King Edward VII School
GENERAL INFORMATION
For students joining the School September 2019
1 | P a g e
Aims and Values
Vision Statement
We aspire to create at King Edward VII School the excitement of a learning community in which each individual strives for excellence and is enabled to achieve personal fulfilment.
We value and seek to promote
The equal worth of each individual member of our School community Learning and achievement The pursuit of excellence The acquisition of skills, knowledge and understanding The cultural heritage of each individual and the rich diversity within our School community The personal qualities of self-esteem, self-confidence, self-discipline and tolerance A partnership with the wider community outside the School Care and respect for people and the environment International awareness and partnerships
For our students we aim to:
Promote a shared understanding of the values of the School Provide a balanced and broadly based curriculum which promotes their spiritual, moral, social and cultural development Promote their mental, physical and emotional well being Prepare them for the many opportunities that are available to them alongside the responsibilities and experiences of adult life, including the world of work and their role as citizens in a democratic society Enable them to reach their full potential Provide a curriculum which is open and accessible to all students Develop a learning culture within which students experience the enjoyment of learning and the motivation that such enjoyment encourages Ensure equality of opportunity to all students Value and celebrate the positive attitudes and diverse achievements of all students Create an environment which ensures that students develop self-management and responsibility Provide a healthy and safe working environment
Joining King Edward VII School
Education is a continuous process and so we aim to work closely with our colleagues in primary and junior schools to make sure that the arrangements for transfer run smoothly and that students settle rapidly into their new School. Many parents and children like to visit the School in advance and to facilitate this there is an Open Evening on Tuesday 2 October 2018 at the Upper School site on Glossop Road, from 6pm-8pm. Senior staff visit the main feeder Schools to meet parents of prospective students. Parents are also very welcome to visit the Lower School site at work during the day.
2 | P a g e
Alongside the curriculum contacts, we believe that it is vital that the transition to the secondary stage of education is socially as smooth as possible and the role of our pastoral team is vital in providing a secure base for every child. Our teachers and support staff visit primary and junior Schools and great efforts are made to remove any worries students may have before they join us. A dedicated transition team will be engaged in preparing transfer arrangements for September 2019. A carefully prepared Induction Programme is organised in July for all new entrants, when they have a chance to become familiar with the School and follow a full day's timetable covering a variety of subjects. Much work goes into ensuring a smooth and trouble-free move to secondary School.
Students also join the School at various times of the year and into years higher up the School. We are equally determined to make sure that these entrants receive proper support and care. The Local Authority is responsible for deciding who is allocated a place.
The number of places available in Year 7 for September 2019 is 230. This is known as the Admission Number. Parental requests for places once again far exceeded this number for September 2018. Places were allocated to all catchment and sibling students and all feeder primary category applications. At the end of the normal allocation process, students who were not allocated a place were put onto a waiting list operated by the Local Authority. It is expected the School will again be over-subscribed for September 2019.
Parents who live outside the catchment area, and who wish their child to attend King Edward VII School, should contact the Local Authority. The address is:
Admissions Section Children and Young People’s Directorate Floor 5 Moorfoot Sheffield S1 4PL Telephone 0114 273 5766 Email: [email protected]
Many students from throughout the city transfer into King Edward VII after GCSE to study for GCE Advanced Level or vocational courses at Advanced Level. In the first instance, any student thinking of joining the School at the age of 16 should contact Mr Simon Cooke, Assistant Headteacher and Director of Sixth Form. A separate and detailed booklet on Post-16 Education is available from the School on request.
If you require any assistance or further information, or simply wish to discuss your child's needs, please do not hesitate to contact the Headteacher, Ms Gooden.
3 | P a g e
KING EDWARD VII SCHOOL: Who’s who
Governors of the School
Governors: Peter Dickson Chair of Governors Verity Kemp Vice Chair of Governors Linda Gooden Headteacher Clare Allison Support staff Samantha Bailey Colin Muncie John Parr Heather Stewart Barbara Walsh Michael Williams Teacher
Observers: Huw Parker Deputy Head Michael Davison Business Manager
Clerk to the Governing Body: Joanne Jackson
The Staff
Headteacher: Ms L Gooden
Deputy Headteacher: Mr H Parker
Business Manager: Mr M Davison
Assistant Headteachers: Mr P Creedon (Key Stage 3) Mrs L Warde (Key Stage 4) Mr S Cooke (Key Stage 5) Ms C Jackson (Inclusion) Mr S Hovers (Timetable and Staffing)
Curriculum Leaders Art Miss H Lewis and Mrs C Creasy Business and Economics Mr J Gibb Careers Guidance Mr S Fingleton Design and Technology Mr L Wainman Drama Ms S Oates Engineering Mr L Wainman (KS4 and Post 16) English Mr M Williams Geography and Geology Ms M Garside Health and Social Care Mrs M Allison
4 | P a g e
History and Politics Mr M Harland Information Technology Mr D Kavanagh Languages Mr C Jarvis Languages Development Mrs E Lamb Learning Support Mrs C Addy Mathematics Mr D Heller Music Mr M Doubleday PSHE Mrs C Perry Physical Education Mr G Paish Plunkett Psychology Ms K McAteer Religious Education Mrs S Godley Sciences Mr M Brown Biology Mrs C Tyler Chemistry Mr M Brown Physics Mr A Baker Sociology Mr M Spears Urdu Mrs I Hameed
Current Key Stage Leaders and Pastoral Managers (2018/2019)
Key Stage 3 Leader (Year 7, Year 8 and Year 9) Mrs K Proost Key Stage 3 Pastoral Managers Year 7 Mr J Creasy Year 8 Ms Haywood Mr Merrison Year 9 Mrs Y Harrison Mr A Chatterton
Key Stage 4 Leader (Year 10 and Year 11) Mr J Kennedy Key Stage 4 Pastoral Managers Year 10 Mrs R Sadiq Ms A Reeves Year 11 Ms J Sale
Key Stage 5 (Post 16) Leaders Mr S Cooke (Assistant Headteacher/ Director of Sixth Form) Year 12 Mr D Kirkup (Raising Achievement Leader) Year 13 Dr J Hanson (Raising Achievement Leader)
Exams Manager Mrs H Neill Librarian Mrs P Wilcock (US) and Mrs S Asquith-Richardson (LS) Education Manager Ms L Drabble Lower School Office Manager Ms J Jackson Upper School PA to the Headteacher Ms J Jackson
5 | P a g e
The term dates for the 2019/2020 academic year are as follows
Autumn Half Term 1 Term starts: Monday 2 September until Friday 25 October 2019 Half term holiday: Monday 28 October until Friday 1 November 2019
Autumn Half Term 2 Term starts: Monday 4 November until Friday 20 December 2019 Christmas holiday: Monday 23 December 2019 until Friday 3 January 2020
Spring Half Term 1 Term starts: Monday 6 January until Friday 14 February 2020 Half term holiday: Monday 17 February until Friday 21 February 2020
Spring Half Term 2 Term starts: Monday 24 February until Friday 27 March 2020 Easter holiday: Monday 30 March until Monday 13 April 2020
Summer Half Term 1 Term starts: Tuesday 14 April until Friday 22 May 2020 Spring Bank holiday: Monday 25 May until Friday 29 May 2020
Summer Half Term 2 Term starts Monday 1 June until Friday 17 July 2020
Training days
The School will be closed to students on five days during the School year, which will be communicated at a later date.
Daily schedule
8.50am – 9.05am Form Time/Assembly 15 minutes 9.05am – 10.05am Lesson 1 60 minutes 10.05am – 11.05am Lesson 2 60 minutes 11.05am – 11.25am Morning Break 20 minutes 11.25am – 12.25pm Lesson 3 60 minutes 12.25pm – 1.15pm Lunch Break 50 minutes 1.15pm – 2.10pm Lesson 4 55 minutes 2.10pm – 3.05pm Lesson 5 55 minutes
The total amount of lesson time is 24 hours 10 minutes per week, divided into 3 lessons of 60 minutes in the morning and 2 lessons of 55 minutes in the afternoon.
6 | P a g e
Attendance
The School maintains a vigorous stance on the importance of high attendance levels and any absence is monitored closely - electronic registration takes place for every lesson in the day. There is a very strong connection between a good attendance record and success at School. Key Stage Leaders work closely with parents, carers and Multi-Agency Support Teams to ensure that absence is kept to a minimum.
Parents can help by:
Providing a note to explain any absences Not arranging family holidays during term time Actively encouraging their son or daughter to achieve an excellent attendance record (ideally, 100% during the year) Contacting the School quickly if there are any problems about attendance
Information on attendance and absence
Number of students of compulsory School age on roll in September 2018 1150
Students in the Sixth Form in September 2018 653
Percentage of student sessions missed through absence 2017-2018 6.2%
Percentage of student sessions missed through unauthorised absence 2017-2018 2.0%
Attendance rate 2017-2018 94.3%
Leave of absence during term time is only granted in exceptional circumstances.
Fines may be issued by the Local Authority for students who are absent frequently or who take unauthorised leave.
7 | P a g e
Year Groups
In line with progression throughout primary to secondary schooling, the nationally standardised system of naming year groups is used.
Age Year Key Stage 3 based at Lower School 11-12 Y7 12-13 Y8 13-14 Y9 3 year GCSE some lessons courses start in at Upper many subjects School
Key Stage 4 based at Upper School 14-15 Y10 GCSE 15-16 Y11 and other accredited courses at Level 1 and Level 2
Sixth Form based at Upper School 16-17 Y12 A Levels Level 3 BTECs
17-18 Y13 A Levels Level 3 BTECs
Student groups: organisation for lessons
The basic unit of organisation is the form or tutor group. There are eight forms in each of Years 7 to 11. In the Sixth Form students are organised in subject based forms of Y12s and Y13s. Students meet with their tutor one morning per week in a tutorial group of 6 students.
Tutor groups are created in Year 7, the intake year, to guarantee a genuine mix of students. We contact our feeder Schools for information about friendship groupings so that our new students can look forward to being with established friends as well as making new ones. This provides for stability and a sense of identity at the time of transfer. Students are taught in these forms for some subjects. Students are set by ability from Christmas of Year 7 in other subjects.
Many, but not all, curriculum areas prefer to group students according to performance and the ability they show in the subject. This arrangement, known as setting, is very flexible. It is widespread practice in most secondary Schools. It means that a student is placed in a set according to the assessments in each individual subject. Thus it is possible, for example, to be in a first set for Science and Mathematics but in a second set for French. The Mathematics and Science Departments group by sets during the course of Year 7 and in Years 8 and 9. These arrangements are kept under close review so that a student can move up or down from time to time depending on how much progress has been made. This pattern continues into Year 10 and Year 11. This is fundamentally different from streaming 8 | P a g e
which takes performance or presumed ability in one or two subjects and uses this performance to make decisions about where to place a student for all subjects.
