presentation atlantic college english

8/8/2019 Presentation Atlantic College English

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History

St Donat's Castle dates back to the 12th century and had a number of notable owners, including

William Randolph Hearst the very successful American magazine mogul. Hearst bought StDonat's Castle in 1925 and brought to it many famous visitors including Charlie Chaplin and

John F. Kennedy.

Antonin Besse purchased the castle and donated it to the governing body of Atlantic College

which was founded in 1962 by German educationalist Kurt Hahn. His concept being to engage

young people from all nations in finding peaceful means to bring together a world divided by

political, racial and socio-economic barriers by learning from one another.

Since its opening, over 7500 students from over 100 countries have benefited from the inspiring

and innovative educational experience promoted at Atlantic College. The college has also

continued its tradition of famous visitors including HM Queen Elizabeth, Prince Charles, LadyDiana, The Emperor of Japan, Queen Beatrix of the Netherlands, Rhys Ifans and most recently

the new Dr Who, Matt Smith!

In 1967 the movement became known as ‘United World Colleges' and Lord Mountbatten

became the organisation's President. Since then a further 12 UWC's have opened and they can

be found in each continent.

The original aims and objectives of the movement continue to be relevant today with the

additional consideration of our natural environment. One of the first colleges in the world, and

the first in the UK, to follow an international curriculum and promote international

understanding, Atlantic College continues to be a pioneering educational establishment.

After creating the International Baccalaureate Diploma alongside teachers from the International

School of Geneva and the UN School of New York, Atlantic College was the first school in the

world to solely teach the IB and move away from its national curriculum. To this day the college

remains an integral part of the success of the Diploma through the creation of school-based

syllabi including Political Thought, Peace and Conflict Studies, World Religions and

Environmental Systems (now Ecosystems and Society).

Atlantic College still leads the way in developing new options for the broad-ranging IB Diploma

and continuously updates its own educational programme to ensure a highly regarded andunique education for all of its students.



EducationAll students enrolled at the College are expected to complete the Atlantic College Diploma. The

Diploma has two constituent parts. The Atlantic College Mission Initiative (ACMI) and the

International Baccalaureate 16-19 Curriculum (IB). These two components are interlinked and

share a common educational heritage in the educational philosophy of Kurt Hahn, the history of

the United World College movement and the International Baccalaureate.

The Atlantic College Mission Initiative

(ACMI)

ACMI represents the mission of the college in action. Students are required to follow a broadand balanced curriculum, described in seven strands, that embodies the school's mission and

prepares them for a life of service and leadership.

While students have to participate in all of the seven strands they are expected to specialize in

two. Depending on their interests students select two strands and are expected to show more

depth of engagement, individual initiative and leadership in these areas. They must specialize

in at least one strand that relates directly to the College Mission [1,2,3 and 4 on the list below].

Students follow a development plan which is individually tailored to their own interest and

aspirations. The development plan is constructed by the student in collaboration with their

tutor. The curriculum, calendar and timetable at the college are designed to enable students tofollow an individual development path within the structure of the IB and ACMI so that they

graduate with the AC Diploma. Some components are compulsory, others are voluntary and

students are also expected to show individual creativity and initiative in developing their own

using the summer break between year one and two, project/mission focused weeks and student

initiated activities.

Students are required to reflect on progress in individual meetings with their tutor. These

consider growth and suggest future options based on the student's experiences and interests as

the student progresses through the two years. All students complete a final interview in April of

their graduating year with their tutor as one person on the interviewing panel. The panel will

decide if the student has completed the requirements or not. There will be no levels of

attainment. Each student is encouraged to record their progress in any creative way they want

[written journal, blog, artistic pursuit etc] although successful completion is determined by

what students have done rather than a judgement of any work resulting from the experiences.

The academic qualifications are determined independently of the ACMI experience according

to the rules of the International Baccalaureate organisation.



Services

A core component of the UWC ethos is a commitment to community service and the service

programme involves students in doing things that are needed by other members of the college

community or local community. It is one of the most rewarding and transformative parts of the

Atlantic College experience.Through service students learn to recognise their own strengths and

to integrate them into a cohesive effort. The impact on self-esteem and confidence can beamazing. The opportunities to learn are outstanding and the insights into how young people can

work together to achieve positive outcomes is lasting.

Every student commits to a service that occupies two afternoons or evenings per week over the

two years.They can choose from a wide-spectrum of services including to running a fully-

fledged lifeboat, working on the college's own organic farm, providing music therapy for

dementia patients or running activity sessions with disabled children. Although students have

required minimum commitment to service as part of the International Baccalaureate Diploma

many choose to give far more than the minimum either through the service they have chosen or

through other vehicles within the college experience. Atlantic College prides itself on its

excellent reputation for commitment to meaningful community service.

