2012-2014 PERSONAL HANDBOOK
“UWC Atlantic College
makes education a
force to unite people,
United World Colleges Common Code of Conduct
UWC Atlantic College Code of Conduct
The Curriculum at UWC Atlantic College
nations and cultures for peace and a sustainable future.”
The Learner Profile of the International Baccalaureate
Subject Choices at UWC Atlantic College
The Personal Social and Health Education (PSHE) Programme
The Experiential Faculties
The Activities Programme
UWC Atlantic College Outreach and Portfolio of “3rd Year” Opportunities
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The College Campus The college campus is centred around a thirteenth century castle in which there are classrooms, oﬃces, a library, assembly hall and a dining hall. There are also classrooms in a number of other buildings. We also have a social centre, a multigym and a dance studio. Nearby there are tennis courts, a basketball court and a five-a side soccer pitch. There is also a sports field for playing soccer and rugby. We have an organic farm in which cattle and sheep are reared, along with extensive woodlands and fields. The Student Houses The student community, numbering approximately 340, is divided into seven house communities in purpose-built homes. Each house accommodates approximately 48 students, a mixture of boys and girls who live on separate corridors. In general four students, each of a diﬀerent nationality, share a room. The facilities are relatively simple and students share communal showers and bathrooms. Each house has a day room with a small kitchen, study rooms and drying rooms. Student houses are looked after by a Houseparent, who provides pastoral care to the students and lives in an adjoining property.
THE COLLEgE YEAr The college calendar is designed to facilitate the implementation of the Atlantic Diploma, which includes the International Baccalaureate and the co-curricular faculties. New students join the college in mid-August and there is a weeks’ holiday towards the end of October. The first term ends in the second week of December and a break of four weeks enables some students to return home, others to experience extended hospitality in the homes of their friends. Students are not permitted to remain at the college during the Christmas vacation. The second term, which begins in early January, continues until late May. Students enjoy project week in February/March when a few days may also allow for a spring break. The summer holiday runs through June and July, with second year students returning at the beginning of August. The second year concludes in May with the IB examinations. Important Dates for 2012/2013 Sunday 19 August 2012
New students can arrive from 1400 onwards. Buses will be waiting for students at Heathrow Airport, departing late morning, 1500 hrs and 1800 hrs. The cost will be deducted from student’s college bank account after arrival.
Friday 26 October
Autumn mid-term break begins at 1800
Sunday 4 November
Autumn mid-term break ends at 2215
Thursday 13 December
Last day of Autumn term. Buses will be provided, at cost, to London Heathrow Airport at 2200 on the 13th and at 0800 on the 14th. All students must have vacated the campus by 1100 on the 14th December.
The Sea Front This is the centre of the sea rescue service training and of the college’s Atlantic Outdoor Centre. Sixteenth century buildings have been restored to provide accommodation for young people and children who are attending outdoor education courses at the Centre. There are two swimming pools, one indoor and one outdoor. St Donats Arts Centre The fourteenth century Tythe Barn at the centre of the college campus has been converted into a 200 seat theatre, and is the base for St Donats Arts Centre, providing a lively programme of arts events and exhibitions for both the students and the general public.
Saturday 12 January 2013 Students may arrive from 1400 onwards. Buses will be waiting for students at London Heathrow Airport, departing late morning, 1500 hrs and 1800 hrs. Cost will be deducted from college bank.
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Wednesday 27 February
Project week begins at 1400
Sunday 10 March
Project week ends at 2215
Wednesday 27 March
Easter break begins at 1400
Tuesday 2 April
Easter break ends at 2215
Wednesday 22 May
Last day of Spring term for First Years. Buses will be
provided to Heathrow Airport at 2200 on the 22nd and at 0800 on the 23rd. All First Year students must have vacated the campus by 1100 on 23rd May. Thursday 23 May
Last day of Spring term for Second Years. Buses will be provided to Heathrow Airport at 2300 on the 23rd and at 0800 on the 24th. All Second Year students must have vacated the campus by 1100 on 24th May.
It is essential that students and parents respect the published times and
The college will issue students from non-EU countries with a unique Confirmation of Acceptance to Study (CAS) number, which will be required for all visa applications. For further information and guidance on applying for a visa visit the UK Border Agency website: www.ukvisas.gov.uk/en/howtoapply/ Non-Commonwealth and non-EU students are required to register with the police. Arrangements are made for this shortly after arrival at the college. Passport Photographs All students should bring with them six passport photographs. This is essential because photographs are required for police registration and university entrance application forms.
dates of holidays and do not make travel plans outside them. Change of Address It is extremely important that the Principal’s Oﬃce and Houseparents be notified as soon as possible of any change of address which aﬀects the school records. It is also important to provide the college with accurate e-mail addresses and telephone numbers of parents, as most of our communication with parents is done by e-mail. Luggage Handling Charge Students should be aware that if luggage is sent in advance by air freight, there will be a luggage handling charge by carriers. It is advised that when parents send parcels to students from overseas, they should state that it is for the students’ use while at the college. This should prevent VAT and HM Import charges. UK Customs Regulations It is an oﬀence to sell, give away, accept or buy personal property brought into the country under a concession which exempts students studying in this country from paying import duty. This regulation applies to all personal and valuable items such as watches, cameras and music machines. Full details are displayed at all ports of entry into the country.
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Customs oﬃcers will advise students on entry and will enter serial numbers in passports where applicable. Students are responsible for taking all such items out of the country when they leave the college. When sending parcels to students, parents and other persons should state on the customs declaration that the contents are a personal gift and of no commercial value. This should avoid payment of duties and taxes in the UK although gifts of value greater than US$50 may attract duties. Heavy penalties may be incurred by those who contravene customs regulations.
responsible for the cost of the necessary College Board tests. The tests, and applications to five US universities, will cost around £300 although some universities waive the application fees in certain circumstances. Students can seek advice on this from the Director of University Admissions. It is most convenient if a student has access to a credit card as most of these fees are now payable online. In exceptional circumstances however, the college is able to pay such costs on behalf of students, if suﬃcient funds have been deposited with the Accounts Oﬃce. International Baccalaureate examination fees are included in the scholarship or fees.
Additional costs may be incurred during the fourth term in connection with legalisation of the IB Diploma. The 2013 cost will be £93. Students from Argentina and Mexico usually pay double this amount as some universities need both the IB Diploma and IB Diploma results documents to be legalized. At present there are 63 countries on the list, but this list changes from year to year. Payment will be required at the time of registration for legalization of the IB Diploma, which takes place in March of the second year of study.
We are anxious to avoid disparity of personal spending among the students. An upper limit for pocket money is set annually. The 2012/14 figure is £1,300 for the full two-year course. £250 should be brought at the start of the first term, whilst £350 should be brought for each of the three subsequent terms. We would stress that this limit is more than adequate for the student’s needs and would ask that parents adhere to the figure given. Please note that this does not include the costs of calculators or College Yearbook, personal trips away, trips run by staﬀ or transport to and from the college.
£250 (£gB) should be deposited with the Accounts Oﬃce on arrival, or a £gB cheque made payable to ‘Atlantic College’ with the student’s name on the reverse side. Other currencies are not acceptable. Details of the account can be obtained from the Accounts Oﬃce for bank transfers, if more convenient via firstname.lastname@example.org.
The college insurance policies DO NOT cover students’ personal possessions and items of particular value must be insured privately. Often students’ insurance may be included in the parent’s household insurance but the Bursar can advise on obtaining local cover if this proves diﬃcult. All premiums for such cover must be met by the student.
In some instances pocket money allowances are provided by the student’s scholarship, and this money is paid directly to the student’s Pocket Money Account from the college Accounts Oﬃce. Cheque books, cash cards and credit cards can be deposited safely with Houseparents.
Students may wish to obtain their own insurance against accidents and unforeseen events. The college has entered into an agreement for Pupils’ Personal Accident Insurance, details of which are given in the enclosed pamphlet. This insurance is a compensatory scheme for permanent disablement of one sort or another and is provided at no additional cost to the student. This insurance does not cover costs of medical treatment.
Students may require additional funds to finance their projects in the middle of each term, but parents and sponsors should know that the college is anxious to keep these additional expenses within reasonable bounds, and it is possible for students to undertake projects within the college at no extra cost at all.
All valuable items of property (such as cameras and computers) should be kept secure whilst at the college. Each student is given a lockable drawer and wardrobe.
University Examination and Interview Expenses
Medical and Dental Care
The college does not cover the cost of students’ university applications, or of their attendance at university interviews. Applicants to US universities are
routine medical treatment and treatment for accidents and emergencies will be given free of charge under the British National Health Service (NHS).
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The college doctors, full-time residential nursing sisters and a part-time psychological counsellor are responsible for the students’ health. The doctors hold surgeries in the college two days per week and are available on call at any time for emergencies.
have mean daily temperatures from 15° to 20°C, and while winter temperatures
It is recommended that students already using contact lenses or spectacles should bring details of these in case of emergency replacement.
