OUR REVOLUTIONARY APPROACH

Atelier 21 is intentionally different from other schools.

Young people are going to need different skills to thrive than they might have needed thirty years ago, so schools need to be different.  Generally mainstream schooling, private or state schooling, hasn’t changed a great deal in the last few decades, while the rest of the world has changed unrecognisably.

We are attempting to address that gap by offering Atelier 21’s revolutionary approach to school. At Atelier 21 young people are taught how to think, not what to think.  Pupils at Atelier 21 learn how to be resourceful, resilient and reflective people whom assume responsibility for their place in the world.

We use Montessori materials as aids to teach maths and English as the resources are really intuitive and self correcting, which helps us to help learners help themselves. Otherwise, we are not a Montessori School, although many of our values are synonymous with the Montessori Approach.

We advocate for the rights of children and the protection of the culture of childhood as an important time for rich connection with nature, other people and the wider world, as they embark on the life-long journey of self-discovery.

We replace the pressurised, test driven culture to pass exams, with a totally unique, personal responsibility model that aims to encourage children to develop a rigorous attitude towards mastering academics and developing skills and attitudes over time in order to thrive in life (and pass exams when they need to!).

We are a pioneering Future School which means children learn through a multitude of ways: part academic workshops, part project based learning and part self-directed learning. These are all underpinned by our quest to give children a voice in the running of their school through our democratic school circles.

OUR REVOLUTIONARY APPROACH

Atelier 21 is intentionally different from other schools.

Young people are going to need different skills to thrive than they might have needed thirty years ago, so schools need to be different.  Generally mainstream schooling, private or state schooling, hasn’t changed a great deal in the last few decades, while the rest of the world has changed unrecognisably.

We are attempting to address that gap by offering Atelier 21’s revolutionary approach to school. At Atelier 21 young people are taught how to think, not what to think.  Pupils at Atelier 21 learn how to be resourceful, resilient and reflective people whom assume responsibility for their place in the world.

We advocate for the rights of children and the protection of the culture of childhood as an important time for rich connection with nature, other people and the wider world, as they embark on the life-long journey of self-discovery.

We replace the pressurised, test driven culture to pass exams, with a totally unique, personal responsibility model that aims to encourage children to develop a rigorous attitude towards mastering academics and developing skills and attitudes over time in order to thrive in life (and pass exams when they need to!).

We are a pioneering Future School which means children learn through a multitude of ways: part academic workshops, part project based learning and part self-directed learning. These are all underpinned by our quest to give children a voice in the running of their school through our democratic school circles.

REIMAGINING THE
SCHOOL DAY

DEMOCRATIC
SCHOOL
CIRCLES

WELLBEING

INTERNATIONAL BACCALAUREATE

 

REIMAGINING THE
SCHOOL DAY

DEMOCRATIC
SCHOOL
CIRCLES

WELLBEING

INTERNATIONAL BACCALAUREATE

REIMAGINING THE
SCHOOL DAY

DEMOCRATIC
SCHOOL
CIRCLES

WELLBEING

International Baccalaureate

REIMAGINING THE SCHOOL DAY

Imagine a school where children have lots of time to choose what they want to learn about and get good at.

With timetabled academic workshops and project-based learning in the mornings, children have most of the afternoons available for self-directed studies: time dedicated to carrying out research projects of their own design around the things that most interest them.

There is also a number of other seminars and workshops in the afternoon pupils can sign up to attend when they are not working on something specific or of it would be useful to their own research.

The rhythm of the day is designed to fit with our culture of respect: where adults see themselves as facilitators of learning, who are committed to delivering an entirely relevant and personalised educational experience to every child.

Atelier 21 Trees

A school which is curated flexibly around your child’s interests, one that expects to mould itself around the strengths and needs of the pupils in our community.

We expect to challenge pupils to always be working on the leading edge of what they can’t yet do but are working hard to get good at.

Teachers are also close by to challenge them and help frame learning when it’s needed. Sometimes pupils work alone, sometimes in small or large groups and very often with children much older or younger than them – it’s completely up to them as trusted, autonomous members of our learning community.

School day times:

Reception class 9am-3.15pm
Primary & Secondary School Classes 8.30-4.15pm.

Our days are longer so that we can give pupils a chance to deep dive into their learning and have plenty of time for class discussions, sports, play and project work. It’s not about cramming more in, more about creating a healthier pace for the community to thrive. For younger primary aged children up to age 7, they can be collected at 3.15pm if needed.

