Woldingham is a happy and successful school developing confident, compassionate and courageous young women.
INTRODUCTION
At Woldingham our ambition for your daughter is to experience the joys and challenges of academic study and, through our curriculum, discover the particular areas of learning that she loves.
It is our belief that these first years at senior school are absolutely vital to any student’s future academic success and enjoyment. It is during these years that students gain the core skills, and the general sense of academic excitement and healthy competitiveness vital to success in later years.
In Years 7-9 we have banding across the humanities and sets in maths and science. The aim of banding is to ensure that every student gets the focused attention and style of teaching they really need.
OPTIONS IN YEAR 9
In Year 9, students refine their curriculum by choosing four options as they begin their journey towards their GCSEs. All students will continue to study at least one language. Students can then choose to study three other subjects from either the ‘creatives’ or languages. The ‘creatives’ include dance and academic PE, alongside those subjects studied in Year 7 and Year 8 (art, computer science, design technology, drama and music). Latin is now taught as a language option. Students who require additional support from our Learning Enhancement Department or study English as an Additional Language will usually only study one language.
Students joining in Year 9 who wish to start a new language can join a beginners’ language class in French.
This means more able students can be stretched and challenged in an atmosphere of intellectual adventure, while students in the lower bands can be fully supported and have their confidence built up in smaller classes.
This booklet gives details of the curriculum in Year 9: the knowledge, understanding and skills that each subject teaches. We hope it will be a useful reference document, helping you to support your daughter.
In Year 9, students have some options. More information on this is detailed below.
If you have any questions, please do not hesitate to contact me, or the Head of Year 9.
Nicole Weatherston Deputy Head Academic
YEAR 9
Joining Year 9 is an exciting transition at Woldingham. Students are introduced to Main House where they begin preparing for the academic challenges awaiting them at GCSE. The IGCSE mathematics, English and sciences courses begin in Year 9. Students often extend their studies beyond the curriculum and start to exploit their strengths to give them a deeper understanding of their preferred subjects. Students flourish in their banded classes, making the most of the challenge and stretch, while smaller class sizes help students requiring more support.
We guide each student to be the best that she can be through regular target setting and monitoring, which is carried out by a strong, supportive and caring year team. Students’ THRIVE sessions help them develop positive life skills and resilience. We continue to build on the study skills developed in Marden with supervised study sessions provided for both day students and boarders.
Although students are encouraged to develop their independent study skills, staff are on hand to assist should they require it. Year 9 offers students a wealth of opportunities to develop not only scholastically but also as strong individuals in our wonderful school community, and beyond.
ENGLISH
Aims
The English curriculum in Years 7–9 aims to inspire students’ love of literature. We explore a wide range of literary texts, including poetry, Shakespeare, and classic and modern prose. Students are encouraged to read widely beyond the curriculum, and we work in partnership with our school library to introduce them to a diverse range of writers and literary genres.
The English Department offers a variety of opportunities for students to discuss texts and develop their writing beyond the curriculum. These include Shakespeare Society, Women of Woldingham, creative writing clubs, literary societies, book clubs, and a range of internal and external writing competitions. We also invite writers to lead workshops with students, inspiring them to explore a range of writing styles and techniques. We are passionate about introducing students to a wide selection of high-quality texts, and we continually review and revise our curriculum to ensure it reflects both our diverse school community and wider society. We aim to choose texts that stimulate meaningful discussions students feel passionate about, and we encourage them to develop their ability to craft and articulate arguments in class debates.
In Years 7 and 8, students study a Shakespeare play in the autumn term and a prose novel in the spring term. In the summer term, they analyse a selection of poetry and explore non-fiction material, including film and advertising. In Year 9, students study a Shakespeare play, a selection of prose extracts from a dystopian anthology created within the department, and, in the summer term, begin their coverage of the IGCSE English Literature course.
Course details
In Year 9, students study a wide range of texts and begin covering the IGCSE English Literature curriculum. Tasks become increasingly analytical, and students are presented with more unseen material. There is a focus on improving students’ examination technique, and we demonstrate how to fulfil assessment criteria when writing responses. There are also opportunities for students to write creatively, with a strong focus on employing the literary devices they encounter in both fiction and non-fiction texts. With regard to grammar and technical accuracy, students are increasingly encouraged to take responsibility for improving their proofreading skills. Finally, students are encouraged to take risks when contributing to class discussion and debates in order to develop their ability to argue and justify their ideas effectively.
An overview
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Of overall importance is the encouragement of a positive and enquiring approach to this subject, so that students of differing natural ability can feel a sense of purpose and success.
Aims
In line with the revised national curriculum for mathematics, we aim to ensure that all students:
• Become fluent in the fundamentals of mathematics. This sees varied and frequent practice, with increasingly complex problems over time, so that students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Course details
Mathematics is an interconnected subject in which students need to be able to move fluently between representations of mathematical ideas. The programme of study for Key Stage 3 includes number, algebra, statistics and shape and space. Building on their Key Stage 2 knowledge, students will make connections across mathematical ideas to develop their fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will, therefore, be well prepared to tackle the challenge of IGCSE Mathematics at Key Stage 4.
The Mathematics IGCSE course is started in Year 9, where the focus is on the more straightforward skills-based aspects of the Specification. Time is taken to sustain their ability whilst exploring mathematics in a variety of contexts. Students in Sets 1 and 2 will also be taught the AQA Level 2 Certificate in Further Mathematics, as and when appropriate. Although the main bulk of the topics are covered in Years 10 and 11, some topics will be covered in Year 9.
