1) Personal Handbook 2014

2014-2016
PERSONAL
HANDBOOK
UWC Atlantic College
makes education a
force to unite people,
nations and cultures
for peace and
a sustainable future.
www.atlanticcollege.org STUDENT HANDBOOK 3
WELCOME TO UWC ATLANTIC COLLEGE
Dear Student
Welcome to UWC Atlantic College. I hope you are ready for an
exciting, inspiring and transformational two years here at St.
Donat's Castle. You are about to become part of the international
UWC community; something that will stay with you for the rest of
your life. This booklet will answer many questions for you but I am
sure you will have many more, so please ask staf and second years
if you are unsure about anything. I am sure you will fnd everyone to be very helpful.
You are coming to a place that has a history going back 800 years and the college has been
here for over ffty. You will study in a castle, swim in the sea and take part in service within
the local community. Throughout your endeavours here at the college will run our mission
statement: UWC makes education a force to unite people, nations and cultures for peace and
a sustainable future. You will learn skills and acquire tools that will enable you to make a
diference in the world over the course of your career. Take every opportunity ofered and
live adventurously - then you will make the most of your time here.
The sea front is a unique part of the UWC AC experience. This is the centre of the life
guarding service training and of the colleges Atlantic Outdoor Centre. Boat handling and
boat building are an important part of the work of this area and is a tradition carried forward
from the design and testing of the frst rigid infatable boat (RIB) in the frst few years of
Atlantic College's history. Sixteenth century buildings have been restored to provide
accommodation for our new pre-IB course and in the summer holidays young people and
children attend outdoor education courses on which many of our leaving IB Diploma
students act as Instructors. There are two swimming pools; one indoor and one outdoor.
St. Donat's Art Centre, in the centre of the campus, is a venue for student events such
as the International Show, national evenings, music, drama, exhibitions, social events,
etc, set in the Tythe Barn Theatre and the Glass Room. It is also an arts centre that serves
the wider community of the Vale of Glamorgan and stages arts events that bring in
performers and exhibitors from all over the world.
I hope you enjoy your time at UWC Atlantic College and, that whatever direction your
career takes you, you are inspired by your two years here in this beautiful place.
Yours in Friendship
John Walmsley Principal
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CONTENTS
The College Year Key Dates 4
Information for New Students and Parents 6
Student Life 13
United World Colleges Common Code of Conduct 15
UWC Atlantic College Common Code of Conduct 16
The Curriculum at UWC Atlantic College 22
The Pre-IB 22
The Learner Profle of the International Baccalaureate 25
IB Subject Choices at UWC Atlantic College 28
The IB Syllabuses 32
The Personal Social and Health Education (PSHE) Programme 46
The Experiential Faculties 47
The Activities Programme 52
UWC Atlantic College Outreach and 55
Portfolio of 3rd Year Opportunities
www.atlanticcollege.org STUDENT HANDBOOK 3 2 STUDENT HANDBOOK
John Walmsley Principal 799002 principal@atlanticcollege.org
Stephen Cox Chair of Governors 799009 sjc2@btinternet.com
Paul Motte Bursar & Clerk to Governors 799009 paul.motte@atlanticcollege.org
David Booker Vice Principal (Curriculum) 799311 david.booker@atlanticcollege.org
Nick Lush Vice Principal (Pastoral) 799003 nick.lush@atlanticcollege.org
Jan Bishop Admissions Registrar 799038 jan.bishop@atlanticcollege.org
(admissions enquiries)
Julie Harris Principals PA/Admissions Sec. 799002 julie.harris@atlanticcollege.org
(general enquiries)
Sile Northcroft Accounts Ofce (fees only) 799294 sile.northcroft@atlanticcollege.org
Julie Giles College Services Administrator 799016 julie.giles@atlanticcollege.org
(buses on arrival at Heathrow)
Sara Creber Powys Houseparent 799032 sara.creber@atlanticcollege.org
Sarah Hamilton Sunley Houseparent 799038 sarah.hamilton@atlanticcollege.org
Marta Beleznay Tice Houseparent 799040 marta.beleznay@atlanticcollege.org
Isminur Mutlu-Smith Whitaker Houseparent 799042 isminur.smith@atlanticcollege.org
Hedd Wood Gwynedd Houseparent 799034 hedd.wood@atlanticcollege.org
Carol Norris Pentti Kouri Houseparent 799044 carol.norris@atlanticcollege.org
Synnve Refstad Morgannwg Houseparent 799036 synnove.refstad@atlanticcollege.org
Staf, Health Centre 799023
IMPORTANT COLLEGE CONTACTS
Within the UK the following phone numbers need to be prefxed with 01446.
Outside of the UK, the prefx is 0044 1446.
Saturday 10th January 2015 Students may arrive from 1400 onwards. Buses will
be waiting for students at London Heathrow Airport,
departing late morning, mid-afternoon and early
evening. *Costs will be deducted from college bank.
Wednesday 1st April Easter break begins at 1400
Tuesday 7th April Easter break ends at 2215
May third week The school year generally ends during the third week
of May following the last IB examination. We have to
await publication of the IB Examination Timetable.
Parents will be notifed by email and students will also
be informed. Buses will be provided to Heathrow as
per times of the Christmas break.
THE COLLEGE YEAR KEY DATES
The college calendar is designed to facilitate the implementation of the Atlantic
Diploma, which includes the International Baccalaureate and the co-curricular
faculties.
Parents and students must understand that the published times and dates of
holidays are not negotiable. Travel plans should be arranged within the
advertised holiday dates. It is important parents plan in advance. It is
important to note universities may ask for the attendance history of a student.
New students join the college in mid-August and there is a weeks holiday
towards the end of October. The frst term ends in the second week of
December and a break of four weeks enables some students to return home,
others to experience extended hospitality in the homes of their friends.
The second term, which begins in early January, continues until late May.
Students enjoy project week in February/March, e.g. college choir tour, visits to
both UK and overseas destinations.
The summer holiday runs through June and July, with second year students
returning at the beginning of August. The second year concludes in May with
the IB examinations.
Important Dates for 2014/2015
Sunday 17th August 2014 New students can arrive from 1400 onwards. Buses will
be waiting for students at Terminal 3 Arrivals at
Heathrow Airport, departing late morning, mid-
afternoon and early evening. The cost will be deducted
from students college bank account after arrival.
Friday 24th October Autumn mid-term break begins at 1800
Sunday 2nd November Autumn mid-term break ends at 2215
Thursday 11th December Last day of Autumn term. Buses will be provided, at
cost*, to London Heathrow Airport at 2200 on the
11th and at 0800 on the 12th. All students must have
vacated the campus by 1100 on the 12th December.
as watches, cameras and music machines. Full details are displayed at all ports of
entry into the country.
Customs ofcers will advise students on entry and will enter serial numbers in
passports where applicable. Students are responsible for taking all such items out
of the country when they leave the college. When sending parcels to students,
parents and other persons should state on the customs declaration that the contents
are a personal gift and of no commercial value. This should avoid payment of duties
and taxes in the UK although gifts of value greater than USD $50 may attract duties.
Heavy penalties may be incurred by those who contravene customs regulations.
Pocket Money
We are anxious to avoid disparity of personal spending among the students. An
upper limit for pocket money is set annually. The 2013/15 fgure is 1,300 for the
full two-year course. 250 should be brought at the start of the frst term, whilst
350 (upper limit) should be brought for each of the three subsequent terms. We
would stress that this limit is more than adequate for the students needs and would
ask that parents adhere to the fgure given. Please note that this does not include
the costs of calculators or College Yearbook, personal trips away, trips run by staf
or transport to and from the college.
250 (GB) should be deposited with the Accounts Ofce on arrival, or a GB
cheque made payable to Atlantic College with the students name on the
reverse side. Other currencies are not acceptable. Details of the account can
be obtained from the Accounts Ofce for bank transfers if more convenient via
accountant@atlanticcollege.org.
In some instances pocket money allowances are provided by the students
scholarship, and this money is paid directly to the students Pocket Money Account
from the college Accounts Ofce. Cheque books, cash cards and credit cards can
be deposited safely with Houseparents.
Students may require additional funds to fnance their projects in the middle of
each term, but parents and sponsors should know that the college is anxious to
keep these additional expenses within reasonable bounds, and it is possible for
students to undertake projects within the college at no extra cost at all.
Opening a local UK Bank Account
In addition to the college bank account, some students may wish to open an account
at one of the major UK banks in Llantwit Major. It is important to note that banks
INFORMATION FOR NEW STUDENTS AND PARENTS
Immigration Procedure
The college will issue students from non-EEA countries with a unique Confrmation
of Acceptance to Study (CAS) number, which will be required for all visa applications.
Visa applications cannot be submitted until after 17th May. For further information
and guidance on applying for a visa visit the UK Border Agency website:
www.gov.uk/government/news/new-international-enquiry-service-for-visa-applications
Police Registration
Students from some non-EEA countries will require police registration and this will
be arranged shortly after arrival at the college.
Passport Photographs
All students should bring with them six passport photographs. This is essential
because photographs are required for police registration and university entrance
application forms.
Change of Address
It is important to provide the college with accurate e-mail addresses and
telephone numbers of parents as most of our communication with parents is done
by e-mail, and therefore it is extremely important that the Principals Ofce,
Accounts Ofce and Houseparents be notifed as soon as possible of any change
of address which afects the school records.
Luggage Handling Charge
Students should be aware that if luggage is sent in advance by air freight, there will
be a luggage handling charge imposed by carriers. It is advised that when parents
send parcels to students from overseas, they should state that it is for the students
use while at the college. This should prevent VAT and HM Customs Import charges.
UK Customs Regulations
It is an ofence to sell, give away, accept or buy personal property brought into the
country under a concession which exempts students studying in this country from
paying import duty. This regulation applies to all personal and valuable items such
provided at no additional cost to the student. This insurance does not cover costs
of medical treatment.
All valuable items of property (such as cameras and computers) should be kept
secure whilst at the college. Each student is given a lockable drawer and wardrobe.
