Best boarding schools in Europe V2

2021 | VOL-04 | ISSUE-03
The Playground for Higher Thinking
BEST
BOARDING
SCHOOLS
IN
EUROPE
COLLÈGE
COLLÈGE
COLLÈGE
CHAMPITTET
CHAMPITTET
CHAMPITTET
Jumpstarting Growth
Advantages of Studying in
Boarding Schools
Credo Thinking
The Importance of Having a
Philosophy of Education

EDITOR’S
NOTE
Educators shoulder the challenging task of taking care of
a child’s future. And when it comes to boarding schools,
they become more accountable.
On boarding schools lie the onus of wholesome development
of the child. In the absence of the parents the school is
responsible entirely for the child. They are committed to
supporting students, helping them discover their potential and
interests, develop their knowledge and skills besides
academics and extracurricular activities.
The safety of the child is a huge responsibility and boarding
schools need to have proper strategies and infrastructure in
place, back-up plans and quick sharing of information. Keeping
a track of students is one of the biggest responsibilities of
residential or boarding schools. With technological boom and
rapid advancements in it, the challenges boarding schools face
only multiply.
Unlike non-residential schools where the child’s responsibility is
divided between parents and the school, boarding schools
being more or less solely responsible for the child, there is
HOME AWAY
FROM HOME

every possibility of being at the receiving end, God
forbid if parents are unsatisfied, or something goes
amiss.
Boarding schools have to inculcate discipline in the
children yet not make them feel homesick. Educators
and rectors need to be more attuned to the academic
and personal needs of students. Providing the best
possible pastoral care is imperative for a child’s
wellbeing during the formative years spent at the
school and later in life after leaving the school. Indeed,
establishing a home away from home is no picnic.
In a conducive environment, students develop close
bonding with teachers and boarding mentors. Boarders
also develop strong community feeling because entire
time is spent at the boarding school.
Europe houses some of the most distinguished
boarding schools in the world. The European continent
is known for its world class education system and a
variety of courses which ensures excellent employment
opportunities. With excellence in education and one of
the most sought-after education hubs, having
boarding schools is but natural.
The infrastructure and academic curriculum in
European boarding schools are second to none. These
schools are efficiently and diligently shaping confident
individuals to become responsible global citizens and
to conquer challenges of various kinds that life throws
at them.
High quality education and discipline are the biggest
advantages in such schools. Teachers are of high
standards and possess unparalleled expertise in their
respective domains. They inculcate values that will
uphold the reputation of the school.
Europe was always the place to be at for good
education and is even today. As a mark of tribute to
such an education system and excellent boarding, we
at The Knowledge Review, chose few of the best
schools for this edition titled – Best Boarding Schools in
Europe.
We insist to you not to just flip through the pages of
this magazine but to have a thorough read of these
remarkable schools that have managed to remain
consistently popular.
Have a happy read! T R
Sumita Sarkar
sumita@theknowledgereview.com

Jumpstarting Growth
Advantages of Studying in
Boarding Schools
Credo Thinking
The Importance of Having a
Philosophy of Education
CHAMPITTET
CHAMPITTET
CHAMPITTET
COLLÈGE
COLLÈGE
COLLÈGE 08
24 40

Zinzendorf Schools
Quality Education
to Strive For
Alison Colwell
To make a Difference
through Education
Dragon School
Discover the Dragon
18
36
30
CONTENTS

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URL
Name of the Institution Brief
Collège Champittet champittet.ch
Collège Champittet is a luxury Swiss school operated by the Nord
Anglia Education, and offers a highly personalised international
education which is both traditional in its values and innovative in
its methods, with the aim of supporting students to become
curious, enthusiastic and resilientt learners.
Dragon School dragonschool.org
Dragon School is one of the leading Prep schools in the UK
whose reputation as a school where every child can nd, explore,
and develop their talents has been well earned. It is a vibrant,
happy, and aspirational place promoting a love of learning,
breadth of opportunity and a strong sense of community.
Saint Felix School stfelix.co.uk
Established over 120 years ago, Saint Felix is an independent
co-educational school which facilitates a broad curriculum and
extensive offer of more than 40 enrichment activities, providing
opportunities for all children to develop their own particular
talents, wherever they may lie.
Seaford College seaford.org
Seaford College presents the opportunity to study on beautiful
grounds with world class facilities, where students are
encouraged not only to full their academic potential, but also to
participate in a wealth of cultural, social and sporting activities.
Sidcot School sidcot.org.uk
Sidcot is a British co-eductional independent school associated
with the Religious Sociey of Friends. It is one of seven Quaker
schools in England which focuses on values of curiosity,
simplicity, equality, empathy, personal responsibility, speaking
up and being heard.
St. Bees School stbeesschool.co.uk
Whitgift School whitgift.co.uk
Woodbridge School woodbridgeschool.org.uk
The Royal Senior School royal.surrey.sch.uk
St Bees School is much more than just a private secondary
school in the UK; it places a lot of pride on its uniquely
developed Fusion Curriculum, which enables students to
participate in the world both academically successful and well-
rounded as a person.
The Royal School provides a rst class education in a vibrant
and caring environment. It believes in the power of inspirational
teaching to bring out the best in everyone, and delivers an
extensive, exciting curriculum inside and outside of classroom
that successfully promotes strong personal development.
Whitgift is an independent day and boarding school for boys
where the curriculum is designed to stimulate independent
thinking and a lifelong passion for learning and intellectual life
in its broadest sense.
Woodbridge school is a community built on Christian values in
which the quality of relations is given the highest priority and the
pupils are helped to develop into happy, condent, caring,
resilient young men and women.
Zinzendorf School zinzendorfschulen.de
The Zinzendorf Schools in Königsfeld are one of the largest
state-recognized private schools and boarding schools in
Germany. Its aim is to promote each individual acording to his
or her abilities and to lead him or her to responsible
independence.
BEST
BOARDING
SCHOOLS
IN
EUROPE

