Education in Caphiria

Education in Caphiria is provided in public and private environments. By law, education is compulsory over the age of 3 and ends at 16. The Ministry of Education sets overall educational standards. However, private schools are generally free to determine their curriculum and staffing policies, with mandatory accreditation and regulation from the Ministry. This allows for more "creative" and "third wave" educational systems to have the chance to develop on top of the already established educational standards. The public education system in Caphiria is highly complex and segmented, operated jointly by provincial and local governments.

The education system is split into two: compulsory and non-compulsory education. Compulsory education consists of Children's School (discatorium) and Core Education (regulatorium), and non-compulsory education takes the form of secondary education (agnatumaticus) and the higher education of academies (academiae) or universities (universales).

Standard curriculums are arranged in 5 semesters lasting nine weeks each, and each semester has a different amount of vacation days: the first two semesters have ten days each of vacation days, the third semester has 20 days; the fourth has seven days, and the last semester has 23 days. A term is closed by testing students' knowledge of the compulsory material learned that term. Tests for the advanced courses can be taken anytime during the last two years of the core curriculum. The results of any tests a student takes are merely used to show the school which area of higher education, if any, they should encourage for the particular student. Marks for compulsory courses are also used to distribute students evenly by aptitude across the different higher schools. There are no strict entry criteria, and most students enter places of their choice.

Children's School
From age 3 to age 9, children are enrolled in discatorium (children's school). It is here that students are introduced to the first Caphirian educational philosophy, the Acelector-Magnis program. The program is based on the principles of respect, responsibility, and community through exploration and discovery through a self-guided curriculum. At its core is an assumption that children form their personalities during the early years of development and are endowed with "a hundred languages" through which they can express their ideas. The educational curriculum is the same for all pupils; although one can attend a private or state-funded school, the subjects studied are the same (except for special schools for the blind or the hearing-impaired).

The Acelector-Magnis philosophy is based upon the following set of principles: The Acelector-Magnis philosophy of teaching young children puts the natural development of children and the close relationships they share with their environment at the center of its philosophy. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered “knowledge bearers,” so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires." The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the functional role of an apprentice. This role also extends to that of a researcher.
 * Children must have some control over the direction of their learning;
 * Children must be able to learn through experiences of touching, moving, listening, and observing;
 * Children have a relationship with other children and with material items in the world that they must be allowed to explore;
 * Children must have endless ways and opportunities to express themselves.

Much of the instruction at discatori is in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding. Children are also viewed as social beings, and a focus is made on the child with other children, the family, the teachers, and the community rather than on each child in isolation. They are taught that respect for everyone is important because everyone is a “subjective agency ” while existing as part of a group.

Caphirian children can expect no longer than six hours in school daily, much of which is spent in supervised playtime outside or in a youth gym. Exercise is encouraged with competitive games and a variety of play structures. Fighting between kids is tolerated since severe injury is almost impossible, and the parents are responsible for the actions of their children. Hence, the school is immune from litigation for anything other children do. During meals, nature and history videos are displayed to familiarize students with such things. The central subjects of children's school are grammar, geometry, and ethics.

After their final session, children take a final ungraded exam (matura discatori) to graduate from the discatorium without pomp to a new method of instruction. The Acelector-Magnis philosophy has created a solid psychological and physiological basis for further education. The lax learning style fades into compulsory classes, and more academic material is introduced.

Core Education
The second and final phase of compulsory education is Core Education (regulatorium), covering ages 10 to 16. In early core school, students will learn Caphirian history, basic geography, arithmetic, algebra, geometry, logic, basic chemistry, mechanics, electrostatics, music, ethics, cellular biology, introductory micro and macroeconomics, epistemology and Latin reading, writing, and literary analysis.

