他如何憑最具挑戰(zhàn)的A Level全球視野課程脫穎而出

對(duì)于擅長(zhǎng)學(xué)習(xí)理科的中國(guó)學(xué)生來(lái)說(shuō)，他如何憑最具挑戰(zhàn)的A Level全球視野等文科類課程在大學(xué)申請(qǐng)中脫穎而出。

一直以來(lái)，劍橋注重培養(yǎng)學(xué)生的五大品質(zhì)——樂(lè)觀自信、認(rèn)真負(fù)責(zé)、勤學(xué)善問(wèn)、 勇于創(chuàng)新、積極主動(dòng)。

而隨著時(shí)代的迅速變化，劍橋意識(shí)到了必須要做好迎接未來(lái)世界的準(zhǔn)備。

為此，劍橋針對(duì)5-19歲的學(xué)生開(kāi)設(shè)了一門(mén)創(chuàng)新型課程——全球視野。

這門(mén)課程一推出就受到廣泛歡迎，目前已在小學(xué)，初中及高中階段全面開(kāi)設(shè)，以幫助不同年齡段的學(xué)習(xí)者發(fā)展研究、分析、評(píng)估、思考、合作和溝通技能。

——頂思

不列顛哥倫比亞大學(xué)（University of British Columbia，簡(jiǎn)稱UBC，又名“英屬哥倫比亞大學(xué)”），始建于1908年，是加拿大著名公立研究型大學(xué)，環(huán)太平洋大學(xué)聯(lián)盟（APRU）成員 ，是不列顛哥倫比亞省歷史最悠久的大學(xué)，學(xué)校位于溫哥華市。

UBC包含溫哥華校區(qū)（總校區(qū)）和奧肯納根校區(qū)，與麥吉爾大學(xué)、多倫多大學(xué)并稱加拿大大學(xué)“三強(qiáng)”，并在經(jīng)歷了百余年的長(zhǎng)足發(fā)展后，逐漸成為蜚聲全球的頂級(jí)綜合研究型大學(xué)，在加拿大國(guó)內(nèi)的排名中始終保持前三名之列，其學(xué)術(shù)實(shí)力多年保持在世界前35，是全球最頂尖的20所公立大學(xué)之一。

施羅德的UBC錄取通知書(shū) 施羅德初二在我校入讀

五年的成長(zhǎng)有目共睹看施羅德如何評(píng)價(jià)自己五年的成長(zhǎng)和變化

玩電腦，睡懶覺(jué)，上課不聽(tīng)講，這就是我初中生活的全部寫(xiě)照。

剛來(lái)到新學(xué)道時(shí)，當(dāng)時(shí)憑著自己的較為良好的英語(yǔ)基礎(chǔ)就在班上“頹廢”。

全然不覺(jué)我周圍的同學(xué)都在奮起直追，而我還在“坐吃山空”，直到初中畢業(yè)考試中我最擅長(zhǎng)的英語(yǔ)也只得了B，而別的科目，尤其是理科，更是慘不忍睹。

看著眼前的成績(jī)單，我不禁開(kāi)始思考這樣的學(xué)習(xí)狀態(tài)真的是我想要的嗎？在父母和Nash校長(zhǎng)的開(kāi)導(dǎo)下，我的學(xué)習(xí)態(tài)度重新步入了正軌。

在2015下半年，我們遷到了新校區(qū)，同時(shí)意味著我的A Level課程開(kāi)始了。

無(wú)論是歷史，生物還是全球視野都對(duì)我造成了不少挑戰(zhàn)。

因?yàn)檫@些科目里充斥著大量晦澀難懂的生詞，即使是英語(yǔ)自認(rèn)不錯(cuò)的我也感到焦頭爛額。

為此我甚至五點(diǎn)半到教學(xué)樓背單詞，晚上下晚自習(xí)之后也會(huì)強(qiáng)迫自己留下來(lái)整理筆記學(xué)到十一點(diǎn)半。

在學(xué)期結(jié)束的考試中我從之前的舉步維艱變得游刃有余。

而且上課聽(tīng)講效率有了顯著的提升，之前我的歷史課只能勉強(qiáng)聽(tīng)懂一半，現(xiàn)在甚至可以輕松的和歷史老師談笑風(fēng)生，這對(duì)于當(dāng)時(shí)剛剛學(xué)習(xí)A Level的我來(lái)說(shuō)是完全無(wú)法想象的。