Through the Service Programme students will gain opportunities to establish new relationships

within and outside the college and to build an understanding of why service is such a vital

element of our ethos. The benefits to others and the rewards to the students are tangible and

many continue to be involved in community service after graduation, either expanding on skills

they have learnt at the college or developing new ones.

List of services

Arts Centre ServiceThe Arts Centre Service provides support for the St. Donat's Arts Centre which is located on the

Atlantic College campus. Arts Centre Service members serve as an integral part of the running

of external and internal artistic events where they assist with technical, administrative,

marketing and ‘front of house' duties. Arts Centre Service members are trained to be proficient

in all aspects of event and stage management. Students work to achieve "The Certificate of

Technical Competence" which is the first step towards working within the arts worldwide. Arts

Centre Service is also involved in ‘outreach' programmes with local schools and youth groups

where they work on arts related projects with a variety of young people. The ideal of Arts

Centre Service is to provide a genuine service to the community while enabling student

members to gain valuable training, skills and experience.



CAVRA Service

The Cardiff and Vale Rescue Association (CAVRA) is a local voluntary rescue unit set up to

support the emergency services, police, ambulance and fire brigade. Students at the college train

in a wide range of skills including: First Aid, radio procedures, and search and rescue

techniques. They exercise regularly with CAVRA units from outside of the college and are

available for Call-out. In the past students have take part in plane crash scenarios at WalesInternational Airport and provided marshals and First Aid cover at public events. Students are

also involved in a range of outdoor activities such as camping, hiking and climbing. There is a

progressive programme of expeditions which aims to develop personal and eventually

leadership skills. CAVRA students have visited Snowdonia, The Lake District, Dartmoor and

Norway as well as the more local mountains in the Brecon Beacons. Second year students

develop organisational and instructional skills by teaching first year students and leading

expeditions.

Estate and Environment ServiceEstate and Environment Service is developing projects to promote the sustainable use of our

beautiful College campus. The team leads the community support for the maintenance staff in

helping to maintain and enhance the estate and woodland. The new House vegetable plots are

the start of our plan to increase production of the college's food supply including recently

replanting the old orchard with a selection of indigenous fruit trees. Estate and Environment

Service has community links with local schools and playgroups, helping to improve their play

spaces. We assist with lambing on the College farm and learn traditional skills and crafts such as

charcoal burning, willow weaving and greenwood work.

Extramural Centre (EMC) ServiceThe Extramural Centre runs activity courses and coordinates the use of College facilities for

groups of disadvantaged young people. Residential groups come from all over the UK and

usually spend a week at the Centre. Day activity courses are also provided for local schools.

Students who join the service will spend most of their first year in training sessions, learning

how to run activities such as climbing, canoeing and archery. In their second year, students lead

activity sessions for groups, under the supervision of the Centre's staff. There is also an

integrated development programme for local school leavers who have special educational needs.

Service students may be involved in helping these youngsters with various projects and

classroom work.



Inshore Lifeboat Service (ILB)

The Inshore Lifeboat Service is responsible for providing rescue cover for the Royal NationalLifeboat Institution (RNLI) Atlantic '75 lifeboat stationed at the College.

To achieve this, second year students provide the crew and shore-based support for rescue

operations along a 20km stretch of the Bristol Channel. Second year students also assist with the

instruction of first year students in gaining the basic skills needed by lifeboat crews. They also

provide safety cover for Atlantic College seafront activities. Students joining the service will be

expected to swim (non-swimmers are accepted but will need to do extra training), to learn water

based rescue techniques and first aid, to pass national powerboat qualifications which include

basic navigation and VHF radio work. Some students will have the opportunity to gain the

RNLI "Crew" qualification or train as RYA powerboat instructors. The training boats are built at

the College and involvement in this activity is open to all students.

Lifeguards Serviceeguard Service aims both to offer a valuable service to the local community, and to provide students with skills for life,

m general sea awareness and safety, to surf lifesaving and first aid.

their first year, service members gain professional pool and beach lifeguarding qualifications and a PADI First Aid

ard. Students also learn surfing and sea kayaking to stimulate further awareness and respect for the sea. Some

mmunity service is undertaken during the first year in the form of swimming lessons given to children from a local

mary school.

e month of August, at the start of the second year, sees all the lifeguards providing daily cover for a nearby busy bathing

d surf beach. We also run three very successful service periods in West Wales, which are used to experience different sur

ches and coastal environments, and further our knowledge of the sea.

ere are a variety of community support roles to play in service for our second year students, and this is a time for

cialisation: we offer swimming lessons to children from local primary schools, work with the children from the local

f lifesaving club, offer swimming lessons for our non-swimmers at the college, offer surfing lessons and lifeguard bot

he college's swimming pools as required. Other second year students provide cover for the kayaking and surf lifesaving

sions, or they become group instructors - a key role in the service, the group instructor is responsible for the training of a

up of 6 or 7 first year lifeguard students.

eguards also run a project week in Pembrokeshire, which is a good opportunity for the team to perfect their paddling an

fing skills.

eguards is probably the most physical of the college services but it remains open to all, whether they are fit or complet

n-swimmers. Comprehensive and progressive training sees service members progress to a high degree of competence,

d all that is needed is a willingness to learn, and an acceptance of the cold Welsh sea in the winter!