COLLÈGE CH
COLLÈGE CH
COLLÈGE CH

HAMPITTET
HAMPITTET
HAMPITTET
Cover Story
BEST
BOARDING
SCHOOLS
IN
EUROPE

T
he majestic Alps, the placid
lakes, the quaint villages, the
cosmopolitan cities, and the
towering castles – that is just a
glimpse into what Switzerland has
to offer. Lausanne, the capital of the
Swiss canton of Vaud, combines a
dynamic commercial town with the
locality of a holiday resort. In the
heart of this Olympic Capital, set
amongst the beautiful surroundings
near the Lake Geneva, lies one of the
foremost schools of the country
providing a safe and stimulating
environment for students to grow –
Collège Champittet.
Collège Champittet is a private day
and boarding school in Lausanne,
the French part of Switzerland with
a unique location – just 500 metres
from the famous Lake Geneva. The
school was founded in 1903 by a
group of Dominican Fathers from
France. Their stewardship of this
private school lasted for nearly 50
years. In 1960, Collège Champittet
became a Swiss private school
welcoming more than 600 students,
including several boarding students.
Increased demand for places
encouraged the school to add
another school building. In 1984, the
school opened its doors to girls for
the first time. A second school was
then inaugurated in Nyon in 2004,
20 kilometres from Geneva.
Now, a total of 800 students are
enrolled in the school. Collège
Champittet has embraced the
learning potential of 21st century
technology, providing primary and
secondary classes with iPads as part
of a mobile classroom initiative in
partnership with Apple and having
collaborations with world-
renowned MIT, Julliard, and
UNICEF.
An Excellent Vision
Champittet excels at raising positive
leaders of tomorrow, citizens of the
world, confident in their academic
abilities but also endowed with
social skills such as a sense of
collaboration, empathy, constructive
leadership, and curiosity about the
world. Above and beyond
instruction, together with parents,
the school aims to contribute to the
total education of young people:
‘academic performance + physical and
artistic balance + spiritual and
philosophical reflection’.
At Collège Champittet Pully, they
offer secondary school students a
choice of three diploma
programmes in high school: The
International Baccalaureate (IB
Diploma), the Swiss Maturité and
the French Baccalaureate. Each of
these diploma programmes is
internationally renowned and
recognised by top universities
around the world. Last year, the
school had 100% passing rate across
all Diploma programmes, with 35
average IB score. Students who are
not fluent in English yet, can benefit
from the EAL course (English as an
Additional Language). The college
also offers a unique full French
immersion program for
international students who are
interested in learning a new
language.

Leading the Educational Drive
Since Spring 2015, the school is
managed by a Champittet alumnus,
Philippe de Korodi (Managing
Director), who had his career in the
Swiss export industry. He is
conscious of both academic
exigencies and the market needs
COLLÈGE CHAMPITTET
FEELS A CLOSE
CONNECTION WITH
THE OL
YMPIC
GAMES, WITH SPORT
PLAYING AN IMPORTANT
ROLE IN THE LIVES OF
ITS STUDENTS

and is giving a fresh start to Collège
Champittet. “Allowing students to
reach the best results at the exams,
to grow up the best way as
individuals and to obtain the
confidence in their capacity to
improve the world, Collège
Champittet will accomplish its
educative mission in the widest
sense, respecting the Champittet
values.”
To Engage and to Challenge
The student life at Collège
Champittet is not limited to classes
and homework. Students can
significantly enhance their
education by supplementing their
formal learning with extracurricular
activities including various sports
(basketball, football, volleyball,
tennis, etc.), music, drama, language
classes, programming, and much
more.
The students also benefit from
collaborations with world leading
organizations such as
Massachusetts Institute of
Technology (MIT), that worked with
the institute to co-develop its
multidisciplinary STEAM (science,
technology, engineering, arts and
mathematics) program; The Juilliard
School for the Performing Arts, with
whom Champittet has developed its
world-class performing arts
program for younger students; and
UNICEF, with whom the institute
works so that its students can use
their knowledge to help tackle
important, real-world issues.
Korodi, had this to say: “We enrich
learning and encourage social
responsibility through one of a kind
opportunities, such as our
humanitarian expeditions to
Madagascar, Cambodia and Thailand
as part of the Collège Champittet
Foundation initiative.”
Aspiring to Make a Difference
Collège Champittet is a Swiss school
open to the world. There they
welcome students of more than 50
nationalities while approximately
40% of students being native Swiss.
This creates a nice combination of
Swiss-ness and internationalism at
school. The bilingual education
(French and English) offered by this
school allows students to master one
of the national languages, which
helps international students to
become part of a local Swiss
community.
During the year, students learn about
Swiss and worldwide traditions,
cuisines, and cultures. Various trips
are organised across Switzerland to
learn more about this beautiful
country and the nature enveloped
around it.
Collège Champittet feels a close
connection with the Olympic Games,
with sport playing an important role
in the lives of its students. The school
also shares many values with the
Olympic Movement and draws this
connection to raise awareness of
Olympism and its values, such as
friendship, excellence, respect,
courage, determination, inspiration
and equality, among its students.
To the Future..!
Collège Champittet benefits from
being part of the Nord Anglia
Education family of schools. The
students have access to the global
campus, connecting them to
students around the world and
giving them the opportunity to take
part in a variety of exceptional
experiences whether in school,
online or through international
expeditions and trips. “The teachers
also benefit from the support of a
global network of world-leading
teaching professionals and education
experts, with whom they collaborate to
ensure that the highest levels of
education are provided for the
children,” concluded the astute
leader – Philippe de Korodi.
THE STUDENTS HAVE ACCESS
TO THE GLOBAL CAMPUS, CONNECTING
THEM TO STUDENTS AROUND THE WORLD
AND GIVING THEM THE OPPORTUNITY
TO TAKE PART IN A VARIETY OF EXCEPTIONAL
EXPERIENCES WHETHER IN SCHOOL,
ONLINE OR THROUGH INTERNATIONAL
EXPEDITIONS AND TRIPS

