The Academic Curriculum: a Guide

The Academic Curriculum: A Guide

2 Introduction page 4 Orwell Park Year Group Structure page 6 Academic Structure page 7 Assessment, Recording and Reporting page 8 Examinations page 9 Preps page 11 The Pre-Prep School: Nursery to Year 2 page 12 The Middle School: Year 3 to Year 5 page 14

The Senior School’s Academic Departments: Art page 15 Classics page 17 Design and Technology page 18 Digital Skills page 20 Drama page 21 English page 22 Geography page 23 History page 25 Learning Support page 26 Life Skills page 28 Mathematics page 30 Modern Foreign Languages page 32 Music page 33 Sport page 34 Theology, Philosophy and Ethics page 36 Science page 37

3 Introduction and Academic Policies The curriculum at Orwell Park is a very wide one and this booklet focuses on the academic, rather than the extra-curricular activities offered as an integral part of each day. Its aim is to give you, the parent, some idea of what we get up to during lesson time and of the demands we are making of the children.

Standards

We admit pupils of a very wide range of academic ability. There is however a minimum level below which we will not go, in order to avoid placing the individual pupil at a disadvantage and/or compromising the quality of education that we are providing for the majority. Insistence on high standards of academic work invariably results in a higher level of ttainment, and academic rigour is impressed upon each pupil from the outset. Pupils' learning is assessed individually, with targets being devised to enable each child to progress further. Each child's progress is discussed regularly at full meetings of the academic staff, and pastoral tutors monitor the overall progress of their charges. In the classroom we are aiming to deliver quality in breadth as well as depth and, though we are preparing our pupils for a wide range of examinations and schools, our efforts are by no means confined to examined subjects only.

Non-examined work constitutes a significant proportion of the curriculum and we have enjoyed considerable success in these areas too. We have procedures in place to identify and cater for the needs of pupils who demonstrate an excep- tional level of performance in both academic and non-academic activities, whilst our Learning Support Departmentidentifies and caters for pupils who have specific learning needs.

Curriculum

Our independence allows us to deliver much more than that which is demanded by the National Curriculum, without being constrained by its limitations. The demands of Common Entrance and the National Curriculum are gradually converging, and we constantly monitor the requirements of both.

Staffing

We strive to recruit teachers of high academic calibre who wish to commit themselves to the life of a boarding school. Through teamwork, regular appraisal and the setting of specific objectives we develop the quality of our teaching staff in order to continue to enhance academic standards.The professionalism, dedication and expertise of a stable academic staff constitute one of the undoubted strengths of Orwell Park, and, in the sections which follow, our Heads of Departments have

4 outlined briefly their own subjects’ contributions to the academic curriculum. Our prep and assessment systems and the demands and mechanics of the Common En- trance and Public School Scholarship examinations, which the children will sit in Year 8, are summarised in the next few pages.

Nathalie Roberts Deputy Head Academic

5 Orwell Park Year Group Structure

Year Groups Age

THE Nursery 2½ - 4 Early Years- Foundation PRE-PREP Reception 4 -5 Stage SCHOOL Year 1 5 -6 Key Stage 1

Year 2 6 -7

THE Year 3 7 - 8 Key Stage 2 MIDDLE Year 4 8 - 9 SCHOOL Year 5 9 - 10

Year 6 10 - 11

THE Key Stage 3 SENIOR Year 7 11 - 12

SCHOOL Common Entrance Year 8 12 - 13 or Scholarship

6 Academic Structure

Academic Departments The School operates a departmental structure, each department comprising a number of well-qualified and enthusiastic members of staff. Departments hold regular meetings in order to maintain working links and share teaching strategies. In addition, Heads of Department meet twice a term and the Educational Committee, a working group made up of the Headmaster, Deputy Head Academic and governors, meets once a term to review, agree and formulate whole-school policies.

Teaching organisation Orwell Park operates a comprehensive intake policy and we use a combination of mixed-ability, setting and streaming arrangements to enable us to deliver a quality provision for all our pupils. What is right for one subject may not be right for another, and our timetabling flexibility enables us to use all three types of grouping. From the Early Years Foundation Stage to Year 5, all subjects are taught in mixed- ability groups. Teaching assistants are on hand to ensure that pupils requiring addi- tional adult support can fully access the curriculum. Class teachers always teach Eng- lish and Maths to their own class. Differentiation allows all pupils to be appropriately stretched and challenged.

In the senior part of the School (i.e. Years 6-8), most subjects are blocked together and are either set or streamed.

In Year 8 there is a dedicated scholars' group (8S) for those who have above average ability in most examined subjects. In Year 7, pupils in the top set for a subject block follow an accelerated programme with some of those pupils joining the scholars’ group in Year 8.

7 Assessment, Recording and Reporting

Throughout the School, rigorous and systematic assessment procedures ensure that pupils' progress and attainment are monitored throughout the year. In the Pre- Prep, the class teacher, in conjunction with the Head of Pre-Prep and the Deputy Head Academic, oversees individual pupils’ achievements and progression. Parents receive end of term reports and are encouraged to discuss their children’s progression with the class teacher on a regular basis.

In the Middle and Senior Schools, a system of effort and attainment grades is used twice a term. Grade reports are produced are produced twice a term.

Attainment grades assess a child's performance in individual subjects, whilst effort grades summarise their effort in a given subject over a half-term. Tutors discuss both effort and attainment reports and end of term reports with the child and targets for future improvements are agreed. Teachers attend half-termly progress review meetings to review grades and work and ensure that each pupil’s performance is in line with their ability.

Subject reports, together with a Tutor's report, are compiled and sent to parents at the end of the Autumn and Summer terms in Year 3-7.

In Year 8, subject reports are produced at the end of the Autumn and Spring terms, with a short final report sent at the end of their Summer term.

Each report comprises a cumulative summary of the child's effort and attainment statistics for the year, a course statement (a factual outline of the work done and topics covered during the course of the term in each subject), and teachers' comments. The accompanying Tutor's report reflects on these and incorporates information and comments on the child's extra-curricular activities and social progress. The Headmaster adds brief further comments.

Tutors discuss each report directly with their tutees, drawing their attention to the salient points of the reports and agreeing targets with them. Parents are also encouraged to discuss reports with their children and the tutor.