Lunch arrangements
At Lower School, students remain on the School premises for the whole day, including lunchtime, unless parents wish them to return home for lunch. In Upper School, it is custom and practice to permit students to leave at lunchtimes, unless a written request to the contrary has been received from parents at the beginning of Year 10. The Upper School kitchen is run by an in-house catering team.
In both buildings, a wide range of dishes are prepared by the School meals contractors. A cafeteria system operates so that students choose what they want to eat and how much they wish to spend.
Vegetarian and Halal meals are always available. The School promotes healthy eating and does not sell chocolates, crisps and sweetened fizzy drinks.
Free School meal entitlements are normally continued from primary School. Further advice is available from the Local Authority but parents/carers should contact the School if any problems arise.
Caring for our students
Children come to School to learn. A contented and secure child learns effectively and well. In addition to organising lessons, we have to pay attention to the personal needs and well- being of each boy and girl in the School on their journey through adolescence. Providing this support, help and guidance is our way of ensuring that each of our students achieves personal excellence and recognition and makes the most of the many opportunities the School has to offer. Our system of pastoral care aims to make sure that each student enjoys a successful career at School.
The way we organise our pastoral system is designed to make this possible. First of all, it is important to break down a very big School into smaller, more manageable units so that nobody “slips through the net”. On entry, students join a tutor or form group of between 28 and 30 students drawn from a range of primary and junior Schools. Over time, the form tutor, who usually sees the group each day, develops a knowledge of the group and is well- placed to help each individual. We encourage form tutors to be the first point of contact for parents/carers. The work of the form tutor is co-ordinated by the Key Stage Leader, supported by Pastoral Managers. The Key Stage Leaders, who are experienced teachers, are involved in all aspects of the School life of students and have oversight of their welfare. The Key Stage Leader for each new Year 7 intake works closely with this year group and is assisted by the Special Educational Needs Coordinator, Mrs Addy and the Senior Team at Lower School: Mr Creedon (Assistant Head Key Stage 3) and Ms Jackson (Assistant Head Inclusion); all of whom work to make the transfer from primary to secondary School as successful as possible. Parents are always welcome to discuss their concerns with Form Tutors, Pastoral Managers or senior staff if the need arises. The system is replicated at Key Stage 4 for Years 10 and 11, where the Senior Team of Mrs L Warde (Assistant Head Key Stage 4) and Mr H Parker (Deputy Head) support the Key Stage Leader, Pastoral Manager and the SENCO, Mrs Addy.
9 | P a g e
At Lower School and Upper School, there is a Rewards System (part of the Consistent Conduct Policy) which aims to acknowledge students for their good effort, attitude, commitment to School or quality of work. Photographic display boards reinforce the message that involvement in the life of the School is a positive, worthwhile experience.
All students and parents have access to Show My Homework which is an online homework calendar. This is a key organisational aid as well as a vital and regular link between home and School.
In addition, there are regular Parents’ Consultation Evenings and Information Evenings at which we report on student progress through face to face interviews with teaching staff. We aim for one hundred percent attendance from parents. Students should always attend these meetings so that they can take part in discussions about how well they are doing and what they need to do to improve. The dates of these meetings are set out in the Calendar for Parents which is published at the start of the School Year on the schools public website - kes.sheffield.sch.uk
King Edward VII School Consistent Conduct Policy
The School operates a Consistent Conduct Policy which resulted from extensive research and consultation both within and outside the School. King Edward VII School is an inclusive School with an enviable reputation across the city for working successfully with students. Meeting the needs of children and young people, educational and otherwise, is at the heart of the services provided by the School. The aim of this policy is to ensure that all students clearly understand and always comply with the high expectations placed on them by the School, so that they can achieve maximum progress and success in a calm, purposeful learning environment. We expect parents and carers to fully support our expectations and this policy. The main features are summarised below.
The cornerstone of the policy is that students must have a Consistent Conduct Book with them at all times. These will be provided to students free of charge. We ask parents to ensure that students understand the importance of this, and that they do not lose them. Students who forget their Conduct Book will be given a temporary replacement sheet for the day. If a student loses their Conduct Book they will be expected to pay £2.70 for a replacement.
Start of the School Day:
Students will be allowed to come into School from 8.30am. They will be greeted by designated staff and will have their Conduct Book checked. Students should have it ready for inspection at this point.
Starts and ends of lessons:
Every student will be required to arrive on time for lessons, be properly equipped (with at least a pen, pencil and ruler) and stand in silence behind their desk, with equipment and conduct book out on the desk, before being invited to sit down by their teacher to begin the first learning task. Every student must leave the room calmly, at the direction of the teacher.
10 | P a g e
During lessons:
Students will receive an automatic Achievement Point for meeting expectations during the lesson, and may receive further Achievement Points (in the form of stamps in their Consistent Conduct Book) for positive engagement in lessons. These will be logged on our electronic recording system by form teachers. When students reach particular levels of Conduct Points (Achievement Points minus any Behaviour Points) the School applies a variety of recognitions and rewards. Students who do not comply with expectations will be subject to a three-step system. At the second step (second warning) the student will receive a Behaviour Point; at the third step the student will be removed from the lesson and will receive two more Behaviour Points and an automatic after-School detention the same day. Parents will be informed of this by text message.
If a student is removed from a lesson twice in one day, they will automatically serve one day in Isolation.
Behaviour outside lessons:
Students who show particularly good behaviour outside lessons that contributes positively to the School community, will be awarded achievement points in the form of stamps in their Conduct Book. Students who do not behave acceptably outside lessons will have a behaviour comment written in their Conduct Book. If a student reaches four behaviour comments in one week, they will receive an automatic day in Isolation.
Defiance:
If a student refuses to comply with an instruction from a member of staff, they will be given ten seconds to make the right choice. If they still do not comply, they will receive an automatic day in Isolation.
Mobile phones, headphones and other electronic devices:
We understand that parents often want students to have their mobile telephones with them, so they can contact home outside the School day. However, whilst in Lower School they must be switched off and out of sight at all times inside the building. If seen they will be confiscated without warning for collection at the end of the day (first offence, with a text home to inform parents that a second offence will result in collection by parents only). At Upper School, students are allowed to use mobile phones/electronic equipment in social areas at social times. However, if a Key Stage 4 student is seen with a mobile device during lesson times and when moving between lessons it will be confiscated and the same procedure will be applied for the collection of the mobile telephone.
Collective Worship
Should they so wish, students in all years are able to participate in various acts of worship in their free time. There is a regular pattern of assemblies for all students, which also deal with underlying matters of contemporary life, which aim to cement and enhance the collectivity of the School and to bring together students in a reflective community. These assemblies concentrate on the moral and social dimension of life and aim to impart to students not only a sense of belonging to the School but also a sense of its aims and values.
11 | P a g e
Child Protection and Safeguarding
Changes in the law, notably the Children Act (2004), mean that staff in Schools have a duty to report any concerns that a child or young person up to the age of 18 may be suffering significant harm, particularly as a consequence of possible abuse. It is a Department for Education requirement that each School in the country nominates a senior member or members of staff who will have special responsibility for Child Protection and Safeguarding. In Sheffield, this member of staff, known as the Child Protection Liaison Officer, or Safeguarding Lead, has been trained in this area of work and can be trusted to deal with all these matters with professional confidentiality. The School’s Safeguarding lead is Ms Jackson (Assistant Head Inclusion). The School’s Safeguarding Officers are Ms Gooden (Headteacher and whole School Safeguarding), Ms Jackson (whole School Safeguarding), Mrs Warde (Key Stage 4 and Key Stage 5), Mr Hutchinson (Post 16) and Mrs Corker (Key Stage 4 and Key Stage 5). All Year Leaders and Pastoral Managers will receive safeguarding training to enable them to support students in their year groups.
The School has guidelines on Child Protection and Safeguarding. We also have close contacts with the Police and have a Police Community Liaison Officer (PCLO) attached to the School. We work particularly closely with MAST to support families and many external agencies who visit the School and deliver training and workshops.
The School has a legal responsibility to collate basic information such as who has parental responsibility for a pupil, and to pass this information to the relevant agencies if so requested. In the event of an investigation into possible child abuse, the School has a legal duty to co-operate with the investigating agencies to the best of its ability to promote the welfare of the young person. Whilst the School will always attempt to work in partnership with parents, and try to ensure that parents are fully informed of, and participate in, any action concerning their child, if there is a conflict of interest, the welfare of the child must be the paramount consideration.
Should you wish to discuss the issue of Child Protection, please feel free to contact the Safeguarding Officers mentioned above or the Headteacher.
Students’ Code of Conduct - what we expect
Our Code of Conduct for students is a statement of responsibilities and rights and sits alongside our recently introduced Consistent Conduct Policy. It is based upon common sense and designed to be acceptable to all reasonable people. It is also based on our Statement of Aims and Values. It applies to all students in all years. Our School is first and foremost a place of learning. We encourage and promote all things which support good learning and we come down hard on attitudes and behaviour which obstruct or damage it.
Respect, consideration, courtesy and co-operation are key words for us. There is no place in our School for racism, sexism, homophobia, or violent, abusive or aggressive behaviour. We deal firmly with breaches of this requirement and look to parents for full support.
12 | P a g e
A good learning environment needs to be calm and orderly and well-cared for. Some basic common-sense rules are therefore necessary. These have been drawn up following consultation with students and are explained to new students when they first join King Edward VII School. They are displayed around the School to remind students what is acceptable and what is expected. They are not designed to make life miserable for students nor to strangle their enthusiasm. They are an uncontroversial list of simple requirements in class and around School. Students know where they stand and accept these rules. This basic understanding between students and staff goes a long way to making for secure and happy working relationships which are typical of King Edward VII School and underpin our reputation as a caring, inclusive, successful and happy School.
We have developed an active Anti-Bullying Policy and Online Safety Policy. The School website and MLE includes full details of these policies as well as links to advice, particularly relating to student online activity– www.kes.sheffield.sch.uk. Although relationships are very good in the main, we are aware of the problem bullying creates in all schools. We have a code of practice to deal with bullying. Every year students are involved in a range of activities during Anti-Bullying Week (November) to ensure that the School’s practice in dealing with bullying remains relevant and appropriate to the concerns of students. We welcome any comments parents may wish to make on this issue.
