Special Educational Needs/ Learning Support:

Every child is unique and has different learning needs.

We aspire to promote inclusive education throughout the school and cater for the needs of our students.

All teachers are teachers of SEN and differentiation is an integral part of teaching; this may involve multi-sensory and creative approaches, which facilitate an effective and productive learning environment.

We understand that we have pupils of varying skills and abilities and it is essential that we identify their additional learning needs through observations or screening. 

Some pupils require additional support to achieve their potential and reach their goals.

For some students, the additional support may be temporary, and others may require assistance on a more long term basis either through in-class support, one- to- one withdrawal or small group. 

We create individually tailored educational programmes to meet our pupils’ needs, where necessary.

We have a committed learning support team consisting of: an experienced Special Educational Needs Coordinator (SENCO), Learning Support Coordinator and learning support assistants.

We aim to provide an environment that develops self- confidence and personal success by finding what children are good at and encourage their strengths.

We listen to parents, advise accordingly and act on their concerns.

We liaise with external specialists for better understanding of our pupils’ needs.

Key Stage 2 is for children aged 7 to 11, covering Years 3 to 6. At St. Lawrence College, this stage typically has a three- or four-form entry, with class sizes of up to 24 pupils, allowing for individualised attention and meaningful teacher-pupil interaction.

Teaching is delivered through a unified curriculum that blends the Cambridge Primary Programme for core subjects with the National Curriculum for England in the foundation subjects. This broad and balanced curriculum includes History, Geography, Computing, Art and Design, Physical Education, Music, and Greek, and is structured to ensure smooth, progressive learning both within and across year groups.

As pupils progress through Key Stage 2, the curriculum naturally broadens to reflect their growing cognitive and academic development. Greek continues to be taught across the key stage, and native speakers have the opportunity to follow a Greek Language History course.

the curriculum naturally broadens to reflect their growing cognitive and academic development

A strong emphasis is placed on ongoing formative assessment to identify each child’s needs and sustain learning momentum. Strategies such as metacognitive questioning encourage pupils to reflect on their thinking. Termly summative assessments in the core curriculum enable the effective tracking of pupil progress and achievement, supporting targeted teaching and academic planning. These are complemented by weekly spelling and times tables quizzes.

In Year 6, pupils take the end-of-year attainment tests in English, Mathematics, and Science during May. Ample support and preparation ensure each pupil approaches these assessments with confidence and readiness.

Reading plays a central role across the key stage. In lower Key Stage 2, reading is closely monitored and pupils are given level-appropriate books to practise at home. Alongside this, guided reading sessions provide focused support to develop comprehension skills and reading confidence. As their fluency develops, reading becomes increasingly independent, guided by individual choice and teacher recommendations to foster a love of literature. To further nurture this enthusiasm, our Reading Challenges encourage pupils to explore a wide range of texts and celebrate their progress as growing readers.

High-quality novels are studied as part of the English curriculum, helping pupils develop comprehension skills, broaden their vocabulary, and build confidence in reading through structured class discussion and analysis.

Pupils learning English as an Additional Language (EAL) are supported with a tailored approach. While integration into mainstream lessons is based on individual readiness, EAL pupils are included in subjects such as Physical Education and Art from the outset to promote confidence and connection.

By the end of Year 6, pupils are fully prepared for the transition to secondary education. They leave Key Stage 2 as confident readers, competent mathematicians, curious scientists, and reflective learners — equipped with the resilience and academic foundation needed for success in the next stage of their education.

Key Stage 1 (Years 1 & 2)

At Key Stage 1, newly arrived pupils with little or no prior experience of English join their mainstream class straight away. They are quickly integrated into daily classroom life and exposed to English in a natural and supportive setting. Class teachers, working closely with teaching assistants, create an inclusive learning environment and adapt the curriculum using strategies specifically designed to support language development.

Young children are encouraged to interact and build friendships through structured group activities and games. These activities often involve classmates who are fluent English speakers and serve as positive role models for language use.

In addition to support within the classroom, targeted intervention sessions are provided for small groups of pupils who require more focused language development. These sessions are designed to boost key English skills in listening, speaking, reading and writing, and are delivered in a supportive environment to build confidence and communication.

they can grow in confidence and strive for their full potential.