At age 10, students enter Grade I. Here students are given a primary education in language, mathematics, natural sciences, history, geography, social studies, and physical education. Some schools also have Cartadanian or Istroyan musical arts and visual arts programs. After two years, students move onto Grade II, which is spent on physical and musical education. The curriculum is a simple progression from games to athletic training, such as long-distance running and wrestling, and musical training. By their final year, students should be able to run 5 km, lift 50 kg and play at least two instruments well. Athletic and musical training persist through the final core years, remaining an integral part of the education system until the age of 16, after which children have become citizens and may pursue health however they see fit. Opportunities to play music are ample in the final year of core school since those students can freely mentor younger students.

Science is a significant educational component of the core school, with exposure to how the natural world functions beginning as early as 10 with mechanical toys and demonstrations. These demonstrations and games become more personal with each passing year, with students learning about measuring units and actual scientific knowledge. This knowledge builds the foundation of the mathematics of motion (kinematics). Chemistry and biology are introduced in similar fashions, though later on than physics. By the time they graduate, students get how living things can be taxonomically categorized, have an intuition for the pH scale, grasp that everything is constantly chemically interacting with other things, and know the animal body is a complex machine. Details are not given in the compulsory classes.

Midway through their core education, students: are well acquainted with arithmetic, understand basic geometry with some applications, have an intuition for the motion of objects in gravity (e.g., pendulums, rolling, bouncing, sliding), and have rudimentary Latin writing skills for expressing ideas, can empathize with their fellow man, have a notion of duty to others, understand that other people are to be treated as ends not means, and are starting to familiarize themselves with variables. Caphirians recognize that these skills will be necessary for any functioning member of society - syntax, for expressing thoughts; mathematics, for managing money; and ethics, for cooperating with other citizens.

The lessons at the end of the core education are somewhat more liberal than in the preceding years. Mathematics shifts focus to algebra, but students are not taught how to solve algebraic problems. The basic theory of solving for a numerical value of a variable is taught at first then students are given one or more problems to solve each lesson individually. The system is designed to foster independent problem-solving skills and avoid rote memorization. Moral lessons similarly shift to answering ethical issues. Students are presented with ethical dilemmas where they must evaluate what they should do. Like algebraic problems, solutions are not given by teachers.

A wide variety of scientific information is available to most students in school libraries and by inquiring to science teachers to hear more. The understanding among lawmakers was that students do not learn well by compulsion and must be allowed to inquire out of interest. Having advanced knowledge, like calculus or organic chemistry, available but not forced onto students is seen by society as the best way to instruct the young. It is not until university, after the age of 17, that students learn the complexities of the sciences.

Grade I
Grade I is focused on providing students with a primary education in a range of subjects. These subjects include language, mathematics, natural sciences, history, geography, social studies, and physical education. Some schools may also offer programs in Cartadanian or Istroyan musical arts and visual arts. Language classes may focus on developing students' reading, writing, and communication skills, while mathematics classes may cover basic arithmetic and geometry. Natural science classes may introduce students to the natural world and how it functions, while history classes may cover the past and its impact on the present and future. Geography classes may study the earth and its features, and social studies classes may examine society and how it operates. Physical education classes may involve activities that promote physical fitness and well-being.

Grade II
Grade II focuses on physical and musical education. Physical education classes may involve a progression from games to more structured athletic training, such as long-distance running and wrestling, with the goal of developing physical fitness and athletic skills. Musical education may involve training in playing one or more musical instruments, with the goal of building musical skills and knowledge. It is possible that students in Grade II may also continue to study other subjects such as language, mathematics, natural sciences, history, geography, and social studies, building on the foundation they established in Grade I. Language classes may focus on further developing reading, writing, and communication skills, while mathematics classes may cover more advanced topics such as algebra. Natural science classes may delve deeper into topics such as chemistry and biology, and history and geography classes may cover more specific time periods or regions in greater detail. Social studies classes may examine more complex topics such as international relations and current events. Overall, the goal of Grade II is to help students build on the skills and knowledge they acquired in Grade I and prepare them for the next phase of their education.

