On Friday 23rd and Saturday the 24th February our school took part in the Athens Round of the World Scholar’s Cup 2018. This took place at Costeas-Geitonas School in Pallini. There were thirty three participants forming eleven teams from years 7 to 11. There were eight teams in the Junior Division and three teams in the Senior Division.

Every World Scholar's Cup features four exciting events:

• Scholar’s Bowl,
• Collaborative Writing,
• Scholar’s Challenge 
• Team Debate.

These are mostly team efforts and include multiple choice questions and interactive competitions. This year the main theme was “An Entangled World” and was approached through seven different subject areas: Science, History, Literature, Social Sciences, Art and Music and a Special Area which was Human Relationships. St Lawrence College came first in the Debate Rounds in both Junior and Senior Divisions, we achieved second place overall in the Junior Division, while so many of our participants excelled. Everyone had a wonderful and exciting two days!

Many thanks to all the teachers who coached at lunchtime, to Ms Scafidas, Ms Sapountzaki, Ms Lazaris and Ms Galloway for accompanying the pupils and also to Ms. Scafidas and Ms. Armouti for co-ordinating the whole event.

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.

Our Year 7 pupils recently embarked on an unforgettable journey to Lake Plastiras, and what an adventure it turned out to be! From thrilling outdoor activities to team building exercises and breathtaking hikes, the trip was filled with fun, learning, and unforgettable memories.

On the first day, the pupils wasted no time in diving headfirst into the various activities available at the lake. Canoeing, water biking, mountain biking, and archery were the exciting options that awaited them. The children revelled in the thrill of navigating the pristine waters, pedalling through the lake's glistening surface, and honing their aim with a bow and arrow. These activities not only provided a thrilling experience but also allowed them to discover new skills and interests.

The day was not just about adrenaline-pumping adventures; it also offered a chance for the pupils to bond with one another and develop their teamwork skills. Through team building activities, the children learned the importance of effective communication, synchronization, and positive spirit. It was heartwarming to witness their enthusiasm as they worked together, encouraging and supporting each other. Some of them even took advantage of a moment of rain to embark on a memorable lakeside walk, listening to the soothing sounds of nature.

The second day of the trip took the pupils and their teachers on a captivating hike to one of the peaks of the majestic Agrafa mountain. As they trekked through the rugged terrain, they were treated to breathtaking views of the lake and surrounding landscape. A quick snack break provided an opportunity for all of them to appreciate the beauty around and reflect on their journey so far. They then continued their hike, filled with a sense of achievement and wonder.

To culminate their hiking adventure, the children enjoyed a well-deserved lunch at the Agrafa hut, savouring their meal while sharing stories and laughter. It was evident that the trip had created lasting memories and forged new friendships among some of them. The journey back to Athens was filled with anticipation for future adventures and a sense of gratitude for the incredible experiences they had shared.

The Year 7 trip to Lake Plastiras was truly a remarkable experience for everyone involved. The pupils not only had the chance to engage in thrilling activities but also learned the value of teamwork, communication, and a positive outlook. The beauty of nature, combined with the spirit of adventure, made this trip an unforgettable one.

As we bid farewell to Lake Plastiras, our pupils carry with them loads of beautiful memories, newfound friendships, and a sense of excitement for the future. We look forward to witnessing their continued growth and the adventures that await them in Year 8!

Key stage 2 is for children aged 7 – 11 and comprises Years 3 – 6. It has a three- or four-form entry, which means that there are usually three classes for each year group. Class sizes are kept small, under 25 pupils.

Key stage 2 is covered by a unified curriculum which follows the Cambridge Primary Programme in the core curriculum and in foundation subjects, the National Curriculum of England is followed. In this broad range of subjects including history, geography, computing, art and design, PE and music, the timetable is organised with seamless progression and development through and between key stages.

The timetable gradually grows along with the child as subjects broaden:

In year 3, children only take one second language, Greek.

In year 4, a further modern foreign language course is introduced, as well as a Greek language History course option for native Greek speakers.

Throughout key stage 2, constant and varied formative assessment is provided in order to address each child’s needs and create considerable momentum in learning (e.g. through metacognition questioning at the end of lessons). Children have summative assessments throughout the year with weekly quizzes in spelling and mental maths, as well as more comprehensive end-of-unit reviews in English, Maths and Science every half term.