There is no college uniform and normal clothing is casual. Students are
Medical care is free but there may be charges for dental and optical services. Orthodontic treatment is not available on the NHS.
jeans. In addition to these items we suggest the following are brought from
Hospital Visits In an emergency students will be accompanied to hospital. For non-urgent or follow-up appointments, students may be asked travel alone to and from hospitals and parents will be asked to cover the costs of the transport. Visits of Parents and Relatives These are encouraged but should whenever possible take place at the weekend and be of short duration. Houseparents have details of local accommodation. It is sometimes possible for parents to book accommodation in the college but places are restricted and a charge is made. Visitors are not allowed to stay in student houses. Brothers and sisters, and friends of a similar age to our students are not allowed to stay overnight on campus unless accompanied by their parents. Unfortunately, we cannot allow parents to stay at the college during Induction, August Period or examinations. Link Families The college operates a Link Family Scheme, whereby those students who wish, may spend some of their spare time with a local family to whom they have been allocated. The link helps to connect the college to the community and to give students a home and friends outside the college where they are welcome guests.
rarely fall below 0°C, it can feel colder because of high humidity and wind. Clothing and Laundry
expected to dress comfortably but neatly. For example, t-shirt, jumper and home by all students and that items are clearly marked with the student’s name: Bag for books
Pair of training shoes
Pair of smart shoes
Underclothes, socks, etc
Warm and waterproof clothing
Pair of strong shoes or boots (e.g. Wellington boots) for camp and daily use For students in genuine need, the college may be able to help with the cost of clothing. All students are provided with a high-visibility jacket which should always be worn when walking on our local roads. Bedding is provided. Laundrette facilities are available within the college, for which students must pay, and there is a dry cleaner in Llantwit Major, our nearest town which is two miles away. Students are encouraged to bring national costumes to wear on national evenings and other special occasions. There are a few formal occasions when smart clothing is appropriate. Students may also wish to bring posters to decorate their rooms. Books and Stationery These are provided free of charge at the beginning of each term. The International Baccalaureate requires all students to have a graphical calculator.
We teach students to use the TI 83 (+) / TI 84 (+). Due to bulk buying, the college
South Wales experiences a temperate maritime climate. The prevailing southwesterly winds are moist and comparatively mild for the northern hemisphere. The annual rainfall of 700 mm falls mainly during the winter months. Summers
will sell the TI 83 calculator to students at an advantageous price of approximately £55. If you have a graphical calculator, bring it with you. If not,
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do not buy one before arrival.
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IMPOrTANT COLLEgE CONTACTS College Computing Facilities The college is well provided with computers and all students will be given an e-mail address at no cost. It is not necessary for students to bring laptops to the college, although they may do so if they so wish.
Within the UK the following phone numbers need to be prefixed with 01446. Outside of the UK, the prefix is 0044 1446.
John Walmsley Principal
Stephen Cox Chair of Governors
Paul Motte Bursar & Clerk to Governors
Nick Lush Vice Principal (Pastoral)
Dave Booker Vice Principal (Curriculum)
Jan Bishop Admissions Registrar (admissions enquiries only)
Julie Harris Principal’s PA/Admissions Sec. (general enquiries)
Sile Northcroft Accounts Oﬃce (fees only)
Andrea Deere Accounts Oﬃce (buses on arrival at Heathrow)
Sara Creber Powys Houseparent
Sarah Hamilton Sunley Houseparent
Students are not allowed to bring cars, motorcycles or other motorised transport to the college. Permission to drive to and from the college will not be given to students in residence. Bicycles are allowed.
Marta Beleznay Tice Houseparent
Isminur Mutlu-Smith Whitaker Houseparent 799042
Hedd Wood Gwynedd Houseparent
Students should be aware that the British mains electricity system is 230 volts, and that the college wiring system requires that British standard three point plugs should be fitted to all electrical appliances.
Carol Norris Pentti Kouri Houseparent
Synnøve refstad Morgannwg Houseparent
Staﬀ, Health Centre
Telephones Each dormitory has its own telephone. Numbers will be provided to students on arrival. Family and friends are asked to consider time diﬀerences and not to call after 2200 when residents of the shared room may be sleeping. Students can make outgoing calls from their dormitory telephone using only one type of telephone card. These are available to purchase from the college Porter at a cost of £5. No other telephone cards will work on this system. The college does not have facilities for students to make Skype or other voiceover-IP calls. Musical Instruments and Music Lessons There is a strong tradition of music at UWC Atlantic College. Tuition is generally available at the college in piano, singing, guitar and most standard orchestral instruments. Lessons are oﬀered on a termly basis and the college owns a number of instruments which may be borrowed depending on availability. Those taking music as a subject in the IB receive lessons on one instrument free of charge. Other music instruction may be provided at the expense of the student. Currently the cost for music lessons on the activity programme is £135 for a term of 10 x 30 minute lessons. These must be paid for in advance. Some bursaries are available in cases of financial need. Motor Vehicles
Pets No pets of any kind are allowed.
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of their faith within the framework of the college schedule. e.g. Easter, ramadan and Jewish Festivals. An Inter-Faith Conference is held biannually.
Daily Routine Lessons start each morning at 0800 and finish at 1325. On Fridays there are also several lessons in the afternoon. Students participate in the full range of the co-curricular programme in afternoons, evenings and weekends. From Sunday to Thursday students are expected to be back in their Houses by 2215. On Fridays and Saturdays this is extended by an hour to 2315.
Environmental Awareness There is now a dedicated environmental faculty that coordinates and oversees the work on the estate by staﬀ and students. Awareness of the environment at UWC Atlantic College has become increasingly significant in recent years as the evidence of its importance has developed throughout the world. At the college we strive to provide the opportunity for involvement in global issues, so it is vital that environmental issues play an important role in everyday life.
Mission Focus Periods Mission focused periods are an important feature of college life. These are events, conferences, activities and projects planned throughout the school year, normally each lasting a few days, when the academic schedule is replaced with a specific focus on the school mission. Examples include inter-cultural understanding, critical engagement, education, peace and conflict, inter-faith, sustainability, service and outdoor education.
Within the local community this is done through a recycling programme. Complementing this are large recycling-containers, given to us by the local council, where the bins from the Houses are emptied. Environmental representatives are appointed to organise the recycling in each House, to maintain contact with all the environmental activities and to plan and organise both long and short term environmental projects. Possibilities range from clearing the local surroundings of garbage, discussing environmental
Academic and Personal Supervision
issues around the world and other projects based on student initiative. We hope
All students are under the care of a Houseparent, and Assistant Houseparent. In addition they have a personal tutor who gives individual guidance on academic and personal matters. Support is also provided on personal issues by fellow students trained to be confidential Peer Listeners. The Vice Principal is responsible for the curriculum of the college including the academic and cocurricular programme and is supported by a Director of University Admissions who guides students through the university process.
that you will participate in these activities and enjoy them.
Spiritual Life The large variety of faiths within the college oﬀers challenges and opportunities for experiencing cultural diﬀerences. St Donats Church, on the estate, is the local parish church for the village, and students of all denominations are warmly welcomed. The college is visited regularly by representatives of diﬀerent faiths who are available several days each month for individual and group discussions with students. It is possible for students to observe the festivals and traditions
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Care of Personal Property All valuable items of property (such as cameras and laptops) should be kept secure whilst at the college. Each student is given a lockable drawer and wardrobe. Holidays and Long Weekends It is important that students take a full part in the educational programme of the college. An early departure before the end of term or for long weekends (particularly Easter) may have an adverse eﬀect on the academic progress of the student. It is similarly important that students return to college punctually. Students may stay at the college during the Autumn half term break in October and over Easter.
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THE UWC ATLANTIC COLLEgE CODE OF CONDUCT (ACADEMIC YEAr 2012-13) UWC COMMON CODE OF CONDUCT Pursuing the UWC mission – to make education a force to unite people, nations, and cultures for peace and a sustainable future – requires a commitment to the following values: international and intercultural understanding, celebration of diﬀerence, personal responsibility and integrity, mutual responsibility and respect, compassion and service, respect for the environment, a sense of idealism, personal challenge, action and personal example.
n respect for curfew and/or quiet time n Alcohol ‘oﬀ-campus’ Individual UWC schools and colleges may have additional standards on these issues that reflect the laws and cultural norms of the country in which they are located. The expectation is that the UWC common code of conduct will be followed both in action and in spirit. The following, UWC Atlantic College Code of Conduct, both encompasses and is bound by the UWC Code of Conduct.
