SENIOR
ARAM (YR7), SWALE (YR8) , LECKBY (YR9) ELDMIRE (YR10) , THORNTON (YR11)
“Cundall encourages children’s strengths to flourish, so that they thrive and excel in those areas”
PARENT
OF CUNDALL MANOR PUPIL, 2024
Welcome
We are a thriving independent school situated on a magnificent 28-acre site in an idyllic part of North Yorkshire. Cundall pupils enjoy fresh air and plenty of room in which to learn, play and enjoy their childhood.
We are a thriving independent school on a magnificent 28-acre site in an idyllic part of North Yorkshire. Cundall pupils enjoy fresh air and plenty of room in which to learn, play and enjoy their childhood.
Cundall embraced co-education in the 1980s. Our staff therefore have significant experience in managing the education of boys and girls through the challenging phases of their adolescence so that they are well prepared and adjusted for life beyond the school gates.
A Cundall education is holistic and characterbased with an equal focus on the academic, active and creative. Our small class sizes enable us to challenge and support each other as we build our best future. Our vision is to be a school where pupils thrive and flourish as they experience the excitement and enjoyment of learning. We guide pupils towards reaching their full potential as passionate and innovative problem solvers, ready to contribute to society. At Cundall Manor, children can be strong and sure of who they are and what they can achieve. They can be ambitious and brave, unafraid of failure. Our children can be enterprising, inventive, and playful while being confident, thoughtful, inquisitive, and supportive of each other. Our extensive grounds, green spaces and woodlands foster exploration and discovery whether it is during Outdoor Education, break times or when we take learning outside of the classroom. Children develop sporting excellence through an extensive timetable as they transition through the school. Alongside daily dedicated Enrichment time, pupils are encouraged to explore their interests, build confidence and are afforded time to develop their strengths.
We are a close-knit community, and we are proud of our family atmosphere. Our pupils feel supported and valued, and we have always been fortunate to have such a dedicated supportive parent body alongside a committed team of teaching staff and governors, who all make Cundall the warm, vibrant, and inclusive school it is.
The school social calendar allows for ample opportunities for parents to feel part of their children’s Cundall education. Throughout the year there are parent evenings and formal and informal reports about your child’s progress. Teachers are on hand at all times to meet with parents. A weekly newsletter offers a flavour of the wide range of activities being enjoyed across the school. We take particular pride in the outstanding reputation that Cundall Manor enjoys and our impressive academic results. Our pupils are therefore well prepared for the next stage of their academic and personal development. We encourage all families considering Cundall Manor to come and visit our highly distinctive school and find out for yourself why educating your child the Cundall way is so special.
Mr Simon Weale Headmaster
Senior School
At Cundall Manor School, we believe in providing the perfect environment for your child to thrive. Our comprehensive approach combines academic excellence, pastoral care, and a wealth of sporting and creative opportunities within a broad and balanced curriculum. We tailor our teaching methods to meet the individual needs of each pupil, ensuring they receive the support and guidance necessary to excel.
Our Senior School, located in the Quad classrooms, includes Years 7 (Aram), 8 (Swale), 9 (Leckby), 10 (Eldmire), and 11 (Thornton), with subject-specific studios and labs spread across our campus. Small class sizes and dedicated, inspiring teachers, ensure that our pupils receive the attention and guidance they need to succeed.
Why Choose Cundall Manor Senior School?
Academic Excellence
We have a long-standing tradition of academic excellence, with our pupils consistently achieving outstanding results in public examinations. They are supported with structured revision timetables right up until their GCSE examinations, ensuring that every child has the opportunity to reach their full potential.
Pastoral Care
We are committed to providing our pupils with a safe and supportive environment in which to learn and grow. We have a strong pastoral care system, and we work closely with parents to ensure that the needs of each child are met.
Sporting Excellence
We have a strong tradition of sporting excellence, and our pupils regularly compete at county, national and international levels. We offer a wide range of sports, including football, rugby, hockey, netball, cricket, swimming and tennis alongside an expansive enrichment programme.
Creative Opportunities
We understand the significance of nurturing creative expression. Through a diverse range of opportunities in music, drama and art pupils are empowered to explore and cultivate their artistic talents.
Community
We are a close-knit community, and we are proud of our family atmosphere. Our pupils feel supported and valued, and we have always been fortunate to have such a dedicated supportive group of parents alongside a visionary and committed team of governors.
“Pupils’ attitudes to learning are excellent. Their love of learning is palpable”
“The teachers know all the children well as the class sizes at Cundall are small they have their finger on the pulse of how an individual child is feeling and whether they need additional support.”
PARENT OF CUNDALL MANOR, 2024
Aram, Swale & Leckby
Years 7, 8 & 9
In Aram, Swale and Leckby (KS3), pupils typically study at least 12 subjects and enjoy a broad, balanced curriculum with a wealth of enriching opportunities for active and personalised learning, both independently and collaboratively. They will further develop their learning skills so that they are confident in tackling the academic rigour of the curriculum whilst emphasising personal development.
Pupils learn the following subjects:
Academic: English, Mathematics, Science
Languages: French and Spanish
Human and Social: History, Geography, Religious Studies
Aesthetic and Creative Education: Art, Music, Dance, Drama
Life Skills: Personal Education, Personal, Social, Health, and Economic Education
Physical: Individual and Team Sports
Technological: Computing, Design and Technology, and Food and Nutrition
Taught by specialist teachers, these subjects are complemented by a stimulating range of extra curricular enrichment activities catering to diverse academic, creative, and sporting interests. Our pastoral care and house systems cultivate a culture of courtesy and kindness, while opportunities for leadership development are woven throughout the curriculum, with the Scholars Programme introduced from Year 6 upwards.
Smooth transitions are pivotal in ensuring pupils’ well-being and academic success, and at Cundall Manor, we prioritise supporting pupils during key transition years.
Starting from Year 3, pupils gradually familiarise themselves with the Senior School environment, visiting the ‘Quad’ for lessons and experiencing a structured timetable in advance. This approach ensures a seamless transition.
We provide parent information sessions, transition days, and opportunities for pupils to interact with senior school staff, peers, and facilities, fostering a sense of belonging and inclusion, helping them adjust to their new environment, build relationships, and succeed academically and emotionally as they settle into Senior school. .
Eldmire & Thornton
Years 10 &11
Our comprehensive GCSE program is meticulously designed to equip pupils with the necessary skills and knowledge to achieve their best possible outcomes and realise their full potential.
