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‘excellence in partnership’

Blenheim High School General Information 2011-2012

BLENHEIM HIGH SCHOOL

A Foundation School

Longmead Road Epsom Surrey KT19 9BH

Tel 01372 745333 Fax 01372 745345 Email [email protected]

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Admissions Policy 2012

The School will admit students from the locality to a level at which we can provide a • All distances are measured in a straight line from the address point of the quality education for all irrespective of any assessment of their ability. pupil’s house, as set by Ordnance Survey, to the main school gate. This is calculated using the Surrey Local Authority’s Geographical Information The current Published Admissions Number (PAN) is 240. Blenheim High School will System. operate an equal preference system. In the event of oversubscription places will be • If the child lives during the week at two different addresses with adults who allocated in accordance with the following criteria in the order set out below. have parental responsibility, the address where the Child Benefit payment is paid will be taken as the main address. 1. Looked After Children (children in public care) will automatically be given priority • If it is found that a place has been obtained on a fraudulent basis, the offer when places are allocated. will be withdrawn. 2. Children, who at the time of admission will have a sibling*, living at the same • Before a place is offered, the original copy of the Community Tax will be address, at the school. required as evidence of residency. 3. Children whose parents can demonstrate that admission is necessary for the medical, social or educational well-being of their child; the grounds on which the Waiting List Criteria for Year 7 application is made should be supported by written evidence from a doctor, Waiting list places will be allocated using the above criteria should vacancies psychologist, education social worker or educational welfare officer to occur. demonstrate that it is necessary for the student to attend Blenheim High School. 4. Of the remaining places, 15% will be allocated to students living in Court Ward and 15% to the West Ewell ward measured in a straight line from the main Admissions September 2011 Pedestrian Gate at the school to the centre of the child’s main residence. Applications – 748 Places Offered – 240 5. The remaining places will be divided between the following Epsom and Ewell Appeals – 11 0 wards: Town, Ewell, Ewell Court, Stoneleigh, Auriol, Cuddington, Nonsuch, Upheld – 88 0 Stamford, Woodcote, College, Ruxley and the Sutton Worcester Park area (see Total in Year Group – 240 map at school) based on a straight line from the main Pedestrian Gate at the *This includes all preferences. school to the centre of the child’s main residence. Ward maps are available from Epsom and Ewell Borough Council. In the first instance, places would be Students must attend School unless they are ill, when a letter of explanation allocated equally amongst the wards. If any ward/area had fewer applications should be sent to the school. In the case of short periods of absence, the letter than the number of places allocated, these places will be divided amongst the should be brought into School immediately upon their return and given to the remaining wards/Worcester Park area. In the event the remaining places do not Form Tutor. Casual absences cannot be tolerated as they are severely distribute evenly over all wards/Worcester Park area, then the places will be detrimental to students’ progress. Parents should telephone the school by 11am distributed singularly, starting with the ward nearest to the school and then working on the first day of absence. away from the school until all wards/area have an even distribution of places. 6. Any remaining places will be allocated on distance using a straight line from the Absense due to holidays taken during term time will not be authorised other than main Pedestrian Gate at the school to the centre of the child’s main residence. in exceptional circumstances. In the event of exceptional circumstances arising, * Sibling refers to brother or sister, half brother or sister, adopted brother or sister, parents should complete a Holiday Form (available from the school office) and step brother or sister, or child of the parent/carer’s partner where the child for return to the Headteacher in advance of the holiday. This is in line with the policy whom the school place is sought is living in the same family unit at the same agreed with all Epsom schools. address as that sibling. Where a sibling is in Year 12 at the time of application, they will be deemed as being in the school at the time of admission unless the Student Absence Information 2010/11 parent has specifically expressed they will not be continuing into the following Percentage of student sessions (half days) missed through authorised absence: 5.5% academic year. 2 Percentage of student sessions (half days) missed through unauthorised absence: 1.7% 23297 BHS Guide Book_21058 BHS Guide Book 30/08/2011 14:07 Page 3

‘excellence in partnership’

Careers Education and Guidance

Careers Education and Guidance Programme is committed to preparing young Opportunities at Key Stage 3 people for the opportunities, responsibilities and experiences of life. We aim to The Careers Programme recognises the need for young people from Year 7 to help young people make decisions and manage transitions as learners and develop career management skills so that they are better prepared to take their first workers and to enable them to have the knowledge and skills they need to make set of key decisions (Key stage 4 Options) during Year 9. Our programme is informed choices, including an understanding of the more flexible routes for 14- designed to give our students the skills they need to manage their own careers, 19 year olds. economic well-being and to be able to: • undertake a realistic self-assessment of their achievements, qualities, Policy into Practice aptitudes and abilities and present this in an appropriate format This policy has been developed through consultation and agreement with the • use goal setting, review, reflection and action planning to support progress teaching and support staff, governors and other external agencies. and achievement, and to set short and medium term goals • identify and use a variety of sources of careers information, including ICT • use information handling and research skills to locate, select, analyse, Implementation of CEG Policy integrate, present and evaluate careers information relevant to their needs The responsibility for the management of Careers Education and Guidance lies • demonstrate knowledge and understanding of the options open to them with the Careers Education Adviser but all staff have a responsibility to make including opportunities provided through vocational options appropriate contributions through their roles as tutors and as subject specialists to • identify, access and use the help and advice they need from a variety of sources including: parents or carers, teachers, Careers Advisers and other fulfil the aims of the whole school policy. learning providers • make realistic and informed choices of options available post-14 Partnership Arrangements • consider alternatives and make changes in response to their successes and Close links have also been established with the local business community and failures parents/carers and will form an integral part of the Careers Education and Guidance Programme. Opportunities at Key Stage 4 and Key Stage 5 Will help students to acquire the knowledge, qualities, understanding and skills Curriculum Provision to: • use self-assessments and career related questionnaires to help identify and The overall Careers Programme has two components which are interrelated and set short and medium term goals, and career learning targets support each other. The careers education component helps young people • use guided self-exploration to recognise and respond appropriately to the develop the knowledge and skills they need to make successful choices, manage main influences on their attitudes, values and behaviour in relation to learning transitions in learning and move into work. The impartial Information, Advice and and work Guidance (IAG) component enables young people to use the knowledge and skills • identify, select and use a wide range of careers information and distinguish they develop to make the decisions about learning and work that are right for them. between objectivity and bias The structure of the lessons is based on three broad aims: (a) self-development (b) • understand the qualifications available post-16 and the similarities and career exploration and (c) career management as identified in ‘Careers Education differences between sixth form, FE and work-based learning and Guidance in England a National Framework 11-19 2003’. • understand the progression routes open to them and compare critically these options and explain and justify the range of opportunities they are considering

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• compare different options and select suitable ones using their own criteria and the outcomes of information, advice and guidance • understand and follow application procedures recognising the need for and producing speculative and targeted CVs, personal statements and application letters for a range of different scenarios • understand the purpose of interviews and select and present personal information to make targeted applications • understand what employers look for in relation to behaviour at work, appreciate their rights and responsibilities in learning and work, and know where to get help • present themselves well at selection interviews and demonstrate enterprise, negotiation, networking and self-marking skills to an appropriate level Opportunities at Key Stage 5 Will help students to have acquired the knowledge, understanding and skills to make informed post -16 choices: • undertake and use a range of assessments to confirm medium and longer term goals and update career and learning targets • Take action to develop further the knowledge and skills they need to progress, and identify and take advantage of opportunities for adding to their experiences and achievements • make critical use of a range of information sources to explain how careers are changing, justify and evaluate the range of opportunities they are considering including, HE, training, employment or starting their own business • take charge of their own career planning and management, evaluate previous transitions and use the outcomes when considering the future • Follow applications procedures correctly and use a range of self-presentation techniques that are fit for purpose • Present themselves well at selection interviews and demonstrate enterprise, negotiation, networking and self-marketing skills to an appropriate level

The CEG provision reflects whole school policies such as contributing to strategies for raising achievement, by increasing motivation; supporting inclusion, challenging stereotyping and promoting equality of opportunity; encouraging participation in continued learning, including higher education; developing enterprise and employability skills and contributing to the economic prosperity of individuals and communities.

