UEG Blog

  • Supporting international pupils with autism in the UK

    A prevailing view, but one rarely spoken, is that in some cultures children with SEN (Special Educational Needs) are sent overseas to study to be ‘out of sight and out of mind’. Schools anecdotally, but not on the record, report children arriving at their boarding schools with severe SEN that schools are unprepared to support. […]

  • The Changing face of Foundation courses

    The Foundation course has long been an important bridge for international students wishing to enter the UK higher education system. Traditionally, these foundation courses have been offered by international colleges that are often aligned to one university, indeed many of these international colleges are located on University campuses and there is a seamless link between […]

  • What can a pupil from an overseas school expect from UK University life?

    For UK based students there is now the added financial pressure that previous generations of domestic students did not have contend with, when tuition was free or heavily subsidised. For international students coming from COBIS schools there has always been a clear understanding that the financial investment in their education is significant and having a […]

  • The Challenge of providing high quality pastoral care in Boarding schools

    The UK’s pastoral care of international students is widely regarded overseas as being one of the major strengths of the UK boarding school system and one that schools and guardians work hard to maintain. “UK schools are distinctive in the strength of their commitment to pastoral care – they care about this almost as much […]

  • How will English Language exams change in the next 5 years?

    The appetite for learning English shows no signs of slowing up. According to latest figures from the British Council there are over 1 billion people currently learning English worldwide. There is also deepening interest in online delivery of English language courses. For example in May 2015, FutureLearn launched its free course ‘Understanding IELTS: Techniques for English Language tests’. Over 2 […]

  • The benefit of joined up thinking when teaching EAL

    It seems common sense, but how often in schools and colleges across the country is EAL development held back due to a lack of communication between EAL teachers and their colleagues teaching other subjects? As Pete Collier, Head of EAL at Kings College St Michael’s says, “if a student is performing a science practical it […]

  • What is an appropriate level of English for international Boarding school pupils?

    A recent study by University of York highlighted that while the threshold for English competency for degree study in the UK is IELTS 5.5 this is not necessarily the level that would allow a student to thrive in UK Higher Education. It found that international students with an average IELTS of between 6.5 and 7.5 had an […]

  • A Levels v IB

    For many years the IB qualification has been looked upon as the ‘new kid on the block’, but actually the IB is only 20 years younger than the A-level and it was introduced into the UK in 1971. It is now offered by over 100 schools across England, Wales and Scotland. So what are the […]

  • International students-the power of imagery to address mental health challenges

     Pat Moores director and co-founder of UK Education Guide looks at how visual aids can help to enhance understanding when working with international students and their mental health. Much is talked about the cultural challenges that international young people face when they first arrive in the UK, but the challenges are particularly acute for international students entering the […]

  • Positive mental health in Boarding schools-early intervention is key

    Early intervention the key to success Rather than trying to deal with a child that already has developed quite challenging mental health issues, early detection is vital, but a particularly difficult task. Research highlights how reluctant students are to ask for help “less than 20% were willing to approach the support services in their institution.” […]

← Older posts