In addition, there are the usual detailed guidelines which apply across the School covering standards of behaviour, punctuality, attendance, late arrival procedures, the use of cycles, behaviour to and from School, damage to School property, lunchtime arrangements, care of valuables, first-aid and emergency arrangements.
We try to help students if their behaviour or work is not as good as is expected of them. Extra work may be set and detention or report systems are used as the need arises. We may discuss with parents the need for their help and support, both for their child and for the School. If students are not working as they should be, they may be referred to their Key Stage Leader or senior staff. A report system – a sanction resulting from poor behaviour or lack of work in any one subject, or in all subjects, or for lack of homework or to help improve general organisation - is actively used by staff at all levels. In these circumstances, parents are informed and asked to read and sign the report form regularly.
The School has a long tradition of working closely with parents for the well-being of our students. If there are concerns about standards of behaviour, either from School or home, we feel that early contact is best so that we can work together to overcome difficulties.
Clothing
Students and parents are advised that smart, clean, casual dress is expected and that clothing should always be suitable for the workplace. Safety must always be considered. For example, the shoes worn should take into account the large number of stairs in the School. The wearing of easily flammable fabrics is forbidden for obvious safety reasons. Extremes of any fashion or cult wear are unsuitable and students will be requested to wear a white T shirt to replace or cover up as and when necessary.
There is no School uniform and beyond this guidance we do not generally restrict the choice of clothes that students may wear. The School enjoys a very high degree of co- operation from its students and the parent community which make these arrangements
13 | P a g e
successful.
For Physical Education it is essential, for reasons of hygiene, that all students change into their PE kit and appropriate footwear to take part in these lessons. There is an official King Edward VII School PE kit consisting of a red sweatshirt, red T shirt and blue or black shorts. The Physical Education Department publishes a guide to appropriate sportswear and helps students obtain the necessary clothing.
The School Dress Code (2018) providing details of un/acceptable dress is available to view on the School website.
Valuable Items
The School cannot be expected to take responsibility for items of jewellery, mobile phones or expensive electrical equipment that are brought into School and left unattended. If students choose to bring these to School, they and their parents must take responsibility for the safekeeping of such items. At Lower School, students are not permitted to use any electronic device or mobile telephone in the School building during the day. At Upper School, students can only use devices at social times. Please see the School’s Consistent Conduct Policy for further details.
School Lockers
Lockers are available for use at the Lower School site. At Lower School students share in pairs. A letter is sent out at the beginning of September explaining how this works.
Charging and Remissions
Many very valuable educational activities outside the classroom have a financial dimension. Such activities may include theatre visits, field courses, foreign exchanges and museum visits. The Governing Body has decided that such activities are a vital part of the life of the School and must not be curtailed, despite recent legislation. Voluntary contributions are, therefore, regularly requested from students or their parents. If these are not forthcoming the discretion to cancel a proposed activity lies with the organising teacher. Where charges can be levied, for board and lodging, for example, the Governing Body supports this practice. At the same time, a family in receipt of Income Support will be entitled to have board and lodging costs remitted. No student will be prevented from participation in an activity through inability or unwillingness to pay a voluntary contribution.
History of King Edward VII School
King Ted’s – a Biography of King Edward VII School was published in October 2005 as part of the centenary celebrations. Written by John Cornwell, a former Chair of Governors, the book traces the history of the School from its earliest days to the present time. Local, national and international changes and developments and the turmoil of the twentieth century provide the backdrop for this fascinating account of our School. With 445 pages and more than 100 photographs, it is a remarkable document. A few copies in the softback version are available from the School office.
14 | P a g e
Forty Years On! A short history of King Edward VII School – the Comprehensive Years. Written by John Cornwell. Available from the School at a cost of £5.
A School For the Future A photographic record of the building and refurbishment following work at the School that was completed in 2012. Written by John Cornwell. Available from the School at a cost of £5.
Hear Their Footsteps The story of the School and the Old Edwardians in the First World War 1914-18. Available from the School at a cost of £5.
Another Generation The story of the School and the Old Edwardians in the Second World War 1939-45. Written by John Cornwell. Available from the School at a cost of £10.
Bus Routes to and from LOWER SCHOOL
The 51 bus service from Sheffield City Centre stops in Broomhill, on Manchester Road and in Crosspool. This is the bus which stops closest to Lower School. Lots of people use the 51 bus in a morning to get to the university and hospitals so the buses are often late or full. Students are advised to catch earlier buses if they can. 51 buses should run every 10 minutes. If you have any problems or questions about the bus service please contact First on 0345 646 0707 or visit their website www.firstgroup.com/south-yorkshire/help-and- support
Other routes from Sheffield City Centre include the 52 bus to Broomhill with a short walk up the hill to Lower School or the 120 bus which stops in Broomhill and on Fulwood Road (near the Florentine Pub), again with a short walk up the hill to Lower School.
The 52 bus also runs from Hillsborough Interchange and students can get off on Crookes (at the Grindstone Pub) or in Broomhill and make the short walk to Lower School.
Please see the map on the following page for bus stops close to Lower School site.
At the end of the school day the bus that leaves the turning circle at 3.10pm is the 51a that runs to the City Centre and then goes to Sharrow. If you need to catch a 51 bus that goes through the City Centre and then on the normal route towards Heeley/Charnock then please catch the bus from Crosspool – making sure you get a 51 bus and not the 51a.
Students are not allowed to catch the 51 bus from Manchester Road/Vernon Terrace after School, for health and safety reasons. Further information about all the bus routes can be found at www.travelsouthyorkshire.com
15 | P a g e
16 | P a g e
Communicating with the School
Website: kes.sheffield.sch.uk
An ever increasing amount of information is available on the School’s public website. This includes School policies, letters home and information on School events. Our preferred method of communication with parents/carers is via email and/or the text messaging system.
Office 365 or “MLE” The School’s Office 365 site (or MLE – Managed Learning Environment) allows students and staff the ability to access the same School site they do when on School premises.
The site includes: Information and resources uploaded by their teachers The ability to check School email Create Microsoft Office or Google documents online Store an unlimited amount of documents online using OneDrive or Google Drive Download a FREE copy of Microsoft Office to install at home Download and install the many Microsoft Office mobile apps Download and install the Show My Homework mobile app The site also allows the easy login of the Show My Homework site
Show My Homework The Show My Homework site helps students stay organised by having all issued homework in one place.
For Students
Students of King Edward VII School can access the Show My Homework site via the School’s Office 365 page once they have a School username and password.
For Parents
Parents and carers can also access homework assignments online allowing them to keep informed and to help their child keep on top of the work.
Mobile Application
The Show My Homework service also has a mobile application making it even easier to see at a glance any homework that has been issued. This app is available to both students and parents once a username and password have been issued.
Groupcall 07860030426
The School uses the Groupcall communication service which allows parents (if they wish) to be contacted by text and email with important, and on occasions emergency, messages. By using the Groupcall number parents can also text the School to report an absence, illness or even just to ask a question.
17 | P a g e
How to make a complaint
How to make a complaint under Section 23 of the Education Act 1988 This section of the Act allows for parents and others to make a complaint if they form the view that the Governing Body or Local Authority (LA) is failing in its duty to comply with the legislation. There are three stages:
1 The Informal Stage: The complainant should contact the Headteacher or appropriate officer of the LA (the Headteacher will help identify this person) to discuss the nature of the complaint. Every attempt is made to deal with the complaint at this level. If informal discussions fail to resolve the difficulty, then the second stage is:
2 Formal Complaint to the Governing Body: This involves a written complaint to the Governing Body, which is obliged to investigate the complaint. If this, too, proves unsatisfactory then there may need to be recourse to the third stage:
3 Formal Complaint to the Local Authority: This will apply where the first two stages have failed to resolve the problem or where the complaint concerns the LA and therefore it would be inappropriate to refer to the Governing Body.
The Headteacher is obliged to furnish all relevant documents explaining the arrangements for complaint to a complainant.
Please note that the arrangements outlined above do NOT cover complaints about the actions of individual teachers. Such complaints should be taken up in the first instance directly with the Headteacher. Complaints about the Headteacher should be taken up with the Chair of the Governing Body.
Obviously no School likes to be the subject of a complaint but we are committed to dealing professionally, fairly and swiftly with any complaints which should come our way.
Access to Regulations, Documents and Policies Any parent or other bona fide interested person wishing to consult education regulations or documents which the School is required to maintain should apply to the Headteacher.
How to Contact the Headteacher The Headteacher, Ms Linda Gooden, can be contacted at the School address as follows:
Ms L Gooden Headteacher King Edward VII School Glossop Road Sheffield S10 2PW Or by telephoning: 0114 2662518
18 | P a g e
King Edward VII School
CURRICULUM INFORMATION and EXTRA-CURRICULAR ACTIVITIES
For students joining the School in September 2019
1 | P a g e
The curriculum at King Edward VII School
The Education Act (2002) requires that all maintained Schools provide a balanced and broadly based curriculum. It should ‘enable all young people to become successful learners, confident individuals and responsible citizens’.
At King Edward VII School, we think that our curriculum meets these requirements and the needs of young people growing up in the 21st century. Equal opportunities
As a comprehensive School, we acknowledge the principle that each individual member of the School is of equal value as a human being. At the same time, we can rejoice in the enrichment that diversity brings. We are, therefore, committed to a critical examination of all our attitudes, practices and policies at all levels to ensure that equality of opportunity to participate and benefit to the full genuinely exists at King Edward VII School, irrespective of race, gender, age, sexual preference or economic or social standing. In this complex area, we particularly welcome feedback and dialogue with parents, students and other interested parties. The School has agreed a formal Equality Act Statement and monitoring of many aspects of the School’s life takes place actively.
Partnership with our feeder primary Schools
We particularly value our work with our partner primary schools where we have created opportunities for younger children to work closely with King Edward VII School. Links have been established and a substantial amount of development work undertaken in the Science, English, Mathematics, Spanish, Sport and Design and Technology curriculum areas. Teachers from King Edward VII School have also taught English and Mathematics in our feeder primaries. We also invite Year 5 students to Upper School to take part in a range of curriculum activities, during which they work with our Year 7 students. The links with our feeder primary schools continue to develop and help to provide a clear understanding of the needs and abilities of our prospective students.
