Among the many clubs that St. Lawrence College pupils can choose from, we are especially proud of the following:

Greek Drama Club

Pupils of all nationalities and from all school years are encouraged to join this club, which meets twice weekly, on Tuesdays and Thursdays during break times.

The aim of the Greek Drama Club is to present something innovative for Greek National Celebrations, something of interest, but always related to that particular period in history. This usually includes a short play, Greek dances and songs.

Environmental Club

The Environmental Club meets once a week, usually on Fridays, and is open to all pupils in the senior school.

The aim of the club is to promote and raise awareness and understanding of environmental issues, to instil a sense of responsibility and personal commitment to protect and preserve the environment and to encourage pupils to learn more about some of the most important issues facing the world today –i.e. the benefits of recycling at home, endangered species, pollution, deforestation, and the fragility of the rainforests.

Another important objective of the club is also to give support to Greek environmental organisations, such as Arktouros and the Turtle Rescue Centre, by arranging visits and holding fundraising events.

Greek Support Club

The Greek Support Club aims to offer help to those who encounter difficulties with their Greek language skills. The club is open to native and non-native speakers alike, as well as to pupils from all years. It meets every Thursday at lunch time but participating pupils are encouraged to go and seek help any time they deem it necessary.

Yearbook Club

• The Yearbook that is produced each year is a highly prized possession for every pupil and continues to give those pupils great joy long after they leave our school. For that reason, it is important that the Yearbook is produced to the highest of standards – and that is the job of the Yearbook Club. This club is open to pupils from all years, but it is usually senior members of the school body who are the most productive in it.
• The aim of the Yearbook Club is for members to:
• Proof read yearbook pages which are being put together and critically assess them for necessary changes.
• Gather information/interview graduating pupils for the graduate page.
• Get assignments from departments or year groups to be used as resources.
• Promote regular contact with subject teachers so that club members keep abreast of events.
• Categorize resources gathered by grade, department or theme.
• Write text to go with the photographs that are to be used in the yearbook.
• Offer new ideas for the yearbook.
• Act as photographers if they wish and take photos of sporting events/other events for potential use.

Meetings happen about once per month, so that members can check on their combined progress and arrange new assignments. They usually take place during lunch break, however senior pupils often meet whenever they have free time during the day.

St. Lawrence College is proud to deliver The Duke of Edinburgh’s International Award

The Award

The Duke of Edinburgh’s International Award is the world’s leading youth achievement award, bringing together practical experiences and useful skills to equip young people for life. Since it was founded, in 1956, by His Royal Highness The Duke of Edinburgh (husband to Queen Elizabeth II of the United Kingdom), over eight million young people have participated in the Award in over 140 countries and territories. Schools, colleges, universities, employers, social clubs, youth organisations such as the Scouts, Girl Scouts and Girl Guides, young offenders’ institutions, religious organisations, sports clubs and more all run the Award.

...the world’s leading youth achievement award...

St. Lawrence College has a long history of offering the International Award to young people aged 15 to 18 and the numbers of pupils involved has grown steadily over the years, making it one of our most popular activities.

What is involved?

The Award is voluntary, non-competitive, enjoyable and balanced, and requires effort over time. There are two levels of the Award at our school: Bronze and Silver.

The Bronze Award

The Bronze award is open to Year 10 pupils and its club meets once a week after school, from 3.30 to 4.30 pm. For the Bronze award, children are expected to undertake four adventurous expeditions –to Mt. Parnitha, Mt. Hymettos, Mt. Helikonas (with overnight camping) and Kea Island (with overnight camping).

The Silver Award

The Silver Award is open to pupils from Year 11 and above, who meet occasionally during school lunchtimes and more frequently prior to expeditions. For the Silver Award, children are expected to undertake two treks –to Mt. Menalo and Mt. Parnassos (3 days and 2 nights each).