Medical and Dental Care
Routine medical treatment and treatment for accidents and emergencies will be
given free of charge under the British National Health Service (NHS). The college
doctors, full-time residential nursing sisters and a part-time psychological counsellor
are responsible for the students health. The doctors hold surgeries in the college
two days per week and are available on call at any time for emergencies.
It is recommended that students already using contact lenses or spectacles should
bring details of these in case of emergency replacement.
Medical care is free but there may be charges for dental and optical services.
Orthodontic treatment is not available on the NHS, but can be privately arranged
in Cardif.
Hospital Visits
In an emergency students will be accompanied to hospital. For non-urgent or
follow-up appointments, students may be asked travel alone to and from hospitals
and parents will be asked to cover the costs of the transport.
Visits of Parents and Relatives
These are encouraged but should whenever possible take place at the weekend
and be of short duration. Houseparents have details of local accommodation. It is
sometimes possible for parents to book accommodation in the college but places
are restricted and a charge is made. Visitors are not allowed to stay in student
houses. Brothers and sisters, and friends of a similar age to our students are not
allowed to stay overnight on campus unless accompanied by their parents.
Unfortunately, we cannot allow parents to stay at the college during Induction,
August Period or examinations.
Link Families
The college operates a Link Family Scheme, whereby those students who wish,
may spend some of their spare time with a local family to whom they have been
require students to make appointments in advance and it can take up to two weeks
for an account to be operational. A passport and college ID card are required, as well
as a letter from the college which confrms that you are a valid student. Such letters
can be obtained from the ofce of the Admissions Registrar, and the Principals ofce.
University Examination and Interview Expenses
The college does not cover the cost of students university applications, or of their
attendance at university interviews. Applicants are also responsible for the cost of
any additional testing such as SATs for the US, course specifc tests in the UK and in
a few circumstances extra English Profciency qualifcations.
The tests, and applications to fve US universities, will cost around 300 although
some universities waive the application fees in certain circumstances. Students can
seek advice on this from the Director of University Admissions. Students should pay
the costs of testing and on-line applications with a credit card. Please note that a
debit card is not accepted by College Board. In exceptional circumstances however,
the college is able to pay such costs on behalf of students through the Student
Bursary Fund. International Baccalaureate examination fees are included in the
scholarship or fees.
Additional costs may be incurred during the fourth term in connection with
legalization of the IB Diploma. The 2014 cost was 97. Students from Argentina,
Mexico and Egypt usually pay double this amount as some universities need both
the Diploma itself in addition to the Diploma Programme Course Results
documents to be legalized. At present there are 64 countries on the list, but this list
changes from year to year. Payment will be required at the time of registration for
legalization of the IB Diploma, which takes place in March of the second year of study.
Insurance
The college insurance policies DO NOT cover students personal possessions and
items of particular value must be insured privately. Often students insurance may
be included in the parents household insurance but the Bursar can advise on
obtaining local cover if this proves difcult. All premiums for such cover must be
met by the student.
Students may wish to obtain their own insurance against accidents and unforeseen
events. The college has entered into an agreement for Pupils Personal Accident
Insurance, details of which are given in the enclosed pamphlet. This insurance is a
compensatory scheme for permanent disablement of one sort or another and is
houses are looked after by a Houseparent, who provides pastoral care to the
students and lives in an adjoining property.
Clothing and Laundry
There is no college uniform and normal clothing is casual. Students are expected
to dress comfortably but neatly. For example, t-shirt, jumper and jeans. In addition
to these items we suggest the following are brought from home by all students
and that items are clearly marked with the students name:
Bag for books Pair of training shoes
Towels Pair of smart shoes
Pyjamas Underclothes, socks, etc
Thick/warm jumper Swimming costume
Warm and waterproof clothing Gloves
Pair of strong shoes or boots (e.g. Wellington boots) for camp and daily use
For students in genuine need, the college may be able to help with the cost of
clothing. All students are provided with a high-visibility jacket which should always
be worn when walking on our local roads. Bedding is provided.
Laundrette facilities are available within the college, for which students must pay,
and there is a dry cleaner in Llantwit Major, our nearest town which is two miles
away.
Students are encouraged to bring national costumes to wear on national evenings
and other special occasions. There are a few formal occasions when smart clothing
is appropriate. Students may also wish to bring posters to decorate their rooms.
Books and Stationery
These are provided free of charge at the beginning of each term. The International
Baccalaureate requires all students to have a graphical calculator. We teach students
to use the TI 84+ calculator. Due to bulk buying, the college will sell the calculator
to students at an advantageous price of approximately 77. If you have a graphical
calculator, bring it with you. If not, do not buy one before arrival.
College Computing Facilities
The college is well provided with computers and all students will be given an e-
mail address at no cost. It is not necessary for students to bring laptops to the
college, although they may do so if they so wish.
allocated. The link helps to connect the college to the community and to give
students a home and friends outside the college where they are welcome guests.
Consent for Media Coverage: Photography/TV and Radio Productions of Student
During the time a student is attending UWC Atlantic College, the college may wish
to take photographs, flm or record their academic and co-curricular activities. The
coverage may be used for displays, publications and broadcasts by the press and
on our web-site. Photography or flming will only take place with the permission
of the Principal, and under appropriate supervision. A consent form is included
within the student joining papers for parents/carers and the student to sign and
return to the college. Parents and carers can withdraw their consent at any time by
writing to Admissions.
The College Campus
The college campus is centred around a thirteenth century castle in which there
are classrooms, ofces, a library, assembly hall and a dining hall. There are also
classrooms in a number of other buildings. We have a social centre, cofee shop,
multi-gym and a dance studio. Nearby there are tennis courts, a basketball court
and a fve-a side soccer pitch. There is also a sports feld for playing soccer and rugby.
We have an organic farm in which cattle and sheep are reared, along with extensive
woodlands and felds.
Climate
South Wales experiences a temperate maritime climate. The prevailing south-
westerly winds are moist and comparatively mild for the northern hemisphere. The
annual rainfall of 700 mm falls mainly during the winter months. Summers have
mean daily temperatures from 15 to 20C, and while winter temperatures rarely
fall below 0C, it can feel colder because of high humidity and wind.
The Student Houses
The student community, numbering approximately 350, is divided into seven house
communities in purpose-built homes. Each house accommodates approximately
50 students, a mixture of boys and girls who live on separate corridors. In general
four students, each of a diferent nationality, share a room. The facilities are relatively
simple and students share communal showers and bathrooms. Each house has a
day room with a small kitchen, a quiet room for study and drying rooms. Student
STUDENT LIFE
Daily Routine
Lessons start each morning at 0800 and fnish at 1325. On Fridays there are also
several lessons in the afternoon. Students participate in the full range of the co-
curricular programme in afternoons, evenings and weekends. From Sunday to
Thursday students are expected to be back in their Houses by 2215. On Fridays and
Saturdays this is extended by an hour to 2315.
Diploma Periods
Diploma Periods are an important feature of the curriculum. These are events,
conferences, activities and projects planned throughout the school year, normally
each lasting a few days, when the academic schedule is replaced by a diferent
programme of learning focused on the UWC mission. Examples of recent events
include conferences on the Middle East, on peace and confict, inter-cultural
understanding, critical engagement, interfaith, expeditions and outdoor education,
and environmental sustainability. Diploma Periods are an exciting addition to the
education of students within a UWC context and are viewed by the college as
essential to the curriculum.
Academic and Personal Supervision
All students are under the care of a Houseparent, and Assistant Houseparent. In
addition they have a personal tutor who gives individual guidance on academic
and personal matters. Support is also provided on personal issues by fellow
students trained to be confdential Peer Listeners. The Vice Principal is responsible
for the curriculum of the college. He is supported by a Director of University
Admissions, who guides students through the university process, a Director of
Academic Studies and a Director of the Co-curricular Programme.
Spiritual Life
The large variety of faiths within the college ofers challenges and opportunities
for experiencing cultural diferences. St Donats Church, on the estate, is the local
parish church for the village, and students of all denominations are warmly
welcomed. The college is visited regularly by representatives of diferent faiths who
are available several days each month for individual and group discussions with
students. It is possible for students to observe the festivals and traditions of their
Telephones
Each dormitory has its own telephone. Numbers will be provided to students on
arrival. Family and friends are asked to consider time diferences and not to call after
2200 when residents of the shared room may be sleeping.
Students can make outgoing calls from their dormitory telephone using only one
type of telephone card. These are available to purchase from the College Services
Assistant at a cost of 5. No other telephone cards will work on this system.
The college does not have facilities for students to make Skype or other voice-over-
IP calls.
Musical Instruments and Music Lessons
There is a strong tradition of music at UWC Atlantic College. Tuition is generally available
at the college in piano, singing, guitar and most standard orchestral instruments.
Lessons are ofered on a termly basis and the college owns a number of instruments
which may be borrowed depending on availability. Those taking music as a subject in
the IB receive lessons on one instrument free of charge. Other music instruction may
be provided at the expense of the student. Currently the cost for music lessons on the
activity programme is 135 for a term of 10 x 30 minute lessons. These must be paid
for in advance. Some bursaries are available in cases of fnancial need.
Motor Vehicles
Students are not allowed to bring cars, motorcycles or other motorised transport
to the college. Permission to drive to and from the college will not be given to
students in residence. Bicycles are allowed.
Electrical Appliances
Students should be aware that the British mains electricity system is 230 volts, and
that the college wiring system requires that British Standard three point plugs, with
a metal earth pin and removable fuse, should be ftted to all electrical appliances.
The college tests all electrical appliances on an annual basis and reserves the right
to prevent the use of non-compliant items. Adapters to ensure that plugs comply
with the regulations are available to purchase from the college shop, if required.
Pets
No pets of any kind are allowed.
THE UWC ATLANTIC COLLEGE CODE OF CONDUCT
This information is for the academic year 2013-14. It will be reviewed in May of this year.