At the heart of the UWC ethos is respect for others in all our actions and words. This means that we must think about the common good and be able to rise above our individual desires and needs. In short, our ideals require good heartedness from all members of the UWC community and a recognition that cultural norms are diverse. The common code of conduct is required to make expectations clear. Students who accept a position at a UWC school or college commit to the pursuit of a healthy lifestyle, one that avoids harm to self and to others. The following are not tolerated: n Illicit drugs n Tobacco n Alcohol on school property and school sponsored activities n Sexual activity in any public area, including student rooms n Hazing, bullying or harassment n Assault n Stealing or ‘borrowing without permission’ Additionally, each college will have clear expectations regarding: n Attendance (at all classes and activities) n Academic integrity
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UWC ATLANTIC COLLEgE CODE OF CONDUCT
n Theft, including ‘borrowing without permission’ n Persistent lack of cooperation or violation of school policies
Disciplinary Procedures The Code of Conduct is based upon social responsibility and self-regulation, but certain aspects of behaviour fall beyond the express intentions of this code, and require a more formal structure of procedures. It is intended to uphold the rights of all members of the UWC Atlantic College community, and to allow for a caring and safe environment in which to work. These procedures are nonnegotiable, and formalized under Board of governors ‘policy’ directives. It is taken for granted that the students of UWC Atlantic College will strive to uphold its reputation. However, as a private institution the college reserves the right to take appropriate disciplinary action, including expulsion (permanent exclusion), suspension and discussion with parents for any activities, whether on campus or oﬀ campus, which are considered to be detrimental to the welfare of the college, the student body, or an individual. All members of staﬀ are expected to respond to inappropriate behaviour by students. Houseparents will normally contact parents concerning disciplinary issues and written records of incidents will be made. Within the setting of the college, the following are considered major breaches of the accepted code of conduct and will be brought formally to the attention of the Vice-Principal (Pastoral), who will consult with the Principal and other senior colleagues, before action is taken: n Defiance or open disrespect toward college personnel n Bullying
In all such cases, parents will be contacted by the Vice Principal (Pastoral) and a written record of the incident will be made. Alcohol In compliance with the UWC Code of Conduct, alcohol may not be consumed by a student unless he or she is at least 18 years old and is drinking on licensed premises (e.g. pub, wine bar or hotel bar). Parents will be contacted if students are found in possession of alcohol. Alcohol may not be bought or consumed on college-sponsored activities. The excessive consumption of alcohol, or possession of spirits (such as vodka or whisky) will not be tolerated and will, in most instances, lead to a student being gated* on Friday and Saturday nights on two consecutive weekends. (* gating requires a student to stay in their student House from 1930 onwards.) If a student is found to have consumed alcohol excessively, or to be in possession of spirits on a subsequent occasion, they will be suspended. Tobacco Students are not allowed to smoke either on- or oﬀ-campus during their time at UWC Atlantic College. Students with a smoking problem on arrival at the college are advised to contact the Health Centre to seek support to help reduce dependency on nicotine. Parents will be contacted if students are caught smoking, or found in possession of tobacco products. Students caught smoking in a building or tampering with any equipment used to prevent or extinguish fires (e.g. smoke detectors or fire extinguishers) will be suspended. Students found smoking in the vicinity of a building may also be suspended.
n Disrespect for others on the basis of race, nationality or faith n Sexual harassment or overt sexual behaviour
n Aggression and violence towards others
The college regards extremely seriously any possession, consumption or dealing of illicit drugs in any form while on the campus, at college sponsored events, or during college trips. Any supervising adult, who fails to take action if he/she suspects the use of drugs by those in his or her care, is liable to prosecution under UK Law. This includes Houseparents and members of the
n Inappropriate use of the college computing facilities n Disrespect for the environment whether demonstrated through thoughtlessness or vandalism
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College Administration. Students found in possession of illicit drugs are at strong risk of being expelled from the college. Students arriving at the college who admit to a drug-dependency problem will be assisted by health professionals. The college reserves the right to insist that students suspected of taking drugs undergo a drugs test. Absence From Lessons, Service Or Activities Attendance at lessons, service sessions, formal activities, Atlantic Diploma sessions, Mission Periods and assembly is compulsory. Students who are absent will, in the first instance, be approached by the teacher concerned. If the absence continues, the Tutor, then Vice Principal (Curriculum), will be informed and parents will be contacted. Students whose absence reaches an unacceptable level are likely to be asked to leave the college. If students are absent from lessons due to illness they will be placed on a ‘sick list’ by a college nurse. On each occasion on which a student is on ‘sick list’, parents will be contacted as part of the Duty of Care policy of the college. All absences (authorised and unauthorised) will be recorded on students’ reports at the end of each term. Sexual Intimacy In compliance with the UWC Code of Conduct public displays of sexual intimacy are not acceptable. Students should never feel excluded from their dormitories by the behaviour of others. Visits between the sexes in dormitories are not permitted after check-in or before 0800 in the morning (girls may not visit boys’ dorms and vice-versa). Parents will be contacted if students are discovered behaving in a sexually intimate way in a dormitory or other public place. This may also result in suspension or even expulsion. Check-In And House Routines
Students must be back in their Houses for check-in at 2215 from Sunday to Thursday and at 2315 on Fridays and Saturdays. In order to ensure as much privacy as possible when sleeping, students should not visit any dorm other than their own after check-in. Students are strongly advised not to work late and to go to bed at a sensible time. A ‘lights out’ routine will take place at 2330 during the working week (except during exam periods when students may work later). Students must stay in their Houses after check-in until 0600 the following morning. There will be no access to the college computer network after midnight during the working week. During all examination periods neither the ‘lights out’ nor ‘wake-up’ routines will be enforced for Second Year students. Students will be ‘gated’ (not allowed to leave campus for a specified period of time) if they are reported to be out of their House after check-in. Parents will be contacted on subsequent occasions. Theft Theft, including ‘borrowing without permission’, will not be tolerated. On discovery of theft, searches of students’ dormitories may well be carried out and the Police contacted. Students found to have stolen are likely to be suspended or even expelled from the college. College Computing Facilities Any inappropriate use of the college computing facilities is not allowed and may result in the restriction or removal of a student’s computing account. Serious cases of inappropriate use of computers may well lead to suspension. Cars And Motor Cycles Students are not allowed to drive cars or motor cycles. In exceptional cases for day students, permission may be sought from the Principal. Day students given permission to drive cars are not allowed to transport fellow students.
Houseparents will ensure that students leave their Houses on weekday mornings in time for the first lesson of the morning. Students will be expected to be out of their Houses between 0800 and 0900 on weekdays (except during exam periods). Students on ‘sick list’ may stay in their Houses after having visited the Health Centre.
All students are urged to use the college’s banking provision (details of which are given elsewhere) and should strive to spend money without any unnecessary extravagance.
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THE DISCIPLINARY PROCESS AND CONSEQUENCES
Members of Staﬀ are expected to respond to breaches in the Code of Conduct, and, depending on the circumstances, a reminder or a reprimand will be an appropriate response. However, in the case of a major breach of the Code of Conduct, as outlined above, the matter must be reported to the Vice-Principal (Pastoral).
In extreme cases, the Principal may decide to expel a student. The Chair of the Board of governors will be informed of this intention prior to informing the student and parents.
Expulsion will be automatic for any student dealing in drugs. Please note that the decision to expel a student, and, therefore, full responsibility for the decision, resides with the Principal alone. A student or parent may challenge this decision by an appeal to the Chair of the Board of governors, but the student will not be allowed to attend College during this appeal process.
If suspension is deemed appropriate, parents will be contacted immediately. Normally suspension will be for one week, and any travel arrangements will be the responsibility of the parents. Should it not be possible to travel home, a student will be found accommodation oﬀ campus, and the cost will be borne by the parents. A repeated need for suspension is likely to lead to the withdrawal of the student from the college.
The Board of governors will convene at the earliest possible opportunity, and the parents have the right to appeal directly to the full Board at the start of the meeting. The Principal will be expected to state the case for expulsion.
Suspension will be automatic, and may lead to expulsion, for each of the following:
The Board has the authority to uphold or overturn the Principal’s decision, and its decision will be final.
n Possession, consumption of illicit drugs n Violence n Theft n Bullying Depending on circumstances a student may be supported by a friend (if appropriate), tutor or teacher during a disciplinary process. We always inform National Committees of a suspension and may be obliged to contact some universities to which students have applied.
Appeals Procedure If a student feels that a disciplinary issue has been inappropriately handled by a teacher, Houseparent or member of support staﬀ, he/she should discuss the incident with the Vice Principal (Pastoral). In the case of a Vice Principal inappropriately handling a disciplinary incident, a student has recourse to the Principal. In the case of an expulsion, a student has the right of appeal to the Board of governors. Students may bring a member of staﬀ or a friend to support them at a disciplinary hearing.
Intermediate Sanctions If a student has his/her parents contacted for a disciplinary issue on a second occasion, he or she may suspended or receive an intermediate sanction (dependent on the severity of the misdemeanour) in addition to a letter or email sent home. The intermediate sanction (such as ‘gating’ or a restorative punishment) will be determined by the Houseparent or Vice Principal. A third contact with parents for a disciplinary issue will automatically result in suspension or a period of reflection.
