February 2011

UK Universities
up fees in 2012
Tuition fees will be almost tripling in
autumn of 2012, rising to £9000 per year for
many undergraduate courses, following recent
Government legislation. What impact this will
have on HE applications this year and next is not
known.
Last year just over 400000 students gained places
on undergraduate courses at UK universities. This
includes the additional 10000 extra places the
Government funded because of the unprecedented
number of applications last year. The
Government has agreed to continue to fund these
additional places this year but this funding will be
withdrawn in 2012. offering English language undergraduate courses
UCAS has released early figures showing that in a whole range of disciplines from Business and
the number of students submitting applications Engineering to Medicine. Most, however, will
before Christmas is up by 2.5% on last year’s probably continue to go to the UK especially if
number. What is interesting is that although the the HE institutions in Britain manage to retain
total number of applications is up on last year, the and improve on their quality and reputation.
number of applicants who are under 18 has Applicants from Greece will continue to prefer
actually dropped slightly. With government cut quality institutions if they know they will be
backs in funding for higher education this coming getting their money’s worth, even if it will cost
year, down by about £400 million for university them more. What needs to be stressed is that
teaching and research, there will inevitably be applicants who gain a place on an
fierce competition for fewer places. undergraduate course this year will retain the
The unanswered question is how will the fee present fee status and so will not have to pay
hike influence applications from EU countries, the increased fees in subsequent years, for as
and Greece in particular, given the very bad long as they remain on the course!
economic climate prevailing? Some applicants
will certainly look for alternatives in countries
like the Netherlands, the Czech Republic or even
Italy where more and more universities are
INTERVIEW with MARK WOODCOCK
Edexcel European Development Manager for Vocational Programmes
Mark Woodcock visited Athens recently to promote Edexcel programmes and Vocational Centres at the British Council’s
annual Education UK fair. He visited Doukas School and willingly answered questions put to him by two of our BTEC
Foundation Diploma (Art & Design) students Natassa Stamouli and Afroditi Sakka.

What is the purpose of your visit to Athens?