Key Stage 2 (Years 3, 4, 5 & 6)

In Key Stage 2, pupils who have limited or no English may begin in a dedicated language support class, where they follow an intensive English programme. This support is designed to help them develop the level of academic English needed to access the full curriculum in their mainstream class.

Before joining the programme, parents are invited to a meeting to share important information about the pupil’s language background and previous education. If required, the pupil’s English level is assessed to identify their individual learning needs and determine the most suitable type of support. Full details of this process are outlined in the school's EAL policy, which explains how pupils are gradually integrated over their first months at St Lawrence College.

EAL groups are offered for both Lower Key Stage 2 (Years 3–4) and Upper Key Stage 2 (Years 5–6). These may take the form of either a full-time intensive programme or targeted sessions focused on developing skills in listening, speaking, reading and writing. Activities are closely linked to the wider curriculum, ensuring that pupils are well prepared for their transition into the mainstream classroom.

EAL pupils are encouraged to take part in mainstream lessons in subjects such as PE, art, music and computing from the start, regardless of their English proficiency. This allows them to mix with peers, develop social language and gain confidence in using English in different contexts.

As pupils become more confident and their English improves, they gradually join mainstream classes for other subjects such as maths and science. There is no fixed timetable for this transition, and no undue pressure is placed on the pupils.

In their second year at St Lawrence College, pupils who have joined mainstream classes but are still developing their English skills may continue to receive some EAL support. In such cases, it may be considered appropriate for them not to take on an additional Modern Foreign Language (MFL) (e.g., French, Spanish), so they can focus fully on strengthening their English.

An EAL classrooms provide a nurturing, safe and encouraging environment. It aims to give every child a positive learning experience and a strong foundation from which they can grow in confidence and strive for their full potential.

An EAL teacher plays a key role in helping pupils become more independent and self-assured as they adjust to their new school and life in an English-speaking environment.

(Years 1 and 2)

Key Stage 1 covers Years 1 and 2 of primary education and builds on children’s early learning by introducing a broader, more structured curriculum. At this stage, pupils begin to deepen their understanding of core subjects while developing greater independence and confidence as learners.

In Year 1, the curriculum expands to include a range of subjects delivered through engaging, topic-based learning. Alongside class teachers and teaching assistants, pupils benefit from the expertise of specialist teachers in subjects such as Music, Computing, and Greek language, which is introduced during this year. Teaching is carefully differentiated to meet the individual needs of each pupil, ensuring strong progress in literacy, numeracy, science and beyond.

Our experienced staff foster a nurturing environment that balances high academic expectations with personalised support. Teachers and teaching assistants work closely to ensure pupils are continually challenged while also receiving the encouragement and guidance they need to succeed.

a nurturing environment that balances high academic expectations with personalised support

By the end of Year 2, children have developed into capable, curious, and confident learners. They are well-prepared for the transition into Key Stage 2, equipped with a solid foundation in essential skills and the enthusiasm to embrace new challenges. Throughout their time in Key Stage 1, pupils benefit from a rich, supportive learning environment where each individual is valued and empowered to achieve their best.

At St. Lawrence College, we follow the UK’s Early Years Foundation Stage (EYFS) framework, which sets the standards for the learning, development, and care of children from birth to age five.

Our EYFS provision includes three stages:

• FS1 (Nursery): From 2 years 6 months
• FS2 (Pre-Reception): From 3 years old
• Reception: From 4 years old

We believe every child is a capable learner, and we provide a nurturing, inclusive environment where children feel secure, valued, and inspired to explore. We support each child's development at their own pace, promoting independence, confidence, and a love of learning. The diverse backgrounds of our international school community enrich the experience for all children.

We provide a nurturing, inclusive environment where children feel secure

Reception marks the final year of the EYFS and the first official year of primary education in the UK. At this stage, children begin to develop a more structured approach to learning, while still engaging in rich, play-based experiences. The curriculum balances self-initiated exploration with more formal class-based teaching. Children are introduced to phonics, early literacy, and numeracy, laying the groundwork for the academic journey they will continue in Key Stage 1.