2018年3月6號(hào)對(duì)于我來(lái)說(shuō)是個(gè)特別的日子，當(dāng)時(shí)正在上生物課的我收到了我的第一個(gè)大學(xué)offer，是來(lái)自加拿大排名前二的UBC大學(xué)。

這對(duì)于我來(lái)說(shuō)是對(duì)于我勤奮最好的肯定。

難以想象如果沒(méi)有新學(xué)道提供的平臺(tái)；沒(méi)有Nash校長(zhǎng)的諄諄教誨；沒(méi)有各科老師對(duì)于我學(xué)習(xí)的指導(dǎo)；沒(méi)有來(lái)自家長(zhǎng)的支持與肯定，今天的我又何去何從呢？

雅思7分

沒(méi)有校外補(bǔ)課

學(xué)習(xí)三門(mén)對(duì)于中國(guó)學(xué)生最具挑戰(zhàn)的

A Level全球視野、生物、歷史

此次收到UBC的Offer

我們?nèi)熒紴樗吲d外方校長(zhǎng)納什校長(zhǎng)

來(lái)自外方校長(zhǎng)納什校長(zhǎng)：

在新學(xué)道教育體系下，我陪伴著施羅德學(xué)習(xí)了5年。

眼看著他從一個(gè)激情又單純的少年，如今長(zhǎng)大成為一個(gè)聰明陽(yáng)光、言談?lì)Ｖ堑男∏嗄辏⒕邆淞巳雽W(xué)國(guó)際名校的能力，這對(duì)我來(lái)說(shuō)是一段非凡的教育歷程。

當(dāng)然，對(duì)于這段歷程來(lái)說(shuō)，施羅德是一個(gè)不可或缺的好苗子。

而正是我們的教師團(tuán)隊(duì)和新學(xué)道的教育理念，使得這段歷程得以順利進(jìn)行。

以英語(yǔ)學(xué)習(xí)為例。

在英語(yǔ)國(guó)家留學(xué)，高水平的英語(yǔ)口語(yǔ)和寫(xiě)作能力無(wú)疑是必須的。

通過(guò)新學(xué)道5年的學(xué)習(xí)，逐步地進(jìn)步，施羅德的英語(yǔ)已經(jīng)達(dá)到了接近英語(yǔ)母語(yǔ)者的水平，并獲得了雅思7分的高分。

這得歸功于他面對(duì)一門(mén)新語(yǔ)種時(shí)那種無(wú)所畏懼的心態(tài)。

焦慮或許是學(xué)好一門(mén)外語(yǔ)最大的障礙。

施羅德帶著自信和沉著跨越了這個(gè)障礙。

然而，他之所以有此成就，是因?yàn)樾聦W(xué)道為每個(gè)孩子所提供的高素質(zhì)、經(jīng)驗(yàn)豐富的英國(guó)師資。

新學(xué)道教育并沒(méi)有因?yàn)橹赜诤⒆觽兊挠⒄Z(yǔ)教學(xué)而忽略掉中國(guó)的課程，對(duì)于像施羅德這樣的孩子，這種教育無(wú)疑太局限了。

事實(shí)是，新學(xué)道教育向孩子們提供的是英語(yǔ)和中國(guó)文化互相協(xié)調(diào)與融合的一個(gè)當(dāng)代全球化世界的縮影，從而給孩子們塑造全新的文化和理念。

在新學(xué)道的雙語(yǔ)學(xué)術(shù)環(huán)境里，不論用中文或是英文，學(xué)生們都能與新學(xué)道在全球招募的優(yōu)秀中外籍教師進(jìn)行蘇格拉底式對(duì)話。

施羅德在過(guò)去的5年里，每天面臨著的都是數(shù)不盡的機(jī)會(huì)，因此他的智慧也得以與日俱增。

關(guān)于這次教育歷程，我想說(shuō)的第二方面是創(chuàng)造力和表現(xiàn)力。

當(dāng)然，在這方面上，施羅德也為我們提供了一個(gè)好的素材，即一個(gè)開(kāi)放的頭腦，一個(gè)總是尋找方法去表達(dá)其觀點(diǎn)和興奮的頭腦。