UWC COMMON CODE OF CONDUCT
Pursuing the UWC mission to make education a force to unite people, nations,
and cultures for peace and a sustainable future requires a commitment to the
following values: international and intercultural understanding, celebration of
diference, personal responsibility and integrity, mutual responsibility and
respect, compassion and service, respect for the environment, a sense of
idealism, personal challenge, action and personal example.
At the heart of the UWC ethos is respect for others in all our actions and words.
This means that we must think about the common good and be able to rise
above our individual desires and needs. In short, our ideals require good
heartedness from all members of the UWC community and a recognition that
cultural norms are diverse. The common code of conduct is required to make
expectations clear.
Students who accept a position at a UWC school or college commit to the
pursuit of a healthy lifestyle, one that avoids harm to self and to others. The
following are not tolerated:
n Illicit drugs
n Tobacco or electronic cigarettes
n Alcohol on school property and school sponsored activities
n Sexual activity in any public area, including student rooms
n Hazing, bullying or harassment
n Assault
n Stealing or borrowing without permission
Additionally, each college will have clear expectations regarding:
n Attendance (at all classes and activities)
n Academic integrity
n Respect for curfew and/or quiet time
n Alcohol of-campus
Individual UWC schools and colleges may have additional standards on these
issues that refect the laws and cultural norms of the country in which they are
located. The expectation is that the UWC common code of conduct will be
followed both in action and in spirit.
faith within the framework of the college schedule. e.g. Easter, Ramadan and Jewish
Festivals. An Inter-Faith Conference is held biannually.
Environmental Awareness
There is now a dedicated environmental faculty that co-ordinates and oversees the
work on the estate by staf and students. Awareness of sustainability at UWC
Atlantic College has become increasingly important in recent years in proportion
to its development as an issue of global importance. At the college we aim to
provide an opportunity for involvement in environmental issues not only in the
dedicated faculty but also as part of everyday student life through a range of
initiatives both in the house and in the activity programme.
Environmental representatives are appointed to organise the recycling in each
house, to maintain contact with all the environmental activities and to plan and
organise both long and short term environmental projects. Possibilities range from
clearing the local surroundings of garbage, organising the sustainability conference,
being part of the staf/student sustainability council to discussions on
environmental issues around the world. Many of these projects are driven by
student initiative. We hope that you will participate and enjoy the programme.
Care of Personal Property
All valuable items of property (such as cameras and laptops) should be kept secure
whilst at the college. Each student is given a lockable drawer and wardrobe.
Holidays and Long Weekends
It is important that students take a full part in the education programme of the
college. An early departure before the end of term or midterm breaks (particularly
Easter) may have an adverse efect on the academic progress of the student. It is
similarly important that students return to college punctually. It is for this reason
that the college does not authorise early departure or late return after vacation
periods. Students may stay at the college during the Autumn half term break in
October and over Easter.
of the college data base). In serious cases, parents will be contacted by one of
the Vice Principals.
Alcohol
Alcohol may not be consumed by a student unless he or she is at least 18 years
old and is drinking on licensed premises (e.g. pub, wine bar or hotel bar).
Parents will be contacted if a student is drunk or found in possession of alcohol
on the college campus. The excessive consumption of alcohol, or possession of
spirits (such as vodka or whisky) will not be tolerated and will, in most instances,
lead to a student being gated* on Friday and Saturday nights on two consecutive
weekends. (*Gating requires a student to stay in their student House from 1930
onwards.) In addition, Houseparents will impose a restorative/intermediate
punishment. If a student is found to have consumed alcohol excessively, or to
be in possession of spirits on a subsequent occasion, they will be suspended.
Houseparents and House Tutors reserve the right to check dormitories for
alcohol if there is a suspicion that it is being stored or consumed in them.
Tobacco and Electronic Cigarettes
Students are not allowed to smoke either on campus or in the vicinity of the campus
(anywhere in St. Donats village). Parents will be contacted if students are caught
smoking, or found in possession of tobacco products or electronic cigarettes.
Students with a smoking problem on arrival at the college are advised to contact
the Health Centre to seek support to help reduce dependency on nicotine.
Fire Safety
Students caught smoking in a building or tampering with any equipment used
to prevent or extinguish fres (e.g. smoke detectors or fre extinguishers) will be
suspended. Students found smoking in the vicinity of a building may also be
suspended.
Drugs/Substance Abuse
The college regards extremely seriously any possession, consumption or
dealing of illicit drugs in any form while on the campus, at college sponsored
events, or during college trips. Any supervising adult, who fails to take action if
he/she suspects the use of drugs by those in his or her care, is liable to
prosecution under UK Law. This includes Houseparents and members of the
The following, UWC Atlantic College Code of Conduct, both encompasses and
is bound by the UWC Code of Conduct.
THE ATLANTIC COLLEGE CODE OF CONDUCT
At the heart of the UWC ethos is respect for others in all our actions and words.
This means that we must think about the common good and be able to rise
above our individual desires and needs. In short, our ideals require good
heartedness from all members of the UWC community and recognition that
cultural norms are diverse. The Atlantic College Code of Conduct incorporates
all aspects of the UWC Common Code of Conduct.
Students who accept a position at a UWC school or college commit to the
pursuit of a healthy lifestyle, one that avoids harm to self and to others. The
following are not tolerated:
n Illicit drugs
n Tobacco or electronic cigarettes
n Alcohol on college property and college sponsored activities
n Sexual activity in any public area, including student houses, sexual
harassment or overt sexual behaviour
n Bullying, including cyber-bullying
n Aggression and violence towards others
n Stealing or borrowing without permission
n Absence from any part of the academic curriculum or co-curriculum
n Lack of academic integrity (academic dishonesty)
n Defance or open disrespect toward college personnel
n Disrespect for others on the basis of race, nationality, faith, gender,
sexuality or ability
n Inappropriate use of the college computing facilities
n Disrespect for the environment whether demonstrated through
thoughtlessness, vandalism or littering
n Persistent lack of cooperation or violation of school policies
n Any action that intentionally puts others at risk
The expectation is that the Code of Conduct will be followed both in action and
in spirit.
All members of staf are expected to respond to inappropriate behaviour by
students. Houseparents will normally contact parents concerning disciplinary
issues and written records of incidents will be made on the tracking log (part
Check-In and House Routines
Houseparents will ensure that students leave their Houses on weekday
mornings in time for the frst lesson of the morning. Students will be expected
to be out of their Houses between 0800 and 0900 on weekdays. An exception
to this rule is made for Second Year Students during their fnal IB exams.
Students on sick list may also stay in their Houses.
Students must be back in their Houses for check-in at 2215 from Sunday to
Thursday and at 2315 on Fridays and Saturdays. Students are strongly advised
not to work late and to go to bed at a sensible time. A lights out routine will
take place at 2330 during the working week (except during the fnal IB exams,
when Second Year students may work later). In order to ensure as much privacy
as possible when sleeping, students must not visit any dorm other than their
own after check-in and before 0800 in the morning. Students must stay in their
Houses after check-in until 0600 the following morning. There will be no access
to the college computer network after midnight during the working week.
Since student Houses are locked and alarmed from 2230-0600 on Sunday to
Thursday and from 2330-0600 on weekends, students who are out of their Houses
without permission, will be assumed to have compromised the security of others.
In most instances, this will lead to a students parents being contacted as well as
receiving a gating* on Friday and Saturday nights on two consecutive weekends.
(*Gating requires a student to stay in their student House from 1930 onwards.)
Theft
Theft, including borrowing without permission, will not be tolerated. On
discovery of theft, searches of students dormitories may well be carried out
and the Police contacted. Students found to have stolen anything or to be in
possession of stolen goods are likely to be suspended or even expelled from
the college.
College Computing Facilities
Students are expected to adhere to the College IT Acceptable User Policy. Any
inappropriate use of the college computing facilities is not allowed and may
result in the restriction or removal of a students computing account. Serious
cases of inappropriate use of computers (including cyber-bullying) may well
lead to suspension.
College Administration. Students found in possession of illicit drugs are at
strong risk of being expelled from the college. Students arriving at the college
who admit to a drug-dependency problem will be assisted by health
professionals. The college reserves the right to insist that students suspected
of taking drugs undergo a drugs test.
Student Attendance in the Curriculum
Students are expected to play an active role in all aspects of the curriculum. It
is for this reason that attendance at academic lessons and in the co-curricular
programme (services, formal activities, Atlantic Diploma conferences) together
with tutorials and assemblies is compulsory. Without it, a student is not likely
to appreciate the full breadth of the programme nor understand what makes
UWC Atlantic College a special place of study.
Authorised absence is normally given to those who are placed on sick list by a
college nurse or houseparent, with parents notifed as part of the Duty of Care
Policy of the college. Students may also be given authorised absence for
university interviews or for compassionate leave. There may be other,
exceptional reasons for authorised absence and they will be considered on an
individual basis. Early departure on vacation or for mid-term break is not
normally authorised.
Students who are absent will, in the frst instance, be approached by the teacher
or coach concerned. If the absence continues the Tutor, then Vice Principal
(Curriculum) will be informed and parents contacted. The college may under
certain circumstances make a students attendance and punctuality record
available to prospective universities. Students whose unauthorised absence
reaches an unacceptable level may be asked to leave the college.
All absences (authorised and unauthorised) will be recorded on a students
report at the end of each term.
Sexual Intimacy
Public displays of sexual intimacy are not acceptable and students should never
feel excluded from their dormitories by the sexually intimate behaviour of
others. Parents will be contacted if students are discovered behaving in a
sexually intimate way in a dormitory or other public place. This may also result
in suspension or even expulsion.
Intermediate Sanctions
If a student has his/her parents contacted for a disciplinary issue on a second
occasion, he or she may suspended or receive an intermediate sanction
(dependent on the severity of the misdemeanour) in addition to a letter or e-mail
sent home. The intermediate sanction (such as gatingor a restorative punishment)
will be determined by a Houseparent or Vice Principal (Pastoral). A third contact
with parents for a disciplinary issue will automatically result in suspension.
