STOCKPORT GRAMMAR SCHOOL
Lower School Handbook
INTRODUCTION Welcome to the Lower School
I am very pleased to welcome you to the Lower School. We want your child to fulfil their potential, and to be busy and happy. We want them to take full advantage of the wide range of opportunities available both inside and outside the classroom.
The academic work undertaken in the Lower School is very important in laying firm foundations for Middle School options and for specialist advanced studies in the Sixth Form and beyond. We offer a combination of excellent teaching, a variety of programmes of study, good counselling and sound advice to help your child develop an appetite for intellectual enquiry, an enthusiasm for study and the self confidence that comes from establishing effective work habits. We encourage every child to take part in and enjoy the school’s extensive programme of cultural, sporting and extra-curricular activities. We attach particular importance to the development of excellent links between school and home. Experienced Form Tutors have responsibility for the pastoral care of every pupil and they are keen to keep in regular contact with you. They see pupils each morning to support and monitor all aspects of academic progress, foster the welfare of each individual and oversee personal development.
We look forward to welcoming your child to our happy and supportive school community, and to working closely with you in the years to come.
Dr Paul Owen, Headmaster
Form Groups
The First Year has pupils who come from a wide range of independent and maintained primary and junior schools. They are divided into eight Forms with girls and boys evenly distributed throughout. As the entrance examination is a selection procedure in itself, there is no formal setting or streaming in the First Year. The pupils are allocated Forms with the express purpose of mixing them as much as possible in terms of ability and previous experience. As all the pupils are very capable, they gain greatly from this practice, learning much of value from each other. The pupils form close partnerships with their Form Tutors.
If Form Tutors are to provide the help they intend, they need to know when there are uncertainties. It is therefore essential that they are kept informed of any special circumstances such as family illness or bereavement. We also ask that you encourage your child to share any worries and difficulties with their Form Tutor, however small they may seem. They should keep their Form Tutor up to date on all their activities, both inside and outside the classroom.
Each Year in the Lower School has its own Head of Year who, alongside the Head of Lower School Mrs Helen Lawson, has overall responsibility for the pastoral care of your child. The Head of First Year is Mrs Esther Suttle, the Head of Second Year is Mr Anton Hanson and the Head of Third Year is Dr Emanuela Zanda.
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such as personal organisational skills and such as personal organisational skills increased independence. Existing friendships are cemented and new ones are begun; group challenges bring together pupils who might not otherwise meet; team work and the offering of support and encouragement to others become second nature. In addition, the children will reflect on their experiences during lessons in English and Life Studies. Focusing on fresh starts and friendships, on fresh starts and Focusing the inspiring, challenging and confidence building activities encourage lively in interaction and centre on teamwork order to accelerate the settling in period and encourage respect for other pupils and teachers. social, Activities are both educational and that will intended to furnish pupils with skills at SGS, be valuable throughout their time A few weeks into the Autumn Term all First the Autumn Term A few weeks into part in a two day adventure pupils take Year in Derbyshire. Hotel to Ilam Hall Youth country house in Ilam Hall, a picturesque provides a comfortable the Derbyshire Dales, the and secure base from which to explore tasks area and undertake specially designed the including visiting Chatsworth House, a walk in Heights of Abraham and enjoying the local countryside. We are still hopeful that we will still be that we will still still hopeful are We in September our residential able to hold if social distancing However, this year. that this is persist and dictate measures postpone the possible, we will no longer as the Year, the First trip until later in a valuable part of experience remains life. Year First
INDUCTION 2 THE LOWER SCHOOL The school keeps all aspects of the curriculum, the timetable and the school day under regular review. We are firmly committed to the principle of breadth in education and to the promotion of your child’s learning in social, cultural and moral matters.
The Lower School Timetable Timetables for all pupils throughout the Senior School follow a two-week cycle. This means that instead of listing the same set of lessons per week, pupils’ timetables will instead list two weeks’ worth of lessons. To differentiate between each, the first week is Blue Week and the second Yellow Week. After ten school days of lessons, the cycle begins with Blue Week again. There are five lessons per day, with each lesson lasting one hour. There are fifty lessons per fortnight. The fortnightly cycle is also called the ten day cycle, referring to the number of school days it includes.
The ten day cycle gives us more flexibility in delivering a wide curriculum and the five one hour lessons each day allow topics to be explored in depth and in a variety of ways.
How is the School Day organised?
The Timing of the School Day 8.40 Form Registration 8.50 Assembly 9.10 Period 1 10.10 Period 2 11.10 Break 11.30 Period 3 12.30 End of Morning School LUNCH 1.50 Period 4 2.50 Period 5 3.50 End of Afternoon School
School opens at 7.45am and pupils may stay in school until 6pm without additional charge. Breakfast can be purchased in the Dining Room from 8am.
Subjects During the First Year all pupils study the same subjects. During the Second Year, pupils begin the process of choosing which languages and which creative and practical subjects they wish to study in Third Year. Pupils choose five subjects from the following: Latin, French, German, Spanish, Art, Design Technology, Food Nutrition, Music, Drama and Computer Science. At least two of the five options must be a language. Spanish is introduced in Third Year to give pupils a taster of the language in order for them to make an informed choice at GCSE. German and Latin are introduced from the beginning of the Second Year. Religion, Philosophy and Ethics is also formally taught from Third Year in one lesson per week. In First and Second Year, themes and skills central to the subject are taught through the Life Studies curriculum.
During the Third Year, pupils will be asked to make their choices for GCSEs. Mathematics, English Language, English Literature and at least two Sciences are compulsory. The study of at least one Modern Foreign Language is strongly recommended.
The school’s Careers Officer, Mrs Helen Tadman, advises pupils on their choices of GCSE subjects and they all attend an Options Evening (along with their parents) in the January of their Third Year. Here they will be given more help and information on making sensible choices. Options are finalised after the Parents’ Evening in the Spring Term.