WE ENRICH
LEARNING AND
ENCOURAGE SOCIAL
RESPONSIBILITY
THROUGH
ONE OF A KIND
OPPORTUNITIES
SUCH AS OUR
HUMANITARIAN
EXPEDITIONS TO
MADAGASCAR,
CAMBODIA AND
THAILAND AS PART
OF THE COLLÈGE
CHAMPITTET
FOUNDATION
INITIATIVE

THE TEACHERS BENEFIT FROM
THE SUPPORT OF A GLOBAL
NETWORK OF WORLD-LEADING
TEACHING PROFESSIONALS AND
EDUCATION EXPERTS, WITH
WHOM THEY COLLABORATE TO
ENSURE THAT THE HIGHEST LEVELS
OF EDUCATION ARE PROVIDED
FOR THE CHILDREN

“Now that our children are leaving the school, I would like to use this
opportunity to express our warmest appreciation to Champittet and all the
teachers.
Adriana and Marc spent more than 7 years under the umbrella of Champittet. I
must say that these were years full of joy and happiness for them. Champittet
had offered them a lot: wonderful facilities, dedicated staff, interesting
extracurricular programmes, good course selection and entertaining school
tours. They met wonderful friends and we hope that these friendships will
continue.
We would like to thank the school and the teachers for all the knowledge they
passed to our children, for the attention and the encouragement, and for the
good care they showed them through all these years. Thanks to them our
children became more conﬁdent, they have grown up emotionally as well as
academically.
Thanks again for your patience and understanding, and most of all, your ability
to listen to them and value their thoughts and feelings.
We have always felt more than satisﬁed with the education our children
received at Champittet, but more than that we will remain ever thankful to the
teachers who helped our children become well-rounded young adults.”
Alumni Testimonial: Philippe Rebord, Head of the Swiss Army.
“I especially learned to think independently at Champittet. This helped me
during my studies in Lausanne and my training at the ‘Collège Interarmées de
Défense’ in Paris."
PARENT TESTIMONIAL
Parents of Adriana and Marc

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ZINZENDORF SCHOOLS
Quality Education to Strive For
The city of Königsfeld is widely
regarded by its admirers as
being a safe, quite city
fashioned around lush green gardens
and hills spreading as far out as the eye
can see. It is one of those places where
one would very well want to spend the
rest of their days, living life to the
fullest. The climate here is pleasant all
year round and the people are mostly
amicable. And the natural scenery of
the Black Forest makes for a great
backyard. In the heart of this hub of
tranquillity, lies the pride of Königsfeld
– the Zinzendorfschulen (Zinzendorf
schools).
The Zinzendorf schools in Königsfeld
are one of the largest state-recognized
private schools and boarding schools in
Germany. Located on the edge of the
Black Forest. The campus of the
Zinzendorfschulen (”Zinzendorf
schools”) has been a well-established
place of learning and growth since
1809. Christian values and a
cosmopolitan attitude are firmly rooted
in its philosophy.
‘There are no dead ends, only turning
points.’
This is the philosophy of the
Zinzendorf Schools. The aim is to
promote each individual according to
his or her abilities and to lead him or
her to responsible independence.
The different types of education which
include secondary school level (for
ages 10-18), vocational school and
grammar school, let everyone choose
his or her individual path: as a
boarding or day student. The
surrounding nature, leisure activities
and the international atmosphere of the
Zinzendorfschulen offer a
comprehensive educational concept
that goes far beyond the common
curriculum.
18 | APRIL 2021 www.theknowledgereview.com

Crafting “THE” Learning
Environment
The Zinzendorf School campus is
located in a small historic town center
on the edge of the Black Forest. The
beautiful surroundings, with high
recreational and leisure value, offer
many opportunities for sports and
serenity.
The school offers to its students the
opportunity through four different
paths to achieve the Abitur (a set of
exams taken in the final year of the
secondary school), in the federal state
of Baden-Württemberg is especially
highly valued within Germany, and
therefore to obtain any of the German
secondary school leaving qualifications
and various vocational school leaving
qualifications, which entitles them to
study any subject at all
colleges/universities.
The different degrees offered allow
students to follow a very individual
path. In addition, the grammar school
offers a bilingual teaching model in
English, as well as the possibility of
choosing between 12 or 13 school
years (G8/G9). Students can even
combine school with golf, thanks to the
school's cooperation with the
Königsfeld Golf Club and a renowned
PGA golf school.
The “Learning Campus” is a separate
wing with various workspaces, a
computer room, and teacher's rooms.
Here and in the new ‘Learning Atelier’,
students can learn in the way that suits
them best.
Students can also attend one of the
symposiums specializing in business
and economics or through the pathway
oriented towards social and health
sciences studies. Both lead to the
general higher education entrance
qualifications in the years and it
entitles the holder to study any subject
at all colleges/universities.
At the Zinzendorfschule, there also
exists the College for Social Pedagogy
(one year). In order to attend the
college, students require a proof of an
intermediate school leaving certificate
(promotion to class 10 (G8) or class 11
(G9) of a Gymnasium) or an equivalent
level of education according to the
"9+3" regulation and a contract with a
socio-educational institution for
children or youth welfare (for the
practical days).
The one-year vocational college
prepares you for training at the
"Fachschule für Sozialpädagogik"
(training as an educator) or
"Sozialwesen" (training as a youth and
home educator).
Educators work in different areas, for
example in day-care centers and
crèches, in after-school care, in
residential education, in recreation
homes, youth centers, youth leisure
homes, supervised playgrounds or
facilities for children and young people
with mental and/or physical
disabilities.
Leaders of Past and Present
The sponsor of the Zinzendorf Schools,
the Protestant Brethren Unity, also
known as the “Herrnhuter
Brüdergemeine”, is a member of the
Protestant Church in Germany as a
Protestant free church. The Herrnhut
Watchwords and the Herrnhut Stars,
which originated in the Moravian
Church, are particularly well known.
Nikolaus Graf von Zinzendorf, who
gave his name to the Königsfelder
School Association, was one of the
central figures in the history of the
Moravian Church. As early as 1723, he
founded an educational institution for
girls in Berthelsdorf, Saxony, and from
then on it was said: “Where there are
Herrnhuters, there are schools.”
We see ourselves
as a modern institution
where the concept of
permeability defies
rigid educational
systems and makes it
possible for everyone
to choose the path
that best takes him/her
forward - the individual
path to the goal that
so many elsewhere
wish for
APRIL 2021 | 19
Best Boarding Schools in Europe