At Cundall Manor, we prioritise empowering pupils to make informed choices regarding their GCSE options. In addition to core subjects such as Maths, English Language, and English Literature, as well as Separate or Combined Science, pupils typically select four other GCSE options. Alongside traditional Humanities subjects, Cundall offers a diverse range of options including Art, Textiles, Drama, Computer Science, Food Science, Physical Education and Language options.
GCSE pupils have access to Saturday morning revision sessions on a rolling programme throughout the school year and revision workshops during the Easter holiday. This ensures that our pupils are well supported in the preparation for their exams with over 500 additional hours of revision sessions offered to every child.
At Cundall Manor, we are committed to nurturing the individual talents and aspirations of each pupil, ensuring they are well-prepared for their future endeavours. See further details about our GCSE options at the back of this brochure.
Special Educational Needs and Disabilities
The Learning Support Department oversees support for pupils with SEND, working directly with students and supporting teaching staff to encourage mindful learning and maximise potential. The Head of Learning Support serves as the SENCo, managing access arrangements for exams and a screening program for new students.
Supporting children with additional needs is an essential part of our educational philosophy in that we aim to ensure all children are individually provided for. To do this, we aim to create a positive and supportive environment for all, without exception, in and out of the classroom. We build an ongoing, holistic understanding of our pupils and their needs through regular team meetings, assessment and pupil voice, we ensure all pupils have access to high-quality teaching through our outstanding CPD programme for all staff to recognise the needs of pupils and by utilising our fantastic Teaching Assistants to support in the classroom. To complement the high-quality teaching in the classroom we also provide carefully selected small-group support sessions and one-to-one interventions.
“The school is a real asset to education and I believe that my daughters will leave the school with an excellent academic record plus a desire to explore the world and pursue new experiences.”
PARENT OF CUNDALL MANOR, 2024
Character Curriculum
Every child from the age of 2-16 benefits from the Cundall Character Curriculum. As each child grows through school they experience opportunities to be inventive and enterprising; playful and fun. Through teamwork and exploration within a supportive community, children become strong, ambitious and brave. In every year group our pupils learn to exceed their expectations and feel part of something bigger. Our pupils are healthy in their approach, confident in their ability and therefore eager to succeed.
Our innovative Character Curriculum is designed to meet the needs of our rapidly changing world. The World Economic Forum regularly publish its list of skills that employers around the world look for in their new recruits and that children will need to ensure they are competitive and maximise their opportunities.
A third of these skills are the traditional hard skills such as competency in reading, writing, and arithmetic, and the acquisition of this knowledge is what is normally thought of as intelligence. However, two-thirds of the skills are what could be described as soft skills such as good judgment, decision-making, and people skills; critical thinking; complex problem-solving; cognitive flexibility; emotional intelligence and service orientation; creativity; coordination; and negotiation.
Developing a thriving Character Curriculum is essential for our young people of today. We believe the full range of opportunities offered at Cundall Manor School promotes employability, and academic attainment and teaches pupils the skills they need to make good, informed choices. Our very successful enrichment program promotes the development of life skills needed for everyday life and encourages the use of soft skills that employers and universities look for, whilst allowing pupils to find out more about their interests and passions. Our pupils embark on thrilling day trips and excursions regularly, both locally and abroad such as the annual Ski Trip, Cowes Week, the challenge of completing the Yorkshire Three Peaks and Ben Nevis, international exchange programmes with European schools and volunteering in Morocco for their end of year Trip to name just a few.
“The extra curricular programme is outstanding. I have never heard of another school that go on so many trips.”
PARENT OF CUNDALL MANOR, 2024
“My youngest is a sports scholar and has had the opportunity to play in ISA and county level hockey matches, as well as listen to a talk from a former Olympian.”
PARENT OF CUNDALL MANOR, 2024
Sport
Cundall is known for its outstanding sporting provision and we believe that sport should be inclusive, challenging and fun. Sport allows children to develop physically and socially whilst also promoting mental well-being.
We deliver active and engaging lessons where children learn many skills across a wide range of disciplines including rugby, football, hockey, athletics, cricket, dance, gymnastics, netball, volleyball, badminton, tennis and swimming. Yoga, fencing and water polo are also offered as part of our enrichment programme.
Sport is woven into the very fabric of our character curriculum; our extracurricular clubs are another opportunity for children to stay active. Through Sports fixtures, tournaments and national championships we give our children plenty of opportunities to showcase their skills. Our fixture list is packed with exciting matches across the North Yorkshire circuit and many of our pupils represent the school at district, county and national levels in their chosen sport.
Cundall has many teams that children can get involved with, at all levels of abilities. All children are offered the opportunity to represent the school. Teamwork is a key ethos of the school - children play, learn, develop and mature within a strong year group unit.
The Arts
The creative and performing arts play a significant role in life at Cundall Manor. Art, Textiles, Drama and Music are an important part of the curriculum, and all of these subjects are offered at GCSE. Every year group up participate in a public performance, whether that be a musical theatre production, a play, a series of sketches or a music & poetry evening.
Specialist teachers deliver instrumental, singing and drama lessons and many pupils are invited to participate in ensembles or as soloists at the various events that take place throughout the year. Exams are offered with the ABRSM, LAMDA, Rock School and Music Teachers’ exam boards.
We aim to develop resilience, coping mechanisms, flexibility, and the ability to problemsolve creatively. The sense of achievement and pride that comes from having overcome these obstacles and delivering a successful performance to an appreciative audience is highly rewarding. We are happy to welcome audiences to the various events that take place throughout the year.
Art is taught by a specialist art teacher, alongside a full-time technician. Pupils are encouraged to experiment with different materials and processes including clay, plaster, acrylic paint, pencil, sculpture, and textiles. The school regularly invites visiting artists for pupil workshops and arranges trips to art galleries, including overnight trips to London and abroad for GCSE pupils.
During the years leading up to GCSEs pupils are equipped with the foundational skills to take art or textiles at GCSE Level. During lessons, they explore artists’ works and diverse cultures, broadening their artistic horizons. All pupils have individual tutorials with their teacher, discussing their work and ideas, and supporting their development of ideas and the progression of their work.
GCSE students can work within the department during break, lunch and after school to support their development of work.
We finish the GCSE year with an art and textiles private view for pupils and parents, to celebrate the end of the course and the artwork creations. We are delighted that many of our GCSE pupils go on to take art or textiles at A level and beyond.
“Cundall encourages children’s strengths to flourish, so that they thrive and excel in those areas”
PARENT OF CUNDALL MANOR PUPIL,
2023
“The emphasis is about giving new things a try, having fun and learning whilst you are doing it.”
