Around 30 different nationalities live and learn together in Sidcot’s long-standing international community. The school ‘s team is highly accustomed to greeting students from abroad, assisting them in settling in cheerfully and rapidly feeling at ease with school life thanks to our long-term experience with such a diverse population.
International variety is embraced and shared inside the boarding houses. Students learn to identify as global citizens who appreciate learning about many cultures through this diverse group of people. They interact with each other’s languages, cuisines, and traditions on a daily basis while cohabitating at SIDCOT Boarding School. Former students frequently mention how much they valued the chance to see living in various nations first-hand.
From Year 7 (age 11+), international students may board at SIDCOT Boarding School. While Sixth Form students board in larger, more independent houses, the younger boarders live at smaller, family-oriented houses. Some Upper Sixth students live “semi -autonomously” in modest homes, gaining some first-hand experience with independent living and laying the groundwork for a successful university career.
Each of the boarding houses has largely comparable amenities. When a student enrols, they will have the opportunity to establish friends in the home by sharing a room with two or three other students. Students in the Lower Sixth share a room with one or more other students; students in the Upper Sixth either have their own study or bedroom or share with another student. While other students choose to use the library, some prefer to study in their rooms. But generally speaking, the homes are just that—homes—places to unwind, mingle, and exchange stories.
Every house offers a cosy common room with a TV, DVD player, gaming system, WiFi, and a tiny student kitchen. A Housemaster or House mistress is in charge of overseeing the welfare of the students and making sure that life in the house is a fun experience that they will remember fondly.
There may be alternatives for weekly and Flexi-boarding in addition to full boarding. The boarding policy is adaptable since families’ needs change over time. Even though most of the boarders are full-time, alternate choices are available if they would better serve certain needs.
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At SIDCOT Boarding School, they prioritise students’ experiences in both the classroom and the Boarding Houses because boarding should feel as familiar as possible. The school staff will communicate with students frequently to make sure their comments are taken into account and help guide their decisions. The teaching staff collaborates with EAL specialists to provide a comprehensive approach to homework and classwork. Recently, this has involved revising our philosophical stance on several traditional elements of boarders’ life and what transpires in the classrooms. Today, all teaching staff members receive specialised training on how to support EAL students, and the Learning Wheel underpins this training with a “learning Language” that is easy to comprehend and consistently used.
This school don’t require students to share rooms in the boarding houses with people of different nationalities. Instead, they follow the advice that language learning is most effective when students are at ease and have access to appropriate downtime, especially in bedrooms. Students need the freedom to unwind and be themselves in their personal spaces, sometimes with students of other countries and sometimes with those who speak a common language; in shared places, we require that English be spoken.
Students have access to a wide range of academic, personal, spiritual, and creative activities, and they are encouraged to live adventurously in accordance with the school’s mission.
Students in the sixth grade have the option of selecting their academic fields. This allows students the ability to choose specialised academic areas of interest and concentrate on them in a way they have never been able to previously.
At SIDCOT Boarding School, theprovide a broad choice of A Level, BTEC, and International Baccalaureate subjects to our pupils.
A Level programmes are demanding, two-year programmes that prepare students for admission to universities. Since they are specialised academic programmes, they provide great training for meeting the requirements of prestigious colleges. The majority of A Level graduates enrol in reputable universities in the UK, and A Levels are respected as a means of admission to universities all over the world.
A Level courses place heavy demands on students’ organisational skills and cognitive talents. The benefit of A Levels is that they challenge even the most talented students and enable them to pursue quite specialised study in the fields of their choice. They help students develop into independent learners by providing the challenge and excitement of scaling new intellectual heights. The student is required to complete a significant amount of the work alone. Students are required to read, take notes, and conduct independent background research. In some subjects, they might additionally need to submit coursework.
Why should I select BTEC Nationals?
BTEC Nationals are the most frequently accepted qualification for admission to higher education, second only to A Levels. The practical skills and specialised knowledge required to advance along their chosen study and professional route are provided to students by BTECs, which are career-based qualifications.
Young people starting out in a new job need the ideal mix of academic and technical skills to develop into the highly skilled, employable persons that businesses and institutions seek.
BTEC Level 3 Nationals are vocational degrees created to support students in succeeding. With employability at their core, they were created in conjunction with more than 5,000 colleges, businesses, and professional organisations to help students gain the knowledge and self-assurance they will need to succeed in the future.
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The ultimate qualification grade for a student represents their performance in all of the BTEC Nationals course’s sections. Each final unit grade is separately scored, and points are assigned for both internally and externally assessed units.
SIDCOT Boarding School offers the option of studying the International Baccalaureate Diploma (IB) or A Levels in the Sixth Form to give all of pupils a dynamic and innovative curriculum.
With its extensive curriculum and focus on study skills, volunteerism, and internationalism, the IB’s ethos aligns nicely with our Quaker ideals. The organisation of subject selections ensures that students maintain a breadth of study throughout English, Mathematics, Science, Humanities, Languages, and Arts. Students study six subjects: three at higher level and three at standard level.
IB students are expected to exhibit initiative, independence, and organisation in addition to their academic abilities. They are required to think critically about both their academic studies and their personal growth as they study the Theory of Knowledge. Another important component of the programme is Creativity Action Service, where students take part in artistic, athletic, and volunteer activities in their community.