然而，新學(xué)道深知，沒(méi)有訓(xùn)練和自我約束的話，創(chuàng)造力將會(huì)是一種不可預(yù)測(cè)的能量。

和其他所有學(xué)生一樣，施羅德經(jīng)過(guò)了書(shū)法和武術(shù)的訓(xùn)練，這些都是極富創(chuàng)造力的藝術(shù)，通過(guò)實(shí)際操作并體會(huì)其含義，我們的學(xué)生學(xué)到了如何控制他們的創(chuàng)造能量并使這些能量專注。

正如在書(shū)法中去構(gòu)造一個(gè)字一樣，寫(xiě)一篇A Level歷史論文同樣需要有點(diǎn)有面、對(duì)重要論點(diǎn)進(jìn)行闡述、避免無(wú)關(guān)的拼湊、以自信優(yōu)雅的姿態(tài)對(duì)主題做出回應(yīng)。

有了外教指導(dǎo)老師的引領(lǐng)，施羅德從只能用英語(yǔ)來(lái)組織觀點(diǎn)，進(jìn)步到用精確而地道的詞表達(dá)復(fù)雜的觀點(diǎn)，就像書(shū)法家精于運(yùn)筆一樣。

同時(shí)施羅德的巨大進(jìn)步也得益于新學(xué)道教育環(huán)境所融合的文學(xué)熏陶。

可以說(shuō)，正是那些可以比肩查爾斯迪金斯和中國(guó)魯迅的老師們，開(kāi)化了施羅德的大腦。

2016年，他有幸遇到了來(lái)自英國(guó)東安格利亞大學(xué)、對(duì)文學(xué)和創(chuàng)造藝術(shù)深有研究的Morton老師。

他們共同導(dǎo)演了英國(guó)作家查爾斯狄更斯的名作“圣誕頌歌”。

在劇中，施羅德?lián)沃餮荩坏岣吡俗约旱谋磉_(dá)能力，還鍛煉了話劇的編劇和導(dǎo)演能力，成功地將故事的核心思想呈現(xiàn)給觀眾。

該劇還被推到一個(gè)國(guó)際水平，因?yàn)镸orton先生鼓勵(lì)施羅德參加由英國(guó)莎士比亞協(xié)會(huì)組織的國(guó)際莎士比亞專題討論會(huì)。

當(dāng)施羅德用雙語(yǔ)向Skype觀眾毫不畏懼地表演著“羅密歐與朱麗葉”中的臺(tái)詞，然后用英語(yǔ)探討該劇在中英文化的解讀時(shí)，這對(duì)于新學(xué)道，是一個(gè)無(wú)比自豪的時(shí)刻。

最后，我想說(shuō)說(shuō)施羅德教育中的國(guó)際元素。

他帶來(lái)學(xué)校的，是一顆開(kāi)放的心，既想融入近在眼前的中國(guó)，又想了解遠(yuǎn)在天邊的全世界。

在我們的國(guó)際文化課上，他是明星學(xué)生，從美國(guó)土著文化，到美國(guó)總統(tǒng)的杰出成就，他都侃侃而談，呈現(xiàn)給我們深刻而豐富的報(bào)告。

這門(mén)課為高中A Level全球視野和世界歷史課程做了完美的準(zhǔn)備。

這些預(yù)修課程體現(xiàn)出的教育哲學(xué)是：只學(xué)習(xí)客觀事實(shí)是不夠的，而是要通過(guò)解讀與辯論這樣的辯證過(guò)程來(lái)獲得真相和貫通。

換句話說(shuō)，新學(xué)道已經(jīng)將他那開(kāi)放的頭腦培養(yǎng)成了一個(gè)具有批判性思維、熱愛(ài)提出問(wèn)題的頭腦，這樣的頭腦不僅可以對(duì)世界提出機(jī)智的問(wèn)題，還武裝了尋找答案的有力的方法。

所以，當(dāng)您看到施羅德帶領(lǐng)學(xué)校辯論隊(duì)參加國(guó)際比賽，也就不奇怪了。

豐富多樣的新學(xué)道教育，為他申請(qǐng)去加拿大最好的大學(xué)學(xué)習(xí)國(guó)際關(guān)系提供了平臺(tái)。

在他的申請(qǐng)中，核心的一部分是個(gè)人陳述。

在此我想對(duì)他的個(gè)人陳述說(shuō)一點(diǎn)看法。

我們所有學(xué)生均參加了學(xué)校的“社團(tuán)與領(lǐng)導(dǎo)力”項(xiàng)目。

施羅德也曾和團(tuán)隊(duì)一起去山西農(nóng)村支教。

在那里，他十分投入，一邊幫助孩子們學(xué)習(xí)，一邊努力去體會(huì)當(dāng)?shù)亟逃缪莸慕巧痛嬖诘膯?wèn)題。

在他的個(gè)人陳述中，他對(duì)教育這個(gè)復(fù)雜的話題從地方、國(guó)家和世界的角度進(jìn)行了深入闡述，展現(xiàn)了他獨(dú)到的知識(shí)和理解。

