The school's Curriculum is designed to:
- Be balanced, broadly based, relevant and differentiated to match student needs, aptitudes and abilities;
- Promote the spiritual, moral, cultural, mental and physical development of each student; and
- Prepare students for the opportunities, responsibilities and experiences of adult life.
Students have equal opportunities to the curriculum at all key stages; where options are available, every effort is made to provide students with the options of their choice. Student progress is assessed and the results recorded and reported to parents.
On entry our students study the full range of traditional subjects in addition to either French or German and Latin.
At the start of the year students choose a second language from a wide range which currently includes French, German, Spanish, Italian, Russian, Chinese and Japanese.
Depth of study is the priority in Year 9 and many subjects approach this creatively. Students either continue with Latin or they may choose to study Classical Studies as an alternative.
Years 10 and 11
Generally all students take GCSEs in Mathematics, English Language, English Literature, Biology, Chemistry, Physics, two Language subjects plus three subjects chosen from a wide range including at least one Humanity.
Years 12 to 13:
All Year 12 students follow the International Baccalaureate Diploma. The current list of IB subjects offered can be found here.
If you require more information, please email firstname.lastname@example.org.
...has been awarded to our Art, English, Geography, History, Latin, Modern Foreign Languages, Music and Science departments for their work on the Schools Programme during 2016/17. Click here to see what those departments are doing.
The school's SEND Policy is designed to cater for the education of students with learning difficulties, whatever their nature, which hinder the normal educational development of the student. The policy outlines:
- Arrangements for co-ordinating the provision for students with SEN;
- Admission arrangements;
- Allocation of resources;
- The identification of SEN and the assessment and provision of SEN;
- Procedures for the monitoring and review of SEN;
- Access to a broad and balanced curriculum;
- Whole school integration;
- Evaluating SEN policy; and
- Arrangements for handling complaints
SENCO, Mrs V. Ellis (Assistant Headteacher)