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‘excellence in partnership’

Safeguarding and Child Protection

At Blenheim High School, the governors and staff adhere to the principles of • keep to the left on the stairs and follow the one way system between lessons, Surrey Safeguarding and Child Protection. We have a legal duty to work with • ensure you arrive at lessons on time, ready to work and with the right other agencies in protecting children from harm and responding to abuse with equipment, appropriate care and guidance. The prime concern of all at every stage must be • lessons will begin and end in a courteous and formal manner, the interest and safety of the child and on any occasion that a member of staff • staff should be addressed as ‘Sir’ or ‘Miss’ or by their full name. has reason to suspect that a student is at risk, the Child Protection Liaison Officer must be informed. He/She will then follow the county guidelines in dealing with Consideration every case in order to protect the child. Consider other people’s feelings - do not make hurtful remarks. Consider how important it is to learn and the value of what you are learning. Code of Conduct Policy Punctuality is very important and this includes your homework being presented at the right time. Think about how you look - wear Blenheim High School uniform with pride. CARE, COURTESY & CONSIDERATION Remember you are an ambassador for the school so on journeys to and from the school behave sensibly. Care THINK ABOUT OTHERS, THEIR FEELINGS AND THEIR SAFETY School is a place of work and as such we should all ensure we do our best at all times. For safety and security reasons, the following Items should not be brought to school: Students should not be prevented from learning by the behaviour of others. • Walkmans. • Large sums of money. We should care for one another and therefore if we see someone is unhappy we • Credit cards. should either go to their assistance or report the matter to a member of staff. • Hand held games of any sort. Everyone should be treated with respect - students, staff, visitors to the school and • Cigarettes, Lighters or matches. members of the outside community. • Any item that may be considered a weapon. We need to look after our environment and therefore: • Illegal substances of any kind. • our environment should be litter free, • Alcohol in any form. • our text books and equipment should be looked after, and • Chewing Gum. • our lockers should be kept free from decoration and detritus. • Skateboards. • Rollerblades. Courtesy • Laser pens Be polite to each other. This means: ONLY BRING TO SCHOOL THOSE ITEMS REQUIRED FOR LESSONS. • you should not shout at each other, • bags should not be carried around school but kept in lockers during the school day. However, on entry and departure they should not be carried over shoulders in order to avoid injuring younger students. • walk sensibly around the school (do not run inside the buildings),

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Concerns and Complaints Procedures Contacting the School

The Governors and staff at Blenheim High School aim to work in partnership with We aim to promote an open and honest relationship with parents and a positive parents in such a way that any concerns or problems (curriculum or otherwise) partnership which will help us to work effectively for the successful development are discussed early and any necessary action taken to ensure matters are of all our students. If for any reason you feel you want to contact us, you are resolved quickly and for the benefit of the student. If the initial complaint is more encouraged to arrange a time to talk with the appropriate member of staff so that formal or if parents feel that a problem has not been resolved in school, the matters can be discussed. school will adopt the County’s ‘Responding to Parents’ Concerns’ procedure. Blenheim High School The full procedure consists of four main stages: Longmead Road Tel: 01372 745333 Epsom Fax: 01372 745345 1. Informal discussion with teachers. 2. A formal written complaint to the Headteacher. Surrey, KT19 9BH E-mail: [email protected] 3. Referral of the complaint by the Head to the Governing Body or a written www.blenheim.surrey.sch.uk complaint to the Governing Body. 4. Referral of the complaint direct to the LA.

The Headteacher will consider urgent complaints quickly and in any event, will inform the complainant within ten school days of:

a) the decision reached and the reason for that decision; b) any action taken or proposed; c) if the complainant is dissatisfied the Head must refer the matter to the Governing Body.

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‘excellence in partnership’

Collective Worship Assembly Governors

Assemblies are held regularly and take a variety of forms. Every student attends Rev. Doug Croucher (Chairman) Community Governor a formal assembly as well as a House Assembly. These assemblies promote Mrs. Sandra Balkwill Parent Governor morality and consideration for others with music, readings and the participation of Mrs. Lindsey Benton Staff Governor visiting speakers and members of the School’s staff. Whilst the majority of our Mrs. Margaret Biscoe Partnership Governor assemblies are of a broadly Christian nature, we do include an exploration of Mr. Shane Gallagher Parent Governor other religions and cultures and celebrate diversity. It is intended that all our Mrs. Claire Hadcocks Associate Member students will attend Assemblies though parents, if they so wish, may choose to Mr. Ben Jolly Staff Governor have their children excluded for religious reasons; if so they should write in the Mr. Roger Kitley Partnership Governor first instance to the Headteacher. Ms. Teresa Leech Staff Governor Mr. Melvin Lloyd-Jones Community Governor Mrs. Sallie Lunn Parent Governor Documents Mr. David McKie Parent Governor Mr. Bryan Roberts Partnership Governor A copy of all School Policy documents and an Accessibility Plan are housed in Mr. Simon White Parent Governor the School Office and available upon request. A small fee may be levied for Miss Barbara Wood Authority Governor photocopying costs. Mrs. Elizabeth Henderson Clerk to the Governors Equal Opportunities

The Governors and Staff of Blenheim High School have produced a statement which aims to ensure that no job applicants, students, employee or group of employees receives less than favourable treatment on the grounds of sex, religion, marital status, disability, age, race, colour, nationality, ethnic or national origins or is disadvantaged by conditions or requirements which cannot be shown to be justifiable. Blenheim High School will therefore apply employment and curriculum policies which are fair and consistent to all.