Expulsion (Permanent Exclusion)
In extreme cases, the Principal may decide to expel (permanently exclude) a
student. The Chair of the Board of Governors will be informed of this intention
prior to informing the student and parents.
Expulsion will be automatic for any student dealing in illegal drugs.
Please note that the decision to expel a student, and, therefore, full
responsibility for the decision, resides with the Principal alone. A student or
parent may challenge this decision by an appeal to the Chair of the Board of
Governors, but the student will not be allowed to attend college during this
appeal process.
Representative members of the Board of Governors will convene at the earliest
possible opportunity, and the parents of the student concerned will have the
right to appeal directly to them at the start of the meeting. The Principal will
be expected to state the case for the permanent exclusion (expulsion).
The Board has the authority to uphold or overturn the Principals decision, and
its decision will be fnal.
Appeals Procedure
If a student feels that a disciplinary issue has been inappropriately handled by a
teacher, Houseparent or member of support staf, he/she should discuss the
incident with the Vice Principal (Pastoral). In the case of a Vice Principal
inappropriately handling a disciplinary incident, a student has recourse to the
Principal. In the case of an expulsion, a student has the right of appeal to
representative members of the Board of Governors as described above. The
Principal will be expected to state the case of the expulsion at the appeal. Students
may bring a member of staf or a friend to support them at a disciplinary hearing.
Cars and Motor Cycles
Students are not allowed to drive cars or motor cycles, unless they are having
driving lessons with a qualifed instructor. In exceptional cases for day students,
permission to drive to and from College may be sought from the Principal. Day
students given permission to drive cars are not allowed to transport fellow
students.
Money
All students are urged to use the colleges banking provision (details of which
are given in the Student Handbook) and should strive to spend money without
any unnecessary extravagance.
THE DISCIPLINARY PROCESS AND CONSEQUENCES
Members of staf are expected to respond to breaches in the Code of Conduct,
and, depending on the circumstances, a reminder or a reprimand will be an
appropriate response. However, in the case of a major breach of the Code of
Conduct, as outlined above, or repeated bad behaviour, the matter must be
reported to the Vice-Principal (Pastoral).
Suspension
If suspension is deemed appropriate, parents will be contacted immediately.
Normally suspension will be for one week and any travel arrangements will be
the responsibility of the parents. Should it not be possible to travel home, a
student will be found accommodation of campus, and the cost will be borne
by the parents. A repeated need for suspension is likely to lead to the
withdrawal of the student from the College.
Suspension will be automatic, and may lead to expulsion, for each of the following:
n Repeated misuse of alcohol
n Possession, consumption of illicit drugs
n Violence
n Theft
n Bullying, including cyber-bullying
Depending on circumstances a student may be supported by a tutor, teacher
or friend (if appropriate), during a disciplinary process. We always inform
National Committees of a suspension and may be obliged to contact some
universities to which students have applied.
common heritage through the pioneering philosophy of Kurt Hahn, the United
World College movement and the education work of Alec Peterson.
Atlantic Diploma aim:
UWC Atlantic College seeks to bring together a diverse range of young
people from around the world in a lifelong pursuit of peace and social
justice through dialogue, radical engagement and positive action.
The Diploma represents the mission of the college in action. It focuses on a
lifelong commitment to service in the community, to collaborative work and
social engagement and develops in young people a sense of personal initiative
and the skills of leadership. Students are placed into positions of responsibility
and decision making, and through action and personal example demonstrate
a commitment to making a positive diference in the world.
The Structure of the Atlantic Diploma
Students are required to follow a broad and balanced curriculum across eleven
faculties. Seven faculties provide a disciplinary framework for the International
Baccalaureate. Students choose six academic subjects, three at Higher and three
at Standard Level, plus a seventh, Theory of Knowledge, which helps build
interdisciplinary links in the students minds. A further four faculties are
experiential in nature and ofer in-depth understanding and a practical
engagement with the colleges vision and values.
Students follow a development plan which is individually tailored to their own
interests and aspirations. The development plan is constructed by the student
in collaboration with their tutor. The curriculum, calendar and timetable at the
college are designed to enable students to follow an individual development
path within the structure of the curriculum so that they engage with all aspects
of the UWC mission. In addition students are expected to show creativity and
initiative in developing their own programme either during the summer
vacation between year one and two or during project week, in mission focus
periods and in their own student initiated activities.
The Atlantic Diploma is inter-disciplinary in nature. Issues raised through
academic study in the classroom are developed in a broader light through
community involvement and real world engagement. Students serve in the
community, organise conferences, run focus weeks and help in the delivery of
THE CURRICULUM AT UWC ATLANTIC COLLEGE
The College
UWC Atlantic College opened on the 19th September, 1962, in a hostile
atmosphere of Cold War politics. Kurt Hahns vision for the college, a diverse
range of young people drawn from diferent backgrounds, races and religions
learning together, was born out of a world of international tension.
This vision is no less relevant today.
The Curriculum
The college curriculum is infuenced by the mission and values of the UWC
movement. It is in two distinct parts: a pre-IB programme of Cambridge IGCSEs
and the Atlantic Diploma.
The Pre-IB
The college ofers a one year course of Cambridge IGCSEs, designed to prepare
young people for pre-university study at both IB or A level, or international
equivalent, and does so within the context of the colleges mission as a united
world college.
The Cambridge IGCSE for 14-16 year olds is internationally respected, rigorous
and recognised by universities worldwide. The college ofers a range of subjects
including frst language English and German, second language English, German
and Spanish, History, Global Perspectives, Maths, Co-ordinated Science and Art
and Design. Latin and Music Lessons are available too. In addition students take
part in a co-curricular programme of outdoor activities, environmental
education and global afairs, designed to introduce UWC issues and concerns.
The Atlantic Diploma
The Atlantic Diploma recognises the contribution of young people to the ethos
and values of the UWC mission. All students enrolled at the college are expected
to complete it.
The Diploma has two parts: the international Baccalaureate 16-19 academic
curriculum, and a programme of experiential learning that focuses on key
aspects of peace and a sustainable future. They are interlinked and share a
faculty programmes. An analogy for the diploma is that of a map with students
encouraged to navigate links, orientate themselves, make connections, develop
plans for action and chart and re-evaluate their progress.
Each student is required to record and refect on their progress and consider
options in individual meetings with their tutor over the course of two years.
Academic qualifcations are determined independently according to the rules
of the International Baccalaureate Organization. However successful
completion of the Atlantic Diploma is a result both of suitable achievement
levels in the IB and individual accomplishments in the experiential faculties.
At a fundamental level the programme assumes that each is a member of a
shared community, one which is culturally diverse and international in scope
with values built on mutual responsibility and respect.
The International Baccalaureate [IB] 16-19 Curriculum
The International Baccalaureate [IB] provides a challenging, internationally
focused, broad and balanced educational experience for students aged 16-19.
The signifcant majority of students at UWC Atlantic College opt for the full IB
Diploma. This requires students to study six subjects and a curriculum core
concurrently during their two years.
The full IB Diploma is a prescriptive structure but students also have the option
to pursue individual subject certifcates if the full Diploma does not meet their
individual needs. For example a student who is passionate about the arts may
opt for two or three group six subjects but this combination is not possible in the
full IB Diploma. The college will consider each individuals aspirations and passions
in making course selections. All students are required to follow a challenging
academic programme and are expected to strive for academic excellence.
The IB mission mirrors that of the college. This is not surprising given the fact
that the college was one of the frst schools in the world to ofer the IB and was
involved in its development.
The IB Mission Statement
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.
IB Learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global signifcance.
In so doing, they acquire in depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confdently and creatively in
more than one language and in a variety of modes of communication. They take
responsibility for their own actions and the consequences that accompany them.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values, and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a
positive diference to the lives of others and to the environment.
Risk-Takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance
to achieve personal well being for themselves and others.
Refective They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.
TABLE 1: THE LEARNER PROFILE OF THE
INTERNATIONAL BACCALAUREATE
Course Selections at UWC Atlantic College within the International
Baccalaureate Framework
All students at UWC Atlantic College are required to study six academic subjects
taken from the International Baccalaureate 16-19 curriculum [see Table 2].
Students completing the full IB Diploma Programme are required to study six
subjects that follow a particular pattern. They must choose three subjects at
Higher Level and three subjects at Standard Level. They must select one subject
from groups 1, 2, 3, 4 and 5. They can then select either one subject from group
six or another subject from groups 1 to 5. In addition students have to complete
a course in Theory of Knowledge, the Extended Essay and the Creativity Action
Service programme which is embraced within the experiential part of the
Atlantic Diploma.
Certain combinations of subjects make more sense than others and students
will be advised on arrival on what best suits their interests and aspirations. A
student, for instance, wanting to study engineering at university would need
higher level Maths and Physics. A student interested in medicine would select
higher level Chemistry and normally two other higher level sciences or higher
level Maths. Tutors will guide students through the process of selection.
Students are not encouraged to take 7 subjects or 4 Highers due to the
demands of the curriculum. However this may be possible under certain
conditions, such as an arts subject in Group 6.
The college may under certain circumstances review any course with fewer than
fve students in the class.
Teaching Language
English is the main teaching language at the college except in language
teaching itself.
Curriculum Induction and Course Selection
When frst arriving at the college students receive advice on the academic
programme by the Vice Principal (Curriculum), Director of Academic Studies
and Personal Tutor and undergo diagnostic testing in English and Maths. For
the most part students are free to select their own programme, with guidance
and support. However, some choices may depend on test results and the
constraints of scheduling, particularly Maths and English.
To this end the organisation works with schools, governments and
international organisations 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 diferences, can also be right.
The Learner Profle
The learner profle [see Table 1] is the embodiment of the IB mission in 10
attributes and defnes the type of learner the IB aspires to develop. These are
important attributes and many feed into the objectives of the Atlantic Diploma.
Disciplinary and Interdisciplinary Understanding
The IB 16-19 curriculum provision provides an academically rigorous disciplinary
approach to study. Each academic discipline provides its own methodological
framework that students learn to understand and use. This disciplinary based
understanding is essential in order to provide a deep appreciation of the nature
of an academic discipline as well as a solid foundation for future university work.