A good deal of transfer documentation and information passes between prep and public school. Of critical importance is the confidential report sent by the Headmas- ter, in which attention is drawn to a child’s extra-curricular talents, attitude and responsibilities.

8 Examinations Internal Examinations Years 3 and 4 are examined in the Summer term, in the core subjects (English, Maths and Science).

Years 5, 6 and 7 sit examinations at the end of the Autumn and Summer terms. These are based on coursework covered in class.

Year 8 pupils sit internal examinations at the end of the Autumn term and in Febru- ary. These are generally based on Common Entrance or Scholarship papers and ensure that by the time the 'real thing' takes place, the children are well versed in the necessary procedures and exam techniques.

Children sit Cognitive Ability Tests (known as CATs) in Year 2, Year 4, Year 6 and Year 8. These standardised tests help us gauge a child's overall ability and help us determine whether they are meeting their full potential.

New entrants to Years 5, 6, 7 and 8 are tested using CATs, as soon as they have settled into their new routine, usually in their first term at the School.

External Examinations Common Entrance Common Entrance Examination (CE) is the term given to the four days or so of exams which children sit at the beginning of June of their final year at prep school, at age 13+. Basically a public school entry or placement exam, it is the academic hurdle which has to be jumped for a child to make the transition from prep school to the chosen public school.

The exams are set by the ISEB (Independent Schools Examinations Board), which is composed of representatives of both prep and senior schools. Each paper has a prescribed syllabus and format. The children sit these exams at their prep school, and their scripts are forwarded at the end of each day to the public schools for which they have been entered, where they are marked. The results are published on the Thursday of the week following the one during which the exams were taken.

The CE papers cover all the main academic subjects. In the case of French, pupils sit an oral exam and a listening exam a few weeks prior to the reading and writing papers; the child has a chance to read and converse in French, and an audio recording of this is sent to the public school. In Geography, a written investigation has to be submitted, in addition to the exam proper.

9 Generally speaking, Common Entrance is not too academically demanding for the average child who is well motivated, has worked hard, and has followed a full CE course at prep school, under academic staff who know what they are doing! A no- tional pass mark of 55% in each subject is considered to represent a sound overall level of academic attainment. The more prestigious public schools, which can afford to be selective in their intake if demand is high, may require a higher standard than this.followed by those whom the staff consider able to take Common Entrance in their stride, and who would therefore benefit from being stretched academically.

Though Common Academic Scholarship papers are used by some schools, the majority of public schools still prefer to set their own papers, and the academic staff’s familiarity with the demands of particular schools in their own subject plays an important part in preparing children for these exams.

Scholarship exams are usually held in either February or May, and take place at the public school for which the child is entered. This extends over two or three days, accommodation usually being provided for the children, but not their parents. Dur- ing their stay candidates will usually be interviewed by one or more members of staff.

It is important not to regard Academic Scholarship exams as simply harder versions of Common Entrance papers. Designed to identify and challenge very bright children, they make quite rigorous academic and intellectual demands of the candidates. Par- ents and pupils alike should have no illusions: a public school scholarship course demands a high level of commitment from the would-be scholar, and competition is fierce.

10 Preps With the exception of Saturdays, two specific academic preps, each of 30 minutes' duration, are set daily to children in Year 7 and Year 8. Year 6 have two 25-minute preps. Year 5 have one 20-minute prep just before lunch three days a week and an evening prep of 30 minutes on Mondays. Rather than prep, Year 3 and Year 4 have 20 minutes of supported time before and after lunch. Children in the Pre-Prep are encouraged to do some reading at home and sometimes some specific project work.

Our system aims to instil in the children good, private working habits, and to encourage them to get themselves organised! Each prep room is supervised by a mem- ber of staff or a prefect, and the work being done during prep is monitored by the Deputy Head Academic.

As the children progress through the School ‘floating’ preps are gradually introduced; a deadline for completion is set rather than a specific prep slot allocated. Senior pupils are thereby encouraged to plan their work sensibly - a habit they will need to acquire in preparation for their public school. Nathalie Roberts

11 The Pre-Prep School The new Pre-Prep building can only be described as an asset to the department and indisputably provides an innovative, exciting, secure and stimulating learning environment for the children to enjoy. There are four year groups accommodated in Pre-Prep: Nursery 1 for two-and-a-half year-olds, Nursery 2 for 3-4 year-olds, Re- ception for 4-5 year-olds, Year 1 for 5-6 year-olds and Year 2 for 6-7 year-olds.

In our Early Years classes (Nursery and Reception), the Early Years Foundation Stage (EYFS) Curriculum is followed and the importance of including both the indoor and outdoor classroom is fully recognised. When the children reach Key Stage 1 (KS1), they work within the guidelines of the National Curriculum.

Throughout the Pre-Prep department we aim to promote unity and respect for each other in a variety of ways. We hold weekly assemblies, which follow PSHE themes such as sharing, helpfulness and citizenship and these concepts are then reinforced in lessons and during the course of our daily routine. Literacy and Nu- meracy are at the heart of our curriculum.

In the EYFS classes the children are taught the foundations of reading, writing and spelling through phonics-based learning. Pupils learn through a combination of practical and oral activities based around working with sounds, all of which are supported by a selection of reading schemes which run through the Pre-Prep department.

At KS1 these basic skills are built upon. The children continue to work on reading, writing and spelling through phonics, but the teaching also begins to place more emphasis on punctuation and grammar. In EYFS and KS1 creativity and a love of literacy are encouraged through drama, writing workshops and shared reading.

Numeracy is taught in all classes using a combination of practical and ‘hands-on’ approaches, with a greater emphasis on recording mathematical data at KS1. Chil- dren learn the basics of calculations and are then encouraged to apply their knowledge in problem solving and investigations.

Science includes lots of practical lessons and follows the National Curriculum guidelines. Through the provision of an atmosphere of inquiry and investigation we aim to encourage a love of learning and a joy of discovering.

Each term, a topic incorporating History, Geography, Science, Literacy, Numeracy and Art is explored in every year group. The emphasis is on the enjoyment of learning and acquisition of knowledge through practical and co-operative activities. Chil- dren are encouraged to discover and investigate and, in doing so, their self- confidence grows.