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Homework Home & School Partnership Agreement

At Blenheim High School, we feel that study carried out at home, or out of the Once you and your child have accepted a place at Blenheim High School, you classroom is important for: (as a family) will be invited to sign a Home and School Partnership Agreement • Good organisation and self discipline which outlines what the School’s role and responsibility in your child's education • Providing an opportunity to research and gather information is to be, what parental roles and responsibilities are as well as those of the • Extending and reinforcing work learned in class student. To date all our parents have welcomed this initiative. • Acquiring additional knowledge • Allowing parents/carers to become involved Progress Reviews, Reports & Parents’ At Key Stage Three (Years 7, 8 and 9), conventional homework tasks are supplemented with voluntary extended learning activities (ELAs). ELAs are Consultation Evenings designed to fulfil all the aims of homework outlined above as well as encouraging students to develop the skills, confidence and motivation needed to study At Blenheim we believe that excellent education is the product of a partnership effectively on their own. They are also designed to help students manage their between the school and the home. Whilst we would welcome contact from time, particularly in meeting deadlines. ELAs are published at least half a term in parents at any point in the year, there is a formal opportunity for parents to advance on the school website and on the school’s virtual learning environment, discuss the progress of their child at parents’ evening. These evenings are Moodle. ELAs may require only a few minutes to complete, or several hours over positioned at a point in the year where we feel parental input is especially many weeks. important for students in that year group. Parents are also encouraged to contact the relevant Tutor or Head of Year if they wish to discuss any other issues At Key Stages Four and Five (Years 10 – 13), homework is an essential part of relating to the experience of their child at school. study, being every bit as important as study in the classroom. Tasks set will supplement learning in the classroom, and help ensure students achieve the Student reports are generated half termly and contain information about the highest possible grades in external examinations. student’s progress together with target grades and grades for effort, behaviour, organisation and extended learning. Full reports are produced at the end of each Parents/carers are encouraged to help students plan their time with all homework term for most year groups and contain additional information on current tasks. Good time management skills developed early on will pay dividends with attainment. the heavy demands that coursework places on students at Key Stages 4 and 5. A list of all of the relevant dates is included in ‘Finger Tip Facts’ and can be found Students can expect the equivalent of approximately one hour’s homework a on the school web site. night in Year 7, one hour thirty minutes in Years 8 & 9 and around two hours in Years 10 & 11. We expect students to see ELAs and homework as an important part of the learning process and therefore have high expectations in terms of the standards of work produced. Staff will mark homework tasks regularly, giving feedback, and expecting students to act on the feedback to enhance the learning process.

Students in Years 7 – 11 will be issued with a homework timetable at the start of the Autumn term indicating which subjects will be set on which nights. Students are expected to record details of each task, and the deadline in their student 8 planner. Homework timetables will also be published on the school website. 23297 BHS Guide Book_21058 BHS Guide Book 30/08/2011 14:07 Page 9

‘excellence in partnership’

Religious Studies Policy School Fund

At Blenheim High School, we believe Religious Studies should: All parents are invited to contribute to this fund which is used to promote and • Meet the legal requirements relating to the teaching of Religious Studies extend the range of extra curricular activities and to provide amenities not • Provide lessons which are broadly Christian in nature available through public funds. A donation of £20 per year per family is invited. • Open students’ awareness to the aspects of human experience which people with or without faith feel are significant • Give students the opportunity to share and discuss openly their ideas and to develop their own interpretation and meaning of life • Offer students the opportunity to look at the beliefs of other major World Religions • Allow all students the opportunity to follow a certificated examination course leading to a GCSE in Religious Studies.

• Blenheim High School and The Education Reform Act 1988 identifies the special status of Religious Studies as part of the basic curriculum. Religious Studies at Blenheim has equal standing with other core and foundation subjects. Blenheim has adopted the Surrey Agreed Syllabus which means the lessons will be broadly Christian in nature and also taking into account the beliefs of the other major World Religions represented in Great Britain.

The emphasis of the syllabus is to enable students to: • Appreciate the distinctive nature of religion • Recognise the contribution of religious and spiritual insights and its value to the individual’s search for the meaning of life • Develop a knowledge and understanding of the major World Religions, (including Christianity) within Great Britain • Develop an interest and enthusiasm for the study of religion and to enhance their own spiritual, moral, social and cultural education • Develop the ability to make reasoned and informed responses to religious and moral issues • Recognise the influence of beliefs, values and tradition on cultural and community life

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School Uniform and Equipment

Boys’ Uniform Our uniform is available at reasonable prices from our nominated suppliers Lester Bowden, The Old Spread Eagle, High Street, Epsom, KT19 8DN • Burgundy School Blazer with school badge. Tel. 01372 742411: and National Schoolwear Centre 55-57 Tadworth Broadway, • School Tie – tied closely to the secured collar button of the shirt. Logo must be Surbiton KT6 7DW clearly visible. • Black Regulation School trousers. No baggy, corduroy or black denim trousers. Black belt if required. Additional Information • Socks – black only . Make-up, jewellery, nail varnish or acrylic nails should not be worn for school. • Grey V Necked pullover - crew neck, polo necks and sweatshirts are unsuitable. (optional) Small plain stud earrings (one in each earlobe) and a watch (with a deactivated • Coat/Jacket – navy, grey or black, plain jackets free from lettering or insignias. Denim, leather, leather look and suede jackets are not allowed. No hooded tops. alarm) may be worn. No other body piercing is allowed, i.e. nose or tongue • Plain black shoes – trainers, suede boots, canvas shoes, high boots, (including Dr. studs. All earrings should be removed for P.E. School bags should be plain navy Martens) are not allowed. or black small rucksacks or ‘record’ bags to ensure that they fit into lockers. • Summer shirt (optional) Large sports bags are not permitted. Hair should not be outlandish in style or Girls’ Uniform coloured and heads should not be shaved. As a guide, a Number Three cut is the shortest permitted. Long hair should be tied back for safety reasons. • Burgundy School Blazer with school badge. Chewing gum is not allowed in school. • School Tie – tied closely to the secured collar button of the shirt. Logo must be clearly visible • Set school skirt from Lester Bowden – length below the knee. Equipment (Skirts should last at least two years.) Books, stationery and most other materials are supplied by the school free of • Set school trousers from Lester Bowden. Pockets piped with burgundy. charge, but it is desirable that all students should possess the following as part of • Grey V Necked pullover – crew neck, polo necks and sweatshirts are unsuitable. (optional) • Socks. their own property: ­ Only black ankle socks to be worn with trousers. Pens - fountain (not too expensive) or handwriting (Berol) and a biro ­ White ankle socks can be worn in summer with skirt. Pencils • Plain tights – black opaque tights for the winter. Skin tone tights may be worn for Coloured Pencils the summer Pencil sharpener • Coat/Jacket – navy, grey or black, plain jackets free from lettering or insignias. Denim, leather, leather look and suede jackets are not allowed. No hooded tops. Pritt Stick • Plain black shoes – trainers, suede boots, canvas shoes, backless, high boots, Round ended small scissors (including Dr. Martens) are not allowed. Heels should not be more than 4cms high . Basic geometrical instruments including ruler 30cms, protractor, set squares 45 • Summer blouse (optional) and 60 degrees, pair of compasses. • Make-up and Nail varnish or acrylic nails are not permitted A Scientific Fraction Calculator (as specified by the Maths Department) PE Kit - Boys and Girls ( All PE Kit must be clearly marked) Modern Languages Dictionary (as specified by the Modern Languages Department) Oxford Pocket School Dictionary Girls’ Sports Uniform Boys’ Sports Uniform White polo shirt with school logo White polo shirt with school logo Black pleated games skirt with school logo Games/Rugby shirt with logo (for colder weather Large sums of money should not be brought into school and, in the event of this Black tracksuit bottoms with school logo (optional) and outdoor games) proving necessary it should be handed into the School Office to be held in the Black plain cycling shorts or plain black shorts (no Sweatshirt, Burgundy with logo (optional). logo) Plain black Rugby shorts or Football shorts school safe until the end of the day. The mobile phone must be turned off and kept Grey marl Blenheim sweatshirt, for outdoor games Plain white Sports Socks optional) Burgundy Games socks locked in the student’s locker during the day. Any phone found on a student during Plain white sports socks Black tracksuit bottoms with school logo (optional) the school day will be confiscated and should be collected by a parent of the Burgundy Games socks Plain white non-marking trainers Plain white non-marking Trainers Gum shield (strongly recommended) student. Burgundy PE sports holdall or drawstring bag Burgundy PE sports holdall or drawstring bag Shin Pads (Optional) Shin Pads (optional) ALL ITEMS SHOULD BE LABELLED 10 23297 BHS Guide Book_21058 BHS Guide Book 30/08/2011 14:07 Page 11