Learning in the Early Years is rooted in four guiding principles:

1. The Unique Child – We recognise and support each child’s individual path of development, celebrating progress and self-expression.
2. Positive Relationships – Strong connections between children, staff, and families underpin learning, helping children build trust, resilience, and social skills.
3. Enabling Environments – Classrooms are welcoming, engaging spaces that encourage exploration, creativity, and discovery through play.
4. Learning and Development – Our curriculum balances child-led and adult-guided activities across seven key areas.

To ensure a well-rounded foundation, the EYFS curriculum is organised into seven interconnected areas of learning and development. These support children’s cognitive, social, emotional, and physical growth and prepare them for lifelong learning.

The Seven Areas of Learning

• Communication and Language: Building listening, understanding, and speaking skills.
• Physical Development: Encouraging movement, coordination, and healthy habits.
• Personal, Social and Emotional Development: Fostering confidence, empathy, and self-regulation.
• Literacy: Introducing phonics, reading, and early writing.
• Mathematics: Exploring numbers, shapes, patterns, and simple problem-solving.
• Understanding the World: Learning about people, places, nature, and technology.
• Expressive Arts and Design: Developing creativity through music, art, role-play, and imaginative activities.

Our dedicated Early Years team ensures smooth transitions between each stage — and particularly from Reception into Year 1 — creating a joyful, consistent learning journey. The close alignment between Reception and Key Stage 1 ensures pupils are well-prepared for the more formal academic expectations to come, while maintaining the nurturing and responsive approach that supports every child’s success.

A very warm welcome to St. Lawrence College Junior School and Nursery.  St. Lawrence College is a friendly school where we provide a happy, secure learning environment so that everyone feels valued- an excellent extension of the best home! The warmth of our staff and pupils, the strong atmosphere of camaraderie and cooperation and a nurturing environment are evident throughout the school from the moment you walk through the entrance.

At St. Lawrence College we cherish our pupils and encourage them all to develop socially, emotionally, academically and physically to achieve their full potential in every aspect of their school life.  We pride ourselves on providing a learning environment where children grow and develop in safe and supportive surroundings, becoming creative thinkers and lifelong learners. All of our children are known, appreciated and respected as individuals who leave us ready for the next stage in their education with life skills which prepare them to be future global citizens. We promote high standards whilst fostering creativity and imagination, therefore, encouraging children to be reflective and self-motivated learners.

Our curriculum is exciting and innovative, giving all pupils the opportunity to be successful, develop their skills and enjoy their learning.  We work hard to create an environment where the enjoyment of learning is fostered and nurtured, allowing pupils to feel safe and confident to participate fully. We believe that school should be fun and indeed that school days should be the best days of our lives.  Our pupils are taught that mistakes are simply learning opportunities and to always strive to do their best.

We also firmly believe in a genuine partnership between home and school and consider the relationship with parents and carers invaluable. We all want the best for our children and it is only when this partnership is thriving that children flourish in our care.

Our team of dedicated staff look forward to welcoming you to St. Lawrence College Junior School and Early Years.

Here at St. Lawrence College more than fifty nationalities are represented among our pupil body, making our school a truly global community. This rich tapestry of cultures, along with an unrivalled international school experience, allows us to translate the nuance and ethos of a traditional British school into a vibrant and modern international learning environment.

Our curriculum has a strong British foundation but is uniquely adapted to the needs of our international and multicultural student body. It is this wonderful and unique combination that makes us truly, internationally British.

Our ethos and values are woven into our curriculum as well as in every aspect of school life.

In line with these principles, St. Lawrence College holds high expectations of both staff and pupils, as we strive to achieve the highest academic standards and quality of learning. Our ethos and values are woven into our curriculum as well as in every aspect of school life.

The provision of a first class pastoral care system, a wide variety of cross-curricular activities and an explicit focus on the development of the child as a whole are all features of the British education that St. Lawrence College provides. All these go a long way towards developing and nurturing such qualities as resilience, self-confidence, adaptability, tolerance and an international way of thinking.

Our facilities provide ample opportunities for different cultures to interact and our British curriculum is enriched by multicultural exchanges. Thanks to an atmosphere of calm, discipline and respect, our pupils are bound to feel comfortable and confident in their school environment. It is this unique learning experience that allows them to develop all the necessary skills, values and attributes that are necessary for them to thrive within an increasingly fast-paced and competitive world.

