Thomas

Course Description

Business management is a rigorous and dynamic discipline in the individuals and societies subject group. The course places emphasis on decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by internal and external factors, and how these decisions impact upon its stakeholders. The course also explores how individuals and groups interact within an organization, how they may be successfully managed and how they can ethically optimize the use of resources in a world with increasing scarcity and concern for sustainability, thereby encouraging the appreciation of ethical concerns (issues of corporate social responsibility).

Emphasis is also placed on the operational business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course, as this integration promotes a holistic overview of business management. Through the exploration of four concepts underpinning the subject (change, creativity, ethics and sustainability), the course allows students to develop their understanding of interdisciplinary concepts from a business management perspective.

The course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse business activity covering a range of organizations from all sectors, as well as the socio-cultural and economic contexts. Through the study of topics such as organizational growth and business strategy, the course aims to develop transferable skills relevant to today’s students. These include the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation.

Difference between HL and SL

The HL course in business and management differs from the SL course in business and management in terms of the:

• extra depth and breadth required (extension units for HL)
• nature of the examination questions

Syllabus Outline

The following four concepts underpin the IBDP business management course: change, creativity, ethics and sustainability. These concepts are explored through real-world resources and are closely linked to subject specific concepts, tools and theories, as outlined in the five modules of the syllabus below:

Topic 1: Business organization and environment

This module is about business organizations as legal entities, organizational objectives and the different stakeholders affected by business operation. It also introduces business growth and ways to achieve this.

Topic 2: Human resource management

This module focuses on the way people influence, and are influenced by organizations in order to achieve organizational objectives. Topics covered include recruitment and appraisal methods, organization structure and communication, motivational and leadership theories and industrial relations.

Topic 3: Finance and accounts

This module explores how organizations manage their financial resources and how accounting and financial information is used to aid decision-making. Topics include investment appraisal, sources of finance, cash flow forecasts, interpretation and construction of financial accounts (profit and loss statements, balance sheets), ratio analysis.

Topic 4: Marketing

This module emphasizes the formulation of marketing strategies to achieve organizational objectives and in response to the changing environment. Topics covered include the role of marketing and market research in a national/international context, sales forecasting, the development of marketing strategies regarding the product, price, distribution and promotion.

Topic 5: Operations management

This module focuses on production and explores issues of quality improvement, crisis management, different methods of production and stock control, management information systems and the importance of research and development for businesses.

Course Objectives

Having followed the business and management course at HL or SL, students will be expected to:

1. demonstrate knowledge and understanding of business terminology, concepts, principles and theories
2. apply knowledge and skills to real-world situations and analyze business strategies and practices, selecting and interpreting data, and applying appropriate tools and techniques
3. demonstrate synthetic and evaluative skills
4. select and use business tools and material, in order to produce well-structured, written material using business terminology

Course Assessment

Externally assessed written examinations, along with internally assessed assignments, contribute to the final IB Diploma grade. The assessment components, along with the relevant weights allocated to each one, are briefly presented below:

Internal Assessment: Written assignment (weight: 30% for SL/ 20% for HL)

A 1800-word research project demonstrating the application of business and management tools, techniques and theory. Candidates are to choose a real-life situation or problem faced by a specific business organization, and approach it through a conceptual lens.

External Assessment: Written Examination (weight: 70% for SL/80% for HL)

Paper 1: Questions are based on an extended case study related to a contemporary business topic. A pre-released statement that specifies the context and background for the un-seen case study assist in the preparation of the students. Most questions are of qualitative nature.

Paper 2: Students respond to structured questions on unseen stimulus material provided. Most questions have a quantitative focus.

Paper 3 (HL only): Based on unseen stimulus material about a social enterprise. Students answer questions, including an extended essay-type question, based on the unseen stimulus material.

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Course Description

Psychology is defined as “the scientific study of behaviour and mental processes” and was established as a science at 1879, when Wilhelm Wundt created the first formal psychology laboratory in Germany. Some examples of behaviours and mental processes include the way we develop, we remember and think about the world, we solve problems, we react, we feel, we form relationships, we suffer, and many others. Psychologists try to explain the above from a variety of different theoretical perspectives. In order to draw valid conclusions they use scientific methods to conduct empirical research; they perform experiments and other scientific procedures in order to systematically collect data, analyze them and reach conclusions about the various psychological issues. In modern psychology there is a strong emphasis in the use of research methodology.