During year 6, they take Cambridge Progression tests at the end of the year, in May, in the three core subjects of English, Maths and Science. Ample preparation and support is provided for every pupil before these tests.

In lower key stage 2, reading is still closely monitored by teachers who issue weekly readers at an appropriate level for extra practice at home. This gradually becomes less formalised towards upper key stage 2 as each pupil reaches the point at which they are considered an independent reader: at this stage it becomes more about the child’s own book choices, although these decisions are always preceded by discussion around available options and suitable titles. 

In this context, novels are selected and taught as an integral part of the English curriculum. Such titles currently include year 3's Roald Dahl selection; year 4's study of Neil Gaiman's 'Wolves in the Walls'; year 5's take on Chris Riddell’s 'Goth Girl and the Ghost of a Mouse'; and year 6's in-depth study of Michael Morpurgo's 'War Horse' as well as Harry Potter adventures in the spring term. 

Children who take English as an Additional Language (EAL) join mainstream classes when they are able to; each case is examined individually for that decision to be made. Pupils are integrated into their class from the earliest possible time though, as they participate in a range of lessons such as PE and art with their mainstream class from the beginning.

By the time pupils reach the end of year 6, they are ready for all that high school will challenge them with. They will have developed the necessary resilience and fortitude needed to deal with any number of issues, small or large, that their future education puts in front of them. They will be capable readers, competent mathematicians, curious scientists and all round inquisitive learners who have garnered strength from their experiences to date.

It is a pleasure to welcome you to the website of St. Lawrence College, the British school in Greece. I am confident that the information and the imagery in these pages will give you a powerful indication of the warmth and happiness and above all the learning that takes place across the entire community of this wonderful school.

St. Lawrence College offers a British education to children ages 3-18, in a modern purpose-built campus set in more than 20 acres of glorious countryside in southern Athens. The school’s stunning location provides the ideal setting for unpressurised learning. It is served by an excellent communications network that provides easy access to pupils based across the entire Athens-Piraeus conurbation. In this peaceful rural setting, complete with first-class resources and facilities, children can develop their study skills and achieve lasting and meaningful learning.

They become citizens of the world, fully equipped to recognise and respect diversity...

The education our pupils receive is based upon the English National Curriculum and British educational values throughout, from pre-school through junior school (Key Stage 1 & 2) and senior school (Key Stages 3-5), with IGCSEs being taken at the end of Year 11 and AS & A-Levels in Years 12 and 13. UK universities are the most popular destination for higher education for our school leavers, with enrolment in colleges and universities across the EU, the USA and elsewhere in the world also popular

Under the guidance of an outstanding body of teachers, our pupils succeed in reaching far more than their academic potential alone. They become citizens of the world, fully equipped to recognise and respect diversity, either in their immediate society or within the global environment; to appreciate and utilise the opportunities provided for them, and to understand the value of being an active and considerate member of their community. They forge bonds of friendship within an inclusive environment of pupils from more than fifty nationality backgrounds.

A website can only go so far. The best way to fully appreciate the atmosphere of happy and safe development that children live and breathe at our school is to experience it for yourself. Therefore, should you wish to visit St. Lawrence College and observe first-hand the quality of learning that happens in our stunning educational environment, it would be our pleasure to welcome you at our premises and show you face-to-face just what makes St. Lawrence College special.

Phil Holden
Headmaster

Senior school assemblies
Assemblies create a chance for pupils to gather in a larger group, comprising a significant proportion of the school, in order to listen, learn and sometimes contribute to a key theme. As such, an assembly is a special moment in the week of a pupil’s schooling.

All pupils attend one of two assemblies per week while in senior school. As well as performing an administrative function, the purpose of an assembly is to raise awareness on a topic. This is often part of the delivery of the PSHE programme, initiating a topic that will be explored further in form classes. It might be to report on the activities of pupils in other spheres of the school, such as trips or debating or sporting tournaments. Or perhaps the assembly simply aims to provoke reflection among pupils on some aspect of global or local current affairs.