We promise to provide an environment that gives our pupils the best possible opportunities to develop as happy, curious, independent and eager life-long learners, who believe in themselves and in their limitless ability to learn; who are considerate of others and their needs and who care about their responsibilities as young citizens within a shared community and a diverse society.

...make a meaningful contribution to our world’s ever-pressing, ever-changing demands.

We will help our pupils gain appreciation and respect for education itself, and for the amazing opportunity they have been given by attending St. Lawrence College. When they eventually progress on from our school, every one of them will leave us fully equipped to face the world and its challenges.

They will be armed not only with globally recognised academic qualifications, but also with broader skills and with an ethos built upon a set of values that are fundamental to British education. Those values and skills will enable our pupils to flourish, while remaining confident that they can make a meaningful contribution to our world’s ever-pressing, ever-changing demands.

The St. Lawrence College Workshop members meet once a week at lunchtime and engage, through discussion and activity, on a particular project. The Functions Workshop is open to all pupils in the senior school and is characterised by informal meetings as well as by its collaborative approach.

Teacher and pupils explore themes related to seasonal events and performances, through explicit instruction and cooperative strategy. Events may include Greek celebrations, Autumn Festival, Christmas Celebration/Play, Senior and Junior Drama Club plays. Pupils are given the opportunity to put into practice artistic skills of painting, drawing and 3D-construction and express themselves through open discussion.

Workshop activities are suitable for all abilities and year levels, as tasks are assigned according to the level of skills of every pupil, and teacher support is provided in order to scaffold learning through practical activities.

These activities include: brainstorming, painting scenery on large areas of canvas, signs, posters, construction of props, and the decoration of specific spaces related to seasonal events. The end products provide backstage support during specific performances.

The workshop develops a pupil’s ability to complete independent tasks, apply practical artistic skills, collaborate in problem solving through the creative process, meet deadlines and follow instructions, while also building a sense of belonging.

Bullet Points:

Meets one lunch time per week

Open to all pupils and to all levels of ability

Project based work to be exhibited around the school or at our Annual Exhibition

Encourages the use of a wide range of materials

Introduces pupils to a variety of artistic techniques and applications such as Mural painting, not necessarily taught within the Art room

Promotes individual learning

Promotes learning through group projects

Provides help for those pupils who want to develop further their natural talent

Offers help to those who would like to improve their practical skills

Builds on the skills already taught during lessons and helps to further improve knowledge and understanding of this subject

Helps to promote pupils visual awareness

Helps to promote pupils historical awareness in Art and Design

Works to enhance confidence through the development of individual projects

Aims to encourage friendships and promotes diplomatic skills through working within a group

Different age groups working together creates a sense of team work

Gives the A-Level Art pupils an opportunity to show their appreciation of this subject through some small seminars or presentations of their choice, prepared by them

Gives an opportunity for creativity to those pupils who have not chosen Art in Key Stage 4

Informal, fun, therapeutic, instructive

Promotes a more aesthetically pleasing environment in and around the school for pupils, staff and visitors through e.g. display

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 2026 public exams dominated schooling for our eldest pupils. Across nine weeks, a grand total of 1106 public exam qualifications were sat by 228 pupils from Years 11, 12 and 13. These IGCSEs, GCSEs, AS-Levels and A-Levels taken by our pupils are also sat at the same time in British schools around the world and in the UK as well. The anxious wait for results is now over, with exam candidates learning how they fared as exam results were released over the past two weeks.

IGCSEs/GCSEs

622 individual IGCSE and GCSE qualifications were sat by 81 pupils across Year 11 in May and June of 2026. The results achieved were markedly better than last year and represent a typical successful year’s set of results when compared to recent years. 28% of all exam results were an A* (up from 21% in 2025) and almost half, at 47%, resulted in either an A* or an A grade (up from 46% last year). 88% of all exams scored at least a C grade.

There were many individual stories of excellence.  Konstantinos Christoforos, Laura Nersesian, Ioannis Retalis and Xinwei Athina Su each scored nine A* grades. Aikaterini-Amalia Grammi-Trigkatzi and Ruijie Su both attained eight A* plus one A grade. Three other pupils, Georgios Depolo, Georgios Kotsonis and Sotiris Zafeirakis each earned seven A*s among their results.