The Core

a. The Biological level of analysis

It examines the physiological aspects of psychological phenomena. Our cognitions, emotions and behaviours are products of the anatomy and physiology of our nervous and endocrine systems. The emphasis is on the interrelation between biological and psychological factors in the formation of behaviour. For example, it includes the study of the nervous and endocrine systems, genetic explanations of behaviour, emotion etc.

b. The Cognitive level of analysis

It studies in depth various cognitive processes such as memory, language acquisition, attention, problem solving, cognitive dissonance, artificial intelligence, etc.

Cognitive psychology represents a vast array of research areas including cognitive psychology, cognitive science, cognitive neuropsychology and cognitive neuroscience. Cognitive psychologists use traditional research methods (for example, experiments and verbal protocols) but there is an increasing focus on the use of modern technology. Cognitive psychologists collaborate increasingly with neuroscientists, social psychologists and cultural psychologists in order to explore the complexity of human cognition.

c. The Sociocultural level of analysis

At the third level of analysis, the biological and cognitive systems that make up the individual are embedded in an even larger system of interrelationships with other individuals. Social psychology studies social influence, that is, how the presence and behaviour of one or a few people affect the behaviour and attitudes of another individual. It also provided a broader context for exploring topics such as aggression and helping behaviour that had largely been regarded as individual personality traits. Recently, as many societies have become more multicultural, the need to understand the effect of culture on a person’s behaviour has risen to a new prominence. Social psychologists saw the need not only to achieve an understanding of the role of culture in human behaviour, but also to devise means for alleviating problems that arise from misunderstandings when individuals from different cultures come into contact with each other.

There is a general consensus in the discipline of psychology that a synthesis of the biological, cognitive and sociocultural levels of analysis holds out the greatest promise of bringing us closer to the goal of more fully understanding the nature of the complex interacting systems that make up the human being.

The Options

There is also an in-depth study of one (for standard level) or two (for higher level) areas of the field of psychology. The options that are usually covered are:

a. Abnormal Psychology

Abnormal psychology focuses on diagnosing, explaining and treating humans suffering from psychological disorders. This option begins with a consideration of normal and abnormal behaviour. An understanding of issues related to diagnosis provides a framework for the subsequent study of disorders and therapeutic approaches.

By studying two psychological disorders, students are encouraged to develop an awareness of the range of psychological disorders. This approach embraces the etiology, symptoms and prevalence of each disorder. As a consequence of this understanding, it is possible to administer effective treatments while at the same time having an appreciation of relevant cultural and gender variations. Different therapeutic approaches to treating disorders are discussed.

b. Developmental Psychology

Developmental psychology is the study of how and why people change over time in the way they behave, think, and relate to others. Developmental psychology focuses on developmental themes such as identity, attachment and adolescence. It is important to gain an understanding of the extent to which early experience may influence later development and if there are critical periods in development. Controversies related to developmental psychology include the extent of the impact of early experiences and why some children seem to be more resilient than others after stressful experiences in childhood.

c. Health Psychology

Health psychology is concerned with how different factors, such as lifestyle and social context, may influence health and illness. The health psychology option focuses on stress, substance abuse, addiction, obesity and health promotion. Health psychologists have investigated causes of health problems in order to find ways to counter their damaging consequences and prevent their occurrence. This helps in the development of prevention and treatment strategies, for example, in terms of understanding how people value their health. It also enables health promotion campaigns to be more efficiently designed. There are differences in attitudes towards health-related behaviour among different cultures, so it is important for health psychologists to take these factors into account.

Research Methodology (Examined only for the Higher Level)

Higher level students must have an understanding of quantitative and qualitative research methodology, while standard level students only quantitative. Knowledge and understating of quantitative methods and statistics is acquired and examined internally through the completion of one experimental study. Knowledge and understanding of qualitative methods will be externally assessed in a separate exam paper, only for HL students.

Course Assessment 

There is an internal assessment component (the completion of an experiment and the writing of its report) compulsory for both the HL and SL students. Internal assessment covers 20% of the final grade for HL and 25% of the final grade for SL.

There is also an external assessment component comprising two exam papers for SL and three exam papers for HL. Paper one covers the levels of analysis, paper two the option(s), and paper three the qualitative research methodology (HL only). Paper one combines short answer and essay questions, while paper two has only essay questions.