For example, in recent months, senior school assemblies have covered themes as diverse as examination preparation techniques; the dangers of tobacco and e-cigarettes; code-breaking and cryptology; the ethics of depicting animals as humans in photography; issues related to bullying; the results of a school photography competition and a celebration of origami – where all children created a paper box following live instruction.

Assemblies also provide an opportunity for collective commemoration. This is the case of anniversaries, with assemblies held for Remembrance Sunday and for Greek celebrations such as “Oxi Day” (28th October) and Greek Independence Day (25th March). Special assemblies may be called to commemorate major current affairs. The Peshawar school massacre of December 2014 and the Paris bombings of November 2015 both triggered whole school assemblies where pupils were given the opportunity to reflect quietly and collectively as a group.

Junior school assemblies
Every morning at 8.40am, all pupils in the Junior School assemble in the playground to meet their teachers, before being admitted into class.  Here the Headmistress and Deputy Headmistress greet the children to say good morning, make any important announcements and wish them a good day.  Very often morning assembly is also a time when we discuss whole school initiatives, acknowledge pupil achievements and have pupils present a variety of topics to the rest of the school.

Class assemblies are held on Fridays for all classes in Years1-6. Pupils prepare for several weeks to present a topic that is related to specific PSHE and Citizenship themes that they have been learning about. The children are encouraged to have their thinking extended by each assembly and often take part in follow up activities on the theme presented.

All of our assemblies follow themes and issues that we feel are important for our pupils to understand as they prepare for life in the modern world and also to cope with everyday life in school.  Such themes as learning about values, respect and tolerance, diversity, building resilience and being proud of who we are.

We are proud to unfold our adventurous, creative and magical journey which brought us to this impressive Koropi Campus where we celebrate our 40 years of operation

NORTHERN JOURNEY: The School did not pop up in 1980, the year of our foundation, looking as we do today. We started in Paleo Psychico, Filothei, Halandri,
occupying five different buildings that were necessary to house our constantly increasing pupil body, as our growth rate was phenomenal. To accommodate a number of non Athens resident pupils, we also ran a boarding house at Hotel Frini in Kifissia.

September 1984 finds the School in Gargitos in a purpose–built school building. We have left Paleo Psychiko and Halandri, but we still keep Filothei.

SOUTHERN JOURNEY: In September 1981, the School opened a branch in Hellinikon, naming it “L1” i.e. Lawrence One. The success was instant and in the years that followed new buildings were added, one after the other, in the area to accommodate the pupil body -three of which were built by us. Again the need to accommodate a number of boarders was covered by running a small villa in the area as a boarding house.

As time went on, the Board of Governors realized the   need to bring together the North and the South and
so the three component schools, Filothei, Gargitos, Hellinikon, merged in Hellinikon in September 1987.

A new beginning was made in Hellinikon. An impressive success story both in numbers and particularly in academic achievements follows bringing the buildings to the staggering number of eleven, “L11” i.e. Lawrence Eleven.

In the summer of 2004 the time had come to move again.

So “Farewell Hellinikon”, “Good Morning Koropi” and the gate of our impressive Koropi Campus opens in September 2004.

To sum up this building/geographical journey, we have worked out of 17 buildings, two boarding houses, in six suburbs before reaching our present beautiful home – the Koropi Campus.

Summer SCHOOL: The St. Lawrence College Summer School has been taking place as follows:

-Alexander Beach Hotel, Arachovitika, Peloponnese, 

  Summer 1982

- Tolo Camping, Nafplio, Peloponnese, Summer 1983-1989

- Hellinikon Campus, Summer 1994-2004

- Koropi Campus, Summer 2005 – Present  

Our School has come such a long way and it is in the hands of people, teachers and administrative staff, who will continue to nurture it as the safe educational oasis that it is.

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.

1. Outstanding facilities in a beautiful campus

Situated in a 20-acre campus, the school boasts some of the most up-to-date and complete facilities among education providers in Greece. Sports facilities are unrivalled and include a water-polo dimensioned heated swimming pool with an adjacent mini-pool for very young children, a full-sized all-weather football pitch with seating for 300 spectators, a fully equipped indoor gymnasium with seating for 200 spectators and outdoor tennis and basketball courts.