‘excellence in partnership’

Sex and Relationship Education Policy

The Governors and staff of Blenheim High School believe that young people: • consider moral, family and religious values and gender roles and • are entitled to responsible and relevant sex education as a key element of stereotyping; personal and social education; • to have an opportunity to examine their own and others’ attitudes to sexual • should recognise and appreciate the value of stable and caring relationships, activity and related issues; including the responsibilities of parenthood; • have an awareness of the pressures on young people’s behaviour and to • learn both the need for, and the ability to exercise, responsibility in the use of help improve assertiveness and the confidence to cope with such pressure; their own sexuality. • develop further personal skills and qualities i.e. listening, questioning, communicating, standpoint taking, valuing the opinions of others, empathy SUPPORTING NOTES etc.; • discriminate between half-truths, misinformation gained from peers and the Definition: media and accurate correct information.; Sex and relationship is: • understand the responsibilities of relationships and parenthood. • Learning about physical, moral and emotional development • Teaching about sex, sexuality and sexual health and Content and Organisation • Understanding mutual respect, love and care and the importance of marriage • The biological aspects of sex education, including the physical and emotional for family life and stable and loving relationships. (Croner Legal Guide 2001) changes during puberty, are taught as part of the Science Curriculum in years 7 and 9. Aims: • Social, ethical and moral issues are delivered through Religious Studies in all • To promote understanding of sexual attitudes and behaviour. years and as part of a programme of Personal, Social and Health Education • To promote the development of informed, reasoned and responsible and Citizenship in Years 8-11. decisions. • Other curriculum areas, such as Drama, English and the Humanities, also • To help develop self-esteem and self-confidence in young people as the provide opportunities to discuss aspects of personal, social and ethical foundation for responsible and caring relationships. development where appropriate to the subject. • To ensure knowledge of the relevant laws. • To help young people be positive and confident about the physical, emotional Key Stage 3 - Students will be taught to: and moral aspects of achieving sexual maturity. • recognise the importance of personal choice in managing relationships so • To give young people the knowledge and information to enable them to they do not represent risks to health or personal safety; assess risks and make informed decisions about their behaviour and security. • understand that there are sexually transmitted diseases including HIV; • To work in line with the Learning and Skills Act 2000 on the nature of marriage • discuss moral values and explore those held by different cultures and and its importance for family life and the bringing up of children. groups; • understand the concept of stereotyping and identify its various forms; Objectives • be aware of the range of sexual attitudes and behaviours in contemporary For students to: society; • acquire knowledge and understanding about male and female puberty, • understand that people have the right not to be sexually active; that menstruation, the physiology of sex, contraception, HIV, Acquired Immune parenthood is a matter of choice; know broadly the biological and social Deficiency Syndrome (AIDS) and Sexually Transmitted Diseases (STDs); factors, which influence sexual behaviour, and their consequences. • develop an understanding of the variety of personal relationships from friendship to intimacy; 11 23297 BHS Guide Book_21058 BHS Guide Book 30/08/2011 14:07 Page 12

Key Stage 4 - Students will be taught to: The following procedures will apply: • Disclosure or suspicion of possible abuse will invoke Child Protection • understand aspects of the law on sexual behaviour; Procedures. • consider various methods of family planning in terms of personal preference • Disclosure of pregnancy or a request for confidential advice on and social implications; contraception should result in students who are in difficulty knowing they • be able to consider sensitive issues such as conception, abortion, HIV/Aids can talk to an adult in school and that they will be supported. and technological developments, which involve consideration of attitudes, Information and guidance can be made available from a health values, beliefs and morality; professional such as the School Nurse. This should be the approach if • be aware of the need for preventive health care; the student does not wish their parents to be informed and the person • be aware of organisations that offer support in relationships; responsible for Child Protection should be consulted about whether to • understand the changing nature of sexuality over time and its impact on inform the parents. lifestyles; • be aware of partnerships, marriage, divorce and the impact of loss, 2. Family Life separation and bereavement; The value of family life will be recognised through consideration of the quality • be able to discuss issues such as sexual harassment and its effects on of relationship between the family members, with an emphasis on stability, individuals. respect, care, love and support. The variety of types of family life will also be recognised in consideration of marriage, of single parent families, In taking these approaches, the Sex and Relationships Education Policy will stepfamilies and other expressions of family life. reinforce the objectives of the Learning and Teaching Policy. This includes building on present knowledge, promoting active and collaborative learning, 3. Parental Partnership offering a range of teaching styles and challenging students towards higher The School recognises the importance of parental guidance in the expectations. development of their child to adulthood. Under the terms of the Education Act 1996, parents have the right to withdraw their child(ren) from all or part of Resources Sex and Relationships Education provided by the school, with the exception A wide range of teaching resources is available for use by staff, and inspection of the biological aspects taught in the Science Curriculum. Addressing moral by parents. This includes written materials, videos and lesson outlines. They and ethical issues in National Curriculum subjects is not considered part of may be viewed by prior arrangement with the school. the Sex and Relationships Education Programme, provided the discussion is in the context of the subject material. It therefore does not form part of the Specific Issues parental right to withdraw their child from the lesson.

1. Confidentiality and advice (in line with the Working Together to Safeguard We would hope parents would support the school in this area. Those Children circular DfES 10/95) parents, however, who wish to exercise this right should contact the school to discuss the issues. Students will be made aware that some information cannot be held as a confidence, and that disclosure may result in a further course of action. At the same time, students will be assured of sensitive and appropriate support, and encouraged, where appropriate, to talk with their parents.

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‘excellence in partnership’

Business Studies

Monitoring and Review Travel and Tourism BTEC Level 1 Certificate Sex and Relationships Education will be monitored by the Pastoral Group and This is a new BTEC vocational qualification at Foundation Tier. The Edexcel Level reviewed, together with the Headteacher, in consultation with Governors ; through 1 BTEC Certificate in Travel and Tourism has been developed to give learners the line management structure and in conjunction with the Link Governor for Child opportunity to: Protection. • engage in learning which is relevant to them and will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential Dissemination of the Policy for successful performance in working life The policy is available on request to Governors, parents, the LA and OFSTED • achieve a nationally recognised Entry or Level 1 vocationally related through the Headteacher and the Pastoral Group. qualification • progress to employment in a particular vocational sector Consultation • progress to related general and/or vocational qualifications. The consultation process for this policy included the school Governors, staff and parents. The course is a level 1 qualification and therefore equivalent to one GCSE grade D and is assessed through credits gained for each unit of work completed and 13 credits are required to pass the course. There are no examinations in the Art and Design course and work is assessed through coursework.