Grade III
In Grade III, students continue to study physical and musical education, while also focusing on more advanced academic subjects. Physical education classes may involve further athletic training, with the goal of building on the physical fitness and athletic skills developed in earlier grades. Musical education may involve more advanced training in playing one or more musical instruments, with the goal of building on the musical skills and knowledge acquired in earlier grades. In addition to physical and musical education, students in Grade III may study subjects such as language, mathematics, natural sciences, history, geography, and social studies at a more advanced level. Language classes may focus on further developing reading, writing, and communication skills, while mathematics classes may cover more advanced topics such as algebra and geometry. Natural science classes may delve deeper into topics such as chemistry and biology, and history and geography classes may cover more specific time periods or regions in greater detail. Social studies classes may examine more complex topics such as international relations and current events.

Grade IV
In Grade IV, students continue to study physical and musical education, while also focusing on more advanced academic subjects. Physical education includes activities such as running, swimming, basketball, soccer, and other sports, as well as strength and conditioning exercises. The goal of these lessons is to help students develop their physical fitness, coordination, and athletic skills, and to encourage them to engage in physical activity as a regular part of their lives.

Musical education lessons in Grade IV may involve more advanced training in playing one or more musical instruments, such as the piano, guitar, or drums, as well as lessons on music theory, composition, and performance. The goal of these lessons is to help students develop their musical skills and knowledge, and to encourage them to engage with music as a regular part of their lives.

In addition to physical and musical education, students in Grade IV may study more advanced subjects. In language classes, students may study more advanced reading, writing, and communication skills, such as analyzing complex texts and developing advanced writing skills. In mathematics, students may study more complex topics such as trigonometry and calculus, learning to solve more advanced problems and develop a deeper understanding of mathematical concepts. In natural sciences, students may delve into more advanced topics such as organic chemistry and genetics, learning about the structure and function of molecules and the mechanisms of inheritance. In history and geography, students may study more specific time periods or regions in greater depth, learning about the cultural, social, and political developments of these areas. In social studies, students may examine more complex topics such as international relations and current events, learning about the interactions and dynamics between different countries and regions.

Grade V
In Grade V, students continue to study physical and musical education, while also focusing on more advanced academic subjects. Language classes may focus on further developing reading, writing, and communication skills, with a particular emphasis on preparing students for the demands of higher education and the workforce. Mathematics classes may cover more advanced topics such as differential and integral calculus, as well as applied mathematics and probability. Natural science classes may delve into more specialized areas such as organic chemistry, genetics, and physics, while history and geography classes may cover more complex and specific topics such as the history of international relations or the geography of specific regions or countries. Social studies classes may examine more advanced topics such as political systems and international relations, as well as current events.

Throughout Grade V, students are expected to demonstrate a thorough understanding of the material covered in their academic classes through regular testing and assessments. These may include written exams, oral presentations, group projects, and other forms of evaluation. Students who do not demonstrate a sufficient level of understanding may be required to repeat the material or receive additional support in order to ensure that they are prepared for the next phase of their education. At the end of Grade V, students take a final exam (matura regulatorium) in each of their academic subjects in order to graduate from the Core Education system. The results of this exam, along with the student's performance throughout their time in Core Education, are used to determine their eligibility for admission to higher education institutions such as academies or universities.

Graduation
After completing their final exam at the age of 16, students in Caphiria have several options for continuing their education. They may choose to enroll in advanced courses (declararimaticus) in subjects such as calculus, international economics, Caphirian and international politics, anatomy, modern physics, industrial chemistry, biochemistry, metaphysics, manual work, or other languages. These courses are designed to provide students with more specialized and in-depth knowledge in a particular area, and may be particularly useful for those who wish to pursue higher education or a career in a related field.

Alternatively, students may choose to continue their education through voluntary secondary education (agnatumaticus), which typically lasts for two additional years and provides a more general education in a range of subjects. This may include courses in language, mathematics, science, history, social studies, and other areas, and is designed to prepare students for higher education or the workforce.

Students may also choose to enlist in the Imperial Armed Forces and serve a mandatory lustum, which typically lasts for two years and provides training in military skills and discipline. This option is particularly appealing to students who are interested in a career in the military or who wish to serve their country in this way.