Extra-curricular
More able mathematicians in Key Stage 3 have the opportunity to prepare for, and participate in, the UKMT Junior and Intermediate Challenges, in which we have excellent success. In addition, teams of students in Years 8 and 9 participate in the UKMT Team Challenges against local schools, whilst Year 9 students can attend the Hans Woyda Competition Club, again with a view to competing against schools in our area. We run a weekly support clinic during lunchtime to help students complete their Sparx homework or bring questions or topics from class that they need further help with.
SCIENCE
Aims
We give students the opportunity to:
• Develop their interest in all aspects of science by providing thought-provoking and engaging lessons.
• Build on their existing scientific knowledge, with the emphasis on practical activities and preparing them for IGCSE.
• Use scientific ideas and models to explain phenomena around them and relate them to everyday life.
• Work independently on practical investigations on a regular basis.
• Develop effective communication skills so they are able to convey what they have done in an experiment and explain its significance.
Course details
In Year 9, students consolidate their earlier work and we launch them on their Edexcel IGCSE courses.
The topics students cover include:
Biology – characteristics of living organisms, cell structure, variety of living organisms, movement of substances into and out of cells, biological molecules, nutrition, enzymes and photosynthesis.
Chemistry – particles and states of matter, diffusion, atomic structure, periodic table, reactivity of metals, iron and extraction of metals, Group 1 elements, Group 7 elements.
Students engage in activities that help them grasp the nature of scientific ideas through systematic enquiry. They learn to appreciate the applications of science and see its relevance in today’s world. Emphasis is placed on developing strong mathematical skills and evaluating experimental methods.
THEOLOGY
Aims
Theology at Key Stage 3 aims to introduce students to religious and philosophical reflection and exploration. Fostering the skills of reasoning, questioning and thoughtful enquiry, we begin to explore the fundamental questions of human existence, which are integral to the subject. Our aim is to deliver dynamic teaching, to uphold intellectual rigour and to provide a firm basis for supporting each of our students in their pursuit of truth and meaning in life.
Course details
In Year 9, students explore how faith inspires action through Catholic Social Teaching, vocation and moral decision-making. They reflect on human dignity, the common good, and issues such as poverty, stewardship and peace. The year also includes the study of Sikhism and Buddhism, encouraging interfaith understanding and reflection on different approaches to compassion, suffering and the meaning of life.
Skills
Communication skills are central to this subject. Students are encouraged to engage in discussion and debate in a spirit of intellectual enquiry. They learn to articulate and defend their views and beliefs with confidence, while listening respectfully to the views of others. Students are encouraged to develop their written powers of expression and their essay-writing skills. Students develop their vocabulary, learning philosophical and theological terminology. Research and wider reading are required to support topics covered in lessons. The demands of the Year 9 syllabus provide the opportunity for students to develop their powers of conceptual analysis, logical argument and evaluation of complex and sometimes controversial issues. In Year 9 students are encouraged to respond more frequently to the style of questions they will encounter on the GCSE course.
ART
Aims
The Year 9 course at Woldingham offers a broad and dynamic approach to art and design. The emphasis is on developing observational skills and understanding the processes of making art, as well as challenging students’ preconceptions of what art is. Students learn to investigate, look and understand. Drawing is a fundamental practice in the achievement of these aims and is seen in the broadest possible sense.
Students explore a range of skills, techniques and processes and we encourage personal responses and creative risk taking. It is important students develop their own creative language, supported by a wide understanding of art, both historical and contemporary, and its place in society. We encourage students to be aware of how other artists, designers and craftspeople have used skills and tackled similar subjects.
Course details
Skills and concepts are reinforced and revisited in Year 9. In addition, we introduce the processes and procedures involved in the GCSE specification and start to introduce students to the GCSE assessment objectives, especially in the use of sketchbooks. These include visual research and the ability to record and experiment with a range of materials. Students learn to develop an idea sequentially, exploring the theme ‘Wonderland’ through drawing, painting and ceramic. They are encouraged to think more conceptually and engage with artists and cultural references that inspire them.
Skills
Students develop visual perception and the skills associated with investigating and making in art, craft and design. Students learn skills for recording observations, experiences and ideas, using a variety of media, in both two and three dimensions. Students learn to apply a broad understanding of the elements of art and the characteristics of materials, tools and techniques to implement their ideas. The acquisition of skills helps them review and modify their work as it progresses. Students acquire a specialist vocabulary and develop a visual language which enables them to express ideas that are appropriate to their intentions.
ICT, in particular Photoshop, is used to support and extend their art practice. Students develop visual literacy, as well as knowledge and understanding of art, craft and design. They learn to explore the ways in which artists work and develop their work. Students also learn to express opinions about, and justify preferences for, different trends in art, taking into account different points of view. This enables them to apply the methods and approaches of other artists imaginatively in the presentation of their own ideas and feelings.
COMPUTER SCIENCE
Aims
In computer science we aim to develop students’ understanding of computer science technology through exposure to various programming and procedural tasks, while ensuring they are digitally literate and confident users of technology.
Students follow a detailed and challenging series of lessons designed to enhance their understanding of how a computer functions, as well as learning how to use the computer to develop programmes.
Students will rapidly become competent and independent developers and users of technology who produce work suited to a variety of audiences, whilst developing an understanding of the limitations of the tools used.
Course details
The computer science course at Key Stage 3 aims to put in place the building blocks for competency at GCSE in computer science. The course will range from the scientific and mathematical applications of computer science to the social impact of technology on society.