I am Edexcel’s regional manager for Western Europe and I am here to work with schools like Doukas,
and Colleges and Private Universities, and to participate in the British Council Fair on the 13th and 14th
November and we are going to be supporting and representing our schools and colleges there.
Can you tell us a bit more about Edexcel and your role within the organization?
Sure. Edexcel is the UK’s largest awarding organization. We are not involved in any training - we
basically award qualifications. We have 4 million registrations every year with students at 7000 centres
in 85 countries around the world. My role is to support schools, colleges and universities to develop
academic qualifications, but more especially vocational qualifications like the BTECs, which are my
baby.
So what exactly are BTEC qualifications?
The BTEC qualification is an interesting qualification because it is unique to Edexcel and it is a
qualification that focuses on experience so you are work ready when you achieve the qualification. So it
is not academic in the sense that most academic qualifications are based on an exam at the end of the
programme. A BTEC qualification has to be really practical for the learners so exams are almost
irrelevant in that sense. So instead of exams you have to do practical work, practical coursework,
practical projects, practical, practical, practical,…Basically that is what a BTEC is. We have 1.1
million learners registered in over 900 subject areas and 5000 different qualifications across the world.
We work with schools, colleges, and companies even, because they see the value of the BTEC.
GCE/BTEC Department Doukas School. 2 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
How important do you think the BTEC Foundation Diploma in Art & Design is in preparing and
getting students into Higher Education Art courses?
It is very important because it does 2 things. It has the academic weight to give you access to top
universities in Art & Design, so it provides you with the academic weight, or academic muscle, for that
first step. On the other side it has a vocational and professional weight which gives you the practical
experience to be good or excellent in Art & Design but also to acquire the skills that employers want
when you go into a company either as a junior intern or as a ready employee. So it gives you the best of
both worlds.
So vocational qualifications in Art, like the Foundation Diploma, differ quite a lot from academic
qualifications like GCE A-level Art or IB HL Visual Art?
Well traditionally what would happen with an academic qualification is that you would always have an
exam at the end of it. But it depends on how the school teaches it. You’ve got schools that teach A-levels
and GCSEs but still have a very practical approach in the classroom. But the syllabus remains very
rigid. Whereas on the vocational type of qualification the end result is the practice and this is being
recognized by academic institutions as well as satisfying the needs of industry and the employer. With
any vocational qualification, including the Foundation Diploma in Art & Design, there is more
flexibility in the learning outcomes for the learners. This increased flexibility meets the need of the art &
design industry because it keeps the qualification relevant and fresh each time, every year. Some areas
of Art & design may remain static from year to year, but many applied arts, e.g 3D Design, are very
dynamic and the syllabus needs to be refreshed each year. So the practical, vocational experience is
very important as it allows you keep up by always working within the current technological context.
Students in London were protesting yesterday over government plans to raise university tuition
fees. What is your opinion of the Government’s plans and do you think increased fees will result in
fewer university applications?
I think it is a tough question for anyone to answer. We’re in a terrible situation in the UK, in a terrible
mess. And the Government has to clean it up and there are various ways of doing this. You’ve got some
universities in Britain who have taken steps, a bit like in Greece, of cutting back jobs, giving early
retirement packages in an attempt to cope with the lack of cash. Raising the fees is another way of
coping with budget deficits. The problem is that in the coalition Government, you’ve got the Liberal
Democrats who always promised throughout their election campaign that they would never increase the
fees. So people are feeling a little bit disappointed that actually the Liberal Democrats haven’t been
able to enforce that, whereas people expected it from the Conservatives. I think that people are still
going to invest in education, despite that. In a way the recession has been very good for education
related business because people have come out of jobs and gone into doing MBAs and management or
marketing courses, or actually totally changing their careers. If they were an accountant or banker for
20 years and they had a passion for photography or let’s say Art & design, they would take up their
salary package and set up a business. I think it is still a good time for education but now universities
have to deliver on quality if they are going to raise the fees and that is going to be the biggest challenge
I think. Now that was a very long answer to a very difficult question.
Yes, but if they do raise fees then how will students who do not have the means to afford the
higher fees be able to continue their education at HE level?
There are loans and scholarships available. I have always said that the UK could do a lot more to
attract global talent. Those in power both within the EU and outside it, can do a lot more to attract this
talent. I think that scholarships are a great way of doing it. Unfortunately we are very weak on this in
the UK and don’t seem to have the motivation that they would have, in America, for example.
Scholarships are a long term investment. So there are scholarships and there are loans and also there
are agreements that could be put in place for students who are in families on a household income of less
than £17000. But whatever happens one of the biggest issues, and this is already a big problem in the
UK, is that people are graduating from university heavily in debt. So once you go into work, for the first
GCE/BTEC Department Doukas School. 3 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
10 years of your working life you will be actually paying back debt. Which means you can’t invest in a
mortgage, you can’t invest in a family, or you can but with great difficulty. So, yes, there is help but you
need to look for it and hopefully Doukas can help you with it.
What are your impressions of our School?
Well I have been to lots of schools in Greece, mostly in Athens, and the impression straight away is that
it has fantastic facilities and it has a nice location. So my first impressions are fantastic. What are your
impressions of the School?
Natassa: I think that the most important thing for me is that the school has a great art department. I
have been a student here since I was 5 years old and I have seen how the school has developed. Earlier
the art department that existed in the Lykio was very primitive with just one art teacher – but today I
think the school has the best art department of any school in Greece. I know this because I talk to
students from other schools and they have nowhere near the facilities, nor the level of support that we
enjoy from the numerous art tutors that we are privileged to have.
Mark: I think that one of the things that impressed me about your school is that for Art & Design you
have got so many specialists working in one programme. Actually you are very lucky because I know
very few schools, and I work in many other countries and not just Greece, that have so many specialists
for a small programme. You know, for 28 students, it’s a heavy investment. You’ve got a photography
specialist, a 3D specialist, a ceramics specialist,..