AS-Levels

AS-Levels represent the halfway point through an A-Level course as well as being a stand-alone qualification. They are taken at the end of Year 12. In May and June 2026, 86 pupils sat a grand total of 291 AS-Levels at St. Lawrence College. This represents an almost 20% increase on 2025, when 73 pupils sat 243 AS-Levels.

By far the most common outcome among the AS-Levels taken was an A grade, with 100 of the 291 AS-Levels sat resulting in that top grade (there is no A* in AS-Level). As a proportion, this is 34% and thus slightly lower than last year’s 37%. The proportion of the 2026 AS-Levels that resulted in at least a C garde was 74%, which is the fourth best performance over the past five years.

Individual excellence abounded. Four A grades were achieved by George Anastassiou, Koralia Datsiou, Hyeyoon Hailey Jun, Anna-Lena Lampropoulou, Shangzheng Li, Zhu Julia Min and Constandinos Stathis. Ioanna Nikolopoulou attained 3As and 1B while Sophia Fotakidis, Tina Liras and Konstantinos Lymperopoulos each scored 3As.

A-Levels

A-Levels represent the pinnacle of British school educational qualifications and are taken by Year 13 pupils as they finish their schooling. In 2026, at St. Lawrence College, 61 pupils sat for a total of 193 A-Levels. 11% of these resulted in the top grade of A*. This was a higher proportion than in 2025 (10%) and also above the proportion across all A-Levels taken in the UK (9.5%).

37% of our A-Levels resulted in either A* or A grade, which was comfortably higher than the proportion across the UK, which is reported as 28%. Nevertheless, our 37% was, by a fraction, our lowest in the last three years and thus, a mild disappointment. More pleasing was that 84% of all A-Levels sat resulted in at least a C grade – a proportion that sits favourably with recent school history and is well above the UK’s 78% figure.

Once again there were some remarkable stories of individual excellence in performance. Athina Christoforou and Zhuoxuan Snow Ying each attained 3A*1A, George Tzoutzourakis managed 2A*, 2A,1B and Sofia Tzagkaraki-Kaseta scored 2A*, 2A. Other notable achievements included 2A*,A,B from Nikolaos Zafeirakis; 1A*,3A from Mohamed Abdel Fattah; and 1A*, 3A from Alexandros Vasileiadis. Xuefei Alice Zhang scored 4As, while Iliana Batzi, Maida Kourounlian and Max Stephenson each attained AAA.

On to university

These school-leaving children now progress to universities all over the world to study a range of degree courses as diverse as the locations of universities they are preparing to attend. Among the courses our school-leavers will study are Philosophy, Politics and Economics; Medicine; Law; Philosophy and Theology; Finance; Business Economics; Applied Medical Science; Hospitality Management; Chemical Engineering and Aerospace Engineering.

And where are they going? The biggest single destination by country is still the UK, with the University of Sheffield, the University of Nottingham, the University of Durham, the University of Bath, the University of Exeter, Queen Mary London and University College London (UCL) all admitting St. Lawrence College school-leavers this year.

A growing proportion of our pupils now go beyond the UK for their higher education however, and this year we see school-leavers heading to universities around the world, including Les Roches, Marbella, Spain, CUNEF Universidad, Madrid Spain; the University of Groningen, Netherlands; and the University of Southern California, USA. Some pupils will stay in Athens, with more than one school-leaver enrolling at the University of Nicosia (Athens campus).

The headmaster’s reaction to results

Speaking about the results from all public examinations, headmaster Phil Holden declared himself very satisfied. “What we have seen here, as we see every year, is that pupils who apply themselves consistently achieve very high standards in the public exams; whether that is at IGCSE, AS-Level or A-Level. Naturally I congratulate our pupils on their success, but I also congratulate, and thank, our wonderful teachers who made this success possible through excellent teaching across all the many years of schooling that led up to our pupils’ public examinations. Success at school is not measured entirely by grades in exams. Nevertheless, qualifications still matter to pupils and educational institutions alike. All our school community can take pride in what our pupils have achieved this year”.

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.