From the very beginning of the
foundation of Königsfeld in 1807 by
the Brüdergemeinde, it was decided
that the new settlement would become
a school location. Therefore, the
history of the Zinzendorf Schools
Königsfeld began in 1809 with the
establishment of the girls' institution.
Today, the dynamic team leading this
wonderful institution to new heights
comprises of: the Administrative
Director - Mr. Tobias Banholzer, the
Deputy Headmistress - Heike Lutz-
Marek, the Head of Secondary School
- Helmut Hertnagel, the Head of
Department for Vocational High
Schools - Michael Sauer, and Head of
Department Social Pedagogy and
Social Affairs - Maria-Elke Schoo-
Schemmann.
Standing Apart
The Zinzendorfschule is simply more
than just a school.
With plenty of forestry and biotic
factors in the Black Forest, leisure
activities such as golf, sailing, archery,
football, and many other engaging co-
curricular activities, Zinzendorfschulen
offers a comprehensive educational
concept going far beyond the common
curriculum.
The Zinzendorfschulen is the only
school in the region offering two
different school paths(G8/G9) leading
to obtain the Abitur.
The campus comprises of a mix of
modernized historic buildings and
young architecture. Tablets, interactive
whiteboards, overhead projectors, and
an online learning platform owned by
the school enable modern teaching. In
addition to the regular school, our
additional learning campus facilitates
all aspects of learning where students
can attend study blocks in the
afternoon and get assistance from the
teaching staff while considering not
only students' schedules but also their
leisure time.
Holistic Development
School success and good fellowship
are not the only things that matter.
With additional offers, there is
something for everyone.
Students and the faculty can avail the
18-hole professional golf course of the
local golf club and in cooperation with
a PGA golf school. Archery, learning to
sail on Lake Constance, skiing in
winter or sporting adventures in the
natural environment of the Black
Forest are all the unique experiences
that are available for the students.
The school’s large art studio, choirs
and orchestras, and activities like
theatre projects or learning a musical
instrument, not only provide
knowledge but also help strengthen the
overall personality. On weekends, the
boarding school offers excursions,
activities, and joint experiences.
During the holidays, international
students can travel to their respective
homes or stay at the boarding school,
which if they do, the language courses
and/or suitable activities are offered.
Tribulations of the Pandemic
To deal with these uncertain times,
comprehensive hygiene concepts put in
place at the school and at the boarding
school guarantee homogeneous
stipulations and are regularly updated
in close cooperation with the public
health authorities. Parents also
maintain a high level of transparency
and regular knowledge of the processes
and regulations, by employing digital
channels. Masks are compulsory
throughout the school grounds outside
the classrooms.
In the boarding schools, there are
exclusively single and double rooms
which can function independently of
each other. The boarders are divided
into small groups; designated
caretakers (social education
workers/teachers) are their
interlocutors for direct communication,
management, and daily routines.
In the boarding halls, the boarders have
PC rooms available for quiet study. On
the study campus, emergency support
can be organized for study in small
groups during acute pandemic
situations.
The surrounding
nature, leisure activities
and the international
atmosphere of our
school offer a
comprehensive
educational concept
that goes far beyond
the common
curriculum

The school parish pastor is present to
support students in special
circumstances and counsels them for
all their questions and problems. The
school psychologist offers support to
students and parents as well.
At Zinzendorf, telephone consultation
and individual interviews for student
admissions are always possible at any
time of the year, and there are no fixed
application or enrolment deadlines.
The teachers can be contacted via
individual school email addresses and
other platforms which facilitate virtual
meetings with students and parents.
Engaged parent representatives and
liaison teachers act as additional
contacts for students and parents.
All students can use and have access to
a uniform and free digital platform for
online teaching with their own free
account (Teams™ from Office 365). In
this way, the school ensures consistent
online teaching for all types of schools
and grades.
The Games to Come
The Zinzendorfschule is aspiring
towards:
• A leading position in the education
system through innovative
pedagogical concepts and through
the religious foundation.
• Quality management works in the
school are implemented both in the
classroom and in the boarding school.
• The school will continue to offer a
boarding school experience that
attracts both local and international
students.
APRIL 2021 | 21