In Year 9, students cover a more in-depth review of the mathematical workings of the computer, including the hexadecimal number system. They develop programming skills to a more advanced stage, using a high-level programming language such as Python. Year 9 students cover much of the content required for GCSE, for example, how sound is represented on a computer, and develop skills to set up and manipulate network technology. They also learn about artificial intelligence, machine learning and the impact of both of these on the world and the future.
Skills
There are four skills in computer science, which are present in each year’s curriculum:
• Analysing, designing and developing end-user programmes
• Reviewing, modifying and evaluating work as it happens
• Sequencing and development of ideas
• Exchanging and sharing information
DANCE
Aims
The aim of Year 9 Dance is to create a solid foundation of the practical and theoretical skills, knowledge and understanding needed to study dance as an academic subject at GCSE level.
Students are introduced to key terminology, choreographic devices and a range of dance styles that enable them to recognise dance as a powerful form of expression, which can be used to impact society about all aspects of the world in which we live. In parallel to studying dance as an artform, students study safe dance practice, nutrition, hydration and the importance of the healthy dancer.
Course details
Students start the course by learning the building blocks of dance performance – action, space, dynamics, relationships and choreographic devices, regardless of their level of dance ability or experience. Through project-based learning to expand creativity, as well as dance technique lessons, students are provided with the opportunity to learn, develop, apply and refine their dance skills, knowledge and understanding in preparation for the more advanced study of the GCSE Dance Anthology.
The GCSE Dance Anthology is a collection of six professional works that range in dance styles from contemporary to street, lyrical to carnival and more. The study of these works begins in Year 9 and continues into KS4. Students begin with the acclaimed piece ‘Emancipation of Expressionism’ by the awardwinning dance company Boy Blue Entertainment. Students are encouraged to look for meaning in all professional works, through close study of the choreography, music, costume, lighting and choreographic intentions, whilst developing a strong evaluative voice. This part of the course also allows students to explore the process of choreographic development that each professional piece has undergone to reach the final performance, by learning set phrases and motifs from the works, before using them to create new choreography in the style of the assigned choreographer, ready for in-class performance.
Year 9 Dance concludes with a focus on original choreography and performance, where students are tasked with developing dance content inspired by a selection of stimuli, styles and choreographers. Students work collaboratively to create full length choreography with meaning, narrative and impact, using all they have learnt throughout the year for a final performance presentation.
DESIGN AND TECHNOLOGY
Aims
Students are taught to develop their design and technology capability using a range of materials (woods, metals, plastics, paper/boards and textiles). They combine their designing and making skills with knowledge and understanding to design and make products to a high standard with the increased use of ‘Computer Aided Design’ (CAD) and ‘Computer Aided Manufacture’ (CAM).
We are very fortunate to have a range of traditional manufacturing processes along with some of the very latest technologies to enable all students to have experience of CAD/CAM.
Course details
Students are introduced to a mini project which reinforces previously learnt skills and enables them to explore their creativity and innovation. This project makes use of several processes, including packaging design.
The main project that follows is the biomimicry-inspired mood light. This project makes use of many traditional manufacturing processes and covers many of the theory topics needed to prepare for the GCSE course.
Skills
Within designing activities, students learn to identify sources, use design briefs, develop a specification, make proposals and modifications, and evaluate. They are encouraged to develop their own style, using flair and imagination.
Within making activities, students learn to select tools, processes and materials, and combine media. They learn to apply appropriate finishing techniques and propose a strategy for making. Students also improve, modify, test and evaluate their products using the iterative process and learn how to work safely within a workshop environment.
DRAMA
Aims
The study of drama in Year 9 focuses on developing personal skills and address social attitudes and values, whilst studying a wide range of different theatrical styles to further develop vocal and physical skills.
Course details
THE ACTOR’S TOOLBOX
Year 9 drama is a stepping stone to the full GCSE Drama course. It is important students are given the opportunity to experience drama at a more advanced level that is still fun, whilst structured around the GCSE course components.
Through the exploration of both devised and scripted textual work, students learn to develop, refine and apply the skills and techniques required for advanced and impactful performance, which in turn build The Actor’s Toolbox, fully equipping students practically for the GCSE exam components to follow. There is also a strong focus on style and structure of drama, as well as the different uses of theatre space and the relationship between performer and audience. This is underpinned with the writing foundations and structures required to describe, analyse and justify theatre and performance through the written word.
Topics will include a range of different styles/genres and an introduction to the GCSE Drama set text – I Love You Mum, I Promise I Won’t Die by Mark Wheeller in the summer term. However, there is also a much stronger emphasis on drama being used to explore and reflect social issues, allowing drama to be used as a safe and structure environment in which to explore, challenge and discuss world issues.
GEOGRAPHY
Aims
Geography at Woldingham aims to both provoke and answer questions about the world around us.
In Years 7-9, the programme of study is based upon the national curriculum, thereby ensuring the course is wide ranging and incorporates many disciplines and topics from both physical and human geography. It also has the flexibility to include current events and issues. We ensure all students learn and practise the essential geographical skills, as well as develop their own knowledge of places and locations. Class activities are innovative and dynamic, employing a range of resources, including the latest textbooks, incorporating photographs and detailed explanations, all supported by appropriate fieldwork trips.
Course details
In Year 9, we encourage students to develop skills useful for GCSE and A Level by facilitating a learning approach that is both collaborative and independent. This involves the study of two interesting topical issues. Students are introduced to each topic and research a series of set points and questions about it, culminating in an extended piece of writing. The topics are grouped under three headings: Hazards (super-volcanoes / tsunami / climate change); Environmental (plastics in the oceans / BP Gulf oil spill / Chernobyl); Human Development (megacities / squatter settlements). The two topics taught are taken from these examples and will change from time to time, reflecting changes in geography and global events. Assessment is varied, including reports, group presentations and some end of term tests.