Finally, students may choose to find an apprenticeship or join a guild, which allows them to learn a trade or craft and gain practical experience in a particular field. This option is particularly useful for students who are interested in pursuing a career in a specific industry or who wish to develop practical skills that will be valuable in their future careers.

Non-compulsory education
Voluntary secondary education (agnatumaticus) in Caphiria is a two-year program that provides students with a more general education in a range of subjects. These may include language, mathematics, science, history, social studies, and other areas, and are designed to prepare students for higher education or the workforce. Students in voluntary secondary education may choose to specialize in a particular area of study or take a more diverse selection of courses.

Assessment in voluntary secondary education is typically based on a combination of internal and external assessments, including exams, oral presentations, practical work, and written assignments. These assessments are graded by classroom teachers, with the grades subject to verification or modification by external moderators as necessary.

Students who complete voluntary secondary education are eligible to apply for admission to higher education institutions such as academies (academiae) or universities (universales). These institutions typically have their own admissions requirements and may consider a student's grades, performance on standardized tests, and other factors in determining whether to offer them a place.

Advanced education
Advanced education (declararimaticus) provides an internationally accepted educational curriculum and qualification for entry into higher education and is recognized by many universities worldwide. An independent office runs the program and curriculum called International Declarari (ID). The two-year curriculum is more challenging and lessons more aggressively paced than standard courses. Schools must be certified by ID annually. Declarari students complete assessments in six subjects, traditionally one from each of the six subject groups.

In addition, they must fulfill the three core Declarari requirements - Extended essay (EE), Theory of knowledge (TOK), and Creativity, activity, and service (CAS). Students are evaluated using internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written tests. Internal assessment varies by subject: there may be oral presentations, practical work, or written work. In most cases, these are initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed external moderator.

Students who pursue the Advanced diploma must take four subjects: one from Groups 1–4, one from Group 5, or a permitted substitute from one of the other groups, as described below. Two subjects must be taken at the Higher level (HL) and the rest at the Standard level (SL). ID recommends a minimum of 240 hours of instructional time for HL courses and 150 hours for SL courses. While Declarari encourages students to pursue the full ID Advanced diploma, the "substantial workload requires a great deal of commitment, organization, and initiative." Students may instead choose to register for one or more individual ID subjects without the core requirements. However, such students will not receive the full diploma. All subjects (except for CAS) are evaluated using both internal and external assessors. The externally assessed examinations are given in May. Each exam usually consists of two or three papers, generally written on the same or successive weekdays. The different papers may have different forms of questions, or they may focus on other areas of the subject syllabus. For example, in Chemistry SL, paper 1 has multiple choice questions, and paper two have extended response questions. Paper 3 focuses on the "Option(s)" selected by the teacher and data analysis questions. Independent examiners appointed by ID do the grading of all external assessments.
 * Group 1: Language & Literature - Taken at either SL or HL, this is generally the student's native language, with over 80 languages available. There are many options: Language A/B, Literature A/B/C., and Language & Literature A/B; an interdisciplinary subject Literature and Performance can also be taken at SL. Language A focuses on the native language, whereas Language B focuses on an additional language (SL or HL). Literature A focuses on the classics; Literature B's coursework is more rigorous and focuses on the study of two works of literature (although this is for comprehension rather than analysis and is only assessed through coursework); Literature C focuses on advanced methods of literary analysis across the four major categories - drama, poetry, fiction, and prose - as well as possessing a near-native level of fluency in the foreign language, and as such concentrated less on studying the actual language and more on the literature and culture of the countries where the language is spoken.
 * Group 2: Individuals & Societies - Humanities and social sciences courses offered at SL and HL: Business Management, Economics, Geography, History, Information Technology in a Global Society (ITGS), Philosophy, Psychology, and Social and Cultural Anthropology and Global Politics. The course World Religions and the interdisciplinary course Environmental Systems and Societies are also offered at SL only.
 * Group 3: The Sciences - Five courses are offered at SL and HL: Chemistry, Biology, Physics, Design Technology, and Computer Science. Sport, Exercise, and Health Science and the interdisciplinary courses Environmental Systems and Societies and Nature of Science are offered at SL only.
 * Group 4: Mathematics - Courses are Mathematics: Applications and Interpretation (AI) SL and HL and Mathematics: Analysis and Approaches (AA) SL and HL. AA Mathematics has an emphasis on algebraic methods and mathematical thinking, whereas AI Mathematics has an emphasis on modeling and statistics, with a focus on using technology to solve problems with real-world applications
 * Group 5: The Arts - Courses offered at SL and HL: Dance, foreign languages, Music, Theatre, Visual Arts, and Film.