12 French lessons form part of the curriculum for all children in the Pre-Prep, as do general and specialist music lessons. Every child has the opportunity to learn a musical instrument, ranging from piano to violin, recorder to guitar and harp to cello. The Pre-Prep choir performs regularly and hymn practices take place once a week. We are also fortunate enough to be able to use the extensive facilities in the Prep School: computer lessons in the Computer Rooms, as well as visits to the CDT workshop, Art Room and Science Laboratory, under the watchful eyes of the Sen- ior School teachers!

For our games lessons we use the extensive facilities available to all Orwell Park children; the Pre-Prep hall is used for gymnastics and the grounds for football and netball in Year 2, and all other sports. Throughout the year, Year 1 and Year 2 have swimming lessons in a local indoor swimming pool; in the Summer term the Recep- tion and Nursery classes use the School’s swimming pool.

Every term the Pre-Prep joins together to celebrate different subjects in a theme day. Numeracy Day, Book Day, Creativity Day and Science Day have all been enjoyed in the past. A range of related activities are carried out in every class and the day then culminates in an assembly where we share our work and appreciate the learning that has taken place.

The aims of this integrated and vibrant curriculum include: · developing each child’s academic strength by providing support to all abilities; · providing every child with a sense of fulfilment and self-worth; · providing opportunities to encourage independence and confidence; · stimulating each child’s interest in learning; · promoting self-awareness and citizenship; · giving a sense of enjoyment and achievement to each child; · fostering curiosity and eagerness. By exposing the children to as wide a variety of resources and experiences as possible, they can expand their knowledge and understanding to help them progress as learners and to develop to their full potential.

Alison Williams

13 The Middle School (Year 3 to Year 5)

Our aim is to provide a stimulating environment within a mixed ability form- based structure. We seek to develop our pupils’ academic potential within a caring and supportive environment, as well as encourage their interest and participation in creative, musical and sporting activities.

The class teachers, particularly in Years 3 and 4, are generally responsible for English, Mathematics, Science, Humanities and Life Skills. The children are taught in a variety of situations: as a class, in a group or individually. Digital Skills, French, PE, Music and Art are taught by specialist teachers and the children benefit from the School’s many excellent facilities. Educational visits complement the children's academic studies. These have included Colchester Castle Museum, West Stow, Fitzwilliam Museum, Chatham Dockyard, Minsmere RSPB reserve, theatre productions, film festivals and many more. Visitors are also invited into school to deliver workshops and talks with the children. These have included a Viking Day, Science workshops and visits by authors.

Topics and themes are broadly in line with, but not constrained by, the National Curriculum. The White Rose and Kangaroo programmes of study are followed in Mathematics and the Middle School have implemented the Talk 4 Writing approach to English lessons. Through this there are many opportunities for the children to develop and discuss their thoughts and ideas. Guidance and support are given with the children’s reading and in their choice of books and Guided Reading is a big part of the English Curriculum. Regardless of ability, children are encouraged and expected to always deliver work to their highest possible standard and this is recognised and celebrated.

Every term the Middle School comes together for a themed event which have including Mathematics, Science, thinking and listening skills, poetry and the Vi- kings. Links with the Pre-Prep are strong, ensuring an easy transition into the Middle School. The Pre-Prep and the Middle School work closely together and they often share Science Days, World Book Days and Poetry Days. Throughout the year each class presents an assembly to the parents to demonstrate what they have been learning. In the Summer term an informal Open Afternoon is held for parents to come into the classroom and for the children to show them their books and to talk about their learning journey throughout the academic year.

In the Middle School we attend Chapel once a fortnight which is led by the Revd Canon Ian Wilson. We gather for assemblies where we celebrate the children’s achievements and where we focus on the particular value for that term.

Helen Carrington 14 The Senior School’s Academic Departments Art Art is an established subject in the curriculum and each pupil spends one double lesson in the department every week. By means of flexible programmes of study which comply with the requirements of the National Curriculum we aim to:

· heighten awareness and visual perception;  develop the ability to express and communicate ideas through practical experience;  develop in the child a means of non-verbal communication;  stimulate ideas and challenge the child to develop original, personal responses, solutions to problems and images;  develop insight, sensitivity and response to aesthetic qualities;  develop a thorough understanding of basic artistic skills;  foster in the pupil a desire for the attainment of knowledge of creative and original thought;  relate artistic work and experience to everyday life;  foster links with other subjects through interdisciplinary topics;  develop the understanding of the work of artists, craftspeople and designers;  compare ideas and methods in different styles, traditions and cultures. In addition to these aims much encouragement is given to the development of self- confidence, whilst trying to dispel the misconception that one has to be naturally talented to achieve anything. Basic artistic skills can be learned by all, though some will find the task easier than others.

Quality, rather than speed of execution, is stressed. A pride in one’s own work and achievement is encouraged, as well as an enjoyment of the observing and experimenting processes. Plenty of opportunities are given to develop the ability to express ideas and opinions verbally.

The facilities and resources within the department enable us to fulfil the requirements in terms of practical experience, with different media, in the areas of drawing, painting, collage, textiles, printing, sculpture and ceramics. Throughout their time at Orwell Park, pupils have the opportunity to develop skills of recording from: direct observation, experience and imagination; learning to use sketchbooks; exploring new ideas and experimenting with, and developing control of, tools and techniques.

15 Some topics involve working individually, although plenty of opportunities for group work, often on cross-curricular topics, occur throughout the course. The Year 3 programme is developed in consultation with the class teacher. Several cross- curricular themes are also undertaken in Year 4.

Art is not examined at Common Entrance, but detailed reports can sometimes be required for submission to senior schools in the Summer term of the pupil’s final year, especially if a pupil is attempting an art scholarship. Work in this area of the curriculum provides information about a pupil that cannot readily be assessed through written examinations.

In addition to timetabled coursework and activities, there is an opportunity to pursue individual work in free time. ‘Free Art’ is a session when any child can drop in to the department for a relaxing and enjoyable hour. Louise Greenwood

16 Classics

Fun, passion and discipline are the watchwords of classics at Orwell Park. Children start Latin in Year 6 and follow a three-year course to Common Entrance and Scholarship level. A modern course book is used, which lays emphasis on the acquisition of fluency in the reading of Latin without sacrificing any of the rigour traditionally associated with the subject, and provides a sound foundation for Com- mon Entrance, public school scholarship and eventually GCSE work. The necessary vocabulary and grammar are covered - and tested! - systematically.