Usefulness of the Subject

Psychology is one of the social sciences and its study at this level would be useful for anybody who is interested in studying any social science, or later working with people either in the business or the health domain. Moreover, its emphasis on research methods and statistics makes it an interesting subject for those that have an inclination in these areas.

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Nature of the Subject

Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the choices made by consumers, producers and governments in achieving economic well-being. As a social science, economics examines these choices through the use of models and theories that include quantitative and qualitative elements.

The IBDP Economics course emphasises microeconomic theories, which deal with economic variables affecting individuals, firms and specific markets, and macroeconomic theories, which deal with economic variables affecting countries, governments and societies. These economic theories are applied to real world issues with a focus on nine key concepts that underpin the economic course (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention) and are explored in different contexts.

The economics course encourages students to develop international perspectives, fosters a concern for global challenges, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will empower students to use their knowledge of economics to seek solutions to issues that matter to them. Economic students engage actively with the content and act independently to make their own economic choices.

The IB programme emphasises the skills of graphical, quantitative and written analysis, critical awareness and application of theories to real life examples. Students will also develop a conceptual understanding of economic choices, interactions, challenges and consequences of economic decision-making. The Economics course at both Standard and Higher Level does not require any particular background or prior learning.

Distinction between Higher and Standard Level:

All students study a common syllabus and are required to develop specific skills and techniques, attributes and knowledge. Higher level students are required to acquire a further body of knowledge in the form of HL extensions in some topics and to further develop their quantitative skills in analysing and evaluating economic relationships in order to provide informed policy advice.

Syllabus outline

The programme consists of four units, compulsory for all students. Some topics include further Higher Level material from which Standard Level students are exempt.

Unit 1: Introduction to economics

This unit introduces the fundamental concepts such as scarcity, choice, opportunity cost and the nature of the subject as a social science.

Unit 2: Microeconomics

This unit examines the interaction of demand and supply in competitive markets, the role of prices in allocating resources and resulting efficiency. Several types of elasticity are discussed. The common syllabus also includes possible forms of government intervention in markets; causes and types of market failure and possible policy responses.

This unit of the syllabus contains a considerable higher level extension which comprises of the theory of costs, revenues and profits, as well as an in-depth consideration of firm behaviour in different market structures (e.g. perfect competition, monopoly)

Unit 3: Macroeconomics

This unit aims to provide students with the opportunity for a detailed examination of the major macroeconomic issues facing countries’ economic growth, economic development, unemployment, inflation and income distribution. The economic policies that governments may use to influence macroeconomic variables are introduced and evaluated.

This unit contains a few Higher Level extension sub-topics.

Unit 4: The global economy

Unit 4 aims to develop an understanding of the benefits of trade and of possible restrictions imposed to protect domestic production. Students will learn how exchange rates are determined, why they may change and how such changes may influence macroeconomic variables. Government strategies used to achieve a balance between exports and imports are also taught.

The unit additionally provides students with the opportunity to understand the meaning of economic development, problems faced by developing countries, and to develop an awareness of possible solutions to these problems.

A number of Higher Level extension topics in this unit allow students to deepen their understanding of international and development economics issues.

Objectives

Having followed the Diploma Programme course in economics, students will be expected to:

• Demonstrate knowledge and understanding of specified content.
• Apply and analyse economic concepts and theories and interpret economic data.
• Demonstrate synthetic and evaluative abilities.
• Use and apply a variety of appropriate skills and techniques. At Higher Level only, students are also expected to select and use economic data to make policy recommendations.

Teaching Approach

Delivery of the economics course aims to develop in students the skills that are necessary in order to achieve the abovementioned objectives while promoting the IB Learner attributes. Teaching aims to engage students and to promote inquiry-based learning, for example by assigning small scale research projects, class presentations, debates or collaborative assignments. The course gives students the opportunity to explore economic theories or global issues using real world examples from news articles, case studies, videos and economic data. Students will be strongly encouraged to apply critical thinking skills creatively and to express personal opinion supported by reasoned evidence.   Links to Theory of Knowledge will be attempted by exploiting opportunities to reflect on the various ways of knowing and the on the methodology used by the social sciences.

Course Assessment

Students’ progress will be continuously evaluated on the basis of class participation, diligence, performance in written or oral assignments and revision tests. The latter are usually assessed against criteria specified by the IB.

