Indirect Support:
St Clare's, Oxford ACADEMICS & EXTRACURRICULARS
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at St Clare's, Oxford: Liberal Arts, International Baccalaureate
St Clare's, Oxford has a Liberal Arts, International Baccalaureate approach to Curriculum (as opposed to Traditional, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Liberal Arts, International Baccalaureate?]
St Clare's, Oxford has a International Baccalaureate approach to supplementary curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
International curriculum & programs at St Clare's, Oxford: Duke of Edinburgh's Award
International Baccalaureate program(s) offered
| Program | Offered |
|---|---|
| Primary Years | |
| Middle Years | |
| Diploma program | |
| Career-related program |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
-
Mathematics
Mathematics approach at St Clare's, Oxford: Equal Balance
St Clare's, Oxford has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What St Clare's, Oxford says:
St Clare’s IB Mathematics programme most closely aligns with an equal balance of traditional and discovery approaches. Students develop strong procedural fluency through clear teaching of core methods and regular practice, particularly at Higher Level where rigour and accuracy are essential. At the same time, they engage in conceptual and inquiry-based learning, applying mathematics to unfamiliar problems, modelling, real-world contexts, and investigation tasks typical of the IB. This combination reflects the IB ethos: ensuring students are confident with foundational techniques while also being able to reason, problem-solve, and transfer knowledge across contexts.
Textbooks and supplementary materials:
This information is not currently available.
Calculator policy:
This information is not currently available.
-
Science
Science approach at St Clare's, Oxford: Equal Balance
St Clare's, Oxford has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
St Clare’s IB Sciences most closely reflect an equal balance of expository and inquiry approaches, in line with the International Baccalaureate framework. Students build a strong foundation of scientific knowledge through structured teaching, clear explanation of key concepts, and regular assessment to ensure secure understanding of core content across Biology, Chemistry, Physics and Computer Science. Alongside this, students engage extensively in inquiry-based learning through practical laboratory work, investigations, and the IB Internal Assessment. They are encouraged to design experiments, analyse data critically, and apply scientific thinking to real-world contexts. This balance ensures students are both confident in essential scientific theory and skilled in the processes of scientific investigation, developing the analytical, experimental, and evaluative skills needed for success in higher education and global scientific fields.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at St Clare's, Oxford: Equal Balance
St Clare's, Oxford has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What St Clare's, Oxford says:
St Clare’s IB Literature programme most closely reflects an equal balance of traditional and socially engaged approaches, consistent with the IB Language and Literature course. Students develop strong analytical and interpretive skills by studying a wide range of canonical and contemporary texts, focusing on language, structure, themes, and authorial craft. Close reading, essay writing, and discussion remain central to developing rigorous critical thinking and communication skills. Alongside this, students are encouraged to explore how texts relate to broader social, cultural, and global contexts. They examine perspectives, representation, and power in literature, and connect texts to real-world issues and lived experience, fostering empathy and critical awareness. This dual approach ensures students appreciate literature both as an art form and as a lens through which to understand the world, preparing them for further academic study and for thoughtful, engaged global citizenship.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Humanities and Social Sciences
Humanities and Social Sciences approach at St Clare's, Oxford: Equal Balance
St Clare's, Oxford has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What St Clare's, Oxford says:
St Clare’s IB Humanities and Social Sciences programme reflects an equal balance of perennialist and pragmatic approaches, consistent with the IB framework. Students engage with major historical, philosophical and theoretical ideas through subjects such as History, Economics, Psychology, Geography, Business and Politics, developing strong disciplinary knowledge, analytical thinking and the ability to construct evidence-based arguments through essays, debate and critical discussion. At the same time, learning is consistently connected to contemporary global issues. Students apply concepts to real-world contexts such as inequality, sustainability, political systems, economic development and human behaviour, often through case studies, inquiry-based tasks and collaborative projects. This balance ensures students develop both intellectual depth and practical relevance: they understand enduring “big ideas” while also applying their learning to today’s world. The result is confident, globally aware students who can think critically, communicate persuasively, and engage meaningfully with complex social, political and economic challenges.