Young people design their own Award programme, set their own goals and record their own progress. They must complete voluntary work, commit to physical recreation, learn a new skill and go on an expedition. During the expedition, they are only competing against themselves by challenging their own beliefs about what they can achieve.

More information on The Duke of Edinburgh’s International Award can be found at www.intaward.org.

Back in May and June 2024 just under 250 pupils sat public examinations at our school and this week has seen the results of these IGCSEs, AS-Levels and A-Levels released. A record-breaking 1,176 separate qualifications were sat for by our pupils, and although 64 pupils will need to hang on until later in August for their GCSE Greek results, the vast majority of grades are now known, making it possible to celebrate the achievements of our pupils.

IGCSEs

Exactly 100 pupils sat for 731 GCSE/IGCSE qualifications. Of those, 29% resulted in an A* (“A-star”) and 49%, resulted in an A* or A grade. These percentages are well up on last year’s 20% and 42% respectively. Pupils whose performances stood out included Mainta Kourounlian who attained an A* in every subject, scoring 9A* in total; Leonidas Drongitis, Alexandra Mavromichali, Petra Todd and Jiayu Zhu who each achieved 8A* among their exams, while Mohamed Abdel Fattah, Sofia Tzagkaraki-Kaseta, Nga Sim Kimberly Wang and Xuefei Zhang each attained 7A*s among the IGCSEs they sat for.

AS-Levels

Year 12 pupils sat their AS-Levels, where the highest possible grade is A (there is no A*) and where the AS-Levels are, essentially, the first half of what will become a full A-Level following Year 13. A grand total of 273 AS-Level qualifications were sat, with 44% resulting in an A grade, and 77% achieving in at least a C grade. This is up from last year’s 36% and 71% respectively. Pupils who achieved exceptional grades included Despoina Salachas (5A), Nicholas Lempidakis (4A1B) and Penelope Farmakidi, Theodora Farmakidi, Gerasimos Kazianis, Jiachin Lin, Andres Van Meek, Yifei Wang Konstantinos Zafeirakis and Marita Katsouridis all of whom achieved 4A.

A-Levels and Universities

At A-Level, where 202 qualifications were sat for in total, grades are vitally important as many pupils’ acceptance into their chosen university was dependant on the outcome of their A-Levels. The proportion of A-Level grades that were A* was 22% this year. This is up from last year’s 16% and is, in fact, the equal highest in our school’s history, barring the COVID years when exams were cancelled, and grades were awarded by school assessment. The proportion of A-Levels awarded A* or A was 41%, down from last year’s 45%, and the proportion in the A*-C range was 77%, slightly down on last year’s 81%.

Individual stories of excellence from some of our pupils include Dimitris Grigoropoulos, Yun Li, and Ziqing Qian who each scored 4A*, Paris Larios and Yuhan Chen who each scored 3A*1A, Sofya Semenova (3A*) and Kristian Nersesian (3A*). Most remarkable of all was Huijie Su, who secured an amazing 5A*s, and who scored 100% on nearly all her exams this year.

The UK remains the most popular destination for higher education among our school leavers, and this year we see our graduates starting degree courses at UK universities including Oxford, Cambridge, Imperial College London, King’s College London, University College London (UCL), City, Warwick, Lancaster, Southampton, Leeds, Exeter and Bath.

Beyond the UK we have school leavers beginning degree courses at such institutions as diverse and widespread as Rhode Island School of Design, USA; Milan University for Modern Languages, Italy; EU Business School, Barcelona, Spain; Utrecht University, The Netherlands, Georgetown University, Washington DC, USA; and The Moscow Institute of International Relations in Russia.

School reaction

Headmaster Phil Holden commented “These wonderful results, and the fact that so many excellent young people are leaving our school to begin the next chapter of their education in such a variety of locations, is a testament to the hard work of pupils and staff at St. Lawrence College. I congratulate our school leavers and thank the teachers throughout the school, the staff of St. Lawrence College, and the parents of our pupils for a collective achievement which we can all be proud of”.  