Scholarship level Latin is considerably more demanding linguistically than Common Entrance, and quite a rigorous and intensive programme of grammatical study is followed, especially in the first two terms of Year 8.

Those in the scholarship form have the option of studying classical Greek also. Sound foundations are laid here, with an emphasis not just on reading and pro- nouncing the language correctly, but on writing in it as well.

Internal exams are designed to test the skills and knowledge which will eventually be examined at Common Entrance or scholarship level, though at a linguistic level appropriate to each set’s attainment.

Classics is an unrivalled medium for laying down solid linguistic foundations which will continue to benefit children in later years, quite apart from its many other spin- offs - for example, encouraging precision of thought, an analytical approach to problem-solving, and discrimination and accuracy in the use of words. Spin-offs aside, being able to read works seminal to European literature in their original tongues and through this window being able to gain an insight into what made the Romans and Greeks tick, is enormously rewarding per se. An interest in Classics, once aroused, is difficult to shake off, and there has been no shortage of pupils from Or- well Park who have continued their study of Classics to the highest levels.

Bob Bass

17 Design and Technology and Food Technology

Design and Technology Design and technology at Orwell Park is an extremely well resourced and popular subject. All pupils in Years 3 to 8 have a double lesson each week and there is also an opportunity to pursue the subject as an activity. Emphasis is placed on safe practice and from the outset pupils are instructed in the correct and safe use of machin- ery and tools. These skills develop through the years and pupils leave Orwell Park very much ahead of the game on transition to their Senior School.

The main areas of focus are: Year 3: Introduction to the workshop through basic wood, plastic and metalwork. There is specific focus on measuring, marking out and safe use of machines and tools. Objects made include pencil racks, 3D Treasure Island maps and metal key- rings.

Year 4: Pupils extend their core skills and are introduced to electronics. Objects made include an air-powered boat and metal coat hooks.

Year 5: Pupils are introduced to systems and control. Emphasis remains on accu- rate work. Objects made include an electronic paper aeroplane launcher and a garden trowel.

Year 6: Pupils have their first taste of creating their own designs through reacting to a design brief. Basic woodworking skills are amalgamated with individual creativity. Objects made include a model bridge, garden fork and hydraulically-operated toy.

Year 7: The design process continues to be explored and pupils are pushed to be creative and imaginative. Particular emphasis is placed on presentation through a jewellery and enamelling scheme of work. Objects made include a model crane, hanging basket bracket and multiple pieces of enamel work.

Year 8: Pupils are stretched through testing their previously acquired skills and knowledge. Metalworking includes complicated processes such as use of lathes, heat treatment of metals and cutting screw threads. A program of Product Design and Destruction Testing allows all pupils to exhibit a flair for design and / or presentation in an exciting final year.

Most years see a handful of senior pupils attempting to gain a subject scholarship to their Senior School. The department has been extremely successful in this direction and consistently helps pupils achieve this ambition. As well as a consecutive hat- trick of Uppingham scholars, success has also been achieved at Framlingham, Felsted and Oundle.

18 Nick Matthews Food Technology As part of the Design Technology curriculum pupils in the Middle School (years 3-5) also complete a termly programme of practical and theory work associated with designed and making food products. We have a dedicated kitchen with seven work stations, where pupils learn how to plan, design, make and evaluate food products. Food, Safety and Hygiene skills are at the core of our teaching and pupils learn how to use equipment and appliances safely in the kitchen. The course also focuses on- healthy eating choices.

Pupils in the Senior School have access to the Food Technology kitchen during our activities programme, which includes a Pro-Cookery course run by the school Head Chef and a fun and relaxed “Tea and Biscuits” activity. These opportunities allow pupils to extend their learning further, after the core skills have been acquired. Nick Matthews

19 Digital Skills

The teaching of Digital Skills at Orwell Park is designed to be a positive, enjoyable learning experience for children of all ages. The children are asked to be creative and inventive in the development of their deductive and problem-solving skills. To achieve this, they are presented with stimulating exercises, projects and programs which allow them to implement and record their decisions.

Digital Skills lessons are planned to provide each child with the maximum amount of hands-on experience. The work is practical with note-taking kept to a minimum. The syllabus is designed to reflect the technological advances in society where computers are used for database management and for the storage and retrieval of information of a local and worldwide nature. Children are given the opportunity to explore the multiple uses of computers to gain familiarity with the equipment, networks, periph- erals, terminology, program structures, computer languages, software and applications.

The syllabus is delivered and there is enough time for the revision of computer- based research and publishing techniques as well as the use of spreadsheets, data- bases, music and graphic design applications.

We are fortunate in having two purpose-built, well-equipped computer rooms which are well used in both academic and extra-curricular time. In addition, there are computer clusters in the Music Room, Art Workshop and Design and Technology Workshop. All staff have access to a wide range of equipment including scanners, remote sensors, digital cameras, digital HD video cameras, as well as the children all having their own individual iPads.

We do appreciate that digital skills are very much at the core of modern learning with applicability across the entire breadth of the curriculum, and they are encouraged throughout the School. All teaching areas have an interactive panel and wireless access to the School network.

E-safety statement: At Orwell Park School, we are working with staff, pupils and parents /carers to create a school community which values the use of new technologies in enhancing learning, encourages responsible use of technology, and follows agreed policies to minimise potential e-safety risks.