EDUCATION
EDUCATION

Credo Thinking
APRIL 2021 | 25

If you ever take a graduate school class for education,
you will need to study the various philosophies of
education. You are going to learn the basics of
idealism, realism, pragmatism; about how Socrates,
Aristotle, and Plato got their mark on education and
what they believe about education. You are going to
read about Alfred Waddel and Jean-Jacques Rousseau
and many different philosophers of education.
We are going to take a look at the umbrella philoso-
phies of education and consequently learn about their
importance and examples.
Essentialism
Essentialism really teaches at its core the essentials. It
strives to teach students about the core understandings
of topics in a very traditional setting. It teaches
students accumulated knowledge of civilisation
through core courses. Most of your parents attended
school in an essentialist setting. It covers a ‘back to
the basics’ approach where you are taught the three
R’s (Reading, wRiting, and aRithmetic).
Essentialists frown upon electives as they water down
academic content. They rely heavily on testing to
assess progress.
Perennialism
Perennialism can be thought of as a cousin to
essentialism. As in essentialism teaches the essentials;
perennialism teaches the eternal truths of education –
those truths that do not change. Perennialism ensues
students acquire knowledge of unchanging principles
or great ideas of education.
This is where you can see a play of Aristotle or
Socrates, where you learn about the constant truths
that are happening in our world, as opposed to the fads
of education. You are not going to see a perennialist
teach ‘Hunger Games’ or any other young adult
literature book for the matter; instead, they will
emphasize on the classics to teach.
Essentialism and perennialism are both very teacher-
centred type of philosophies, where in the class they
“Education has become a prisoner of contemporaneity.
It is the past, not the dizzy present, that is the best
door to the future.”
- Camille Paglia
Education is an extraordinarily long and
complicated process. In that what we call as
the education system, there are specialisations
within the overall division of labour. Like, there are
kindergarten teachers, or middle school mathematics
teachers, or high school literature teachers. They all
must know their particular specialisation expertly and
become very proficient at it.
But also, the understanding of where one fits into this
profession is to see if what he/she is doing in his/her
respective specialisation is affecting the overall big
picture. So, what then one needs to ask of this overall
process of education is, how they are preparing
students for life. And that takes us into the philosophi-
cal questions - ‘what is it to live a full human life?’
When educators guide their students to the completion
of their education, put that stamp of approval, send
them off in the real world and say that ‘you are on
your own now’, what do they take that real world to
be? What do the educators want them to do with their
lives? What goals do they want them to achieve?
What core capacities do they want their students to
have developed to adult proficiency so that they can
achieve their goals in the real world?
When we start asking questions like that, it takes us
towards the philosophy of education. As educators,
you would want the students to do the particular
things that make their lives meaningful and signifi-
cant. As fellow humans, you would want the students
to understand their lives in a philosophical way and
how they fit in the big picture.
Thus, the role of philosophy of education for profes-
sional educators is that they have to know all along
the way what that big picture or the end goal is that
the students have to work towards, so that they can
guide them through the process before turning them
lose in the world.

are the authority who dictate what to learn. The role of
students in such a class is very passive.
Goal of perennialism: Teach students to be independ-
ent and critical thinkers, whilst making them cultur-
ally literate.
Progressivism
Progressivism is also somewhat similar to
essentialism in the sense of the purpose that ‘School
should model life in a democratic society’. This
philosophy is increasingly more popular in developed
countries where progressives want schools to mirror
what would happen in everyday life.
Progressivism really came out as a protest of the
perennialist view of universal truths. They believe that
schools should encourage cooperation, not competi-
tion. Progressive curriculums are experience-centred,
relevant, and reflective. The popular slogans of these
types of classrooms are ‘Learn by doing’ and ‘Learn
by discovery’.
Social Reconstructionism
The core of the philosophy of social reconstructionism
is the idea that schools should take the lead in chang-
ing or reconstructing society. In social
reconstructionist classrooms, the curriculum in classes
is designed so that students can go out and lead
change in society through their learning.
Behaviourism
Behaviourism is the theory of learning that focuses on
the observable effect of the environment on human
behaviour. The goal of behaviourism is, in a nutshell,
to change the classroom environment so that students
are rewarded for desirable behaviour and punished for
undesirable behaviour.
Behaviourists believe that ‘free will’ does not exist
and humans are a product of responding to the
environment. They argue that human behaviour can be
modified effectively through positive and negative
reinforcements.
Constructivism
Constructivism is truly allowing students to construct
their own understanding of the knowledge. A view of
knowledge and an approach to instruction in which
individuals connect new learning to familiar experi-
ences to gain in their understandings. Students must
be involved and active in constructing their under-
standings about people and the world.
The purpose of this philosophy is: Assist students in
creating and discovering their own personal knowl-
edge base.
The philosophy of education is a varied field but
understanding its roots and applications can help
educators to guide their pupils in a more efficient
manner. It is not always necessary to subscribe to any
one particular philosophy, one can use an amalgam-
ation of complementary principles and ideas that they
deem necessary to furthering their students’ growth
and participation in the world.
- Aditya Umale
APRIL 2021 | 27

Alison Colwell
To make a Difference through Education
G
rowing up, Alison Colwell made very happy and
positive memories of school. This early affinity
towards schooling coupled with her desire of a
profession that makes a difference to children’s lives, led
Alison Colwell to become a teacher.
She has been an educator for 28 years now. Although, she
remarks, “I don’t know where the time has gone to!” Most
of her career has been in challenging schools, as school
improvement is something that she is passionate about. "As
a teacher, you get to mould and help to determine the
futures of young individuals - which is a real privilege," she
added.
Baleares International College (BIC)
Baleares International College offers a British education
with an international outlook delivering high quality
education since they were founded over 60 years ago.
Regardless of the changing times, the schools have
remained steadfast in their values of independence, integrity
and resilience.
Baleares International College has two schools: one in Sa
Porrassa, Calvià, a very convenient location along the
southwest coast of Mallorca, and the other in Sant Agustí, a
very beautiful area just outside Palma. The Sa Porrassa
school provides education for children from 3 to 18 years of
age, while Sant Agustí provides education for children from
2 to 11 years.
BIC is supported by Orbital Education, who provide access
to the latest educational thinking and innovative teaching
methods from the UK, which enables them to deliver
highest quality education for their students.
Alison joined Baleares International College around 18
months ago as Principal, at BIC Sa Porrassa.
And as always, she was very excited to take up this new
challenge. Fortunately, she found a wonderful team of staff,
a delightful student body and very supportive families.
“
It Is A Source Of Great Pride
To Me To See So Much In
Evidence My Team’s
Tremendous Skill,
And
Professionalism
To Our
Dedication Students,
As Well As The Resilience,
And All-round
Adaptability
Wonderfulness
Of Our Students.
“
Bringing fresh eyes into any school is really important. She
was lucky to be appointed at the same time as a fantastic
new Head of Primary, Mrs. Elizabeth Compton, and Alison
found that they were completely aligned on standards,
values, and moral purpose. The Principal further adds: “We
have been joined this year by an equally amazing new Head
of Secondary, and a superb Head of Sixth Form, and
together we are determined to continue my mission, which
is to make BIC Sa Porrassa the number one school of
choice on the island.”
With their focus on delivering outstanding teaching and
learning, an excellent curriculum, high standards and
expectations, ensuring stretch and challenge for all, putting
the children’s well-being centre stage alongside their
academic progress, and – most importantly – ensuring that