In addition, the school makes constant use of an amphitheatre, piano rooms, outstanding science laboratories, junior and senior school libraries, fully equipped I.T. suites and the most modern teaching tools in classrooms. All of this is contained within our glorious campus – an entirely single storey purpose-built complex which is airy, uncrowded, surrounded by beautiful hills and by in the fresh air of the southern Athenian suburbs, thus creating a peaceful, calm environment for learning.

2. A truly British education

Our school truly delivers those characteristics of an educational system that is internationally recognised as being effective and progressive – the British educational system, governed by the English National Curriculum. Furthermore, it is the intention of St. Lawrence College to promote among our pupils a value system that is underpinned by the values that make up the core of a modern British education – values of caring, tolerance, fair-play, showing enthusiasm, the practice of a moral code of decency and the intent to strive for excellence while being aware of the needs of others. These values are coupled with progress in learning through self-belief and self-confidence and, ultimately, academic qualifications that are globally recognised. This is what a pupil at St. Lawrence College can aspire to.

3. A broad curriculum that builds great learners

Pupils experience a broad curriculum -built around the UK government’s National Curriculum for England- whatever their age and whichever Key Stage they are in. They also take Greek classes from Year 1, as well as a third language, chosen from a wide range of options, at Year 4. Pupils enjoy great flexibility in IGCSE choices and their A-Level subjects, but also receive considerable guidance and orientation as they make their selection. Parents are also provided with constant advice and information as to what the curriculum choices mean for their child and are encouraged to discuss options choices with their child.

4. A multicultural community

As a British school in Greece we take pride in that our pupils are drawn from a very diverse background: we wouldn’t want that to be any other way. At the last count, there were more than fifty nationality backgrounds among our pupils –a true celebration of cultures. This provides a wonderful opportunity to promote tolerance and understanding, an awareness and appreciation of differences between our experiences. This diversity is also present among our teaching staff and functions as a key element in our drive towards the values of mutual respect and care.

5. A fully inclusive, non-selective pupil body

St. Lawrence College is non-selective. This means there is no entrance examination that must be passed for a child to be admitted. We believe that every child has the right to an opportunity to learn. We work hard to instil a growth mindset among pupils and staff and we celebrate effort and determination to learn, first and foremost. Children with learning and behaviour challenges progress well at St. Lawrence College, thanks to the attention provided by our learning support and SEN programmes for both Junior and Senior school students [links to their respective pages] and by the happy learning environment that permeates the school as a whole. Simply put, every child matters.

6. A happy and safe environment – top quality pastoral care

Great care is taken to ensure that our pupils are able to grow and develop as thoughtful citizens, aware of each other and of the community they live in, and that they feel happy, safe and enthusiastic about their learning. This is the result of first-rate pastoral care, which, at St. Lawrence College, is achieved through a system of care provision modelled on the British system and undertaken by experienced, trained and caring staff. See Pastoral Care for more information.

7. Smooth integration of pupils seeking to improve their English

Every year we are joined by pupils seeking to improve their English before fully integrating into the regular British school programme. St. Lawrence College has carefully designed EAL (English as an Additional Language) programmes to help pupils quickly raise their English skills. It is a system that works – irrespective of the age of the child. We are proud of our ability to assimilate pupils into our very diverse pupil body, where everyone learns and everyone is welcome.

8. Enrichment opportunities - activities beyond the classroom

Learning can take place at any time and should be fun. That is why at St. Lawrence College there is a wide range of activities and clubs that pupils can be a part of. There are so many opportunities to develop a new skill, have fun and make new friends. These range from sports activities such as swimming, football, basketball, tennis and many others, to challenges such as the Duke of Edinburgh International Award, to music, drama, debating, forensics and public speaking, the Model United Nations, environmental and charity work and plenty more.

9. Excellence in early years

Fostering the pleasure of imaginative play and a love and enjoyment of learning, our Early Years setting and dedicated practitioners provide the most wonderful start to your child’s learning journey at St. Lawrence College. Our warm and caring environment and its provision of stimulating play-based activities inspires our pupils to be curious, ask questions and develop an awe and wonder of the world.