In addition to this, students are expected to make connections between
disciplines. Teachers are encouraged to make connections in their teaching and
relate theory to real world issues. They are also encouraged to help build inter-
disciplinary links in students minds between subjects and highlight connections.
The Theory of Knowledge course is specifcally designed to facilitate this process.
Education for Intercultural Understanding
International mindedness is an attitude of openness to, and curiosity about, the
world and diferent cultures. It is concerned with developing a deep understanding
of the complexity, diversity and motives of human actions and interaction. In the
IB 16-19 curriculum individual subjects, through their aims, objectives, content and
assessment criteria are written in order to foster international mindedness. The
United World Colleges are uniquely placed to take advantage of the richness of
student cultural backgrounds and it is for this reason that the Atlantic Diploma is
the essential aspect of the colleges learning programme.
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Reports
Reports on student performance in both their academic studies and their
general involvement in college life are sent to parents at the end of each of the
four terms, with copies also being sent to National Committees and sponsors.
The vast majority of our students progress happily from the frst to the second
year but it is important to note that this progression is not automatic. In a very
small number of cases we fnd, after a review of performance and attendance,
that some students are better suited to a diferent style of programme at a
diferent institution.
Issue of the IB Diploma
The International Baccalaureate Ofce publishes the examination results in
early July and issues its diplomas to successful candidates at the end of August.
The IB Diploma gives the grades and bonus points achieved and details of
extended essays. Students receive recognition for completing the Atlantic
Diploma at the end of their two years.
Academic Honesty
Students must be aware that the IB and the college have very strict rules on
academic honesty. All work submitted to teachers must be the authentic work
of the candidate. Reference to the work of others must be properly cited using
the college recommended guide, The Chicago Manual of Style. Students are
instructed on citation and referencing and given guidance on research. Any
incident of plagiarism is treated very seriously by the school. A frst ofence will
lead to a letter home and a second and repeated ofences may lead to
suspension. Universities may also be informed. If malpractice is suspected by
the IB in assessed work and examinations it can result in a failure to award a
student the IB Diploma.
It is possible to alter course selections during the initial weeks of the frst term
with the agreement of teachers. The college attempts to keep all changes to a
minimum to ensure stability within the programme. Changes, except for
higher/standard level switches, are not permitted after the frst six weeks and
higher/standard level changes are not permitted after the frst term. A record
is kept of each students progress with guidance seen as a continuous process.
The college requests that before leaving home, new students obtain the advice
of their present teachers in the light of the information given in this handbook,
and return the academic preliminary choices form which accompanies the
joining papers to help the Director of Studies plan the timetable.
Methods of Assessment
Among the methods used in IB examinations are:
(a) the extended essay (up to 4000 words) or individual research project.
Students work on these over several months, normally during the frst
half of their second year;
(b) written essay examinations, of various lengths up to four hours;
(c) multiple choice examinations;
(d) oral assessment;
(e) continuous assessment of practical work;
(f ) internal assessment;
(g) essays sent to external examiners;
(h) portfolios in certain subjects.
Grading
IB subjects are graded on a scale of 1-7. 1 is the lowest mark: 7 the highest: 4 is
a satisfactory pass. A minimum score of 24 points overall is required for the IB
Diploma. In addition there are a number of passing and failing conditions, such
as lower grades in one or two subjects being compensated for by higher grades
in others at the same level. A maximum score of 45 is achieved by an extra 3
points for Theory of Knowledge and the Extended Essay.
Students receive progress grades twice a term and predicted grades fve times
over the course of two years to support the university guidance process. In
addition students are given an efort grade on an A-E scale where A is the
highest and E the lowest achievement level.
During progress grade tutorials, students receive updates on attendance.
GROUP 1: THE STUDENTS BEST LANGUAGE
Language A Literature
Language A is the student's best language, mother tongue, or the language of
his or her secondary education.
This is a literary course aiming to study a wide range of texts both classical and
contemporary from diferent genres, places and time periods. The IB course also
includes the experience of studying literature in translation from other cultures.
The fnal examination (45% of the fnal grade) contains an unseen appreciation of
prose and poetry as well as one essay based on a specially prepared genre. One
piece of coursework is submitted to the examiners on a literature in translation
text (25%). 30% of the fnal IB grade is gained by two oral tasks during the course.
Previous experience of the study of literature is desirable for this course although
depending on a student's educational background it is not absolutely essential.
The diference between Higher and Standard Level is both in the number of
texts studied (Higher Level 13 - Standard Level 10) and that at Higher Level
more emphasis is placed on a student's autonomous ability to explore a writer's
skills and techniques.
Students may opt to study their mother tongue as a Self Taught language at
Standard Level; the college will ofer guidance throughout the two years and
structured lessons for one year in the literature in translation component of this
course, which will be taught in English.
Students who are bilingual may choose to study two languages in Group I and
omit Group II.
Language A - Language and Literature
Language A is the student's best language, mother tongue, or the language of
his or her secondary education.
This course combines elements of a literary course aiming to study a wide range
of texts both classical and contemporary from diferent genres, places and time
periods with the study of culture and media.
The fnal examinations (50% of the fnal grade) contain an appreciation of an
unseen non-literary text and an essay based on a specially prepared genre. One
THE IB SYLLABUSES
Theory of Knowledge
The Theory of Knowledge course is an integral and compulsory part of the IB
Diploma. It is taught as a standard level subject to all students throughout terms
2 and 3. The aim of the course is to engender critical thinking skills which refect
on, and assess, the methods used to attain knowledge. The course revolves
around two key questions: what do we claim to know? How valid are the
methods used to justify these claims? The course explores the following to
attain an understanding of what constitutes knowledge:
n the role of perception in shaping our map of reality and defning
knowledge;
n the role of emotion in identifying knowledge;
n the symbolism and structure of language;
n the nature and validity of logic and mathematics;
n the nature of scientifc enquiry, experimentation and analysis in the
Natural and Human Sciences;
n the nature of historical investigation and analysis;
n the nature and basis of religious faith beliefs;
n the nature and basis of moral, ethical and political judgments;
n the nature of art and basis of aesthetic judgments.
The satisfactory completion of an assessed Theory of Knowledge oral
presentation and essay is also a qualifying condition for the award of the Diploma.
Research Skills and the Extended Essay
All students complete a 4000 word individual research essay. This can be in an
IB subject of their own choice or as a World Studies essay, a comparative analysis
of an issue of global importance. Students complete the essay during the
second and third terms over the frst and second year. They are supported by
an individual supervisor and are introduced to research skills through a series
of extended essay mornings, touching on topics such as the investigation of
sources, academic honesty, citation and referencing and assessment. A draft of
the essay is due in the frst week of August, when students return for the second
year. It is expected that some time in the vacation is spent on gathering research
material and preparing a fnal draft for submission.
Development economics is seen as a particularly important part of the course,
and is an important ingredient in the portfolios of commentaries on current
events, which constitute the internally assessed component.
The aim of the Economics curriculum is to promote understanding of issues
and to make what can be a rather theoretical subject into suitable grounds for
enjoyable debate.
Geography: Higher Level and Standard Level
The aim of the subject is to examine some of the complex spatial relationships
within a society on the one hand and between society and the natural
environment on the other. The course deals with physical geography which
examines the complex land form processes of arid and glacial environments
and the oceans, and also studies the inter-relationships between these zones
and humanity. The human geography section examines population, dynamics,
resource use and sustainability and the issues of development.
Some emphasis is given to practical work and feldwork, as well as an introduction
to quantitative methods.
No previous knowledge is required.
Global Politics: Higher and Standard Level
Global politics is a dynamic subject which draws on a variety of disciplines in
the social sciences and humanities, refecting the complex nature of many
present-day political issues. The course explores fundamental political concepts
such as power, rights, liberty and equality through real world contemporary
examples and case studies. The core units of the course together make up a
central unifying theme of people, power and politics.The emphasis on people
refects the fact that the course explores politics not only at a state level but
also explores the function and impact of non-state actors, communities and
individuals. Throughout the course issues such as human rights, development
and confict are explored through an explicitly political lens; politics providing
a uniquely rich context in which to explore how people and power interact. A
key aim of the course is to actively engage with global political issues, therefore
the coursework element involves producing a report on a political issue that
the students have engaged themselves in.
piece of coursework is submitted to the examiners (20%). 30% of the fnal IB
grade is gained by two oral tasks during the course.
Previous experience of the study of literature is desirable for this course
although depending on a student's educational background it is not absolutely
essential. The diference between Higher and Standard Level is both in the
number of texts studied and that at Higher Level more emphasis is placed on
a student's autonomous ability to explore a writer's skills and techniques.
Higher level students study six literary texts and standard level students study
fve, in addition to a wide range of other learning materials.
GROUP 2: SECOND LANGUAGE
These are diferent language courses aimed at diferent levels of experience.
Both courses develop written and oral competence.
Ab initio: Language ab initio is a language acquisition course for students with
little or no previous experience in the language. Working with three broad
themes, students will develop productive, receptive and interactive skills which
can be applied to a range of everyday situations. Language ab initio is available
at Standard Level only, in Arabic, French, Mandarin and Spanish.
Language B: Language B is an additional language course for students who have
some background in the language already. It is a language acquisition course
which develops receptive, productive and interactive skills. Working with core
themes and options, the course will introduce a range of texts and contexts,
relating to the culture of the target language. At Higher Level the course will
include the study of appropriate literary works. Language B is available at both
Higher and Standard Level in English, French, German and Spanish.
GROUP 3: INDIVIDUALS AND SOCIETIES
Economics: Higher Level and Standard Level
At both Higher Level and Standard Level the course covers basic concepts, micro
economics, macroeconomic arguments, international issues and development
economics. No previous study of economics is presumed, and the course is
suitable both for those wishing to study the subject further at university and
those for whom this will be a complete course.
Level students will also study a range of alternative theoretical perspectives
which are present in Anthropological studies.