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THE CUrrICULUM AT UWC ATLANTIC COLLEgE
The Atlantic Diploma UWC Atlantic College opened on the 19th September, 1962, in a hostile atmosphere of Cold War politics. Kurt Hahn’s vision for the college, a diverse range of young people drawn from diﬀerent backgrounds, races and religions learning together, was born out of a world of international tension. This vision is no less relevant today. The Atlantic Diploma recognises the contribution of young people to the ethos and values of the UWC mission. All students enrolled at the college are expected to complete it. The Diploma has two parts: the international Baccalaureate 16-19 academic curriculum, and a programme of experiential learning that focuses on key aspects of peace and a sustainable future. They are interlinked and share a common heritage through the pioneering philosophy of Kurt Hahn, the United World College movement and the education work of Alec Peterson. Atlantic Diploma aim: UWC Atlantic College seeks to bring together a diverse range of young people from around the world in a lifelong pursuit of peace and social justice through dialogue, radical engagement and positive action. The Diploma represents the mission of the college in action. It focuses on a lifelong commitment to service in the community, to collaborative work and social engagement and develops in young people personal initiative and the skills of leadership. Students are placed into positions of responsibility and decision making, and through action and personal example demonstrate a commitment to making a positive diﬀerence in the world.
at Standard Level, plus a seventh, Theory of Knowledge, which helps build interdisciplinary links in the students’ minds. A further four faculties are experiential in nature and oﬀer in-depth understanding and a practical engagement with the college’s vision and values. Students follow a development plan which is individually tailored to their own interests and aspirations. The development plan is constructed by the student in collaboration with their tutor. The curriculum, calendar and timetable at the college are designed to enable students to follow an individual development path within the structure of the curriculum so that they engage with all aspects of the UWC mission. In addition students are expected to show creativity and initiative in developing their own programme either during the summer vacation between year one and two or during project week, in mission focus periods and in their own student initiated activities. The Atlantic Diploma is inter-disciplinary in nature. Issues raised through academic study in the classroom are developed in a broader light through community involvement and real world engagement. Students serve in the community, organise conferences, run focus weeks and help in the delivery of faculty programmes. An analogy for the diploma is that of a map with students encouraged to navigate links, orientate themselves, make connections, develop plans for action and chart and re-evaluate their progress. Each student is required to record and reflect on their progress and consider options in individual meetings with their tutor over the course of two years. Academic qualifications are determined independently according to the rules of the International Baccalaureate Organization. However successful completion of the Atlantic Diploma is a result both of suitable achievement levels in the IB and individual accomplishments in the experiential faculties. At a fundamental level the programme assumes that each is a member of a shared community, one which is culturally diverse and international in scope with values built on mutual responsibility and respect.
The structure of the Atlantic Diploma
The International Baccalaureate [IB] 16-19 Curriculum
Students are required to follow a broad and balanced curriculum across eleven faculties. Seven faculties provide a disciplinary framework for the International Baccalaureate. Students choose six academic subjects, three at Higher and three
The International Baccalaureate [IB] provides a challenging, internationally focused, broad and balanced educational experience for students aged 16-19. The significant majority of students at UWC Atlantic College opt for the full IB
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TABLE 1: THE LEArNEr PrOFILE OF THE INTErNATIONAL BACCALAUrEATE Diploma. This requires students to study six subjects and a curriculum core concurrently over their two year stay. The full Diploma is a prescriptive structure and students also have the option to pursue individual subject certificates if the full diploma does not meet their individual needs. For example a student who is passionate about the arts may opt for two or three group six subjects and this combination is not possible in the full IB Diploma. The college will consider each individual’s aspirations and passions in making course selections. All students are required to follow a challenging academic programme and are expected to strive for academic excellence.
IB Learners strive to be: Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in depth knowledge and develop understanding across a broad and balanced range of disciplines.
The IB mission mirrors that of the college. This is not surprising given the fact that the college was one of the first schools in the world to oﬀer the IB and was involved in its development.
The IB Mission Statement
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They take responsibility for their own actions and the consequences that accompany them.
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their diﬀerences, can also be right.”
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive diﬀerence to the lives of others and to the environment.
The learner profile [see Table 1] is the embodiment of the IB mission in 10 attributes and defines the type of learner the IB aspires to develop. These are important attributes and many feed into the objectives of the Atlantic Diploma.
Disciplinary and Interdisciplinary Understanding
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They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
The Learner Profile
The IB 16-19 curriculum provision provides an academically rigorous disciplinary approach to study. Each academic discipline provides its own methodological framework that students learn to understand and use. This disciplinary based understanding is essential in order to provide a deep
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. They understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
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appreciation of the nature of an academic discipline as well as a solid foundation for future university work. In addition to this, students are expected to make connections between disciplines. Teachers are encouraged to make connections in their teaching and relate theory to real world issues. They are also encouraged to help build inter-disciplinary links in students’ minds between subjects and highlight connections. The Theory of Knowledge course is specifically designed to facilitate this process. Education for Intercultural Understanding International mindedness is an attitude of openness to, and curiosity about, the world and diﬀerent cultures. It is concerned with developing a deep understanding of the complexity, diversity and motives of human actions and interaction. In the IB 16-19 curriculum individual subjects, through their aims, objectives, content and assessment criteria are written in order to foster international mindedness. The United World Colleges are uniquely placed to take advantage of the richness of student cultural backgrounds and it is for this reason that the Atlantic Diploma is the essential aspect of the college’s learning programme.
University would have to select higher level Maths and Physics. A student who was interested in Medicine would have to select higher level Chemistry and normally would do two other higher level Sciences or higher level Maths. The school does its best to allow students as free a choice as possible but scheduling constraints will mean that it is not possible to study certain combinations of subjects. The college may in certain circumstances review any course with less than five students in the class. Students cannot change courses after an initial period of six weeks unless, with the agreement of their teachers, this involves switching a subject from standard to higher level and balancing this with a change of another course from higher to standard. This option is possible until the end of the first term.
Course Selections at UWC Atlantic College within the International Baccalaureate Framework All students at UWC Atlantic College are required to study six academic subjects taken from the International Baccalaureate 16-19 curriculum [see Table 2]. Students completing the full IB Diploma Programme are required to study six subjects that follow a particular pattern. They must choose three subjects at Higher Level and three subjects at Standard Level. They must select one subject from groups 1, 2, 3, 4 and 5. They can then select either one subject from group six or another subject from groups 1 to 5. In addition students have to complete a course in Theory of Knowledge, the Extended Essay and the Creativity Action Service programme which is embraced within the experiential part of the Atlantic Diploma. Certain combinations of subjects make more sense than others and students will be advised on arrival about the combination that best meets their interests and aspirations. Any student, for example, wanting to study Engineering at
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Arabic ab initio SL
French ab initio SL
Spanish ab initio SL
Environmental Systems and Societies *2
World religions SL
Peace and Conflict Studies SL
Environmental Systems and Societies *2 Political Thought SL german B SL Mandarin SL
Biology SL geography SL
Visual Arts SL
Mathematical Studies SL Physics SL History SL French B SL Spanish B SL
Mathematics SL Chemistry SL
Design Technology HL
English B SL
*2 Environmental Systems and Societies is a transdisciplinary course. This means that students meet the requirements for groups 3 and 4 in one course and have more choice for their fifth and sixth subject as a consequence.
*1 The IB and the College provide the opportunity for students to carry on with their mother tongue language by providing teacher supported self-taught options.
English SL [Language and Literature]
English SL [Literature]
german B HL
Spanish B HL
French B HL
Visual Arts HL
English B HL
English HL [Literature] English HL [Language and Literature]
The Arts & Electives
Individuals and Society
The Studentâ€™s best Language
TABLE 2: SUBJECT CHOICES AT UWC ATLANTIC COLLEgE
English is the main teaching language at the college except in language teaching itself.
IB subjects are graded on a scale of 1-7. 1 is the lowest, 7 is the highest mark, with 4 being a satisfactory pass mark. A minimum score of 24 overall is required for the IB Diploma. Lower grades in one or two subjects may be compensated by higher grades in others at the same level, and by a maximum of 3 points for the Theory of Knowledge and Extended Essay.
Guidance and Assessment All students on entry to the college are advised over the choice of their academic programme by the Vice Principal (Curriculum), Director of Academic Studies and Personal Tutor, though we would like preliminary choices on the form which accompanies the Joining Papers to help plan the timetable. It is always helpful if, before leaving home, new students can obtain the advice of their present teachers in the light of the information given in this handbook. Although it is desirable to avoid changes, it is nonetheless possible to alter courses during the first six weeks of the first term. Changes, except for higher/standard level switches are not permitted after the first six weeks and higher/standard level changes are not permitted after the first term. Changes become progressively more diﬃcult to make, but guidance at the college is a continuous process. The Director of Studies keeps a careful record of each student’s progress to facilitate personal guidance. Methods of Assessment Among the methods used in IB examinations are: (a) the extended essay (up to 4000 words) or individual research project. Students work on these over several months, normally during the first half of their second year; (b) written essay examinations, of various lengths up to four hours; (c) multiple choice examinations; (d) oral assessment; (e) continuous assessment of practical work;
Reports reports on student performance in both their academic studies and their general involvement in college life are sent to parents at the end of each of the four terms, with copies also being sent to National Committees and sponsors. The vast majority of our students progress happily from the first to the second year but you should note that this progression is not automatic. In a very small number of cases we find, after review of performance, some students are better suited to a diﬀerent style of course at a diﬀerent institution. Issue of the IB Diploma The International Baccalaureate Oﬃce publishes the examination results in early July and issues its diplomas to successful candidates at the end of August. The IB Diploma gives the grades and bonus points achieved and details of extended essays. Students receive recognition for completing the Atlantic Diploma at the end of their two years. Academic Honesty Students must be aware that the IB and the college has very strict rules on academic honesty. All work submitted to teachers must be the authentic work of the student. references to the work of others must be properly cited. Any incident of plagiarism is treated very seriously by the school. In the event that the plagiarised work is submitted to the IB it can result in a failure to award the Diploma.
