Sixth Form at ISL
Welcome to our Sixth Form
In the Sixth Form at ISL, we offer two IB programmes - the Diploma Programme (DP) and the Career-related Programme (CP), both of which are highly valued by universities around the world. They have earned a reputation for rigorous assessment and for equipping students with the skills and attitudes they will need to succeed in higher education and employment.
Sixth Form pathway choices
| IB Diploma Programme (DP) |
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Select 6 Diploma courses At least 3 courses at higher level Compulsory core elements of Theory of Knowledge, Extended Essay and Creativity, Activity & Service (CAS) |
| IB Diploma courses (IBC) |
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A flexible provision leading to L3 certificates in any chosen subjects At ISL we require students to continue with Maths (AISL) and English to allow access to a wider university choice Students graduate with the L3 IB courses certificates and the ISL High School Diploma |
| IB Career-related Programme (CP) |
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At ISL, we will be offering CP in Enterprise and Entrepreneurship At least 2 DP subjects (2-4). Btec L3 Diploma Enterprise and Entrepreneurship Compulsory CP core components of Personal & Professional Skills, Community Engagement, Reflective Project, Language and Culture Studies |
| Student athlete hybrid programme |
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We have a partnership with Brentford FC Students can continue with the post-16 professional football programme in addition to any of the previous 3 academic pathways
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IB Coordinator
Dr EL Kahina Meziane joined ISL in 2015 as an MYP Science and Diploma Biology teacher. Since then she has held a variety of positions including Extended Essay Coordinator, Head of Department for Diploma Science, Diploma tutor and STEM higher education adviser.
Kahina holds a PhD in Immunology/Medical Oncology and worked in scientific research for over a decade at the universities of Manchester and Cambridge before embracing international education and academic writing. She has co-authored IB MYP and DP resource books and online material and led international webinars on Diploma Biology and the Extended Essay.
The ISL Sixth Form College 3-to-1 support model has the student as its centre.
This means not only that student support is personalised, but also that the student is the decision-maker. We build into our programme the expectation that students are equipped to make well-informed, balanced decisions about their learning, their personal development and their futures.
This begins from the very start of the programme, during the residential trip and continues to be visible in many ways: in the university-like relationship between a student and their Extended Essay or Reflective Project supervisor; in the target-setting conversations that take place in 1-to-1 meetings with tutors; in the tools students use under the guidance of the Higher Education counsellor to choose their pathway to the future.
We know that our graduates will be decision-makers in the future, and we prepare them. Students also take an active role in decision-making at the College through student government. Class representatives meet with the government executive to take action around the campus and beyond. Student government is consulted by the college leadership on matters related to learning and facilities.
Academic progress
Before joining the College, students have guidance interviews to help with subject choices, and these continue throughout their two year courses, along with semester academic check-ins and timely assessments in all subjects. We have structured systems to track students' coursework and to provide individual support where needed.
Wellbeing
Each student works with their tutor to develop an individual personal profile and has regular one to one meetings with their tutor to discuss their mental wellbeing. This is in addition to our PSHE curriculum, and the availability of wellbeing counselling for those who want it.
Lifelong learning
Right from the start of the Sixth Form journey, students meet with Higher Education guidance counsellors to learn how to research options, how to develop strong applications to future courses and to explore possible career paths. This process is informed by assessment data gathered each semester from assignments and from internal ‘mock’ examinations that provide an authentic picture of the student’s likely final attainment.
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