Art and Design encourages observation, imagination and expression, abilities that The course is designed to enable students to develop a range of skills and all young people possess. Central to the curriculum are knowledge, skills and techniques such as customer service skills, understanding of the way industries understanding; these develop the student’s sensory awareness. work, personal qualities needed to be successful in working life and attitudes essential for that success. At Key Stage Three the course promotes visual expression through the use of elements such as line, tone, colour and texture. Students carefully plan and It provides a stepping stone into employment within the travel and develop their ideas, producing work in both two and three dimensions and in a tourism industries as well as providing for many of the skills required in any other variety of media. They are also encouraged to make informed judgements about area of employment. their work and the work of other artists, designers and craftspeople. BTEC Level 1 Certificate in Business Administration Art and Design is offered as an optional GCSE in Key Stage Four. There are also AS and A2 courses in Fine Art post 16. This new BTEC vocational qualification introduces learners to basic business administration principles, including how to behave in an office environment and how to use office equipment. Through the study of specialist business and administration topics, learners are encouraged to develop their employability skills including independent skills, time management, communication skills, research skills and teamwork skills. The course is a level 1 qualification and therefore equivalent to one GCSE at grade D. There are no examinations in the course and all work is assessed through coursework.

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Drama

BTEC Level 2 Certificate in Business Drama is taught as a discrete subject by three specialist teachers as part of the Key Stage 3 Curriculum. All students will be actively encouraged to take part in This exciting course is a more practical approach to Business Studies than the performances of a scripted, non-scripted and improvised variety, including mime. traditional course and takes an in-depth look at some of the key issues related to We explore subjects such as Commedia Dell Arte, Shakespeare, running a business as well as preparing to work in a business. Students will Characterisation, Status and the effects of War on society. investigate the purpose and ownership of business, business aims and objectives, functional areas of business and job roles/functions. The aim of the Drama is a popular choice as GCSE and is a largely practical course. During the course is to enable students to acquire knowledge, understanding and skills in a course students study a variety of texts and plays in their two assessment units. business context, and provide opportunities for learners to develop a range of They explore the social, cultural, historical and political context of drama. The two business skills, personal qualities and attitudes essential for successful units are assessed by the lead teacher examiner during curriculum time in line performance in working life and focusing on further education. The course is a with the guidelines for controlled assessment. At the end of the course students level 2 qualification and therefore equivalent to one GCSE at grades A*-C. All devise their own plays for a performance examination which is examined by an work is assessed through assignment tasks in units - there are no external Edexcel external examiner. exams. Post 16 students can opt to take AS and A2 Drama and Theatre studies. Like the GCSE Business Studies GCSE, the A level is a largely practical course where the students perform As well as learning how to make a sound business decision, students will learn regularly to live audiences. about the business environment and understand the reasons why some organisations are successful and why others are not. We are fortunate to have a new purpose built drama studio fully equipped with theatrical lighting. GCSE and A Level students will use this for rehearsals and The course uses ICT facilities and equips students with research, presentation, performances as part of their GCSE and A Level drama courses. leadership and team-working skills essential in the business environment. Out of school hours students perform for Primary Schools; enter county drama The course content comprises of: Starting a Business, Marketing, Finance, competitions and perform in the Year 10 Drama Festival in the spring term. In the People, and Operations Management. summer term the drama and music departments collaborate to put on a full scale musical production, involving students from all year groups. There are also visits Visiting speakers and visits to business organisations are part of the to the theatre and performances in School from touring companies throughout programme of enhancing students learning. the year, which link with topics studied in other curriculum areas.

The course is mostly assessed via an examination (75%) but students will also be required to complete a controlled assessment which will be worth twenty five percent of the total marks.

A GCSE in business studies offers students access to further study of Business Studies and/or Economics at 6th form.

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‘excellence in partnership’

English Geography

The Department aim to encourage achievement in, and an enjoyment of English The aim of the Geography Department during Key Stage 3 is to help all students by every student in the school. It is a subject which develops each student's to understand the world in which they live. Through the study of the physical ability to communicate effectively in speech and writing and to listen with processes that have shaped the surface of the Earth and the way in which understanding and consideration for others. We aim to enable every student in humans have altered the landscape, it is intended that students will gain a better the school to become an enthusiastic, responsive and knowledgeable reader. understanding of how past actions have helped shape the world as it is today and can give clues as to its future. Throughout the Key Stage students will study During Key Stage 3 there are six units of work per year, all of which develop skills a variety of aspects of both human and physical geography with the work in speaking and listening, reading and writing. These include a variety of shared focusing on the British Isles in Year 7 and with more emphasis placed on global reading activities including novels, play scripts, short stories and poetry. Every geography at a world scale in Years 8 & 9. Students will also develop many student undertakes a private reading programme covering as wide a range of geographical skills, in particular relating to the use of Ordnance Survey maps, the genre (poetry, prose and drama) as possible. They are introduced to atlas and fieldwork techniques. Students will have access to the school's Shakespeare's Theatre in Year 7 and carry out investigations into modern extensive ICT facilities to help them research and present their work and they will journalism. The study of literature in Year 8 consists of work written pre-20th also be given the opportunity to take part in local fieldwork studies. Century including an introduction to Chaucer and the Canterbury Tales and the dramatisation of the Rime of the Ancient Mariner. The work of Year 9 students Geography is a very popular subject at KS4. Students can opt to continue their focuses on a Shakespeare play (The Tempest or Much Ado About Nothing). studies by following the OCR syllabus B which has a focus on environmental Students’ narrative writing skills are also developed further. issues and geographical management underpinned by the study of places and themes. After a brief skills based introduction, in depth case studies will be used Throughout the three years of Key Stage 3 students build up a folder of work to support the study of the five main themes: Rivers and Coasts, Population and demonstrating their skills in both reading and writing, matched against the Settlement, Natural Hazards and economic development. The course is weighted Assessment Focuses. This contains evidence of students' achievements in all so that the terminal exam makes up 50% of the final grade. Candidates also aspects of the subject and includes opportunities for self-assessment in addition complete two pieces of internal assessment (worth 25%) and a Sustainable to teacher assessment. At GCSE, English Language and English Literature (with Decision Making Exercise exam in the Spring Term of Year 11 (worth 25%). both controlled assessment and examination elements) are studied by all students. Advanced Level English Literature, English Language and Literature, as Many students opt to continue their geography studies at Post 16 where the well as Film Studies are offered in the Sixth Form. subject is offered at AS and A level, following the OCR Syllabus.

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Information and History Communication Technology

History at Key Stage 3 offers opportunities for students to develop an Information and Communication Technology is a subject that is essential in the understanding of the different periods, societies and individuals that have shaped modern workplace: employers have come to expect competency in ICT systems the world in which we live. Students will study developments in British history from from their employees. Our students today expect a great deal more from 1066 to the present day and they will place these developments within the technology. They take multimedia for granted and expect to use the latest context of the wider world. To raise their awareness of the international nature of equipment in the classroom. Our students have access to superb facilities and history, students also investigate the Civil Rights movement in America and in when they leave our school they will be able to meet the expectations of business South Africa. and industry. High specification personal computers enable every student to work at their own machine for the ICT timetabled at Key Stage Three and Four during Students are encouraged to make use of a wide variety of historical sources of the week. At Blenheim High School there is a strong focus on investing in ICT to evidence and evaluate their usefulness in the acquisition of historical knowledge keep abreast of technological developments and to maintain the advantage that and understanding. Pupils will identify examples of change and progression over is so evident at present. We feel that the use of ICT is a most important aspect in time as well as building on their sense of chronology. preparing young people for adult life and work into the foreseeable future.