At St. Lawrence College we recognise the power of drama as an educational tool for children of all ages.

Drama provokes imagination, exercises powers of expression and supports the emotional maturity of a child. Self-control, interpretation and teamwork are also among the many skills enhanced by the process of a successful drama production. Above all, drama at St. Lawrence College offers tremendous fun for pupils, creating an outlet for energy and both physical and cerebral creativity along the way.

The highly popular drama club in the Senior School works towards an annual production while taking time to explore theatrical and dramatic technique and practice throughout the year. A considerable number of pupils are encouraged to learn more about themselves through performance while others derive their sense of accomplishment by working backstage on props, lighting, sound and set design.

Recent productions, including Shakespeare’s “Romeo and Juliet” and Samuel Beckett’s “Waiting for Godot”, both performed in our purpose-built Cultural Hall, earned rave reviews. Most importantly, though, hundreds of pupils have matured thanks to those experiences and will never forget being a part of such memorable performances.

Come and join us! 

The MUN Club meets once a week at lunchtime throughout the year and welcomes pupils of Year 8 and above.

The aim of the Club is the participation in organised and official MUN events. The Club is informal but instructive in its style and content, teaching children, year after year, about the work of the UN, current world affairs and the world of diplomacy. Simultaneously, pupils develop their skills of research, teamwork, public speaking and listening.

...pupils develop their skills of research, teamwork, public speaking and listening.

Children are encouraged to conduct online research in order to locate information related to the topics of their chosen committees. They are also expected to prepare resolutions that must be presented to the committees afterwards.

The MUN Club activities help children acquire knowledge and develop critical thinking that will prove valuable to them both within and beyond the classroom. They also help pupils understand the specifics of planning and strategy and teach them how they can persuade others by using arguments as well as existing laws and treaties.

The MUN experience ensures that children understand, appreciate and respect the differences between people of various nations and encourages them to start building friendships that can last a lifetime. What’s more, it helps pupils develop team work as well as strategic skills, gain confidence around speaking and presenting arguments in front of an audience and gives them a different perspective and direction by opening new frontiers for them, both inside and outside school.

Since it is open to all pupils from Year 8 and above, the MUN Club gives children of different ages the chance to work together by helping each other and exchanging experiences and knowledge towards a common goal.

The main aim of the Forensics Club is to train pupils in the skills of public speaking and in investigating the spoken and written word in many of its forms. Practices take place during lunchtime on weekdays as well as on Saturdays in the run up to competitions. The club is open to all pupils of the senior school. The team, which represents St. Lawrence College at the annual Panhellenic Forensics Association Tournament, is chosen through try-outs.

The Panhellenic Forensics Tournament is a four-day tournament, where 18-22 schools with over 400 participants regularly take part. Participants compete in a number of events:

• Oral Interpretation of Literature (comic or dramatic)
• Duet Acting (comic or dramatic)
• Impromptu Speaking
• Original Oratory
• Group Discussion
• Debate                

St. Lawrence College has been participating, with great success, in the Panhellenic Forensics Association Tournament for the last 15 years, with a large number of pupils reaching the finals and achieving firsts in all the events. We have also consistently ranked in the top three schools in Greece and have won the Debate Cup several times. Overall, Forensics is one of the most vibrant and stimulating clubs in the school, with a reputation for ongoing excellence.

There are other competitions, tournaments and events that happen during the year both between schools and within our school. Many of these are specifically aimed at younger members of the Forensics and debate club. Above all, this active, vibrant community of performers and debaters develops key skills through an exciting and stimulating experience. Come along and find out!

Why debate?

