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Bilim Sokak,

Bellapais, Kyrenia,

North Cyprus via Mersin 10 Turkey

CEEBC Code: 696447

School Website:



College Councelor - Ms. Gulce Can

Fax: +90 (0)3928157140

Main Office: +90 3928150420

Counseling office: +90 392 81520 (Ext 2404)

School email:

Pricipal - Mr. Hecot MacDonald       Head teacher -  Dr. Altay Nevzat



900 + Students
30+ Nationalities

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: 









New Zealand











 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.


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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


 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).


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

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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.

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