(f ) internal assessment; (g) essays sent to external examiners; (h) portfolios in certain subjects.
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Theory of Knowledge The Theory of Knowledge course is an integral and compulsory part of the IB Diploma. It is taught as a standard level subject to all students throughout terms 2 and 3. The aim of the course is to engender critical thinking skills which reflect on, and assess, the methods used to attain knowledge. The course revolves around two key questions: what do we claim to know? How valid are the methods used to justify these claims? The course explores the following to attain an understanding of what constitutes knowledge: n the role of perception in shaping our map of reality and defining knowledge; n the role of emotion in identifying knowledge; n the symbolism and structure of language; n the nature and validity of logic and mathematics; n the nature of scientific enquiry, experimentation and analysis in the Natural and Human Sciences; n the nature of historical investigation and analysis; n the nature and basis of religious faith beliefs; n the nature and basis of moral, ethical and political judgments; n the nature of art and basis of aesthetic judgments. The satisfactory completion of an assessed Theory of Knowledge oral presentation and essay is also a qualifying condition for the award of the Diploma. GROUP 1: THE STUDENT’S BEST LANGUAGE Language A – Literature Language A is the student's best language, mother tongue, or the language of his or her secondary education.
The final examination (45% of the final grade) contains an unseen appreciation of prose and poetry as well as one essay based on a specially prepared genre. One piece of coursework is submitted to the examiners on a literature in translation text (25%). 30% of the final IB grade is gained by two oral tasks during the course. Previous experience of the study of literature is desirable for this course although depending on a student's educational background it is not absolutely essential. The diﬀerence between Higher and Standard Level is both in the number of texts studied (Higher Level 13 - Standard Level 10) and that at Higher Level more emphasis is placed on a student's autonomous ability to explore a writer's skills and techniques. Students may opt to study their mother tongue as a Self Taught language at Standard Level; the college will oﬀer guidance throughout the two years and structured lessons for one year in the literature in translation component of this course, which will be taught in English. Students who are bilingual may choose to study two languages in group I and omit group II. Language A - Language and Literature Language A is the student's best language, mother tongue, or the language of his or her secondary education. This course combines elements of a literary course aiming to study a wide range of texts both classical and contemporary from diﬀerent genres, places and time periods with the study of culture and media. The final examinations (50% of the final grade) contain an appreciation of an unseen non-literary text and an essay based on a specially prepared genre. One piece of coursework is submitted to the examiners (20%). 30% of the final IB grade is gained by two oral tasks during the course.
This is a literary course aiming to study a wide range of texts both classical and contemporary from diﬀerent genres, places and time periods. The IB course also includes the experience of studying literature in translation from other cultures.
Previous experience of the study of literature is desirable for this course although depending on a student's educational background it is not absolutely essential. The diﬀerence between Higher and Standard Level is both in the number of texts studied and that at Higher Level more emphasis is placed on
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a student's autonomous ability to explore a writer's skills and techniques. Higher level students study six literary texts and standard level students study five, in addition to a wide range of other learning materials. GROUP 2: SECOND LANGUAGE These are diﬀerent language courses aimed at diﬀerent levels of experience. Both courses develop written and oral competence. Ab initio: Language ab initio is a language acquisition course for students with little or no previous experience in the language. Working with three broad themes, students will develop productive, receptive and interactive skills which can be applied to a range of everyday situations. Language ab initio is available at Standard Level only, in Arabic, French and Spanish. Language B: Language B is an additional language course for students who have some background in the language already. It is a language acquisition course which develops receptive, productive and interactive skills. Working with core themes and options, the course will introduce a range of texts and contexts, relating to the culture of the target language. At Higher Level the course will include the study of appropriate literary works. Language B is available at both Higher and Standard Level in English, French, german and Spanish. Mandarin will also be oﬀered at Standard Level. GROUP 3: INDIVIDUALS AND SOCIETIES Economics: Higher Level and Standard Level At both Higher Level and Standard Level the course covers basic concepts, micro economics, macroeconomic arguments, international issues and development economics. No previous study of economics is presumed, and the course is suitable both for those wishing to study the subject further at university and those for whom this will be a complete course. Development economics is seen as a particularly important part of the course, and is an important ingredient in the portfolios of commentaries on current events, which constitute the internally assessed component.
Geography: Higher Level and Standard Level The aim of the subject is to examine some of the complex spatial relationships within a society on the one hand and between society and the natural environment on the other. The course deals with physical geography which examines the complex land form processes of arid and glacial environments and the oceans, and also studies the inter-relationships between these zones and humanity. The human geography section examines population, dynamics, resource use and sustainability and the issues of development. Some emphasis is given to practical work and fieldwork, as well as an introduction to quantitative methods. No previous knowledge is required. History: Higher Level and Standard Level The History courses provide an opportunity for students to acquire an historical knowledge of the modern world and to develop the academic skills such as evaluating evidence and writing essays, which are valuable not only in History, but in many other subjects too. The Higher Level courses both focus on common themes in twentieth century World History, such as the causes and eﬀects of wars, and the origins and development of single party states. Students also choose a regional option specialising in the history of either Europe or the Middle East. The European option covers such topics as the two World Wars, the russian revolutions, the communist state under Lenin and Stalin, and the rise and rule of Hitler in germany and Mao in China. The Middle Eastern option includes the study of the decline of the Ottoman Empire, the Arab-Israeli conflict, the rise and rule of Nasser in Egypt and Mao in China. The Standard Level History course focuses on international relations from 1919 to 1962. It covers topics such as the work of the League of Nations, Hitler’s rise to power and the Second World War, the origins and development of the Cold War, US-Soviet relations, Mao’s China and the Korean War. Political Thought: Standard Level
The aim of the Economics curriculum is to promote understanding of issues and to make what can be a rather theoretical subject into suitable grounds for enjoyable debate.
The Politics course uses some of the classic texts of political theory by thinkers such as Machiavelli, Mill and Marx to introduce you to a broad range of political
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ideas and concepts. These include authority, freedom, rights, equality and democracy and each will be examined from a liberal, conservative, socialist and anarchist perspective.
GROUP 4: EXPERIMENTAL SCIENCES
No previous knowledge of the subject is required, but you should have an interest in current aﬀairs, and be willing to discuss your ideas in class. Assessed coursework gives you the opportunity to research a current political issue of your choice.
Biology is an important preparation for those wanting to study biomedical sciences, the subject provides grounding for many careers in agriculture and the food industry as well as dealing with the ever-increasing demands of environmental awareness and sustainability.
Peace and Conflict Studies: Standard Level This course provides an opportunity to explore issues of peace, violence and conflict at various levels of society, from the individual to the global. This includes a study of topics such as warfare and international conflict, aggression, prejudice and discrimination, violent and non-violent protest and conflict transformation. The aim of the course is to show that conflict is not necessarily negative, but that it can be a tool for creating positive change wherever injustice exists. Peace and Conflict Studies is a broad subject that discusses theory and methods from academic disciplines such as psychology, politics, history, economics and anthropology. But it is first and foremost a discussion-based course where students learn through experiments and debating with others. World Religions: Standard Level This course provides an opportunity to explore in an academic manner the diﬀerent traditions, beliefs and practices of the major living world religions: The Bahá’i Faith, Buddhism, Christianity, Hinduism, Islam, Jainism, Judaism, Sikhism and Taoism. Students choose to study five as an introductory unit exploring their responses to the questions: What is the human condition? Where are we going? How do we get there? This will enable the students to gain a deeper understanding of the world, acquire a meaning of life and response to death. This will be complemented by the in-depth study of two of the chosen religions accompanied by an investigative study which provides opportunities for individual research of an aspect of the religious experience, practice or belief of a group and/or individual adherents.
