Caxton College continues to achieve top results

Even during lockdown, our University entrance students achieved an average of 8.5 in their academic results.

If its academic results are anything to go by, the remote learning provided by this British school during the last term of the 2019/20 academic year was outstanding in its effectiveness. According to the latest report from the Ministry of Education, the highest average grade in the general phase of the University entrance exams achieved by Valencian schools was 7.96, while the average grade for Caxton College students is 8.14.  It should be noted that British schools are not included in the rankings drawn up by the Valencian government.

“We are particularly delighted with these academic results because the British exam system is extremely strict, as it is continually supervised by the United Kingdom University entrance boards. Also, we are very pleased to note that our average university entrance grade is 11.42 from a possible total of 14, as this allows our students to access the most sought-after degree courses,” confirmed Marta Gil, vice principal of Caxton College.

Another statistic worth noting is that 46% of the students from this British school who sat the specific phase exams achieved a University entrance grade of more than 12 points, from a possible 14. The highest grade was 14 out of 14, obtained by our student Mª Ángel L., while her classmate Jorge U. achieved a 10 in the 3 subjects he sat, with an average University entrance grade of 12.86.

During the months spent under lockdown, this British school, which for a second consecutive occasion has achieved the international BSO certificate of quality with the highest possible grade of “excellent” in all areas inspected, put into plan a dynamic remote learning plan for all of its key stages. “This option was made possible by the fact that our students and teachers in all curricular areas could count on the latest technology and innovative methodologies, as we have done for over a decade. The school adapted very rapidly to this system of long-distance learning thanks to the one to one iPad project which was initiated in 2009 and which has given such good results during this period of social distancing,” explained Amparo Gil.

Examples such as this serve to confirm that the use of the new technologies in education are fundamental if applied correctly in a people-based, pedagogical project. “If, in this situation with online classes, 15 of our students obtained over 13 points out of 14, and 55% have obtained between 9 and 10 points in several of the specific tests that they sat, then this means that when the technological tools, the teaching staff and the students fit together properly, the results can be as good as those we have achieved. However, it must be said that, although technology has eased the way during this exceptional experience, our preferred system, without a doubt, must be person to person, a system which allows us to share the warmth from our students on a daily basis,” confirms Amparo Gil.