For many students, applying to high school is still associated with simple arithmetic: the sum of exam points, grades from the final report card, and perhaps a few extra points for competitions. That number determines whether the dream of attending a particular school will come true. Increasingly, however, the question arises: is this selection model adequate for a world in which young people are expected not only to have knowledge but also independence, critical thinking skills, and psychological resilience?

In response to these concerns, some schools — especially those operating in international systems — are moving away from evaluating candidates solely through test results. Instead, they adopt a competency-based approach that values not only what a student already knows but also how they think, how they collaborate, and how they respond to challenges. One example is Akademeia High School in Warsaw, an international, academically selective school operating within the British education system.

Admissions as a Diagnosis of Potential

Akademeia High School uses an extensive, competency-driven admissions model. At the heart of the process are the Assessment Days — a key stage during which candidates have the opportunity to present themselves in a variety of roles and situations. This is no longer simply an “entrance exam,” but rather a diagnosis of a student’s potential.

Candidates take competency tests in English and mathematics. These two areas — fundamental in an international high school — make it possible to determine the current level of knowledge and place the student in the right context. For older applicants, additional verbal and non-verbal reasoning tests are conducted, along with creative online tasks. What matters is not the spectacular result but the way the student thinks and approaches problem-solving.

Another element consists of individual meetings with subject teachers. Educators discuss the candidate’s interests, plans, and learning style. They observe whether the student can justify their choices, how they react to more difficult questions, and how well they cope with stress.

Group tasks also play an important role during Assessment Days. This is where it becomes clear who naturally steps into a leadership role, who brings people together, and who prefers to work in the background but guides the team forward in an organized way. For a school that teaches in small classes and emphasizes discussion, project-based learning, and work in an international environment, these competencies are just as important as any test score.

“We are not focused solely on the points students earn on exams, but on educating young people who are ready for the challenges of the modern world. We want to support their full development — academic as well as personal,” emphasizes Dr. Karolina Watras, Head of Akademeia High School. “Sometimes, during Assessment Days, a student reveals tremendous potential: curiosity, maturity in thinking, an ability to collaborate. In a traditional, points-only model, such traits might go unnoticed.”

A Report Instead of a One-Line Decision

The observations collected during the Assessment Days do not end with a simple “accepted/not accepted” verdict. The entire process is documented in detail, and parents receive a comprehensive report containing test results and an evaluation of the student’s competencies. This is an important element of the school’s philosophy.

The report helps families understand the child’s strengths, areas of high potential, and places where additional support may be beneficial. It also helps them decide whether a demanding international high school — with a substantial amount of independent work, high expectations, and an intensive curriculum — is truly the right fit for the coming years.

In practice, admissions become a two-way process. The school evaluates whether the candidate will thrive in its environment, while the family assesses whether the environment is right for their child.

Three Stages, One Development Path

Akademeia High School’s curriculum is designed to support students at the key stages of their academic development.

Learning begins with the Foundation Year — a preparatory program that familiarizes students with the realities of an international high school and helps level differences among those coming from diverse schools and educational systems.

The next two years follow the British IGCSE program. Students work broadly across disciplines — developing both STEM and humanities skills — and learn project work, presentations, and academic discussion. This is a time to explore interests and discover what truly engages them versus what is simply a “school requirement.”

In Years 12 and 13, students follow the A-Levels program. Here, deeper specialization begins as they choose several key subjects aligned with their university plans. This model requires maturity and responsibility but also gives young people significant autonomy in shaping their educational path.

Graduates go on to study at leading universities worldwide, including Cambridge, Oxford, LSE, UCL, Edinburgh, St Andrews, Yale, Princeton, Columbia, Chicago, Berkeley, Caltech, McGill, Bocconi and ESADE.

The school offers the possibility to join at any stage. The admissions process is adjusted accordingly to assess a student’s potential and plan a realistic, individualized path.

Assessment Day Dates and the Practical Meaning of Change

The school’s competency-based, flexible approach to admissions is also reflected in its calendar. The next Assessment Days at Akademeia High School are scheduled for 28–29 November 2025. Additional dates in 2026 include 20–21 February, 20–21 March, and 24–25 April. Families interested in applying can register via the form available on the school’s website.

What only a few years ago might have seemed like an unusual solution reserved for a small number of schools now appears more and more often in discussions about the future of education. Should high school admissions be purely a points-based competition, or should they serve as a meaningful assessment of a student’s potential and compatibility with a school’s environment?

The competency-based model, used for example at Akademeia High School, demonstrates that admissions can become the beginning of a thoughtful, collaborative conversation about education — rather than a one-off test determining the entire academic future of a teenager.

More information about the school and the admissions process is available at: akademeia.edu.pl