Natassa: a metal specialist, a glass specialist,…

Mark: It’s pretty good. I think you are very lucky

indeed. And on a second point I spoke to someone
at the hotel yesterday and I asked him about
Doukas School and he said great things about it. So
your school has a great reputation outside as well,
which is always good. Because that is one of the
things I do when I go to a country. I always ask the
local people about the schools I am to visit. I say,
you know, what do you think about such and such a
school? What do people say about it? What do you
know about it? Things like that. And I think that is
where you get the real truth. I don’t think you get it
from the students in the school, even though I am
not questioning your judgement, nor do I think that
you get it from the teachers. You ask outside to see
what the reputation is like. And it seems your
school has an excellent reputation. So good, my
impressions are very good, all across.

GCE/BTEC Department Doukas School. 4 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
 Shoe Business …by Effie Efthymiadi*

I was strolling around the ever illuminated streets of Paris, just

to get a final glimpse of this seductive, in every aspect, city before
I left early in the morning to catch a flight back home. La ville de
reves...I thought to myself as I went past some closed peaceful-
looking boutiques. In the morning they'll be filled with life and
exuberance, embracing fashion as a royal form of art. I stopped
for a moment to marvel at the overwhelming beauty of my
surroundings, when I suddenly laid my eyes upon a beautiful pair
of blood red Celine heels. Like a moth to a flame, like a moth to a
flame...I said to myself knowingly.
They were so simple and yet so utterly captivating. Ah! Shoes!
What a powerful spell they cast upon us, women! By the time we
see that elegant ankle strap, that perfectly formed heel...we've
already become hostages of our own weakness, thinking of ways
to get our hands on these marvellous creations and, at the same
time, directing imaginary scenes in which our footwear is the
dominating character. Images of possible outfits flashed instantly
through my head... a khaki military jacket atop of a loosely fitting
Isabel Marant dress, exuding the oh-so-raved about effortless
French chic. Oh God, there I was again...in a state of
consumerism madness. Quelle folie! I've already spent my last
month's salary on a pair of shoes and yet I had an insatiable
desire for more. That night, the product of Phoebe Philo's
imagination literally lulled me to sleep. The mere thought of it.