Debating is the ability to present a constructive argument, regardless of personal opinion, either for or against on various topical issues: moral, legal or political. Teams have between fifteen minutes and several weeks to prepare their speeches, depending on the type of competition. In order to succeed, debaters must be able to think on their feet and carry out in depth research, as well as work closely with the rest of their team. Debating also develops the ability to speak with confidence in front of large audiences.
To be able to construct and then present arguments with poise and confidence is a skill that is highly prized both at university and beyond. To quote one of our former debaters, who was recruited by a major UK bank, “I just can't believe how useful debate has been in my (very brief) professional life; for example, during a recent presentation skills training seminar, there was not one single piece of advice I heard during the entire time that I hadn't already heard at least fifty times during debate practice”.

Debating at St. Lawrence College

The main focus of the year is the Panhellenic Forensics Association Tournament which is held each spring. In recent times, we have been the most successful school in this national competition, being crowned champions no less than seven times. We are also the only school in Greece to have had at least one team qualify for the quarter finals, every year we have entered. We have had teams in at least the semi-finals every year since 2010 and in 2017 won the tournament for an unprecedented third year in a row.
Debating at St. Lawrence College is not only for the senior pupils. Every summer term there is a junior competition which is open to all Year 7, 8 and 9 pupils, regardless of experience. We also enter the International Competition for Young Debaters and have seen several of our pupils qualify for the finals, which are held at the Oxford or Cambridge Union Societies.

Every winter, the debate club holds the annual Speakathon, where we invite the rest of the school to miss lessons and come along to watch debates all day long. It is an excellent opportunity for pupils who do not have any debating experience to make floor speeches and test themselves against the skills of more proficient debaters. We are also proud to have seen many of our debaters represent Greece at the World Schools Debate Championships, in which Greece has a fantastic record.

Debating at St. Lawrence College forms one of the most vibrant and stimulating clubs, with a reputation for excellence. The Debating blog can be found here.

Roll of Honour

Panhellenic Forensics Tournament

1999: Michael Pantazis & Panos Spiliotis – Champions
2004: George Kanellos & Dimitris Samouris – Runners Up
2006: Pantellis Diplas, George Kanellos & Natasha Theodosiou – Runners Up
2007: Pantellis Diplas, Elena Georgantzis & Andrew Theodosiou - Champions
2008: Suny Coscione, Elena Georgantzis & Andrew Theodosiou - Champions
2011: Nick Moschopoulos, Amy Naughton-Rumbo & Angelos Palivos – Champions
2012: Nick Moschopoulos, Amy Naughton-Rumbo & Angelos Palivos – Runners Up
2015: Johnny Palivos, Aris Papadimitriou, Arietta Valmas – Champions
2016: Nicholas Short, Melina Spanoudis, Rosie Vorri – Champions
2017: Achilleas Papadimitriou, Nicholas Short, Rosie Vorri - Champions

St. Lawrence Pupils who have been selected to represent Greece at the World Schools Championships

Anna Bogdanova (2005)                     
Alexis Diplas (2010)    
Pantellis Diplas (2007)              
Elena Georgantzis (2007, 2008)          
Alexandra Hill (2002, 2004*)              
George Kanellos (2005, 2006)   
Despina Karvounis (2013, 2014)         
Amy Naughton-Rumbo (2013)              
Angelos Palivos (2012, 2013)    
Michael Pantazis (2000, 2001)  
Dimitris Samouris (2003, 2004, 2005)
Panos Spiliotis (2000, 2001)    
Natasha Theodosiou (2006)                 
Arietta Valmas (2014,2015)             
Alex Vaos (2005)
Rosie Vorri (2016, 2017)

*represented England

Extra-curricular sports at St. Lawrence College are divided into two categories:

One includes all the senior school teams, which represent the school in all the interschool tournaments taking place amongst international schools of Greece, and the second includes all the sports clubs.

Most of the senior school sports clubs take place after a typical school day is over and offer an opportunity for all pupils to participate in a number of sports activities, exercise, socialize and advance their skills in the sports of their choice.

Senior school teams

• Volleyball
• Basketball
• Soccer
• Tennis

Volleyball
Four teams are represented, depending on age and gender.

