North Cyprus via Mersin 10 Turkey
CEEBC Code: 696447
College Councelor - Ms. Gulce Can firstname.lastname@example.org
Fax: +90 (0)3928157140
Main Office: +90 3928150420
Counseling office: +90 392 81520 (Ext 2404)
School email: email@example.com
Pricipal - Mr. Hecot MacDonald Head teacher - Dr. Altay Nevzat
INFORMATION FOR UNIVERSITY AND COLLEGE ADMISSIONS TEAMS
SCHOOL & COMMUNITY
900 + Students
Partially Selective Co-Educational Independent Day School
ESK is an independent day and boarding school for ages 2-18, offering a British-style education. ESK is located in Kyrenia, a coastal town on the north shore of Cyprus. It opened in September 2008 and graduated its first class of seniors in the summer of 2014.
ESK is a partially selective co-educational independent day school with 889 students between ages 2-18. The students attending the school are drawn from over 30 nations including:
The English School of Kyrenia endeavours to develop young people who are principled, inquiring and open-minded communicators with a lifelong love of learning. The school aims to inspire students to serve as compassionate global citizens through our challenging international educational programmes.
The academic program is organized on a rotating block schedule. A-Level students take a maximum of 4 AS-Level classes in Year 12 and 3 A-Level classes in Year13. Each class is 5 hours per week except for Mathematics which is 6 hours per week. In addition to the required 3 A Level and 1 AS-Level subjects, those following the A-Level program need to take additional Turkish, English, Cyprus History, Turkish History and Physical Education classes to meet the Lise Diplomasi (High School Dipoma) requirements. IB students take a total of 6 classes, 3 at higher level and 3 at standard level. Higher Level classes are 4 hours per week and standard level classes are 3 hours per week. In addition to the required 6 IB subjects, students need to take Theory of Knowledge, Turkish, Cyprus History, Turkish History and Physical Education and complete an Extended Essay with a supervisor’s guidance.
IBDP Centre No: 4596
UCAS Centre No: 46489
Cambridge International Examinations Centre No: CY012
Edexcel Centre No: 90361
Society of Heads
Turkish Republic of Northern Cyprus Ministry of Education
The Duke of Edinburgh International Award.
UNIVERSITIES ATTENDED BY THE ENGLISH SCHOOL OF KYRENIA GRADUATES IN 2020 AND 2021
University College London UK
Queen Mary, University of London UK
Royal Holloway, University of London UK
University of Exeter UK
Leiden University The Netherlands
Leipzig University Germany
Amsterdam University College The Netherlands
Sabanci University Turkey
EICAR Paris France
University of Kent UK
Coventry University UK
Eastern Mediterranean University N. Cyprus
University of Portsmouth UK
University of Surrey UK
Arts University Bournemouth UK
Cardiff University UK
Near East University N.Cyprus
University of Reading UK
University of Winchester UK
University of Greenwich UK
University of Stirling UK
La Salle, Ramon Llull University Spain
University of Edinburgh UK
King's College London UK
University of Bath UK
University of Bristol UK
University of Southampton UK
Kingston University London UK
University of Manchester UK
Bristol, University of the West of England UK
University of East Anglia UEA UK
University of Pavia Italy
Gazi University Turkey
University of Groningen The Netherlands
QUALIFICATIONS, GRADING SYSTEM & DISTRIBUTION
All students must complete the local national Lise Diplomasi (High School Diploma) requirements of the Ministry of Education and if they are successful, they are awarded the Lise Diplomasi upon graduation in Year 13 (US Grade 12). This diploma awards them a high-school CGPA out of 10: 9-10 being excellent, 7-8 good, 5-6 satisfactory and 4-1 unsatisfactory.
In addition to the above requirement, students choose and complete one of the two international curriculums: UK GCE A-Level programme or the IBDP.
Ranking: We do not provide students with a class rank.
Cumulative Grade Point Average (CGPA) Calculation
CGPA is computed using the above grades and subject weightings. Beginning with grade ten through thirteen, all subject grades, whether passed or failed, are included in the computation. A minimum cumulative grade point average of 5 is required for graduation. In addition, each student must complete a 150-hour community service graduation requirement. Yearly GPA and grades are recorded on the interim transcript, CGPA is computed in June of Year 13 (US Grade 12) and recorded on the final transcript and the Lise Diploma (High School Diploma).
CLASS OF 2021
There were 43 graduates in the Class of 2021.
All students progress to Higher Education, with the majority applying to UK Universities. Our Year 13 cohort typically ranges from 30 -50 students. With smaller class sizes, students have the opportunity to contribute to lessons and have more one-to-one interaction with teachers.
A-Level Results (2021)
Our students continue to achieve great results in a breadth of subjects! 100% of students achieved A*- A in Fine Art (only 46.5% gained this in the UK) and Russian.
This year top-performing subjects can be found below: (percentage of students who achieved A*- A).
Some more stats:
4 students gained A*A*A* at A-Level
2 students gained A*A*A at A-Level
1 student gained A*A*A* at A-Level and B at AS-Level
Notes: In addition to the required 3 to 4 subjects in the A Level Programme, students need to take Turkish, English, Turkish History, Physical Education and complete 150 hours of community service hours.