REIMAGINING THE SCHOOL DAY

Imagine a school where children have lots of time to choose what they want to learn about and get good at.

With timetabled academic workshops and project-based learning in the mornings, children have most of the afternoons available for self-directed studies: time dedicated to carrying out research projects of their own design around the things that most interest them.

There is also a number of other seminars and workshops in the afternoon pupils can sign up to attend when they are not working on something specific or of it would be useful to their own research.

The rhythm of the day is designed to fit with our culture of respect: where adults see themselves as facilitators of learning, who are committed to delivering an entirely relevant and personalised educational experience to every child.

Atelier 21 Trees

A school which is curated flexibly around your child’s interests, one that expects to mould itself around the strengths and needs of the pupils in our community.

We expect to challenge pupils to always be working on the leading edge of what they can’t yet do but are working hard to get good at.

Teachers are also close by to challenge them and help frame learning when it’s needed. Sometimes pupils work alone, sometimes in small or large groups and very often with children much older or younger than them – it’s completely up to them as trusted, autonomous members of our learning community.

School day times:

Reception class 9am-3.15pm
Primary & Secondary School Classes 8.30-4.15pm.

Our days are longer so that we can give pupils a chance to deep dive into their learning and have plenty of time for class discussions, sports, play and project work. It’s not about cramming more in, more about creating a healthier pace for the community to thrive. For younger primary aged children up to age 7, they can be collected at 3.15pm if needed.

Emergent Curriculum

Our emergent curriculum is developed with pupils, taking account of their many questions and theories about the world; it’s influenced by the Reggio Emilia Approach, the Montessori Approach and the National Curriculum.

The way we work is underpinned by the principles of Guy Claxton’s Learning Power Approach which celebrates the grapple and effort required to make progress when we learn things. This means pupils learn not to fear making mistakes and become intelligent learners for life with a moral compass and a growth mindset in place.

Guy Claxton is a cognitive scientist and prolific education author of the past two decades. He is also the Patron of Atelier 21. Our bespoke Personal Progress Diaries used by pupils and their teachers have been co-designed and written by Hayley Peacock, our Head of School and Becky Carlzon, Guy’s co-author of Powering Up Children: The Learning Power Approach to Primary Teaching. Guy and Becky are both consultants at Atelier 21 who help train teachers and staff on inset days.

This blend of chosen pedagogies from the best schools across the globe, helps children master the skills that will be demanded of them in the future – we call these the BIG 6 Learnable Intelligences:

Emergent Curriculum

Our emergent curriculum is developed with pupils, taking account of their many questions and theories about the world; it’s influenced by the Reggio Emilia Approach, the Montessori Approach and the National Curriculum.

The way we work is underpinned by the principles of Guy Claxton’s Learning Power Approach which celebrates the grapple and effort required to make progress when we learn things. This means pupils learn not to fear making mistakes and become intelligent learners for life with a moral compass and a growth mindset in place.

Guy Claxton is a cognitive scientist and prolific education author of the past two decades. He is also the Patron of Atelier 21. Our bespoke Personal Progress Diaries used by pupils and their teachers have been co-designed and written by Hayley Peacock, our Head of School and Becky Carlzon, Guy’s co-author of Powering Up Children: The Learning Power Approach to Primary Teaching. Guy and Becky are both consultants at Atelier 21 who help train teachers and staff on inset days.

This blend of chosen pedagogies from the best schools across the globe, helps children master the skills that will be demanded of them in the future – we call these the BIG 6 Learnable Intelligences:

Guy Claxton

Thinking
Skills

Guy Claxton

Interpersonal
Skills

Guy Claxton

Emotional
Intelligence

Guy Claxton

Decision
Making Skills

Guy Claxton

Mental
Agility

Guy Claxton

Character
Development

Guy Claxton

Thinking
Skills

Guy Claxton

Interpersonal
Skills

Guy Claxton

Emotional
Intelligence

Guy Claxton

Decision
Making Skills

Guy Claxton

Mental
Agility

Guy Claxton

Character
Development

Democratic School Circles

“A radical change is going to be needed to get a learning system fit for a democracy. It needs to get away from domination and its endless stream of uninvited teaching. It needs to recognize that, in a democracy, learning by compulsion means indoctrination and that only learning by invitation and choice is education.” Roland Meighan

In our school children and teenagers are accorded rights and responsibilities of democratic citizenship; students and teachers vote at School Circle meetings on the rules that affect them, and serve on different circle groups to make decisions on various aspects of the running of Atelier 21. These decisions range from which sports to put on the curriculum next term, to which new behaviour rules we need as a community, to which student enterprise ideas will be granted loans from the school bank for example.