Marine Environment Monitoring Service (MEMS)E.M.S. is a relatively new service at Atlantic College, and continues to develop as a service.

s service is staff lead, but promotes student initiatives with a view to encourage active involvement in environmental

nservation projects with a marine emphasis.

e projects involve working with and supporting outside organisations such as:

e Marine Conservation Society, The National Lobster Hatchery, P.A.D.I. Project Aware Foundation, Exeter Universit

omorphology Survey and The Nautical Archaeological Society.

dents are encouraged and expected to research and connect globally at all levels to promote our aims.

e service also encourages the students to be face to face with local groups in the college area to promote and develop

nservation awareness.

e intention is to provide opportunities for our students to take this knowledge further afield by being involved in marin

year projects, working with and assisting the development of remote communities to promote sustainable conservation.

aim to instil in all a will to make a lifelong commitment to conservation and protection of our planet and beyond.

Media and Communications Servicedia and Communication Service integrates training in still and moving image generation and editing through digital

otography and video. It provides a valuable media service for the college community in the form of: photography an

rt films for college websites, Yearbook, Year poster and Year DVD. Much of their work is used in teaching, publicitd for outside organizations. Students are trained in studio lighting techniques to provide essential photographic suppor

IB Art exam work documentation. The service also creates promotional DVD's for youth charities in local communit

tres to strengthen the social dimension of the service.

gital Video captures and edits College events for the 1st year induction, end of term events and for screening throughou

college. The training includes: storyboarding, scripting, frame composition, lighting and audio, chromakey special

ects, Photoshop, LiveType, Soundtrack, Final Cut Pro, iDVD and DVD Studio.



gital Photography is responsible for providing essential visual records of college members, visitors and events for college

blicity and communication purposes. These students are also trained in Photoshop, interactive Photostitcher and php

bsite creation providing technical support for the website activity which also creates websites for global charities.

Performing Arts Services is a new service, which began in 2009. The team works with groups and individuals using music and the arts to

iver therapy. This service delivers two types of outreach programme in the early years; therapy outreach andformance outreach. Music and activities related to music can stimulate and engage people who find interaction at

bal level difficult or impossible. The clients in this therapy outreach area are likely to be children in schools for people

h learning or other difficulties such as Downs' Syndrome and elderly patients with dementia. The performance outreach

olves performances of different types, but it will be unlikely that they are ever passive. The group performed for

mentia patients, blind, hospice/hospital inmates) will hopefully be engaged at a practical level through quizzes; ‘guess

film this song came from' or ‘guess the singer associated with the song'. This gets the client to interact, think an

ticipate. Often these individuals are un-stimulated for many hours of the day and this can lead to their problems getting

rse. We aim to counter this by "filling a need while making a noise"!

e student skills required are mostly personal ones such as empathy, understanding, awareness, caring and patience.

dents will be taught some basic therapy and counselling skills and will receive some training in music therapy. Ouvities may include; one on one therapy, group activities with song and percussion, creating a musical and performances

hospices, hospitals, residential schools and homes.

Social Servicedents who choose Social Service should be interested in helping those living in the local community who are less

vileged than we are, or who have particular needs which we may be able to meet. This community comprises a numbe

different groups and individuals including the elderly, children from disadvantaged home backgrounds and children and

ults with learning difficulties and disabilities.

e sessions include:

ildLine - selected Social Service students complete an intensive training course to qualify as ChildLine counsellors.

ey then become part of a UK wide ChildLine team offering a confidential telephone helpline service to children.

son - students work as volunteers at Parc prison in Bridgend working with the families of the prisoners there.

mmunity Education - sessions involve working with children in local schools on ‘catch up' programmes in reading and

ting, as well as leading classes in global citizenship.

ecial needs - in these sessions we socialise with adults who have different types of learning difficulties.

rking with the elderly - there are opportunities to visit and talk with elderly people in their own homes or in local

dential homes. Our ‘Music for Fun' sessions provide entertainment for the elderly in homes and community clubs

most of our sessions students are able to work in the local community from day one. Past students have particularl

reciated this contact with "the outside world" and this service has more direct links with local people then any other.



lls learnt include listening and counselling skills, organising games and activities, working with particular groups suc

hose recovering from illness and those who are wheelchair bound. Students best suited to this service are those who

oy working with people and have lots of patience and energy. A good sense of humour can help too!

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