The use of CD-ROMs, Interactive Whiteboard, the Internet and Information and The primary purpose of the subject is to support and enhance students' learning Communications Technology provides pupils with opportunities to research, as well as encouraging them to look at different ways of working. Our multimedia investigate, analyse and present historical information ensuring that History keeps machines allow students not only to word process, create databases and one foot in the twenty first century. spreadsheets, but also to send and receive emails, manipulate pictures, make animated videos, program traffic lights, create professional websites; just to History is a popular option choice at Key Stage 4. Students follow a Modern name a few examples. Pupils will also have the opportunity to use Moodle, a World History course, which concentrates on some of the major historical events, powerful learning platform, to share ideas, take tests and submit work from figures and periods of the Twentieth Century. They study units of work on Russia home. They currently use the school’s intranet to find help on using different 1924-39, the USA 1918-1941,World Wars One and Two and International types of software. Relations 1919-1955 and continue to develop the historical skills they acquired through their studies at Key Stage 3. ICT capability is not just about the acquisition of ICT skills but it is also concerned with developing an awareness in our students of the techniques, equipment and Many students continue to study History at Post 16 level. The course allows them resources available that may help them decide the best solution to a problem. to study some of the major developments of 19th Century history and individuals When searching for information, our network holds a variety of first class CD- such as Napoleon, Sir Robert Peel and Bismarck, and leaves students well ROMs along with a high speed broadband internet connection. placed to go on and study history further at university if they wish. Our ICT facility is open every morning and at break times and many of our youngsters take advantage of the facility we offer. We have a very strong crosscurricular culture in the school which means that the ICT rooms are in constant use by not only the ICT department but by every other department. At Key Stage 4 all students have the opportunity to complete an AiDA (Award in Digital Applications) award and some will have an opportunity to complete a CiDA (Certificate in Digital Applications) award: the equivalent to two GCSEs. A GCE in ICT is offered in Key Stage Five.

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‘excellence in partnership’

Learning Resources Centre

The Learning Resources Centre, (LRC) houses the school’s Library and Information an online reading scheme (*) Star Reader (Accelerated Learning Reader Programme). Centre. We believe the LRC is at the heart of the school and therefore, it has a high Incoming students take a short online reading comprehension test and receive a profile at Blenheim High School. In common with libraries everywhere the need to suggested range of books to read, based upon their individual test scores and targets change and evolve is crucial in order to keep up with new information technology and for the school year are set. When students have read a book they take an online quiz the changing expectations of its users, whilst at the same time continuing to to check their comprehension, gaining stamps and rewards. We also run an incentive encourage both emergent and competent readers to read for pleasure. In the summer prize draw scheme, which together with a wide collection of reading material for all of 2008, the LRC was completely refurbished. Students were asked via the Student reading abilities, encourages even the most reluctant of readers to join in. Retesting at Council for their input and a large number of their ideas were incorporated into the new the end of the school year and monitoring students’ quiz scores enables us to track layout. Positive feedback from the students has shown that they generally find it a reading progress and target appropriate reading material. vibrant, friendly and welcoming learning space and increasing numbers of staff and 6th formers use the space for quiet study and to further their learning. Classes from all The LRC Manager delivers a Library Induction Programme to students at the start of year groups and across the curriculum subjects visit the LRC to do research, access Year 7, and thereafter works with teaching staff and delivers assemblies to reinforce books and develop their studies. In addition, all year 7 and 8 English classes visit once information skills as students progress through the school. Students are encouraged per fortnight for private reading as part of the Star Reading Scheme (*). to apply for training to become volunteer Library Assistants, who help both the LRC staff and fellow students with a range of tasks. The LRC holds a wide range of books and other resources such as CDs, CD Roms and DVDs. We have in excess of 11,500 items worth approx. £75,000. Working closely The LRC is staffed by a Librarian Manager and a Library Assistant. The school’s with school departments ensures that resources are kept up to date and approx 750 Homework Club is held after school in the LRC and is supervised by the Librarian. books are added annually. We subscribe to an online encyclopaedia, the World Book Online, which students can access from home or from any computer around the Blenheim is committed to the provision of an excellent Learning Resources Centre for school. The LRC refurbishment also included the installation of a new state-of-the-art all students and staff. library management system, which enables students to search online for books and many other types of learning resources including curriculum relevant websites and other multi-media resources such as DVD’s and videos.

A mobile Interactive Whiteboard is based in the LRC, which can be used to deliver lessons and the refurbishment saw a plasma wall-mounted screen added, which shows subtitles for BBC News 24 during the day and can also be used by classes to view DVD’s and other resources. The LRC has 18 computers linked to the school network and the internet available for student use. We have printing and photocopying facilities (black & white and colour), a scanner linked to the computers and we sell small items of stationery for students to purchase.

We have a large collection of Non-Fiction books (approx. 6,200) for students to borrow to support their studies with further collections of textbooks for homework and revision. We are very aware of the benefit of wider reading to student learning and to support reading for pleasure whilst improving reading comprehension skills, we subscribe to

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Mathematics Modern Foreign Languages

Mathematics at Blenheim High School is taught during Key Stages 3 & 4 and is a With Britain’s increased links with Europe, it is essential that Blenheim students are popular option at Key Stage 5. Throughout Key Stages 3 & 4 we help our prepared for work in an international environment alongside having an appreciation students to develop their mathematical skills across a wide range of topics and for, and understanding of, other European countries and cultures. the new curriculum seeks to include practical real life tasks in our lessons as well as more theoretical scenarios, and increasingly cross curricular problems. We In Key Stage 3, the vast majority of students will have the opportunity to study two encourage our students to take some responsibility for planning and executing languages. In year 7 they will study French or German and in year 8 they begin the their work. second language. Students are set in both languages in year 8 to ensure they make the best progress. In Key stage 3 students will study all the topics necessary Calculator skills are taught and students are given opportunities to use to enable them to travel abroad and communicate with others. They will have Information and Communication Technology both to enhance their learning and opportunities to use their language on school trips throughout their time at to develop a wider range of methods to solve problems. Students are set in all Blenheim. In year 7, for example, those studying French can go to Paris and those years from early in year 7. This allows students to work at the most appropriate studying German can go to Aachen to visit the Christmas markets. pace whilst ensuring that work can be set at a level that suitably challenges all students. At Key Stage 4 students follow a linear GCSE course. The uptake of modern foreign languages at KS4 is very good at Blenheim as we encourage students to take a language at GCSE. With the government introduction Mathematics is a subject that many choose to study further. At Key Stage 5 we of the new English Baccalaureate, students are increasingly understanding the offer AS and A2 courses in Mathematics, as well as Further Mathematics. importance and advantage of speaking a modern foreign language and are opting Blenheim High School staff seek to inspire and motivate their students and, as a to further their language studies. In addition to French and German Spanish is also result, the subject is presented in a wide variety of ways using technology such offered as an ab initio language in year 10 to those students who have an aptitude as computers and interactive whiteboards as well as more ‘traditional’ for languages. approaches. We are continually looking for opportunities to extend our more able students across all key stages, and arrange various activities including entry to All three languages are also offered at AS/A2. Housed in a new block, the UK Maths Challenge competitions. department has the latest in technology, boasting interactive whiteboards in all classrooms and a computer pod for use by the students.