The next day, on the airplane, still suffering from a shoe-mania hangover, I was trying to convince
myself that another pair of those vain devils would not be necessary and that it would probably
contribute to my financial demise. However, another part of myself had already developed some
strong, undefiable arguments in favour of the aforementioned devils...Shoes are essential to the
completion of an outfit, whether it's for practical reasons or just stylewise. They are the secret
ingredient that we are all searching for in order to create an exquisite melange. They always
make us feel good in our skin, since they always fit...whether we've gained or lost a few
pounds.
That's all very rational and obvious, don't you agree? Yes, but there is something
beyond reason to their tremendous appeal. As if an invisible essence oozes from the
delicate point of the shoe and, persuaded as it is to allure us, whispers an enchanting
story to our ear. This, of course, triggers a reaction. The nerves that are in charge of this
kind of biological communication transfer the inviting message to our brain, an organ
that is already vulnerable at the moment, and in an eye's blink we
are...spellbound, bewitched...we've given in completely. We stare at the
shoes in question - isn't there always a pair of shoes in question? -
with absolute adoration. They are our own materialistic drug and
even though we suffer sometimes due to their outlandish prices,
we realise that we don't want to cure this addiction. Its cure, risking
to sound superficial, might lead to the abolishment of an indefinable sentiment of childlike bliss.
Shoes are not much different from art. They're both appealing, intriguing, beautiful in their own right and we
do not use either one for practical reasons. Let's face it, we don't actually buy the £500 heels because we're
barefoot and we're in desperate need of something to walk in. We admire them, and we do not wish to deprive
them of participating in a walking artistic exhibition. We hang our paintings on the wall, granting them dominant
places in our space, arranging everything around accordingly and letting them shine with all their otherworldly
greatness. And so, in that manner, we decorate our feet and ankles - an independent body part that hankers
after attention and always is a blank canvas waiting to be exploited - with these marvelous creations that decide
which kind of clothes will accompany them on any particular day. Whether they consist of golden baroque heels
that resemble a Louis XIV painting frame, of dragonflies that have escaped from a fairy world or of just two
simple black straps, they are the key to a whole outfit. I, myself, at least, can draw inspiration from a single pair
of shoes. They are our fashion muses, our water well.
GCE/BTEC Department Doukas School. 5 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
 Despite all that, I couldn't help but think: "Are we even allowed to talk about expensive shoes with such
excitement in these hard times of financial recession?” Well, that's what I'm doing now, aren't I? I won't analyse
this one because I think that we're all aware of the magical powers that a pair of shoes can hold. No crisis will
ever change that. Besides, there's no better investment.
In case you wonder if I eventually bought the Celine shoes, I'll have to say, with no remorse whatsoever, that
I did. They had conquered my thoughts, not to mention all the to-do lists I tried to produce (Buy dog food,
check; Buy Celine shoes, pending...), so the actual purchase of the shoes was one way to solve the existing
problem. When I brought them home, I opened up the all-white box in a very slow manner. A great sense of
anticipation travelled through my body. I peered at the bright red colour of this pleasant sin through the box's
crack and when I finally removed the lid, my fingertips felt the texture of the suede straps. What a ritual! Any
remnant of reasonable doubt dissolved into the rich and warm red. And so I realised that searching for a needle
in the hay would be much easier than searching for a sensible explanation of our "natural" tendency to idolise
shoes. Besides, reason is not always desirable. We have to lean towards the other side every now and then.

* Effie Efthymiadi is a full-time student on our Foundation Diploma (Art & Design) course who is interested in Fine Art, History
of Art and Creative Writing. This article was written in response to an ELLE magazine competition.

UCAS “Design your future” Event

London 23 - 24 November 2010
Our BTEC Foundation Diploma students attended this year’s UCAS “Design your Future” event in London.
UCAS organises annual subject-specific exhibitions like this to focus on particular subject areas, such as art and
design, media, and performing arts. Their aim is to provide key information on specialist subjects in a variety
of ways, such as workshops for discussing portfolios, talks from institutions that are leaders in featured
subjects, and UCAS workshops that explain how to apply.
2010 was the twelfth year that UCAS have organised the extremely popular and unique Design your future
exhibition. The 2 day event gave our students the opportunity to speak to representatives from many art colleges,
to visit the stalls, pick up literature and attend a number of interesting workshops. It gave them a real opportunity
to consider their options and be able to decide what and where to study within art and design in a lively and
stimulating exhibition environment.
Over 100 art & design colleges took part in the exhibition and it was a wonderful opportunity for our students to
be involved in an exciting experience with thousands of like-minded art & design applicants.