Over thirty primary schools send children to King Edward VII School and the majority are visited by our transition team, consisting of the Key Stage 3 Leader, Pastoral Manager and the Special Educational Needs Co-ordinator. We pride ourselves on knowing our students and their needs before they arrive. Although many of our students will have visited King Edward VII School in Year 5 or Year 6 we still have a full transition programme to ensure that the move to secondary School is as smooth as it can be. There is an information evening in June for the Year 6 children and their parents where they can visit the School and meet staff as well as an induction day in early July at which students get used to the School day and routines before they start in September. We have a small nurture group in Year 7 for those students who might find the move to secondary School difficult but overall we find that Year 7 children settle amazingly quickly.
2 | P a g e
2017-2018 achievements
The School was inspected by OFSTED in April 2018 and was judged to be a GOOD School with an OUTSTANDING Sixth Form and OUTSTANDING Leadership and Management.
Academic Success
Key Stage 4
68% 4-9 (A*-C) including English and Mathematics (4% above the national average) 10% 7-9 (A/A*) including English and Mathematics 37% achieved the English Baccalaureate (13% above the national average) 16% of all entries 7-9 (A*-A)
Key Stage 5 (Year 13) – A Level
31% of all entries were A* - A grades 37 students gained at least one A* grades 60% of all entries were A* - B grades 3 students secured places at Oxford and Cambridge Universities (37 students in the last five years) 149 students gained places at top universities 93 students gained places at Russell Group Universities 22 students gained places at Sheffield Hallam University and 17 at Sheffield University
Whole School initiatives
Groupcall system established to contact parents by text with urgent announcements or reminders. Show My Homework, an online homework calendar, is well established which allows personalised online access to individual homework calendars and work set. The Inspiring Youth Award Programmes continues to be successful.
Extraordinary events and achievements from last year outside and beyond the normal curriculum
Duke of Edinburgh Award
We are fortunate to have a large number of staff willing to support the Duke of Edinburgh Award Scheme, including many with a great deal of experience and outdoor qualifications. This enables us to run our expeditions in-house.
We also have a good supply of equipment available to loan to students.
3 | P a g e
Award Bronze Silver Gold Overall Enrolments 110 0 70 180 (average per year) Expedition 100 0 60 160 completions (average per year) Award 67 0 21 88 completions (last 12 months) Typical cost £80 £250 per student for Financial Financial enrolment support support and available if available if expedition needed. needed. Expedition White Peak Dark Peak (practice) locations Lochaber, Scotland (qualifying)
Notes One of the We do not Highest Highest highest offer Silver, completions of completions of enrolments in however any centre in any centre in Sheffield. some Sheffield. Sheffield. Students students start Students choose to elsewhere choose to take take part; not and then part; not compulsory. complete their compulsory. About 50% of award here About 25% if year group get after joining year group get involved each the Sixth involved each year. Form. year.
4 | P a g e
Sport
Competitions that students and the School have participated in
Students have had the opportunity to compete in the Sheffield Federation for School Sports leagues and cups in football, netball, rugby, basketball, hockey, badminton, cross country, athletics, rounders and cricket.
There are many other competitions in addition to the local leagues including the:
Netball National Cup Rugby Yorkshire Cup Cross Country National Cup Football National Cup Athletics National Cup Sports hall Athletics Badminton National Cup Athletics coaching and officiating course Rugby Referee Course Netball Umpiring courses (22 girls) Post 16 Football Fair Play League
Successes - team and individuals
Our students have had a lot of sporting success throughout the year. One of the key things to note is the range of sports we have excelled in:
Netball - Year 10, South Yorkshire 2nd Rugby – Year 10/Year 11, Year 9 Winners of Sheffield League. Girls Year 9/Year 10, 3rd in Yorkshire Basketball – Year 11 Basketball Finalist, 2nd in Sheffield, Year 7 Basketball Finalist, 2nd in Sheffield Cross Country - 26 pupils represented Sheffield in the South Yorkshire championships, three of which were selected to represent South Yorkshire at the English Schools Competition Cross Country team event - 12th In England. Recian Morris, Hannah Meatherall, Maddie Davey and Katie Adams Sports Hall Athletics – Year 7 Boys’ Sheffield and South Yorkshire Champions Athletics - 25 students in the Sheffield Team at the South Yorkshire Championships. Badminton - 3rd place finishes in for Key Stage 3 boys and girls’ teams; Key Stage 4 teams in the Sheffield Championships Athletics coaching and officiating course (3 x Year 11 students officiating at National Events, with 15 others qualifying at present) Rugby Referee Course pending Netball Umpiring courses - 22 involved in primary school activities Zoe Keteregga represented England playing basketball.
5 | P a g e
Languages
International visits to Spain, Germany and France, both at Key Stage 3 and 5 The School is a centre for staff development in partnership with the Association for Language Learning; nearly 300 language teachers from across the region attended training sessions at King Edward VII School last year King Edward VII School is a Lead School for the Sheffield Home Language Accreditation Project (HoLA), which won several national prizes for innovation and multilingualism (including the European Language Label; at King Edward VII School, this has meant that many of our bilingual students have gained a GCSE / AS level in their home language (Arabic, Chinese, Dutch, Hebrew, Japanese, Persian)
STEM
Gifted and Talented Science visits for Year 7 and Year 9 students to The University of Sheffield King Edward VII School is a member of the Royal Society Associate of Schools and Colleges Network 2017-2018 Senior Mathematics challenge: 11 students achieved Gold, 24 achieved Silver, 30 achieved Bronze with three students qualifying for the British Mathematics Olympiad and eight for the Senior Kangaroo Intermediate Mathematics Challenge: 10 students achieved Gold, 17 achieved Silver, 26 achieved Bronze. Seven students qualified for the Intermediate Kangaroo and one for the Intermediate Olympiad Junior Mathematics Challenge: 8 students achieved Gold, 10 achieved Silver, 21 achieved Bronze with six students qualifying for the Junior Kangaroo Sheffield Hallam Pop Mathematics Quiz: a continued strong showing from all age groups, narrowly missing out on top spot in a number of categories
Arts and Humanities
The School poetry competition led to the eight prize-winners being put forward into the Foyle's National Young Poet of the Year Award 2015 Year 13 Art Exhibition at Chapel Walk Gallery Year 9 Art Exhibition for friends and family Sheffield Institute of Arts Design Exhibiton and Prize giving Ellen Withington and Amy Range have worked as campaign champions (two of only twenty in the country) for Send My Friend to School. This is to ensure that all children globally receive a quality education. The campaign has taken them to Sheffield University, Sharrow Primary, The Houses of Parliament and the Conservative Party Conference. They have also been the faces of the 2018 campaign film, with filming taking place at King Edward VII School. They were assisted by a Year 7 class in this.
6 | P a g e
Ted Mitchell and Kaethe Uken: winners of the Bradfield Festival Young Musician of the Year award donated by Julian Lloyd Webber Kaethe Uken accepted to the Birmingham Conservatoire in September to study performance (Clarinet) Molly O’Toole on tour with the National Youth Choir of Great Britian and went on a 6 week tour of China in the Summer 2016 Caitlin O’Toole is in the National Youth Training Choir Fabulous Christmas Concert in our local church, St Marks Church, Broomhill, with proceeds donated to Sheffield Children’s Hospital Spring Concert with five choirs/concert band/strings/mixed emsembles/solos featuring King Edward VII School’s best young musicians GCSE Music students’ compositions were performed in concert by Music in the Round performers (Powerplus Project) A number of ex students graduated from some prestigious Art Schools this year Blank Slate, King Edward VII School’s own Theatre Company, produces shows of a high quality and calibre such as ‘The Real Inspector Hound’, ‘Vinegar Tom’ and ‘Our Country’s Good’ and ‘Antigone’ Year 13 Drama students progress to Drama or Theatre courses in Higher Education Blank Slate did an acclaimed production of Shakespeare’s ‘A Midsummer Night’s Dream’ in July 2018. The performance was done as a promenade performance at Upper School, using the magnificent architecture of the building to enhance the setting of the play with the hall being transformed into a forest. Over forty students from Years 7 to 12 took part as performers, technicians, musicians, make-up artists and set and prop makers. A number of King Edward VII School’s Drama students performed in the National Theatre Connections Festival at the Crucible in March 2018.
Key Stage 3 – Years 7, 8 and 9 (ages 11-14)
Number of lessons per week
There are certain subjects that are statutory and we must teach. Crucial amongst these are the core subjects of English, Mathematics and Science. The other statutory subjects are Design and Technology, Art, Music, Foreign Languages, Geography, History, Physical Education, Computing, Citizenship, Religious Education, Careers Education and Sex Education.
Year 7 Year 8 Year 9
Core subjects English 3 4 4 Mathematics 3 4 4 Science 3 3 3
7 | P a g e
Foundation subjects Art 1^ * *** Design & Technology 2^ * *** Foreign Languages 3 2** 2** Geography 2 1.5 2 History 2 1.5 2 Music/Drama 1^ * *** Physical Education 2 2 2 Religious Education 1 1 1 Personal, Health & Social Ed. (PSHE) 1 1 1 Computing 1^ 1 ***
Notes *Year 8 Challenges (4 periods) We have an exciting programme called Challenges in Year 8 where students choose to explore various technological, artistic and cultural interests. From a list of about 15 Challenges students will choose 6 (or 3 if studying a second foreign language) to study during the year - for 4 periods a week for a term. The aim is to develop creativity and innovation.
**Foreign Languages Spanish, French or German is studied by all students in Year 7, 8 and 9 (2 periods in Year 8 and Year 9) In Year 8 and Year 9 some students will have the opportunity to add a second language from a choice of Spanish, French or German (2 periods)
***GCSE courses in Year 9 (4 periods) In preparation for option choices at GCSE students choose two subjects to study (some at Upper School). The current choices are: Engineering, Art, Photography, Business, Sport, Materials Technology, Computing, Drama, Music, Health and Social Care, Food, Graphics, Textiles and a Second Foreign Language.
^ Year 7 – lessons taught in rotation throughout the year
Personal, Social and Health Education This involves sex and relationship education, staying safe, health, citizenship, careers education and guidance (see below), study skills and current affairs which many of the National Curriculum themes are explored.
