use when reflecting and building on the process of learning. They can be grouped into five main areas: Thinking skills, Communication skills, Research skills, Self-management skills, and Social skills. They provide students with abilities and competencies that extend beyond subject-specific knowledge. ATLs provide metacognitive skills, which involve reflecting on and monitoring one’s own thinking processes. Students are empowered to become active, engaged learners, prepared for future academic and professional endeavours.
A CLEAR and COHERENT educational Approach
IB Middle Years Programme (MYP)
The Middle Years Programme is for students from 11 to 16 years old and rests on a rigorous platform of content equivalent to GCSEs. The key difference being that the programme inherently allows students to extend their knowledge and stretch their learning beyond the level to which a GCSE may constrain them.
MYP students develop conceptual understanding and hence the ability to connect ideas across subjects. This approach equips students with the skills to become truly independent, reflective learners, capable of working effectively within any curriculum system.
IB focuses not only on knowledge acquisition, but also on the development of various skills such as research, communication, time management, and collaboration as exemplified by the Personal Project in Year 11.
In Year 11, MYP students complete externally moderated eAssessments in each subject, which are officially recognised as equivalent to GCSEs.
At the end of the MYP, a student has the option to transfer their knowledge successfully and confidently into an A Level programme or build further on their MYP skills in the IB Diploma Programme.
10 Reasons...
why the IB Middle Years Programme (MYP) encourages students to become a creative, critical and reflective learner
life-long
Become a life-long learner by using communication, research, self-management, collaboration and critical thinking skills.
Experience
Learning through doing and experiencing. With MYP Action As Service projects, students learn to serve the community and connect what is learnt in the classroom to “real life”.
Think critically
The MYP encourages critical thinking. It teaches students to analyse and evaluate issues, generate novel ideas and consider new perspectives.
Explore
The MYP helps students increase their understanding of the world by exploring globally significant ideas and issues.
Rather than memorising facts or topics in preparation for exams, students learn in order to understand at a deep, conceptual level.
● Train to:
● CONNECT
Subjects are not taught in isolation. Students are encouraged to make connections between subjects.
● EMPOWER
The programme empowers learners to develop their talents and prove what they know.
● ORGANISE & PLAN
Personal projects require time management, detailed preparation, the meeting of deadlines and a final analysis.
● PREPARE
The MYP prepares students for future learning –either the IB Diploma Programme or A Levels.
The MYP helps students critically appreciate their own culture and personal history whilst encouraging an international-mindedness.
MYP Subject Groups
● Language and Literature (English)
Language is integral to exploring and sustaining personal development. It provides an intellectual framework that supports the construction of conceptual understanding.
The Chalfonts' students interact with a range of texts, which generate insight into moral, social, economic, political, cultural, and environmental domains. Students study a wide range of literary and non-literary text-types, writing styles and techniques, allowing students to comment on the significance of any possible contexts, audiences, purpose, and the use of linguistic and literary devices.
● Language Acquisition (French and Spanish)
At The Chalfonts, French and Spanish are taught using the communicative approach, through immersion, with little to no use of mother-tongue, encouraging a student-centred approach to learning. For the more gifted linguists, we also offer the chance for students to take the official French DELF (Diplôme d’études en langue française) exam at the Institut Francais in London which is an officially recognised qualification for employment in France. This is also afforded for students who wish to take the equivalent exam in German or Spanish. This valuable opportunity is unique to the Chalfonts curriculum.
● Mathematics
Mathematics provides an important foundation for the study of the sciences, engineering, and technology, as well as a variety of applications in other fields.
Through promoting enquiry and application, students are equipped with the knowledge, understanding, and intellectual capabilities to use mathematics in their studies.
Our framework encompasses number, algebra, geometry and trigonometry, statistics, and probability. Students learn how to represent information, explore, and model situations, and find solutions to familiar and unfamiliar problems.
● Science (Biology, Chemistry & physics)
Scientific enquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations.
The Chalfonts' framework encourages students to investigate issues through research, observation, and experimentation, working independently and collaboratively.
As they investigate real examples of science application, students will discover tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.
● Individuals and Societies
IndiSoc incorporates disciplines traditionally studied in History and Geography, as well as the social sciences such as Economics, Psychology and Philosophy. IndiSoc encourages learners to respect and understand the world around them and equips them with the necessary skills to enquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments.
● Arts: Music, Visual Arts and Drama
Students develop through creating, performing, and presenting arts in ways that engage and convey feelings, experiences, and ideas. The Arts stimulate young imaginations, challenge preconceptions, and develop creative and analytical skills. Involvement in the Arts encourages students to understand the Arts in context and the cultural histories of artworks, supporting the development of an inquiring and empathetic world view.
● Physical and Health Education
Physical and Health Education (PHE) empowers students to appreciate the value of sports, being physically active, and develop the motivation to make healthy life choices.
An interest in team, individual, recreational, and adventure sports is fostered whilst studying physiology, biomechanics, nutrition, training, and first aid.
Our extensive extracurricular programme includes sports, the Duke of Edinburgh Award, and adventure expeditions.
● Design
Design challenges students to apply practical and creative thinking skills to solve problems; explore the role
High achieving Well-rounded Independent minds
Diploma Programme (DP)
The Diploma Programme is for students from 16 to 18 years old and is widely recognised as a better route than the traditional A Level programme.