Points are awarded from 1 to 7, with seven equal to A+, six similar to A, and so on. Three additional points are awarded depending on the grades achieved in the extended essay and theory of knowledge, so the maximum possible point total is 48. To receive an ID Advanced diploma, candidates must receive a minimum of 24 points or an average of four (or C) out of seven points for five subjects. Candidates must also receive 10 points from their Higher Level subjects and a minimum of 9 points from their Standard Level subjects. Additionally, candidates must complete all of the requirements for the EE, CAS, and TOK.

Failing conditions that will prevent a student from being awarded a diploma regardless of points received are non-completion of CAS, more than three scores of 3 or below, not meeting the specific points required for Higher Level or Standard Level subjects, or plagiarism in addition to scoring higher than a score of 1 in any subject/level.

Secondary education
Secondary education is divided into three specialized tractum or pathways: the tractus pacello is mainly theoretical with a specialization in a specific field of studies (humanities, science, languages, or art); the tractus arbonam offers both a broad theoretical education and a specialization in a specific field of studies (e.g., economy, humanities, administration, law, technology, tourism), often integrated with a three/six months internship in a company, association or university during the last semester. The third pathway is the tractus potentia, which offers a form of secondary education oriented toward practical subjects (engineering, agriculture, gastronomy, technical assistance, handicrafts), and enables the students to start searching for a job as soon as they have completed their studies. This pathway is popular for those who want to continue onto higher education but want to graduate a year earlier than usual.

Tractus pacello
The tractus pacello is a specialized pathway in secondary education in Caphiria, offering a mainly theoretical education with a focus on a specific field of study, such as the humanities, science, languages, or the arts. This pathway is geared towards students who are interested in pursuing higher education and are looking to specialize in a specific subject area.

In the tractus pacello, students receive a broad education in their chosen field, covering a range of topics and subjects. They also have the opportunity to engage in more advanced coursework and research, helping them to develop the skills and knowledge needed to succeed in higher education and beyond.

In addition to traditional classroom instruction, students in the tractus pacello may also have the opportunity to participate in internships, fieldwork, and other experiential learning opportunities, allowing them to gain practical experience in their chosen field. This can be especially beneficial for students who are interested in pursuing careers in research, academia, or other fields that require a strong foundation in theory and analysis.

Overall, the tractus pacello is a rigorous and challenging educational pathway that is well-suited for students who are looking to specialize in a specific area of study and pursue higher education. With its focus on advanced coursework and research, it provides students with the skills and knowledge they need to succeed in their chosen field and make a meaningful contribution to society.

Tractus arbonam
The tractus arbonam offers a broad theoretical education, as well as a specialization in a specific field of study such as economy, humanities, administration, law, technology, or tourism. This pathway is often integrated with a three to six month internship in a company, association, or university during the last semester. This allows students to gain practical experience and apply their theoretical knowledge in a real-world setting. Students who choose the tractus arbonam are preparing for higher education and/or future careers in their chosen field of study. This pathway is popular for those who want to continue onto higher education but want to graduate a year earlier than usual. The tractus arbonam typically takes four years to complete and culminates in a final exam (matura arbonam) that is required for entry into a university or other higher education institution.