GCE/BTEC Department Doukas School. 6 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
Why take GCE A-Levels?
Doukas School has been running a GCE A-
level programme for over 25 years. During this
period hundreds of students have gained access
to top ranking UK universities on the strength of
their A-level grades. Most of them have been
students from other schools who have taken
advantage of the fact that it is an afternoon and
evening programme, as have many mature
students who have other daytime activities.
Quite a number of overseas universities,
including UK ones, will accept students who
have other international or national
qualifications that would give them access to
HE institutions in their own country, including
the Greek Apolytiro Lykiou.
Yet, in Greece, students are still opting to do A-levels on top of their Greek Lykio studies to improve
their chances of gaining entry to the university of their choice in the UK. So are they doing the right
thing going to all this extra trouble and expense? Will A-level qualifications truly make a difference?
The answer is a resounding yes to both questions!
The reasons are numerous and rather straightforward. GCE A-levels:
 Have a high academic reputation and international recognition.
 Are much more familiar to UK course selectors than any other qualifications.
 Provide specialisation and depth that few other qualifications can match.
 Allow students to choose subjects they are interested in, and need for university entry.
 Are taught in English and are products of the Anglo-Saxon educational ethos.
 Are modular in nature and each subject unit is examined separately.
 Allow subject units to be sat for twice a year – and any number of resits is possible.
 Can be achieved over one or more years and some even before applying for a university place.
 Are graded from E up to A* and so allow admissions tutors to be as selective as they like.
 Are the best stepping stones for more advanced qualifications like AEAs and STEP exams.
 Are the best academic preparation for HE studies ensuring a smooth transition to university.
 Can easily be taken alongside vocational qualifications, like the BTEC Foundation Diploma.
 Are a prerequisite for entry to very competitive courses and top universities where other
qualifications, like the Apolytirio, are either not accepted at all, or at best, only in combination
with A-levels.
With the right guidance and motivation students wishing to seek a place on the most competitive under-
graduate courses in the UK will have a definite edge with A-level qualifications. This will become even
more important in the trying times ahead as university funding is cut, fees go up and competition for
places becomes fierce. Don’t think twice – the GCE route is the sure path to HE studies in the UK.