In the spring term, students begin the IGCSE River Environments course. For those continuing to study geography in Year 10, this provides the opening topic, and they will continue with it from September. For those not pursuing geography, it will give a valuable insight to hydrological processes taught at a higher level for a term.
Skills
It is expected that by the end of Key Stage 3, students will be confident in the use and application of a large number of geographical skills. All students should be able to use an atlas to locate places across different spatial scales and to discover a range of information concerning different countries. Students should be able to draw various graphs and diagrams to successfully display a range of information.
A comprehensive set of map skills is developed, whereby students can confidently use both four- and six-figure grid references, use scale, direction and symbols, and recognise and draw simple contour patterns. Basic map-drawing skills are established. Students learn how to draw detailed, annotated field sketches to record and interpret landscapes. Techniques in interpreting thematic maps are also developed. Much use is made of ICT, as well as encouraging students to investigate, organise and present geographical concepts.
HISTORY
Aims
We believe history in Years 7-9 should give students a solid grounding in the historical skills they will need further up the school. We also believe it should be fun. We teach topics covering the time period from the Battle of Hastings (1066) to the end of the 20th Century. Within this, we introduce thematic topics in a broadly chronological spine.
Course details
Students begin Year 9 by producing an independent research project on global history, allowing them to look in depth at a social change that piques their interest. Students then study Power and the People, c.1170-2000, a topic that examines key events in British history and their impact on the evolving relationship between the government, the monarchy, and citizens. It traces the development of democracy in Britain and investigates how protest has contributed to the expansion of citizens’ rights. It provides students with a chronological overview of British history, helping them understand how different periods and events are interconnected. As one of the core units in the GCSE History course, Power and the People supports those continuing with the subject, while offering valuable historical context and skills to those pursuing other paths. The year concludes with an in-depth study of the Holocaust, considering what took place and why it was allowed to happen.
Skills
By the end of Key Stage 3 history, students should have a solid grounding in the skills necessary for GCSE, including source analysis, an understanding of historical interpretation and the ability to write well-argued and well-structured essays.
LANGUAGES
An overview
The study of languages has always been a key feature of the academic programme at Woldingham. As businesses become increasingly multinational, it is ever more necessary to take up the challenge of communication in other languages. You will also enjoy building your understanding of other cultures and open up opportunities for shared experiences through language. At Woldingham, all students are expected to study at least one modern foreign language (MFL) to GCSE.
In Year 9, all students will study at least one foreign language (either French, German, Spanish or Latin) for five lessons per fortnight.
Students joining Woldingham in Year 9 who wish to do French, German or Spanish are expected to have studied the language for at least two years. If students have no prior MFL, they may opt to study French in a beginners’ class. Students who are keen to learn Latin but have no prior experience of the language may join the Year 9 course and will be provided with bridging material to accelerate them to the same standard as the rest of the class.
MFL classes at Woldingham are largely conducted in the target language. Teachers employ up-to-date authentic materials in a variety of media. The emphasis is very much on active student participation in all classes. At GCSE level (Years 10 and 11) students are offered extra conversation classes with foreign language assistants. Our flexible courses successfully cater for students of all abilities, and their grades in public examinations are consistently high and often exceptional.
French Aims
We aim to:
• Enable students of all abilities to understand and use French effectively for practical communication
• Broaden students’ cultural awareness and foster positive attitudes to other cultures
• Develop students’ learning skills and encourage them to work both independently and collaboratively
• Provide a firm foundation for further study and use of French both at school and in later life
Course details
We start studying for GCSE in Year 9 at a ground level. The topics we cover are identity, relationships with others, healthy living, education, work, free-time activities, customs, celebrity culture, tourism, technology and the environment.
Alongside the topics, we cover the following grammar points: modal verbs, the present-perfect-imperfect-future-conditional tenses, direct and indirect object pronouns, comparatives and superlatives, negatives, pronouns, adverbs, quand & si structures.
We organise a yearly French exchange in the summer term, where Year 9 students can spend a week in Annecy, France, with their exchange partner’s family, and host their exchange partner for one week in the UK.
Skills
There are four key skills in French: listening, speaking, reading and writing. Wherever possible, these skills are taught in combination, and most lessons will involve all four.
In listening and reading, students have opportunities to follow instructions given in French, understand gist and/or detail and respond to a range of authentic material.
In speaking and writing, students have opportunities to communicate a variety of types of messages (from lists, postcards or posters to longer paragraphs, essays or presentations). They learn to express personal opinions and to refer to past, present and future events. High standards in pronunciation and accuracy are encouraged. In addition to the four key skills, we expect students to develop the ability to notice structural patterns in French, to deduce and apply grammatical rules and to translate from and into French. Emphasis is also placed on ICT skills in the classroom. We advise students how to best use the Internet to complete homework. We use digital books and interactive games.
As French food is an important aspect of French culture, and world-renowned, food tasting takes place in the classroom at various points in the curriculum. We also listen to French musicians, watch French films and organise research projects for the students to expand their cultural knowledge and to encourage independent learning.
German
Aims
The aim of the German course in Year 9 is to provide an effective and enjoyable introduction to the language, to ensure students are prepared for a possible visit to Germany and to lay the foundations for further study of the language at GCSE and beyond. To these ends, students use resources which are up to date, varied and entertaining. At the same time, they are encouraged to view accuracy and precision in their work as an essential complement to the communicative skills they will acquire.