The final Diploma grade in the subject is determined by two assessment components:

1. Internal assessment: Portfolio of 3 commentaries

This component is internally assessed by the teacher and externally moderated by the IB. Students produce a portfolio of three commentaries, of 800 words each, based on different units of the syllabus, and on published extracts from the news media, using different key concepts as a lens for their analysis. Internally assessed work begins in the second half of the first year and is concluded during the third term of the final year in the programme.

For Standard level students the internally assessed component counts towards 30% of the final Diploma grade.

For Higher level students the internally assessed component counts towards 20% of the final Diploma grade.

2. External assessment: Written examinations

Standard level students are examined on two different papers (an extended response paper and a data response paper) over a total response time of three hours. Higher level students are examined on three different papers (an extended response paper, a data response paper and a policy paper) over a total response time of four hours and 45 minutes. Emphasis is placed on the ability of students to apply and evaluate economic theory to real life situations.

For Standard level students the externally assessed component counts towards 70% of the final Diploma grade.

For Higher level students the externally assessed component counts towards 80% of the final Diploma grade.

Aims & Objectives

The aims of the Diploma Programme History course are to promote:

1. the acquisition and understanding of historical knowledge in breadth and in depth, from different cultures
2. a developing appreciation and understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations
3. international awareness and understanding of people living in a variety of places at different times
4. a better understanding of the present through an understanding of the past
5. an ability to use and communicate historical knowledge and understanding
6. a lasting interest in history

Course Structure

The content of the IB History course at Anatolia will consist of the study of World History of the twentieth century, covering such topics as the authoritarian states and independence movements. In addition, Higher Level candidates will study the regional history of Europe in the twentieth century in rather more depth.

Skills taught and reinforced on the course will include writing clear academic essays, reading complex texts for information, developing of critical thinking and debate skills.

Course Assessment

The IB History examination at Standard Level consists of two papers:

a) a 1-hour document-based exam on Rights and Protest. The two case studies investigated are the Civil Rights Movement in the United States and Apartheid in South Africa.
b) a 1.5 hour essay-based exam on topics from 20th century world history

Higher Level candidates also have a third essay-based examination lasting 2.5 hours on European History.

In addition, all candidates must do a Historical Investigation of 2,200 words, which will be internally assessed by the teacher and moderated by the IBO.

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The school offers the Language ab initio course in Spanish (as a regular class) and Chinese Mandarin (as an online course, offered by "Pamoja education" and formally authorised by the IBO, at extra cost). Both courses have a similar curriculum and assessment model as outlined below.

Spanish ab initio

Course Description

Language acquisition consists of two modern language courses — language ab initio and language B — designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.

Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language.

Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.

Students develop the ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. While the themes are common to both language ab initio and language B, the language ab initio syllabus additionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course.

The following language acquisition aims are common to both language ab initio and language B.

Aims of the Course

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar. Foster curiosity, creativity and a lifelong enjoyment of language learning.
• Develop students’ awareness of the importance of language in relation to other areas of knowledge.
• Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
• Provide students with a basis for further study, work and leisure through the use of an additional language.
• Foster curiosity, creativity and a lifelong enjoyment of language learning.

Curriculum Model Overview

The curriculum is organized around five prescribed themes and 20 prescribed topics with which the students engage though written, audio, visual and audio-visual texts.

Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation.

Communication is evidenced through receptive, productive and interactive skills.

Assessment Model

The language acquisition assessment objectives are common to both language ab initio and language B.

• Communicate clearly and effectively in a range of contexts and for a variety of purposes.
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences.
• Understand and use language to express and respond to a range of ideas with fluency and accuracy.
• Identify, organize and present ideas on a range of topics.
• Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.

Assessment at a Glance

For the individual oral internal assessment, the stimulus at language ab initio SL is a visual image that is clearly relevant to one (or more) of the themes of the course.

Content Outline

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The school offers Language B SL in French, Spanish and German. Where the number of students enrolled exceeds 7, the school will offer a regular class. If fewer than 7 students enroll, the school may offer the subject at extra cost. In the past few years, regular classes have been formed for French B SL.

Course Description

LANGUAGE B SL (French, Spanish, German)

Language B Standard level is designed to meet (at the end of the 2-year course) the criteria for CEFR level B2 in the four domains of reading, writing, listening and speaking. During the two-year course, exposure to a wide variety of audio and written material provides students with the opportunity to exercise and develop the four skills mentioned above, and to learn to use the language confidently and competently in various contexts. Students should also have acquired a good understanding of the cultural background of the language they will be studying, as well as the way in which it affects their use of it.