World Religions: Standard Level
This course provides an opportunity to explore in an academic manner the
diferent traditions, beliefs and practices of the major living world religions: The
Bahi Faith, Buddhism, Christianity, Hinduism, Islam, Jainism, Judaism, Sikhism
and Taoism. Students choose to study fve as an introductory unit exploring
their responses to the questions: What is the human condition? Where are we
going? How do we get there? This will enable the students to gain a deeper
understanding of the world, acquire a meaning of life and response to death.
This will be complemented by the in-depth study of two of the chosen religions
accompanied by an investigative study which provides opportunities for
individual research of an aspect of the religious experience, practice or belief
of a group and/or individual adherents.
No previous knowledge of the subject is required, but students should have an
interest in religious responses to current afairs, and the power with which
religion can be used as a force to unite and divide believers and unbelievers
alike in our contemporary world.
GROUP 4: EXPERIMENTAL SCIENCES
Biology: Higher and Standard Level
Note: Biology cannot be taken with Sports, Exercise and Health Science [HL or SL]
Biology is an important preparation for those wanting to study biomedical
sciences, the subject provides grounding for many careers in agriculture and
the food industry as well as dealing with the ever-increasing demands of
environmental awareness and sustainability.
The course consists of a core:
(a) Statistical analysis
(b) Structure and function of cells
(c) The Chemistry of life
(d) Genetics
(e) Ecology and evolution
(f ) Human health and physiology
At Higher Level, in addition to the above, students will conduct an in-depth
exploration of two global political case-studies of particular interest to them, such
as climate issues or poverty in their region of origin. There is a particular emphasis
on presenting and communicating research outcomes to a wider audience.
History: Higher Level and Standard Level
The History courses provide an opportunity for students to acquire an historical
knowledge of the modern world and to develop the academic skills such as
evaluating evidence and writing essays, which are valuable not only in History,
but in many other subjects too.
The Higher Level courses both focus on common themes in twentieth century
World History, such as the causes and efects of wars, and the origins and
development of single party states. Students also choose a regional option
specialising in the history of either Europe or the Middle East. The European
option covers such topics as the two World Wars, the Russian Revolutions, the
communist state under Lenin and Stalin, and the rise and rule of Hitler in
Germany and Mao in China. The Middle Eastern option includes the study of
the decline of the Ottoman Empire, the Arab-Israeli confict, the rise and rule of
Nasser in Egypt and Mao in China.
The Standard Level History course focuses on international relations from 1919
to 1962. It covers topics such as the work of the League of Nations, Hitlers rise
to power and the Second World War, the origins and development of the Cold
War, US-Soviet relations, Maos China and the Korean War.
Social and Cultural Anthropology: Higher Level and Standard Level
Social and Cultural Anthropology is the comparative study of culture and
human societies. Anthropologists seek an understanding of humankind in all
its diversity. The subject can be studied at both Higher and Standard Level and
exposes students to a range of anthropological perspectives, principles,
practices and ways of thinking. The subject is key to fostering intercultural
awareness and understanding.
All students will study four societies in depth. Topics of inquiry include social
change, kinship, belief systems and power relations. Contemporary issues such
as confict, poverty, injustice, inequality and human rights are addressed. Higher
considerable emphasis is given to practical work which counts for 24% of the
fnal mark.
For both levels it is desirable but not necessary to have some previous
knowledge of Chemistry.
Physics: Higher and Standard Level
At Higher Level there is a large practical element to the course and a good grasp
of mathematical techniques is an advantage. The course is an excellent
preparation for those intending to study Physics, Engineering or closely related
science and technical subjects at university.
The Standard Level course also contains a large element of practical work and
can be recommended to anyone. Topic 8 gives very useful knowledge of
burning issues at the beginning of the 21st century.
No background knowledge is assumed in physics. Both levels can be taken by
students who have not previously studied the subject.
At both levels this subject includes:
1. Physics and physical measurement
2. Mechanics
3. Thermal Physics
4. Oscillations and waves
5. Electric currents
6. Fields and forces
7. Atomic and nuclear physics
8. Energy, power and climate change
At Higher Level the core subjects are extended and further topics are added.
The additional higher level includes Electromagnetic induction, Motion in felds
and Digital technology.
Students will also study two of the options listed below.
STANDARD LEVEL OPTIONS:
1. Sight and wave phenomena
2. Quantum physics and nuclear physics
3. Digital technology
4. Relativity and particle physics
At Higher Level the course deals with these topics in greater depth with
increasing interest centred on molecular genetics, the Biology of DNA and
Biochemistry. There is also a study of plant Biology and a brief survey of the
variety of organisms in the living world. In addition to the core both Levels must
take two options. These usually cover extension to the study of Neurobiology,
Behaviour and further Human Physiology.
The work at both levels is a balance of classroom and practical work both in the
feld and the laboratory. While no previous knowledge for the course is required
at either level, a basic grounding in Biology, Chemistry and Physics is becoming
more important as the science progresses.
Public awareness and involvement in debate over Biological and Environmental
matters is rising. Studying Biology at this level helps to give students the ability
to make informed decisions on matters such as disease management and the
AIDS epidemic as well as climate change and global warming.
Chemistry: Higher and Standard Level
The Higher Level course is an excellent preparation for students intending to
continue studying Science or Medicine at university and, of course, for those
who enjoy Chemistry. Elementary concepts are introduced at a molecular level
and the course then proceeds in a logical manner to more advanced work in
physical, organic and inorganic chemistry. In the second year options are
followed. These may be in modern analytical techniques, organic reaction
mechanisms or applied options such as environmental chemistry, human
biochemistry, medicines and drugs, food chemistry and chemistry in industry
and technology.
Throughout the course practical work is given emphasis and counts for 24% of
the fnal mark. Students are encouraged to undertake individual project work.
The Standard Level course has been specifcally designed to give the non-
scientist a good understanding of the important role chemistry plays in modern
society. Approximately 60% of the teaching time is devoted to fundamental
concepts so students have a good understanding of the underlying chemical
theory. The reminder of the time is spent covering two of the options chosen
from environmental chemistry, human biochemistry, food chemistry, medicines
and drugs and chemistry in industry and technology. As with Higher Level
Option A Food Science and Technology
Option B Electronic Product Design
Option C CAD/CAM
Option D Textiles
Option E Human Factors Design
Environmental Systems and Societies:
This is a new subject based on the old Environmental Systems course. The aim
of this subject is to explain how the environment works and how it impacts on
human life on the planet. A signifcant part of the course is the study of Ecology
which considers the way in which plant and animal communities interact with
each other and with their physical environment.
Closely linked to Ecology are the topics of Conservation and Biodiversity. The
course also looks at other contemporary environmental issues such as global
warming, acid rain, ozone depletion, and soil erosion.
Consideration is also given to the relationship between rapid human population
growth, resource exploitation and the size of our ecological footprint.
Laboratory and feld work make up a considerable proportion of the course. No
previous scientifc or geographical knowledge is assumed.
This course is transdisciplinary and can be considered as both a Group 3 and a
Group 4 subject. This consequently means that students taking this course can
choose two subjects from Group 6 rather than the usual one.
Sports, Exercise and Health Science: Standard Level
Note: this subject cannot be taken with Biology
This new, Standard Level only course, explores the concepts, theories, models
and techniques that underpin sports, exercise and health science and through
these develop an understanding of the scientifc method.
The course incorporates the disciplines of anatomy and physiology,
biomechanics, psychology and nutrition, which are studied in the context of
sport, exercise and health.
A combination of syllabus content and experimental work provides the
opportunity for students to acquire the knowledge and understanding
HIGHER LEVEL OPTIONS:
1. Relativity
2. Medical physics
3. Particle physics
OPTIONS FOR BOTH LEVELS:
1. Astrophysics
2. Communication
3. Electromagnetic waves
Design Technology: Higher Level
The aim of the course is to allow students the opportunity to develop their
understanding of design awareness as well as how technology can impact on
society and the environment. The course has a high element of design and
practical work along with problem solving investigations. The work culminates
in the Design Technology Project. This allows the student to apply the
knowledge and skills developed during the course on order to solve a design
problem of their own choice.
The syllabus content is listed below:
CORE
Topic 1 Design Process
Topic 2 Product Innovation
Topic 3 Green Design
Topic 4 Materials
Topic 5 Product Development
Topic 6 Product Design
Topic 7 Evaluation
ADDITIONAL HIGHER LEVEL
Topic 8 Energy
Topic 9 Structures
Topic 10 Mechanical Design
Topic 11 Advanced Manufacturing Techniques
Topic 12 Sustainable Development
Students will also study one option from the list below this option will be
chosen by the Teacher:
to arts orientated students with the capability of developing abstract
mathematical ideas.
Standard Level Mathematical Studies
This course is intended for those students whose interests do not lie in a feld
where traditional, rigorous mathematical skills and techniques are needed. It
should normally be considered appropriate for students planning to pursue a
university course in humanities, languages, etc. It involves a project which ofers
considerable scope for pursuing individual interests.
General
Higher Level and Standard Level Mathematics include Portfolio work and
Standard Level Mathematical Studies includes Project work which are guided
coursework which is assessed and contributes 20% of the fnal mark.
GROUP 6: THE ARTS
Music: Higher and Standard Level
The Higher and Standard Level courses are suitable for those students who love
music; desire an outlet for their own creativity and who seek to develop a
greater depth of understanding of music in all its great variety. Both courses
explore the main canon of Western Art Music from the Renaissance to the
present day, but they also explore modules in World music, jazz and popular
styles. Standard Level can be taken up by beginners. At Higher Level some
previous experience and a competent level of performance on an instrument
or voice is advised.
The examination at the end of the course involves commenting upon extracts
of music which can be drawn from any musical culture, genre or time-period.
With the almost limitless possibilities of extract this might include, the emphasis
on the course is on developing a tool-kit of techniques and skills that allows
the student to comment confdently on any piece of music that appears even
if it is from a time or culture not previously experienced. This examined
component is worth 30% of the fnal grade.