Foreign Languages
Foreign Languages approach at St Clare's, Oxford: Communicative
St Clare's, Oxford has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What St Clare's, Oxford says:
St Clare’s foreign languages programme most closely reflects a communicative approach, aligned with the IB emphasis on real-world language use and intercultural understanding. Students learn through authentic contexts, developing fluency and confidence in speaking, listening, reading and writing. Lessons prioritise interaction, discussion, collaborative tasks and engagement with cultural materials such as literature, media and current affairs, rather than rote repetition alone. While structured practice and accuracy remain important, students are encouraged to use language meaningfully and spontaneously, building confidence to communicate in real-life situations. With over 20 languages offered across the curriculum and wider enrichment opportunities, students are immersed in linguistic and cultural diversity. This supports the development of global awareness, adaptability and intercultural competence, ensuring language learning is both academically rigorous and practically relevant. The result is students who are not only proficient in multiple languages, but also confident communicators able to engage meaningfully in an interconnected world.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at St Clare's, Oxford: Equal Balance
St Clare's, Oxford has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What St Clare's, Oxford says:
St Clare’s fine arts programme most closely reflects an equal balance of receptive and creative approaches, in line with the IB Arts curriculum. Students engage both in the study and appreciation of artistic works, movements and contexts across visual arts, music and theatre, developing critical understanding of technique, style and cultural significance. This receptive element builds analytical awareness and informed appreciation of the arts. Alongside this, students are actively engaged in creating and performing their own work. Through studio practice, composition, rehearsal and production, they develop technical skills, creativity and personal artistic expression, supported by reflective practice and critique. This balance ensures students are both knowledgeable about the arts and confident in producing original work. The result is creative, reflective and internationally minded students who understand the arts as both a cultural language and a means of personal expression.
Computers and Technology
Computers and Technology approach at St Clare's, Oxford: Medium integration
St Clare's, Oxford has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What St Clare's, Oxford says:
St Clare’s makes purposeful use of technology across the curriculum to enhance learning, research, collaboration and communication, while maintaining a strong emphasis on subject knowledge, critical thinking and human interaction. Digital tools are used regularly in the IB Diploma Programme for research, essay writing, data analysis, presentations and creative production. Students develop strong digital literacy through platforms used for coursework, collaborative projects, and the IB Core, including the Extended Essay and Theory of Knowledge. In addition, students studying Computer Science engage in more specialised, in-depth digital learning, including programming, computational thinking and problem-solving. Technology is also integrated into wider aspects of school life, supporting independent study, university applications and careers guidance. However, it is used as an enabling tool rather than a central focus, ensuring that strong academic relationships, discussion, experimentation and independent thinking remain at the heart of the learning experience.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What St Clare's, Oxford says:
St Clare’s approach to physical education is rooted in participation, wellbeing and personal development rather than competitive sport alone. Through the IB framework, students are encouraged to stay active and develop lifelong habits of health, resilience and balance alongside their academic studies. Physical activity is embedded within the wider CAS programme, particularly the “Activity” strand, where students are expected to engage regularly in physical pursuits. This may include team sports, fitness training, recreational activities or outdoor challenges, supported by structured opportunities within and beyond timetabled sessions. The emphasis is on inclusion, enjoyment and personal progress, ensuring all students - regardless of ability or sporting background - can participate meaningfully. Students are encouraged to set goals, reflect on their progress and understand the connection between physical wellbeing, mental health and academic performance. Overall, physical education at St Clare’s supports the development of balanced, healthy and resilient young adults.