Biology: Higher and Standard Level
The course consists of a core: (a) Statistical analysis (b) Structure and function of cells (c) The Chemistry of life (d) genetics (e) Ecology and evolution (f ) Human health and physiology At Higher Level the course deals with these topics in greater depth with increasing interest centred on molecular genetics, the Biology of DNA and Biochemistry. There is also a study of plant Biology and a brief survey of the variety of organisms in the living world. In addition to the core both Levels must take two options. These usually cover extension to the study of Neurobiology, Behaviour and further Human Physiology. The work at both levels is a balance of classroom and practical work both in the field and the laboratory. While no previous knowledge for the course is required at either level, a basic grounding in Biology, Chemistry and Physics is becoming more important as the science progresses. Public awareness and involvement in debate over Biological and Environmental matters is rising. Studying Biology at this level helps to give students the ability to make informed decisions on matters such as disease management and the AIDS epidemic as well as climate change and global warming.
No previous knowledge of the subject is required, but students should have an interest in religious responses to current aﬀairs, and the power with which religion can be used as a force to unite and divide believers and unbelievers alike in our contemporary world.
The Higher Level course is an excellent preparation for students intending to continue studying Science or Medicine at university and, of course, for those
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Chemistry: Higher and Standard Level
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who enjoy Chemistry. Elementary concepts are introduced at a molecular level and the course then proceeds in a logical manner to more advanced work in physical, organic and inorganic chemistry. In the second year options are followed. These may be in modern analytical techniques, organic reaction mechanisms or applied options such as environmental chemistry, human biochemistry, medicines and drugs, food chemistry and chemistry in industry and technology. Throughout the course practical work is given emphasis and counts for 24% of the final mark. Students are encouraged to undertake individual project work. The Standard Level course has been specifically designed to give the â€˜non-scientistâ€™ a good understanding of the important role chemistry plays in modern society. Approximately 60% of the teaching time is devoted to fundamental concepts so students have a good understanding of the underlying chemical theory. The reminder of the time is spent covering two of the options chosen from environmental chemistry, human biochemistry, food chemistry, medicines and drugs and chemistry in industry and technology. As with Higher Level considerable emphasis is given to practical work which counts for 24% of the final mark. For both levels it is desirable but not necessary to have some previous knowledge of Chemistry.
Oscillations and waves
Fields and forces
Atomic and nuclear physics
Energy, power and climate change
At Higher Level the core subjects are extended and further topics are added. The additional higher level includes Electromagnetic induction, Motion in fields and Digital technology. Students will also study two of the options listed below. STANDArD LEVEL OPTIONS: 1.
Sight and wave phenomena
Quantum physics and nuclear physics
relativity and particle physics
HIgHEr LEVEL OPTIONS:
Physics: Higher and Standard Level
At Higher Level there is a large practical element to the course and a good grasp of mathematical techniques is an advantage. The course is an excellent preparation for those intending to study Physics, Engineering or closely related science and technical subjects at university.
The Standard Level course also contains a large element of practical work and can be recommended to anyone. Topic 8 gives very useful knowledge of burning issues at the beginning of the 21st century. No background knowledge is assumed in physics. Both levels can be taken by students who have not previously studied the subject. At both levels this subject includes: 1.
Physics and physical measurement
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OPTIONS FOr BOTH LEVELS: 1.
Design Technology: Higher Level The aim of the course is to allow students the opportunity to develop their understanding of design awareness as well as how technology can impact on society and the environment. The course has a high element of design and practical work along with problem solving investigations. The work culminates
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in the Design Technology Project. This allows the student to apply the knowledge and skills developed during the course on order to solve a design problem of their own choice.
human life on the planet. A significant part of the course is the study of Ecology which considers the way in which plant and animal communities interact with each other and with their physical environment.
The syllabus content is listed below:
Closely linked to Ecology are the topics of Conservation and Biodiversity. The course also looks at other contemporary environmental issues such as global warming, acid rain, ozone depletion, and soil erosion.
COrE Topic 1
ADDITIONAL HIgHEr LEVEL
Consideration is also given to the relationship between rapid human population growth, resource exploitation and the size of our ecological footprint. Laboratory and field work make up a considerable proportion of the course. No previous scientific or geographical knowledge is assumed. This course is transdisciplinary and can be considered as both a group 3 and a group 4 subject. This consequently means that students taking this course can choose two subjects from group 6 rather than the usual one. GROUP 5: MATHEMATICS Upon arrival at the college all students will take a diagnostic Maths test which will assist the students and the teachers to decide which is the best maths course for them.
Advanced Manufacturing Techniques
The content of the course is designed for those who are likely to be heavily involved in Mathematics at university, such as potential mathematicians or engineers. A great deal of interest and enthusiasm for mathematics is demanded from students who opt to study this extension of the Higher Level course.
Students will also study one option from the list below â€“ this option will be chosen by the Teacher: Option A
Food Science and Technology
Electronic Product Design
Human Factors Design
This is a new subject based on the old Environmental Systems course. The aim of this subject is to explain how the environment works and how it impacts on
This is a demanding subject which should prove a very useful preparation for the many university courses in which mathematics can be applied. The content of the course is predominantly pure mathematics, with some statistical applied mathematics. The final level attained is certainly more than comparable in standard with a British A Level course or a North American first year university course. A good background knowledge is desirable but not completely essential for a student with aptitude who enjoys the subject. Teaching is arranged on a lecture/tutorial basis at this level.
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Environmental Systems and Societies:
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Standard Level Mathematics This course is intended to provide a background of mathematical thought and competence for those not intending to undertake the Higher Level. It should normally provide a suﬃcient mathematical basis for students planning to pursue a university course in science, economics, etc., and might also appeal to arts orientated students with the capability of developing abstract mathematical ideas. Standard Level Mathematical Studies This course is intended for those students whose interests do not lie in a field where traditional, rigorous mathematical skills and techniques are needed. It should normally be considered appropriate for students planning to pursue a university course in humanities, languages, etc. It involves a project which oﬀers considerable scope for pursuing individual interests. General Higher Level and Standard Level Mathematics include Portfolio work and Standard Level Mathematical Studies includes Project work which are guided coursework which is assessed and contributes 20% of the final mark. GROUP 6: THE ARTS Music: Higher and Standard Level The Higher and Standard Level courses are suitable for those students who love music; desire an outlet for their own creativity and who seek to develop a greater depth of understanding of music in all its great variety. Both courses explore the main canon of Western Art Music from the renaissance to the present day, but they also explore modules in World music, jazz and popular styles. Standard Level can be taken up by beginners. At Higher Level some previous experience and a competent level of performance on an instrument or voice is advised.
the student to comment confidently on any piece of music that appears – even if it is from a time or culture not previously experienced. This examined component is worth 30% of the final grade. An independent research project, called the Musical Links Investigation is a crucial aspect of the second year. The student will investigate the musical links that occur between two pieces of music (chosen by the student with teacher support) from radically diﬀerent musical cultures. recent examples have included comparisons of a jazz standard with a Baroque aria, focussing on improvisation and a comparison of drinking songs from german and Mongolian cultures. At Higher Level, students will also develop a portfolio of compositions and prepare a portfolio of recorded performances on their solo instrument. They are supported in this by weekly composition tutorials and a practical instrument/vocal lesson of sixty minutes. At Standard Level the practical part of the assessment has three options, a group performance option, a solo performance option and a composition option. All SL students have a 30 minute instrumental lesson as part of the course. Visual Arts: Higher and Standard Level Both courses are open to complete beginners. The cultural background and individual needs of the student form the basis of the teaching programme. In order to take the subject at either level and achieve success, students require motivation, an open and inquisitive mind and a preparedness for investigation into diﬀerent times, cultures and techniques.
The examination at the end of the course involves commenting upon extracts of music which can be drawn from any musical culture, genre or time-period. With the almost limitless possibilities of extract this might include, the emphasis on the course is on developing a ‘tool-kit’ of techniques and skills that allows
The department has an Apple Macintosh Lab, multi-purpose studio spaces, a print studio, a ceramics building and a chromakey special eﬀects Photography and Film studio. During the first year students are involved in a series of projects, including: colour-physics and global origins, observational drawing, digital photography composition, Yearbook and DVD design, Photoshop and printmaking. Autumn Term culminates in a showcase of student’s exam work in the form of a Fashion Show or Time Based Art Event for the entire college. As the course progresses, the students develop their individual themes and projects. In the second year, students embark on an increasingly individually
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structured programme intended to develop their own theoretic and technical skills with teaching on an individual tutorial basis. The Art Department has strong links with international galleries and the expertise of practising artists, many also lecturing at universities and colleges in South Wales and England. The department provides help and advice for students preparing portfolios for University and Art College applications. At both levels, the Visual Arts course consists of two linked compulsory parts, Studio Work at 60% and Investigation Workbooks at 40%. All students will produce a minimum of two Investigation Workbooks that will incorporate analytical research, discovery, interpretation and media experiments. At the end of the course, 2nd year students display their work in the examination exhibition, which the 1st years help to curate and critique. After a discussion about their work video camera the 2nd years open the exhibition to the local community.