What better training than this to prepare students for democratic citizenship? When rules are broken, misdemeanours are heard at the school circle meeting and appropriate sanctions are decided on and given out by the group of students and teachers in that circle. Any serious misdemeanours or acts of intolerable behaviour will be dealt with by the Head of School.

Democratic School Circles

“A radical change is going to be needed to get a learning system fit for a democracy. It needs to get away from domination and its endless stream of uninvited teaching. It needs to recognize that, in a democracy, learning by compulsion means indoctrination and that only learning by invitation and choice is education.” Roland Meighan

In our school children and teenagers are accorded rights and responsibilities of democratic citizenship; students and teachers vote at School Circle meetings on the rules that affect them, and serve on different circle groups to make decisions on various aspects of the running of Atelier 21. These decisions range from which sports to put on the curriculum next term, to which new behaviour rules we need as a community, to which student enterprise ideas will be granted loans from the school bank for example.

What better training than this to prepare students for democratic citizenship? When rules are broken, misdemeanours are heard at the school circle meeting and appropriate sanctions are decided on and given out by the group of students and teachers in that circle. Any serious misdemeanours or acts of intolerable behaviour will be dealt with by the Head of School.

Wellbeing at Atelier 21

At Atelier 21, we recognise that having positive mental health is a driving force towards a successful experience both in school and beyond. Drawing upon the Big 6 Learnable Intelligences[1] we aim to promote positive mental health and wellbeing for our whole school community (children, staff, parents and carers), and recognise how important mental health and emotional wellbeing is to our lives in just the same way as physical health. We recognise that children’s mental health is a crucial factor in their overall wellbeing and can affect their learning and achievement. All children go through ups and downs during their school career and some face significant life events

Some of the ways we promote good mental and physical wellbeing are:

Our day starts with 15 minutes of mindfulness activities in every class everyday. That’s how seriously we take wellbeing, because setting up your day feeling calm and centered and ready to be curious feels good!

We have weekly PSHE lessons and class meetings designed to support our children’s wellbeing by exploring how our minds, bodies, relationships and personal mindset affect our wellbeing.

All our pupils have weekly Yoga with a qualified children’s Yoga instructor.

We have a wonderful chef at Atelier 21 who ensures that we have healthy and nutritious meals. These meals are eaten together, with our teachers. It is a time to connect and reflect. Over the course of our school week, we are given many opportunities to connect with children from other year groups. In our Wednesday workshops, we learn and collaborate alongside 6-8 children from other classes.

Our ‘Wild Fridays’ ensure that all children are actively learning outside, in nature, every single week. Being situated in Broadfield Park allows us to climb trees, run and play on the field, for at least an hour every day. We are fortunate to have an experienced PE teacher who teaches PE twice a week. Additionally, Reception, Year One and Year Two swim weekly at the K2 Leisure Centre. The remaining classes each swim for half a term each academic year.

Noticing is one of our ‘Learning Powers’ at Atelier 21 Future School. We practise mindfulness daily and really see the value of weaving this into all that we do. Our resident yoga teacher visits once a week.

As another of our highly regarded ‘Learning Powers,’ kindness is paramount to our Wellbeing and we celebrate kindness through regular ‘Kindness weeks,’ ongoing training with the whole school community and daily class meeting.

[1] The Big 6 Learnable Intelligences are: Interpersonal Skills, Mental Agility, Thinking Skills, Decision Making Skills, Emotional Intelligence, Character Development

INTERNATIONAL BACCALAUREATE (IB)

We have chosen to deliver the International Baccalaureate (IB) in Atelier 21’s senior school. This means we now have a world leading recognised exam system which fits our school ethos and approach to learning. Paired with our revolutionary curriculum, which focusses on making learning relevant, meaningful and globally connected, it ensures our pupils build 21st Century skills, a broader range of knowledge and interests and the dispositions that young people need to compete and thrive – on top of rocking exam results.

The International Baccalaureate Middle Years Programme (MYP) is designed for pupils between the ages of 11 and 16. It is taught in 108 countries around the world, is accredited by Ofqual as having the same status as GCSEs and respected by universities in the UK and abroad.