David Horton

20 Drama It is important that class drama is not confused with the School Play, or any play performance. That is an important experience in itself, but it is a different one. The weekly drama lesson is for everybody and there are no stars, or, more correctly perhaps, everybody is a star. It is a lesson where everybody is involved and everybody can succeed. The watchwords of the lessons are always imagination and discipline. Children at school are learning about themselves and their environment, practising social behaviour and organising their thoughts into language. This same discovery of life through imaginative play, the testing of new roles and the working out of fanta- sies are at the heart of all educational drama. Performing with confidence is the tip of the iceberg. Drama provides the opportunity to express ideas freely with peers; plan and implement the process that takes those ideas to a concrete outcome; work within a group; negotiate and problem solve. It is a secure environment within which to take risks and express emotions, persevere and enjoy difficulty as much as enjoying the easy things. Children need to communicate feelings and ideas to other people and to receive communication of a reciprocal nature. The more effectively this can be done, the more satisfactory the experience will be. It is our belief that drama will enhance these skills of communication while building self-confidence, expression, concentra- tion and sensitivity. This loosening of inhibition must be made fun. Pupils are encouraged to learn from each other, the division between performer and audience being only temporary. In the junior years improvisation and mime are used to extend the expressive use of the body, while group work encourages development of shape to the situation being explored. In the middle years pupils may act out situations in their own lives or in fiction they have been reading. Improvised situations, role-play and dialogue may be refined into more polished performances. More senior pupils will build on the experiences of the middle years, taking the opportunity to discuss, analyse and improve on their work. They will be encouraged to avoid clichés of situation and character and to develop an awareness of shape in narrative. Drama need not stand alone as a subject and it is often a springboard into other areas of the curriculum where it can be used to bring to life a current history topic, or unravel the subtleties of a foreign language through role-play. Ideas for stories, plays or poems can be gained from drama or tried out in drama, opening up a window of opportunity for the pupil who is hesitant about the power of the pen. The main School Play and a specifically orientated junior offering provide further opportunities to extend the dramatic experience. Over the years these productions have set a very high standard in tackling large-cast performances for young and old alike. The taste of success breeds success and success breeds confidence; drama offers another platform to this end. Tom Lawley 21 English Our language is the medium through which we all learn, all teach and all play. Our children use English to explore their world and to discover other worlds; they use English to tell us - and each other - about these discoveries; English helps them shape their views of the world and of themselves.

Children at Orwell Park School learn to use language effectively and responsibly. They learn to appreciate its power; but most of all we hope that, through the way it is taught, they will see it as a source of fascination - and fun.

Our syllabus broadly follows the National Curriculum attainment targets for Speak- ing and Listening, Reading and Writing up to Year 6, but it does not follow these dictates slavishly any more than it does the Common Entrance syllabus of Years 7 and 8.

A policy of mixed ability teaching operates within each age group, meaning individuals can flourish within a context of integrated learning and a flexible framework. A streamed scholarship group is created in the final two years to allow for the specific requirements of senior school entry.

In keeping with the changes in the way English is examined at Common Entrance from Autumn 2013, there is increased focus on imaginative or descriptive creative writing. The poetry, where pupils’ understanding of poetic technique is tested, remains a major component. The new Literary Prose section of the paper introduces a welcome opportunity for pupils to show off their abilities to analyse and evaluate, while the writing section allows pupils to show off their essay-writing skills. For all pupils, work towards senior school entry starts in Year 7. Breadth of reading is vital, but during the year several key texts will be read, discussed and analysed by each group. All classes are regularly exposed to poetry of a variety of genres and open discussion is encouraged and personal responses are valued. It is an important part of our ethos that the effort we put in the English classroom is not solely geared towards examination success but towards fostering a lifelong facility with, and love for, language.

In addition to twice-yearly rounds of examinations, designed to monitor progress and aid in the setting of personal goals, there is a yearly programme of spelling and reading testing to further inform pupil profiles.

The School has an excellent library area linked to the main Computer Resources Room. It is both a study area and relaxed reading environment. The library is well stocked and refreshed under the direction of the School Librarian. The importance of reading within the curriculum cannot be overstated and with this in mind the school day embraces a community-reading period. The English Department produc- es a reading list targeted at each year group to act as a touchstone for parents, 22 pupils, and teachers alike. Book Fairs are a regular feature of the school year and a book event like “World Book Day” is always celebrated with gusto. Visits from storytellers and writers all help to keep the profile of reading high on the agenda. Theatre trips are a regular feature of the school calendar. School competitions are run every year for all pupils in reading, handwriting, and public speaking, offering a platform for everyone to show off their best effort. The Orwellian magazine and the pupils’ publication, the HaHa, afford further opportunities for work to receive wider publicity, while entering creative writing competitions always adds extra zest to pupils’ work. In teaching English we believe that high standards come from high expectations and that it is vital for our pupils to recognise that English does not stop when they leave the English lesson; it is something that they take with them wherever they go. Above all it must be fun. Tom Lawley

23 Geography All teachers of Geography are encouraged to embody the departmental ethos of "Engendering a joy for learning and a love of the world around us." Geography is far more than simply learning facts, shading in maps and learning capi- tal cities. Anyone who is interested in the world must be interested in geography. Five key questions underpin and are central to the discipline's teaching: · What is this place like? · How is it similar to or different from other places? · How is this place created and is it changing? · What would it be like to be in this place? · How is this place connected with others? During their eight years at the School, the children learn key geographical terms, ideas and skills, such as how to interpret data and display it in a variety of ways. They learn how to express their opinions about a place and ask serious questions about why it is so. They learn to recognise that an environment can affect people, and that the reverse is equally true. Finally, they learn to apply their knowledge to events that happen in the world on a daily basis, that they see on the news and read in the newspaper. Issues covered in class are as wide-ranging as the cause and sub- sequent devastation resulting from a volcanic eruption to buying Fair Trade choco- late in our local supermarkets. Through class work, fieldwork and visitors to the School, we hope to inspire the children, so that they gain an enthusiasm for knowledge and open their young minds to the marvels of the world. Pupils are prepared for Common Entrance and Scholarship exams at 13+, which are broadly based on the syllabus required at Key Stage 3. Coverage of the CE syllabus begins in Year 6 with the easier, and more dramatic, concepts and finishes in Year 8 with the more complex and demanding ones. Year 5 is a transition zone between the Middle School Curriculum and the rigours of Common Entrance and Scholar- ship. Core geographical skills are developed through the Pre-Prep School inquiry-led curriculum in Years 1 and 2 and the Humanities course in Year 3 and 4. These foundation years form the platform for more structured study of the subject in Years 5 to 8. There are many opportunities for the pupils to investigate first hand the topics being studied in class, whether it is a trip to Walton-on-the-Naze to see erosion at work, or an investigation around the School of a local microclimate. Enquiry work is a vital part of our Geography work. From Years 5 to 8 the pupils will conduct an

24 enquiry each year. Pupils undertake their own primary data collection and display and interpret their results. The project that is completed early in Year 8 forms an integral part of the Common Entrance examination.