Alison Colwell
Principal, BIC
APRIL 2021 | 31

students enjoy school, and are happy and feel safe there,
Alison assures that they will achieve this all.
“Back in March, we went through one of the most
draconian lockdowns in Europe,” she comments. “On the
ominous date Friday 13 March, we closed the school gates
for what would turn out to be the rest of the school year.
Despite the considerable challenges we all faced, I was so
proud of what my team – and our students – achieved,” she
added.
What it means to Lead
During the lockdown, Alison’s team switched to online
learning, something that they share with many schools
around the globe. The teachers at BIC proved exceptional in
delivering live lessons to all their students and maintaining
those personal links that were crucial during such an
unprecedented and challenging time.
With children having been out of the school building for
more than five months, Alison Colwell was determined to
have everything restored to business as usual, when they
returned in September 2020. She stressed to the school staff
the “C” words that are far more important to them than the
current pandemic one – children, curriculum, culture,
character, care, compassion, creativity, curiosity, challenge.
The school knew that there would be a huge social and
emotional element to the children’s return after such a long
absence from the classroom, as well as an academic one,
but it was a smooth and successful transition.
This school year, the staff have continued with outstanding
teaching and learning across the school, and in addition
held a wealth of extra-curricular activities and events, that
are such an important part of a great school. They held
science week, recycling week, kindness week. The school
also held inter-House competitions, ran a debate club and
organised sporting fixtures.
BIC also conducted highly successful online parent
consultation afternoons and hosted numerous webinars to
give parents additional information, on myriad matters from
our sixth form, English as an Additional Language support,
revision for exams and the transition to secondary school.
The staff performed a pantomime, recorded their carol
service, and had primary students perform socially
distanced carols at pick-up in the last week!
“It is a source of great pride to me to see so much in
evidence my team’s tremendous skill, professionalism and
dedication to our students, as well as the resilience,
adaptability and all-round wonderfulness of our students,”
remarked the proud Principal.
Just last year, a parent said to Alison: "I bet you wish you'd
never come to the island!" But for Ms. Colwell, nothing
could be further from the truth. More than ever, the joy and
the privilege of school leadership are very clear to her. She
adds that she has never gone
through the challenges such
as the ones presented last
year. Personally and
professionally, it has been
daunting road for Alison
Colwell, but with the
excellent team she has
around, the support of
Orbital and of parents, and
staying focused at all times
on her mantra of, ‘children
first’, it is a challenge she
hopes to live up to.
“Working alongside such a
committed, hard-working,
and conscientious team of
staff, as we have at BIC,
reminds me every day of the
importance of education and

of school in our children's lives,” Ms. Colwell noted.
In addition, she further remarked that warm words of thanks
and appreciation from parents, and recognition of all the
work the team is doing and goals that they are aiming to
achieve has been very gratifying. “On many occasions, a
kind and timely email has helped to keep me afloat through
some, at times, very choppy waters,” winked Ms. Alison.
“Surrounded by outstanding teachers, and delightful
children and young people, means that actually, in the year
that we have all gone through, I have never felt more
blessed,” she added.
Meet the Community!
In thinking about school community, about what makes
BIC unique and special, Alison notes its initials encapsulate
it perfectly. Being the only truly British school on the
island, it brings out the best of the British education system,
it has the advantages of being British owned (with all the
benefits and strengths of belonging to a group that it brings)
and the teachers are steeped in the best of British training
and innovation.
“We value academic rigour and excellence, high standards
and expectations, stretch and challenge,” said Alison. But
within that Britishness lie also British values - tolerance,
inclusivity, fairmindedness, equality. These are values and
virtues are the features Alison’s team seek to draw out in
their young charges, and help to develop them into kind,
thoughtful and responsible young people.
“Equally, the internationalism of our student body and
culture is at the heart of who we are and what we stand
for,” commented the school administration. They welcome
students from over 40 different nationalities (this truly
international mix is again unrivalled), and celebrate while
actively promoting language teaching, cultural awareness
and diversity.
Language proficiency is a central element of BIC
curriculum. As a British international school, BIC
prioritises two key elements of this: acquiring a high level
of oracy and written skills in English and learning to speak
and write other languages fluently. Living in Spain, of
course, all BIC students learn Spanish from the earliest
years, and it is a compulsory part of the curriculum up to
and including Year 11.
“I'm still failing miserably in my efforts to learn Spanish
and am constantly humbled by the bi-lingualism or even tri-
lingualism of so many of our young people (and our staff of
course),” says Alison. “Many of our students choose to
study two languages, but equally many also opt to study
German, French and Catalan,” she added.
However, as per the school, an important priority for all its
students - indeed the reason why many families choose
BIC, including British families - is being able to master the
English language, whether British born or not, able to talk
fluently, to be articulate, to have a wide range of
vocabulary, to express themselves in grammatically correct,
eloquent English. The great orators of history and of our
time speak with ease and style, as do the successful
business owners, the politicians, the doctors, the teachers,
the journalists, the lawyers, the actors, the pilots - and many
other professionals. But equally, as members of the human
race, BIC announces to want to help all its young people to
talk with care, confidence and clarity.
And finally, but most importantly, at BIC they put children
first. Caring deeply for children, the BIC staff put their
students’ welfare and well-being centre stage. “Enjoyment
of school - of loving learning, of being inspired by great
teachers, of never wanting to miss a single day - these are
the most important success indicators, to me, of any
school.”
Ms. Colwell is very proud of the good work her team does,
still never being complacent and always, constantly,
looking for how they move forward and improve, even in
the midst of a pandemic when they could very well be
forgiven for standing still!
Aspire to make a Difference
If there was one thing Alison would have changed in
education, it would be for school leaders – those who know
what it is really like to run a school – to be free from
outside meddling from government and authorities who
often do not have an understanding of the reality of school
life and leadership!
“That said, I still believe that teaching is the best and most
important job in the world, and would encourage well
qualified, passionate experts to join the teaching
profession,” concluded the austere Principal, Ms. Alison
Colwell.
Most Empowering Woman of the Month
APRIL 2021 | 33