DP study continues the IB ethos of ensuring an excellent breadth and depth of knowledge through providing the opportunity to study more subjects in depth for longer than its A Level equivalent.
During the DP, students continue to strengthen conceptual connections and to robust thinking skills, which will prove the decisive factor for the highest achievement at university and beyond.
The DP is an Ofqual and UCAS recognised alternative to A Levels, universally accepted at universities. It is a favourite of Admissions Officers at top Universities around the world.
At the Chalfonts, we aim to develop individuals who flourish physically, intellectually, emotionally and ethically, equipping them with real-world skills and the resilience to excel in both higher education and the workplace.
why the IB Diploma Programme (DP) is ideal preparation for university.
It increases academic opportunity
Multiple studies show that DP graduates have a 57% higher chance of attending one of the top 20 UK Universities, compared to students who study A Levels.
IB
students care about more than just results
Through Creativity, Activity and Service (CAS) students learn outside the classroom and develop emotionally and ethically, as well as intellectually.
It encourages students to become confident and independent learners
The Mandatory Extended Essay (EE) is a thesis which prepares students for properly referenced academic writing.
It’s an international qualification
The DP is recognised globally by Universities and Employers, with graduates 21% of graduates being more likely to be admitted to the most prestigious American Universities.
It assesses more than examination techniques
Students learn to understand, not just memorise facts or topics and prepare for exams.
Graduates are globally minded
One of the three pillars of the IB is International Mindedness, which permeates through the whole programme.
The IB encourages critical thinking
Students learn how to analyse and evaluate issues, generate ideas and consider new perspectives.
DP students have proven time management skills
Take good study habits and strong time management into further education and the working world.
Subjects are not taught in isolation
Theory of knowledge (TOK) classes encourage students to make connections between subjects and become critical thinkers. It encourages breadth and depth of learning
The MYP helps students critically appreciate their own culture and personal history, as well as the values and traditions of others.
Diploma Programme
Subject Groups
The students at The Chalfonts choose six courses from the following subject groups. Mathematics; Language and Literature; Science; Individuals and Societies; Language Acquisition; and the Arts. However, students may opt to study an additional subject from the Sciences, IndiSoc or another language if they so wish.
Students will take three subjects at higher level (HL) and three at standard level (SL). Higher level and standard level courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at the higher level standard.
Students may opt to study an additional science, individuals and societies or language course instead of a course in the Arts.
The choices in the six subject groups at The Chalfonts are as follows:
Language and Literature
• English Language & English Literature
Individuals and Societies
• History, Geography, Psychology, Economics, Business Studies
Mathematics
• Applications and Interpretations (AI), Analysis and Approaches (AA)
Language Acquisition
• French, Spanish, German or Mandarin Science
• Biology, Chemistry, Physics or Environmental Science Option
• Music, Drama, Arts
Three Examples
Here are three examples of DP students who are considering studying Law, Medicine and Engineering respectively; the examples show the breadth of subjects they can study Medicine
• English (SL)
• History (SL)
• Mathematics (HL)
• Spanish (SL)
• Biology (HL)
• Chemistry (HL) Law
• English (HL)
• History (HL)
• Mathematics (SL)
• French (SL)
• Biology (SL)
• Drama (HL)
Engineering
• English (HL)
• Geography (SL)
• Mathematics (HL)
• French (SL)
• Physics (HL)
• Music (SL)
Empowering Students to Play Their Part
And Beyond
How well do these exam systems develop the following qualities in students?
Competition for University places has never been higher. The HESA (Higher Education Statistics Agency) on behalf of the International Baccalaureate, reports that IB Diploma students:
• Are more than twice as likely to enrol at one of the UK’s top 20 universities.
• Are nearly twice as likely to succeed in application for courses in Medicine and Dentistry.
• Are significantly less likely to drop out of university courses.
• Are 30% more likely to gain a first-class honours degree.
• Are twice as likely to continue with further study after the first degree.
• Have significantly higher starting salary, after university.
The following charts sourced from The University Admissions Officers’ Report 2016 demonstrate the clear water between Diploma Programme students and A Level students when assessed for university entry.
The key qualities recognised and valued by universities are significantly more prevalent in Diploma Programme students.
Liklihood to contribute to the research life at university
A Levels IB DP
School Comparison
The information has been sourced from The University Admissions Officers Report 2016
Encouraging independent inquiry
Instilling a positive approach to risk taking
Developing workspace skills
Developing in-depth subject expertise
Developing self management skills
Encouraging creativity
Developing ability to cope with pressure
Nurturing communication skills
Encouraging citizenship
Nurturing an open mind
Developing intellectual skills
There’s no better way to taste life at The Chalfonts Independent Grammar School than to come and see it for yourself.
What to expect
A personal visit usually lasts around an hour and involves a private tour of the School followed by a one-to-one, half an hour meeting with the Principal.
Personal visits generally take place in term time from Monday to Friday, subject to the school calendar. The diary does get filled up quickly so please do get in touch if your time is limited.
Please contact our Registrar, Mr Julian Cooper Fenton, on 01494 875 502 or email info@thechalfontsgrammar.co.uk to arrange a visit. visit us