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Choose five subjects, with three lessons for each subject per cycle. of the choices Two must be a language. Third Year 0 3 2 6 3 3 3 6 3 4 2
50 } 2 2 2 1 Second Year 3 3 3 0 2 0 3 2 2 1 Year First 5 0 0 0 1 0 3 3 2 6 6 3 3 3 3 3 3 6 5 3 3 2 2 5 4 50 50 0 }
school year, do not hesitate to contact a Form Tutor, the Head of First Year or the Head of Year the Head of First Tutor, to contact a Form do not hesitate school year, Lower School. each pupil. Descriptors of each grade are included with the report. each pupil. Descriptors of each grade are included with Evenings Parents’ Evenings during the course of your child’s first are invited to three Parents’ You few weeks of the Autumn year at SGS. The first - an Information Evening - is in the first pupils have settled in to life of this evening is to review how well The purpose Term. Form will meet your child’s at SGS and to discuss their likely academic progress. You forthcoming dates and events. about important Year and hear from the Head of First Tutor teachers all of your child’s subject are provided with additional opportunities to meet You arise at any time in the and to evaluate your child’s academic attainment. If concerns for Key Stages 1 and 2. Stockport Grammar School does not follow the National Stages 1 and 2. Stockport Grammar School for Key Stage 4, our work is very similar to the but as GCSE is Key Curriculum exactly, to tackle challenging National Curriculum. It is school policy to encourage pupils breadth across the work and develop independent study skills whilst maintaining whole curriculum. Reports giving a view at the end of the Summer Term, Portal Reports are issued via the Parent Learning grades are also awarded of both term and examination performance. Approach to Evenings and regular assessments. The report These are in addition to Parents’ regularly. and Attainment grades which have been awarded to includes the Attitude to Learning (ATL) Creative Subjects • Art • Design Tech & Nutrition • Food • Music • Drama The National Curriculum abilities of our own to suit the particular The Lower School curriculum is designed have followed the National Curriculum Year pupils. Nearly all who join the First Life Studies Mathematics Physical Education Physics Religion, Philosophy & Ethics Computer Science Languages • French • German • Latin • Spanish How many lessons are provided in each subject area over the course of the ten the course of the area over in each subject lessons are provided How many day cycle? Subject Area Biology Chemistry Classics English Geography History
THE LOWER SCHOOL 4 THE LOWER SCHOOL 5 each day for parents to see and then sign. Form Tutors also monitor progress each day Tutors each day for parents to see and then sign. Form at the end of each week, when a new card is issued and targets as does the Head of Year Report” until all the members are set for the following week. A pupil will remain “On improvement in both effort of staff concerned are satisfied that there has been a genuine and attitude. Pupils with worrying ATL grades are seen by their Form Tutor and the Head of Year. Those of Year. and the Head Tutor grades are seen by their Form with worrying ATL Pupils organising themselves are who have been particularly indolent or who need help in to subject teachers Report”; they are issued with a card which is presented placed “On in the relevant space to at the start of each lesson. The teacher either initials the card The card is taken home indicate that everything is satisfactory or makes a comment. Grade Sheets grades ATL and attainment grades for each pupil in every subject. These record the ATL sheets are published via The individual are given on a regular basis throughout the year. should view the grades and acknowledge them via the link on Parents Portal. the Parent Portal. the Parent A pupil’s ability to organise and complete homework contributes significantly to the homework contributes A pupil’s ability to organise and complete will monitor closely Year The Head of First development of consistent work patterns. If your child regularly has Year. in the First the setting and completion of homework Year the Head of First and a half hours of homework, significantly more or less than one early in the Autumn Term. should be advised. A homework timetable will be sent home classroom, while stretching and challenging the pupil’s knowledge and understanding the pupil’s knowledge classroom, while stretching and challenging and many tasks will for the next lesson, of a topic. Some tasks may be a preparation rather than is placed upon quality, thinking.require some element of exploratory Value may, You of all private study. should be at the heart quantity; depth and critical thinking that you do not answer assistance but we recommend at times, find it necessary to offer their own input. a level of help that supersedes questions for your child or provide in order to identify skill levels in a variety of areas. After the first four weeks, each pupil can in order to identify skill levels in a subject should take no longer each evening; each expect to have three homework tasks than 30 minutes. work done in the an opportunity to extend Homework tasks should give pupils Homework plays an important role in the academic life of the School. Given that pupils of the School. life an important role in the academic Homework plays to their academic it is essential 20% of their waking hours at School, spend no more than and understanding. to develop learning progress that full use is made of homework In pupils are introduced gradually to the homework Year, the early weeks of the First will aim Teachers study. the rigours of Senior School timetable so that they can adapt to tasks when setting homework, learning and research to balance written work with specific By the time GCSEs are taken in the Fifth Year, boys and girls know what is expected of boys and girls know what is expected Year, are taken in the Fifth By the time GCSEs The internal school examinations. should prepare for their public them and how they need techniques examination particularly helpful for those whose examinations are better. more experience they have, the strengthening; the Homework School exams are sat in the Summer Term by every pupil in the Lower School, as well pupil in the Lower by every Summer Term are sat in the School exams as end-of-topic throughout arranged by departments which are tests and assignments also provide of progress, they an indication examinations provide While the year. each year. and learning experience in revising invaluable Examinations / Assessment Tests / Assessment Examinations
convenient time ([email protected]). and teachers occurs using the Planner, which provides an easy and reliable method of which provides an easy and reliable and teachers occurs using the Planner, you may prefer to use email, to telephone or to make conveying messages. Alternatively, or the Head of Lower School Year Head of First Tutor, an appointment with the Form particularly if the matter requires a longer time. ([email protected]), the Heads of Section to ensure works closely with Mrs Jo White, Deputy Head (Pastoral) the School. the pastoral care and well-being of pupils at all levels of give informal advice to All three Deputy Heads are always happy to offer help or and [email protected] parents ([email protected], If you would like to arrange an appointment with the [email protected]). to arrange a the Headmaster’s Secretary, Mrs Judy Baker, please contact Headmaster, Pastoral Care Pastoral who supports, advises and monitors Head of Year Each year group has an experienced regularly monitors Tutor The Form Tutors. of Form children in conjunction with a team of and pupils to the Head and can refer issues their academic progress and well being pupils, providing guidance, Year to First act as ‘Friends’ of the Sixth Form Members Year. community. settle quickly into our reassurance and advice to help them between School and links importance to the development of excellent attach great We matters should be the first port of call for most day to day Tutor child’s Form home. Your between parents and progress. Much communication concerning an individual’s welfare may be made to send work home. Except in the case of illness, a pupil may miss school send work home. Except in the case may be made to via the the Headmaster from has been obtained in advance only if leave of absence whole absences interrupt the work of the Occasional Portal. the Parent form available on lessons. the of the individual pupil who misses class as well as that teaching continues throughout because formal Daily attendance is regarded as essential punctual every morning for of each pupil to be the entire term. It is the responsibility details of any pupils who have to record Tutors am. Form Registration at 8.40 the Form who arrive absence. Pupils their parents to explain are late or do not have notes from of a detailed return The Government requires late must sign in at the School Office. all absences. The House System The House attend House the school. They when they join of four Houses allocated to one are Pupils are The Houses year. throughout the are run competitions and Inter-House Assemblies and Warren. Vernon Arden, Nicholson, Attendance [email protected] from school, it is helpful to email When a pupil is absent The school then knows Tutor. Form with the School Office for the or to leave a message arrangements school and attending confirmed that their child is not that the parents have
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In many schools these are reserved for more senior pupils. While this is so for German for more senior pupils. In many schools these are reserved School have many exchanges, younger pupils at Stockport Grammar and French visits. opportunities to participate in educational activities in addition to those associated with school games teams, choirs, bands and with school games activities in addition to those associated website, are listed on the school selection of activities which offer a large orchestras. We place and how pupils can where each activity takes together with details of when and get involved. School Trips can be invoked to encourage betterment, and to heighten awareness of the pupil’s and to heighten can be invoked to encourage betterment, are Punishments the school community and themselves. responsibilities to their family, to do better. and an exhortation not seen as retribution but as a deterrent Co-Curricular Education Activities and Outdoor and expected to take part in co-curricular are encouraged Pupils and outdoor education The school sets and expects high standards of dress, deportment and conduct. deportment expects high standards of dress, The school sets and discipline, a sense of security through the system of A primary objective is to establish, in their school. Coupled to develop pride and belonging which encourages pupils in consultation with parents, of sanctions which, with this system of discipline is a scale few practical dictates set out as School Rules. few practical dictates promote self-disciplineThe objective is to for by fostering honesty and consideration effectively so be addressed must environment. Behavioural problems others in a caring towards a realisation direction be guided in a productive and positive that the pupil can the heart of all that we do. lie at times the best interests of the pupil of potential. At all A system of discipline founded on common sense, mutual respect and shared sense, mutual respect on common of discipline founded A system in which pupils environment of an ordered to the provision is fundamental responsibility potential. and academic personal, social to develop their secure as they seek can feel co-operation and on good understanding of discipline relies This system pupil, between a acknowledgement of the need for home, complemented by an school and the family Discipline
