The Diploma in more detail

To qualify for the Diploma students need to have participated in at least one thing from each of the eight categories described below during their time in the Middle School:

The eight categories:

There are seven areas in relation to which activities in school can be recorded and recognised. Tutor Recommendation is the eighth category, and might embrace something that does not obviously or automatically relate to any of them.

Which activities would count?

To have an activity accredited students must demonstrate a sustained commitment to it, usually over period of at least one full term. Sometimes, at a tutor’s discretion, a one-off activity might be suitable, but involvement with it would have to be very substantial. 

Activities are grouped in terms of the following eight categories:

Making and Performing

Core courses



Physical and outdoor education

Tutor recommendation

Academic engagement

Research project


There are seven Core Values that we seek to nurture in the Middle School, and these underscore all elements of the Curriculum and the activities with which students are engaged – whether inside or outside the classroom. They are defined as follows:


Students are encouraged to think imaginatively and to be adaptable. They try out different solutions and evaluate their strengths. They are encouraged to see existing situations in new and different ways.

Independent Learning

Students learn to think for themselves. They develop a natural sense of curiosity and ask thoughtful questions. They acquire skills in research and enquiry. They learn how to manage their time and take responsibility for their own progress.

Critical Thinking

Students acquire the ability to comprehend, analyse and synthesise information. They explore strengths and weaknesses of multiple answers and question assumptions. They argue points of information persuasively and learn to solve problems in different ways.

International Understanding

Students develop knowledge of ideas, issues and themes in a ‘real world’ global context. They explore ethical, social and political contexts and the relationships between them. They identify ways in which notions of justice, tolerance and peace can be realised.


Students learn in collaborative, cooperative ways, both as leaders and as members of a team. They acquire effective communication skills and understand the importance of active listening. They learn to negotiate, compromise and show consideration for alternative points of view.


Students develop understanding of themselves and the way they learn. They learn to prioritise and to be resilient in the face of challenge. They aspire towards intellectual, emotional, physical and spiritual well-being.


Students explore the implications of moral and ethical decisions. They acquire a principled, compassionate world view and are sensitive to the needs of others. They exhibit honesty, personal responsibility and a sense of commitment in all areas of school life.

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