Every year Doukas School manages to get GCE students into top universities:
Myrto Aspioti (Modern Foreign Languages - Cambridge2010), Panagiotis Charalampopoulos
(Mathematics – Cambridge 2010), Markos Valsamis (Medicine – Cambridge 2009), Alexandros
Efthymiadis (Mathematics – Warwick 2009), Vasilis Dandis (Physics – Oxford 2007), and many
more have gotten into Imperial, Bath, LSE, UCL and Kings. This is a tradition we intend to continue.
GCE/BTEC Department Doukas School. 7 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
Applying to high-ranking courses?
A-levels can give you a
competitive edge
GCE A-levels give you a definite
advantage, especially if you intend
applying to top academic courses. Just
read below what universities like Oxford,
Cambridge, LSE, Warwick and Imperial
have to say about undergraduate entry
requirements to Medicine, Engineering,
Mathematics and Economics.
Mixing Qualifications
Cambridge University has no reservations in
accepting applicants with a mixture of academic
qualifications. In fact they encourage students to
mix their qualifications as a way of strengthening
their application:
We’re happy to consider applicants who are
taking a combination of qualifications drawn
from different examination systems, for instance a
mixture of Advanced Highers and A levels or of A
levels and IB Higher Level subjects, provided that
the individual qualifications are considered
acceptable and the subject requirements for the
appropriate course are met. If a conditional offer
is made it will normally ask for achievement in
line with typical offers made to applicants taking
a single type of qualification. However, the exact
details of such conditional offers will inevitably
depend on the individual circumstances of the
application.
GCE/BTEC Department Doukas School.
Maths at Cambridge
Typical A level offer A*AA + STEP
Essential: A level Mathematics and AS Further
Mathematics.
Highly Desirable: A level Further Mathematics,
Physics.
STEP normally required.
Engineering at Cambridge
Essential: A level Mathematics and Physics.
Highly desirable: a third mathematics/
science/technology A level.
If your school or college is able to offer Further
Mathematics, you’re strongly encouraged to
study this. If it’s not available or you’ve
recognised its desirability too late, we’d advise
you to do as much additional pure maths and
mechanics as possible, eg by taking stand-alone
modules or Further Mathematics AS level. You
might also consider taking STEP Mathematics;
some Colleges may make this a mandatory part of
a conditional offer.
Engineering at Oxford
Candidates are expected to have Physics and
Mathematics to A-level, Advanced Higher, or
Higher Level in the IB or any other equivalent.
Inclusion of Mathematics Mechanics modules is
highly recommended. Further Mathematics can
be helpful to students in completing this course,
although it is not required for admission.
Economics at Cambridge
Given the increasingly technical nature of
economic theory, it is now essential that
applicants have A level Mathematics (or
equivalent). Economics and Further
Mathematics are considered useful preparation
but are not essential. A level Business Studies can
be helpful if you are unable to take Economics.
8 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
Economics at LSE
The study of modern Economics requires a broad
range of knowledge and skills, with maths, in
particular, being a necessary tool for analysis. A
level Mathematics (or equivalent) is therefore a
compulsory requirement for all courses within the
Economics Department at LSE.
In addition to Maths, the selectors prefer to see
subject combinations which indicate that you
possess both analytical and writing abilities.
Subjects which appear as common post-16
choices are Economics (although not a required
subject); Physics; History; Chemistry; English
and Government and Politics.
An additional qualification in Further Maths, at
any level, if offered, is welcomed as an
indication of mathematical ability. However we
are aware that not everyone has the opportunity
to follow a Further Maths course and find it
helpful if applicants and/or their referees can
indicate whether or not the applicant's school or
college offers Further Maths classes. Please note,
however, that Further Maths, if taken as a full A
level, is generally seen as an 'additional' or
fourth subject, rather than a substitute for one of
your three main subjects. Thus a combination of
Maths, Further Maths and one other subject is
not seen as providing the required breadth of
knowledge and skills.
Mechanical Engineering at
Imperial
The normal entry requirements for all our
courses are at least three suitable subjects at A-
level. We require A* in Maths, A in Physics and
one other A grade subject. We prefer further
Maths, Chemistry or Design as the third A-level.
You also need a pass grade B at GCSE in English
Language or equivalent.