• Girls under-16 team
• Girls over-16 team
• Boys under-16 team
• Boys over-16 team

Teams meet during lunch breaks, twice a week, throughout the year. They are open to all pupils in the senior school by selection following tryouts, which take place during the last two weeks of September. Teams regularly participate in interschool tournaments; every team gets to participate in one tournament.

Through the teams, pupils learn the rules and techniques of volleyball, develop discipline, sportsmanship, ethos, respect for each other, team work and patience. They also benefit from occasional visits from top volleyball players, who come to school to share experiences and inspire talented members of the teams.

Basketball
Four teams are represented, depending on age and gender.

• Girls under-16 team
• Girls over-16 team
• Boys under-16 team
• Boys over 16-team

Teams meet during lunch breaks, twice a week, throughout the year. They are open to all pupils in the senior school, by selection following tryouts, which take place during the first two weeks of January. Teams regularly participate in interschool tournaments; every team gets to participate in one tournament.

Through the teams, pupils get to learn the rules and techniques of basketball, develop discipline, sportsmanship, ethos, respect for each other, team work and patience. They also benefit from occasional visits from top basketball players, who come to school to share experiences and inspire talented members of the teams.

Football
Six teams are represented, depending on the age and the gender.

• Girls under-14 team
• Girls under-16 team
• Girls over-16 team
• Boys under-14 team
• Boys under-16 team
• Boys over-16 team

Teams meet during lunch breaks, twice a week, throughout the year. They are open to all pupils in the senior school, by selection following tryouts, which take place the last two weeks of September for all the under and over-16 teams and on the first week of January for the under-14 teams. Teams regularly participate in interschool tournaments; every team gets to participate in one tournament.

Through the teams, pupils get to learn the rules and techniques of football, develop discipline, sportsmanship, ethos, respect for each other, team work and patience. They also benefit from occasional visits from top football players, who come to school to share experiences and inspire talented members of the teams.

Tennis
Four teams are represented, depending on the age and the gender.

• Girls under-14 team
• Girls under-16 team
• Boys under-14 team
• Boys under-16 team

Teams meet during lunch breaks, twice a week, throughout the year. They are open to all pupils in the senior school, by selection following tryouts, which take place the first two weeks of April. Teams regularly participate in interschool tournaments; every team gets to participate in one tournament.

Through the teams, pupils get to learn the rules and techniques of tennis, develop discipline, sportsmanship, ethos, respect for each other, team work and patience. They also benefit from occasional visits from top tennis players, who come to school to share experiences and inspire talented members of the teams.

Senior school clubs
The clubs offered are as follows:

• Rugby
• Basketball
• Soccer
• Swimming
• Tennis
• Table tennis

Rugby
The club meets once a week, after school, throughout the year. It is open to all pupils in the senior school and participates in occasional matches against other schools.

Pupils get to learn the rules and techniques of rugby, as well as developing characteristics such as integrity, passion, solidarity, discipline and respect, while practicing Tag Rugby, Rugby Sevens and Rugby Union.

The club is suitable for beginners and pupils who have played rugby to a good standard.

Basketball
The club meets once a week, after school, throughout the year. It is open to all pupils in the senior school and participates in occasional matches against other schools.

Pupils get to learn the rules and techniques of basketball and advance their skills at the game.

The club is suitable for beginners and pupils who have already played to a good standard.

Soccer
The club meets once a week, after school, throughout the year. It is open to all pupils in the senior school and participates in occasional matches against other schools.

Pupils get to learn the rules and techniques of soccer and advance their skills at the game.

The club is suitable for beginners and pupils who have already played to a good standard.

Swimming
The club meets once a week, after school. It is open to all pupils in the senior school and participates in occasional matches against other schools, as well as in internal school competitions according to the year group of the pupil.