更重要的是，他還以無(wú)比謙遜和自我批評(píng)的方式，描述了自己學(xué)業(yè)上的不足，以及純粹的想要用大學(xué)知識(shí)來(lái)糾正和提高自己的愿望。

我相信，施羅德就是新學(xué)道教育核心和靈魂的代表。

接下來(lái)的大學(xué)生活，我們將繼續(xù)共同努力，使這個(gè)來(lái)到我們學(xué)校的青年才子，發(fā)揮出他完全的潛力。

來(lái)自全球視野、歷史外教Mr.Cunliffe老師：

我叫Cunliffe，是Andy(施羅德)的A Level歷史和全球視野課老師。

歷史尤其需要學(xué)生對(duì)過(guò)去的事件具有豐富的知識(shí)。

我教給Andy的技能使他在這些科目上取得了優(yōu)異的成績(jī)。

寫(xiě)作技能

兩門(mén)科目均要求學(xué)生用學(xué)術(shù)英語(yǔ)進(jìn)行論證。

Andy的英語(yǔ)非常好，為A Level課程的成功奠定了重要的基礎(chǔ)。

在給Andy上課的過(guò)程中，我著重培養(yǎng)他以下幾方面的寫(xiě)作技能：

論證；

用清晰的脈絡(luò)解釋復(fù)雜的信息；

設(shè)計(jì)合理的結(jié)構(gòu)，使其可用于不同類型的論文；

在A2學(xué)習(xí)階段，學(xué)習(xí)主題和史料編撰式寫(xiě)作方法

提升Andy的寫(xiě)作水平最有效的方法是一對(duì)一的個(gè)性指導(dǎo)。

這種方法很費(fèi)時(shí)，但對(duì)于拓展和挑戰(zhàn)學(xué)生的水平非常有必要。

分析了以往考生的范例和評(píng)分標(biāo)準(zhǔn)后，我對(duì)考試要求有了清晰的了解，然后開(kāi)始了對(duì)Andy的一對(duì)一指導(dǎo)。

根據(jù)AS和A2階段以及大學(xué)階段的寫(xiě)作要求的理解，我采取了一些方法來(lái)提升他的寫(xiě)作。

每次輔導(dǎo)后我都更加明確他有待提高的方面，于是每次作業(yè)我都會(huì)側(cè)重培養(yǎng)這個(gè)方面的能力。

我會(huì)先判他的作業(yè)，然后安排時(shí)間和他一起講評(píng)，分析他做哪些改進(jìn)來(lái)提分，著重講解有待提高的方面，下次要交上不同的作業(yè)。

思維技能

除了費(fèi)時(shí)，一對(duì)一指導(dǎo)的另一個(gè)缺點(diǎn)，是學(xué)生會(huì)變得依賴，可能得完全靠我告訴他如何答題。

Andy取得好成績(jī)是因?yàn)樗呀?jīng)培養(yǎng)了對(duì)學(xué)術(shù)研究進(jìn)行批判思考的技能。

這種技能的培養(yǎng)，主要通過(guò)學(xué)寫(xiě)學(xué)術(shù)論文的方法實(shí)現(xiàn)。

課程進(jìn)行到哪，相關(guān)的真題論文就布置給他。

此時(shí)，學(xué)生需要在黑板上寫(xiě)出論文的大綱，我就在旁邊指導(dǎo)。

根據(jù)我個(gè)人的了解和評(píng)分標(biāo)準(zhǔn)，已經(jīng)形成了固定的論文撰寫(xiě)結(jié)構(gòu)。

我給予了他一些空間，有助于他找到屬于自己的問(wèn)題解決方法，同時(shí)我也給予了最小限度地幫助來(lái)讓他做出正確的思考。

我只需要給他一些適當(dāng)?shù)囊庖?jiàn)，他就會(huì)努力去思考，深入地、批判性地、和有主題性的制定一個(gè)他自己的計(jì)劃。

慢慢地，他需要的幫助會(huì)越來(lái)越少，因?yàn)樗呀?jīng)具備了這樣的能力，即沒(méi)有給定的大綱，也可以獨(dú)立構(gòu)思出越來(lái)越多的內(nèi)容。