Course details
In Year 9, students consolidate their knowledge of German tenses and are given guidance to produce longer pieces of written work. Topics include identity, relationships with others, healthy living, education, work, free time activities, customs, celebrity culture, tourism, technology and the environment.
We start using the Foundation level textbook to give students a flavour of GCSE. In June, students can participate in the exchange programme with Sophie Barat Schule in Hamburg.
Skills
Students acquire the four standard language skills of listening, reading, speaking and writing in German.
As they progress, students find increased demands are placed upon them in terms of the complexity of the tasks they are expected to accomplish in each of the skills.
In ‘listening’, students are expected to progress from understanding numbers, letters and shorter individual items of information to being able to sequence events in a narrative or understand opinions about fairly complex topics.
In ‘reading’, there is a similar progression from recognition of basic items of vocabulary similar to their English equivalents to analysis of much longer texts and extracts.
The ‘speaking’ skills acquired are intended to be of immediate practical and communicative use to the students.
In Year 9, students are able to produce an extended, imaginative piece of writing. The correction of study by both teachers and students and adherence to a universally understood assessment policy are important elements in developing and improving writing skills.
By the time they reach the end of Year 9, students have started to express opinions on more abstract topics. Good ‘writing’ skills are necessary to consolidate knowledge acquired in the classroom, and considerable emphasis is placed on accuracy and neatness of presentation from the outset.
In Year 9, students have the opportunity to connect with a German pen pal from our partner school or to participate in a full exchange programme in Hamburg.
Latin
Aims
At Woldingham our mission is to instil in students a passion for Classics and a lifelong interest in learning about the Greek and Roman worlds. Latin offers the unique combination of studying a language alongside an ancient culture. Through studying Latin, students learn language skills that lead to reading and appreciating original Latin literature whilst also helping their understanding of all languages, including English. We explore the culture and society of the Roman world and its influences on life today. We also aim to have great fun.
Course details
Latin is a popular language option in Year 9, and students complete book one of Suburani. More complex language features are introduced and developed through stories about the great fire of Rome, the civil war between Caesar and Pompey, and the Roman theatre.
Skills
The study of Latin in Years 7-9 gives students the opportunity to develop skills in three key areas:
• Latin language
• Roman civilisation and society
• The connections between ancient and modern languages
Students learn how to translate and answer questions on Latin passages, guided by the knowledge of grammar and vocabulary they develop throughout the course. Students also learn how to appreciate authors’ literary technique and how language can be used to make writing effective.
Students gain an understanding of how Latin influenced the development of modern languages, expanding their vocabulary by exploring the Latin roots of English words. Students also develop language skills which help them learn modern foreign languages, particularly the Romance languages such as French and Spanish.
All students are encouraged to explore Roman civilisation and society, analysing evidence from the ancient world to develop an understanding of how it compares to life today. Students are also encouraged to articulate their own responses to Roman civilisation and understand its influence on the modern world.
Spanish
Aims
We aim to:
• Enable students of all abilities to understand and use Spanish effectively for practical communication
• Broaden students’ cultural awareness and foster positive attitudes to other cultures
• Develop students’ learning skills and encourage them to work both independently and collaboratively
• Provide a firm foundation for further study and use of Spanish both at school and in later life
Course details
In Year 9, we introduce topics such as holidays and the weather, school life, daily routines, Spanish food and customs, home, town and the environment.
Grammar topics include revision of all the aspects covered in Year 8, with emphasis on the command of present tense of regular and irregular verbs, reflexive verbs, expressing the future and referring to the past using regular and some irregular verbs, and expressing continuous actions in the present.
Increasing focus is placed on accuracy and depth of content by justifying opinions, when speaking and writing, as well as encouraging students to become more independent about their learning.
Year 9 students have the opportunity to go on a study trip to the Gredos Mountains near Madrid. A range of linguistic and cultural activities enables students to put into practice what they have learnt in the classroom.
Skills
The course is carefully structured and delivered so that the four key skills of listening, speaking, reading and writing are taught in combination. In listening and reading, students follow and respond to instructions given in Spanish, as well as understand extended comprehension tasks.
In speaking, students are encouraged to communicate in Spanish as much as possible, both inside and outside the classroom. High standards of accuracy and depth of content, with detail and justification of opinion, are encouraged both in writing and speaking.
All the vocabulary and grammatical aspects covered at Key Stage 3 can be reinforced with materials available to all students on the school’s learning platform. The information and activities are organised by topic. Within each topic there is a range of materials available, including downloadable copies of the vocabulary content, activity pack and grammar sheets and explanations, spelling and matching games and links to sites such as ‘quizlet’ and ‘wordwall’ where students will be able to access customised pages which reinforce all the material covered in lessons, in a relaxed, fun way. Additional revision material is also available in preparation for the end-of-year exams.
Bilingual students
At Woldingham we are very experienced in teaching and encouraging bilingual students, with many of our own staff in MFL bringing up their own children bilingually.
In supporting and enabling our bilingual students to flourish, we take into account:
• Bilingual students need extra stretch and stimulation in their language-learning to maintain interest. This is often provided by one-to-one or small group tuition and students may work independently on projects within normal lessons.
• Bilingual students bring a wealth of cultural understanding with them, having read and travelled extensively. This is a great advantage both for exams and for their peers, who can learn from them.
• For many bilingual students, their fluency in speaking outstrips their grammatical understanding. As a result, we will cover formal grammar in the same way as classes in the target-language country would do.