Pupils get to learn the techniques of all swimming styles and advance their skills, while also improving their stamina and strengthening both their upper and lower body. The club is suitable for beginners and pupils who have already been swimming to a good standard. Pupils are streamed in groups according to their swimming level.

Tennis
The club meets once a week, after school, throughout the year. It is open to all pupils in the senior school and participates in occasional matches against other schools or clubs.

Pupils get to learn the rules and techniques of tennis and advance their skills at the game.

The club is suitable for beginners and pupils who have already played to a good standard.

Table tennis
The club meets twice a week, during lunchtime, throughout the year. It is open to all pupils in the senior school and participates in internal school competitions, according to key stage, as well as in occasional matches against other schools.

Pupils get to learn the rules and techniques of table tennis and advance their skills at the game. They also benefit from occasional visits from top table tennis players, who come to school to share experiences and inspire talented members of the teams.

The club is suitable for beginners and pupils who have already played to a good standard.

School would be a very dull place if all that ever happened there was classroom education.

At St. Lawrence College we recognise that learning can and does happen at all times and not just in the classroom. That’s why we encourage our pupils to develop interests and skills across the wide range of activities that are made available to them at lunchtimes and in the afternoons.

Activities available include extra sports activities such as swimming, football, basketball, volleyball, rugby and tennis and also drama, music, debate, forensics, Model United Nations, charity work, environmental work, chess, and even philosophy discussion.

Whether the activities a pupil chooses are competitive or not, whether they represent a new challenge or serve to strengthen a skill the pupil already possesses, they all help in the development of self-confidence, while providing an opportunity to make new friends across year groups and, above all, to have great fun!

The EAL is a language support department for new pupils from all over the world, whose English needs to be brought up to the level required to follow classes in our British curriculum successfully. It offers a safe, nurturing, multinational environment that helps newcomers settle into the school programme and improve their English, so that they are adequately equipped to follow regular classes whatever their year group. The EAL department caters for pupils with English of any level from beginners to intermediate.

Depending on their level of English, new pupils start by spending up to 26 periods a week following an intensive English language course, which covers all skills – reading, writing, listening, speaking. These periods are gradually reduced and replaced by different subjects that are added to the pupil’s timetable as their level of English improves.

...offers a safe, nurturing, multinational environment...

As a basis for the intensive course, we use a well-tested course book, which is supplemented by extra vocabulary, grammar, speaking and discussion and other language-learning activities – anything goes, really, as long as it helps improve everyone’s English!

The department also has a lending library of graded readers, whose aim is to aid acquisition of language outside of school in an enjoyable way. Support in other subjects, such as History, Geography and Science, is also provided, especially in terms of vocabulary.

The EAL Department plays an important pastoral role, as its teachers are in a position to oversee the pupils’ progress in all areas and intervene when necessary, to ensure that every pupil is being encouraged, rather than discouraged, by the level of challenge they are exposed to.

The EAL department can also offer continued support in the form of “Extra English” whenever an additional language (French / Spanish / Chinese) is deemed an excessive demand for a pupil still trying to master English.

We focus on supporting your child whatever their learning needs. 

Our aim is to promote an inclusive and well-rounded education throughout all levels and all facets of school life and beyond. That’s why we make it a priority for all our pupils to work in an environment that develops self-confidence and personal success.

...pupils receive a combination of class, group and individual lessons...

We place great importance on the experience of hands-on learning and make sure that our pupils receive a combination of class, group and individual lessons, in order to maximise the benefits of different teaching and peer learning methods.

As our educational philosophy is not restricted to academic learning aiming at educational qualifications, we make it our focus to provide for every child’s educational needs with flexible educational targets and the appropriate learning support during school hours. Access arrangements for internal and public examinations are provided as needed.

Our experienced Special Educational Needs Coordinator (SENCO) is there to provide support and screening tests for specific learning difficulties, and to refer students for a formal diagnostic assessment when necessary, while also liaising with external specialists for a better understanding of one’s individual requirements.