THE PErSONAL SOCIAL AND HEALTH EDUCATION (PSHE) PrOgrAMME The PSHE programme is a series of presentations and discussions which mainly take place during the first term of the first year. It aims to equip students with the sort of life skills relevant to young adults. The following are examples of the issues covered: n Finding Help at UWC Atlantic College n rights, responsibilities, respect and Simple Living n Life in a Student House n Emotional Well-Being n respect n Smoking, Alcohol and Drugs
Theatre: Higher and Standard Level
n Sexual Health
The IB Theatre course is research and devising based. It introduces students to a full range of performance skills, including theory and practice and composition work. It places particular stress on ensemble work. Acting, mask work, stick training, physical theatre and movement are studied in practical workshops, as well as improvisation and role play. In addition particular practitioners, such as Keith Johnstone, Anne Bogart, Stanislavski and Lecoq are examined and their ideas applied to the practicalities of performance and production. In the second year, students are given freedom to devise their own compositions and in addition work with visiting companies to St Donatâ€™s Arts Centre in workshops and performance. In previous years students have been involved in puppet and shadow theatre compositions.
n Eating Disorders + Self Harm n Work-Life Perspective
An independent research project is a crucial aspect of the second year as well as a study of world theatre. Students are expected to show considerable initiative and to be able to contribute strongly to group work.
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THE ExPErIENTIAL FACULTIES Kurt Hahn believed that each person should be allowed an opportunity for selfdiscovery and to pursue their own grand passion. The structure of the experiential faculties allows students to engage in a programme of discovery, to determine their own pathways through it, confront risk and overcome the possibility of failure in order to know their own strengths and fallibilities as well as their role in the common cause. Hahn’s image for this was of a crew ‘charting their way together on a thrilling voyage through the school.’ The individual is not simply another passenger. The shared experience of meeting challenges provided by the programme furthers the aim of increasing international understanding. Students work together and learn to trust each other, whether in caring for the aged or the disabled, or in the physically demanding conditions of mountain and rock climbing or operating rescue equipment in the waters of the Bristol Channel. Each part of the programme has its own challenges. The faculties are: Environmental, global, Social Justice and Outdoor. Each has two areas: primary delivery and secondary delivery. Primary delivery contains the community engagement programme and secondary delivery contains four defining features, which are activities, student initiatives, mission focus periods and project week. Students over two years specialise in one area of primary delivery and engage with a broader understanding of the UWC mission through the secondary delivery of the other faculties in order to engage with community issues gain a realistic understanding of the UWC mission in the world. Each faculty aspires to be a centre of excellence. Its learning programmes and skill sets are built upon best practice. Visiting fellows and speakers, outside expertise and contributors, are central to the learning process. The faculties collaborate with organisations outside the college to create a network of likeminded organisations. Environmental Faculty The Environmental Faculty aims to develop models of sustainability and to inspire in young people an active commitment to the welfare and development
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of the environment. It does this by engaging in a range of activities. Core service commitments include cultivating a large kitchen garden on the campus, maintaining local woodland and assisting in the upkeep of college grounds, the farm and the heritage coastline. Current projects include the construction of a poly-tunnel and raised beds, and the farming of oysters in the Bristol Channel. Additionally, students have the opportunity to specialize in environmental projects that are land or sea-based. These include alternativetechnology projects, beekeeping, tending house-plots, lambing, recycling, species monitoring, cultivating a forest garden, construction projects and strengthening relations with the local community on the landward side, and diving, boat-handling, monitoring aquatic biodiversity and engaging in marine environmental-awareness campaigns on the seaward side of the Faculty. During the August Diploma Period the faculty organises trips to local environmental projects and arranges work on organic farms in Wales. Openwater diving trips also take place at this time. We host a Sustainability Conference in November, and students from the Faculty are involved in the running and organisation of this. Project Week provides an opportunity to explore environmental initiatives further afield: this year there was a diving project to the red Sea. A comprehensive secondary-delivery programme, overseen by staﬀ but codirected by second-year students, ensures that students from other faculties are also exposed to environmental issues. All students in the Faculty are encouraged to acquire experience of environmental and sustainable practices in their home countries during the holidays, or after they have left the College; our ultimate aim is to promote an awareness in all students of the fact that sustainable environmental, social and economic practices represent the best foundation for long-term peace and social justice throughout the world. Global Faculty The aim of the global Faculty is to involve young people in a critical engagement with intercultural issues and actively promote a global ethos and linguistic and cultural diversity through local and international links and events, communication and an exchange of knowledge in the pursuit of peace. global Faculty students are part of an exciting programme geared towards
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creatively approaching global issues and promoting cultural diversity. During their two years at the college students are trained in the essential skills to involve the student body, the local community and a wider global audience with issues of global concern. Making use of expert contacts, such as a nonviolent protest leader, a war journalist and a conflict mediator, we train students in areas such as debating, journalism, mediation, nonviolent campaigning and understanding aggression. In turn, students use these skills and knowledge to engage fellow students and local school children in conflict transformation and how to raise awareness of global issues. By for example organising a Thematic Exhibition about how diﬀerent cultures represented at the college approach “love” or “rites of passage” diﬀerently, students and the local community gain a better understanding and appreciation of cultural diversity. Students are expected to take initiative and play a crucial role in decision making and identify which issues need to be addressed, and how we can use our skills and knowledge to support the local community or a particular group abroad. Students who chose to specialise in another faculty will be able to benefit from the knowledge and skills within the global Faculty through sessions that prepare them for project week, summer projects and/or gap year. Students will be trained in increasing their intercultural understanding and using media to raise awareness of their projects. global Faculty students will also oﬀer sessions to the wider student body about, for example, journalism or nonviolent campaigning, based upon the expert-training they have received. Having identified a particular pressing issue of international concern, in a very short time period, students can organise an Emergency Forum with professionals to increase the understanding of the issue and raise awareness of its complexities. Students can also opt to be trained in, for example, Interpreting and translating to improve their language skills by facilitating a meeting of the Security Council during the annual Model United Nations in February. Language or culturebased Project Weeks to, for example, France or the Middle East, the October (Critical Engagement) and January (Peace) Diploma Periods and global Concerns weeks will further allow students to engage with global issues and intercultural understanding. Social Justice Faculty
aim is to make a real and lasting diﬀerence to the lives of others and to do so with a sense of empathy for the disadvantaged and a respect for human rights and personal dignity. The Faculty provides all college students with experiences, knowledge and ideas which will help inform their attitudes towards others less fortunate than themselves. This is done in a number of diﬀerent ways. Firstly, there is an extensive local community service programme aimed at meeting the needs of less privileged groups and individuals. This includes working with the elderly, refugees, children from disadvantaged home backgrounds and children and adults with mental and physical disabilities. We also work with families at the local prison in Bridgend. The Faculty has and is continually developing an expertise in providing therapy through music and the Arts. Music and activities related to music can stimulate and engage people who find interaction at a verbal level diﬃcult or impossible. The clients in the therapy outreach area are mainly EMI clients (elderly, mentally infirm). Many have dementia in its early or late stages but also other conditions as well such as stroke, depression and schizophrenia. Learning within the Faculty occurs formally through specific training or informally via experience. great emphasis is placed on the acquisition of personal skills and attributes including empathy, understanding, awareness, caring and patience. The most distinctive and exciting aspect of this service is the variety of contacts it oﬀers with the local community. The Faculty also engages the themes of Social Justice on the national and global stage. Staﬀ and students operate a vast range of activities and events which raise awareness, understanding and in some cases funds for recognised causes. The emphasis here is on giving students the opportunity to exercise leadership, develop organisational skills and problem solve in a creative manner. Students (under the guidance of Faculty Staﬀ) run numerous weekly activities including: Amnesty International, United World Schools, Voluntary Services Overseas, Fairtrade and Make Poverty History to name but a few. The activities aim to educate the rest of the college by running Focus Weeks, taking the ideas further afield through Street Theatre in Cardiﬀ and Fundraising for Children’s Charities in our own International Show. Some of these activities spawn and support summer projects which enable students to take their energy and enthusiasm further afield through volunteering.
The Social Justice Faculty is central to the mission of UWC Atlantic College. Its
Finally the Faculty hosts an annual three-day conference in September entitled ‘Making Change Happen’. Invited guests, staﬀ and students engage in a highly
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interactive dialogue which is intended to act as a catalyst for student activity throughout their time at UWC Atlantic College and beyond. Outdoor Faculty The Outdoor Faculty reflects the ideals of Kurt Hahn through personal challenge, service to others, initiative, leadership and teamwork. It delivers a diverse and intensive programme based around the two environments of sea and mountains. Team Aquatic looks to maintain and build on the college’s founding principles within outdoor education and bring them into the 21st century. Within the core element of the Team Aquatic programme are such activities as lifeguarding, kayaking, surfing, sailing, power boating and swimming. Community service opportunities within this sphere include teaching swimming to fellow students and young children, instructing students in all of the core water-based activities, providing safety cover for sailing and kayaking, and patrolling local beaches. Team Terra Firma sees a welcome return and commitment from the college to the mountain environment. Core activities within this sphere include mountain walking, navigation, emergency first aid and climbing. As well as providing instruction and leadership for fellow students, community service opportunities within this group also include working with young children from local schools in activities such as orienteering and climbing on the college’s climbing walls and tower. The secondary delivery part of the programme provides outdoor education opportunities for those students who are not in the faculty. It allows students to sample many of the activities such as surfing and rock climbing without necessarily specializing to the same depth as those students who select the faculty as their main focus. The Outdoor Faculty is also the principal provider for two of the college’s diploma periods, first year and second year camp, along with a range of outdoor experiences during the March Project Week.