PARENT OF CUNDALL
MANOR, 2024
Enrichment Options
The ethos of enrichment at Cundall Manor centres on developing skills for life. The programme broadens and deepens the academic and sporting curriculum that every pupil partakes in. Pupils may volunteer in the community, gain further qualifications in an academic or creative field, partake in fundraising exercises or develop their environmental awareness. We believe enrichment promotes employability, and academic attainment and teaches pupils the skills they need to make good, informed life choices.
The list is not exhaustive and changes every year in response to children’s needs and staff skills and interests. There is something for everyone and most importantly, an opportunity for them to track their progress, build confidence and ability, and maintain a permanent record of achievement to showcase when applying for the next stage of their education/career to set them apart from other applicants.
Enrichment, is inclusive of fees and takes part during term time from 4:10pm – 5pm everyday. Enrichment subjects are set in age-appropriate classes and learning environments. All pupils are invited at the beginning of the new academic year to choose from the options on offer.
Create
Calligraphy
Community Arts
Cookery
Creative Writing
Dress-Making
IT Skills
Jewellery Making
Lego Master Builders
Model UN
Music Practice
Musical Theatre
Photography
Pottery
Poetry Writing
Production
Move
Dance Comp
Dance GCSE
Eldmire D of E Silver
Extreme Running
Fencing
First Aid
Football
Judo
Horse Riding
Leckby D of E Bronze
Orienteering/Geocaching
RSPB Wild Challenges
Swimming
Sport
Sports Leaders
Tennis
Water Polo
Yoga
Succeed
Astronomy
Barclays Life Skills/ Money Matters
Book Club
BSL
Classics
Chess and Strategy Games
Croquet
German
Italian
Junior Rotary
Mandarin Chinese
Philosophy 4 Children
Science Club
RHS Gardening
World Scholars Cup
WOHAA
Young Enterprise
Duke of Edinburgh Award
Leckby, Eldmire, Thornton
The Duke of Edinburgh Award was started in 1956 by the Duke of Edinburgh. is something that we are extremely proud to offer here at Cundall Manor School. It helps pupils to learn and develop new skills as they progress from Bronze to Silver.
The Bronze Award is compulsory for pupils in Year 9 (Leckby) and they complete this level at the end of the Summer term with their expedition. They can then choose to move on to start their Silver Award in Year 10 (Eldmire) and finish this level in the Michaelmas term of Year 11 (Thornton). We have also had a lot of pupils successfully go on to complete and receive their Gold Award at St James’ Palace after enjoying starting their Duke of Edinburgh journey so successfully here at Cundall Manor.
The Duke of Edinburgh Award is structured into four integral sections:
Volunteering: Pupils work in the community helping the elderly, assisting in the leadership of youth groups such as Cub Scouts and Brownies, acting as voluntary sports coaches or working for a hospice or charity shop.
Skills: Cundall Manor pupils can, and do, pursue the most varied skills from playing an instrument to horse handling or cookery, and from building an aquarium for Pre-Prep to drama, photography or chicken rearing. We have some talented staff who are only too happy to help by encouraging and assessing.
Physical: This can be done through membership of a cricket or rugby team or equally through horse riding, swimming or outdoor pursuits. Cundall Manor pupils are usually spoilt for choice on this one! With an excellent P.E department that is always willing to help.
Expedition: Pupils have a lesson every week throughout the year where they learn navigation, first aid and campcraft. During the year, Leckby will complete a practice walk with DofE Leaders, where they get the opportunity to put what they have learned in the classroom into practice. Since the Leaders complete this walk with the students, they are also able to ask questions and polish their skills. They also complete one expedition with remote supervision which is assessed and marks the end of their Bronze Award. In Eldmire, students will learn more navigation techniques as preparation for their unaccompanied practice expedition. After this expedition, they are given the opportunity to talk through any problems they may have encountered before going on to do their main assessed expedition. From the picturesque Yorkshire Dales to the rugged Yorkshire Moors, our students have the privilege of choosing stunning locations for their expeditions, enriching their outdoor experiences.
In a recent survey by DofE they found that:
“Employers tell us that they look out for DofE Awards when they recruit – deeming extra-curricular activities which develop soft skills to be just as important as academic achievements.”
Assessments
At Cundall Manor, we appreciate every child has unique skills and strengths but want to ensure every child fulfils their full potential. To facilitate opportunities which support their continued growth, we need to know what they can do well and where we need to spend more time focussing our support. To track this, we assess our pupils throughout the school in ways that are appropriate to their age and in a way that makes them feel like it’s a normal part of their school work. Pupils are assessed against national averages through cognitive ability tests in areas such as verbal, non-verbal, spatial and quantitative skills. This is done using an online suite of problem-solving tasks that feel like fun but give us great insight into how our pupils learn, as well as potential ability at GCSE. In addition to this, our teachers have moderated in-class assessments that allow us to determine if progress is within age-related expectations in all subjects from Aram (Y7) to Thornton (Y11). A combination of these two assessment techniques is used to determine their potential and current attainment. This data is then used to identify pupils who need further support and challenge opportunities. This type of assessment is not uncommon in schools, but how we actively engage with the data and the way we can track progress across Years 2 to 11 is far less common and something we’re especially proud of.
Nurture and Support
Some pupils are identified as needing extra support to access the curriculum or showcase their true ability, without being limited by learning needs. Our small class sizes mean much support and encouragement can be provided by the class teacher but for those in need of extra support our nurturing learning support department is close at hand. Once pupils have been identified as needing support (through assessments, teacher’s judgement or at the request of the parent or pupil), the specialised staff in our learning support department will unpick the way pupils learn further to assess what support can be put in place. This may take the form of specialist advice to teachers for class support or individual lessons within the learning support department.
Stretch and Challenge
We aim to stretch and challenge all pupils in line with their ability through extension tasks and activities that deepen all pupils’ enthusiasm and learning within a subject, in the classroom and during their prep work. Using a blended approach, founded in scientific research and the opinions of recognised experts in this field, we identify pupils who need to be stretched further, perhaps outside of the normal curriculum. These individuals are often encouraged to apply for a scholarship to share their enthusiasm and skills as ambassadors in their specialised areas within the school.
Scholarship Programme
We’re extremely proud of our Scholars. Of the way they are ambassadorial in all that they do, leading in their field and being someone, our younger pupils can look up to. In return for being ambassadors of their chosen discipline, pupils access extra trips, training sessions, tutorials and a Scholars’ Supper which includes a meal and an inspirational speaker.