resource is regularly updated to reflect recognised best practice. best updated to reflect recognised resource is regularly timetabled lessons. in Second and Third Year. In-class during and English departments provided by the Maths or small group support and personal development of all pupils at the school including those with additional and personal development of all pupils at the school including learning needs. For GCSE and beyond, access arrangements can in most cases be granted only if individual GCSE and beyond, access arrangements can in most cases For than the start of theassessments have been carried out with a qualified assessor no earlier take place in school by our own specialist staff, the assessments should Ideally, Third Year. although in some cases parents choose to pay for a more in-depth assessment with an an assessment, itEducational Psychologist. If parents are considering commissioning such so that she can liaiseis important that they contact Mrs Boardman at the earliest opportunity data can bewith the assessor in advance of the assessment and ensure that any assessment used by the school in accordance with exam regulations. The Headmaster and Governors are committed to supporting the learning, attainment Mrs Sarah Boardman, Head of Learning Support, also runs a drop-inMrs Sarah Boardman, Head of Learning session on like to discuss their mornings from 8 - 8.50am for any pupil who would Tuesday learning support needs. that is made to Examination access arrangements refer to any special arrangement at a significant disadvantage enable a pupil to access examinations without being placed is the granting of 25% compared to their peers. The most common access arrangement extra time to compensate for a pupil’s very slow reading, processing speed. writing or an unfair advantage, this It is important to understand that in order to avoid conferring School pupils in end of year and any other arrangement will only be granted to Lower exams if the school has clear evidence of need. Health and Care Plan) which may include local authority-funded support. include local authority-funded Health and Care Plan) which may ways: or more of the following support in one Lower School pupils may access additional • lunch hour one day a week. in the first half of the • Literacy Club, which takes place and study skills numeracy groups focusing on literacy, Learning Support • Timetabled • One-off or regular one-to-one with a member of the Learning Support appointments Department. For those pupils in need of more individualised support, a Pupil Summary is created a Pupil support, pupils in need of more individualised those For outside agencies. appropriate, pupil, parents, teachers and, where with input from the their and ambitions as well as strengths, interests Summary details the pupil’s The Pupil best support teachers can subject and gives clear advice as to how particular difficulties achieve as to what they need to do to themselves are also given guidance them. Pupils additional support that information about any their potential. The Summary gives and lists any Learning Support Department is available to the pupil through the been granted or that that the pupil may have examination access arrangements may be under consideration. have an EHCP (Education, complex additional needs A very small number of pupils with Learning Support Learning parents and pupils, staff, is to work with Department of the Learning Support The role Educational such as SEND (Special needs those with additional to support outside agencies priority is to Language). Our an Additional EAL (English as Disabilities) and Needs and in place that to put strategies and such difficulties as early as possible identify pupils with learning. to to overcome their individual barriers will enable them All teachers have access and with a range of difficulties, known to be effective with pupils to a bank of strategies this
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pupils to the key skills associated with digital photography and, alongside this, pupils pupils to the key skills associated with digital photography are encouraged to enter a termly photography competition. they are taken outside the school grounds to draw and to gather visual information from they are taken outside the school grounds to draw and to source in the development of their classwork. Clubs and Activities and after school on most The department is open and available to pupils at lunchtime on one day each week. days. In addition, there is a dedicated Art Club after school linked to their Here, pupils from across year groups are able to work on projects them to skills including batik, classwork, or on more specialist pieces that may introduce to make the backdrops stained glass and ceramics. In previous years, the club has helped take place throughout the year and props for use in the various school productions that backstage aspects of these and this is a splendid way for pupils to get involved in the that aims to introduce major productions. There is also a weekly Photography Club excellent foundation for those wishing to pursue the subject at GCSE level and beyond. to pursue the subject excellent foundation for those wishing flow between the various An important component of the subject is that ideas can disciplines, and this forms an integral approach to the teaching. Ideas formed without a will never reach a satisfying thorough grounding in the discipline of drawing, however, conclusion and the department believes that drawing, in all its forms, is the fundamental bedrock of any Art education and can be taught! Gallery visits and trips wider context and the It is important that pupils are aware of Art and Design in the and contextual terms, is a major theoretical element of the study of art, in both historical demands it, pupils may find that if a project part of the department’s teaching. Similarly, movement. As skills develop, so more in-depthmovement. As skills develop, so more Midway through the study is encouraged. Year. choose whether they wish to continue the subject into the Third pupils Second Year, first two years and begins to foundation skills laid in the At this stage the course builds on the similar may follow a pattern of study techniques. Projects explore a wider range of media and of of ideas through a range in the development to GCSE and more complexity is evident taught processes. elements, and to allows pupils to consolidate and explore again the formal The Third Year to idea, through development, process from an initial underline the nature of the design imagery and microscopic such as perspective, structure realisation. More complex themes, and theory exam tests the skills The end of year are explored in both 2D and 3D formats. forms an The Third Year the Lower School. understanding of areas taught throughout positive and negative shape, tone, form, colour, texture and composition. These are texture and composition. shape, tone, form, colour, positive and negative Importance is print, or 3D. collage, a variety of dry media, paint, investigated through designed to engender are projects Art in the wider context and placed on understanding of cross-curricularan understanding as providing an introduction and cultural issues as well and is key is encouraged sketchbook artists and designers. Use of a to the work of other in parallel to the work and develop ideas and skills in helping pupils collate information completed in lessons. Projects continue Year. sets out to develop skills introduced in the First The Second Year of the History of Art is encouraged a wider understanding to have drawing at their core and letterforms, the portrait and Themes explored include through further contextual study. Studying Art Studying environment where working and creative is to sustain a lively of the department The aim recognise the encouraged to and pupils are and maintained are fostered high standards and are four studios Art building the dedicated tradition. Within part of a living subject as specialist art materials. and of textbooks, fabric large collection area housing a a resource Lower School like? What is Art in the are At the outset, pupils and Second Year. taught to all pupils in the First Art and Design is line and shape, pattern, including Art knowledge by exploring themes introduced to a basic
ART AND DESIGN 10 BIOLOGY 11 to look after the animals in a safe and correct manner and we endeavour to foster to look after the animals in a safe and correct manner and If parents agree, pupils responsible behaviour when handling and caring for animals. during the holidays. can put their name down to take one of the animals home analysis and interpretation, control of variables and the construction and interpretation analysis and interpretation, control of variables and the construction of graphs. Clubs and Activities pupils. They are taught how Animal Club is principally orientated towards Lower School Exercise. Biology in Third Year and Gas Breathing Enzymes; Nutrition; Digestion; cover basic Biochemistry; We and Active Transport Exchange and Respiration. The principles of Diffusion, Osmosis These areas of study hone pupils’ grasp of data are taught in context during the year. Biology in Second Year Infectious of Living Things (including Classification); Subject areas include: The Variety (considering both medicinal Drugs Education Disease and Defence Against Disease; webs); Predator - Prey food chains and food and recreational drugs); Ecology (including study Muscles, Movement and also Carbon Cycle. We Relationships and Decay and the Subject areas include: Characteristics of Life; Microscopes and Cells; Tissues, Organs, and Cells; Tissues, of Life; Microscopes Subject areas include: Characteristics Science. Skill areas and Selection; Forensic Systems; Human Reproduction; Inheritance and accurate measurement safety in the laboratory, developed through the year include scaling, microscope develop skills in preparing and the construction of graphs. Pupils slides and the correct use of microscopes. addition, pupils must be able to interpret correctly the results their experiments have their the results be able to interpret correctly