In this tractum, students are exposed to a wide range of subjects in order to develop a well-rounded education. These subjects may include literature, history, mathematics, science, foreign languages, and more. In addition to these general subjects, students also have the opportunity to specialize in a particular field of study, such as economics, humanities, or technology. This specialization allows students to develop a deep understanding of a particular subject and prepares them for further study and/or a career in that field.

Throughout the tractus arbonam, students are encouraged to think critically and creatively, and to develop strong problem-solving skills. In addition to traditional classroom instruction, students may also have the opportunity to participate in experiential learning activities such as group projects, field trips, and internships. These hands-on experiences provide students with the opportunity to apply their knowledge and skills in real-world settings, and to develop valuable skills such as teamwork and communication. Upon completion of the tractus arbonam, students are well-prepared for the challenges and opportunities of higher education and future careers. Some examples of jobs that someone might get after completing the Tractus arbonam include:


 * Business administrator
 * HR manager
 * Marketing specialist
 * Event planner
 * Journalist
 * Lawyer
 * Economist
 * Researcher
 * IT specialist
 * Social media manager
 * Tourism manager

Tractus potentia
The tractus potentia focuses on practical subjects, such as engineering, agriculture, gastronomy, technical assistance, and handicrafts. This pathway is designed to prepare students for immediate entry into the workforce upon graduation, rather than continuing on to higher education.

The curriculum of the tractus potentia includes hands-on training and experiential learning, as well as traditional academic subjects such as mathematics, science, and language arts. In addition to gaining practical skills in their chosen field of study, students also receive instruction in communication, teamwork, and problem-solving, which are essential for success in any career.

Graduates of the Tractus Potentia often go on to work in industries such as construction, manufacturing, and technical support, as well as in skilled trades like carpentry, plumbing, and electrical work. Some may choose to start their own businesses, using the skills and knowledge they gained in their studies to create and manage a successful enterprise. Others may pursue higher education in their field of study, building upon the foundation provided by the tractus potentia to advance their careers even further.

Upon completion of the tractus potentia, graduates may go on to work in a variety of industries, depending on the field of study that they specialized in. Some examples of jobs that someone might get after completing this pathway include:


 * Agricultural technician
 * Food scientist
 * Mechanical engineer
 * Electrician
 * Plumber
 * HVAC technician
 * Carpenter
 * Craftsperson
 * IT technician
 * Technical support specialist

Higher education
While completing higher education is not required for all citizens, it is highly valued and respected in Caphirian society. Those who choose to pursue a degree at a university or Academy have the opportunity to specialize in a particular field of study and become experts in their chosen discipline. These individuals often go on to hold influential positions in government, academia, and various professions, using their knowledge and skills to contribute to the betterment of Caphirian society.

Higher education is done in academies (academiae) or universities (universales), whether one wants to receive an Academic Degree and become a Doctor (Ph.D.) or not respectively. While attending core school is compulsory for all citizens, higher education can be avoided by taking an apprenticeship in manual work. At this level, courses are distinguished into the classical branches of philosophy. Graduating as a doctor in one's field is not only prestigious but beneficial for one's career as well. Modern lawyers, senators, medical doctors, scientists, generals, and economists are almost unanimously doctors. There's no different school system for medicine or law as these already have academies like other subjects.

University
Entry into a universalis (university) often follows the core level of education - for students who do not want to enter an apprenticeship or are unable to join the academies. Here students can be instructed in courses within the classical branches of Caphirian philosophy. The result of 4-5 years in the university system - whose courses are homogeneous across the country - is a Universal Degree. A single degree declares all the fields of knowledge in which the receiver is fluent because of university education.

The Academies
High intellectualism in the Imperium is monopolized by the Academies (Academiae). Leading the Academies of the Imperium are the Five Academies: First, the Academia Imperia Scientiae represents the scientific community; second, the Academia Augustana represents the legislators, lawyers, and ethicists; third, the Academia Teslae represents the mathematicians and logicians; fourth, the Academia Lingua represents the linguists; and fifth, the Academia Galena represents practitioners of medicine. Since they are immersed in the work of educating people, the Academies have the power to decide national educational policy in their capacity as the Department of Upper Education.