At Cundall Manor, we understand the importance of stretching and challenging all of our pupils. With this in mind, some events are open to all pupils, but there is an expectation Scholars should attend most. Our more able and talented pupils are encouraged to apply for Scholarships, to further stretch them in their chosen field. Cundall Manor Scholars equate to roughly 10% of the whole school population and this is equitable between boys and girls, from Years 6 to 11.
Our Scholarship Programme offers opportunities to learn skills beyond the classroom, inside and outside of their subject area which can be invaluable for preparing pupils for life after their time at Cundall Manor School. We have welcomed lawyers who have helped Scholars with interview techniques and a professional Mindset Skills Coach who helped pupils look at the role mindset plays in success. These skills for life will serve our pupils well beyond their Cundall Journey and this support means our Scholars often achieve Scholarships to their future schools too, including Oundle, Scarborough College, Repton, Uppingham, St. Peters, Rugby and many more. In addition to these life skills, we use opportunities to enrich the learning pupils do within our broad curriculum and have welcomed Forensic Scientists to delve into applied science, and nutritionists to share specific needs to sustain an elite athlete and a professional stage fight choreographer! The possibilities and learning around their area of interest are endless.
Pupils can apply for scholarships in Academia, Art, Drama, Music, Sports or an All-Round award. This has a rigorous selection process but most pupils really do enjoy the assessment day. All Scholars are supported to ensure they’re getting the most out of the programme by a personal Scholarship Tutor, in addition to their Form Tutor.
How can I apply
Please see the Scholarships and Bursary Policy on the website for full details of the application process.
The ‘Team’ Around the Pupil
“The extensive grounds enable a broad sporting timetable and the children are active in the fresh air, come rain or shine on a daily basis.”
PARENT OF CUNDALL MANOR PUPIL, 2023
Pastoral Care
Children achieve their greatest success when they feel happy and safe in an environment where they feel respected and supported. At Cundall Manor there is a real sense of community around the school; an extended family where children of all ages mix together. Through all aspects of school life, pupils are encouraged to develop initiative, selfdiscipline, an inquiring mind, and an enthusiasm for self-development and support of others, all within the social structures of school life.
Every Cundall pupil has an extensive team around them to support them. We want every pupil and parent to be part of this journey. By working in partnership with parents, we aim to provide the best possible support at school and at home.
Form Tutors
Every Cundall pupil has a Form Tutor. The Form Tutor oversees the pupil’s academic progress and pastoral care, providing advice and support on a daily basis, as well as being the first point of contact for pupils and parents. Pupils meet their tutor every morning before school. Each Form Tutor has a Teaching Assistant.
Heads of Phase
Each Year Group has an allocated Head of Phase. They support the Form Tutor and pupils. They oversee the Form Tutor Programme.
Wellbeing Support Teacher and Inclusion Support Team
We have an experienced Wellbeing Support Teacher within the school who has a range of techniques to support pupils if they may be finding school life difficult at times. Pupils can be referred for sessions. These sessions are held in the Lodge, a welcoming and supportive environment for our pupils.
Teachers
All teachers are committed to the well-being of their class. The working environment of the classroom is one of mutual respect, trust, and care.
Parents
Our pastoral system is based on the principle of a working partnership between our parents and the school.
DEPUTY HEAD - PASTORAL & BEHAVIOUR
Clare Stovin
clarestovin@cundallmanor.org.uk
Trips & Social Events
MICHAELMAS TERM
SEPTEMBER
• Informal Parents’ Meetings
• Parent Lunch
• School Photographs
• Prefect Strategy Day
• Whole School Triathlon
• Silver DofE Expedition (Thornton)
• Pupil Committee Meetings
LEN T T ER M
OCTOBER
• GCSE Geography Field Trip
• Loretto Hockey & Rugby Tours
• ISA North Swimming Galas
• Chateau Trip (Swale)
• Ripon Young Musician of the Year
APRIL
• Senior School Production
• School Team Photographs
• Spanish Trip to Valencia (Eldmire)
• Cowes Sailing Week (Leckby)
• Silver DofE Expedition (Eldmire)
• RS Trip - Bradford (Aram)
ER T ER M
MAY
MARCH
• History Trip (Swale)
• Prefect Lunch
• Whole School Chocolate Cake Race
• Science Week orld Book Day
• The Annual Go-Kart Race
• Pupil Committee Meetings
• Bronze DofE Expedition (Leckby)
• Summer Fair
• Charity Walk & Teas on the Lawn
• Thornton Leavers Ball
• Careers Week
• Orchestral Day @ Harrogate Ladies' College
• DT Rotary Technology Tournament
• Stratford - Upon - Avon English Trip (Eldmire)
JUNE
• Yorkshire Sculpture Park (Lecky, Eldmire)
• Sports Day & Grandparents Lunch
• The Cundall Summer Ball
• Work Experience Week
• Edelweiss School Exchange
• Residential Week
NOVEMBER
• Scholarship Assessment Day (Y6+)
• Design & Technology Blacksmiths Trip (Eldmire)
• Remembrance Service
• Thornton - Mock Exams
• Christmas Fair
• ISA Hockey (Swale, Eldmire)
• Swale & GCSE Drama Trip
FEBRUARY
• Planetarium Workshop
• Art & Textiles Workshop
• Ski Trip (from Y6 +)
• UK Maths Challenge
JULY
• Grand Operah House, York (Aram & GCSE)
• House Point Prize Trip
• Transition Events
• Thornton End of Year Trip
• Speech Day Annual School Outing to Beadnell Sands in Northumberland
DECEMBER
• GCSE Music & Drama Trip
• Prefect Lunch & Team Building
• Pupil Committee Meetings
• Pantomime Trip (Aram, Swale)
• Senior School Outing
• Winter Ball
• The Whole School Carol Service at Ripon Cathedral
JANUARY
• Thornton - Mock Exams
• Charity Fun Run
• STEMbotics Workshop
• Pupil Committee Meetings
• Internet Safety Workshop
• London Art Trip (Thornton)
House System
Every pupil belongs to one of our four Houses – Tudors, Saxons, Stuarts and Normans. House points are amassed throughout the academic year and the winning house is rewarded with a day of celebration.
The vertical House system brings together pupils of all ages and provides opportunities for every pupil to understand the importance of friendship, support, respect and care for others within the greater school community.
House meetings take place weekly and allow the pupils to mix with all age groups to carry out a variety of activities. Recent themes have included ‘The History of Your House’ and ‘The Great Outdoors’; alternatively activities may focus on the pastoral theme of the term (such as Integrity, Perseverance, Heroism, Courage and Honesty).
All staff are also assigned to a house and attend the weekly house meetings, allowing them to develop uniquely relaxed and supportive relationships with a broader range of pupils than their classroom teaching may allow.