The MYP is highly compatible with the Atelier 21 commitment to the Reggio Emilia philosophy and enables us to nurture in our pupils the character and strength of mind for them to succeed in adult life. It emphasises  intellectual challenge and encourages connections between studies in traditional subjects and the real world. There is a strong focus on ‘learning to learn’ through the systematic development of approaches to learning, skills for communication, collaboration, organisation, self-management, reflection, research, creative and critical thinking.

It also fosters intercultural understanding and global engagement – essential qualities for young people today. Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental needs of students and prepares them for further academic study in an increasingly interconnected world.

GCSEs have highly prescribed curriculums that lend themselves to teacher-led direct instruction, with assessment almost entirely through final examination. By contrast, the MYP assessment is achieved through a wider breadth of activities, including projects and ePortfolios of students’ work, with only five exams to sit at the end of  Year 11 allowing more time for overall personal development.

Language Acquisition

At Atelier 21 our pupils learn Spanish as the most widely recognised international language, with the emphasis placed on practical speaking and listening skills that are most useful when working and living abroad.

Language and Literature

We offer pupils a rich curriculum that develops skills in listening, speaking, reading, writing, viewing and presenting. Pupils are introduced to a wide array of contemporary and classic literature, including novels, plays and poetry, with the  opportunity to unpack the writing techniques employed by the author, as well as the moral, social, economic, political,   cultural and environmental themes within the texts.

Individuals and Societies

This covers all areas of the humanities, including history, economics, geography, philosophy, sociology and anthropology, business management, psychology, and world religions. Initial learning is used as a launchpad for individual and group   project work, culminating in a final piece for each unit of study. This might be a presentation, an essay, a piece of creative writing, or a piece of art or design work. Pupils are assessed on their knowledge and understanding, their investigation skills, their communications skills and their critical thinking.

Sciences

This encompasses biology, chemistry and physics, as well as offering pupils the opportunity to pursue a variety of interdisciplinary areas of scientific study, such as environmental science or sports science.

Mathematics

The MYP mathematics framework encompasses number, algebra, geometry and trigonometry, statistics and probability.  All Atelier 21 pupils are prepared for either standard or extended mathematics, depending on their natural aptitude and interest, but we encourage any pupils interested in studying Maths for the Higher Level IB Diploma or A Level to work towards Extended Mathematics during the MYP.

Arts

The MYP takes a broad approach to the Arts, incorporating, Visual art, Media, Drama, Music and Dance. At Atelier 21 pupils have a wide range of creative opportunities. We also have some pupils with a strong interest in a particular area that they might pursue outside of school, such as ballet. The MYP enables pupils to incorporate this into their portfolio of work to show their full range of creative talents.

Design

Design challenges all pupils to:

* apply practical and creative thinking skills to solve design problems

* explore the role of design in both historical and contemporary contexts

* consider their responsibilities when making design decisions and taking action

MYP design focuses on a holistic design process rather than final products and solutions.

IB Global Contexts

The subject areas are taught within the six global contexts of:

* Identities and relationships

* Orientation in space and time

* Personal and cultural expression

* Scientific and personal innovation

* Globalisation and sustainability

* Fairness and development

There is a natural synergy between these and the Big Studies that Atelier 21 pupils will be familiar with from Reception to Year 6. Children new to the school in Year 7 quickly find their feet with this interconnected approach to learning.

Community Project

The community project provides an important opportunity for pupils ages 13-14 to collaborate and pursue service learning. Pupils produce a process journal to document their service journey and what they learnt from planning and implementing their community projects.

Personal Project

The MYP personal project is a student-centred and age-appropriate practical exploration through a cycle of inquiry, action and reflection. It allows pupils to consolidate their learning throughout the programme. This long-term project is designed as an independent learning experience of approximately 25 hours. Pupils may, if they wish, link their project to one of the global contexts, but this is not mandatory. More on how Atelier 21 approaches these projects is detailed on the next page.

Why have we chosen to apply for the MYP rather than GCSEs?

We are a school centred around the learning experiences of our pupils and the Learning Power Approach and consequently we design our curriculum and our projects around authentic, relevant and child-driven objectives. As we have reflected and reviewed our practise, this would seem at odds with the content driven, memory and test-based model of GCSEs.

The mission statement from the IB states:

“THE INTERNATIONAL BACCALAUREATE® AIMS TO DEVELOP INQUIRING, KNOWLEDGEABLE AND CARING YOUNG PEOPLE WHO HELP TO CREATE A BETTER AND MORE PEACEFUL WORLD THROUGH INTERCULTURAL UNDERSTANDING AND RESPECT.