來(lái)自科學(xué)外教Mr.Hartley老師：

我給Andy上了兩年A Level生物課。

第一年，他學(xué)了AS內(nèi)容，使用劍橋國(guó)際考試中心（CIE）提供的教材和素材，一周四次課，每次一小時(shí)。

實(shí)驗(yàn)課幫助他掌握了專業(yè)科學(xué)工作者使用的操作技巧。

隨著學(xué)校繼續(xù)引進(jìn)實(shí)驗(yàn)室設(shè)施，會(huì)有更多的實(shí)操課。

Andy也做了一些具體的考試練習(xí)。

第一年結(jié)束時(shí)，Andy要做一個(gè)實(shí)地勘察項(xiàng)目，包括數(shù)據(jù)統(tǒng)計(jì)和分析。

第二年，Andy學(xué)習(xí)了A2內(nèi)容，為最終的A Level考試準(zhǔn)備。

課外我也給予了Andy一些輔導(dǎo)，他一直都非常熱情地與我討論生物。

From headmaster Mr.Nash,

It has been a privilege to guide Shi Lou De through 5 years of the Xinxuedao Education system and observe how we have been able to transform him from being an enthusiastic but naive boy into an intelligent and articulate young man ready for admission to an international university. It has been an extraordinary educational journey.

Of course Shi Luo De supplied the raw materials of that journey but our team of teachers and the Xinxuedao educational philosophy have made the journey possible. Let us take the example of learning English. Of course a high standard of written and spoken English is the foundation of international study in an English speaking country.

Over five years with Xinxuedao Shi Luo De has progressed to near native speaker standard with an IELTS 7.0. His contribution to the learning partnership is a quality of fearlessness in learning a new language.

Anxiety is probably the single biggest barrier to learning and performing highly in a foreign language. Shi Luo De has leapt over this barrier with confidence and elegance. However he has been able to do this because of the Xinxuedao pedagogy of providing access to qualified and experienced foreign teachers, specifically from the UK.

The Xinxuedao approach is not just to provide English lessons with such teachers, isolated amongst an otherwise entirely Chinese curriculum. This would be far too limiting for a mind like Shi Luo De’s. No, the Xinxuedao method is to provide in a miniature a model of our modern global world where English and Chinese jointly and in co-operation are shaping new cultures and new understandings.

The everyday reality of this is that Shi Luo De has had countless opportunities over the last five years to develop his articulacy in both Chinese and English in Socratic dialogue with the best teachers Xinxuedao can source in an integrated learning environment.

The second aspect of this education journey I would like to focus on is creativity and expression. Again Shi Luo De has supplied the raw ingredients of an open mind that is looking for ways to express his excitement about ideas. But Xinxuedao recognises that without discipline and self-discipline creativity is an unpredictable energy.

Shi Luo De, like all of our students, has been through the training of Shufa (Caligraphy) and Wushu (Martial arts). These are profoundly creative arts, but through experiencing not just the practice but the meaning of these arts, our students learn to control and focus their creative energies. As it is with forming a character in calligraphy, so it is with writing an A Level History essay.

The successful student must be able to focus, to clarify what is necessary, to eliminate what is extraneous and to express a response with confidence and elegance. With the guidance of his foreign teacher mentors, Shi Luo De has progressed from being able to organise ideas in written English, to being able to express sophisticated ideas with subtlety and nuance, the finest strokes of the calligrapher’s pen that are the marks of mastery.

In his creative growth Shi Luo De has also benefitted from the engagement with Literature which Xinxuedao has provided for him. His mind has been opened by teachers who can parallel Charles Dickens and Lu Xun. In 2016 he worked with an English graduate, Mr Morton, from East Anglia University in the UK which is famous for its study of Literature and Creative Arts.

Together they directed a performance of ‘A Christmas Carol’, the famous story by Charles Dickens where Shi Luo De was able to combine improving his self- expression by taking on a leading role in the play, with learning the skills of a theatre producer and director, how to convey the story’s inner heart to an audience.

This was taken to an international level when Mr Morton supported Shi Luo De to participate in an international Shakespeare symposium, organised by a Shakespearean society in the UK. It was a proud moment for Xinxuedao when Shi Luo De was able to perform lines from ‘Romeo and Juliet’ fearlessly in English and Chinese to a Skype audience in the UK, followed by a discussion in English about interpretations of the play in Chinese and English cultures.