IB Diploma courses
Group 1 (Language A)
- English Literature SL
- English Literature HL
- English language and literature SL
- English language and literature HL
- French Literature SL
Group 2 (Language B)
- French SL
- French HL
- Spanish SL
- Spanish HL
- German SL
- German HL
- Spanish ab initio SL
- German ab initio SL
- Mandarin ab initio SL
Group 3 (Individuals and Societies)
- Business and Management SL
- Business and Management HL
- Economics SL
- Economics HL
- Geography SL
- Geography HL
- History SL
- History HL
- Psychology SL
- Psychology HL
Group 4 (Experimental Sciences)
- Chemistry SL
- Chemistry HL
- Biology SL
- Biology HL
- Physics SL
- Physics HL
- Computer Science SL
- Computer Science HL
- Environmental Systems SL
Group 5 (Mathematics)
- Mathematics SL
- Mathematics HL
Group 6 (The Arts)
- Music SL
- Music HL
- Theatre SL
- Theatre HL
- Visual Arts SL
- Visual Arts HL
Advanced Placement courses
This information is not currently available.Sex and health education
What St Clare's, Oxford says:
This information is not currently available.
Language
Learn about St Clare's, Oxford's languages of instruction and enrolment.
St Clare's, Oxford offers English as the primary language of instruction.
Language of enrolment include: German
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at St Clare's, Oxford: Standard-enriched
St Clare's, Oxford has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What St Clare's, Oxford says about their curriculum pace:
St Clare’s follows the standard IB Diploma structure but is strongly enriched through CAS, a structured Leadership Programme, and a dedicated Careers Programme. Learning is extended through study visits, academic excursions, the arts, and international opportunities, deepening independence, global awareness, and engagement beyond the classroom.
Flexible pacing style
| Type | Offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
What St Clare's, Oxford says about their flexible pacing:
Regular guided independent study is central to the IB Sixth Form, with students expected to manage significant self-directed work for coursework, the Extended Essay and university preparation. Differentiated instruction ensures teaching is adapted within Higher and Standard Level pathways, providing appropriate challenge, support and stretch for each student.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at St Clare's, Oxford: Rigorous
St Clare's, Oxford has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What St Clare's, Oxford says about their academic culture:
This information is not currently available.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Secondary Developmental Priority: Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
What St Clare's, Oxford says about their developmental priorities:
St Clare’s exists primarily to develop intellectually strong, independent and critical thinkers through the rigour of the International Baccalaureate Diploma Programme. Academic depth, curiosity and disciplined inquiry are at the heart of our educational purpose, supported by expert teaching and a culture of high expectations. Alongside this, we place strong emphasis on social development, preparing students to become globally aware, responsible and collaborative individuals. Living and learning within a diverse international community, students are encouraged to understand different perspectives, communicate across cultures and engage thoughtfully with global issues. Together, these priorities shape students who are not only academically accomplished, but also open-minded, socially conscious and prepared to contribute meaningfully to an interconnected world.
Special needs support
[Show definition of Special needs support]
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
-
Learning disabilitiesDyslexia (Language-Based Learning Disability)This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.Auditory Processing Disorder (APD)This is a sound differentiation disorder involving problems with reading, comprehension, and language.DyscalculiaThis is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.Nonverbal Learning Disorders (NLD)These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.Visual Perceptual/Visual Motor DeficitA characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
-
DevelopmentalAutismRefers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).Asperger's SyndromeOn the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.Down syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).Williams syndromeThis is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.Fetal Alcohol Spectrum Disorder (FASD)Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
-
Behavioral and EmotionalTroubled behaviour / troubled teensroubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.Clinical DepressionThis is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.Clinical anxietyThis is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.Suicidal thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis involves the excessive use of drug and/or alcohol, which interferes with daily functioning.Oppositional Defiant Disorder (ODD)This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
-
PhysicalMultiple sclerosisThis is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.Cerebral palsyhis refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.Muscular dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.Dyspraxia (Developmental Coordination Disorder)This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.BlindnessVisual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."DeafnessHearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).Cystic FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: This information is not currently available.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
In-class adaptations
| Program | Offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
What St Clare's, Oxford says about their gifted learner support:
This information is not currently available.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, St Clare's, Oxford students perform an average of 2 hours of homework per night.
| 10 | 11 | 12 | |
|---|---|---|---|
| St Clare's, Oxford | 120 mins | 120 mins | 120 mins |
| Site Average | 85 mins | 100 mins | 107 mins |
What St Clare's, Oxford says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 10 to Gr. 12 |
| Prose (narrative)-based feedback | Gr. 10 to Gr. 12 |