Field trips are organised throughout the School and recent trips out for different year groups have included the following:  Year 3: Minsmere RSPB Nature Reserve, Suffolk;  Year 4: Materials Recycling Facility at Great Blakenham, Suffolk;  Year 4: Seasonal Foods investigation at Nacton Home Farm, Suffolk;  Year 5: Green Energy discovery at Swaffham, Norfolk;  Year 5: River investigation at West Runton, Norfolk;  Year 6: Soil enquiry at Minsmere RSPB Nature Reserve, Suffolk;  Year 6: Urban land study at Framlingham, Suffolk;  Year 7: Coastal erosion at Felixstowe, Suffolk. Robin Beck

25 History All children display an interest in the past. Indeed many are enthusiastic historians from an early age. It is our principal aim, above all others, to foster and guide their interest further.

History encourages and develops a variety of skills. The appreciation of rich and different cultures is one; the sense of entering the experiences of individuals who were very different from us is another. To understand the nature of power and powerless- ness, to understand concepts such as cause and consequence, change and continuity, similarity and difference are all significant skills that children may begin to acquire through the study of this subject.

It is therefore our aim to ensure that we encourage children to study the subject in this way, not only so that we produce good historians, but so that we provide children with a sense of identity and an opportunity to make sense of the world in which they live.

The curriculum is taught in chronological order from Year 3 through to Year 8, with the following topics being covered during each year:

Y3: Ancient Civilisations: Ancient Egypt and Ancient Greece; Y4: Invaders and Settlers: Romans, Anglo-Saxons and Vikings; Y5: Medieval Realms [1]: British History 1066–1348; Y6: Medieval Realms [2]: British History c.1348-c.1509; Y7 and Y8: Common Entrance - Early Modern British History: c.1485–1750.

Scholars in Year 8 will loosely follow the same course as their peers, yet certain aspects will be explored in greater detail to prepare them for their unique examination paper. The focus at this level will be more on the interpretation of evidence material and the importance of historiography when studying the past.

Beyond the classroom pupils have the opportunity to explore further through a series of talks, workshops and outings. This enriches their learning significantly and new opportunities are explored each year. Wherever possible joint trips with other departments take place, to enable the pupils to recognise the links between History and all other areas of the curriculum.

Ruth Mann

27 Learning Support The Learning Support Department at Orwell Park School operates an ‘open door’ policy. During their time at Orwell Park many children will find their way to our department for a myriad of reasons.

Parents are encouraged to notify the School if their child has any learning difficulties so that when the child visits for his or her assessment day, he or she will spend some time in the Learning Support Department. Parents are also asked to bring any reports from outside agencies, such as those from an educational psychologist or a speech and language therapist. After a discussion with parents and staff we then put together a proposed individualised programme of support for the child. Current children at Orwell Park School may also be referred to the Learning Sup- port Department by staff or parents if concerns arise.

We are lucky to have a highly specialised team of teachers, one of whom is a Maths specialist, and we work in many different ways with the students, tailoring the lessons to suit the individual child’s needs. These include withdrawn lessons, supported prep sessions, support in the classroom, essay planning sessions, interactive work extra times and revision sessions for Year 7 and 8 pupils. We also run spelling groups, number clubs and typing courses and provide revision packs prior to School examinations. Furthermore, we liaise with outside agencies and are fortunate to have a speech and language therapist, an occupational therapist and a paediatric physiotherapist who visit the School to work with children.

As the children progress up the School we encourage them to take responsibility for their learning and personal organisation. With this in mind we have drop-in sessions during some of their activity and break times where the children are expected to work in a semi-independent way, thus preparing them for the transition to public school.

We consider it vital to have good lines of communication with parents, staff and outside agencies. We work closely with all staff, both in and out of the classroom, and have regular meetings with both the Middle School teachers and the staff who work with Years 6-8. We produce detailed information sheets on those children having withdrawn lessons to ensure everyone is fully aware of each child’s specific needs. Parents know they are always able to contact us whether by phone, email or in person. In addition, we now invite Year 7 parents and their children to a revision session prior to their Summer examinations.

We believe the most important thing we can do is to raise a child’s self-esteem so that, by the time they leave Orwell Park, they feel able to hold their head up high and are ready to face the challenges that lie ahead.

Frances Golding 28 Life Skills Life skills is a subject better known as PSHCE (Personal, Social, Health and Citizen- ship Education). At Orwell Park School we believe that learning can only be fully beneficial if one knows how to cope with the trials and indeed joys that life has to offer. Therefore, pupils in Years 3-8 are offered one lesson per week of Life Skills, to support their spiritual, moral, cultural, mental and physical development. In the Pre-Prep, pupils have the opportunity to explore Life Skills in various cross- curricular activities. Life Skills is taught in a number of ways including discussions, debates, group and individual work. We use a variety of written and audio-visual materials to cover a range of themes. The programme of study is based on three core themes:  Health and Wellbeing  Relationships  Living in the Wider World The overarching concepts studied throughout these themes are as follows:  Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these)  Relationships (including different types and in different settings)  A healthy (physical, mental and emotional health and wellbeing including sex- ual health) balanced lifestyle (including within relationships, work-life, exer- cise and rest, spending and saving and diet, as well as how to make informed choices about drugs, alcohol and tobacco)  Risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, for example online safety, response in an emergency)  Diversity and equality (in all its forms)  Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)  Change (as something to be managed, such as puberty, transition and loss including bereavement, separation and divorce) and resilience (the skills, strategies and “inner resources” we can draw on when faced with challenging change or circumstance)  Power (how it is used and encountered in a variety of contexts including persuasion, bullying, negotiation and “win-win” outcomes) 29  Career (including enterprise, employability and economic understanding)