addition, pupils must concentrate on presenting,yielded. Hence we data. Present analysing and interpreting work practices in the laboratory. throughout is the message of safe Year Biology in First curriculum-building is to acknowledge the general philosophy of the National of philosophy is to acknowledge the general curriculum-building also delve further. Curriculum yet to years. the first three during skills are introduced and developed A variety of scientific in experiments: measurement around perfecting practical skills these revolve Principally, control of variables. In and experimental design and the identification and observation, We introduce Lower School pupils to the world of living organisms with a view to organisms with a world of living pupils to the Lower School introduce We Opportunities skills. of investigative with the development subject knowledge balancing These are an plentiful. experiments are practical carry out and evaluate to design, apparatus of standard laboratory the use teaching and include of our science integral part as well as more subject-specific approach to such as microscopes. Our equipment Studying Biology Studying supervision from Chemistry teaching staff. This provides a supportive environment where supervision from Chemistry teaching staff. in the Lower School are encouraged pupils can receive extra help or guidance. Pupils and may be awarded CREST to perform their own research on a project they can choose awards for their work. elements on the periodic table; the formation of ions and how we use this information formation of ions and elements on the periodic table; the we extend the work to determine the formula of simple ionic compounds. In addition, experiments which on symbol equations through a comprehensive series of practical of metals and metal analyse patterns of reactivity by examining the reactions our pupils are ensured a complete understanding of the compounds. In this way, course. fundamentals of Chemistry before they commence the GCSE Clubs and Activities enabling pupils to experience aspects of practical Years, A Chemistry Club runs for First A Chemistry Clinic is Chemistry that are not covered through the general curriculum. with A Level Chemistry, run by the department on a weekly basis by pupils taking Chemistry in Second Year National we complete the Chemistry component of the KS3 During the Second Year on the periodic Year in First the work done Curriculum. Initially this involves expanding to This enables us compounds and mixtures. table and developing ideas of elements, leads into simple chemical compounds which begin looking at the formula of simple of the In the second half word and symbol equations. reactions and builds up to writing rock looking at rocks, the aspects of Chemistry, year we work on the environmental of Chemistry. cycle and the environmental impact Chemistry in Third Year towards a full understanding of those concepts which we work During the Third Year, of the first twenty includes the atomic structure will prove vital at GCSE level. This Chemistry in First Year Chemistry in First pupils become the where an introduction to chemical science The year starts with measuring,equipped with the skills that they will need for observation and recording experiments how to conduct learn Safe practice is key and the pupils success in the future. changes are studied in detail between physical and chemical with care. The differences follows available at KS2. There and chemicals not with the opportunity to use equipment and elements and compounds with the concept of an introduction to the periodic table into separating then move being introduced. We the idea of using chemical symbols the experiments. Throughout some larger scale different mixtures and the pupils enjoy of word equations. equations in the form year we build on the ideas of chemical Studying Chemistry Studying and principles of the basic pupils an understanding in Lower School instil We their the same time engaging whilst at that underpin Chemistry, techniques experimental The course is everyday experiences. relate topics to their attempting to interest and and problem solving placed on work with emphasis around practical designed teaching, aim to incorporate ICT into Chemistry not only in terms We investigative work. experimental work. in terms of also modelling complex concepts but of simulating and Chemistry. of the highly technological nature In this way we underline
CHEMISTRY 12 CLASSICS 13 In 2020, the Department will be visiting Greece. The Sixth Form have been on trips to Form In 2020, the Department will be visiting Greece. The Sixth and the Ashmolean the British Museum in London, Chatsworth House in Derbyshire will are also offered. We Museum in Oxford. Regular theatre trips and museum visits Sixth in 2022. to the Upper Year be running a trip to Italy for pupils from the Fourth Trips, Clubs and Activities Trips, and Second Years First There are a number of clubs offered by the Classics department. to explore the ancient world can join Classics Club which gives pupils an opportunity as animating Homer’sthrough a variety of craft and other educational projects, such Odyssey in Lego! spoke and wrote that language. The vocabulary which the pupils will be using is all taken spoke and wrote that language. The vocabulary which the information over the from the GCSE prescribed list. The pupils will pick up enough on whether to take Latin, course of this year so that they can make an informed choice Classical Civilisation or both subjects at GCSE. Third Year – Latin Third Year and grammar, we seek to boost pupils’ knowledge of vocabulary and In the Third Year use a course created We approach to translation. thus to consolidate and expand their Latin Course but the story from the Cambridge by the department which continues continue with We begins to prepare the pupils for GCSE Latin or Classical Civilisation. and on the society which a balanced curriculum which focuses both on the language translate the Latin language using a methodical and logical approach designed to build a methodical and logical translate the Latin language using is such a fascinating (Latin and English). As Pompeii up the pupils’ appreciation of grammar died. and, eventually, the population lived, worked site, we spend time discovering how can take at GCSE. options which pupils Latin then becomes one of the language Classical World gained in the First Year can then be revisited further up the school by can then be revisited Year the First gained in Classical World and A Level. taking Classical Civilisation at GCSE – Latin Second Year in the days before the Cambridge Latin Course which is set in Pompeii follow the Pupils we learn how to family, As we find out about the life of a Pompeian eruption of Vesuvius. progress to the Trojan War where we consider why thousands of men fought and died where we consider why thousands War progress to the Trojan follow the story We of Troy. the city until a Greek trick brought down over one woman Also relevant is the Greek Achilles, Hector and Paris. through looking at heroes such as athletics, art, religion, look at Greek stories. We society which produced these fascinating the and enthusiasm for The information about drama and the original Olympic Games. university, either with or without Latin. either with or university, Classics – Year First the Gods and the reasons why of the Greek examine the often shocking behaviour We best also study some of the We worshipped such a rotten bunch! Greeks should have then Pupils and Heracles among others. Theseus legends: Perseus, Greek myths and The Classics department teaches Latin and Classical Civilisation throughout the school. throughout Classical Civilisation Latin and department teaches The Classics for exercise as an intellectual Latin, not only in the value of believes strongly The school and influential most fascinating into one of the also as a window able pupils, but the most at GCSE and again Year the First popular in Civilisation is very Classical ancient cultures. with the subject at continue to numbers of pupils are opting and A Level. Increasing Studying Classics Studying
The computer rooms are open at various times during the day to allow pupils to use The computer rooms are open at various times during the Club that the facilities. The Computer Science department also runs an Animation as Adobe Flash as well as using teaches pupils to use computer animation software such modelling clay and stop-frame animation software. Computer Club allows pupils to develop an understanding of games and application programming. development of programming skills. There are three lessons per cycle with groups being per cycle with groups There are three lessons development of programming skills. choosing this should have demonstrated smaller than the previous two years. Pupils They will also need to be good logical and problem solving ability in the Second Year. on a strong understanding proficient at Maths as much of the programming done relies this year is taken up with of mathematical formulae and algorithms. Over 50% of should the pupil want to programming and is the foundation of the GCSE requirement technological waste and continue. There are also units on algorithms, cryptography, would be expected to develop their interest in Computer Science SQL databases. Pupils and programming outside the classroom. and Clubs Computer Science Facilities In Second Year, pupils build upon their core skills and are expected to continue the pupils In Second Year, and file management. storage, communication development of their use of cloud with several units having a stronger in this year The theme of Computer Science is how to write a mobile app and how to create an will learn programming base. Pupils ethics and legislation that goes hand in hand with look at the interactive web page. We Pupils of computer gadgets. the next generation the daily use of technology and research skills and apply their learnt beyond the classroom are encouraged to continue learning life at school. During ICT into their everyday across the curriculum, thus embedding with Computer Science. pupils will decide whether they wish to continue this year, Computer Science in Third Year Computer Science is heavily geared towards the As an option subject in the Third Year, write code in a variety of languages and contexts. write code in a variety Year in First Computer Science the facilities network and taught how to use pupils are introduced to the Year First delete files and folders in a to organise, name, move and They learn how effectively. Year are developed in First The skills that way that keeps their user area structured. and storage; for collaboration, research include using cloud-based systems using a variety of creating ICT documents communicating and sharing information; and computer programming. software; online safety, Computer Science in Second Year Studying Computer Science Studying they need in with the skills School pupils is to equip Lower of the department The aim how able to understand as well as being of ICT systems be competent users order to us. the technology around and automate used to control is structured-programming School syllabus and Lower throughout the a strand that runs thinking is Computational solving problems. skills when to develop their higher level thinking we encourage pupils ready of ICT, users autonomous apply and justify will make them This ability to choose, to pursue an interest which we live. Should they wish world in for the computer-rich in programming, to will provide the building blocks the Computer Science curriculum