Key Stage 4 – Years 10 and 11 (ages 14-16)
Number of lessons per week Years 10 and 11 Core subjects: English 4 Mathematics 4 Science 4
8 | P a g e
Foundation and other subjects: Foreign Languages 2.5 Humanities 2.5 Two other choices 2.5
Other compulsory subjects: Personal, Health and Social Education 1 (Rotation with RE in Year 10) Physical Education 2 (1 in Year 11) Religious Education 1(Rotation with PHSE in Year 10)
Notes At this stage, students concentrate predominantly on public examination courses leading to GCSE (General Certificate of Secondary Education), BTEC or other recognised awarding bodies associated with vocational work related courses. The compulsory common programme of English, Mathematics, Science, Physical Education, Religious Education and PSHE accounts for 60% of curriculum time. The remaining 40% is divided between a range of ‘options’ Students are required to choose one subject from the area of Foreign Languages, one from the Humanities (Geography or History). They then have two open choices of other subjects from a broad range of courses. English includes Language and Literature, leading to two GCSEs for all students Science incorporates Biology, Chemistry and Physics and leads to Triple Science qualifications or Dual Science. Triple Science is achieved by students choosing it as an option A range of vocational courses are also available to students through Sheffield’s Learning for Life Programme and the School’s curriculum model is adapted, where it is deemed appropriate or necessary, to accommodate access to these for certain students Careers Education and Guidance is timetabled alongside English on a rotation in Year 11
Post-16 Education
The Sixth Form – Years 12 and 13
King Edward VII School's Sixth Form caters for a wide range of students, including many who choose to join the School at this stage (incomers usually making up around 65% of the Sixth Form). It is our policy to give careful advice to all Year 11 students, stressing the need to continue with their education or training beyond the minimum School leaving age. For many, the variety of opportunities we offer at King Edward VII School meets their needs. For some, however, more appropriate provision is available at Sheffield College and we will advise students and their families accordingly. In any event, we feel that all students should be ready to see their education as continuing throughout their lives.
Staying-on in education or training is compulsory for 16 and 17 year olds. More than four out of five King Edward VII School students continue in full-time education up to the age of 18. There are approximately 642 Sixth Form students, following GCE A
9 | P a g e level and BTEC (Level 3) courses. Because it is a large sixth form we are able to facilitate most subject combinations and can offer a wider subject range than most Schools. A Year 14 is offered to some students who have had their studies interrupted for some reason, who may need an extra year to gain the good grades they require for university.
Our A-level pass rate is always very high with 97.5% of students gaining A*-E grades and 60.3% achieving grades A*-B in 2018. We use internally set exams in Year 12 rather than AS exams. Over 80% of the Year 13 year group enter Higher Education each year, often directly at 18 or increasingly after a gap year. We have long- established links with universities throughout England, Scotland and Wales, including Oxford and Cambridge colleges. In the past five years 37 students achieved places at Oxbridge colleges and in 2018 93 students in total have accepted places at Russell Group universities. We also work closely with the University of Sheffield and Sheffield Hallam University to enhance access to Higher Education for individual students whose personal and family circumstances may make this difficult.
We also offer an Engineering BTEC course offering a clear route into Higher Education or Apprenticeships for those students commited to studying Engineering. Engineering students have the option to study one or two A Levels with the 7 Engineering Units of work (worth 1.5 A Levels). Students are currently studying a combination of Mathematics, Physics, Chemistry, Business, ICT and Product Design A Levels alongside the Engineering qualification. BTEC courses in Applied Science, Business, Health and Social Care and Applied Science are all available.
Many students opt to study the Extended Project Qualification worth 0.5 of a full A Level – an independent but supported piece of work. In addition to their Advanced studies, all students follow a tutorial programme which includes general guidance and information about Higher Education.
Financial support is available to some Post-16 students through the Bursary Scheme which is means tested.
We produce a separate detailed Post-16 Prospectus each autumn, with detailed information about the courses we offer. Details are available from Mr Simon Cooke, Assistant Headteacher/Director of Post 16 Studies.
Our Post-16 Open Evening takes place at Upper School, Glossop Road on Thursday 22 November 2018.
Sporting Aims and Provision
The School believes that physical and sporting activities enhance and enrich the educational experiences of our students. Physical Education and Sport make a vital contribution towards the achievement of the School’s aims.
Each student in Years 7-10 has two scheduled sessions of Physical Education each week (2 x 60 minutes or 8% of curriculum time). In Year 11 curriculum pressure compels us to reduce this to one compulsory session. The PE curriculum is taught by highly-trained PE specialists.
10 | P a g e
The curriculum includes opportunities for team and individual sports. All the major games are covered: football, netball, hockey, rugby, tennis, cricket, athletics, basketball, badminton, volleyball and rounders. Also as part of the common experience for all students, we offer opportunities in gymnastics, dance, athletics, trampolining, orienteering and fitness. Students learn to work co-operatively and individually, to be aware of health and safety and of the need to make considered decisions about life style.
In addition, we offer a GCSE course and an A level in Physical Education and A BTEC in Sport for those who have a particular interest in PE and who wish to develop their knowledge of Physiology and their practical and theoretical knowledge of games and sport.
The School places great importance on extra-curricular sports. We run a range of teams to compete at all levels. We believe that playing competitively is an integral part of PE/Games and that competitive games can foster other qualities such as (self) discipline, loyalty, reliability and general good sportsmanship. In addition to this there are a number of sports clubs that cater for the more recreationally minded.
All our extra-curricular activities depend upon the voluntary commitment of a large number of the staff of the School.
Physical Education and sport play an important role in the life of the School. Much is achieved each year. Our sports hall, gymnasium, fitness suite and floodlit all-weather pitch provide us with the kind of facilities to match the interest and talent in the School.
The School is particularly proud of its sporting achievements and our ability to involve a very large number of our students in representing the School at various levels.
King Edward VII School is also very proud to offer pupils the opportunity to take in other roles in sport. There are numerous opportunities for students to develop their leadership and coaching skills through working with local primary Schools and children who visit the School. Homework and learning outside the classroom
All the work we do at King Edward VII School is designed to help our students become successful, well organised and independent in their learning. Students are expected to do some School work outside the classroom to develop their knowledge and skills. The amount will vary, but should rarely exceed 40 minutes a day in Year 7, an hour in Year 8 and two hours in Years 9 to 11.
The School uses Show My Homework which is a clear, simple on-line homework calendar for years 7 to 11 that can be accessed easily by students, parents and teachers.
11 | P a g e
Benefits for students
Students can see all their homework at the click of a button Helps students to become more organised and plan their time carefully Homework cannot be ‘lost’! Students who may find it difficult to record homework can find it on-line
Benefits for parents
Parents can see exactly what homework has been set Parents can support their child’s learning at home Parents can discuss the homework that has been set with their child Parents can monitor the completion of homework and remind their child to hand it in on time
Benefits for teachers
Homework can be set effectively for all classes across the School Email reminders can be sent to students to remind them of deadline dates
At Key Stage 3 a traditional homework task will be set every week in some subjects. In other subjects there will be a variety with some smaller weekly tasks and some longer projects to be completed over a certain period of time. The projects may involve extended research over several weeks and will encourage students to think for themselves and gain confidence as independent learners. They are also good preparation for the longer, assessed pieces that they will complete in Key Stage 4.
We have a club at Lower School on five lunchtimes per week in an ICT room to enable students to be able to complete work set in any subject particularly if it needs printing out. The libraries in Lower and Upper School are staffed every day from 8am, each break, lunchtime and after School until 4pm as a quiet space for all students to be able to read and work.
Key Stage 4 students have a range of courses and need to organise their time very carefully to keep to deadlines. Some of this work will need to be done outside the classroom. At certain assessment points in the year, students will have to work extremely hard in lessons and outside School hours, in order to complete work by a certain date. At other times tasks will be more evenly spread. Parents may find, therefore, that homework patterns vary over the academic year. There will be intensive study sessions in School time and after School in some subjects to enable students to have a more focused approach to managing their work load. It is vital that students take up these opportunities to support their lessons.
For students in Year 12 and Year 13 independent learning is an essential component of advanced level study and a vital preparation for higher education. Post-16 students should spend at least 4-5 hours on home study per week on each A level subject. The ICT-rich Independent Learning Centre for sixth form students contains over 60 PCs and laptops and is an ideal place for private study.
12 | P a g e
Revision materials for GCSEs and A Levels are placed on the MLE which students can access from home as well as School.
Multi-Cultural Education
We are fortunate to have students from so many varied backgrounds in the School. We wish to teach all our students to enjoy and to respect their own and other cultures and traditions, including language, art, music, history and religion. At the same time, we stress that all our students are young Sheffielders and members of the community of King Edward VII School.
We view the multi-cultural dimension of the School positively and see in it scope to enrich the experience of all students on a basis of self-confidence and mutual respect. Our previous success as a specialist Language College owes much to our positive stance on multi-cultural education and we look readily for opportunities to build partnerships at home and abroad to strengthen our work.
Internationalism across the curriculum
Our international links reflect our wider view of community. We enjoy well- established partnerships with European Schools and can offer a full programme of study visits and exchanges to our students each year.
In recent years King Edward VII School students had the opportunity to join the following international study visits, organised by a variety of curriculum areas:
Art – Study Visit to Berlin or Vienna French – Study Visits to Paris and Brittany German – Study Visits to Austria and Berlin or Vienna Geography - Study Visit to Iceland PE – Study Visit to Spain Spanish – Exchange Visit to Palma de Mallorca; Study Visit to Murcia
We believe that every bilingual child should have the opportunity to gain recognition for their language skills and King Edward VII School leads the City-wide HoLA (Home Language Accreditation) Project, which aims to promote community languages and supports both community language schools and mainstream schools across Sheffield and the wider region. Over the past seven years, more than 1000 bilingual students across the region have gained a formal qualification in their home language. The HoLA Project has received national and international recognition for its innovative and creative approach winning the European Language Label 2012 and also the Mary Glasgow Trust Award 2012. English as an Additional Language (EAL)
Each academic year several King Edward VII School students take the oportunity to gain a formal qualification, a GCSE or an A Level in their home language. Some, however, require support in English which is their second language.
13 | P a g e
We have gradually built up expertise in this area and provide support from skilled colleagues. Our aim is to equip all students with the necessary language skills to gain access to the curriculum and to enjoy success in School.
Parents of students for whom English is not the mother-tongue, and who have particular concerns, are invited to contact directly Mrs Agnieszka Wheadon (teacher with responsibility for EAL).
Learning Support
Many students will, from time to time, have difficulties with aspects of their work at School. Often the problem will be with the basic skills of reading, writing and numeracy.
Our Co-ordinator of Special Educational Needs and Inclusion (SENCO), Mrs C Addy, leads a team of teachers and support staff who have special training and responsibility for ensuring that all students with such difficulties have the help they need.
At present, we rely initially on information from our partner feeder schools, from parents and from our own diagnostic screening processes to identify those with Special Educational Needs.
Our aim is to make it possible for all students to take part fully in the mainstream curriculum and we use a variety of techniques to achieve this.