The department makes full use of communicative techniques and uses authentic materials as much as possible. In order to ensure that your child makes the most of his/her language learning, we recommend that you purchase a bilingual dictionary, which is available from school, to be used for homework. We also provide the opportunity for students to take a GCSE in a community language if it is spoken at home. We have had students passing Polish, Arabic, Greek and Portuguese.

The Modern Foreign Languages department prides itself on its stimulating and motivating ethos, enabling students to gain not only linguistic ability but also confidence, communication skills and an insight into the world outside their own lives. This will provide them with the grounding needed to become young citizens of Europe and to take advantage of the many opportunities they will have in the future. 18 23297 BHS Guide Book_21058 BHS Guide Book 30/08/2011 14:07 Page 19

‘excellence in partnership’ Personal, Social, Health, Music Department Citizenship and Economic Education

It is almost impossible to think of a situation in which music cannot be used to Personal, Social, Health, Citizenship and Economic Education at Blenheim High enhance a mood or stir up an emotion. Being able to perform, write and appreciate a School is an important part of the school ethos. It embodies the values held by our wide variety of music to a high level is something to which all students at Blenheim school community and provides an atmosphere for life in and beyond school itself. aspire and there are huge opportunities for this at the school. The delivery of the PSHCEE programme is through a range of opportunities including The Music Department is housed in state-of-the-art accommodation, featuring a a daily twenty minute tutor time, assemblies, special events and workshops . However, everything that takes place within school takes place within the approach recording studio, several practice rooms, a performance room and two well equipped that is set out in the programme. classrooms. Here, lessons are delivered twice a fortnight to students at key stage three, enjoying practical paired and small group music-making on a range of The areas of study concentrate on providing opportunities to develop Social and instruments, including the voice. A balanced music curriculum is provided that Moral responsibility through positive behaviour and relationships, anti-bullying encompasses music from many different genres, cultures and eras. These include strategies, Environmental Education, Sex & Health Education, Citizenship, Economic African drumming, musicals, film music composition, Reggae, Britpop as well as and Careers Education. In addition, we encourage and show students the life skills of more traditional and classical genres. Students develop strong team-working and how to learn and study. independent learning skills in equal measure while developing a range of advanced musical skills. Students develop performing, composing and listening and appraising The programme is enhanced by expert input from local groups such as the Health skills in every music lesson. This provides a strong foundation for further study and, Service, the Police and Fire Service and community groups where appropriate. This as such, music is a very popular subject at GCSE, appealing to both pop and further helps to enhance our links with the community and prepare our students for active participation in the adult world. classical musicians. At Sixth-Form we offer a BTEC in music focussing on performance and developing music technology skills.

Formal and informal music-making outside the classroom is a central part of students’ musical development and there are several concerts and competitions throughout the year to showcase work. There are two choirs for upper and lower school students and various other ensembles, music groups and clubs. The department has also recently purchased a set of Apple Mac computers so students are able to learn about music technology and record and sequence their own compositions and performances.

Our series of Primary school Artslink Days help to instil a love of cultural learning from key stage two, while our Sixth Form student voice team provide excellent coaching to a number of our students at Key Stage Three and Four. The team of visiting instrumental tutors from Surrey County Arts provide excellent individual and small group lessons to a large number of keen musicians and enhance our curriculum significantly while older students regularly provide tuition to those in lower years.

Zoltan Kodaly once said that ‘there is no complete person without music’ and the Blenheim High School Music Department could not agree more.

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Physical Education

Physical Education offers a wide range of team and individual activities through which More detail on the courses offered within the PE department is included below: the department aims to develop a positive attitude towards participation. Opportunities are available for each and every student to develop physically, socially BTEC First Certificate in Sport – All students in year 10 complete this vocational and emotionally. They are encouraged to compete and co-operate with each other, BTEC qualification within their core physical education lessons. The course is 100% understand and appreciate their own performances and those of others and to coursework and allows the students to learn about sport and health and fitness respond and interact appropriately when participating in various roles. through a number of vocational scenarios.

As well as the five key processes students are also assessed on their ability to apply GCSE Physical Education – In Years 10 students who chose PE as an option subject safety principles and work with others, thus ensuring a safe and stimulating learning can follow the GCSE Physical Education course. The students receive five lessons of environment. There is a constant emphasis in all age groups on the ability of one hour per two week cycle. The course presently uses the Edexcel syllabus, which students to evaluate their own performance and be aware of how to achieve the next offers the most suitable variety between practical and theoretical work for our level. Lessons at key Stage 3 follow a course which emphasises skill development students. The course is assessed via a written exam (60%) and practical assessment and tactical approaches to a variety of sportsas well as developing knowledge and in 4 sports (60%). This year 81% of students achieved A*-C. understanding of health & fitness. Students in Year 9 are able to choose from a number of different learning pathways which focus on different activity groups in order BTEC Extended Certificate in Sport – Students who chose Physical Education as an to develop their areas of strength and interest. option subject could also follow this BTEC course. Students receive the same amount of lessons as the GCSE but the course is differs in its assessment approach. The At Key Stage 4 all students have the opportunity to gain a vocational BTEC course is 100% coursework and requires no final written exam. This course, along qualification in Sport. Those students wishing to choose PE as an option subject can with the BTEC First Certificate, are both new courses introduced within the PE follow GCSE PE or GCSE Dance which both have practical and theoretical elements. department to allow students more choice in the type of qualification they can Students who wish to continue studies in PE in the 6th Form can undertake the A- achieve. Level course in Sport and Physical Education, or the Level 3 BTEC in Sport and Exercise Science. GCSE Dance – Students in Year 10 can also choose to follow the GCSE Dance course which follows the AQA specification. Students have 5 lessons over the two Voluntary courses such as the Junior Sports Leaders Award are available to Year 10 weeks where they obtain theoretical and practical knowledge in various styles of students who wish to enhance their knowledge of coaching and teaching. dance. The course is assessed via practical coursework (80%) and a written exam (20%). This year 75% of students achieved A*-C. Throughout the school there are a large number of extra curricular activities for students, which cover many different activities. There is a comprehensive fixture list A Level Sport and Physical Education – In the Sixth Form there is the opportunity to against other local schools together with County and District competitions. In addition study Physical Education at AS and A2 level. We currently have 13 students on the there are also opportunities for representative honours to be gained. AS course and 7 on the A2 course. We follow the AQA syllabus which is assessed via a written exam (60%) and performance in 1 or 2 sports in 1 or 2 different roles (40%). The school has excellent facilities that include a fully equipped sports hall and dance We achieved 100% pass rate at both AS and A2 this year. studio. There are five tennis / netball courts, a full sized floodlit all weather pitch and three sports pitches with adjacent training areas. Level 3 BTEC in Sport and Exercise Science Award – This course is also offered in the 6th Form and is the equivalent of one A-level. Students complete 6 units of study The school runs a vertically tiered house system that incorporates a number of over the 2 years following the Edexcel syllabus. Students have 9 lessons over a 2 sporting events throughout the year including an athletics based sports day that takes week period. The course is again assessed via coursework only. We have 100% pass place in the summer term. PE staff ensures that these events are suitably organised rate for students who have taken this course. and refereed appropriately.