And finally I would like to turn to that international element in Shi Luo De’s education. To the partnership the young Shi Luo De brought an open mind that wanted to learn about both his immediate world in China and the global wider world.

He was the star student in lesson after lesson on our International Culture course, giving thoughtful, well informed presentations on everything from Native American culture to the achievements of leading American presidents. This course was the perfect preparation for progression to our High School A Level courses in Global Perspectives and World History.

At the heart of both of these advanced courses is the educational philosophy that the learning of facts is not enough, but that truth and understanding emerge from a dialectical process of interpretation and debate. In other words Xinxuedao has transformed that open mind into an enquiringly mind, able to ask intelligent questions about the world and equipped with a powerful methodology for finding answers. It will not surprise you then to hear that Shi Luo De has very ably led the school debating team in international competitions.

This rich and varied Xinxuedao education was the platform for his application to study International Relations at the best universities in Canada. At the heart of his application was his Personal Statement, and I would like to conclude by reflecting on an aspect of that statement. All of our students take part in service to the people through our Community and Leadership scheme at the school.

Shi Luo De was part of a team who went to support the education of a rural school in Shanxi. He devoted his time there both to helping the students and trying to understand the role and problems of education in this part of China.

In the Personal Statement he displayed great knowledge and understanding of the complex local, national and international issues around this topic, but more importantly an extraordinary humility and self-criticism in describing his own intellectual failures and his simple devotion to using his university study to improve and correct himself. In this I believe Shi Luo De is an ambassador for the heart and soul of Xinxuedao education.

In his university years to come we will continue to work together to bring the youthful talents which he brought to our school to their full potential.

From Mr.Cunliffe,

My name is Mr Cunliffe and I teach Andy A-level History and Global Perspectives. History in particular requires students to have a lot of knowledge about the past. However, it is the skills that I have given Andy that have allowed him to excel in these subjects.

Writing skills

Both subjects require students to be able to argue in an academic way. Andy’s English was already fairly strong and it was an essential foundation for A level success. During my time teaching Andy, I have worked to develop the following aspects of his writing:

Writing to argue;

Explaining complex information in a clear manner;

Structuring his writing to fit many different types of essays;

At A2 level, writing in thematic and historiographical styles.

The most effective way that I have developed Andy’s writing is through personalised feedback on a 1-1 basis. This can be very time consuming but also necessary for stretching and challenging students. I begin the process by having a very clear idea of the exam requirements through analysing example candidate responses and mark schemes.

I use my knowledge of how students need to write at AS, A2 and at University level to decide which steps need to be taken to advance his writing to the next level. Then, I look for the main area for improvement each time – focussing on one aspect at a time every time I set essay homework.

I mark the work and then I make the time to read through Andy’s work with him, offering personal guidance on how to improve his writing generally to gain marks, but focussing on that one aspect that I want him to do differently next time. This process is repeated several times each term.

Thinking skills

As well as being very time consuming the other problem with this method is that students can become reliant on me to tell them how to answer any questions. Andy has achieved success because he has also developed his thinking skills that allow him to think critically about academic study. The main method of developing these skills is through planning academic essays.

An area of the course is taught and a past exam essay set on this topic. Then, my students need to plan their answers on the board, under my supervision. I already have my set structure of how I would answer the essay, taken from my own knowledge and the mark scheme. I allow Andy some freedom to answer things in his own way— but I only give him the smallest amount of help that he needs to get it right.

He is allowed to struggle and is made to think deeply, critically and thematically with only just enough guidance to make him create the plan. Over time, less and less help is needed because Andy has developed the skills because he was not given the plan, he had to create more and more of it himself every time.

From Mr.Hartley，

Andy was taught A-level biology over two years. He studied the AS content during the first year where he was taught using the CIE coursebook and CIE teaching support materials which were delivered in four 1-hour classes per week. Wherever possible, practical laboratory classes helped Andy develop techniques used by professional scientists.

As the school continues to build the laboratory facilities practical classes will become more frequent. Andy was also given specific exam preparation. The end of the first year finished with a large field-work project with data handling and statistical analysis. During the second year, Andy was taught the A2 content to prepare him for his final A-level exams. Throughout his two years Andy was offered tutor time outside of classes, and in fact, Andy was always very enthusiastic about discussing his biology studies.