There are also occasions when students have difficulties with study skills and in this too, we can offer advice and assistance.
There is a purpose built Learning Support area at Upper School for Key Stage 4 and 5 students and we have a working space for Key Stage 3 students at Lower School. Both areas provide a safe haven for our more vulnerable students and both are staffed by experienced teachers and support staff. The Most Able Children
King Edward VII School contains many very able and talented students. Our curriculum organisation is designed to reflect our response to the needs of all students, including the most able. As students proceed through the School, teaching groups are arranged to reflect the needs of children with particular abilities. There is a flourishing programme of extension activities available in School, including intensive study units, a wide range of musical opportunities, involvement in drama productions and a wide range of extra-curricular activities. We always aim to respond positively to parental concerns, demonstrating a flexibility of approach to meet individual needs where possible. We are very aware of the pressures which the very gifted or very able student can experience and seek to deal with such issues with sensitivity.
14 | P a g e
Relationships, Sex Education and Health Education (RSE)
Relationships, Sex Education and Health Education (RSE) is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality, sexual health, mental health and staying and being safe. It should equip children and young people with the information, skills and values to have safe, fulfilling and enjoyable relationships and to take responsibility for their sexual health and well-being. The Governing Body considers it important that RSE is taught in School and keeps the policy under review in the light of the arrangements introduced in the Education Act 1993. The Department for Education (DfE) guidance on the delivery of SRE (2000), through the PSHE framework, is followed. The DfE guidance is under review and new requirements will be delivered from September 2019.
The teaching of RSE is set within the context of caring, loving and stable relationships, and takes into account the variety of RSE received so far, the ethnic diversity and religious traditions of our students and the maturity of the individual child.
Parents have the right to withdraw children from RSE in Personal, Social and Health Education (PSHE) but not from RSE in National Curriculum Science. Whilst being aware of this right to withdraw children, we aim to provide RSE in a way that is welcomed and appreciated by all parents.
We aim to keep parents fully informed about the content and organisation of the RSE teaching in the School. Parents may see details of the planned topics for study, look at the materials to be used in lessons and discuss the content of the course with staff. Additionally, RSE resources are on display at the annual Open Evening at Upper School in October. We hope that parents will be able to resolve any problems by discussion.
Religious Education
We teach Religious Education, not Religious Instruction. This means that students are taught how to think about religion, not told what to think. We adopt a multi-faith approach to the subject and encourage students to participate in open discussion in line with the agreed Sheffield syllabus. We feel that it is very important that students from a variety of religious and cultural backgrounds feel comfortable about upholding attitudes and values which they bring from home. Although the law allows parents the right to withdraw their children from RE, we are pleased that parents scarcely ever choose this option because students from any religion, or those with no religious beliefs at all, are equally able to participate in and contribute to the subject, which is an integral part of their education. All students follow the RE course from Year 9 until the end of Year 11, when a GCSE full course certification is available. The AQA Philosophy course is also taught at A level with the opportunity to participate in workshops/lectures organised by the Philosophy Department at Sheffield University.
15 | P a g e
Careers Education and Guidance
Careers guidance, information and opportunities are available to students from Year 7 via tutorial work and other appropriate activities. Careers guidance material is delivered in Year 9 through special option sessions during information weeks in December and January.
In Year 10, Careers is delivered through registration in preparation for the two weeks’ Work Experience placements in June/July.
In Year 11, the aim of Careers is to provide information, advice and guidance to ensure that students are prepared appropriately to make Post-16 choices. This is delivered through registration with some lessons in English dedicated to drafting and completing application-forms. Guidance work continues Post-16. The School works closely with an external careers adviser to provide impartial advice and guidance. Work Experience
This is an integral part of the educational experience of all Year 10 students who spend two weeks in June/July of Year 10 in the work place. This is carefully prepared and monitored and makes an invaluable contribution to students’ preparation for making important choices for Post-16 education or training. Students are encouraged to get their own placements but if they are unsuccessful the School provides placements negotiated with local employers who have maintained successful partnership working with the School. King Edward VII School has chosen to continue to support the inclusion of Work Experience despite the difficult financial climate, in the programme of study at Key Stage 4, because of its obvious value in developing skills for students of all abilities.
Work Experience starts on 24 June 2019.
Post 16 students are encouraged to take part in self organised work experience especially if it relates to possible university courses or careers.
Libraries
The School has a well-stocked library on both sites. We have recently upgraded to eclipse.net (library management system) allowing student and staff access to the library catalogue from any PC within the School.
The Lower School Library is open 8.45am to 4.30pm Monday to Thursday and is for general use and student borrowing. There is a comprehensive range of age appropriate fiction and non-fiction. A suite of computers are available for homework and internet access.
The Upper School Library is open from 8am to 4pm each day. During lesson times it is a quiet place in which to work and is used mainly by Post 16 for private study. There is an excellent selection of fiction, non-fiction and reference books together with a variety of daily newspapers, periodicals and World Cinema DVDs and access
16 | P a g e to seven networked computers. An extensive careers section is available with a wide selection of university and college prospectuses, career guides and a large Gap Year display. There is a dedicated library page on the MLE with access to the library catalogue, JSTOR (online journal storage and a must for A level research) Top Apps, recommended by teachers to support your learning and other online periodicals.
At lunch time both libraries are livelier; students from all years play chess and an annual chess tournament is held in which both students and staff can take part. There are regular reading groups across all key stages, meeting each half term for some lively debates. Author visits are arranged whenever possible and the library has recently been fortunate enough to welcome Marina Lewycka, Gavin Extence and Elizabeth Wein. World Book Day is celebrated with an event every year at Lower School. Examination Entry Policy
Once students have embarked upon a public examination course at GCSE, BTEC or Advanced GCE levels, we expect them to see the course through to its conclusion. It is our normal practice, therefore, to aim to enter all students for all examination courses they are studying. The cost of examination entries is borne by the School.
Coursework has now been replaced by linear examinations (which take place at the end of courses) in many GCSE and Post-16 courses. A small number of courses have retained a coursework element e.g. Drama, Art and Photography.
Problems about GCSE and A Level examinations are always the subject of detailed consultation with parents and students. GCSEs are mainly taken in Year 11 but one is also undertaken in Year 10. Entry for examination implies a contract between students, parents and the School. Although very much a rarity, it has been known for students not to attend examinations for which they have been entered. In this event, we will endeavour to recover the cost of the examination entry from parents.
Obviously we take public examinations seriously and therefore ensure that all our students are carefully prepared for them. This includes sitting formal annual examinations in April/May of Year 10 and trial examinations in November of Year 11. Great care is taken with individual students who require special consideration.
Parents with queries about public examinations should contact the Examination Office.
Extra-Curricular and Extension Activities
These are activities which take place outside normal lessons. They vary from year to year but a typical, but not exhaustive, selection of activities available is given below; many grow naturally out of the taught curriculum. No attempt has been made here to chronicle all the events and achievements of our students but this aspect of the life of the School is of great importance to us as is reflected in the vast range of activities experienced.
17 | P a g e
Art, Design and Photography
The Art Department is staffed at lunchtimes and after School for students a to continue with their work on a self-directed basis. Staff run special bespoke workshops and after School clubs. Visits are organised to regional Art Galleries and Museums (Yorkshire Sculpture Park, Hepworth, Whitworth, and Nottingham Contemporary). We have an excellent relationship with Museums Sheffield and are able to respond pro-actively to a wide range of education initiatives that they instigate. Students are actively involved in The Youth Forum Project with Graham Moore at Museums Sheffield and The Society of Young Explorers at Site Gallery with Cassie Kill. Lower School students are invited to take lessons in Art and Photography in the Glossop Road site to enable them to become familiar with the building. Exhibitions of their work for family and friends are organised at Upper School to share students creative success.
A small number of selected students from Key Stage 4 are also involved in the Saturday National Art School programme with Sheffield Hallam University (SHU). We benefit hugely from visiting artists and practitioners who work with our students on a wide range of subject specific projects. Lecturers from regional Further Education and Higher Education providers visit the department to assist students with applications to art and design courses post A Level. Workshops at Sheffield College, Chesterfield College and SHU form part of our subject specific induction programme.
Post 16 students exhibit their work each year in a variety of ways – online, in the department developing gallery space and as part of collaborative projects with Sheffield artists. Every year the Art Department organise an A Level Study Visits at focus on high quality regional and national venues. There are a high percentage of students at A level that go on to study Art Foundation and Degree courses in creative fields gaining a vast array of careers in Art and Design. A very high number of Year 13 students in Art and Photography have gained places on Foundation Courses in Art and Design at Chesterfield College and Hillsborough College Sheffield. Students have also gained a place at the prestigious Leeds College of Art for Foundation Art and Design.
Arts and Humanities include:
Year 12 – Study visits to a variety of locations with artist / teacher Stephen Carley. Workshops with artisits/teachers Stephen Carley and Sara Brannan. Visits to the Sheffield Institute of Art collaboarting with students and staff learning processes and gaining valuable experience in a FE setting. Working with Chesterfield College and producing work, gaining access to Art facilities and experience in a FE. Year 12 – location photography project –with artist / teacher Stephen Carley. Year 11/Year 12/Year 13 – Several students actively involved in the ‘Society of Explorers’ – Site Gallery, Sheffield; working with artists, curators and students from other Sheffield Schools and colleges.
18 | P a g e
Year 10 Art and Photography students – working on projects based on themes from local exhibitions, working with Museums Sheffield, such as Peter Kennards protest art. Year 9 - working on local landmark projects with Sheffield Cemetry for Art and Photography. Year 7- Projects run through Stephen Carley involving landscape drawing, photography journeys and recording based on his own practise. A peer mentoring project involving Year 13 students working with our youngest artists. Year 12/Year 13 students – October half term workshops at The Sheffield College (printmaking, Jewellery, life drawing). Year 13 Art, Photography,Graphics and Textiles students – exhibitions of work at school and selected for further exhibitions in Sheffield.
Our recent students include Tom Heatly who is now an established Artist / Photographer in Brighton, after graduating with a a First Class Honours Degree. He has won several prizes and now has gallery representation. Alex Noble graduated from Goldsmith College in London with a First Class Degree. He has set up a studio in Sheffield to edit film and audio and is current;y working on a project with Chinstroke Records. Alice Stevens, a recent graduate of King Edward VII School has gained an award from Millenium Galleries for her work at Chesterfield College. Other alumni from the Art Department include local creative business women Filicity Hoy, Leah Edwardes, Emily Cropton and Charlotte Johnson.