IB Results (2021)
Some more stats:
1 student gained 44 out of 45
54% of students gained 37+
ESK pass rate is 100%, global pass rate is 88.96%
ESK average is 37.5, global average is 33.02
Notes: In addition to the required 6 IB subjects, extended essay, theory of knowledge, and 150 hours of creativity, action & service in the IBDP, students need to take Turkish, Turkish History and Physical Education.
Post High School Placement
96% matriculated to universities
4% decided to take a gap year
Awards and Distinctions, 2020-21
For each subject one attainment and one effort award were given based on the following:
Subject attainment – highest grade in the cohort for the academic year
Subject effort – tremendous academic effort in the academic year
IMPACT ON LEARNING FOR OUR 2022 GRADUATING CLASS
Size of Graduating Class in 2022: 42
All schools in the TRNC (Turkish Republic of North Cyprus) were ordered to physically close on 10th March 2020, until the end of the academic year. The ESK team worked quickly and tirelessly to ensure that learning and support for all ESK students continued, through various virtual platforms such as Moodle, and Zoom. Our virtual classrooms were up and running within 2 days of lockdown.
Our chosen virtual learning platform, Moodle, initially allowed for material to be uploaded for Sixth Formers for guided study. Within a week, online live lessons, via Zoom, were in place.
Challenges faced in the last Academic year 2020-2021
In the summer, the Ministry of Education in the TRNC announced that schools would open physically on 1st September. In late August, this date was re-advised as 14th September. In week one of September, this was again revised to 12th October. Whilst schools worked to put in place very strict COVID safety precautions, students’ start to the year was delayed. We took the decision as a school to forego online teaching between 1st -11th September in order to prepare for the physical opening on 14th September, believing that this would be a more efficient means of instruction.
With the second delay, ESK went online from 14th September until 9th October. Students were in school between 12th October and 22nd December. However, from 4th January until the end of the year learning took place online due to lockdown. Year 12 students came into school in the last 1.5 weeks of the academic year to take internal exams.
Whilst teachers and students had, by then, adjusted to the technical workings of online learning, internet issues in the TRNC still disrupted learning for numerous students.
Again, lessons were reduced from 60 to 45 minutes to allow for some respite from screens and sitting. Clearly, this impacted the amount of material delivered.
Additionally, students have supervised study sessions on their timetable when physically at school. The value of this as structured study time, with teacher help available, was not experienced by students until 12th October, meaning that they struggled to structure their time at home. Whilst pastoral guidance was given on time management, stress management and scheduling, structuring a school day is easier when physically at school.
Travel restrictions have delayed the return of several Sixth Formers to school, meaning that whilst physical instruction started for their peers on 12th October, they have been dialling into lessons via Zoom. Despite teacher efforts, this has inevitably resulted in feelings of distance, missing out and stress.
Chronic illnesses have prevented the return of some Sixth Formers to school, again meaning that whilst physical instruction started for their peers on 12th October, they have been dialling into lessons via Zoom. Despite teacher efforts, this has inevitably resulted in feelings of distance, missing out and stress.
We have extensive contingency plans should it be necessary for large groups of students (or, in the case of another local or national lockdown) to learn at a distance. Three learning scenarios have been planned; face-to-face teaching (fully open), Blended-learning, Online Learning (where schools are physically closed). We have PSHE and pastoral guidance in place for students to help them become accustomed to the new normal. Nevertheless, unprecedented levels of anxiety and uncertainty amongst students (related to school, exams and universities) exist and needs to be taken into account.
The challenges were as follows from March to July 2021:
Students and teachers had to cope with significant technical issues, such as sudden Wi-Fi restrictions or losses, circumstances beyond their control.
Due to the very sudden lockdown, numerous students did not have their books and notes. Lockdown was initially announced as 3 school days and then extended repeatedly for a few weeks at a time. Students were not able to return to school to retrieve their books and other learning materials.
Teachers also did not have access to all their physical teaching resources (books/handouts etc).
Students and teachers had to learn to use Moodle’s features (e.g. assignment uploads and feedback features) and this took some time. Previously, only a handful of teachers used a few features of other online platforms (e.g. Edmodo and Google Classroom) mostly as a means of sharing materials and instructions with students. The wholesale move to Moodle/Zoom required a sudden and significant adjustment, attended by its own psychological impact and pressure on teachers, who, on the whole, rose to the challenge admirably.
Teacher-student interactions (very frequent at school) were restricted due to the nature of online teaching and learning.
The nature of content delivered and the manner in which it could be delivered were significantly impacted/restricted.
Real-time classroom feedback and teacher assistance and encouragement were compromised.
Lesson times had to be adjusted down from 60 to a maximum of 45 minutes (to allow for rest from screen time and sitting for students and even teachers), influencing the amount of content that could be delivered.
Internal assessments could not take place with the normal levels of vigilance and strictness.
Students had several weeks of anxiety and stress until the status of their AS exams were clarified. During that time, they did not have the same school access to teachers in terms of preparing for exams. Neither did they have the usual constant and reassuring access to pastoral care through the homeroom tutors and the school counsellor because the greater focus was on providing online instructional time so that they would not fall behind in case exams went ahead as scheduled of in a modified manner.
Following the announcement of “no summer exams”, students faced renewed anxiety regarding how grades would be calculated. Whilst this was clarified by the school as soon as information was received from the examination boards, it did not reduce the understandable psychological stress upon the students.
CURRENT UPDATE: As of 6th September, students have returned for face-to-face teaching.