An independent research project, called the Musical Links Investigation is a crucial
aspect of the second year. The student will investigate the musical links that occur
necessary to apply scientifc principles and analyse human performance.
This course has strong international dimensions such as international sporting
competition and the international bodies that regulate them. Ethical issues that
exist within sporting competitions are considered.
The comprehensive curriculum provides excellent preparation for university
courses including those specifcally related to Sport, Sports Science or Physical
Education.
GROUP 5: MATHEMATICS
Upon arrival at the college all students will take a diagnostic Maths test which
will assist the students and the teachers to decide which is the best maths
course for them.
Further Mathematics
The content of the course is designed for those who are likely to be heavily
involved in Mathematics at university, such as potential mathematicians or
engineers. A great deal of interest and enthusiasm for mathematics is demanded
from students who opt to study this extension of the Higher Level course.
Higher Level
This is a demanding subject which should prove a very useful preparation for
the many university courses in which mathematics can be applied. The content
of the course is predominantly pure mathematics, with some statistical applied
mathematics. The fnal level attained is certainly more than comparable in
standard with a British A Level course or a North American frst year university
course. A good background knowledge is desirable but not completely
essential for a student with aptitude who enjoys the subject. Teaching is
arranged on a lecture/tutorial basis at this level.
Standard Level Mathematics
This course is intended to provide a background of mathematical thought and
competence for those not intending to undertake the Higher Level. It should
normally provide a sufcient mathematical basis for students planning to
pursue a university course in science, economics, etc., and might also appeal
consists of two linked compulsory parts, Studio Work at 60% and Investigation
Workbooks at 40%. All students will produce a minimum of two Investigation
Workbooks that will incorporate analytical research, discovery, interpretation
and media experiments. At the end of the course, 2nd year students display
their work in the examination exhibition, which the 1st years help to curate and
critique. After a discussion about their work video camera the 2nd years open
the exhibition to the local community.
between two pieces of music (chosen by the student with teacher support) from
radically diferent musical cultures. Recent examples have included comparisons
of a jazz standard with a Baroque aria, focussing on improvisation and a
comparison of drinking songs from German and Mongolian cultures.
At Higher Level, students will also develop a portfolio of compositions and
prepare a portfolio of recorded performances on their solo instrument. They
are supported in this by weekly composition tutorials and a practical
instrument/vocal lesson of sixty minutes.
At Standard Level the practical part of the assessment has three options, a group
performance option, a solo performance option and a composition option. All
SL students have a 30 minute instrumental lesson as part of the course.
Visual Arts: Higher and Standard Level
Both courses are open to complete beginners. The cultural background and
individual needs of the student form the basis of the teaching programme. In
order to take the subject at either level and achieve success, students require
motivation, an open and inquisitive mind and a preparedness for investigation
into diferent times, cultures and techniques.
The department has an Apple Macintosh Lab, multi-purpose studio spaces, a
print studio, a ceramics building and a chromakey special efects Photography
and Film studio. During the frst year students are involved in a series of projects,
including: colour-physics and global origins, observational drawing, digital
photography composition, Yearbook and DVD design, Photoshop and
printmaking. Autumn Term culminates in a showcase of students exam work
in the form of a Fashion Show or Time Based Art Event for the entire college. As
the course progresses, the students develop their individual themes and
projects. In the second year, students embark on an increasingly individually
structured programme intended to develop their own theoretic and technical
skills with teaching on an individual tutorial basis.
The Art Department has strong links with international galleries and the
expertise of practising artists, many also lecturing at universities and colleges
in South Wales and England.
The department provides help and advice for students preparing portfolios for
University and Art College applications. At both levels, the Visual Arts course
THE EXPERIENTIAL FACULTIES
Kurt Hahn believed that each person should be allowed an opportunity for self-
discovery and to pursue their own grand passion. The structure of the
experiential faculties allows students to engage in a programme of discovery,
to determine their own pathways through it, confront risk and overcome the
possibility of failure in order to know their own strengths and fallibilities as well
as their role in the common cause. Hahns image for this was of a crew charting
their way together on a thrilling voyage through the school. The individual is
not simply another passenger.
The shared experience of meeting challenges provided by the programme
furthers the aim of increasing international understanding. Students work
together and learn to trust each other, whether in caring for the aged or the
disabled, or in the physically demanding conditions of mountain and rock
climbing or operating rescue equipment in the waters of the Bristol Channel.
Each part of the programme has its own challenges.
The faculties are: Environmental, Global, Social Justice and Outdoor. Each has
two areas: primary delivery and secondary delivery. Primary delivery contains
the community engagement programme and secondary delivery contains four
defning features, which are activities, student initiatives, mission focus periods
and project week.
Students over two years specialise in one area of primary delivery and engage
with a broader understanding of the UWC mission through the secondary
delivery of the other faculties in order to engage with community issues gain a
realistic understanding of the UWC mission in the world.
Each faculty aspires to be a centre of excellence. Its learning programmes and
skill sets are built upon best practice. Visiting fellows and speakers, outside
expertise and contributors, are central to the learning process. The faculties
collaborate with organisations outside the college to create a network of
likeminded organisations.
Environmental Faculty
The Environmental Faculty aims to develop models of sustainability and to
inspire in young people an active commitment to the welfare and improvement
THE PERSONAL SOCIAL AND HEALTH EDUCATION (PSHE)
PROGRAMME
The PSHE programme is a series of presentations and discussions which mainly
take place during the frst term of the frst year. It aims to equip students with
the sort of life skills relevant to young adults. The following are examples of the
issues covered:
n Finding Help at UWC Atlantic College
n Rights, Responsibilities, Respect and Simple Living
n Life in a Student House
n Emotional Well-Being
n Respect
n Smoking, Alcohol and Drugs
n Sexual Health
n Eating Disorders + Self Harm
n Work-Life Perspective
Global Faculty students are part of an exciting programme geared towards
creatively approaching global issues and promoting cultural diversity. During
their two years at the college students are trained in the essential skills to involve
the student body, the local community and a wider global audience with issues
of global concern. Examples of service sessions include working with local school
children on bullying and discrimination, supporting a History and Arts Centre in
a deprived area, engaging with disadvantaged youth through grassroots theatre
and creating material for a weekly news show on Youtube. Students are expected
to take initiative and play a crucial role in decision making and identify which
issues need to be addressed, and how we can use our skills and knowledge to
support the local community or a particular group abroad.
Students who choose to specialise in another faculty will be able to beneft
from the knowledge and skills within the Global Faculty through for example a
training weekend that prepares them for summer projects and/or gap year. A
large portion of the student-led activities relate to Global Facultys aim and
these activities, such as Feminism, Model United Nations and Yoga, are
supported by Global Faculty staf. Global Faculty staf and students organise a
variety of conferences throughout the year, related to Peace, Critical
Engagement, the Middle East and the United Nations. These conferences allow
students to engage with experts and decision-makers and share their own
experiences and skills with their peers.
Social Justice Faculty
The Social Justice Faculty is central to the mission of UWC Atlantic College. Its
aim is to make a real and lasting diference to the lives of others and to do so
with a sense of empathy for the disadvantaged and a respect for human rights
and personal dignity.
The Faculty provides all college students with experiences, knowledge and
ideas which will help inform their attitudes towards others less fortunate than
themselves. This is done in a number of diferent ways. Firstly, there is an
extensive local community service programme aimed at meeting the needs of
less privileged groups and individuals. This includes working with the elderly,
refugees, children from disadvantaged home backgrounds and children and
adults with mental and physical disabilities. We also work with families at the
local prison in Bridgend. The Faculty has and is continually developing an
of the environment. It does this by engaging in a range of activities. Core service
commitments include cultivating a large kitchen garden on the campus,
maintaining local woodland and assisting in the upkeep of college grounds, the
farm and the heritage coastline. Current projects include the restoration of a
vinery, the construction of raised beds and the development of recycling on the
campus. Additionally, students have the opportunity to specialize in
environmental activities that are land or sea-based. These include alternative-
technology projects, beekeeping, tending house-plots, lambing, recycling,
species-monitoring, cultivating a forest garden, construction projects, making
fruit juice and strengthening relations with the local community on the landward
side, and diving, monitoring aquatic biodiversity and engaging in marine
environmental-awareness campaigns on the seaward side of the Faculty.
During the August Diploma Period the Faculty organizes trips to local
environmental projects and arranges work on organic farms in Wales. Open-
water diving trips also take place at this time. We host a Sustainability
Conference in March, and students from the Faculty are involved in the running
and organization of this. Project Week provides an opportunity to explore
environmental initiatives elsewhere in Britain or further afeld; this year there
was a diving project to the Red Sea.
A comprehensive secondary-delivery programme, overseen by staf but co-
directed by second-year students, ensures that students from other faculties
are also exposed to environmental issues. All students in the Faculty are
encouraged to acquire experience of environmental and sustainable practices
in their home countries during the holidays, or after they have left the college,
and the opportunity exists for students to work in the college grounds and
kitchen garden throughout the summer months. Our ultimate aim is to
promote an awareness in all students of the fact that sustainable
environmental, social and economic practices represent the best foundation
for long-term peace and social justice throughout the world.
Global Faculty
The aim of the Global Faculty is to involve young people in a critical
engagement with intercultural issues and actively promote a global ethos and
linguistic and cultural diversity through local and international links and events,
communication and an exchange of knowledge in the pursuit of peace.
element of the Team Aquatic programme are such activities as lifeguarding,
kayaking, surfng, sailing, power boating and swimming. Community service
opportunities within this sphere include teaching swimming to fellow students
and young children, instructing students in all of the core water-based activities,
providing safety cover for sailing and kayaking, and patrolling local beaches.
Team Terra Firma sees a welcome return and commitment from the college to
the mountain environment. Core activities within this sphere include mountain
walking, navigation, emergency frst aid and climbing. As well as providing
instruction and leadership for fellow students, community service opportunities
within this group also include working with young children from local schools
in activities such as orienteering and climbing on the colleges climbing walls
and tower.