Computing and IT
We have lunchtime and after School clubs at both Lower School and Upper School. Students can enhance their computer programming and IT skills or catch up on work from other subject areas. We enter national competitions such as TeenTech and Lego Challenge. We also run trips to the Advanced Manufacturing Research Centre (AMRC) in partnership with The University of Sheffield and Factory 2050. Design and Technology and Engineering
A number of lunchtime and after-School activities operate at Upper School and students are encouraged to use the excellent facilities to develop their project work. Extensive links have been developed with industry both nationally and locally. Students studying Engineering have regular industrial visits to factories and businesses in the region.
Drama
Our home-grown Theatre Company, Blank Slate, produces an Upper School play in the autumn and spring terms for Year 9 to Year 13 and a Lower School play in the spring and summer terms for Year 7 to Year 9. All students who want to be involved in the work of Blank Slate in whatever capacity (performer, technician, musician, designer, maker, publicist) are given a part or role to play. We aim to run the company as truly inclusive, recognising that the passion for drama and commitment to getting involved is what will lead to successful,
19 | P a g e creative, quality performances. Blank Slate’s work has been acknowledged nationally as outstanding and has featured in the Times Educational Supplement, on Radio 4, Radio Sheffield, and on ITV’s Calendar.
Major productions in recent years by Blank Slate, have included challenging classic works of world theatre by Aristophanes, Sophocles, Shakespeare, Lorca, Brecht, Berkoff, Dario Fo, Dylan Thomas, Tony Harrison and Edward Bond, as well as comedies such as The Real Inspector Hound, The Rebels of Gas Street and Daisy Pulls it Off. In the past we have performed at the Sheffield Children’s Festival and last year over forty students from Years 7 to 12 took part in our successful, promenade production of Shakespeare’s ‘A Midsummer Night’s Dream’.
In addition to this, Drama Clubs are run at lunchtimes for all years at Lower School.
For Drama extension work, the Drama Studios at Lower School and Upper School are bookable each lunchtime and every day after school for any Drama students to continue to develop, explore and rehearse work in which they are currently engaged.
Examination performances at Key Stage 4 and Key Stage 5 and end of Unit Performances at Key Stage 3 are produced each term and all students and staff are actively encouraged to come and watch the dress rehearsals and final assessed performances. There are plans this year to run a showcase of performance work for family and friends to enjoy the outstanding and inventive quality of our students’ performances. English
The English Department has a strong tradition of encouraging personal, creative writing. For a number of years we have run a poetry competition in memory of the former much-loved Head of Department Catherine Lord and a reading and awards evening has been held to celebrate the event each year. Creative Writing groups are run in both buildings for fixed periods during the year and we liaise with the Library and its reading groups as well. Opportunities for meeting authors also happen during the year often organised by the Library and the English Department in conjunction with Sheffield Libraries, the universities, Off The Shelf and other organisations. We constantly look for events to stimulate and enhance our students' appreciation and understanding of English. Foreign Languages and other international links
King Edwards VII School offers students a range of both study visits and residential visits abroad. There is an exchange with a school in Palma de Mallorca Spain and intensive study visits to Spain, France, Austria and Germany. Foreign visitors are a common feature of Modern Languages in the School.
Much closer to home, we are placing great importance on the friendships and co- operation we have developed with local communities, including Sheffield's Chinese, Greek, Korean and Russian communities and schools.
20 | P a g e
Our international programme and extra-curricular activities relating to languages have received national acclaim. The School has won the Spanish School of the Year Award (2009), the Mary Glasgow Trust Award and the European Award for Languages twice (2002, 2012).
Geography
Field work has always been a traditional and well-loved aspect of Geography. There are many opportunities for students to take part in visits and field work that enhance the geographical understanding of students.
Our most exciting opportunities are in the Sixth Form. All our students who choose Geography are involved in a residential to North Yorkshire and our Geology students to the Lake District. There is also the extra opportunity for Geography and Geology students to attend a residential to Iceland, visiting the south-west of the island and learn about the amazing physical geography this landscape offers. This visit takes place every two years and will next be held in February 2020. Please note as we are an inclusive school, should the cost of this opportunity become too expensive we will look at alternative destinations such as Italy. It is our intention for as many A-Level students as possible to be able to enjoy this experience.
The department also enters a student team into the annual Geographical Association Worldwise Quiz, and in the past our teams have gone onto further competitions in the Yorkshire Dales and South America.
History
In History lessons at King Edward VII School we aim to develop student's curiosity about the past. We explore a range of time periods, from Ancient Greece to 1960's USA, through a mixture of contemporary sources and artefacts. We encourage students to pursue their own enquiries and become confident, independent learners who are inspired to study history beyond the classroom. Post-16 students are also offered the opportunity to visit Washington DC as part of an annual History and Politics trip. We are fortunate to be based at a historic site and we offer students in all year groups the opportunity to explore the Upper School site and study various aspects of local history.
Students are engaged in History through a variety of active learning activities and a mixture of independent, paired and group projects. We aim to develop skills of debate and presentation, alongside extended writing and evidential analysis. To enhance our curriculum, there are a variety of trips and extra-curricular opportunities available across all key stages. Please don't hesitate to contact Mr. Harland if you would like any further information on History at King Edward VII School.
Mathematics
The Mathematics Department organises a number of clubs and activities at both Lower School and Upper School. Activities include the National Cipher Challenge, preparing teams for the Hallam University PopMaths quiz and the UK Mathematics
21 | P a g e
Trust Team Mathematics Challenges as well as trips to the local universities to see visiting speakers. We also organise extra-curricular study and revision sessions in the run up to external examinations which are usually very well attended and comprehensive support to students preparing for Oxford and Cambridge entry exams including both School and University programmes. Music
The Music Department places a high priority on practical music-making, both in and out of the classroom. We aim to offer a variety of musical activities of interest to both experienced musicians and those learning instruments as well as opportunities for those who enjoy the subject and wish to participate in workshops and concerts. Alongside our regular programme of concerts, workshops in recent years have included African drumming, Rock Bands, Chinese music and a Samba Band. In order to promote a spirit of initiative and responsibility amongst our musicians we also encourage senior students to form and direct their own vocal and instrumental ensembles.
Platforms for performance include large choral and instrumental concerts and various recitals for the different age ranges. Concerts take place in School and also in churches in our local community, with large supportive audiences. Parents are warmly invited to attend these events. Ensembles include Senior Choir, Lower School Choir, Concert Band, Lower School Wind Band, string orchestras and also smaller ensembles and chamber groups. We maintain strong links with Music in the Round’s education programme, participating in various instrumental specialist workshops at the Crucible Theatre.
There is extensive peripatetic tuition with over 200 students learning to play or sing. Our instrumental teachers are experienced musicians who have the skills to teach all students, from beginners right through to A Level and Diploma standard. Our students are also leading members of Sheffield Schools’ musical ensembles.
Science: Lower School
Extra activities include:
In 2017/2018 the School had two [STEM] (Science, Technology, Engineering and Mathematics) clubs - this year we plan to run three STEM clubs - one for Year 7, one for Year 8 and Year 9 and one for Year 10 and Year 11 A full set of activities and visits organised each year for Science and Engineering week for all year groups (including visits to the Advanced Manufacturing and Research Centre (AMRC) and talks in School)
King Edward VII School is a member of the Royal Society Associate of Schools and Colleges Network 2018-2019.
Two teams took part in the Royal Horticultural Society’s Green Plan it project – with one team winning the best design.
22 | P a g e
In Year 7 and 8 we offer opportunities to go on Science visits. In the past this has been to The Deep Submarium in Hull.
In Year 9 all students have the opportunities to take part in the STEM Careers Week where, amongst other things, they get to interview a variety of people working in STEM careers.
A variety of extra activities and experiences are offered during Science and Engineering week (March every year) for students in Year 7, 8 and 9.
Gifted and talented students in Year 7 and 9 attend a trip to the University of Sheffield School’s Laboratory to carry out advanced level Chemistry.
Clubs:
In Year 7 students can join the Year 7 STEM club which is a popular after School club where students get the chance to build, experiment, invent, listen to visitors from the universities and go on trips all with a STEM link.
In Year 8 and 9 students can join a different STEM club where they can plan and carry out more long-term projects. It is expected that these activities will count towards an award (CREST Awards) and that the students will go on to present what they have done at a regional STEM event (e.g. The Big Bang Fairs). In previous years groups of students have won prizes for their work at the Yorkshire Big Bang Fair.
In Year 10 and 11 students can join a STEM Club at Upper School to plan and carry out long-term projects. Science: Upper School Biology
Field work is an important aspect of A Level Biology study. To support the new AQA AS specification we have organised a day visit to investigate species diversity at the Longshaw Esate, Derbyshire. Our students will participate in a short residential investigating the distribution of flora and fauna of the coast of North Yorkshire, using statistics to analyse and evaluate the results. The department also has links with the University of Sheffield and students who are often involved with projects from visiting undergraduates or, if available, visits out to the Biological Sciences Faculty.
Chemistry
A level Chemistry is very practically based course. To support this, our Year 12 students attend Royal Society of Chemistry (RSC) lectures at the Universtity of Sheffield. Students undertake practical projects based on carbonyl chemistry and biofuels. In Year 13, students attend a practical spectroscopy day at the the Universtity of Sheffield to reinforce the theory learnt.
23 | P a g e
Physics
A level Physics students have the opportunity to attend lectures/masterclasses at the University of Manchester on topics such as Particle Physics. We also take part in Physics Olympiad in Year 12 and Year 13 including the National Physics Olympiad competition.
Sport
The School has excellent facilities. Clubs and practice sessions are held regularly in a wide range of activities and there are a number of inter-form competitions held throughout the year. Teams represent the School in all major sports in most age groups. Non-competitive clubs also take place including: dance, aerobics, volleyball and fitness. Our teams play nearly three hundred fixtures annually against other schools, winning many of them.
Girls and boys from the School are also regularly picked for local representative honours and from time to time to complete at national and international level in a range of sports including athletics and cross-country, netball, squash and football.
Duke of Edinburgh Award Scheme
The School offers the opportunity for any student to achieve their Bronze and Gold Awards. Students are able to join the scheme in Year 9 to work for their Bronze Award and we have in excess of one hundred students taking part each year. At a higher level we have up to seventy students in Year 12 working towards their Gold Award each year. This includes a week in the Scottish Highlands to complete a four day expedition. We are well-equipped with resources to support young people in working through their Awards and have staff with great expertise in this area.
“That was quite honestly the best day of my life!” Year 12 Student at the end of the Gold Expedition.