10. The largest provider of A-Levels in Greece

A-Levels are the true and traditional post-16 educational qualification in the UK, with over 95% of UK schools offering education after GCSEs using it. Most importantly, A-Levels help pupils develop the essential study skills that must be in place if their progression to higher education is to be successful. No other institution in Greece teaches or enters more pupils for A-Level examinations than St. Lawrence College.

Here at St. Lawrence College, that the most common grade at A-Level, year after year, is an A grade, demonstrates the quality of delivery of this vitally important, pre-university stage of British education. Along with our expert and individually-tailored pastoral support and counselling, St. Lawrence College pupils are well-served and on track to access UK higher education or indeed any higher education institution in the world.

11. Top Academic Results Year After Year

Formal assessment through public examinations first occurs in Year 11 with IGCSEs, then continues in Year 12 with AS-Levels and is completed in Year 13 with A-Levels. St. Lawrence College has maintained very impressive standards in all of these examination standards, year after year. We are a non-selective school, and as such we are proud that the proportion of pupils who achieve at least five IGCSEs of at least grade C is consistently close to 90% (the UK average being 55%) – and at all levels of examination, IGCSE, AS-Level and A-Level, the most common grade achieved by far is the top grade of A/A*.

12. The perfect springboard to UK and global higher education

Pupils from our school access the very best universities all over the world. Most (around 80%) select to enter UK universities while others choose to go to the US, Canada, Europe or elsewhere for their higher education. Wherever they choose to study, St. Lawrence College provides the perfect combination of teaching excellence and informative one-to-one support before during and after the application process. It gives us great pleasure to see a young adult leave school and embark upon their chosen field of study, that’s why we strive to ensure that our pupils have access to a team of professionals in possession of deep experience, who also really care about them. 

13. Enthusiastic and highly qualified teaching staff

More than eighty teachers and more than 150 staff across the entire school are here to deliver the highest quality educational care within a safe and pleasant environment. Children are given the very best of opportunities to learn, thanks to the dedication and experience of teachers and educational practitioners who receive continual training in educational theory and who always seek out opportunities to improve their work. At St. Lawrence College we firmly believe that learning does not end with childhood –and we practise what we preach!

14. Continual Improvement

We stand for and expect continual improvement, from pupils but also from ourselves. We are proud of what we have achieved but we never want to stop moving forward. After all, when we promote and encourage self-reflection in our pupils, how could we not do the same as a school? This results in our teaching staff enjoying regular training delivered by expert educationalists, from the UK and beyond, undertaking on-line and off-site courses and working together to support and build upon their performance and effectiveness in their teaching. The school also continually reviews its curriculum and facilities in order to provide the very best and most modern and relevant educational experience possible.

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”.  

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”.  

2023 Public Exam Results Success

The anxious wait for exam results is over now as IGCSE, AS-Level and A-Level results have been released, and it is now possible to draw conclusions and assess the performance of our school’s exam candidates from the 2023 summer exam session.

Year 13 and A-Level

Ahead of these results being released there had been substantial coverage in the media that the exam bodies would be strict in their marking this year, believing that the impact of the covid pandemic is fully in the past. This may have led to anticipation of lower marks, but even so, the performance of our Year 13 cohort has been impressive. Across all A-Levels taken in the UK, 27% were A*or A grades. At our school, 45% of all A-Levels taken were awarded A* or A grade.  One in six of all the A-Levels taken were awarded an A* at St. Lawrence College, compared to only one in every thirteen A-Levels across the UK.

More than a quarter of our school’s Year 13 pupils (19 of the 72 pupils) achieved straight A*/A grades across all their subjects. One in every six A-Levels resulted in an A* while just under half were an A* or A grade. Indeed, an “A” was by far the most frequent grade awarded, being easily more common than the second most frequent, a “B” grade, with “A*” being the third most frequent grade across the Year 13 cohort.

In terms of performance within subject areas, more than half of all candidates achieved at least an A grade in Biology, Chemistry, French, Further Mathematics, Geography, Greek and Physics A-Levels. Particularly impressive were Biology and Further Mathematics where the A* rate was 47% and 27% respectively.