• Bilingual students need to develop the maturity and exam strategies required to do well in an early GCSE. This will involve a thorough understanding of mark schemes and assessment criteria and timed exam practice.
• Cultural content teaching is provided, relevant to students’ age and stage. At GCSE, some vocabulary areas may be unfamiliar (for example in the topics of festivals or school). At levels above GCSE, students may study texts or a specialist oral topic.
• Whilst bilingual students are usually fluent, some study effectively independently, while others will need more guidance.
Our approach will vary according to the needs of each student. Usually, bilingual students are taught in a normal language class for part of their curriculum time, and one-to-one or in a small group for the remainder, with the option of some independent study periods.
Normally, we enter students for the language GCSE at the end of Year 10. Our experience is that students need a certain level of maturity to achieve the top grades, and those who take the GCSE too early can lose interest in the language before A Levels. We will only early-enter a student if we expect them to achieve a grade 9. We encourage bilingual students to participate in our exchanges and study-visits with their peers, and they often benefit greatly from these experiences.
When a student has taken GCSE, we offer a bridging plan for Year 11, involving additional non-contact periods so they focus on their other GCSEs. Some students may work with a language assistant or teacher to orientate them towards A Level, or other higher level diploma programme.
It may be possible to offer Year 11 bilingual students preparation towards the B1 examination (a level between GCSE and A Level). We then expect students to join the normal A Level class in Lower Sixth, or to take B1 if not already achieved. We usually have strong candidates for our A Level languages classes, with a high degree of success at top universities, including Oxford and Cambridge. Bilingual students generally feel very comfortable in these classes, which automatically provide challenge for them.
Please contact the MFL Department if you have any questions about bilingual provision at Woldingham.
MUSIC
Aims
The course in Year 9 further prepares students for study at GCSE, building on the skills learned and developed in Years 7 and 8: honing keyboard and vocal skills; working on individual composition exercises; solo and ensemble performances on the student’s own instrument; analysis; theory and GCSE aural skills.
Extra-curricular
At Woldingham, all instrumentalists are expected to participate in at least one of our many ensembles, and singers have a choice of four choirs: Amaris, Senior Choir, Chapel Choir and Junior Choir. Instrumental ensembles include Symphony Orchestra, Jazz Band, Percussion Ensemble, Flute Ensemble, Sinfonietta, Scholars’ Ensemble, and a wide variety of smaller chamber groups. Students taking lessons are expected to practise regularly and a busy concert programme provides ample opportunities for performing, both in school and to the wider community.
PHYSICAL EDUCATION
Aims
At Key Stage 3, the physical education curriculum seeks to foster the ideals of Sacred Heart education through the foundation skills of games, gymnastics, athletics, swimming, dance and health-related exercise (HRE).
Enjoyment in physical education is encouraged by a variety of teaching and learning styles, particularly in the development of independent learning, teamwork, creativity, health, fitness, safety, skill levels, leadership, confidence and communication. Through physical education, students recognise their strengths and weaknesses. Each student’s achievements, however large or small, are to be valued just as much as her academic success.
Course details
(1 x 55-minute lesson core PE and 1 x two-hour games afternoon).
In Year 9, the curriculum consists of one core PE lesson, which focuses on a range of activities including, life-saving gymnastics (sports acrobatics), badminton, football and athletics. During games afternoons, students focus on hockey in the autumn term and netball in the spring term, changing to tennis and cricket in the summer term. Students not in squads have the opportunity to explore a variety of other activities to promote lifelong participation in sport and exercise. Expectations and the complexity of skills and tactics increase as students progress through the school. Students learn to perform, understand and improve their skills. They perform as individuals and as members of a group or team. They learn the importance of warming up, leadership, working with others, rules and regulations and safety procedures. Students also learn to evaluate their own and others’ strengths and weaknesses in terms of their performance.
Skills
In hockey and netball lessons, students learn the following skills: attacking, defending, shooting, footwork, passing, receiving, dodging, dribbling, goalkeeping, tackling, corners, free passes, penalty passes, game play tactics, coaching formations, set plays and umpiring. In swimming lessons, students cover personal survival and lifesaving.
In the creative area of gymnastics, students develop the following skills: directions, rhythm, speeds, levels, shapes, individual, duo, mirroring, matching, personal space, relationships, pathways, co-operation, gesture, safety, counterbalance, counter tension, stillness, body control, contrast, canon and unison through sports acrobatics.
In the racquet games, students cover all the major strokes and look at constructing rallies and training routines. They learn to play singles and doubles, with associated tactics and umpiring. In cricket, students perform over-arm throwing, catching, bowling, wicket keeping, batting, fielding, tactics and umpiring.
In athletics, students learn and take part in the throwing, running and jumping events. Students are provided with opportunities to co-operate and compete within the PE curriculum. Some inter-House sports events are run during lessons and involve most students in a competitive sporting capacity.
Academic PE
Aims
In Year 9, students can choose to study academic PE alongside their PE and games lessons. Academic PE lessons give students the foundation skills for taking GCSE PE and they begin studying topic areas from the specification.
In academic PE lessons, students complete small projects, develop an understanding of key terms and explore the GCSE course content in a practical way. Students have opportunities to analyse personal performance in their chosen sports to aid practical assessments.
Course details
Year 9 students study a wide range of topics and begin covering the GCSE PE curriculum, including the methods and principles of training, practice structures, the importance of exercise for a healthy lifestyle, and data analysis. Lessons will be a combination of theory and practical, where students learn the fundamental skills to be successful at GCSE PE. Students complete a mini project in preparation for their Personal Exercise Programme, the written coursework aspect of the GCSE course, which accounts for 10% of the final GCSE mark.
