The Yedda Blue- BGA  section caters to students aged 12 to 18 years.

At Yedda Blue- BGA, we follow the UK curriculum, which includes the International General Certificate of Secondary Education (IGCSE) and A-level qualifications.

We offer a wide range of subjects at the secondary level, including English, mathematics, sciences, humanities, languages, arts, and more. Students have the opportunity to choose subjects based on their interests and future goals.

Our experienced educators provide comprehensive support and guidance to students as they prepare for their IGCSE and A-level exams. We offer structured lessons, exam practice, and individualized assistance to ensure students are well-prepared and confident.

Yes, we offer a range of extracurricular activities, clubs, and leadership opportunities to enhance learners' personal development and promote their interests beyond academics.

Absolutely. We welcome students who are following different curricula and can provide the necessary support.

Have you imagined that your child’s future job could be in space? Or that your child could work out in nature with high tech devices, collecting and analyzing data?  Ask yourself, “What skills does my child need for his future job?”  Brave Generation Academy (BGA) team, asks those questions every time we make a decision on your child’s learning. In October 2020, the World Economic Forum (WEF) released its third edition of the Future of Job report 2020. Showing the emerging and declining of jobs and skills for the next five years.

• Cognitive Diversity & Flexible Thinking

Future machine partners at work will spit out data that was generated by machine and/or human input. This requires problem-solving skills to make informed decisions. BGA provides a safe, open, comfortable and multi-age learning environment (hubs) where students interact, teach and share ideas freely. Self-directed learning helps learners to dig deep into their own learning experiences and share ideas and inspire others. This kind of sharing, accepting other perspectives and positive interaction is collaboration at work and is key to creativity and ideation. BGA students have flexible work schedules that allows the students to zone out, reflect and explore ideas that is critical to help them develop cognitive flexibility. 

• Technology Use to Augment Student Capabilities

Future workplaces will demand remote-based/hybrid work force and according to the WEF report 2020 this demand is increasing rapidly across economies. To help learners for future remote work or human-machine partnerships, educational technology needs to be designed, integrated and applied in everyday learning experiences. We use technology to stretch the boundaries of thinking and to push higher-order analysis, synthesis, and creative generative thinking.  Students are motivated to ask deeper questions, engage in lateral thinking and go beyond the classroom walls to discover, research and generate ideas. The use of technology is not only the endpoint but a means to facilitating deeper thinking through 

• Modeling Social-Emotional Intelligence

Leadership, social influence and stress-tolerance are WEF report top 10 important future skills. A growing base of psychological research shows that socio-emotional skills are more predictive of success and adaptation than intellectual skills. Our BGA Learning Coaches are trained to support diverse learning experiences and inspire productive social interactions in the hubs. They foster openness, trust, safety and promote student self-discovery and confidence by asking meaningful questions.

A-Levels act as the bridge between GCSEs and University. As such over the two year course, students are expected to develop the knowledge gained at GCSE while also demonstrating new skills that will prepare them for the rigours of further education. This means that the courses themselves are slightly more challenging, and require much more in the way of independent learning and critical analysis from the learner. Students start by picking 3-5 subjects to focus their studies on. After the first year, they’ll typically drop one of these subjects.

The same way we don’t refer to our students as students, but rather learners, we do not refer to our teachers as teachers either. So to clarify, let us explain this concept further. The reason behind as to why we refer to our students as learners is because we don’t want them to simply study, gather information and memorize facts; we want them to learn, to think and reflect upon what they’re learning, to share their findings, to question what they’re learning, to research and to become lifelong continuous learners.

If you had to ask us “Do you have teachers on your team?” – and we had to answer with a simple yes or no, the answer would be yes – we do have teachers. However, we refer to them as “Course Managers” and “Learning Coaches”.

Course managers are the specialists, the experts behind the platform developing, improving, and constantly upgrading the material available for our learners.

Learning coaches are the mentors, that guide and support the learners in their learning process. They inspire, support the self-directed learning process, help identify interests, engage in new experiences and help move learners out of their comfort zones.

Together our Course Managers and Learning Coaches make up the important role that is a Teacher. 

To schedule a visit to the Yedda Blue Secondary section and learn more about our curriculum, academic support, and extracurricular opportunities, please contact our team, and we will be delighted to assist you.