While these are our normal requirements, we are
always willing to consider qualifications other
than GCSE and A-levels. Scottish Advanced
Highers or Scottish Highers plus CSYS and the
International Baccalaureate are well-established
alternatives.
GCE/BTEC Department Doukas School.
Electrical Engineering at
Imperial
Standard entry requirements are:
A* in Mathematics, A in Physics and A in
Further Mathematics at A-level.
Medicine at St Andrews
The Greek Apolytirion is not accepted but may
be considered if an average grade of 18.5 has
been obtained and study is supplemented with 3
A levels, or a further year of science study such
as a Foundation programme or first year of a
Bachelor of Science degree.
Queen Mary
The Apolytirion can be accepted for entry to some
degree courses, but many departments will also
ask for additional A’ levels or a UK Foundation
Course.
Mathematics at Warwick
For October 2011 entry most applicants will
receive our standard offer:
A*(M) A*(FM) A2 or A*(M) A(FM) A1
(M) (FM) denote Mathematics and Further
Maths.
1 and 2 denote grades in a Maths STEP paper.
Distinction in AEA is accepted in place of grade 2
in STEP.
Learning Further Maths, and solving STEP
problems will prepare you better for a
mathematics course at university.
Further Maths: You should take as many Further
Pure and Mechanics units as possible.
GCE qualifications allow you to choose
subjects of interest to you and the university
you wish to apply to such as: Further Maths,
Mechanics modules, AEAs and STEP, Art &
Design or Economics. If you have GCSEs or
the Greek Apolytiro you only need 2 or at
most 3 A-levels to be considered for a place at
any university in the UK. And you could
complete them in one year!
9 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
BTEC
Foundation
Diploma
For Art, Design or
Architecture Studies
Did you know that entry to top Art & Design
courses in the UK very often require candidates
to have successfully completed the Foundation
Diploma (Art & Design) qualification? The more
competitive London Colleges, and not only, have
it as a course prerequisite?
Did you also know that the BTEC Foundation
Diploma (FAD) programme is offered at both
Level 3 (A-level standard) and Level 4 (First year
university standard) as from this year?
And did you know that Doukas School has been
offering this Edexcel programme for the last 3
years with outstanding success, both in terms of
student satisfaction and in getting students into
the Art College of their choice?
This explains why the programme has literally
taken off this year with 7 full-time students
completing the course in one year, and 6 part-
time students doing it over two years. This
breakthrough has been achieved with virtually no
publicity and has relied purely on word-of-mouth.
GCE/BTEC Department Doukas School.
The FAD (and the Short Courses that we offer) is
supported by 10 experienced specialists who are
professionals in their fields (graphic design,
fashion & textiles, ceramics, metal & jewellery,
glass, 3D and architectural design, historical &
contextual lectures, life drawing, etc).
Course Structure
The FAD course encourages students to
experiment, to be prepared to make and learn
from mistakes, to develop their research skills
and ability to conceptualise and contextualise
their work. It is designed to provide them with the
experience needed to discover their own personal
creative interests and to prepare them for their
portfolio and university application. The intention
is to provide them with the appropriate
framework and the opportunity to reach that level
of creative maturity and independence that will
enable them to cope with the demands of a
specialist degree course at university art school.
The course is split into 3 stages:
Stage One ('Exploratory')
This stage is 'diagnostic'. Students are introduced
to a wide range of art and design specialisms,
working procedures and media experiences.
Stage Two ('Pathway')
The Pathway Stage allows students to select their
specialist and media areas in order to consolidate
their skills, develop and reinforce their
specialism, deepen their experience and build up
a portfolio for their HE application. Typical
pathways include: 3D Media and Design
(ceramics, metal), Fine Art (Drawing, painting,
sculpture), Graphic Design and Communications
(illustration), Digital Art (photography,
photoshop, animation), Textiles/Fashion (fashion,
set & costume design), Art & Creative Writing,
etc. Historical and Contextual Studies is
integrated across the above pathways but is not a
specialist pathway in itself.
Stage Three ('Confirmatory')
The final stage is a period of sustained study
centred on a personal ‘final major project’ which
is undertaken by each student with a clear
orientation towards their specialist choice. The
course culminates in an end-of-year public
exhibition, personal catalogue and portfolio of
work.
10 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr

Inside View
Stephanie Bailey
Foundation Diploma Quality Verifier
Challenging is the best word
to describe the Foundation
Diploma in Art and Design at
Doukas. Offering the chance
to integrate GCE, IB and SC
levels alongside the Foundation studies, what
makes this course so unique is the emphasis we
place on students.
Taking students from a wide variety of
backgrounds, from high school students to high
school graduates with very little prior arts
education, the Foundation is an intense
experience of exploration and discovery. Students
are pushed to realise their creative potential,
develop their independence and nurture their
confidence in preparation for higher education in
the United Kingdom. This is by no means an easy
task and as such, requires students capable of
keeping up with the demands of the course.
Indeed, the success of the course relies not only
on its dedicated team of tutors but also on the
efforts of our students themselves. The journey a
student can expect to undertake is one filled with
surprises, where their continued studies into the
arts lead them to unexpected outcomes. This is
one of the core elements of the course; only
through taking risks and delving into the
unknown can one truly come to know their
creative talents. On the part of the tutors, being
able to work with students who are courageous
enough to take such risks is a joy. Yet as with all
creative endeavours, the management of one’s
creative abilities requires discipline, commitment
and perseverance; qualities we ask from all our
students, and ones that will serve them well in the
future.
As we enter our third year of officially entering
candidates for external examination by Edexcel,
our main aim is to maintain the Foundation
Course’s fantastic performance so far. This is a
challenge well worth rising up to, and one our
students and staff are firmly equipped to face ■
GCE/BTEC Department Doukas School.
Dr Elina
Prodromidi
Biology
Teacher
As a Biology teacher, I often confront concerns
and doubts from students who, although willing
to study in various fields of science, have an
initial fear they will not be able to get the
required grades in their exams to enter the
universities of their choice. They seem to feel that
the sciences are somehow inherently difficult to
learn. So are science subjects so difficult to be
taught to teenagers in a simple and
understandable way? Are the sciences so
demanding in terms of context, experimental
skills and applications? Is it ‘rocket science’…to
study science?
As an educator I try to transfer my passion and
knowledge for my subject to my students. If
Biology is taken as an example of a scientific
subject, then knowing in detail about the human
body, animals, plants and the ecosystem may
sound complicated or sometimes difficult to
comprehend by young minds especially. Yet this
knowledge relates to our everyday life and the
world we live in. It is also an asset for a future
scientific career.
Having being educated for many years in the UK,
I know the difficulties as well as the benefits that
UK universities offer. Students may not find it
easy to get into a good university, not easy being
interviewed by people they have never met before
in their life and not easy taking exams and
studying long hours to get the much desired ‘A’
grade. However, hard does not mean impossible
if you really want to succeed…..and after all it is
your dream you are going after. The challenge
and reward for any educator is to see the dreams
of his/her students starting to come true after they
leave the classroom!
I tell my students…life is ahead of you and is full
of scientific problems to resolve, scientific
pathways to cross and scientific questions to
answer. Be an inspiration to science and let
science inspire you! ■
11 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr
January 2011
GCE Exam Session
Edexcel GCE A-level examinations take place
twice a year in January and June. Students
registered on our GCE programme are entered for
A-level units in January so that we may have an
objective picture of each student’s progress. We
then have sufficient time to take whatever
corrective action is necessary. Should students do
well in the January exam session, as we hope they
do, then they can ‘bank’ their unit grades and
only need to sit for the remaining units in June.
This year 40 candidates sat units in January and
the results will be announced in the first week of
March. At that time decisions can be made as to
whether any units need re-sitting. When all units
of a particular subject have been examined they
are ‘cashed in’ for the award of an overall grade.
UCAS Applications Submitted
What Now?
The period leading up to the 15th January deadline
for submission of UCAS applications was a
frenzied one for both applicants and, of course,
the person in charge of coordinating the whole
procedure.
A UCAS (Universities & Colleges Admissions
Service) application has many parts that have to
be completed before being sent electronically.
Initially an applicant needs to register and provide
all their personal and educational details. They
then must conduct their own research on the
UCAS website (www.ucas.com) to find the
appropriate university choices. They may choose
up to 5 and these need to be entered on their
application.
The most important section, and the only one
where an applicant can influence a selector’s
decision, is the Personal Statement. This is
usually completed with as much guidance as is
necessary from the Head of the GCE Department
and other members of staff but without altering
its personal character.
GCE/BTEC Department Doukas School.
This can be for either an Advanced Subsidiary
(AS) qualification (based on half the units –
essentially the equivalent of half an A-level) or
the full Advanced level (where all AS and A2
units are taken into account).
In the case of resits overall grades are based on
the best unit results obtained. As you can see the
GCE examinations and syllabi are very flexible
and tailor made to suit student needs. Students
who do their A-levels sequentially over two or
more years (they can start A-level units when
they are still in 1st or 2nd year of Lykio) have the
advantage of being able to secure the high grades
they need for entry to the university course of
their choice.
The application is then sent to the referee who
adds an academic reference and predicted grades.
The referee submits the application to UCAS who
in turn send it electronically to each university for
their decision.
It should be noted that each university is unaware
of the applicant’s other choices and so admission
tutors cannot be influenced by them.
Some universities make early decisions whilst
others delay their decisions. A university may
respond in one of 3 ways. Your application may
be deemed unsuccessful, conditional or
unconditional. Most applicants get conditional
offers and they need to reply to their offers
(selecting their firm and insurance choices) by the
deadline shown on TRACK. They can access this
service, via www.ucas.com, using their Personal
Identification Number, Username and Password
provided by UCAS.
The next step is for applicants to go all out to
meet the grade conditions attached to their offers.
12 151 Mesogion St. 15126 Marousi . 2106186025. www.doukas.gr