ABSTRACT
Throughout our school system there is a strong commitment to Renaissance principles, to the idea of developing fully rounded individuals, generally well-educated members of society. Having spent much time and energy pursuing this ideal during the years of compulsory schooling, we are constantly questioning the wisdom of discarding it at 16. Schools and colleges have sought to resolve this dilemma in two ways: by offering a range of extra-curricular activities and by designing a non-examined curriculum to broaden students’ study programmes.