Guided by the needs of our pupils’ families and with the children’s best interests in mind, we are always here to listen and advise on follow-up support at home. We actively encourage parents’ involvement throughout our pupils’ learning experience in order to ensure a happy and productive school life for all children and families alike.

Homework is an important part of the educational process at St. Lawrence College, serving the goal of complementing schoolwork covered in the day while also facilitating the academic and personal development of our pupils.

Why
Specifically, the purpose of homework is:

• To consolidate knowledge and reinforce understanding
• To help pupils gain the maximum benefit from future lessons through preparation and reading
• To teach the skills of organisation and time management
• To provide an opportunity for the creative use of available knowledge
• To encourage independent thinking

What
Different types of homework tasks include:

• The creative use of knowledge in the form of a project
• A writing assignment which helps to consolidate understanding
• A task which provides further practice of skills taught in the classroom
• Revision for a test/exam
• Preparation for an oral presentation
• Reading/researching in order to prepare for a new topic

How
Parents can expect that homework assigned to their children is clearly explained, but also appropriate and suitably tailored to meet the needs and abilities of each pupil. It always has a distinct purpose and is achievable in the amount of time which has been given for it to be completed. Last but not least, every homework task is assessed and its assessment is accompanied by specific feedback, which clearly shows each pupil how to improve further.

Pupils are expected to:

• Carry a homework diary at all times in order to take responsibility for their learning by noting down homework instructions and due dates.
• Take the initiative to find out what homework has been set as soon as possible in the event of being absent from a class.
• Ensure that homework is completed on time to the best of their ability.
• Take responsibility for assigned homework by organising their after school time effectively.
• Seek clarification from their subject teacher if they feel uncertain or are facing any difficulties.

How much
While homework assignments may vary in terms of length and therefore in terms of the amount of time they require, as a general rule each year group is given the following amount of homework per day:

• Key Stage 3 (Years 7, 8 and 9): 1-2 hours
• Key Stage 4 (Years 10 and 11): 2-2 ½ hours
• Key Stage 5 (Lower and Upper Sixth): 2-3 hours

Pupils in Years 7-9 are not given homework during holidays but are encouraged to read for pleasure, research more extensively different topics on the syllabus and/or revise the work they have done, in order to consolidate their knowledge. Similarly, in the week before internal exams, homework is limited to the revision of relevant topics or tasks, which specifically practise skills needed for the exams.

Failure to deliver assigned homework without good reason will lead to action being taken by the subject teacher. This varies according to individual department policies but could include:

• Marks being deducted from late work or the work being given no mark
• A detention or, in the case of consistently late/missed homework, a Headmaster’s detention
• Parents/guardians being contacted

Pupils entering their 12th year of education have taken their IGCSEs and now start their A-Levels. Pupils begin a minimum of three subjects at A-Level, although some will take four subjects if both they and we are confident that they will cope with the additional workload.

Currently, St. Lawrence College offers thirteen subjects to full A-Level. Due to the heavy workload of an A-Level subject, and the inevitable clash of lessons on the school timetable, it is not possible to offer a completely free choice to pupils. The possible combinations we offer have evolved into a system which would allow subject combinations that enable a pupil to apply for entry to any undergraduate degree course at any UK university.

Pupils starting their GCE AS-Levels and A-Levels must pick subjects from the following choices, and cannot choose more than one subject from each option block:

1)  Mathematics/EnglishLiterature
2)  Biology/Economics/FurtherMathematics
3)  Chemistry/Politics/French/Art&Design
4)  Physics/History/Geography
5)  Greek

