Ephsol Education is committed to the concept of learning for life, and ensures the formal curriculum is supplemented by a wide range of extra-curricular opportunities through school trips, research work, individual presentations, debates and competitions during residential school trips.
Prior to the start of their secondary education, Year 6 pupils are exposed to research, presentational skills and enrichment programmes which they do not otherwise benefit from mainstream schools. At Ephsol we believe the extra-curricular activities introduced to pupils helps to foster independence and a way of promoting team work.
We do our possible best to encourage our pupils in Key Stage 3-4 to engage in a wide range of opportunities beyond the classroom, not only does this provide them with different knowledge, skills and experiences but allows them to develop new skills and interests.
The research and presentation skills are intended to equip pupils with a coherent theoretical and practical basis of transferable skills and key knowledge suitable for future barristers, academic researchers, members of parliament and journalists whilst providing thought-provoking material that should appeal to those intending to progress to study in higher education and ultimately into a wide range of careers.
Most of the Enrichment programmes are held outside the School which is designed to enhance pupil’s development in the area of History, Geography and Art. There is, therefore, an arts enrichment programme which is embedded in the school residential trips followed by all students, covering a wide range of activities such as Creative Writing, Debates, Extensive Research and Presentational Skills to promote Public Speaking.
At Ephsol Education, pupils are thought the Art of presentation to widen their scope and develop public speaking. We have a dedicated staff with a wealth of senior management skills from industry and education able to prepare pupils for positive engagement with the increasingly changing world to help broaden pupils’ knowledge through critical analysis and reflection on their research based projects.
Apart from individual presentations to their peers, the school prepares pupils to pursue high level projects for positive presentation for public engagement. In 2014 pupils who participated in the residential trip to Oxford had the opportunity to present to a group of audience at the Lecture Hall in Pitt Rivers Museum, Oxford University.
This syllabus is firmly based on skills rather than specific content. Through the study of selected research issues, we ensure that pupils in Key Stage 3 & 4 are able to explore different and sometimes opposing perspectives that inspires and develop thinking and reasoning skills as well as research and communication skills. These skills enable our pupils to meet the demands of the 21st Century and to make a successful transition to study in higher education.
The skills set are intended to equip pupils with a coherent theoretical and practical basis of transferable skills and key knowledge suitable for future barristers, academic researchers, members of parliament and journalists whilst providing thought-provoking material that should appeal to those intending to progress to study in higher education and ultimately into a wide range of careers.
Pupils are assessed through three compulsory elements all of which one is externally assessed by public opinion. The two assessments are based on tutor and peer feedback.
Most secondary schools use Cognitive Abilities Tests, CATs, to test general intelligence and to stream overall or set for certain subjects. They are designed to assess a pupil’s ability in three different areas: verbal (thinking with words); quantitative (thinking with numbers); and non-verbal (thinking with shapes and space).
While parents are busy chasing after the child succeeding and gaining entrance into grammar and independent school as well as achieving a higher score in SATs. They tend to lose sight of other ability tests.
This is what Ephsol Education is good at. We do not only preparing pupils to succeed in gaining admissions into schools of their first choice but enhance their ability to acquire new concepts and understanding new ideas across a range of subjects.
The introduction of Verbal and Quantitative Aptitudes enables our pupils to identify patterns, similarity and difference between words - above and beyond their formal literacy and numeracy abilities.