THE ACTIVITIES PrOgrAMME The activities programme is co-ordinated from within the co-curricular faculties, with a wide and ever-changing choice on oﬀer to students. Students lead and oversee the direction of the activities programme under the guidance of staﬀ. Over the two years students are expected to achieve a broad understanding of the UWC mission in action by engaging with each of the four co-curricular faculties through a selection of activities, plus mission periods and project week opportunities. All students are expected to be involved in a broad range of activities, which help them achieve the aims of the Atlantic Diploma. The following is a selective list that may be on oﬀer each year. ARTISTIC PURSUITS There is a wide range of artistic pursuits in the college as part of both the academic and the activity programmes. In recent years these have included: Art and Design Instruction is oﬀered in a variety of media. Students have the choice of participating in specialised core activities under guidance of practising artists or they can embark on individual projects. No previous experience is required for any of the activities oﬀered. Drawing/Painting Exploration of various techniques to develop personal work using pencil, charcoal, conte, pastel, pen, brush and ink. In painting the emphasis in on waterbased media. Ceramics The Art department has a well-equipped ceramics studio. After an introductory course in basic handbuilding techniques students can develop sculptural ceramics, decorating and glazing. 3 Dimensional Work There is the opportunity for developing sculptural ceramics, wire constructions and mixed media structures.
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The opportunity exists on the grounds of the college to develop ecologically friendly installation work using natural materials.
This is a small choir of 12-16 singers chosen from the best members of the full college choir. It is open to first and second year students, and staﬀ, but is by invitation only. This choir will sing a variety of music, from sacred renaissance
Textile Design There are a wide variety of options available including tapestry weaving, knitting, tie-dye, felt making and cloth application. Students can explore both decorative as well as functional ideas. After an introduction to the specific technique, participants develop their own ideas through design, which they then give form using specific media.
motets, to folk songs, to contemporary music. Chamber Ensembles These are formed from the instrumentation that is available each year. Chris Davies will be looking for students who are interested in playing in small groups, such as string quartet, brass ensemble, wind ensemble, early music group, etc. The groups formed will rehearse for concerts in the college.
Workshops The department oﬀers workshops according to interest and need. In the past year a series of film animation workshops were oﬀered.
Music Lessons These are available on piano, guitar, voice, violin/viola, cello, clarinet/saxophone and brass. Every lesson is for half an hour per week for 10 weeks. There is a cost
for these lessons if taken as an activity and the teachers are professional
The Music Department oﬀers the following activities during the forthcoming academic year:
musicians from the national orchestras, BBC National Orchestra of Wales and
There is no cost to the activities, except for individual music lessons. UWC Atlantic College Choir The choir has visited many European countries, over the years, and it has been established as a vital part of College life, through its performances on the campus and outside in the community. The Project Week tour has also brought recognition of the college and of the choir from many communities in Europe, and it is seen as an activity which is not only worthwhile musically but also socially.
Welsh National Opera. Rock Groups These are formed by students from the available expertise in the college. There are usually notices displayed in the Music Department inviting students to join such ensembles. Wednesday Concerts There is a regular weekly concert every Wednesday from 1830-1900 hrs in the Bradenstoke Hall of the Castle. These are performed by students and have become a regular and relaxing part of college life.
An ensemble of about 45 students are needed in the choir, balanced between four voices. It meets on Monday and Wednesday evenings from 1830-2000hrs. Being in the choir means attendance at both rehearsals, and for the following term also. Short informal auditions are held during the Induction Period, to ascertain the range of students’ voices. A wide range of sacred and secular music will be rehearsed as part of the programme that will be performed at the college and in external concerts.
Under the guidance of the Environmental Faculty there are a number of opportunities available to students on the estate. There are active groups in all areas of environmental concern supporting a planned approach to environmental issues in the college.
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International Activities Various action and discussion groups form each year under the guidance of the global and Social Justice faculties. Among the most popular are Amnesty International, Save the Children, Trade Justice, Student Action for refugees and the Initiative for Peace. Most national groups oﬀer language and culture activities to fellow students. Each year new allegiances emerge and this part of the programme is particularly dependent on student initiative and action. Physical Activities and Sport Students are able to engage in a physically demanding sport as part of the extra-curricular programme. These include badminton, basketball, circuit training, hockey, kayaking, netball, rugby, running, sailing, soccer, swimming, tennis and table tennis. Diﬀerent styles of dance are also popular with students that prefer their exercise in a non-sporting form. Individuals can arrange to join local clubs if they have a particular interest that is not oﬀered within the college. Many of the activities are led by students and the activities on oﬀer vary from year to year, depending on the enthusiasms of the student body. Criminal Records Bureau Disclosures If students wish to participate in a faculty which involves working with children or vulnerable adults they may well need to have a background check by the Criminal Records Bureau. This involves completing an ‘on-line’ form which will require an accurate list of addresses at which a person has lived over the last five years. Students will also need to show a passport, a birth certificate and, if they are not British, they will also need a Certificate of Good Conduct. The Certificate of Good Conduct is a letter from the local police station in the area where a student normally lives, stating that they have not been prosecuted for any oﬀence.
UWC ATLANTIC COLLEgE OUTrEACH AND POrTFOLIO OF “3rD YEAr” OPPOrTUNITIES
Atlantic College Outreach As an educational institution, UWC Atlantic College is always developing ways of broadening the horizons of our current students, and encouraging an attitude along with the necessary skills which they will then take with them throughout their lives. With this in mind, we have embarked upon a number of projects and initiatives, often with partners beyond our campus, which help us to make a real impact in the wider world. UWC Atlantic College is an institution where we interact, learn and work with others to pursue our UWC Atlantic College/UWC Mission of “Making Education a Force to Unite People, Nations and Cultures for Peace and a Sustainable Future.” A large educational element of this is encapsulated in our UWC Atlantic College commitment to Life-Long Service. To this end, there are a number of programmes and initiatives that students can get involved with whilst at the College. These include, amongst many others: A. The Associated Schools Programme (ASP) and Inter-Cultural Engagement – Working with young people and schools throughout Britain, and especially in areas of social deprivation. B.
United World Schools (UWS) – Working to bring education to places and cultures around the world where this has not been readily available.
Partnerships and projects with established organisations such as Voluntary Services Overseas (VSO), Oxfam, The British Council, Save the Children, etc.
“Third Year” Portfolio of Opportunities Safety All our college activities operate to professional standards and under the authority of national organizations. Members of the teaching staﬀ attend courses whenever necessary to increase their expertise and to achieve the necessary and appropriate qualifications. In addition, the Principal has a Safety Advisory Panel which visits the college and assesses all safety procedures and equipment. Students with certain medical conditions may be restricted in their choice of faculty involvement.
Linked to our approach to Outreach, is the development of a number of connections and partnerships that allow UWC Atlantic College students to pursue UWC Atlantic College/UWC values and objectives once they’ve left the College. Our ideal is that a UWC Atlantic College education is not just for two years, but for a lifetime. To this end, we present our leaving students, as they prepare to complete their time at UWC Atlantic College, with a portfolio of opportunities that they may wish to avail of for their gap years, summer vacations, etc. Again, the focus is on Life-Long Service and a commitment to
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our Mission. All of these possibilities allow our soon-to-be alumni to carry on developing their passion for ensuring that their UWC Atlantic College education and commitment to our ideals will continue to make an impact in the wider world. Some examples (again, amongst many) of these include: A. GoMAD (Go Make a Diﬀerence) – Financial sponsorship made available to UWC Atlantic College students for their own self-generated service-based projects throughout the world. B.
21st Century Learning Initiative – Working with this pioneering and visionary organisation to bring a new direction to education which is “fit for purpose” in our rapidly changing 21st century.
Peace Child International – Internships with this NGO which works, “to empower young people to be the change they want to see in the world”.
A UWC Atlantic College education is profound. This education certainly takes place on our campus during the two years of a student’s time with us and as a part of our educational curriculum. Yet, if it is only for those two years, it cannot justify the eﬀort, expense and resources that are committed. Our Outreach Programme and Portfolio of 3rd Year Opportunities help to ensure that a UWC Atlantic College education is truly for a lifetime.
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UWC Atlantic College St Donat's Castle LLANTWIT MAJOR CF61 1WF UK Tel. +44 (0) 1446 799000 Fax. +44 (0) 1446 799013 www.atlanticcollege.org email@example.com Registered in England No. 673076 Charity No. 525761
This handbook provides answers to many of the questions that students and parents may have about UWC Atlantic College including life at coll...
Published on Sep 5, 2012
This handbook provides answers to many of the questions that students and parents may have about UWC Atlantic College including life at coll...