Many pupils did extremely well, with the following being truly outstanding: Nikolaos Synodinos (4A*), Dingnan Huang (3A*), Yuqian Liao (3A*1A), Foteini Kalamatianou (3A*) and Timothy Tay (3A*).

For our pupils now completing school, there now faces the transition to universities and colleges around the world. A very small selection of these, to give an example of the variety, includes UK universities such as Queen Mary London, Imperial College, London, Warwick, Edinburgh, Manchester, Durham, and UCL London. Also, we have pupils taking up courses at universities in the USA, Italy, The Netherlands, Hong Kong, Canada, Cyprus, Austria and Spain. Just as varied as the destinations, are the degree courses our school-leavers will be starting, which include Aeronautical Engineering, Business Management, Neuroscience, Philosophy, Economics, Dentistry, Accounting & Finance, Fine Art and Law.

Year 12 and AS-Level

At AS-Level, where “A” is the highest possible grade (A* doesn’t exist at AS-Level) global assessment was once again set to pre-pandemic standards, leading to an anticipated moderation of grades among schools across the UK and around the world. At our school, our Year 12 cohort performed very admirably, matching the achievements of typical years over the pre-pandemic era.

That more than one out of every three among the 253 AS-Levels taken resulted in an A grade demonstrates this. Indeed, with “A” being by far the most common outcome, with a frequency twice that of any other individual grade, the collective AS-Level achievement can be considered impressive. 

Analysis by subject reveals that at least half of all pupils’ AS-Levels in Art, Biology, Chemistry, Mathematics, Further Mathematics, Greek, History and Physics resulted in either an A or B grade.

Across the entire cohort, 14 of our pupils in Year 12 scored straight A grades. Among those were Dimitrios Grigoropoulos (5As), Huijie Cathy Su (5As), Kleopatra Anastassiou (4As), Yunhan Emily Chen (4As), Paris Larios (4As), Yun Zena Li (4As), Efstathios Pettas (4As), and Ziqing Tracy Qian (4As).

Year 11 and IGCSE

More than one in three pupils (34%, or 28 of the 82 pupils) scored either straight A*/A grades or had a majority of A*/A grades as their results from IGCSEs.

Analysis of specific subjects reveals that at least half of all pupils scored A* or A or B in Biology, Chemistry, Chinese, English Language, English Literature, French, History, Mathematics, Physics and Spanish; and in most of these subjects, half the candidates or more achieved at least an A grade. Overall, 42% of the 625 IGCSEs/GCSEs taken resulted in an A* or A grade, while 80% scored at least a C grade.

Pupils who achieved notable success include Konstantinos Zafeirakis (8A*,1A), Despina Salachas (8A*,1B), and Guoguo Chen (7A*,1A,1C)

Well done!

St. Lawrence College Headmaster Phil Holden commented “These results reflect the hard work of so many of our pupils and indicate that anything is possible with determination and perseverance. I also congratulate and thank our outstanding teachers and school staff, right across St. Lawrence College, for all their hard work that has led to these achievements through the last school year and throughout these pupils’ education building up to this point. Finally, I wish our school leavers every happiness and success as they embark on the next stage of their lives, whatever that is. I hope they will keep happy memories of their school days at St. Lawrence College!”

Our pupils’ 2020 public exam grades attain the highest of standards

Mid-August wouldn’t be the same without the anxious wait for the public examination grades of our eldest pupils. Although all 2020 public examinations were cancelled by the UK authorities as a consequence of the covid-19 pandemic, pupils who were working towards IGCSE, AS-Level and A-Levels had been promised grades and certificates by the exam boards. Those grades have now been awarded and released.

The qualifications have been issued by exam bodies who used a combination of data and “assessment grades” submitted by schools as well as the exam bodies’ own statistical records regarding how schools’ pupil cohorts had performed in recent years.

This year, our pupils have received, collectively, grades that represent a tremendous achievement and they have improved upon the grades of recent years at A-Level and AS-Level, while matching the standards of recent years at IGCSE. Even in a ‘normal’ year these would be outstanding results, but given the challenge of recent months, our Year 11, 12 and 13 pupils should be especially proud of themselves.