COMPUTER SCIENCE 14 DESIGN TECHNOLOGY 15 • engaging in strategies for developing ideas, planning and producing products and producing for developing ideas, planning • engaging in strategies relevant to a past and present design and technology, • considering how society designing and making context, affects issues inherent in design environmental • recognising the moral, cultural and • analysing and evaluating products and processes • analysing and evaluating techniques tasks to develop and demonstrate • engaging in focussed embroidery machine to decorate their final product. a wide range of manufacturing techniques such as casting and brazing.a wide range of manufacturing techniques such as casting They gain further to use it to produce experience in Computer Aided Design and are taught how They design and make a picture components on a computer controlled laser cutter. movement. frame and a clock based on their research of the Memphis design pattern draughting techniques will learn how to design products using pupils In Textiles and use these in the production of a sports bag. They will use a computer controlled local museum shop. in Third Year Design Technology will study a common option in the Third Year All pupils studying a Design Technology Design History and Sustainability and the theory course covering Materials Theory, they are introduced to Year, Environment. If pupils opt to study Product Design in Third and sewing machines. in Second Year Design Technology pupils cover a range of jewellery techniques: casting, enamelling In their Second Year, and etching. a Design and Make project to produce a gift for a They then complete also some simple machine tools such as pillar drills, fret saws and vertical belt sanders. as pillar drills, fret saws also some simple machine tools such and how products are pupils will be taught about fabric classification In Textiles in which they will a Design and Make project constructed. They will take part in of techniques for applying to a variety construct a cushion. They will be introduced and how these can be surface patterns to textiles such as block printing and applique to use basic hand processes applied to commercial products. This project teaches them options in the Third Year. Year in First Design Technology of the basic classification course by learning about In Product Design pupils start the a in which they construct and Make project materials and then take part in a Design teaches them to use basic hand tools and This MDF. hanging mobile from softwood and The course also gives pupils the opportunity to present their work to other students to present their The course also gives pupils the opportunity and Multimedia Presentation Publishing using Computer Aided Design, Desktop in the First Design and Textiles that covers Product Software. All pupils follow a course either of these They can opt to study and Product Design in the Second Year. Year and technology are taught to combine creative and practical skills with knowledge and understanding knowledge creative and practical skills with are taught to combine and manufacture products in quantity. in order to design through: and apply knowledge, skills and understanding They will acquire Design Technology is based in a modern purpose built studio which allows pupils to allows pupils built studio which a modern purpose is based in Design Technology Lower School pupils encourage activities. We of technological in a wide range take part to their capacity to develop Technology, issues in Design broad view of the to take a relations the complex and to appreciate products, manufacture quality design and processes and marketing. manufacturing Pupils technology, materials between creativity, Studying Design Technology Studying
Commendations and colours are awarded in recognition of pupils’ commitment to Drama Commendations and colours are awarded in recognition and their sense of teamwork. year to engage and enthuse all pupils. Pupils also have the opportunity to be involved as also have the Pupils year to engage and enthuse all pupils. and numerous showcases and performers and backstage in the three annual productions A Midsummer Night’s workshops. Recent productions have included A Christmas Carol, with the Music department Dream, Down the Rabbithole, as well as regular collaborations and lighting club including Annie, Les Misérables and Chicago. In addition, a backstage construction, prop and meet in the run-up to shows to focus on aspects such as set costume making, stage make-up, as well as how to light and operate sound for a production. leads the Arts Award The department also offers the LAMDA qualification and qualification. the GCSE course. Pupils build upon the solid foundations set in their first two years, staging build upon the GCSE course. Pupils piece of Theatre-in-Education a bespoke a text, developing devising skills, performing for including stage lighting, technical theatre skills, a primary school, developing their and staging of drama, with the aim of company on a piece working with a professional artist or written analytical and evaluative skills, also develop their this in a local theatre. Pupils responding to GCSE-style questions. Co-curricular Drama have a weekly Opportunities to be engaged in Co-curricular extensive. We drama are which run throughout the visits and workshops, Drama Club as well as regular theatre skills, enabling them to grow creatively and imaginatively in both devised and scripted in both devised and to grow creatively and imaginatively skills, enabling them as several larger spaces as well spaces boasts two fully equipped teaching work. The school for live performances. School Drama in the Lower within the ten day cycle. all pupils have one hour of Drama Years, and Second In the First devising, media, including to a diverse range of drama skills and are introduced Pupils issue-based from different periods in history, creating theatre drama, characterisation skills, and the journey of taking a naturalism, stylisation, mime and mask work, physical theatre, script from page to stage. where they follow a course that emulates study Drama in the Third Year, can opt to Pupils Studying Drama Studying by the subject enthused be engaged and is for pupils to our principal aim In Drama, as participants and theatre both in drama and enjoyment their interest whilst developing lessons in the through Drama This is provided of an audience. members and as informed range of co-curricular and the wide curriculum Drama Department’s opportunities. The co-operationapproach to creative role to play in the and collaboration has an important given access ensure that pupils are development of all pupils. We personal and social and practitioner performances such as seeing live theatre to a range of opportunities, of dramatic and theatrical a variety experiences are provided to develop workshops. These
DRAMA 16 ENGLISH Studying English The English department aims to provide a happy, stimulating environment, in which students feel valued as individuals and are encouraged to develop a love of language and literature. A range of classic texts, mixed with award-winning new novels, plays and poems are studied, as well as a variety of non-fiction and media texts.
Lower School Curriculum The curriculum aims to develop the following skills in each pupil: • The ability to read fluently and with confident understanding. • A strong understanding of the grammar of English. • The ability to respond in a sophisticated way to all manner of literary and non-literary texts. • The ability to write with imagination and flair in a variety of ways; to express feelings and experiences, to persuade, to discuss and to analyse. • The ability to communicate verbally with confidence in both formal and informal contexts. In the Lower School, we aim to allow pupils the freedom to explore the English Language in all of its guises, whilst thoroughly preparing and developing the skills that they will need to flourish in the Middle School. As such, our Lower School assessment objectives are mapped closely to those required for GCSE English Language and Literature on the new curriculum.
The department aims to teach in units of work which cover several strands at a time. One unit might, for example, involve the close reading and study of a text, produce writing in a variety of forms, involve debate, discussion or dramatic role-play and, as an integral part, include the teaching of specific technical skills. Each unit, however, will have a central assessment focus that pupils will track their progress against, in order for them to take ownership of their own development in the subject.
The demands made by units of work increase in terms of difficulty and sophistication as pupils progress through the school, as reflected by our bespoke Lower School mark schemes. All pupils are encouraged to develop their word-processing, desktop publishing and research in order to produce high-quality English assignments and presentations and to hone universal skills that are relevant to both academic study and the broader professional world. Similarly, self-assessment, reflection and refinement, and independent study skills are an expectation throughout the Lower School.
In First and Second Year, specific attention is paid to the development of independent and enthusiastic wide reading, through schemes such as Book Buzz, Poetry by Heart, the Lower School Book Club, the Non-Fiction Book Club, and many more. By the Third Year, pupils will be engaging with demanding, canonical authors (Shakespeare, Golding, Steinbeck, Orwell - to name a few) and will be stretching their critical faculties far beyond the expectations of the National Curriculum, proving the best possible preparation for Key Stage Four.
The Department also offers a range of opportunities for students outside the classroom, including theatre trips, creative writing clubs, poetry contests and much, much more.
17 FOOD AND NUTRITION Food and Nutrition Food preparation skills and healthy food choices are vital life skills in today’s society. We aim to provide a thorough grounding in both the theoretical and practical aspects of Food and Nutrition. Areas studied include nutrition; the wise selection of foods in order to promote good health; food safety and hygiene. Our lessons include a range of practical and theory based tasks and combine teacher demonstrations, making and tasting in order to develop pupils‘ abilities in food preparation, general organisation, sensory analysis and independent learning.