TO THIS END THE ORGANIZATION WORKS WITH SCHOOLS, GOVERNMENTS AND INTERNATIONAL ORGANIZATIONS TO DEVELOP CHALLENGING PROGRAMMES OF INTERNATIONAL EDUCATION AND RIGOROUS ASSESSMENT. THESE PROGRAMMES ENCOURAGE STUDENTS ACROSS THE WORLD TO BECOME ACTIVE, COMPASSIONATE AND LIFELONG LEARNERS WHO UNDERSTAND THAT OTHER PEOPLE, WITH THEIR DIFFERENCES, CAN ALSO BE RIGHT.”

We feel that the MYP will allow our students to continue with cross-curricular Project-Based Learning as well as develop mastery skills in core subjects and complete their education at Atelier 21 with a recognised qualification in order to continue their learning at a Post-16 level. The Learning Power Approach that underpins our curriculum enables students to embrace challenge and self-regulate, meaning they aren’t immobilised by fear of failure or ‘getting the wrong answer’ in preparation for an exam. This means they have a healthy attitude going into MYP and will be naturally motivated as they understand that getting qualifications is part of the process of creating choices for our lives. They develop higher levels of critical evaluation technique through our project based and self-directed approach to learning, and are more resilient and creative in order to prepare themselves for the process of sitting exams.

Currently, we have made a successful application to the IBO and have been accepted in to the ‘candidacy phase’. In the meantime, we are adapting and developing our Key Stage 3 planning to reflect the content delivered at MYP level in line with the authorisation process. This is likely to take up to 18 months.

Atelier 21 is a Candidate School* for the MYP. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Atelier 21 believes is important for our students.

*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.

Atelier 21 Trees

INTERNATIONAL BACCALAUREATE

We have chosen to deliver the International Baccalaureate (IB) in Atelier 21’s senior school. This means we now have a world leading recognised exam system which fits our school ethos and approach to learning. Paired with our revolutionary curriculum, which focusses on making learning relevant, meaningful and globally connected, it ensures our pupils build 21st Century skills, a broader range of knowledge and interests and the dispositions that young people need to compete and thrive – on top of rocking exam results.

The International Baccalaureate Middle Years Programme (MYP) is designed for pupils between the ages of 11 and 16. It is taught in 108 countries around the world, is accredited by Ofqual as having the same status as GCSEs and respected by universities in the UK and abroad.

The MYP is highly compatible with the Atelier 21 commitment to the Reggio Emilia philosophy and enables us to nurture in our pupils the character and strength of mind for them to succeed in adult life. It emphasises  intellectual challenge and encourages connections between studies in traditional subjects and the real world. There is a strong focus on ‘learning to learn’ through the systematic development of approaches to learning, skills for communication, collaboration, organisation, self-management, reflection, research, creative and critical thinking.

It also fosters intercultural understanding and global engagement – essential qualities for young people today. Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental needs of students and prepares them for further academic study in an increasingly interconnected world.

GCSEs have highly prescribed curriculums that lend themselves to teacher-led direct instruction, with assessment almost entirely through final examination. By contrast, the MYP assessment is achieved through a wider breadth of activities, including projects and ePortfolios of students’ work, with only five exams to sit at the end of  Year 11 allowing more time for overall personal development.

Language Acquisition

At Atelier 21 our pupils learn Spanish as the most widely recognised international language, with the emphasis placed on practical speaking and listening skills that are most useful when working and living abroad.

Language and Literature

We offer pupils a rich curriculum that develops skills in listening, speaking, reading, writing, viewing and presenting. Pupils are introduced to a wide array of contemporary and classic literature, including novels, plays and poetry, with the  opportunity to unpack the writing techniques employed by the author, as well as the moral, social, economic, political,   cultural and environmental themes within the texts.

Individuals and Societies

This covers all areas of the humanities, including history, economics, geography, philosophy, sociology and anthropology, business management, psychology, and world religions. Initial learning is used as a launchpad for individual and group   project work, culminating in a final piece for each unit of study. This might be a presentation, an essay, a piece of creative writing, or a piece of art or design work. Pupils are assessed on their knowledge and understanding, their investigation skills, their communications skills and their critical thinking.