The Duke of Edinburgh's Award offers a framework in which young people are encouraged to take part in a wide range of activities including voluntary work, physical activity, skill development and an expedition. The Awards develop many skills that employers are looking for which it is often hard to pick up through academic subjects, for example leadership and team working skills. On completing an Award at any level, students achieve a qualification that is widely valued in commerce, industry and educational establishments.
Outdoor Education
Year 12 and Year 13 pupils can opt to participate in Outdoor Education as part of a portfolio of enrichment activities on offer. In the last few years they have slept in snow holes near Stanage Edge, climbed, caved, water-skied, mountain-biked and bouldered around the Peak District. There is a progression of experience from initial taster sessions to some quite serious and challenging objectives. Pupils are
24 | P a g e encouraged to analyse risk and develop their skills – many become proficient independent participators with some going on to work in the outdoor industry.
For several years students have been able to learn to lead climbs on UK crags. They have sampled sea cliffs at Swanage, learnt to abseil on Anglesey and multi- pitched their way up routes in Snowdonia.
“The learning to lead climb course helped me practice skills that I can use when I am out climbing on my own that will keep me safe. It was one of the best weekends I have had this year – ace climbing, ace people. It was a good break from schoolwork and exams. Abseiling into Cormorant Ledge was very atmospheric with the added difficulty of tides, and bagging a great ‘classic rock’ tick of ‘Quality Street’, HVS 4c. I learned a bit about the geography of the area and the fossils. Our School has some very dedicated (getting up at 6am on a Saturday), enthusiastic (climbing for 11 hours) and talented staff.” Year 12 student
Scottish winter mountaineering trips have been popular in the spring term. Students progress from learning to use an ice axe and crampons to ascending a graded winter route. They have managed 'Number 4 Gully' on Ben Nevis and 'Broad Gully' on Stob Coire nan Lochan. Sometimes with 60mph winds and windchill temperatures of -15C other times above the clouds with snow covered peaks all around. Guaranteed suffering and memorable times in equal measure.
Pupils are encouraged to engage with national training programmes such as the Conville Memorial Winter Skills Weekends and Alpine training.
Ski Trip
Every winter a coach heads out to the Alps with students hoping to improve their skiing or snowboarding skills. We travel to snow-sure resorts like Courmayeur and La Thuile in Northern Italy. Even on Easter trips we have had nearly 350 cm of snow on the upper slopes and 80 cm in the village. At King Edward VII School we have ensured that we have five members of staff with the ASCL qualification. As a result many of the students take the opportunity to ski with staff after ski lessons and get up to another ten hours skiing/boarding out of the week. It is a fantastic week to build confidence, experience the thrills and spills of an alpine resort, sample some delicious Italian cooking and brush up on your language skills.
"I loved getting to know so many amazing people over the week and making some hilarious memories with them. Despite being one of two girls in my ski group of eleven, I always felt included and spent the week constantly laughing. I’ve learnt loads about my skiing and can’t wait to go again next year." Year 8 student
"I got so much better at skiing. I felt like I was learning all the time. I really enjoyed the free ski with the teachers. It was undoubtedly one of the best weeks of my life despite all the numerous 'mishaps'. It was twice as good as the equivalent with my previous school last year. Thank you so much. The King Edward VII School ski trip is the best!" Year 12 student
25 | P a g e
Talent shows
At both Upper School and Lower School there have been Talent Shows to close the Christmas and summer terms. The students always amaze us with the depth and range of performance talent from bands, acoustic acts, solo singers, street dance, parkour and comedy. King Edward VII Sixth Formers and the local community
Volunteer work is an option for Post-16 students and they organise this themselves. A considerable amount of community service is undertaken, including help in schools (nursery, Primary and secondary), help in hospitals (on the wards and in physiotherapy departments), visiting old people, the visually impaired and helping to run a club for young people with disabilities. Sixth Formers are also very active in charity fund-raising and providing volunteers for a range of local events and research projects. Our work for a range of charities has become increasingly important - and students are quick to respond to raise money in response to international disasters. and in addition…
Many students organise meetings of like-minded students with shared and diverse interests, such as Environmental/Green issues, Amnesty International, Computer Games, Bridge and Debating. Chess games are a regular feature of the Upper School Library.
26 | P a g e
King Edward VII School
Exam Results 2018
Results summary
GCSE results 2018
68% 4-9 (A*-C) including English and Mathematics (4% above the national average)
10% 7-9 (A/A*) including English and Mathematics
37% achieved the English Baccalaureate (13% above the national average)
16% of all entries 7-9 (A*-A)
A Level results 2018
60.3% of A Level results were at A*- B (7% above national average)
10.6% A* (2% above national average)
97.5% A*-E grades
Average grade B-
3 students secured places at Oxford and Cambridge (37 in last five years)
32% of students obtained places at Russell Group universities
149 students went to university
GCSE (9-1) No. Pass 9 8 7 6 5 4 3 2 1 U 9-7 9-5 9-4 Art 37 100% 0 2 6 6 4 4 8 6 1 0 22% 49% 59% Biology 66 100% 4 4 11 16 16 10 4 1 0 0 29% 77% 92% Chemistry 66 100% 6 8 10 18 12 8 2 2 0 0 36% 82% 94% Computing 31 84% 0 2 1 1 3 3 3 8 5 5 10% 23% 32% Drama 19 100% 1 1 6 1 6 2 1 0 1 0 42% 79% 89% English Language 219 99% 9 9 16 34 54 49 33 9 4 2 16% 56% 78% English Literature 218 98% 7 15 17 35 40 40 37 9 14 4 18% 52% 71% Food 16 100% 0 0 0 0 4 1 4 6 1 0 0% 25% 31% French 21 100% 2 1 1 2 1 4 6 4 0 0 19% 33% 52% Geography 89 97% 1 3 5 8 26 8 11 15 9 3 10% 48% 57% German 32 100% 2 1 2 5 3 10 6 2 1 0 16% 41% 72% History 122 98% 6 11 12 20 22 13 20 13 2 3 24% 58% 69% Maths 219 97% 9 10 12 25 40 65 29 16 6 7 14% 44% 74% Music 20 100% 1 3 2 6 3 0 3 2 0 0 30% 75% 75% PE 25 100% 0 0 1 5 7 4 6 1 1 0 4% 52% 68% Photography 22 100% 0 1 5 2 2 5 3 4 0 0 27% 45% 68% Physics 66 100% 6 7 6 19 10 13 4 1 0 0 29% 73% 92% RE 211 98% 3 3 14 23 26 37 57 32 11 5 9% 33% 50% Science Combined 308 97% 3 10 14 23 58 81 66 27 16 10 9% 35% 61% Spanish 102 97% 3 2 8 7 18 18 23 14 6 3 13% 37% 55%
GCSE (A*-G) No. Pass A* A B C D E F G U A*-A A*-C A*-G Arabic 18 89% 5 5 3 3 0 0 0 0 2 56% 89% 89% Business Studies 41 93% 0 2 12 10 6 3 2 3 3 5% 59% 93% Dutch 1 100% 1 0 0 0 0 0 0 0 0 100% 100% 100% Graphics 21 100% 0 2 3 8 3 4 0 1 0 10% 62% 100% Health & Social Care 39 100% 0 2 6 9 9 6 5 2 0 5% 44% 100% Persian 1 100% 0 1 0 0 0 0 0 0 0 100% 100% 100% Resistant Materials 14 86% 0 1 0 5 4 2 0 0 2 7% 43% 86% Textiles 16 100% 0 2 7 3 3 1 0 0 0 13% 75% 100% Urdu 20 100% 4 8 6 1 0 0 0 1 0 60% 95% 100%
BTEC No. Pass L2 D* L2 D L2 M L2 P L1 P U A*-A A*-C BTEC Engineering 42 100% 1 2 7 20 12 0 7% 71% A Level Entries A* A B C D E U A*-B A*-E Arabic 6 2 3 1 0 0 0 0 100% 100% Art & Design: Fine Art 14 1 3 3 4 3 0 0 50% 100% Art & Design: Graphics 2 0 1 0 0 0 1 0 50% 100% Art & Design: Photography 11 1 2 3 2 1 2 0 55% 100% Biology 58 3 14 16 10 12 3 0 57% 100% Business Studies 14 0 0 7 5 1 1 0 50% 100% Chemistry 53 7 12 15 8 4 3 4 64% 92% Chinese 2 0 2 0 0 0 0 0 100% 100% Computing 7 0 2 2 1 1 1 0 57% 100% D&T Product Design 6 0 0 1 2 1 0 2 17% 67% Drama 7 1 2 3 1 0 0 0 86% 100% Dutch 1 0 0 0 1 0 0 0 0% 100% Economics 24 1 10 9 4 0 0 0 83% 100% English Language 27 0 7 12 7 1 0 0 70% 100% English Literature 25 0 3 9 5 6 2 0 48% 100% French 7 0 0 3 4 0 0 0 43% 100% Geography 16 0 1 8 3 4 0 0 56% 100% Geology 3 0 1 0 0 1 0 1 33% 67% German 4 0 0 2 2 0 0 0 50% 100% Health & Social Care Single 11 0 1 1 3 4 2 0 18% 100% Health & Social Care Dbl (1) 5 0 0 2 2 1 0 0 40% 100% Health & Social Care Dbl (1) 5 0 0 1 2 2 0 0 20% 100% History 34 6 5 13 5 4 1 0 71% 100% Italian 2 0 1 0 0 0 0 1 50% 50% Mathematics 78 18 22 17 13 3 2 3 73% 96% Mathematics - Further 22 8 3 5 4 2 0 0 73% 100% Music 1 0 0 0 0 1 0 0 0% 100% Philosophy 4 0 0 3 0 1 0 0 75% 100% Physics 28 6 5 7 6 3 1 0 64% 100% Polish 1 0 0 0 0 1 0 0 0% 100% Politics 22 4 3 7 4 2 1 1 64% 95% Psychology 39 1 10 11 10 6 1 0 56% 100% Russian 1 0 1 0 0 0 0 0 100% 100% Sociology 26 2 4 7 7 4 0 2 50% 92% Spanish 13 1 3 2 5 2 0 0 46% 100% Sport/PE Studies 6 1 0 2 2 1 0 0 50% 100% Urdu 2 0 0 1 1 0 0 0 50% 100%
BTEC Qualifications Entries Distinction* Distinction* Distinction* Distinction Distinction Distinction Distinction Merit Merit Merit Merit Pass Pass Pass D*- D D*-P Engineering Level 3 Diploma 6 0 0 3 0 3 0 0 50% 100%