Upper School (Classes 9–10) The Future of Innovation.

This is where creativity meets critical analysis. In Classes 9 and 10, students refine their intellectual independence, preparing for the transition to exams with a curriculum that prizes deep thinking over rote memorisation. We foster the "soft skills" that the modern world demands: collaboration, ethical reasoning, creativity and the courage to innovate.

Waldorf Cambridge offers a dual-qualification pathway in its Upper School that blends traditional academic metrics with holistic assessment. Instead of taking the standard 9 to 10 exam-heavy GCSEs offered by typical UK secondary schools, students prepare for 5 core GCSEs (Maths, English Language, English Literature, Combined Science) alongside a Level 2 Diploma awarded by Crossfields Institute.

This approach addresses common pitfalls of traditional secondary education, such as excessive exam stress, narrow test-focused teaching, and the loss of practical, creative, and critical-thinking skills.

Why This Combination is Unique

• Balanced Assessment: High-stakes testing often fails to measure a student’s full capabilities. By pairing written GCSE exams with a portfolio-based Diploma, students demonstrate knowledge through coursework, creative projects, and continuous assessment.

• Preserving the Waldorf Steiner Ethos: Standard GCSE preparation often forces schools to drop arts, craft, main lesson blocks, and experiential learning. The Crossfields Level 2 Diploma integrated into the curriculum allows students to retain interdisciplinary Main Lessons (covering topics from astrophysics to philosophy and ecology) while still earning an Ofqual-regulated qualification equivalent to GCSEs.

• Reduced Exam Fatigue: Taking 5 GCSEs rather than 9+ frees up valuable timetable space. Students focus deeply on essential literacy and numeracy benchmarks without spending two years continuously drilling for terminal exams.

• Skill-Centred Growth: The Crossfields Institute qualifications focus on integrative learning, developing personal autonomy, critical reasoning, and practical execution—traits often overlooked in standard exam mark schemes.

• Clear Progression Pathways: The combined output gives students the necessary entry requirements (GCSE English and Maths passes) alongside a recognized Level 2 qualification, enabling seamless transitions into A-Levels, BTECs, international diplomas, or further vocational training.

Update following our first cohort finishing their GCSEs and Level 2 diplomas in July 2025. 

This is a hugely positive milestone for the school, and we are especially pleased to see our pupils rewarded for their hard work and commitment. The introduction of GCSEs alongside Level 2 Diplomas has proven to be a strong combination, enabling all learners to achieve success and secure the pathways they wanted.

The Level 2 Diploma results were especially strong, providing pupils with the opportunity to demonstrate their real potential and pursue their interests through their portfolios. This approach allowed them to showcase their skills and creativity without being limited to exam-only assessment, and the outcomes reflect both their talent and sustained effort.

The grades ranged from 2 to 9 in the GCSES and Level 2 diplomas. They really represent our inclusive approach, and the fact that this combination of GCSEs and Level 2 diploma enables students to shine in different areas with assessment in GCSEs focusing on exams and the Level 2 diploma a portfolio of coursework. 

From the school’s perspective, this first set of results has also been an important opportunity for reflection. Our analysis shows that the teacher's predictions were accurate, demonstrating a clear understanding of pupils’ progress and performance. Teachers have also used this experience to reflect further, taking on board both the data and feedback, which will strengthen teaching and learning for the next group of pupils working towards qualifications.

We are very proud of what our pupils have achieved and grateful for the support of parents and carers throughout the journey. This is an excellent foundation to build upon, and we look forward to celebrating even more successes in the years ahead.

Tina Hobday (Teaching and Learning Lead and Upper School Science and Maths teacher)

Next steps

The next steps for Alder Tree also show a wide variety of interests and future plans - 

• Oakes College for Maths A-level, Chemistry A-level, Further Maths A-level and Criminology Level 3 Diploma
• Oakes College for English Literature and Language A-level, Drama A-level and Digital Media Extended Level 3 Certificate
• Cambridge Regional College for Childcare Level 3 Diploma and Extended Diploma
• Sparsholt College for Fishery Management and River Ecology Level 3 Diploma
• Oakes College for Health and Social Care Btec, 2D Art A-level and Criminology Level 3 Diplom
• Easton College for Equine Studies Level 3 Diploma and Extended Diploma
• Open College of Equine Studies for British Horse Society Stages 1-3
• Oakes College for 2D Art A-level Art, Applied psychology Level 3 diploma and Health/Social Care Btec

We wish all of Alder Tree the very best in the future, and we look forward to hearing how they are getting on! 

General information about our Upper School

Upper School is for young people aged 14-16 years.

The Class 9 child’s powers of intellect continue to develop and, with this, their power of analysis and judgement. At a time when their lives may feel insecure and unstable, the curriculum provides content that supports pupils orientating themselves and finding balance. Judgements are usually made based on emotional responses. Often polarised in their views, and almost self-centred in their thoughts, the opposites of autonomy and belonging, needing support and authority, provide conflict in the teenagers. Part of finding balance is exploring the extremes. Examining the polarities of natural environments, historical context and black and white contrast in art all help pupils to think more deeply about the world and therefore beyond themselves.

Examples of curriculum content – Biology (Ecology and Forestry), Chemistry (Alcohols and distillation), Physics (Energy and Renewables), Modern History, Physical Geography, Permutations and Combinations, Geometry, Black and white contrast, Woodwork, History of Drama.

The Class 10 pupil continues to seek and develop balance and harmony. This, with a greater clarity of thought and an increasing ability to form balanced judgements, supports young people have greater stability and a capacity for reflexion. A desire for knowledge broadens into, not only information about a topic, but also insight in how we know, and how things came to be as they currently are. Pupils are increasingly able to form more balanced opinions and justify their thought processes, meeting situations with empathy and practicality rather than solely emotionally.

Examples of curriculum content – Biology (Embryology), Chemistry (Minerals and salts), Physics (Forces, Vectors and Motion), Astronomy, Poetry, Earth's structure, Algebra – quadratics, Projective Geometry, the development of human consciousness.

Subject lessons include - Art, Woodwork, Handwork, Combined Science (GCSE preparation), Maths (GCSE preparation), English Language and Literature (GCSE preparation), Games and Sport, Learning for Life (PSHEE). 

A School Day

8:15 - 8:30 - Arrive at school, settle into class with class guardian

8:30 - 8:45 - Registration and catch up

8:45 - 10:15 - Subject lessons

10:15 - 10:45 - Break time

10:45 - 12:45 - Main Lesson blocks of 3 or 4 weeks on a topic or subject

12:45 - 13:30 - Lunch time

13:30 - 15:00 - Subject lessons