The reward for an academic education is becoming certified as a Doctor (Ph.D.) in a particular field. A doctorate is a requirement for careers in medicine, law, politics, teaching, research, and commanding military office. These are the jobs that Caphirians believe need expertise to be properly performed.

Academy of Science
The Academia Imperia Scientiae, or the Academy of Science, is the oldest and most prestigious of the Five Academies of the Imperium. It is dedicated to the advancement of scientific knowledge and research and is the premier institution for higher education in the natural and physical sciences.

The curriculum at the Academy of Science is rigorous and highly specialized, with a focus on advanced study in fields such as physics, chemistry, biology, and mathematics. Students are expected to have a strong foundation in these subjects before entering the Academy, and are required to complete a series of challenging courses in order to earn their Doctor of Science degree. In addition to coursework, students at the Academy of Science are also expected to participate in research projects and internships in order to gain practical experience in their field of study. Many students also have the opportunity to work with faculty members on cutting-edge research projects, collaborating with leading scientists and scholars from around the world.

The student experience at the Academy of Science is demanding but rewarding, with a strong emphasis on collaboration and the exchange of ideas. Students are encouraged to participate in a variety of extracurricular activities, including academic clubs and societies, sports teams, and cultural events. Examples include the Astronomy Club, the Robotics Society, AS Football, and the Science Swimming Team, which competes in swimming meets and hosts charity swim-a-thons. The Academy of Science provides a wide range of opportunities for students to get involved in extracurricular activities and immerse themselves in the scientific community

Overall, the Academy of Science is a highly respected institution that attracts the best and brightest students from across the Imperium. Graduates of the Academy go on to become leaders in their fields, making significant contributions to the world of science and research.

Academy of Law
The Academia Augustana, also known as the Academy of Law, is the second of the Five Academies of the Imperium and represents the legal community. Located in the city of Sistoria, the Academy of Law is considered one of the most prestigious institutions of higher education in the Imperium and is highly competitive to gain entry.

The curriculum at the Academy of Law covers a wide range of legal subjects, including constitutional law, criminal law, contract law, and international law. Students also have the opportunity to specialize in a particular area of law, such as civil litigation or corporate law. In addition to traditional coursework, students at the Academy of Law also have the opportunity to participate in mock trials and legal clinics, giving them practical experience in the field.

The student experience at the Academy of Law is rigorous and demanding, with long hours of study and intense competition for top grades. However, students also have the opportunity to get involved in a variety of clubs and societies, sports teams, and cultural events. These extracurricular activities provide a balance to the academic demands and allow students to network and make connections with their peers and legal professionals.

Upon completion of their studies, graduates of the Academy of Law are awarded the title of Doctor of Law and are qualified to practice law in the Imperium. Many go on to careers as attorneys, judges, and legal scholars, while others may choose to enter politics or pursue other legal careers. The prestige and reputation of the Academy of Law make its graduates highly sought after in the legal profession.

Academy of Mathematics
The Academia Teslae, or Academy of Mathematics, is the third of the Five Academies of the Imperium. It is named after the famous Caphirian mathematician, Tesla, who is known for his contributions to the development of calculus and his work on the concept of energy.

The Academy of Mathematics is a highly prestigious institution, and admission is highly competitive. Students who are accepted into the Academy are expected to have a strong foundation in mathematics, including calculus and algebra. The curriculum at the Academy is rigorous and focuses on advanced topics in mathematics, such as abstract algebra, topology, and mathematical logic.

In addition to their coursework, students at the Academy of Mathematics have the opportunity to participate in a variety of clubs and societies, sports teams, and cultural events. Some examples of these include the Mathematics Society, which hosts guest lectures and workshops on topics in mathematics; the Academy Chess Club, which competes against other schools in chess tournaments; and the Academy Cultural Festival, which celebrates the diversity of the student body and showcases their cultural traditions and talents.