WELLBEING
Woldingham’s wellbeing programme comprises timetabled PSHE lessons and our bespoke THRIVE programme. This runs alongside students’ academic lessons, extra-curricular activities and opportunities to attend age-appropriate lectures and workshops on a variety of topics to add breadth to, and personalise, their own wellbeing journey at Woldingham. Each student is encouraged to recognise her individual wellbeing and develop this through academic lessons, extracurricular activities, leadership and coaching opportunities. As well as covering the statutory material expected, we utilise Woldingham’s extensive facilities and experienced staff to ensure each student flourishes in her own unique way.
The wellbeing programme covers mandatory Relationships and Sex Education as set out by the Department for Education.
PSHE
Each student has timetabled lessons for statutory PSHE. Topics covered fall within three categories: health & wellbeing, relationships, and living in the wider world. All content is age appropriate and delivered by a subject specialist. Examples of material covered include managing risk and personal safety, first aid, positive relationships, puberty, online safety, drugs and alcohol awareness, vaping, financial choices, consent, healthy lifestyles and sexual health, challenging discrimination, mental health and fundamental British values.
Each lesson focuses on something practical or theoretical, which students can incorporate into their daily lives to increase their wellbeing - from finding ways to improve sleep hygiene to developing resilience. The aim of PSHE is not just to cover statutory material, but to help students realise the impact their wellbeing has on all areas of life and provide them with an opportunity to develop the emotional intelligence and life skills which will benefit their academic lessons and beyond the classroom.
Although there is no formal testing, there is self-assessment before and at the end of a topic, peer assessment and evidenced through the completion of in lesson exercises.
THRIVE – learning for life – complements PSHE and underpins key aspects of life at Woldingham from personal growth, coaching, academic excellence, extra-curricular development and more. THRIVE enables each student to develop a growth mindset, resilience and self-confidence by focusing on the importance of personal wellbeing, developing study skills, coping with pressure and developing responsibility and learning how to make informed choices - skills needed to be successful at school and as an adult. The THRIVE programme is delivered via the Head of Year and tutor team.
EAL
English as an Additional Language
Although most students who join Woldingham have English as a first language, we also welcome many who are not native English speakers. We aim to eliminate as rapidly as possible any issues a student may encounter because English is not her first language. Therefore, all such students take a placement test upon arrival to identify their strengths and weaknesses in the use of English and to determine their level of language ability according to the Common European Framework of Reference (CEFR).
Although Woldingham staff will always provide support to students with their written and spoken English in other subjects, EAL lessons are usually necessary and recommended. In such cases, tuition is arranged in small groups, taking into consideration the student’s language proficiency, with a minimum of three lessons a fortnight.
Depending on their language ability, short-stay students will be given the opportunity to sit a suitable Cambridge ESOL Examination at the end of the academic year such as Preliminary English Test (PET) and First Certificate in English (FCE).
We ensure students studying at Woldingham for more than one year improve their English skills efficiently in order to fully access the curriculum. All our EAL classes follow Oxford and Cambridge University Press ESL course books to improve students’ language fluency and accuracy.
We aim to ensure that each student acquires the skills needed to comprehend and communicate confidently in English. All students’ progress is closely monitored and parents are kept informed about their daughter’s performance and progress. We find that our students from overseas continually achieve good results and rapidly become part of the school community as, with increased fluency in English, their confidence and commitment flourishes.
LEARNING ENHANCEMENT
Woldingham offers targeted individualised support for students with a range of additional needs. The Learning Enhancement department will be based in The Hub, our dedicated wellbeing centre, and will work closely with the Deputy Head Pastoral to ensure that student support is holistic.
For students who come in with their needs known to the school and a professional assessment report (cognitive or medical), an Individual Education Profile (IEP) is drafted, based largely on that report, and sent home for parents to discuss with their child and make amendments. Once feedback from parents is received, the final copy of the IEP is put on a centralised information system at the start of the school year for staff to access. The IEP outlines important information on the student’s areas of strength, development and access arrangements. More importantly, it suggests strategies that both student and staff can use in the classroom to accommodate the student’s individual need/s. The IEP is reviewed annually.
Learning Enhancement support is offered to students who have a reduced curriculum by dropping a language (or another subject) following discussions with the Head of Department, Head of Year and Deputy Head Academic, due to any additional needs they may have. This space on the timetable allows the Learning Enhancement Department to schedule a weekly small group or individual lesson with the student. The focus of these lessons by specialist staff will be to address the student’s specific needs and may also include support for consolidation of work, literacy, numeracy, organisation, planning and proofreading strategies, revision strategies and/or exam technique, as well as coaching. The overall aim of these lessons is to inspire students and build their capacity to become confident, resilient and independent learners who realise their full potential.
The school has working relationships with several professionals, such as educational/clinical psychologists, psychiatrists and specialist teachers, who we recommend to parents for private assessments.
Parents have an opportunity to meet with the Learning Enhancement teacher as well as the Head of Learning Enhancement at parent-teacher meetings (PTMs) to discuss their child’s progress. There are also opportunities for parents to network and support each other at events such as coffee mornings, where the focus is on support for neurodiversity.
The Learning Enhancement department has an open-door policy. We encourage students to see us if they have any concerns about their learning or wellbeing.
For more information, please contact the Head of Learning Enhancement.