With children earning house points for good behaviour or exceptional school work, the house system reinforces our ethos of hard work and good manners and allows for a healthy degree of competition within the school. House points encourage intrinsic motivation and research confirms that this generally leads to the most positive outcomes. During the year, several house competitions (in the form of sports tournaments, general knowledge quizzes, talent shows and singing contests) add to the very keen sense of service and support of one’s house.
Prefects
Thornton Prefects play vital pastoral roles in school, serving as role models for younger pupils and gaining valuable leadership experience. Each Prefect is assigned to a form group, assisting them with assembly preparation and guiding them during transitions around the school, particularly during wet breaks and lunchtimes. Prefects have weekly duties like returning lost property and assisting in the dining room during lunch. They also hold drop-in sessions every two weeks, providing younger pupils with a platform to discuss any concerns, such as options choices. Additionally, the Prefect team actively fundraise for chosen charities.
Boarding
The boarding house is a home-from-home happy environment where children from Year 3 through to Thornton learn to live together as a community and can grow in confidence, knowing that our boarding staff are there to support them.
Flexi places are available; some boarders regularly stay for two or three nights a week, and others are full weekly boarders. International pupils are usually termly boarders who immerse themselves in Cundall Manor to improve their English and experience a different culture.
Pupils have supper, do their prep and then participate in a range of fun activities before tea and bedtime. Taster evenings are available as well as special pop-up Year group boarding socials, to allow our pupils to familiarise themselves with staying over. Boarders are treated to a special Friday night Activity Program to places ranging from laser tag, ice skating and cinema excursions.
Our Boarders are supported with their study during the lead-up to their GCSE examinations. This provides a great structure for supporting revision and maximising their potential outcomes.
We are a proud member of the Boarding School Association, visit their website to find out more about boarding across the UK. www.boarding.org.uk
Houseparents
Sarah Reece boarding@cundallmanor.org.uk
Tony Reece
GCSE Options
Maximise your Potential ...in a supportive, happy school
The school has developed a reputation for ensuring that every child feels happy, safe, supported, and celebrated. Within this environment, children engage fully with the educational challenges and risks that maximize learning and achievement.
We assess all our pupils at entry to Cundall Manor with a CAT4 assessment. This is a cognitive ability test. The test measures 4 areas: verbal, non-verbal, quantitative, and spatial awareness. When pupils sit the CAT4 test, the results give us accurate predictions of what can be expected at GCSE in every subject. The data used is statistically robust and extremely reliable. The pupil can take the test in any year group, and each test is modified to reflect the age of the child.
Cundall Manor improves the academic outcomes of each pupil by challenging them with schemes of work taught by dedicated teachers. The balance between academic rigour and co-curricular activities means these subjects are taught to happy, engaged children. Our commitment to small class sizes ensures the teaching is tailored to the child and not the class. Our outstanding valueadded statistic demonstrates that we help all pupils improve their GCSE outcomes. This summer 87% of all GCSEs were awarded at grade 4 and above, significantly surpassing the national average of 67.4%. 85% of pupils achieved 5 or more GCSEs at Grades 9-4. 30% of all GCSEs at Cundall Manor were graded 7 or above (the equivalent of A*- A grades) compared to the national average of 21.7%. The school is particularly proud of a remarkable 50% increase in Grade 9s this year, with many notable performances of pupils achieving 8s and 9s in over half of their subjects.
87% of all GCSEs were awarded at grade 4 and above, significantly surpassing the national average of 67.4%.
(2024 DATA)
“My son has never been an academic scholar and we have been so impressed by his results, he has just gained entry to one of the top sixth forms in the country, something we could never have dreamed of when he arrived, aged 8”
PARENT OF CUNDALL MANOR PUPIL, 2024
Art
Course specification: OCR J170
The GCSE course allows students to actively engage in the process of art, craft and design in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds. The course is designed to stimulate imaginative and intuitive capabilities and encourage experimentation with different media and techniques.
Students will have the benefit of trips to UK galleries, museums and places of interest as part of the curriculum. In Year 10 there is an overseas trip, for example to Barcelona, Paris or Venice. In Year 11 the students visit London to do the primary research for component two, the set task.
How will I be assessed?
There are two mandatory units of work:
Portfolio – a portfolio of coursework produced over 15 -18 weeks and developed from a specific starting point. This body of work forms 60% of the total marks and should show exploration, research and demonstrate the use of a range of techniques and skills.
Externally Set task – which comprises 6-8 weeks of preparation and a 10-hour exam and forms 40% of the total marks. Students select one question from an earlyrelease exam paper to which they produce a personal response.
Where will it lead to?
The study of art and design can help you develop transferable skills that you can take to any career or job. It will help your research skills, the ability to work independently and the aptitude to share ideas visually and verbally.
Business Studies
Course specification: AQA 8132
Businesses are part of our everyday lives, providing us with the products we need, communicating relentlessly with us through advertising, providing employment and inventing new products and services that transform how we live. This course focuses on what businesses are and how they organise themselves to achieve their objectives. The businesses studied range from small enterprises to large multinationals and consider the issues in a local, national and international context.
There are six units:
1. Business in the real world
2. Influences on business
3. Business operations
4. Human Resources
5. Marketing
6. Finance
How will I be assessed?
Linear course - written exam: 100%
Students are assessed by sitting two papers at the end of the course. Each paper is 1 hour 45 minutes and the papers have equal weighting (50% each)
Where will it lead to?
You could go on to study Business A Level or BTec and a wide variety of University Business degrees. You will develop transferable skills such as the ability to analyse and evaluate quantitative and qualitative information, which can be used in a wide variety of professions, including marketing, sales, finance, accounting, human resources and operational logistics, as well as for future entrepreneurs.
Computer Science
Course specification: OCR J277
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with Mathematics, Science, and Design and Technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
How will I be assessed?
Paper 1 – Computer Systems Theory (50%)
• System Architecture
• Memory & Storage
- Computer networks, connections & protocols
• Network securities
• System software
- Ethical, legal, cultural & environmental of digital technology
Paper 2 – Computational Thinking, Algorithms and Programming Theory (50%)
• Algorithms
- Programming Fundamentals
- Producing robust programs
• Boolean logic
- Programming languages & integrated Development Environments
Practical Programming (Non-Examined)
All pupils are given the opportunity to undertake a programming task, either to a specification or to solve a problem (or problems), during their course of study. Students may draw on some of the content in both components when engaged in Practical Programming.
Where will it lead to?
Pupils analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs. Looking ahead, jobs related to the subject could include: Games Development, Managers of IT and Communications Services, Business Analysts, IT Consultants and Systems Developers.
