Welcome to
post-16

We provide comprehensive, personalised university and careers guidance that begins in the early secondary years and continues through to graduation. Our aim is to ensure every student feels supported, informed, and confident in making decisions about their future pathways, whether that be university, internships, or the world of work.

Our full-time Careers and University Guidance counsellors provide one-to-one counselling for students and families, alongside a structured programme of workshops, presentations, and guidance sessions. This includes support with subject selection, career exploration, university research, and the full application process for a wide range of global destinations, including the UK (via UCAS), USA (Common App and direct), Canada (OUAC and regional systems), Europe, Australia, UAE and beyond.

We deliver targeted support for students pursuing competitive courses such as Medicine, Dentistry, Law, and Oxbridge, including assistance with personal statements, entrance tests (e.g. UCAT, LNAT, TMUA), interview preparation, and reference writing. We also run extracurricular programmes such as MedSoc and UCAT Compass, and provide support with work experience opportunities and research projects to help students stand out in competitive admissions processes.

We use Unifrog, a digital platform across Years 7 to 13 to help students explore university and career options, log extracurricular experiences, and build their applications. In addition, we host individual universities on a weekly basis, termly parent workshops and large-scale university and careers fairs during the school year, and collaborate with top universities and industry partners from around the world.

As part of the wider GEMS Education network, our students also benefit from access to the GEMS For Life programme, which offers exclusive scholarships, university partnerships, and career development opportunities across the globe.

All Post-16 students must be able to obtain equivalency from the Ministry of Education (MOE) at the end of year 13. This means that, as a minimum, students must have completed 5 approved GCSEs (including Maths, English, and Science) at Grade 3 or above to meet the MOE’s equivalency requirements.

However, it is important to note that entry requirements can be a little more nuanced, especially if you did not study a specific subject at GCSE. For example, if you didn’t take a subject like Economics or Psychology at GCSE, we will assess your application based on the core or related subjects you studied. We review whether your performance in subjects that are closely aligned with your desired Post-16 subject meets the entry requirements. For further details, please refer to the FAQ: "Can I take a subject at Post-16 that I haven’t taken at GCSE?"

Our entry requirements are rigorous and non-negotiable, as they are designed to ensure each student is set up for success. These requirements are not flexible, as they reflect the academic depth and demands of each pathway.  To clarify, the A-Level pathway has the highest entry requirements because it focuses on just three subjects, offering greater depth and breadth of study. The IB pathway involves six subjects, meaning that while the depth may not be as extensive as A-Level, the breadth of learning across multiple disciplines is broader, which is why the entry requirements are slightly lower.

The BTEC pathway, while still challenging, has an entry requirement of a Grade 5, not because it is easier, but because it is a more flexible pathway. Students enrolled in BTEC can start on the Extended Diploma (equivalent to three A-Levels). If the workload becomes overwhelming, students can transition to the Diploma (equivalent to two A-Levels) or the Foundation/Subsidiary Diploma (worth 1.5 and 1 A-Level, respectively). This flexibility is a unique feature of the BTEC qualification.

Ultimately, our entry requirements are in place to ensure that every student is on the pathway that best supports their future aspirations, setting them up for academic success.

There is no single “best” Post-16 pathway at GEMS Wellington Academy – Silicon Oasis. Each of our routes: IBDP, IBCP, BTEC, and A-Level is a rigorous, respected qualification that can lead to successful entry into top university undergraduate programmes around the world.

The key is choosing the pathway that is best for you. Ask yourself:

At WSO, we believe there is a story for every child, and our diverse pathways reflect that belief. All have led students to success, now it is about finding your best-fit story.

It depends on the subject. For core subjects such as Maths, English (including English Literature), and the Sciences (including Computer Science), you must have studied the subject at GCSE (or equivalent) and achieved the minimum entry requirement in order to continue at Post-16 level.

For other subjects, such as Economics, Psychology, or Media Studies, for example, you may still be eligible even if you have not studied them at GCSE. In these cases, we will review your performance in related or core subjects to determine whether you meet the entry requirements.

This is often a nuanced, case-by-case process. Our goal is to ensure each student is on a pathway where they can thrive, so we carefully consider each application to find the best academic fit.

If you are unsure, our team is always happy to guide you through your options.

In short, yes. At GEMS Wellington Academy - Silicon Oasis, all Post-16 students, regardless of their pathway (A-Level, IBDP, IBCP, or BTEC), are expected to attend school every day and be present for all scheduled lessons. This includes not only their academic classes but also registration, tutor time, Arabic, and Islamic studies, where applicable.

Depending on their pathway, students may have study periods built into their timetable. These are spent on campus in the Post-16 Common Area, which includes both quiet "read zones" and relaxed collaboration spaces designed to support a range of study preferences.

Research shows that students who miss just 10 days of school per academic year reduce their likelihood of achieving a pass grade by up to 50%. That is why we place a strong emphasis on attendance and punctuality, which are often requested by universities as part of references.

This privilege allows students with study periods at the start or end of the day to arrive later or leave earlier, promoting independence and responsibility. However, this flexibility is earned, not automatic, and is only extended to those who meet our high standards for attendance and punctuality.