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‘excellence in partnership’

Religious Studies Science

Religious Studies covers a multitude of fascinating and diverse areas at Key Stage Science at Blenheim High School goes beyond the simple acquisition of scientific 3. At Blenheim High School our students have an opportunity to share their ideas knowledge; there is also a major emphasis on encouraging students to use that and extend their understanding through the study of a variety of cultures and knowledge to ask questions, solve problems and explore the role of Science in religions, to consider how beliefs influence people's lives and to look at how worship, society and our daily lives. The development of an enquiring mind is an practices and festivals play an important part in the life of everyone no matter their important feature of the subject and to achieve these aims the Science faith or belief. Department at Blenheim High School offers first class courses, exceptional facilities and excellent teaching. In Key Stage 3, we investigate the different traditions and beliefs found within Christianity, Islam, Judaism, Sikhism, Hinduism and Buddhism. Students are Science is taught in a purpose built facility with 12 laboratories and the latest encouraged to interpret these traditions through a variety of cross-curricular methods equipment and resources. Students are set by ability from the start of Year 8 which furthers student progression and achievement. Students are actively advised allowing them to work at an appropriate pace as they move up through the to be independent in their learning through Extended Learning Activities (ELA’s) school. which allow the freedom to experiment and be resourceful in order to access areas of the curriculum which may not be available in a traditional classroom setting. Year Since 2004, Blenheim has held specialist status as a Science and Maths College. 9 students are also introduced to key questions in the field of philosophy and ethics As a result, we now run Key Stage 3 courses which aim to complete the which relate to key moral issues that our society faces. programme of study in two rather than three years. This enables students to The introduction of artefacts and school trips to places of religious significance aids commence Key Stage 4 during Year 9, giving them more time to prepare for their understanding of the subject. We encourage our students to appreciate the GCSE examinations in Year 11. Specialist status has also allowed us to broaden distinctive nature of religion and the contribution of religious and spiritual insights the range of courses we offer during Key Stage 4. and values to the individual's search for the meaning of life. The majority of students follow the AQA Dual Science course (GCSE Science In Key Stage 4, all students will study a GCSE (Full Course). This now commences followed by GCSE Additional Science). This course includes aspects of Biology, during Year 9. Students are encouraged to explore their own beliefs, values and Chemistry and Physics as well as a focus on “How Science works” and attitudes and not just those of religious believers. The GCSE is focused on both investigative skills. Some students are offered a fast-track course to three Christian and Muslim point of views, but now has much greater emphasis on the separate Science GCSEs in Biology, Chemistry and Physics. We also run an student’s own opinion and reflection on key philosophical and ethical issues we are OCR National Level 2 course, which has a greater emphasis on the vocational faced with in society. applications of Science.

In Key Stage 5 we offer an AS/A2 course in Philosophy and Ethics, topics studied Post sixteen, we offer a range of Sciences at Advanced level and hope to offer include arguments for and against the existence of God, the relationship between more vocational courses in the future. mind and body, different ethical theories and an application of these to moral issues such as Abortion, Euthanasia and War. This is a popular course with many students going on to read Philosophy and/or Theology at University. Our department aim is to ensure that all students have a safe and secure environment where they can express their own opinion, be informed of the differences within our culturally diverse society and progress to achieve in both an educational sense and one which enriches their wider development in society.

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Special Educational Needs Technology

The Enhanced Learning Centre ensures that all our students have access to the Technology is an extremely popular subject. It teaches students an understanding entire curriculum providing a broad and balanced provision of education. The of design, the application of practical skills, including the use of Computer Aided specific needs of the most and least able students and those with specific Design (CAD) and Computer Aided Manufacture (CAM). This is a subject which learning difficulties are carefully assessed before and as they enter the school stimulates the intellect and inspires students' creative abilities. It instils values and and then at regular intervals. We respond to the special needs of individuals in a sense of responsibility which will prepare students as citizens for the ever accordance with the Code of Practice and introduce Individual Learning Plans changing and increasingly technological society of the 21st century. where appropriate. All of the staff here are involved with the identification and assessment of students in the delivery of a differentiated curriculum providing for Our workshops, design areas, food preparation rooms and textiles rooms include the needs of all. We believe it is vital to have the involvement of all students and the latest facilities housing a wide range of specialist equipment. their parents and all parties are involved in planning for education and support and in promoting personal achievement and success. Some of our students Students are required to use mathematics, science, and art in their work as well arrive with English as their second language and we have close links with English as drawing on information from a range of other subjects. They work individually as an Additional Language teachers from Surrey County Council. or in teams designing and making artefacts using a range of materials and equipment. This includes the use of food, textiles, wood, plastics. They develop their understanding of design through the evaluation of existing products, visits to industry and commerce, and meeting designers and experts in the classroom. This will help to increase their confidence in an exciting and challenging subject.

The use of ICT is encouraged for design work, recording and presenting information for research. In KS3 students experience project-based activities in all material areas on a rotational basis. In KS4 the majority of students select one area in which to specialise. These include food, textiles, resistant materials and graphics. At KS5 students have the opportunity to study Product Design to A level in the areas of either resistant materials, graphics or textiles, food technology is also offered.

Students are assessed in all material areas at KS3 which contributes to their overall Technology assessment at the end of the year.

Technology provides students with essential skills for life, coping with an ever changing and highly technological society.

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‘excellence in partnership’

Transport to and from School The School Day

As a result of our School Transport Policy, we encourage all our students to travel 8.4 5 am - 9.05 am Registration/Assembly to School either on foot or by bicycle, or to use the wealth of public transport available. Traffic congestion is a problem for all at present. 9.05 am - 10.05 am Period 1 All students travelling to school by bicycle must produce a copy of their Cycling Proficiency Certificate and wear a safety helmet. Cycle racks are provided and 10.05 am - 11.05 am Period 2 students should ensure they have good safe locking mechanisms for their cycles. Governors and staff accept no responsibility for their safe custody. 11.05 am - 11.30 am Break 1

We are well situated in Epsom, almost equidistant between Epsom railway station 11.30 am - 12.30 pm Period 3 and Ewell West railway station and a number of buses run past the school, both London and Country and Epsom Buses. 12.30 pm - 1.30 pm Period 4 Regrettably, no parking facilities are available at school for students with cars or motorcycles due to lack of space and only limited provision is available for school 1.30 pm - 2 pm Break 2 staff. There is a Drop Zone outside the Sports Hall but parents should not park there. The car park is not available for collection at the end of the school day. 2pm - 3 pm Period 5

3pm - 3.05 pm Registration

3.05 pm - 3.30 pm Time for teachers to talk to students

3.15 pm - 4.30 pm Homework Club

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‘The complete learning journey’