Design & Technology
Course specification: 1DT0/1F
The course offers many creative opportunities. Pupils gain knowledge and understanding of materials and production methods along with developing their technical drawing and designing skills. Throughout Year 10, pupils complete a series of skill-based projects which build up their confidence and experience in the workshop. Year 11 pupils then choose their major project (NEA) which counts as 50% of their GCSE. Students work with a range of materials- focusing on timber.
How will I be assessed?
Written exam: 1hr 45minutes (50%)
Non examination assessment (NEA): (50%)
There are four parts to the non-exam assessment:
1 – Investigate: This includes investigation of needs and research, and a product specification
2 – Design: This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design
3 – Make: This includes manufacture, and quality and accuracy.
4 – Evaluate: This includes testing and evaluation.
Where will it lead to?
This course complements other options where the is a lot of content crossover including Maths and Physics. It is also a good choice for pupils who enjoy creative and practical subjects like Art, I-Media, ICT and Food Technology.
There are many college/university and career pathways that lead to a DT qualification. GCSE Product Design gives students a sound knowledge and understanding of materials and manufacturing skills and provides a firm foundation for further study such as A-level Product Design. Continue to careers in Engineering, Product Design, Architecture, Vehicle Design, Gaming design, Fashion and many more.
Drama
Course specification: OCR J316
This exciting GCSE in Drama gives students the opportunity to explore the subject from a range of perspectives by devising their own, original work; bringing to life the work of a playwright; as theatre reviewers, developing their own thoughts on what makes Drama and Theatre successful; and as creative artists building and bringing a character to life through exploration and rehearsal.
How will I be assessed?
Non examination assessment (60%)
Component 1 & 2 : Devising Drama (Practical)
Students will create a devised performance in groups. They will be able to select a starting point from a range of stimuli given to them by the teacher. Their final piece will be performed to an invited audience.
Component 3: Presenting & Performing Texts
Students will study a text chosen by the teacher and perform short extracts of the piece to an invited audience.
Examination assessment (40%)
Performance & Response
The examination component will be assessed at the end of the qualification and will be 1 hour 30 minutes in length. Students will have to complete two compulsory sections. One section on a play text and one section on a live performance that they will have seen and studied during the course.
Where will it lead to?
After you have completed GCSE Drama you can go on to higher levels of study these include:
AS/A Level Drama and Theatre Studies, AS/A Level Performing Arts, BTEC National Performing Arts (Acting) as well as courses that specialise in technical theatre, theatre design and Arts Management.
English Language
Course specification: AQA 8700
This course is compulsory. Students will use higherorder thinking skills in order to read, compare, analyse and evaluate a range of high-quality, challenging texts (both fiction and non-fiction).
How will I be assessed?
The course is assessed by two unseen examinations at the end of Year 11.
Unit 1 - Explorations in Creative Reading and Writing (50 %)
This unit is assessed by an examination of one hour and fifteen minutes. In Part A students have to respond to a piece of unseen fiction. They will be asked to identify arguments and interpret information. They will also have to evaluate ideas and analyse the impact of the writer’s use of language and structure. In Part B students have to produce a piece of creative writing in response to a stimulus; marks are given for technical accuracy as well as content and organisation.
Unit 2 – Writers’ Viewpoints and Perspectives (50 %)
This unit is assessed by an examination of one hour and forty-five minutes. In Part A students are given two unseen nonfiction texts to read. They are then asked to identify ideas and to write a summary. They are also required to compare the use of language and structure in the two texts. In Part B they are asked to present a written viewpoint, selecting language, tone and style in a way that enables them to communicate clearly and effectively and deploys Standard English well. Correct use of grammar, punctuation and spelling make up a significant percentage of the marks awarded for this section.
Unit 3 - Speaking and Listening
Students are required to give a presentation for this unit. They are awarded a certificate with a separate grading but this mark does not count towards their overall grade for GCSE Language.
Where will it lead to?
GCSE English and English Literature are necessary if students wish to study either subject at A Level. However, it should be noted that currently A Level English Language does not feature on the list of ‘prestige’ A Levels preferred by top universities, whereas A Level English Literature does. An English degree may be useful for anyone wishing to pursue a career in education, the media, the law or PR.
English Literature
Course specification: AQA 8702
Students who do well in this subject tend to enjoy reading and are perceptive with regard to writers’ ideas. There is a large element of analysing aspects of writers’ style, and students are expected to be able to evaluate the historical, social and cultural contexts of a text. The course requires students to write long essay responses; therefore, a fluent and precise writing style is helpful. Students wishing to proceed to ‘A’ level English Literature will need to have studied the subject at GCSE.
How will I be assessed?
The course is assessed by two closed book examinations at the end of Year 11.
Unit 1 - Shakespeare and the 19th Century Novel (40%)
This unit is assessed by an examination of one hour and forty-five minutes. Students are required to answer two essay questions: one on a Shakespeare play and one on a 19th Century novel by a writer such as Dickens, Bronte or Austen.
Unit 2 - Modern Texts and Poetry (60%)
This unit is assessed by an examination of two hours and fifteen minutes. Students are required to answer three essay questions: one on a work of modern prose or drama (for example, a work by Alan Bennett or George Orwell) and two on poetry (both prepared and unseen) taken from across a range of styles and periods.
Where will it lead to?
GCSE English and English Literature are necessary if students wish to study either subject at A Level. However, it should be noted that currently A Level English Language does not feature on the list of ‘prestige’ A Levels preferred by top universities, whereas A Level English Literature does. An English degree may be useful for anyone wishing to pursue a career in education, the media, the law or PR.
Food & Nutrition
Course specification: AQA 8585
GCSE Food Technology students will learn effective and safe cooking skills by planning, preparing, and cooking using a variety of food commodities, cooking techniques, and equipment. They will develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks. Alongside the GCSE they will complete an accredited Level 1/Level 2 Food Hygiene certificate qualification.
Food preparation skills – intended to be integrated into the five sections. 1) Food, nutrition and health
2) Food Science 3) Food safety 4) Food choice 5) Food provenance
How will I be assessed?
Paper 1: Food preparation and nutrition
Written exam:1 hour 45 minutes • 100 marks • 50% of GCSE
• Multiple choice questions (20 marks)
• Five questions each with a number of sub-questions (80 marks)
Non-exam assessment (NEA)
Task 1: Food investigation (30marks)
• Pupils’ understanding of the working characteristics, functional and chemical properties of ingredients.
• Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation
Task 2: Food preparation assessment (70 marks)
• Students’ knowledge, skills, and understanding of the planning, preparation, cooking, presentation of food, and application of nutrition related to the chosen task.
• Students will prepare, cook, and present a final menu of three dishes within a single period of no more than three hours, planning how this will be achieved.
• Written or electronic portfolio (not exceeding 15 A4 Pages) including photographic evidence.
Where will it lead to?
It can lead to a wide range of careers. For example, you could be designing new recipes, or working in hospitality. You could also be working in distribution or retail for a supermarket or advising people about healthy eating as a nutritionist.
Geography
Course specification: AQA 8035
GCSE Geography leads to an understanding of the world and an interest in places. It inspires you to become global citizens by exploring your place in the world, your values and your responsibilities to other people and to the environment. You will appreciate the differences and similarities between people, places and cultures leading to an improved understanding of societies and economies.
How will I be assessed?
The course is linear. Linear means that students will sit all their exams at the end of the course. The course is split into three units:
Unit 1: Living with the Physical Environment (35%)
Written exam: 1 hour 30 minutes. 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPGST)
Unit 2: Challenges in the Human Environment (35%)
Written exam: 1 hour 30 minutes. 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPGST)
Unit 3: Geographical Applications and Skills (30%)
Written exam: 1 hour. 76 marks (including 6 marks for SPGST). Pre-release resources made available from 15 March in the year of the exam.
Where will it lead to?
GCSE Geography can lead you to study A-level geography and/or Geology. Within the course, you will develop transferable skills which can be used in other courses and many different careers. Some of these include; graphical and cartographical skills; technological skills, including ICT and GIS; interpersonal skills through debate and discussion; literacy and numeracy; problemsolving skills.
History
Course specification: AQA 8145
History is not simply the study of the past; it is also the study of how the present world was created. It is the story of the world that we live in. Our GCSE History course aims to develop in candidates a broad understanding of how the world we live in today has its roots firmly in the past. Through studying History students are encouraged to analyse and evaluate historical sources and to form their own opinions about the significance of key events, changes and individuals.
How will I be assessed?
Written Exam: 100% (No coursework) Paper 1: Understanding the Modern World. Germany 1890-1945: Democracy and dictatorship. From the Kaiser to Adolf Hitler & Conflict and Tension 1918-1939
Paper 2: Shaping the Nation.
Britain: Power and the People c1170 to the present day. British Depth Studies. Norman England 1066-1170.
Where will it lead to?
You can go on to study A Level, then a History Degree. However, History at GCSE also opens up an avenue to Politics and Law. Employers recognise History as a traditional academic subject which demonstrates to them a competent level of written English. It is one of the eight key A Level subjects which allows access to the Russell Group Universities.
Mathematics
Course specification: EDEXCEL 1MA1
The course content is grouped into the following topic areas:
1. Number, 2. Algebra, 3. Ratio, proportion and rates of change, 4. Geometry and measures, 5. Probability, 6. Statistics
Students should develop knowledge, skills and understanding of the content. They should be able to use their knowledge and understanding to make connections between mathematical concepts and apply them to solve real-life situations. Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.
How will I be assessed?
There are three written papers, each covering all of the assessment objectives.
Papers can be sat at two levels:
Foundation - Grades 1 - 5 available Higher - Grades 4 - 9 available
All papers last 1 hour 30 minutes with 80 marks available on each. Paper 1 is a non-calculator paper and a calculator is allowed for Papers 2 and 3 at both levels. All 3 papers must be sat at the same level which will be decided by the class teacher in consultation with the student and their parents.
Where will it lead to?
A grade 5 or above in Mathematics will be a prerequisite for most sixth forms and future courses or career paths that you may decide to take.
If you are considering taking Mathematics at A-level, a standard of no less than grade 7 at GCSE is recommended.
Music
Course specification: WJEC Eduqas GCSE Music: C660QS
How will I be assessed?
Paper 1 – Performance (30%)
Pupils are encouraged to work on their performance skills, developing their creative thinking, aesthetic sensitivity, critical awareness, self-confidence, selfmotivation and their own musical interests. Assessment is based on the performance of two pieces. Both can be as part of an ensemble/group, or if preferred, one of the two can be a solo performance.
Paper 2 – Composition (30%)
Composing is the process of creating music. Pupils will investigate a range of techniques and resources for developing and manipulating musical ideas, and turning them into completed pieces of music. They will produce two compositions for their final assessment, one in response to a brief set by the exam board, and the other in a style chosen by the student. Pupils can use traditional musical notation or software such as Garageband.
Paper 3 – Listening and Appraising (40%)
Pupils study a range of music across a variety of styles and genres: musical forms and devices, ensemble music, film music and pop music. A written paper (1 hour 15 minutes) is taken at the end of the course and is assessed externally.
Where will it lead to?
As well as being a prerequisite for most A Level Music and Music Technology courses, a GCSE in Music demonstrates a number of valuable transferable skills which are valued highly by higher education institutions and employers. Self-discipline, creativity, critical thinking, ability to communicate, collaborate and think “outside the box” are all needed to succeed, and these are recognised as being important to enable young people to respond with confidence to the demands of undergraduate study and the world of work.
Languages - French
Course specification: Pearson Edexcel
GCSE French and GCSE Spanish have a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9) with four papers each. Pupils must take all four papers at the same tier. The French and Spanish GCSEs cover three distinct themes. Pupils are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/communities where French or Spanish is spoken.
Language learning develops skills, which are useful in a wide range of future careers. These skills include the ability to communicate clearly, being confident about speaking in public and using problem-solving strategies. From 2024, pupils will be expected to transcribe in the target language and use their phonic awareness of French / Spanish to read short unseen sentences aloud. Learning a new language adds an international dimension to a pupil’s range of GCSE subjects, which is something many future employers and higher education providers look for.
Examination:
Pupils study all of the following themes on which the assessments are based.
Theme 1: People and Lifestyle Theme 2: Popular Culture Theme 3: Communication and the world around us French
Course specification: AQA 8652 (new specification for first teaching 2024)
How will I be assessed?
Wherever possible, we prefer to commence teaching in year 9 in order to be able to cover each theme in depth.
Paper 1 – Listening – (25%)
Paper 2 – Speaking – (25%)
Paper 3 – Reading – (25%)
Paper 4 – Writing – (25%)
Languages - Spanish
Course specification: Pearson Edexcel
How will I be assessed?
Wherever possible, we prefer to commence teaching in year 9 to be able to cover each theme in depth.
Paper 1 – Listening – (25%)
Paper 2 – Speaking – (25%)
Paper 3 – Reading – (25%)
Paper 4 – Writing – (25%)
Where will it lead to?