The Language B-SL syllabus approaches the learning of language through meaning. Through the study of the core and the options, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills.

The core is divided into five areas and is a required area of study:

• identities 
• experiences 
• human ingenuity 
• social organization 
• sharing the planet. 

Difference between Language B at Standard Level and Higher Level:

SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL only, and the level of difficulty and demands of assessment and assessment criteria.

Course Assessment

External Assessment 75%

Three Written Exams:

Paper 1: Written productive skills (1 hours 15 minutes) 25%

One writing task of 250–400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

Paper 2: Receptive skills (1 hour and 45 minutes)  50%
Listening comprehension (45 minutes) (25 marks) 25% 
Reading comprehension (1 hour) (40 marks) 25% 

Comprehension exercises on three audio passages and three written texts, drawn from all five themes. 

Internal Assessment 25%

Internally assessed by the teacher and externally moderated by the IB.

Individual oral assessment A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme. (30 marks) 

All final decisions on the appropriateness of the language course (Language A, Language B or Ab initio) for which students are entered are taken by coordinators in liaison with teachers, using their experience and professional judgment to guide them. The most important consideration is that the language course selected should be a challenging educational experience for the student.

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The school offers Language B in English (at HL only), French, Spanish and German. Where the number of students enrolled exceeds 7, the school will offer a regular class. If fewer than 7 students enroll, the school may offer the subject at extra cost. In the past few years, regular classes have been formed for English B HL and French B (both HL and SL).

Course Description

LANGUAGE B HL (English, French, Spanish, German)

Language B-HL is designed to provide students with the necessary skills that enable them to communicate successfully in an environment where the language studied is spoken. In other words, it is the study of English, French or Spanish as a Foreign Language and is intended for students who have had previous learning of it, but who, nevertheless, lack the linguistic proficiency required in Language A courses, in terms of grammar, vocabulary, syntax as well as other aspects of the language.

Language B Higher level is designed to meet (at the end of the 2-year course) the criteria for CEFR level C1 in the four domains of reading, writing, listening and speaking. This means that at the end of the two years, students should be able to employ the language appropriately and effectively both in their writing and orally, using it for different tasks and situations at a level equivalent to that of the Cambridge Advanced (ESOL). The school has a significant role to play in student selection of language courses (group 1 or group 2 subjects), since the main objective is to place students in the course that is appropriate to their linguistic abilities but also sufficiently challenging.

During the two-year course, exposure to a wide variety of audio and written material provides students with the opportunity to exercise and develop the four skills mentioned above, and to learn to use the language confidently and competently in various contexts. Students should also have acquired a good understanding of the cultural background of the language they will be studying, as well as the way in which it affects their use of it.

The Language B-HL syllabus approaches the learning of language through meaning. Through the study of five themes and literary works, students build the necessary skills to reach the assessment objectives of the course through the expansion of their receptive, productive and interactive skills.

The course content of English B HL explores the practical use of the language via five themes.

• Identity
• Experiences
• Human Ingenuity
• Social Organization
• Sharing the Planet

Course Assessment

External assessment (3 hours 30 minutes) 75%

Paper 1 (1 hour 30 minutes) 25%

Productive skills—writing (30 marks)
One writing task of 450–600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

Paper 2 (2 hours) 50%

Receptive skills—separate sections for listening and reading (65 marks)
Listening comprehension (1 hour) (25 marks)
Reading comprehension (1 hour) (40 marks)
Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

Internal Assessment 25%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral assessment
A conversation with the teacher, based on an extract from one of the literary works the syllabus. (30 marks)

All final decisions on the appropriateness of the language course (Language A, Language B or Ab initio) for which students are entered are taken by coordinators in liaison with teachers, using their experience and professional judgment to guide them. The most important consideration is that the language course selected should be a challenging educational experience for the student.

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Το 25% των θέσεων περίπου στην Α’ Γυμνασίου δίνεται σε μαθητές που έχουν κάποιας μορφής υποτροφία.

Οι υποτροφίες δίνονται με κριτήριο την επίδοση των μαθητών στη γραπτή δοκιμασία επιλογής για την Α’ Γυμνασίου σε συνδυασμό με το οικογενειακό τους εισόδημα και άλλα περιουσιακά στοιχεία.

