Extra Curricular

At EIC, we are keen to encourage excellent home/school links and our approach to homework highlights our values and beliefs as a primary school. Homework is part of a continuous learning process and should be considered to be anything that is done outside of the normal school day. It should embrace and encompass a wide variety of activities, which are a response to the learning that has taken part during lessons.

Project based learning begins in Lower Primary (Year 2) and runs through to Year 6. Each year, students are given a different title or project to work on. The project based learning is split between time in school and time at home, to ensure that all students are on track and are supported with their choices. Sometimes, the project work may be in groups, pairs or as an individual. We often take into account the “Year of…” theme and give students clear guidelines and expectations to work from.

A focus on the different skills is split between the year groups:

Lower Primary (Year 2 - Year 4)

• Manage activity/time management (bi-weekly meetings and update in diary). Acting upon advice (engage & coach), Scaffold Learning (at school with learning from home), Sustain the Project (maintain the pace) and Public Product (exhibition).

Upper Primary (Year 5 & 6)

• Authenticity (producing a project that is unique to the student), Critique and Revision (bi-weekly feedback meetings with teacher and through FF blog page), Reflection (what went well? What needs to be changed? How can I adapt my original plan?) Public Product (exhibition and a presentation to the class about knowledge learnt and skills developed).

Students will be able to take part in a wide range of extracurricular activities which are scheduled both before and after school. Our Key Stage 3 Star Awards, which run from Year 7 to Year 9, give the students the opportunity to challenge themselves by completing a project beyond the curriculum. The Star Award projects truly highlight the dedication, motivation, and hard work of our KS3 students. These projects allow students to explore topics they are passionate about, choosing subjects they love and making their work personal and creative. Whether they focus on space or cooking, each project reflects their unique talents and interests.

It's inspiring to see how committed the students are, working on their projects throughout the entire year and proudly sharing the results. Their joy and sense of accomplishment are clear when they present their work. We are incredibly proud of their creativity, determination, and the support they receive from teachers and parents.

The HPQ is designed so that a learner can explore their own personal project title and area of interest. It is a formal qualification offered by the Pearson Edexcel exam board and is equivalent to half an IGCSE grade A* to C. It is a flexible, study-based course that can help students to develop as inquisitive, independent learners by working in areas not constrained to textbooks or qualifications specifications. Students work independently supported by a mentor to plan, manage, complete and evaluate a single piece of work.

There are four unit choices available: 

• producing a report 
• designing and making an artefact 
• designing something unique 
• curating and delivering a performance 

The HPQ focuses on skill development over knowledge, and focuses on the journey and approach you take to the project, rather than the topic studied. It provides a perfect introduction to the IPQ offered in Sixth Form. 

Some of the areas being explored by this year’s group include: 

• The impact of immigration in Marbella 
• How harmful is the influence of social media on self-esteem and body image? 
• The decline of the Olympics 
• The impact of the Opioid crisis in the USA

The International Project Qualification is a challenging course, specifically designed to more fully equip Sixth Form students with the skills required at university level and beyond. It allows students to explore in depth a subject they are passionate about, be it a particular angle related to their chosen career path or a completely unconnected childhood hobby! The course develops key undergraduate-level skills including how to research, reference, construct detailed arguments and avoid plagiarising. As such, it is viewed very favourably by top universities and taken into consideration during the university application process. 

The course runs from the beginning of Year 12 when students participate in seminar sessions on varied topics, including an introduction to ethical frameworks, sessions on critical thinking and lessons on how to research and reference. Students also have weekly one-on-one tutorials where they can discuss the progress of their project and receive personalised guidance as required. 

Students are expected to submit a dissertation of their findings by April of Year 12; this must be 5000 words maximum in length. Students must also submit a research log, journalling their progress throughout the project, and an evaluation of how they feel their project has gone. The IPQ is externally assessed. Students will receive a grade (A*-E) which is equal in value to an AS grade.

Some of the areas being explored by this year’s group include:

• Are serial killers born or made 
• The impact of artificial intelligence on humanity 
• What makes us human 
• The most effective treatment for Alzheimer’s Disease 
• The impact of social media on mental health 
• Is the internet changing the way we think

Leading universities have recommended to us that students should be widely read and they should enjoy learning for its own sake. They should have gone beyond their A Level syllabuses and ideally they should be familiar with the history, and the key thinkers, of their chosen subjects. They should be serious-minded young adults. 

Therefore, our course has the following aims: 

Students should be prepared for university in the wider sense, including the aspiration to speak or debate in public, or lead a tutorial. They should be able to communicate their enthusiasm, a project or commitment they are proud of and to respond with maturity. Moreover, Horizons students will listen critically to others.

We have showcased the Horizons Department and our school's talents in recent years; we have taken part in Debating Championships at home and around the world including Dubai, Mexico City, The Hague, Bucharest and Prague. We have reached seven World finals and five European finals. We are currently back to back Under 16s & Under 19s Champions of the Costa del Sol Debating Trophy (2023 & 2024). 

In the final analysis, as a direct result of their diligent work, EiC students will benefit in a plethora of ways from Horizons, such as expanding their general knowledge especially current affairs and philosophical ideas, sharpening their critical thinking skills - all combing in symbiosis to intensify their wider personal maturation.

LAMDA Examinations in acting and public speaking play a pivotal role in helping to shape the future of students of all ages. These assessments not only provide a structured framework for honing crucial communication and performance skills but also foster self-confidence, creativity, and effective expression. Whether for aspiring actors looking to break into the entertainment industry or individuals seeking to excel in various professional fields, LAMDA examinations serve to help mould assured young people. They encourage individuals to harness their unique talents, enhance their ability to convey ideas persuasively, and, ultimately, prepare them for a future where strong communication skills are key to success. To me, performance and communication are life’s key facets. Human nature is such that we have an innate need to express ideas and emotions, tell stories and relay messages to others.

The LAMDA courses train our children not only to act for the stage but to speak in public with confidence and panache. The students will, for sure, be needing one or the other of these skills in the future as university applications and employment depend increasingly on having more strings to the bow of achievements than fellow competitors. 

 These qualifications have indeed made the difference to students’ personal profiles over the years, giving them that extra skill set that others may lack. Our results are always outstanding and the UCAS points for the medal awards in Secondary are handy to have in the bank of assets.