Pupils make a variety of dishes, ranging from the simple to the more complex, including Mediterranean cous cous salad, bolognaise sauce, lasagne, homemade pasta and curries all made from scratch. All our recipes are available to download on the school website.
Food and Nutrition in First Year Pupils develop a good understanding of the nutritional requirements of a healthy diet through a combination of theory and practical sessions. The focus of this course is on Fruit and Vegetables. Pupils will learn how to incorporate these into exciting and nutritious dishes as well as learning about food provenance and seasonality. Dishes include, tzatziki dip, Ragu sauce, apple crumble and scones.
Food and Nutrition in Second Year The course builds on First Year work by focussing on the importance of correct nutrition in a healthy lifestyle. During two terms of Food, pupils learn about carbohydrate foods and learn how to make and cook with a range of staple foods including, bread, pasta, rice, noodles and flour based products. This work is supported by instruction on a range of more advanced food preparation techniques. The course culminates in Second Years developing and making a pasta sauce recipe and completing a bake off style technical challenge.
Food and Nutrition in Third Year Pupils who opt for Food and Nutrition extend their skills and knowledge in preparation for further study at GCSE. Food and Nutrition in the Third Year aims to equip pupils with the knowledge, understanding and skills to be able to feed themselves and others better. Pupils will develop advanced practical cookery skills and techniques as they explore the underlying principles of food science, nutrition, food traditions and food safety. This course aims to inspire pupils to be inquisitive, creative and confident cooks. Dishes include Sweet and Sour chicken, eggs benedict with a homemade hollandaise sauce, palmiers with homemade flaky pastry.
Clubs and Activities Creative Cuisine is our fortnightly club for First Years, which focuses on fun sweet and savoury dishes. Our annual Masterchef competition is very popular, amongst all pupils. During the competition, pupils race against the clock to make their favourite dishes which are judged by a visiting chef. We also organise demonstrations and visiting speakers to share their knowledge and skills. Christmas Cake Club is open to First Year pupils.
Food Preparation and Nutrition is an option if pupils wish to study the subject at GCSE.
18 FRENCH Studying French We aim to introduce pupils to the French language and foster a love of its culture. The ability to communicate successfully in a foreign language makes pupils more confident in general and better at thinking on their feet. We are a lively, forward-thinking department and we aim to provide lessons which are fun, yet stimulating and challenging.
We are aware that our pupils have different experiences of the language. For this reason, we assume no prior knowledge. In our experience, pupils with little exposure to French have caught up with those who have learnt some by Half Term in the First Year. Whether you have done a little or none makes no difference to your future prospects in French - enthusiasm and a willingness to have a go are more important.
In a fortnightly cycle, pupils will have five hours of French lessons in which they experience a variety of teaching methods. Once per cycle, each class benefits from the use of a multimedia language laboratory where pupils listen to recordings, speak to each other in French and record their own voices to analyse and improve their pronunciation. We encourage our pupils to interact with their teacher and each other in the language.
French in First Year (five lessons per cycle) In the First Year, we cover topics including descriptions of yourself, family and pets, leisure activities, school, food and restaurants, daily routine, home town and directions. Topics are used to explore vocabulary and grammar: in the First Year we cover the present tense of all regular verbs and some important irregular verbs, the perfect tense and how to talk about the future. The notion of gender, articles, adjectives, possessive adjectives and prepositions are also studied.
French in Second Year (three lessons per cycle and three lessons of German) In Second Year, we consolidate and extend our knowledge of some of the important topics covered last year e.g. school, school rules, jobs and future plans in general and leisure pursuits. At this stage, the future tense is introduced. Another new area of grammar is the use of negatives. We also study the city of Paris and learn about using public transport in France.
French in Third Year (three lessons per cycle and three lessons of German, Spanish or Latin. Pupils opt for at least two languages but they can do three if they wish) In the Third Year we aim to revise talking about the past, present and future, whilst enriching our vocabulary on some familiar and some unfamiliar topics. Amongst other things, we look at the description of a holiday in the past tense, using both perfect and imperfect tenses. We also cover topics such as relationships with family and friends. We introduce IGCSE-style speaking and writing tasks at this stage.
Trips, Clubs and Activities First Year pupils usually have the opportunity to travel to France at Easter and take part in a week of activities. We offer a French Exchange trip to Paris for Fourth Year pupils and our Sixth Form students have the opportunity to undertake a period of work experience in Nantes.
19 GEOGRAPHY Studying Geography Geography aims to stimulate pupils’ interest in their surroundings, providing a curriculum which prompts them to relate to the environment at all levels: their local area, the rest of the United Kingdom, the European Union and the wider world. A broad range of skills is developed alongside a concern for environmental issues and a sense of responsibility for the earth. The syllabus encourages an enquiring approach to learning, whereby pupils involve themselves in investigative work and pose their own questions. The department has an established fieldwork tradition, with trips venturing as far afield as Iceland, Italy, USA and the Azores. The department is equipped with five dedicated classrooms which are well resourced. The current Third, Fourth, Fifth and Lower Sixth students will be embarking on two upcoming cross-cohort trips to study a range of geographical processes and issues. In July 2020 they visit Sicily with the focus of study on tectonic activity, coastal processes and immigration. In October 2020, 30 students will fly to Russia to study superpower and post-communist geographies in Moscow and St. Petersburg.
Geography in First Year Pupils begin by considering the question ‘What is Geography?’ before embarking on an exploration of the physical and human geography of the UK. They then study core topics - UK Geography, Settlement, Map Skills and Coasts.
Geography in Second Year The course begins with a study of population, exploring how and why global population has changed so much over the last century and the implications that these changes have for both today and the future. This is then followed by a unit exploring Tectonics, followed by a study of Weather and Climate where the pupils are introduced to key elements of the weather and climate in relation to the UK.
Geography in Third Year Third Year pupils start with topics from the Edexcel A GCSE course, which, if they choose to they continue in Fourth Year. Pupils study Global Development, UK Landscapes and Rivers.
Clubs and Activities A Level Geographers are encouraged to join the local branch of the Geographical Association and regularly attend lectures at Manchester University. The school is also ably represented by a team at the local round of the GA Worldwise Quiz. Pupils can join the Lower School Geography in Art Club, which aims to investigate geographical themes and landscapes through different forms of art.
20 HISTORY Studying History History in the Lower School spans the centuries from medieval England to twentieth century Europe. Our goal is to equip pupils with the tools they need to become competent historians. Hence they are immediately introduced to the most essential skills: chronology and the evaluation of evidence and sources.
History in First Year The course begins with an introduction to the nature of evidence, both primary and secondary, and introduces pupils to the importance of studying History and to the role of the historian. Pupils study Medieval Life in England: the events of 1066, such as the Battles of Hastings and Stamford Bridge, followed by the development of Norman England. Castles, the Feudal System, the Black Death, Peasants’ Revolt and role of the medieval church are all taken into consideration. The final term focuses on the Hundred Years War, the Renaissance, the Crusades and events leading up to the Tudor period.
History in Second Year Pupils in Second Year follow the history of the United Kingdom from the sixteenth to the eighteenth centuries. We concentrate at first upon the political development of the country, examining changes in the power of crown and parliament from the Reformation to the execution of Charles I. Elements of social history are also studied, including witchcraft, plague and fire. The course then moves forward to the Industrial Revolution, the British Empire and the Slave Trade. Towards the end of the year, the emphasis is on local history.
History in Third Year We begin Third Year with an analysis of the First World War, including causes, course and social impact. The Alliance system, trench life and warfare, the Middle Eastern campaign and the legacy of the war are among events studied. Subsequently, our attention turns to the causes and events of the Second World War. We take a look at key turning points of the War, including Dunkirk, the Battle of Britain, Stalingrad and D-Day. In addition, we explore the struggle by women in Britain in the early twentieth century for the vote; the Suffragette and Suffragist struggle have local links as well. We also look at the Home Front and study women in the war and evacuation. An introduction to the history of the Soviet Union is also undertaken. At all times pupils are encouraged to find local and family links with the century’s conflicts. Our course ends in the summer with two in-depth studies: the causes and events of the Holocaust and the Post-war world. In this unit, we take the opportunity to study aspects of the Cold War, which provides a valuable foundation for the IGCSE course.