Υποτροφίες για την Α' Γυμνασίου

Οι κατηγορίες των υποτροφιών είναι οι εξής:

Α) ΥΠΟΤΡΟΦΙΕΣ ΔΙΔΑΚΤΡΩΝ 100% 

Απονέμονται σε μαθητές/μαθήτριες που το οικογενειακό τους εισόδημα δεν υπερβαίνει τις 30.000 €. Η διαδικασία επιλογής των υποτρόφων περιλαμβάνει και επίσκεψη επιτροπής καθηγητών στα σπίτια των μαθητών/μαθητριών αυτής της κατηγορίας που θα έχουν τις καλύτερες επιδόσεις στη γραπτή δοκιμασία.

Β) ΥΠΟΤΡΟΦΙΕΣ ΔΙΔΑΚΤΡΩΝ ΚΑΙ ΤΡΟΦΕΙΩΝ 75% ΕΩΣ 100% 

Απονέμονται σε μαθητές/μαθήτριες που το οικογενειακό τους εισόδημα δεν υπερβαίνει τις 40.000 € και κατοικούν εκτός του Νομού Θεσσαλονίκης. Καλύπτουν τα δίδακτρα και το κόστος διαμονής στο οικοτροφείο του σχολείου.

Γ) ΥΠΟΤΡΟΦΙΕΣ ΔΙΔΑΚΤΡΩΝ 75%

Απονέμονται σε μαθητές/μαθήτριες που το οικογενειακό τους εισόδημα δεν υπερβαίνει τις 40.000 €. Η διαδικασία επιλογής των υποτρόφων περιλαμβάνει και επίσκεψη επιτροπής καθηγητών στα σπίτια των μαθητών/μαθητριών αυτής της κατηγορίας που θα έχουν τις καλύτερες επιδόσεις στη γραπτή δοκιμασία.

Δ) ΥΠΟΤΡΟΦΙΕΣ ΔΙΔΑΚΤΡΩΝ 15% ΩΣ 50% 

Απονέμονται σε μαθητές / μαθήτριες που το οικογενειακό τους εισόδημα δεν υπερβαίνει τις 60.000 €. Το ποσοστό υποτροφίας για κάθε υποψήφιο αποφασίζεται από επιτροπή του σχολείου με κριτήριο το οικογενειακό εισόδημα των μαθητών της κατηγορίας που συγκέντρωσαν τις πιο υψηλές βαθμολογίες σε συνδυασμό με τους διαθέσιμους από το σχολείο πόρους.

Ε) ΤΙΜΗΤΙΚΕΣ ΥΠΟΤΡΟΦΙΕΣ (10%) 

Oι οκτώ πρώτοι σε βαθμολογία μαθητές της κατηγορίας «φοίτηση με πλήρη δίδακτρα» δικαιούνται τιμητική υποτροφία 10%, ανεξαρτήτως οικογενειακού εισοδήματος.

Συχνές Ερωτήσεις

Πώς ανανεώνονται οι υποτροφίες τις επόμενες χρονιές φοίτησης;

Οι υποτροφίες κατηγορίας Α, Β, Γ, Δ (δείτε παραπάνω) ανανεώνονται κάθε χρόνο φοίτησης αυτόματα, εφόσον ο/η μαθητής/τρια παραμένει αριστούχος (Γ.Μ.Ο. >18,5 για το Γυμνάσιο και Γ.Μ.Ο. >18 για το Λύκειο), η διαγωγή του/της είναι εξαιρετική, και τα οικονομικά στοιχεία της οικογένειας δεν έχουν αλλάξει σημαντικά.

Μπορεί, αν κάποιος διεκδικήσει μία υποτροφία και δεν την πάρει, να εγγραφεί στη συνέχεια πληρώνοντας πλήρη δίδακτρα;

Μόνο εφόσον υπάρξουν κενές θέσεις και αφού θα έχει εξαντληθεί ο κατάλογος των επιλαχόντων μαθητών από την κατηγορία των μαθητών που δεν διεκδίκησαν υποτροφία.

Πού μπορώ να βρω υποδείγματα του τεστ;

Βρείτε εδώ τα διαθέσιμα υποδείγματα των εισαγωγικών εξετάσεων.