The secondary delivery part of the programme provides outdoor education
opportunities for those students who are not in the faculty. It allows students
to sample many of the activities such as surfng and rock climbing without
necessarily specializing to the same depth as those students who select the
faculty as their main focus.
The Outdoor Faculty is also the principal provider for two of the colleges
diploma periods, frst year and second year camp, along with a range of outdoor
experiences during Project Week.
expertise in providing therapy through music and the Arts. Music and activities
related to music can stimulate and engage people who fnd interaction at a
verbal level difcult or impossible. The clients in the therapy outreach area are
mainly EMI clients (elderly, mentally infrm). Many have dementia in its early or
late stages but also other conditions as well such as stroke, depression and
schizophrenia. Learning within the Faculty occurs formally through specifc
training or informally via experience. Great emphasis is placed on the
acquisition of personal skills and attributes including empathy, understanding,
awareness, caring and patience. The most distinctive and exciting aspect of this
service is the variety of contacts it ofers with the local community.
The Faculty also engages the themes of Social Justice on the national and global
stage. Staf and students operate a vast range of activities and events which
raise awareness, understanding and in some cases funds for recognised causes.
The emphasis here is on giving students the opportunity to exercise leadership,
develop organisational skills and problem solve in a creative manner. Students
(under the guidance of Faculty Staf) run numerous weekly activities including:
Amnesty International, United World Schools, Voluntary Services Overseas,
Fairtrade and Make Poverty History to name but a few. The activities aim to
educate the rest of the college by running Focus Weeks, taking the ideas further
afeld through Street Theatre in Cardif and Fundraising for Childrens Charities
in our own International Show. Some of these activities spawn and support
summer projects which enable students to take their energy and enthusiasm
further afeld through volunteering.
Finally the Faculty hosts an annual three-day conference in September entitled
Making Change Happen. Invited guests, staf and students engage in a highly
interactive dialogue which is intended to act as a catalyst for student activity
throughout their time at UWC Atlantic College and beyond.
Outdoor Faculty
The Outdoor Faculty refects the ideals of Kurt Hahn through personal
challenge, service to others, initiative, leadership and teamwork. It delivers a
diverse and intensive programme based around the two environments of sea
and mountains.
Team Aquatic looks to maintain and build on the colleges founding principles
within outdoor education and bring them into the 21st century. Within the core
as surfng, rock climbing, mountain-biking, kayaking and even stand-up paddle
boarding. Students that would not normally choose to take part are
encouraged to challenge themselves in short activity programmes and at the
camps organised by the faculty.
Physical Activities and Sport
Students are able to engage in a physically demanding sport as part of the
extra-curricular programme. These include badminton, basketball, circuit
training, hockey, kayaking, netball, rugby, running, sailing, soccer, swimming,
tennis and table tennis. Diferent styles of dance are also popular with students
that prefer their exercise in a non-sporting form. Individuals can arrange to join
local clubs if they have a particular interest that is not ofered within the college.
Some of the activities are led by students and the activities on ofer vary from
year to year, depending on the enthusiasms of the student body.
Artistic Pursuits
There is a wide range of artistic pursuits in the college as part of both the
academic and the activity programme. In recent years these have included:
Art and Design
Instruction is ofered in a variety of media. Students have the choice of
participating in specialised core activities under guidance of practising artists
or they can embark on individual projects. No previous experience is required
for any of the activities ofered.
Ceramics
The Art department has a well-equipped ceramics studio. After an introductory
course in basic hand-building techniques students can develop sculptural
ceramics, decorating and glazing.
Textile Design
There are a wide variety of options available including tapestry weaving,
knitting, tie-dye, felt making and cloth application. Students can explore both
decorative as well as functional ideas. After an introduction to the specifc
technique, participants develop their own ideas through design, which they
then give form using specifc media.
THE ACTIVITIES PROGRAMME
The activities programme is co-ordinated from within the co-curricular faculties,
with a wide and ever-changing choice on ofer to students. Students play a key
role in leading and overseeing the direction of the activities programme under
the guidance of staf. Students are encouraged to select activities that they do
not normally engage with through their service programme. Over the two years
students will gain a broad understanding of the UWC mission in action by
engaging with each of the four co-curricular faculties through a selection of
activities. They will also engage with all Co-curricular faculties during mission
periods and project weeks to achieve the aims of the Atlantic Diploma
The following is a selective list that may be on ofer each year.
Environmental Activities
Under the guidance of the Environmental Faculty there are a number of
opportunities available to students on the estate. There are active groups in all
areas of environmental concern supporting a planned approach to environmental
issues in the college.
Global Activities
Various action and discussion groups form each year under the guidance of the
Global and Social Justice Faculties. Among the most popular are the Model United
Nations and the Initiative for Peace. Most national groups ofer language and
culture activities to fellow students. Each year new allegiances emerge and this
part of the programme is particularly dependent on student initiative and action.
Social Justice Activities
The activities ofered by the Social Justice faculty are often led by students with
an interest in specifc charities. The students organise fund raising events and
promote charities in the college. Students also work to promote awareness of
injustice in the world and there is a great deal of support for organisations such as
Amnesty International. The faculty also extends some opportunities for face to
face service to all students with organisations such as Student Action for Refugees.
Outdoor Activities
There are many opportunities for all students to gain experience of outdoor
and adventurous activities by participating in staf-led activities such as such
UWC ATLANTIC COLLEGE OUTREACH AND
PORTFOLIO OF 3RD YEAR OPPORTUNITIES
Atlantic College Outreach
As an educational institution, UWC Atlantic College is always developing ways of
broadening the horizons of our current students, and encouraging an attitude,
along with the necessary skills, which they will then take with them throughout
their lives. With this in mind, we have embarked upon a number of projects and
initiatives, often with partners beyond our campus, which help us to make a real
impact in the wider world. UWC Atlantic College is an institution where we interact,
learn and work with others in order to pursue our UWC Atlantic College/UWC
Mission of Making Education a Force to Unite People, Nations and Cultures for Peace
and a Sustainable Future. A large educational element of this is encapsulated in
our UWC Atlantic College commitment to Life-Long Service. To this end, there are
a number of Outreach programmes and initiatives that students can get involved
with whilst at the College. These include, amongst many others:
A. The Associated Schools Programme (ASP) and Inter-Cultural Engagement
Working with young people and schools throughout Britain, and especially
in areas of social deprivation.
B. United World Schools (UWS) Working to bring education to places and
cultures around the world where this has not been readily available e.g.
Cambodia, Burma, etc.
C. Partnerships and projects with established organisations such as Oxfam,
The British Council, Save the Children, etc.
Third Year Portfolio of Opportunities
Linked to our approach to Outreach, is the development of a number of
connections and partnerships that allow UWC Atlantic College students to pursue
UWC Atlantic College/UWC values and objectives once theyve left the College.
Our ideal is that a UWC Atlantic College education is not just for two years, but for a
lifetime. To this end, we present our leaving students, as they prepare to complete
their time at UWC Atlantic College, with a portfolio of opportunities that they
may wish to avail of for their Gap Year / 3rd Year, summer vacation, etc. Again,
Music
The Music Department ofers the following activities during the forthcoming
academic year: There is no cost to the activities, except for individual music
lessons.
UWC Atlantic College Choir
The choir has visited many European countries, over the years, and it has been
established as a vital part of College life, through its performances on the campus
and outside in the community. The Project Week tour has also brought
recognition of the college and of the choir from many communities in Europe,
and it is seen as an activity which is not only worthwhile musically but also socially.
An ensemble of about 45 students is chosen for the choir, balanced between
four voices. It meets on Monday and Wednesday evenings from 1830-2000hrs.
Being in the choir means attendance at both rehearsals for three activity cycles
and also includes a commitment to the project week tour. Short informal
auditions are held during the Induction Period, to ascertain the range of
students voices. A wide range of sacred and secular music will be rehearsed as
part of the programme that will be performed at the college and in external
concerts.
Music Lessons
These are available on piano, guitar, voice, violin/viola, cello, clarinet/saxophone/
fute and brass. Every lesson is for half an hour per week for 10 weeks. There is a
cost for these lessons, if taken as an activity, of 135 per term and the teachers
are professional musicians from the national orchestras, BBC National Orchestra
of Wales and Welsh National Opera.
Rock Groups
These are formed informally by students from the available expertise in the
college.
Wednesday Concerts
There is a regular weekly concert every Wednesday from 1830-1900 in the
Bradenstoke Hall of the Castle. These are performed by students and have
become a regular and relaxing part of college life.
the focus is on Life-Long Service, and continued pursuit of our educational
Mission. All of these possibilities allow our soon-to-be alumni to carry on
developing their passion for ensuring that their UWC Atlantic College education
and commitment to our ideals will continue to make a meaningful impact in the
wider world. Some examples of these (again, amongst many) include:
A. GoMAD (Go Make a Diference) Financial sponsorship made available to
UWC Atlantic College students for their own self-generated service-based
projects throughout the world.
B. VSO Voluntary Services Overseas, whose CEO is an UWC Atlantic College
graduate, ofers highly focused internship opportunities for students who
want to hone their skills with this very efective international organisation.
C. Seeds of Peace A highly regarded international NGO whose mission is To
empower youth from confict regions to work for a better future.
A UWC Atlantic College education is profound. This education certainly takes
place on our campus during the two years of a students time with us and as a
part of our educational curriculum. Yet, if it is only for those two years and only
on our campus, it cannot justify the efort, expense and resources that are
committed. Our Outreach Programme and the attendant Portfolio of 3rd Year
Opportunities help to ensure that a UWC Atlantic College education, and the
positive impact that we expect our students to make, is something that truly
lasts for a lifetime.
56 STUDENT HANDBOOK
UWC Atlantic College
St Donat's Castle
LLANTWIT MAJOR
CF61 1WF
UK
Tel. +44 (0) 1446 799000
Fax. +44 (0) 1446 799013
www.atlanticcollege.org
principal@atlanticcollege.org
Registered in England No. 673076 Charity No. 525761

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2014-2016

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