All these concepts are underpinned by morals. Though we are a predominantly Christian community, the respect of all faiths is paramount to our teaching to our teaching. Our aim is to help students develop lively, enquiring minds; to help them be positive about what can be achieve; to improve their ability to deal with others and to learn the value the worth of everyone in the community. By the end of the course, pupils should appreciate diversity and have a natural curiosity towards other cultures. A critical component of Life Skills is to provide opportunities for the pupils to reflect on and clarify their own values and attitudes and to explore the complex and sometimes conflicting range of values and attitudes they will undoubtedly encounter in life. By developing an understanding of themselves, pupils should be better equipped to enjoy their lives, wherever they go and whatever they decide to be- come. Caroline Brunt

30 Mathematics The teaching of mathematics goes beyond the acquisition of knowledge (how to calculate the area of a triangle, accurately measuring angles, etc…) to involve the process(es) of reflecting and thinking how to figure out a problem. Mathematics contributes to the School curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics involves skills such as: collecting; sorting and analysing information; drawing conclusions from the information; ‘brainstorming’ new ideas; problem-solving; determining cause and effect; evaluating options – skills required to perform in most, if not all other, subjects. It is in the context of the above that our aims are to: · set challenging targets with high expectations. These expectations include neatness of presentation and layout of work, ideas and solutions; · offer a variety of approaches to teaching and learning that demand active participation to engage and motivate pupils; · smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at Orwell Park School; · explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics. The Mathematics Programme of Study covers the National Curriculum (with the necessary embellishments to stretch able mathematicians) and is taught at a level which carefully prepares the children for the 13+ Common Entrance Examinations and public school entrance and scholarship papers. Regular assessments are carried out through examinations, prep and class work, while progress is closely monitored throughout a child's time at Orwell Park. If necessary, support for those in need of extra help is provided. Through the above, the objectives of the programme are that each pupil should improve their ability to: · perform basic numeracy and mathematical skills to the required demands for entry to the secondary school of their choice; · reason clearly and logically and to set out a rational argument; · approach problems systematically, choosing appropriate techniques for their solution; · follow clearly expressed, logical instructions; · experience satisfaction in and enjoyment of his/her mathematical achievements;

31 · attain results that are in line with his/her ability. Pupils who are functional in mathematics are able to think independently in applied and abstract ways, and can reason, solve problems and assess risk. In essence, we hope to develop the logical abilities characteristic of a mathematician, and to stimulate and create the opportunities for children to experience moments of pleasure and wonder when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections.

Mark Middleton

32 Modern Foreign Languages French Our aim is to introduce as much spoken and written French as possible and to cover the work required for pupils to be able to sit the Common Entrance exam, or indeed the scholarship exams set by individual public schools. The main objective is that by the time the pupils leave Orwell Park they will have acquired enough spoken French to converse in moderately fluent French. This means that they will need to have the ability to understand what is said to them and also be able to respond in simple yet understandable French without too much hes- itation!

Children are taught French from the age of five in Reception. The emphasis is on spoken French which is communicated in songs, rhymes, games and with finger pup- pets.

In the Prep School pupils start with a topic-based course (Years 3 and 4). The aim is for pupils to gain confidence so that they are willing to “have a go”. Pronunciation, basic grammar and new vocabulary are all taught through a variety of methods, including ICT.

Children then follow a four-year course to Common Entrance or Scholarship. Expo 1 and Expo 2 course books are used in conjunction with continued topic-based work. The coursebook provides a systematic approach to the development of grammar, pronunciation, and linguistic and study skills. A variety of topics are covered which are familiar to younger learners such as personal identity, school, hob- bies, holidays, festivals, daily routine, music and relationships.

Besides its inherent linguistic objective, the teaching of French at Orwell Park aims to broaden pupils’ awareness of life and culture in France and French-speaking countries. There is a French Trip to Normandy for all Year 7 pupils. The annual MFL day celebrates languages that we learn at school, allowing children to dress up and take part in a variety of activities and performances designed to foster further interest in their learning.

Spanish Spanish is offered as an optional subject to the Year 8 scholars. The idea is for pupils to broaden their studies with a subject that is relevant and exciting whilst enjoying the challenge of a new language.

Over the course of the year pupils cover basic grammar and vocabulary, which gives them a solid base from which to work should they continue Spanish at senior

33 school – which most do!

Much studying is done on computers. Pupils are encouraged to develop independence in their language learning, are taught how to gather new phrases and recycle them in a context useful to them, and how to learn grammar points from reading and researching. All of these are very useful skills for them as they continue with their language studies.

Nick Gibbs

34 Music The Music Department is accommodated in the larger rooms of the Main School, as well as the lower ground floor; the Alston Room, Music Room and Orangery provide rehearsal, classroom and individual teaching, and concert rooms, with a concert grand piano in each. The storage and teaching of the larger orchestral instruments, such as Double Bass and Harp, as well as the less reticent ones, including the Highland Pipes, are accommodated in this area. In the area below the main corri- dor, the former wine cellar has been converted into a magnificent suite of 36 practice rooms, seventeen of which are equipped with pianos, and seven teaching rooms. The Director of Music, assisted by the Head of Pre-Prep Music and a team of twenty visiting music teachers, offers a broad curriculum to all pupils, as well as individual lessons in all instruments, and a diverse range of ensembles for all ages and abilities.

The Music Department delivers a curriculum to all children from Nursery to Key Stage 3, which incorporates Listening, Composing, Performing and Appraising, using a range of written, visual and auditory resources. The music curriculum embraces all forms and styles of music, approaching each from a historical and geographical perspective. All children develop practical and written skills in music and learn to use a number of software packages, installed in a dedicated Music Technology Suite, to enhance creative and theoretical knowledge and ability. Formal (Associated Board, Trinity Guildhall and Rock School) examinations in Theory and individual instruments take place each term.

There is a full programme of concerts and other performing opportunities within the department each term. Chamber Recitals offer an informal, yet invaluable, chamber environment for all instrumentalists, whilst church services provide wide choral experience on a regular basis for the Senior, Probationary and Pre-Prep Choirs. There are larger concerts to provide a platform for orchestral and wind ensembles, more recently at Snape Maltings and St Benedict’s Cambridge, including concerto opportunities for senior musicians. The School choirs combine on a regular basis with the Community Choir in order to stage large-scale choral and orchestral works. There is also an opportunity for those with Music Theatre in mind to participate in the annual production, most recent examples being The Little Shop of Horrors, Bugsy Malone, The Lion, the Witch and the Wardrobe and Return to the Forbid- den Planet.