Upon completion of their studies at the Academy of Mathematics, students are awarded a Doctorate in Mathematics, also known as a Ph.D. This degree is a requirement for many careers in mathematics, including teaching, research, and consulting. Graduates of the Academy of Mathematics are highly sought after by employers, and many go on to successful careers in academia, industry, and government.

Academy of Language
The Academia Lingua, also known as the Academy of Language, is a prestigious institution for the study of linguistics and language in the Imperium. Students who attend the Academia Lingua can expect a rigorous and challenging curriculum that covers a wide range of topics in linguistics, including phonetics, phonology, syntax, semantics, sociolinguistics, and historical linguistics. In addition to traditional coursework, students at the Academy of Language also have the opportunity to participate in a variety of clubs and societies, sports teams, and cultural events.

The curriculum at the Academy of Language is designed to give students a strong foundation in the principles and theories of linguistics, as well as practical skills in the analysis and description of language. Students are expected to take a variety of core courses in linguistics, as well as elective courses in areas such as language acquisition, language and society, and language and culture. In addition to coursework, students at the Academy of Language also have the opportunity to participate in research projects and internships, which allow them to gain practical experience in the field and make connections with professionals in the industry.

In addition to their academic pursuits, students at the Academy of Language also have the opportunity to get involved in a variety of extracurricular activities. There are numerous clubs and societies that cater to a wide range of interests, including language-specific clubs for those interested in specific languages or language families. There are also sports teams and cultural events that allow students to engage with the larger community and experience different aspects of Caphirian culture.

Overall, the experience at the Academy of Language is challenging and rewarding, and provides students with the knowledge and skills they need to succeed in a variety of careers in linguistics and language-related fields. Whether students are interested in research, teaching, translation, or any other field that requires a deep understanding of language and its complexities, graduates of the Academy of Language make meaningful contributions to the field of linguistics.

Academy of Medicine
The Academia Galena, or Academy of Medicine, is the premier institution for the study of medicine in Caphiria. Located in Cetorium, the Academy is renowned for its rigorous curriculum and distinguished faculty, who are among the most respected physicians in the country. The Academy of Medicine is divided into four main divisions: the Division of Medicine, the Division of Surgery, the Division of Obstetrics and Gynecology, and the Division of Pediatrics.

The Division of Medicine focuses on the diagnosis, treatment, and prevention of adult diseases. This division includes subspecialties such as cardiology, endocrinology, and neurology. Students in this division receive extensive training in the principles of internal medicine, including physical examination and diagnostic techniques, as well as the management of common medical conditions.

The Division of Surgery focuses on the surgical treatment of diseases and injuries. This division includes subspecialties such as cardiothoracic surgery, neurosurgery, and orthopedic surgery. Students in this division receive extensive training in surgical techniques, as well as the management of surgical patients.

The Division of Obstetrics and Gynecology focuses on the care of women throughout their lives, including pregnancy, childbirth, and menopause. This division includes subspecialties such as reproductive endocrinology and infertility, as well as maternal-fetal medicine. Students in this division receive training in obstetrical and gynecological procedures, as well as the management of women's health conditions.

The Division of Pediatrics focuses on the care of children and adolescents, including the prevention, diagnosis, and treatment of childhood diseases. This division includes subspecialties such as neonatology, pediatric cardiology, and pediatric gastroenterology. Students in this division receive training in pediatric examination and diagnostic techniques, as well as the management of common pediatric conditions.

Students at the Academy of Medicine are required to complete a four-year program of study, which includes both classroom instruction and clinical rotations at affiliated hospitals and clinics. The curriculum is designed to provide a solid foundation in the scientific principles of medicine, as well as practical experience in the diagnosis and treatment of patients. In addition to their academic coursework, students at the Academy of Medicine have the opportunity to participate in a variety of extracurricular activities, including sports teams, clubs and societies, and cultural events. These activities provide an opportunity for students to connect with their peers and engage in activities outside of the classroom.

Upon completion of the program, students are awarded a Doctor of Medicine degree and are eligible to sit for the national medical licensing examination. Those who pass the exam are able to practice medicine in Caphiria and around the world.