Εισαγωγή στην Α' Γυμνασίου

Πληροφοριες για τις εξετασεις

Μάθετε περισσότερα για τις εξετάσεις εισαγωγής, τις ενημερωτικές παρουσιάσεις, αλλά και το τεστ προσομοίωσης στον παραπάνω σύνδεσμο.

Περισσότερες Πληροφορίες

Κλειστε ραντεβου ενημερωσης

Γραφείο Εισαγωγής Μαθητών και Υποτροφιών Κολλεγίου Ανατόλια
Ώρες 8:15-15:00
Τηλ. 2310 398 203 και 2310 398 317
Email: Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε..gr

Πρόγραμμα ενημερωτικών παρουσιάσεων

Το πρόγραμμα ενημερωτικών παρουσιάσεων για το σχολικό έτος 2024-25 είναι το παρακάτω.

Για όλες τις τάξεις (Α' Γυμνασίου, Α' Λυκείου, ενδιάμεσες τάξεις):

• 8 Μαρτίου 2025, Λάρισα (ο χώρος διεξαγωγής αναμένεται να ανακοινωθεί)
• 8 Μαρτίου 2025, Καλαμάτα (ο χώρος διεξαγωγής αναμένεται να ανακοινωθεί)
• 5 Απριλίου 2025, 11:30 στο Raphael Hall
• 9 Απριλίου 2025, 17:30 online μέσω Zoom

Δηλωστε συμμετοχη εδω

Σχετικά με το οικοτροφείο

ΕΠΙΣΚΕΦΘΕΙΤΕ ΤΗΝ ΙΣΤΟΣΕΛΙΔΑ ΤΟΥ ΟΙΚΟΤΡΟΦΕΙΟΥ

To οικοτροφείο στεγάζεται στο Ingle Hall, στις εγκαταστάσεις του σχολείου. Υπάρχουν 36 δωμάτια που κατανέμονται σε δύο ορόφους. Στον έναν όροφο διαμένουν τα κορίτσια και στον άλλον τα αγόρια. Επίσης διαθέτει τραπεζαρία, βιβλιοθήκη και χώρο ψυχαγωγίας.

Το Κολλέγιο Ανατόλια με την μεγάλη παράδοση στην εκπαίδευση και το επιλεγμένο διδακτικό προσωπικό εγγυάται την καλύτερη ακαδημαϊκή μόρφωση και τη σωστή διαπαιδαγώγηση των παιδιών μέσα σε ένα ασφαλές και ευχάριστο περιβάλλον.

Περισσότερες πληροφορίες

Κλειστε ραντεβου ενημερωσης

Γραφείο Εισαγωγής Μαθητών και Υποτροφιών
Τηλ: 2310398203 και 2310398317
Email: Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε..gr
Κτίριο Macedonia Hall, 08.15 – 15.00

Σχετικά

Ο Σύλλογος των Φίλων του Κολλεγίου Ανατόλια ιδρύθηκε το 1985 και είναι ένα κοινωφελές σωματείο, το οποίο με την οργάνωση εκδηλώσεων κοινωνικού, πολιτιστικού και εκπαιδευτικού χαρακτήρα, καθώς και με την προσπάθεια εξασφάλισης δωρεών και χορηγιών, προσπαθεί να παρέχει ηθική και οικονομική συνδρομή προς το Κολλέγιο Ανατόλια και να συμβάλει στη συνέχιση της εκπαιδευτικής και κοινωνικής προσφοράς του σχολείου, καθώς και στην ενίσχυση του ταμείου των υποτροφιών.

Τα μέλη του Συλλόγου -  γονείς, καθηγητές ή και απλώς φίλοι - συνεργάζονται και προσφέρουν εδώ και 36 χρόνια γενναιόδωρα πολύτιμο χρόνο και οικονομική υποστήριξη, για να βοηθήσουν την προσπάθεια του Συλλόγου. Τους ενώνει όλους η αγάπη για το Κολλέγιο Ανατόλια και τα υψηλά ιδανικά του και η πίστη στην αξία του εκπαιδευτικού έργου που επιτελεί στον τόπο, ως ένα μη κερδοσκοπικό εκπαιδευτικό ίδρυμα.

Το Διοικητικό Συμβούλιο του Συλλόγου απαρτίζεται από:

Συμπληρωστε εδω την ηλεκτρονικη αιτηση μελους