CAREERS PROGRAMME
Our Futures programme aims to promote career learning and development across all years of the school. In Key Stage 3 we have an age-appropriate programme that helps students think about their own interests, the breadth of opportunities available to them and the various skills needed for different types of career.
In Year 9, students gain a deeper understanding of different careers as they complete a Morrisby Aspirations Questionnaire, giving a greater insight into where individual career and study interests may lie. From Year 9, students are invited to our sector-specific careers events to broaden their careers exploration.
EXTRACURRICULAR
Woldingham offers an exceptionally diverse range of extracurricular clubs and societies that cater to the varied interests and talents of our students. These clubs extend beyond the traditional classroom setting, providing a dynamic and enriching environment for personal growth. We currently offer more than 100 clubs covering a wide range of co-curricular and extra-curricular subjects. From sports such as fencing and cross country to Eco Club, Debating, and Junior Medics Society, we believe that participating in clubs goes beyond a mere pastimeit’s an essential component of a well-rounded education.
Engaging in clubs and societies fosters a sense of belonging and allows students to explore and nurture their passions. In Football Club students not only improve their athletic skills but also develop teamwork, discipline, and resilience. Chess Club cultivates strategic thinking, problem-solving, and sportsmanship, valuable skills that extend far beyond the chessboard. Clubs such as Beekeeping, Rock Climbing and Taekwondo allow students to explore specialist hobbies and hone their focus and precision.
As well as developing skills, clubs serve as a hub for social interaction, forging friendships and creating a supportive community. The camaraderie built through shared interests transcends the confines of the club, contributing positively to school culture.
Research consistently highlights the numerous benefits of extra-curricular activities. Being an active member of a club has been linked to improved academic performance and enhanced self-esteem. Clubs and societies offer students the chance to discover hidden talents, build leadership skills, and gain exposure to diverse perspectives.
In a world that demands not only academic excellence but also adaptability and interpersonal skills, our extra-curricular clubs play a pivotal role in preparing students for the challenges beyond school. We firmly believe that our clubs and societies contribute significantly to the holistic development of our students, empowering them to become well-rounded individuals ready to navigate the complexities of the modern world.
KRITIKOS PROGRAMME
Woldingham’s unique Kritikos programme provides stretch and challenge to students demonstrating both high academic ability and high engagement with learning. Intellectual discernment, or what the Greeks called κρῐτῐκός (‘kritikos’), is the ability to judge and evaluate rather than simply regurgitate information; those with this quality demonstrate a flexibility of thought that allows for appropriation of information and the ability to approach familiar problems with unique insight.
In addition to stretch and challenge in class, publishing journals, a wide variety of lectures, clubs and competitions, Kritikos students also attend weekly sessions following a bespoke programme including:
Seminars
An opportunity for students to explore a topic outside of the usual curriculum, where staff facilitate students’ thinking whilst sharing their insight. Recent topics include:
• Fake news: how to question what you read.
• How can God be omniscient and allow free will?
• Technology: is it neutral?
• Analysing Milton’s Paradise Lost
• Fermi problems
• The problem of data: causation vs correlation
• STEM group challenge and pitch: What is your invention idea that could make life better, simpler, safer or more fun?
Student-led sessions:
• Kritikos students deliver sessions on their independent research to their peers
• Lower Sixth students share their tips for achieving grade 9s in GCSE exams
• Oxbridge students deliver seminars on their areas of expertise
• The Academic Ribbon (prefect) also leads sessions.
AQA Project
This project allows students to discover the joys of independent learning, take responsibility for their own study and develop new life and study skills, whilst gaining an externally recognised qualification.
The AQA Project involves:
• A trip: recent examples include: Thriving Minds Conference, the Science Museum and the Victoria & Albert Museum
• Independent research on a topic of students’ choice
• Tutorials with a supervisor and peer feedback
• Presentation.
Individual tutorials
• Each term, students have an individual coaching session to discuss their goals and progress
• This self-reflection focuses on:
Head (how do you learn best, what empowers you?)
Heart (coping with perfectionism, imposter syndrome, do you have a growth mindset?)
Feet (feedback and next steps, how will you become the best version of you?)
Group challenges
One of the joys of the Kritikos programme is that it encourages students to work across year groups to develop their thinking. Aspects of this include:
• Critical thinking
• Brain games
• Model United Nations
• Christmas Quiz
THE DUKE OF EDINBURGH’S AWARD
This prestigious award flourishes at Woldingham and students can take up the challenges offered by the Bronze level in Year 9. You will also have the opportunity to undertake Silver in Year 10 and Gold in the Sixth Form.
The Duke of Edinburgh’s Award is a programme of noncompetitive leisure time activities which comprises four sections: skill, volunteering, physical and expedition. You will be expected to serve others, acquire or develop new practical skills, develop physical recreation interests and experience the adventure of expeditions.
Many activities are suitable for the Bronze Award, both inside and outside school. Skills and physical recreation opportunities are available within the school extra-curricular programme. You are encouraged to choose activities which suit your interests and are expected to take responsibility for undertaking these tasks and recording your evidence.
For the Bronze Award, the expedition section includes training and two weekends navigating, walking and camping within Surrey and the surrounding counties. Training and the supervision and assessment of all the expeditions will be provided by an external expedition specialist company.
Although we try to keep costs to a minimum, expenses are incurred for the expedition section and possibly for other sections of the award when outside instructors are used.
Marden Park, Woldingham, Surrey, CR3 7YA (for satellite navigation please use postcode CR3 7LR) 01883 349431 info@woldinghamschool.co.uk woldinghamschool.co.uk