Trips Pupils from the Lower School are encouraged to participate in trips organised by the department. Third Year pupils regularly participate in our trips to the Battlefields in Belgium and France which take place each October Half Term. A major trip takes place every Easter. Destinations vary, having included the USA, Russia and Germany and Central Europe. Trips for younger pupils in First and Second Year are mainly excursions to local sites of interest such as castles and museums.
21 section of the school website. finance, drugs education and creating a Utopian society as their final Key Stage 3 project. as their final Key finance, drugs education and creating a Utopian society What happens further up the school? debate, Life Studies lessons take place once a week and utilise Year and Fifth Fourth and current events. The course discussion and group work to explore modern day topics everyday and investigate aims to give pupils the opportunity to gain essential life skills covered over the two year adolescent issues. Some examples of the topics that will be finance, discrimination and period are Sexual Relationship Education (SRE), personal racism, work experience, driver’s education, careers and basic first aid. A complete overview of our Key Stage 3 and 4 programme is available in the Pastoral In the Second Year, we consider issues pertaining to conflict and politics, political systems In the Second Year, and discrimination, and in the UK, the impact of contemporary events on prejudice of the context in stewardship. The course aims to provide pupils with an understanding challenges raised by politics which they live today and also draw their attention to the and the importance of promoting fundamental British Values. Third Year such as moral dilemmas and of ethical issues, pupils examine a variety In the Third Year engage in debate are provided with the opportunity to Pupils personal responsibility. in philosophical enquiries. and develop their critical thinking skills through engaging sex and relationships, personal also continue their study of PSHCE, focussing on Pupils What is Life Studies in the Lower School like? What is Life Studies in the Lower Year First school, personal we cover topics including an introduction to secondary Year, In the First and rights and health and safety beliefs and values, world religions, identity, introduction to the to offer a comprehensive responsibilities. These topics are designed in their Life Studies what they will experience subject and offer pupils a flavour of adjust to to help them support through the curriculum are also offered lessons. Pupils school. the transition from primary to secondary Second Year some of the most important issues for young people today. important issues for young people some of the most lessons to make and resources utilises a variety of software, media The department white with an interactive All teaching rooms are equipped interesting and interactive. teachers encourage Invariably, suite. we have a departmental computer board (IWB) and and group presentation formal debate a good deal of pupil input, with discussion, to develop their are encouraged lesson time. Pupils forming a significant proportion of and reflection. The sensitive that involves empathy rhetorical skills and think in a manner to staff and great care is taken by members of nature of some of the work is recognised discuss issues sympathetically. We aim to: aim We of themselves understanding thought and an independence of to develop Enable pupils comprised The course is global citizens. communities and members of as individuals, and Current Affairs Citizenship (local/national/international) mix of PSHE, of an eclectic that offers course contemporary providing pupils with a fast paced, which is aimed at something for everyone. safety to from health and of topics in the study of a diverse range Students are engaged of examination a comprehensive and all pupils are provided with religion and politics,
LIFE STUDIES 22 MATHEMATICS 23 support sessions at lunchtime and pupils are encouraged to see their Maths teacher if support sessions at lunchtime and pupils are encouraged to include Coding Club and they need extra help. There are also extension activities which preparation for Maths Challenges. Clubs and Activities Club where the lighter side of Maths can be The department runs a weekly Puzzle Each year our most able pupils explored, including mazes, games and making 3D models. the Junior Maths Challenge are entered for the Mathematics Challenges which include and the Intermediate Maths Challenge for highly able pupils and Second Year for First competition. The department facilitates inter-form Year a First also run We Third Years. their full potential. This judgement is based on performance in lessons, tests and exams their full potential. This judgement is based on performance all pupils are re-grouped into At the end of the Third Year, throughout the Second Year. course The Third Year new sets, allowing us to reduce class size for the GCSE course. quadratic equations, inequalities, cumulative frequency introduces trigonometry, diagrams, standard form, simultaneous equations and proportion. Year include transformations, circumference and area of circle, polygons, percentages, include transformations, circumference and area of Year Pythagoras’ Theorem and straight line graphs. Mathematics in Third Year in the pace at which new theory Whilst all ability groups cover the same syllabus, they vary to achieve place pupils in sets to enable each individual is introduced and absorbed. We Mathematics in Second Year progresses and we start to as the Second Year Mathematics becomes more demanding on the ability to explain how answers Greater importance is placed group pupils by ability. clear, Much time is spent on the answers actually are. are produced rather than what the begin to use calculators, the specific concise and logical presentation of solutions. We for the Second make and model being recommended by the department. New topics algebra and geometry. Investigational and problem solving work is used to develop Investigational and problem algebra and geometry. on correct and all pupils. Great emphasis is placed independent thinking and stretch include number all relevant working.logical setting out of solutions showing Topics formulae, parallel lines, statistics, probability, patterns, factors and indices, equations, coordinates and volumes. for Numeracy Support to ensure that pupils who find Mathematics particularly challenging pupils who find Mathematics for Numeracy Support to ensure that on the syllabuses are available Copies of the full are helped to make maximum progress. shared area of the school network. Year Mathematics in First arithmetic theory and to introduce is designed to revise, and then develop, Year The First Pupils are regularly assessed in Mathematics, from which test scores and focus areas for test scores and focus areas from which are regularly assessed in Mathematics, Pupils their means every pupil has a record of recorded in pupil planners. This improvement are improve their learning.progress and what they can do to up sheets to tests are Follow (a shared area that pupils also available on SGSOnline given to pupils as required and are department has responsibility in the Mathematics can access from home). One teacher homework are set each ten day cycle and they should take up to half an hour each to up to take each ten day cycle and they should homework are set website use of the of these tasks may be set online, making complete. Some login details and are individual All pupils are provided with www.MyMaths.co.uk. what understanding following at topics in advance or to consolidate encouraged to look in class. has been covered Our aim is for all pupils to find Mathematics challenging and rewarding. challenging and find Mathematics is for all pupils to Our aim and A creative both are asked to work and pupils subject is encouraged approach to the confident mathematical appropriate ideas using groups, communicating and in small independently and where examples a notebook Each pupil will have and symbolism. language will also have a text They purposes. recorded for reference and revision explanations are pieces of Three are completed. class work book in which exercises book as well as a Studying Mathematics Studying
Opportunities to perform are extensive. We have numerous choirs, bands, orchestras Opportunities to perform are extensive. We groups, which perform in prestigious venues such as the Royal and chamber-music venues such as Keswick’s Northern College of Music. Recent tours have taken us to Ghent, Salzburg,Theatre by the Lake and the Cathedrals of Brussels, Bruges, Cologne several times on the BBC SGS Chamber Choir has performed and St. Mark’s Venice. includes after-school Radio 4 Daily Service programme. Our performance schedule several whole school concerts and a recitals; a competitive annual Music Festival; productions of Les tradition of music and drama collaborations including recent Bursaries are available which Misérables, Oliver!, Godspell, Annie and Chicago. Music instruments. offer free lessons for children willing to learn the more unusual Commendations and colours are awarded in recognition of pupils’ commitment to their ensembles, team work and leadership. Third Year pupils begin the year with a unit on Reggae. They then study music from pupils begin the year with a unit on Reggae. They Third Year related composing and the Baroque, Classical and Romantic periods and undertake themes to Music, including the use of leitmotif performing tasks. They also study Film themes. represent specific characters, and compose their own “hero” and “villain” elements and music theory A significant emphasis is placed on understanding musical exist for solo and ensemble in preparation for the GCSE course. Regular opportunities the study of Experimental performance. The year concludes with a unit focusing on to music developed in the Music, exploring some of the more innovative approaches 20th and 21st centuries. Extra-Curricular