Pupils receive extensive support and guidance when selecting subjects. This occurs before IGCSEs are taken and following results. During Key Stage 5 pupils are guided towards meeting the expectation that they learn to develop their skills for independent learning. Recognising that this will be a key skill and expectation at higher education, pupils are encouraged to use their non-lesson periods productively for independent study. Pupils have a form tutor who counsels each pupil on the progress of their studies and on their preparation for higher education. At the end of the 12th year of school, pupils sit for their AS-Level exams in every subject that they are taking. The results of these examinations will help pupils decide whether to continue all their subjects through to full A-Level in Year 13 or whether, in the case of those pupils taking four subjects, to drop a subject after AS-Level. The application process for universities, both British and worldwide, begins at the very start of Year 13 and pupils receive extensive guidance, advice and support from their form tutor, from the Assistant Head of Key Stage 5, from the Deputy Head (Academic) and from the Headmaster.

Mocks are held in both Years 12 and 13, usually just before or just after Easter holidays, depending on the dates of Easter. Real exams start in early May and may continue through until late June. Pupils who have not performed well at IGCSE in Year 11 may be counselled that they are not yet ready for the rigours of the A-Level system. They are advised to spend their 12th and final compulsory year of education working on a specially designed programme that gives them the opportunity to raise the standard of their grades at IGCSE. This is broached on a case-by case basis.

This Key Stage is dominated by the first public examinations that a pupil takes, the IGCSE exams, which are sat at the end of Year 11. These two-year courses are selected in Year 9 after extensive discussion and guidance. Currently at St. Lawrence College, all children in Years 10 and 11 take Mathematics, English (Language and possibly Literature), Greek and Physical Education (which is not currently an IGCSE subject). Pupils also select five more subjects. This will be one subject from each of the following four groups:

1. Chemistry / Business Studies
2. Physics / Geography
3. Biology / Information Technology / Art & Design
4. French / Spanish / Business Studies / Information Technology / Art & Design
5. History / Physics / Extra English (non-IGCSE subject available to some pupils)

Note that although some subjects appear in more than one option block, is not possible to select the same subject more than once. Pupils receive continual guidance and support in order to aid their progress. They are assessed thoroughly and regularly and advised, where appropriate, as to whether they should sit for the extended or core option in specific IGCSE subjects where these options exist. Year 11 pupils sit mock examinations in March, by which time most, if not all, IGCSE syllabus content has been covered. These mocks give a clear indication of the position the pupils are in and on what areas they need to focus their final preparation as the real examinations approach.

Before pupils complete Year 11 and Key Stage 4 they receive orientation guidance and advice concerning what lies ahead. They learn about Key Stage 5 education, what A-Levels mean and the choices they might make with a view to higher education and career paths. The parents of pupils in Year 11 also receive this orientation guidance in separate sessions to their children.

Key Stage 3 is the first stage of British education that is in secondary (senior) school. For the first time in their education, a pupil will have ten specialist subject teachers across the eleven subjects that they will learn. These subjects are Mathematics, English, Greek, Science, History, Geography, Information Technology, Art & Design, Music, a third language (French or Spanish) and Physical Education (swimming, football, basketball and volleyball). Of these subjects, Mathematics, English and Greek are streamed on ability.

Pupils are carefully assessed throughout these three years of their education. This is achieved in a variety of ways through formative and summative assessment techniques with unique statistical and descriptive analytical information being communicated to parents regularly. End of year internal examinations not only provide an opportunity to assess learning that has occurred but help develop skills of examination preparation and the resilience to cope with the public examination process that is ahead of these pupils.

These three years of school are immensely important to the educational development of a child. They enter this Key Stage from primary (junior) school and leave it to start IGCSE public examination courses. This Key Stage does so much more than take a child forward in their understanding of the subject matter they are studying. It is during this Key Stage that children learn to work with a range of specialist teachers who each have a different style and slightly differing expectations of their classes. Pupils learn how to interact with and work with different adults and different sets of children. Their organisational skills develop as they learn to cope with the demands of different subjects with multiple deadlines and study skill requirements. Pupils also, of course, start to develop definite preferences for subject areas which are the first indications of where they may choose to specialise in the future.