A-Level

The 38 pupils of our Year 13 have been awarded 123 A-Level grades. The statistics are very impressive:

·         26% of all grades were an A* (up from 20% in 2019 and 13% in 2018)

·         More than half – 52% - of all grades were A*/A (up from 51% in 2019 and 34% in 2018)

·         More than three quarters – 76% - of all grades were A*/A/B and 85% were at least a C grade; again higher percentages than in both 2019 and 2018.

Two of our A-Level pupils each achieved a remarkable four A* grades – congratulations Ioanna Moirasgenti and Harry Karaiossifides; while Yueyang Li managed three A*s and two A grades.

AS-Level

Perhaps even more impressive are the AS-Level grades awarded to our Year 12 pupils. A total of 147 grades have been awarded to 43 pupils and the statistics truly demonstrate the excellence of this cohort of pupils. Note that the highest possible grade at AS-Level is A; and that A* does not exist at AS-Level.

• 56% of all AS-Level grades have resulted in A; up from 41% in 2019 and 40% in 2018.
• 86% of all grades awarded were a C grade or better; up from 73% in 2019 and 59% in 2018.

Outstanding individual pupil achievements included Panagiota Paraskevopoulou (AAAAB); Yijun Chen (AAAA); Yurui Cui (AAAA); Eleni Kalendi (AAAA); Markella Papadopoulou (AAAA); Jake Paternoster (AAAA); and Kaibo Wang (AAAA). Very well done to those young men and women and all our pupils.

IGCSE

A huge number of IGCSE grades have been awarded to our Year 11 pupils – 522 in total. This is far more than in recent years; in 2019 there were 420 IGCSE entries and in 2018, 386 entries. This year’s IGCSE grades were as equally impressive as in recent years and, by some measurements, even stronger. Thus:

• 25% of all IGCSEs resulted in an A* (2019 – 23%; 2018 – 25%)
• 47% of all IGCSEs resulted in an A*-A (2019 – 47%; 2018 – 45%)
• 83% of all IGCSEs resulted in an A*-C (2019 – 79%; 2018 – 90%)

Stand out achievements included Katrina Lemane (9A*); Leda Persidi (8A*, 1A); Athanasios Kapoutsis (7A*, 2A); Zoe Raptis (7A*, 2A); Danil Tsaran (7A*, 2A) with many other pupils securing multiple A* and A grades – congratulations to them all!

Higher Education

Many of our A-Level pupils are now progressing to higher education courses. The most popular destination is, of course, the UK, with pupils leaving us to start as undergraduates at such renowned universities as UCL, King’s College London, Edinburgh, Glasgow, Newcastle, Sussex, Queen Mary London, UEA, Lancaster, Bath and Southampton to name just a few. Other pupils are continuing their education at universities in countries such as the USA, Canada, The Netherlands; while a few will remain in Greece and attend institutions such as Deree College and BCA.

Our graduating pupils will study a fascinating diversity of degree courses including (but not limited to!) Medicine, Mathematics, Marine Technology & Engineering, Theoretical Physics, Chemical Physics, Aeronautics & Astronautics, Design Innovation & Creative Engineering, Neuroscience, International Relations, International Business Management, Classical Studies, Animation, and Environmental Geoscience.

Headmaster Phil Holden commented “I am delighted with the collective achievement of our pupils in this most difficult of years. These remarkable grades reflect the outstanding work our pupils have invested into their IGCSE, AS-Level and A-Level courses and I am very happy, and somewhat relieved, that their efforts have been recognised by the exam bodies of the UK. I congratulate all our pupils and I especially wish to thank all our school staff who have also supported our pupils with such consistency and dedication. This includes teachers of these pupils from earlier years in each child’s education. I know that so many of our pupils worked very, very hard through a stressful period and were well supported by the school and parents and so I am not surprised at how well they have done – their success was richly deserved and we can all take pride in their accomplishment”.

Brr, it's cold out there! 19^th December was the perfect time to stay indoors and get creative at Pedopolis! Hence, the children took part in a specially designed programme, to learn about the uniqueness of the Christmas holiday. Each child made a Holiday craft to take home, slime and a delicious cookie. To add to the fun holiday craft making and fun festivities the children explored concepts in a creative and hands-on way. All the children were delighted to share the fun with their reception teachers.