Music Music in Second Year with the study of Blues Music, the Second Year Musical knowledge is extended in n Roll and Swing.including related styles such as Rock This is followed by a unit on keyboard playing. through keyboard melody and develop their composing skills Pupils In the Spring Term Sibelius 7 software and Cubase. chord-writing tasks and work with Caribbean. and the styles from Latin America, India, China Music pupils study World such as Bhangra. different world traditions They also study fusion styles combining on Programme Music. The year concludes with a project Music in Third Year well equipped with a substantial range of percussion instruments, keyboards and 40 instruments, a substantial range of percussion well equipped with for score writing, software with Sibelius 7, Cubase and Audacity computers, complete sequencing, electronic composition and research. Year Music in First a number of orchestral every pupil is given the opportunity to try Year, In the First classroom Music curriculum. staff as part of their instruments with the tuition of specialist to which they are suited and to learn instruments Much time is spent enabling pupils play instruments. skills of those who already extending the practical and theoretical keyboard playing skills notation and develop their All pupils study pitch and rhythm drumming, In addition pupils study topics such as African throughout the year. on whole-class is also placed Minimalism and Musical Moods. Emphasis singing. Studying Music Studying are Listening, group for this age National Curriculum parts of the The constituent Appraising, and Performing. Composing our musical elements within These form key the curriculum throughout tasks are included and performance Composition curriculum. classroom percussion, combining paired or in groups, individual, and are either those pupils with stretch aim is to on computer programmes. Our keyboards and work limited those with a more whilst also providing for and enthusing existing experience, in the instruments orchestral All pupils learn to play mainstream musical background. Music classrooms are are divided into two groups. classes Second Year, In the Year. First
MUSIC 24 PHYSICAL EDUCATION 25 an exceptional contribution to their respective sport. Pupils receive a certificate, a an exceptional contribution to their respective sport. Pupils bookshop. Each of the major colours badge and may purchase a colours tie from the to the individual who has school sports also has one trophy which is awarded either The most player. contributed most to that sport or to the sport’s most promising which Boys’ Games Trophy prestigious trophies are the Girls’ Sports Rose Bowl and the of the Year. are awarded to the outstanding Sportswoman and Sportsman School sports tours have included: Holland and Spain (Hockey); Switzerland (Netball); School sports tours have included: Holland and Spain (Hockey); (Cricket). Australia and Sri Lanka and Canada (Rugby); Portugal South Africa, Italy, Prizes to individuals who have made School sports colours and commendations are awarded school teams as such, but rather to encourage widespread participation and enjoyment. encourage widespread school teams as such, but rather to an excellent reputation, teams, all of which have The school fields a large number of represented are girls’ competitions. Sports gaining success in regional and national tennis and cricket. Both basketball, boys’ football, rugby, netball and tennis and hockey, swimming and athletics. boys and girls can take part in the school teams for cross-country, both county and national teams. Individuals frequently gain representative honours with The inter-house sports competition has a central role within the school. Incorporating sports competition has a central The inter-house of competitive representative a very important level twenty diverse activities, it provides in a variety of activities Sports clubs are organised experience for large numbers of pupils. fitness, fencing, climbing,including dance, archery, basketball, squash, weight-lifting, leisure swimming, concerned with producing badminton and table tennis. These are not and athletics, whilst girls focus their attention on tennis, athletics and rounders. The attention on tennis, and athletics, whilst girls focus their athletics, ball skills, with activities including: physical education curriculum is diverse testing, fitness gymnastics, football, dance, hockey, badminton, basketball, cross-country, and volleyball. health related fitness, squash, swimming Extra-Curricular Physical Education In the First Year, all pupils have two hours of gymnasium-based physical education, two physical education, all pupils have two hours of gymnasium-based Year, In the First In the Second and day cycle. ten one hour of swimming within the hours of games and physical education and two all pupils have two hours of gymnasium-based Third Years, and games for boys are rugby cycle. The main winter hours of games within the ten day boys concentrate on cricket netball. In the summer, football, and for girls are hockey and who run school teams. The school boasts excellent sports facilities including a sports facilities sports The school boasts excellent who run school teams. pool. and 25m swimming courts with sports hall, fitness suite, squash centre complete off-site), are extensive fields (both on and In addition, there fully equipped gymnasium, a and cricket nets. areas netball courts, athletics jumping an all-weather pitch, in the Lower School Physical Education The PE department seeks to promote enjoyment and a sense of achievement at every of achievement and a sense to promote enjoyment seeks The PE department social awareness developing fitness but also good health and level, encouraging sporting and for leisure wish to educate We with others. through interaction and values extra-curricular participation in encourage members of Our eight specialist activities. of academic staff number a large by dedicated sports coaches and staff are supported Studying Physical Education Studying motion graphs, Newton’s Laws, weight and apparent weight, Hooke’s Law and Laws, weight and apparent weight, Hooke’s motion graphs, Newton’s on famous physicists and moments. The independent research project this year focuses pupils design wall displays about their chosen subject. Clubs and Activities during the second and third term. Years The department runs a Physics club for First cars. Activities including making working models such boats and individually or in groups The department also runs a science fair where pupils can enter which leads to a of two or three and pursue a science project of their own choosing A levels). The winners competition judged by senior prefects (who are taking science University. go on to represent the school at a regional final at Manchester the First Year, pupils learn more about light which develops into work on pinhole pupils learn more about light which develops into Year, the First further develop pupils’ independent research skills with a We cameras and colour. as a newspaper front page. research project about an invention which is presented Physics in Third Year progresses and are ready to The pupils learn Physics in increasing depth as the course light such as refraction and learn about properties of waves and more phenomena of learn how electricity is total internal reflection. Building on previous knowledge, pupils 3 pin plug and alternating used safely in the home, which includes work on fuses, the have an introduction to introduce pupils to basic electronic circuits. Pupils current. We we return to forces looking at motion and Finally, nuclear physics and radioactivity. familiarises them with the school library. We also have a planetarium day at the school also have We familiarises them with the school library. in an exciting new way. have an hour learning about Astronomy Years in which all First energy in food), include energy (including the study of Year Other topics studied in First forces and magnetism. Physics in Second Year of matter leading and states to the theories of atomic structure are introduced Pupils expansion caused by heating and explore Pupils into work on density and pressure. and radiation. Concepts by conduction, convection investigate how heat is transferred investigate activities. Pupils explored through practical of static electricity and circuits are of works. Building on the work and how the ear how sound is produced, how it travels GCSE work or simply a useful cross section of the subject for a future in a world which for a future a useful cross section of the subject GCSE work or simply on Physics and its applications. is ever more dependent Year Physics in First SI units, is followed range of a to simple measurement, including A brief introduction we experiment Subsequently, and experimental skills. by a topic on basic measurement reflection and shadows, of rectilinear propagation, with light, gaining an understanding module explains how the The Earth and Space which leads to the study of eclipses. night and the seasons. It the sun accounts for day, movement of the earth relative to the solar system. In and asks what is beyond also includes some work on the moon research project in an pupils undertake an individual relation to this part of the course, and research skills and This advances their knowledge area of personal interest to them. Studying Physics Studying enjoyment of Physics, and in, enthusiasm for genuine interest is to encourage a Our aim Pupils concepts. of the fundamental and understanding a sound knowledge as well as important, is work, though Written work. through experimental learn primarily printed gap-fill with the use of minimised for practical more time notes, allowing writing. there are also some pieces of extended activities. However Class discussions topics are chosen to inspire questions. are encouraged and The three-year will form a solid base for a range of Physics topics which course covers
PHYSICS 26
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Printed May 2020