The Visiting Artist Concert Series represents a key aspect of music at Orwell Park: pupils have played host in recent years to pianists John Lill and Alexander Ardakov, BBC Young Musicians Nicola Benedetti and James Kirby, cellist Anup Biswas, and a series of recitals by A Level musicians from our local senior schools.

The Music Department encourages pupils of all abilities to participate at the highest

35 level possible; in recent years pupils have represented Orwell Park in the National Children’s Choir, National Children’s Orchestra, Pro Corda, English Touring Opera, and the IAPS Orchestras Trust. Music Scholarships are won to senior schools on an annual basis, and, in order to recognise and promote ability, annual music bursaries can be awarded on entry. Martin O’Brien

36 Sport Pupils have access to sport in two formats. Pupils have one double lesson of PE per week, as well as four games sessions which include a comprehensive fixture programme. Physical Education The aim of our Physical Education Programme is to promote in our pupils a healthy and active lifestyle, which they will want to maintain and develop throughout their lives, as well as developing traits such as co-ordination, strength, self-confidence and leadership through a range of sports, including both individual and team sports.

The Physical Education Programme begins in the Pre-Prep School, where pupils are taught gymnastics and dance; both play an important role in the learning of co- ordination and body awareness and allow the children to use their creativity and imagination. Pupils are also taught ball skills and tactical awareness for small-sided team games, which they utilise in hockey, tag rugby and netball. During the summer months, the basic skills required for cricket and rounders are introduced in adapted games. Swimming is an activity that takes place throughout the year at a local pool.

In the Prep School, the PE department continues to follow the National Curriculum in Years 3 to 8, teaching dance, gymnastics, athletics, outdoor and adventurous activities (OAA), swimming and games. The latter is split into three sections: net games (e.g. badminton, squash, volleyball), striking and fielding games (e.g. rounders and cricket), and invasion games (e.g. basketball and handball), all of which are covered in the curriculum.

A cross country unit is undertaken in the Spring term which reinforces the importance of a healthy and active lifestyle and provides competition in the form of personal targets and the Inter-House race. Compass and map work is taught in OAA and the assault course and bouldering wall are regularly used to encourage confidence and co-ordination.

During Key Stage 3 an emphasis is placed on pupils taking the initiative and making decisions for themselves about what to do to improve performance.

Swimming Galas and Sports Days occur in the Summer term, providing the platform for pupils to demonstrate the skills and techniques they have developed in PE lessons in a competitive environment.

Games The Games programme focuses primarily on team sports and comprises twice- weekly practice sessions and inter-school matches on Wednesdays and Saturdays. Throughout the year, the boys' programme offers rugby, hockey and cricket, whilst the girls are taught hockey, netball and rounders.37

Swimming, cross country and inter house fixtures are also arranged. Orwell Park School regularly enters teams into National IAPS competitions.

We have an extensive programme of activities in which the pupils can try exciting sports such as sailing, canoeing and karate.

Alex Brunt

38 Science

We believe that Science should be enjoyable, with the aim of generating exciting investigations, predictions, conclusions and evaluations. Within the guidelines of Common Entrance (and to a lesser degree the National Curriculum), we aim to offer a broad, balanced and exciting science course, which allows each pupil to progress confidently to reach his or her own potential within each of the three separate disci- plines.

Strategies for teaching Science at Orwell Park give special emphasis to practical skills and processes, developing children’s confidence in the use of a variety of materials and building on earlier experiences. This ensures continuity of learning all the way through the School but also allows new pupils the opportunity to move on rapidly to Common Entrance or scholarship exams.

We aim to provide pupils with a variety of skills to pose realistic and appropriate problems, and to make the processes of Science an avenue through which they can explore the natural world and solve real problems.

We encourage all children to apply principles to new situations and to reflect upon their experiences, so that they can hold informed and considered opinions.

We are privileged to have excellent facilities for the teaching of Science, both in theory and practical work. All pupils at Orwell Park attend Science lessons in well-equipped laboratories, have access to excellent computer suites for research or work presentation and make excellent use of the superb grounds for field studies in Biology.

Science to Common Entrance (National Curriculum Key Stage 3 and above) is taught in the individual subject areas of Biology, Chemistry and Physics. Years 3 to 6 are taught general Science to the end of Key Stage 2 of the National Curriculum, which incorporates topics from each of the specialist subject areas of Science.

Neil Butler

39 Theology, Philosophy and Ethics

The teaching of TPE at Orwell Park aims at giving pupils the opportunity to:

 study the foundational biblical texts of the Judeo-Christian tradition;  develop philosophical skills to reason, argue and evaluate claims made by religious and non-religious belief systems;  acquire knowledge and develop understanding of the beliefs, values and traditions of Christianity and other major religions;  consider the influence of the beliefs, values and traditions associated with these religions;  consider the theological, philosophical and religious responses to moral issues;  identify, investigate and respond to fundamental questions of life raised by religion, philosophy and human experience, including questions about the meaning and purpose of life;  develop skills relevant to the study of theology, philosophy and religion.

Pupils in Years 3, 4 and 5 spend approximately 50% of the time learning biblical stories from both the Old and New Testaments, often applying key aspects to their own experiences, and the remaining 50% learning about the beliefs and practices of some major world faiths: Hinduism, Judaism, Buddhism, Sikhism and Islam.

The Common Entrance syllabus is taught in Years 6, 7 and 8. Biblical texts from the Old and New Testaments which focus on human responses to God are studied in the Autumn term. The lives and keys ideas of Plato, David Hume, John Stewart Mill and Martin Luther King, as well as ethical issues such as life and death, punishment, prejudice, discrimination and freedom, and the environment are studied in Spring term. In the Summer term the pupils learn about Christianity as a major world faith, focusing on practices and ceremonies. Increasingly over these three years, the pupils will be expected to show not only detailed knowledge but also an understanding of the relevance, significance and application of the ideas that are presented. The pupils will evaluate different responses to theological, philosophical ethical and religious issues, including a personal response, using relevant evidence and argument, and appropriate language and terminology.

Tristan King