DRAGON
SCHOOL
By the sound of it, the name of
this school sounds like a
Dragon's Den spin-off. But it
is, in fact, a preparatory school in
Oxford that has served as the learning
grounds for some of Britain’s most
watchable actors, like Hugh Laurie,
Tom Hiddleston, Tom Hollander,
Emma Watson and many others.
Welcome to the place where old-world
British charm meets avant-garde
teaching with a flair of posh. This is
Dragon School.
Dragon School is set in a quiet area of
North Oxford, amid extensive grounds
which reach down to the river
Cherwell. The school has always
embraced the changes that a modern
world demands and since the Oxford
preparatory school was founded in
1877 it has evolved into the thriving
establishment that it is now. That small
school, initially created to educate the
sons of Oxford dons, changed its name
to Dragon School, welcomed boarding
and day pupils equally, moved to the
current Bardwell road site, admitted its
first girls in 1904, established its own
thriving Pre-Prep School nearby, and is
now renowned internationally as one
of the foremost prep schools in the UK.
A Dragon education aims to:
Ÿ Provide a purposeful learning
environment, establishing high
expectations for all children, and
enabling each ‘dragon’ to fulfil
their potential through the
promotion of learning habits of
diligence, resilience, ambition,
collaboration, and organization.
Ÿ Foster intellectual curiosity and a
desire to learn, and nurture
emotional intelligence within a
supportive environment, with the
pursuit of excellence throughout the
curriculum and across extra-
curricular opportunities.
Ÿ Inspire the Dragons, through the
school’s values of kindness,
courage, and respect. To learn and
show compassion, integrity,
resilience, citizenship, loyalty, and
enthusiasm, throughout their school
life and beyond.
Ÿ Encourage the ‘dragons’ to take
risks, be adaptable, and develop
independence. Their individuality
and wide-ranging achievements are
valued and celebrated within a
community that appreciates
diversity.
Ÿ Offer expansive learning
opportunities, to enable the
Dragons to approach a broad range
of challenges, both within and
outside the classroom. They

become articulate, creative, and
exceptional children who display
confidence and independence as
they actively engage in their
education.
Life at Dragon School
The Dragon Prep sits proudly amid
stunning open playing fields in North
Oxford on the banks of the river
Cherwell and the Pre-Prep is in the
heart of Summertown.
The school’s distinctive approach
encourages enquiry, confidence, and
enthusiasm. The breadth of intellectual
and philosophical challenge underpins
an expansive academic
curriculum. There are six separate
science labs, opportunities to learn
classics and three large art and DT
(design transit) studios where children
explore drawing, painting,
printmaking, sculpture and ceramics
and experiment with a range of
materials and electronics.

The Dragon School offers over 20
sporting activities for its boys and girls
to enjoy including sculling, fencing,
football, golf, cricket, equestrianism,
and judo. There is a busy calendar of
fixtures against other schools and
senior squads can go on overseas
tours. Music and drama are our real
strengths as you would imagine from a
school with alumni such as Emma
Watson and Tom Hiddleston. There are
annual plays and musical productions
and over 800 individual music lessons
per week (held in soundproof pods)
and 60 music ensembles.
The Thrill-imbibed Training
Sometime ago, the Dragon School also
introduced ‘Dragon Quest’ – an
enrichment curriculum programme on
Saturday mornings. A timetable of
activities provides Dragons with a
wide range of options, including farm
visits and yoga, from film making to
animation, first aid and debating
through to astronomy, orienteering and
cultural exploration in Oxford. Dragon
Quest facilitates the children with the
opportunity to discover wonderous
talents, develop new skills and dare to
embrace new challenges.
Every Sunday evening, the Dragon bus
from London takes boarders back to
school. Day and flexi boarding are
increasingly popular with modern
families and day pupils can spend
regular or occasional nights enjoying
life in a boarding house. Boarders are
drawn from local, national, and
international backgrounds and they live
with dedicated house-parents in family-
style boarding houses. With an
informality that builds trust and allows
children to develop a sense of
responsibility and respect for others,
pupils are helped to become well-
rounded, confident, independent, and
motivated – all the attributes they will
need to become socially adept and
emotionally intelligent adults.
2020 Leavers: 55 pupils have been
awarded academic or specialist
scholarships to a wide range of leading
schools including Eton, Winchester,
Wycombe Abbey, Radley, Cheltenham
Ladies College, St Edward’s Oxford,
Harrow, and Marlborough College.
APRIL 2021 | 37
Best Boarding Schools in Europe

The Dragon’s reputation as
a school where every child
can find, explore, and
develop their talents, has
been well earned.
‘Old Dragons’ go on to be
successful in many
different fields - Sir John
Betjeman, Dame Cressida
Dick, Tom Hiddleston, Tim
Henman and Emma
Watson are just a few of the
famous alumni.
Rising to the Challenge
The announcement of a new national
lockdown in England necessitated
major changes for the start of this new
term. The school is operating a
comprehensive and engaging provision
of remote learning for its pupils with
on-site supervision for around 70
children whose parents are key
workers. Every child follows their full
timetable of live academic lessons
using the on-line platforms with which
they are familiar, and so far, the school
is positively delighted to have had
positive feedback from parents:
“We are so incredibly impressed that
not only are you managing to teach the
children through a zoom environment,
but you are also making it such an
energising and fun experience.”
Ancient models of emotional, social,
and spiritual support that can be found
in all cultures and traditions, have been
st
added in the nomenclature of the 21
century as Pastoral Care. At Dragon
School, pastoral care is paramount.
According to the school, this will be
more important than ever during these
challenging times. The children have
regular form time with their
tutors/class teachers and boarders see
their friends virtually through house
meetings with their house-
parents.
Young Dragons also enjoy game
sessions, take part in activities
and challenges at home and
individual lessons continue
virtually for all those who learn
an instrument. Dragon Quest is
on offer to years 4 and 5 on
Saturday mornings and the
children select from a number
of options to allow them to