Sciences

This encompasses biology, chemistry and physics, as well as offering pupils the opportunity to pursue a variety of interdisciplinary areas of scientific study, such as environmental science or sports science.

Mathematics

The MYP mathematics framework encompasses number, algebra, geometry and trigonometry, statistics and probability.  All Atelier 21 pupils are prepared for either standard or extended mathematics, depending on their natural aptitude and interest, but we encourage any pupils interested in studying Maths for the Higher Level IB Diploma or A Level to work towards Extended Mathematics during the MYP.

Arts

The MYP takes a broad approach to the Arts, incorporating, Visual art, Media, Drama, Music and Dance. At Atelier 21 pupils have a wide range of creative opportunities. We also have some pupils with a strong interest in a particular area that they might pursue outside of school, such as ballet. The MYP enables pupils to incorporate this into their portfolio of work to show their full range of creative talents.

Design

Design challenges all pupils to:

* apply practical and creative thinking skills to solve design problems

* explore the role of design in both historical and contemporary contexts

* consider their responsibilities when making design decisions and taking action

MYP design focuses on a holistic design process rather than final products and solutions.

IB Global Contexts

The subject areas are taught within the six global contexts of:

* Identities and relationships

* Orientation in space and time

* Personal and cultural expression

* Scientific and personal innovation

* Globalisation and sustainability

* Fairness and development

There is a natural synergy between these and the Big Studies that Atelier 21 pupils will be familiar with from Reception to Year 6. Children new to the school in Year 7 quickly find their feet with this interconnected approach to learning.

Community Project

The community project provides an important opportunity for pupils ages 13-14 to collaborate and pursue service learning. Pupils produce a process journal to document their service journey and what they learnt from planning and implementing their community projects.

Personal Project

The MYP personal project is a student-centred and age-appropriate practical exploration through a cycle of inquiry, action and reflection. It allows pupils to consolidate their learning throughout the programme. This long-term project is designed as an independent learning experience of approximately 25 hours. Pupils may, if they wish, link their project to one of the global contexts, but this is not mandatory. More on how Atelier 21 approaches these projects is detailed on the next page.

Why have we chosen to apply for the MYP rather than GCSEs?

We are a school centred around the learning experiences of our pupils and the Learning Power Approach and consequently we design our curriculum and our projects around authentic, relevant and child-driven objectives. As we have reflected and reviewed our practise, this would seem at odds with the content driven, memory and test-based model of GCSEs.

The mission statement from the IB states:

“THE INTERNATIONAL BACCALAUREATE® AIMS TO DEVELOP INQUIRING, KNOWLEDGEABLE AND CARING YOUNG PEOPLE WHO HELP TO CREATE A BETTER AND MORE PEACEFUL WORLD THROUGH INTERCULTURAL UNDERSTANDING AND RESPECT.

TO THIS END THE ORGANIZATION WORKS WITH SCHOOLS, GOVERNMENTS AND INTERNATIONAL ORGANIZATIONS TO DEVELOP CHALLENGING PROGRAMMES OF INTERNATIONAL EDUCATION AND RIGOROUS ASSESSMENT. THESE PROGRAMMES ENCOURAGE STUDENTS ACROSS THE WORLD TO BECOME ACTIVE, COMPASSIONATE AND LIFELONG LEARNERS WHO UNDERSTAND THAT OTHER PEOPLE, WITH THEIR DIFFERENCES, CAN ALSO BE RIGHT.”

We feel that the MYP will allow our students to continue with cross-curricular Project-Based Learning as well as develop mastery skills in core subjects and complete their education at Atelier 21 with a recognised qualification in order to continue their learning at a Post-16 level. The Learning Power Approach that underpins our curriculum enables students to embrace challenge and self-regulate, meaning they aren’t immobilised by fear of failure or ‘getting the wrong answer’ in preparation for an exam. This means they have a healthy attitude going into MYP and will be naturally motivated as they understand that getting qualifications is part of the process of creating choices for our lives. They develop higher levels of critical evaluation technique through our project based and self-directed approach to learning, and are more resilient and creative in order to prepare themselves for the process of sitting exams.

Currently, we have made a successful application to the IBO and have been accepted in to the ‘candidacy phase’. In the meantime, we are adapting and developing our Key Stage 3 planning to reflect the content delivered at MYP level in line with the authorisation process. This is likely to take up to 18 months.

Atelier 21 is a Candidate School* for the MYP. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Atelier 21 believes is important for our students.

*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.

Atelier 21 Trees