discover and develop a new interest.
The inspirational Friday evening
‘Spectrum talks’ are made available for
all Dragon families to enjoy as well as
disco on Saturday mornings, which is a
series of academically enriching
lectures, talks and forums designed to
extend and enhance pupils’
understanding of academic subjects in
A–C block.
During the ﬁrst lockdown, the Dragon
family demonstrated great ambition,
speed, and agility in setting up a virtual
holistic curriculum for their pupils.
A representative of the school
administration stated: “Just last term,
some of our boarders remained
overseas and learned remotely, which
also gave teachers the opportunity to
develop their remote teaching skills
and expertise even further. We are
conﬁdent that the community will
again rise to the challenge of this
situation with resilience and creativity.
However, as soon as lockdown
restrictions are lifted and it is
permitted to do so, we very much look
forward to being able to welcome back
all pupils to School.”
APRIL 2021 | 39

Advantages of
STUDYING
BOARDING SCHOO

G
OLS
in
G
rowing up, Alice was quite a troubled child. She was never
the agreeable kid; lacked in proper social skills and was
always quite reserved. In hindsight, I presume it was the
result of overprotected upbringing of her affluent parents who
provided everything for her; all she had to do was ask (or cry). Which
is why I was pleasantly surprised when I met her during university
orientation, around ten years later, and she was like a completely
different person.
She appeared merry, confident, sure of herself, sufficient with agency,
and mature yet with a childlike persona. The drastic change in her
outlook piqued my curiosity. So, I cautiously broached the question:
“I hardly recognise you now. How did you transform so much from
that grumpy little child I knew back in pre-school?” She gave me
head-tilt: “Do you want the short version or the long version?” I
smiled back: “The long version please.” And long version I did get.
We ended up spending all evening talking about how her parents
came to the conclusion of admitting her to a respected boarding
school and how her life turned around completely.
Alice summarized that getting her enrolled in the boarding school
was perhaps the best decision her parents ever made, whilst noting all
the benefits and attributes of this form of education. So, allow me to
generalise the main pointers, looking at the important advantages of
studying at a good boarding school:
• Discipline training
To survive in a boarding school, you need to have discipline. You do
not have your parents to wake you up, no one to serve breakfast in
bed, no one to get you ready for school, no one to push you to get
your things done in time. At boarding schools, the students have to
take care of most of these things themselves. They have to stick to
their breakfast, lunch and dinner timings, have to do exercise
regularly, have to take care of their bed and bags themselves.
Jumpstarting Growth
APRIL 2021 | 41

Discipline teaches students the importance of rules in
becoming socially more acceptable, it teaches them that
everyone is equal since everyone has to, more or less,
follow the same schedule. But most importantly, discipline
teaches children the importance of punctuality. When
discipline is inculcated in your daily routine, only then true
success can come your way.
• Meet different people
Meeting all kinds of different people and sharing early
school experience with them is undoubtably a positive
experience for a pupil. You get to choose which people you
want to hang out with, hear all their stories and their unique
background and family-life. Often you get to understand
different perspectives on the same matter, arming you with
nuanced opinions.
Meeting different children, teachers and staff members also
gives you an understanding of differences in traditions and
how each tradition is unique in its own way. Thus,
respecting different cultures and its people become second
nature to you. Boarding schools show you the importance
of inclusivity and compassion.
• Become more social
Meeting different people is one thing but being able to
communicate with them is another thing entirely. At a
boarding school, students have no option but to learn
essential social skills as there are no parents to moderate
their conversations. Alice recounted how she got over her
fear of talking to other children when she had to study with
them. She had to ask others for help when it came to
homework. Soon enough she became part of a study group
where they not only discussed problems and completed
projects, but also played games and talked about movies
and shows. Slowly by slowly, her barriers began to crack
and she relished in the company of others.
• Holistic development
Boarding schools have a plethora of activities and events to
keep students’ minds engaged, enthralled and challenged.
From word-games to quiz competitions, from boating to
horse-riding activities, from tech-workshops to summer
camps, from drama class to orchestra, there are so many
things that different boarding schools have to offer. The
children learn how to add different skills to their platter and
master different abilities. Additionally, children learn the
value of teamwork and get to explore different fields. This
helps them in forming informed opinions when it comes to
university applications.
• University preparation
Students who enrol in boarding schools are generally more
prepared to go live in a university lifestyle than your
average person. In addition, many boarding schools have
extensive college preparatory programs to help students
form college applications, select the right type of university,
and guide them through the entire process of application
and acceptance.
• Fluency in languages
Students whose first language is not English often become
fluent in the language in two semesters (roughly) through
language immersion. Also, boarding schools provide
training in other languages for those who opt to learn it. It is
also a general assumption that students who stay in a good
boarding school for more than three years become
bilingual. Studies have shown that students who know to
write and read in two or more languages score higher on
standardised tests and possess higher problem-solving
ability.
Alice also noted that growing up in her boarding school
environment rich with language studies helped her develop
sophisticated oratory skills.
• Personal Responsibility
Last, but certainly not the least, boarding schools teach you
how to be responsible for yourself. Responsible adults must
abide by a personal moral code, otherwise they run the risk
of compromising their key values, sacrificing their
individuality and falling for traps, which they often set for
themselves. This is one area where boarding schools come
to the rescue, helping young ones gain a moral fibre which
helps them cultivate into an indomitable individual.
Although I delineated the advantages through the example
of Alice, boarding schools are not necessarily for troubled
kids only. Any parent who wishes to inculcate the above
mentioned and many more fun advantages of studying in
the boarding school into their children, can do so.
But it needs to be said that not all boarding schools are the
same, and many of them have a varied range of problems
that one would not want their children to be associated
with. Hence, it is of crucial importance that parents do their
homework, find which institution has the best educational
offering, find out if their child is even suited to that
particular boarding school, and only then enrol their child
into a prosperous school.
- Aditya Umale

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