A Level French & Spanish. Languages are highly regarded and more and more universities are advising that a good grade is viewed favourably, even at GCSE level, whatever the degree course studied. Nowadays languages are often the key to future employability in today’s world of international trade. The transferable skills gained in language learning are valuable in all employment sectors and graduate linguists have one of the highest employment rates. Proficiency in a language provides greater opportunities in the UK, Europe and beyond.
Physical Education
Course specification: AQA 8582
The AQA Physical Education specification takes a multidisciplinary approach, encouraging the development of different methods of enquiry drawn from a wide range of disciplines, with the focal point being the active participant. The specification is based on the interaction between the theory and practice of Physical Education.
The course suits the proficient practical performer, therefore the ability to perform, officiate, and coach, along with a very good knowledge of the rules/laws in a range of sports, is also an advantage. You should be a proactive participant in sports in school and outside of school time.
How will I be assessed?
The course is comprised of two written assessments and an assessment of the individual’s practical performance in sport.
Paper 1 - The human body and movement in physical activity and sport (78 marks = 30%)
Paper 2 - Socio-cultural influences and well-being in physical activity and sport (78 marks = 30%)
Practical Assessment:
The individual will be assessed on their performance in 3 sports and activities (team and individual) and on an internal controlled written assessment on analysis of performance. (100 marks = 40%)
Briefly, the following elements will be learnt:
Applied Anatomy and Physiology, Movement Analysis, Physical Training, Use of Data, Sports Psychology, Sociocultural influences, Health, fitness and well-being
Where will it lead to?
BTEC/A Level in P.E. Successful completion of the course could lead to: Sports Studies/Science, Physical Education Teaching / Coaching and Sports Development. Additionally, the course would prepare students for work in Sports and Recreation Management, Fitness Industry, Sports Rehabilitation and Physiotherapy.
Religious Studies
Course specification: AQA 8062
Religious Studies is a popular and challenging subject. Students will address questions about belief, values, meaning, purpose and truth, enabling them to develop their attitudes towards religious, philosophical and ethical issues. By studying the subject, pupils will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. The staff team are highly experienced and foster a love of their subject through the delivery of engaging lessons with a real emphasis on debate and discussion. Students will study the beliefs, teachings and practices of Christianity and Islam. They will also engage with key philosophical and ethical topics.
Theme A: Relationships and families.
Theme B: Religion and life.
Theme D: Religion, peace and conflict.
Theme E: Religion, crime and punishment.
How will I be assessed?
100% Written Exam
Where will it lead to?
Many professions require the ability to think critically. Policing and Medical professions need a robust knowledge of ethics, something which this course will help you with.
Progression into A-Level courses such as Philosophy, R.S., Critical Thinking and English Literature with further progression into a myriad of university degrees. The course allows for a solid foundation in how to question and think critically about big issues and their impact on society and the individual.
Science
Course specification: Separate Sciences – EDEXCEL 1BI0, 1CH0, 1PH0
Combined Science – EDEXCEL 1SC0
All students will follow the EDEXCEL (9-1) Combined Science for 2 GCSEs unless they choose Separate Sciences where they will achieve 3 GCSEs, one in Biology, one in Chemistry and one in Physics.
Separate Sciences can be demanding and will add additional lessons of science to the pupils’ timetable to work towards the third GCSE. It is therefore recommended only for pupils who are both prepared for the additional workload and enjoy science. A-levels in science are entirely accessible through the Combined Sciences route however the Separate Sciences route goes into greater depth in all three sciences, enabling students to bridge the gap between GCSE and A-level study more effectively.
How will I be assessed?
There will be 3.5 hours of examination assessment per GCSE. For Combined Sciences, there will be 6 exam papers, each 1hr 10minutes in duration (7hrs total). For Separate Sciences there will be 6 exam papers, each 1hr 45minutes in duration (10.5hrs total). There will no longer be assessment through a practical controlled assessment and practical skills will be assessed through the written papers, accounting for 15% of the available marks. The exams will consist of a mixture of question styles, including multiple-choice, short answer, calculations and extended response questions.
Key differences between Combined and Separate Sciences
The Biology, Chemistry and Physics topics are made up of key topics that all students (both those on the Combined Sciences and Separate Sciences route) will study. Those studying Separate Sciences will study additional areas within each topic. To see the full specification for GCSE Combined and Separate Sciences, please visit the EDEXCEL website at qualifications.pearson.com
Where will it lead to?
Separate Sciences are a fantastic way for a highly motivated and enquiring Science student to expand their knowledge of the three sciences. Any student considering a career in the medical, engineering, veterinary or scientific profession is encouraged to have strong science qualifications for entry into these fields. More information on the science qualifications is available from the Science department.
Combined Science specification
Biology specification
Chemistry specification
Physics specifcation
Textiles
Course specification: OCR J174
Students should demonstrate an expressive, decorative or functional response through the use of fabrics dyes and fibres. Candidates explore a range of techniques and processes. Students are required to work in one or more area/s of Textile Design such as: Constructed textiles; Digital textiles; dyed fabrics; printed fabrics; fashion design; installed textiles; soft furnishings; stitched and/ or embellished textiles.
Students will have the benefit of trips to UK galleries, museums and places of interest as part of the curriculum. In Year 10 there is an overseas trip, for example to Barcelona or Paris, and a trip to the Harrogate Knit and Stitch Fair. In Year 11 the pupils visit London to do the primary research for component two, the set task.
How will I be assessed?
Students are required to complete two mandatory units of work:
Unit 1 - A114 Portfolio – a portfolio of coursework produced over 15 -18 weeks and developed from a specific starting point. This body of work forms 60% of the total marks and should show exploration, research and demonstrate the use of a range of techniques and skills.
Unit 2 - A124 - Set task – which comprises 6 weeks of preparation and a 10-hour exam and forms 40% of the total marks. Students select one question from an earlyrelease exam paper to which they produce a personal response. For more details see Mrs Pearson in the Art Dept.
There is an exam in the Summer term for Year 10 and a mock exam in Michaelmas term for Year 11. The two GCSE units are internally marked and externally moderated by the Examining Board.
Where will it lead to?
The study of Textiles can help you develop transferable skills that you can take to any career or job. It will help your research skills, the ability to work independently and the aptitude to share ideas visually and verbally.
Post 16 - You could go on to take a higher qualification in Textiles and Design such as A Level or BTEC.
Post 18 - Ultimately you may wish to go on to careers in such fields as fashion design, fashion buying or merchandising, textile design and/or technologies, surface design, interior design, applied arts or education.
Sixth Form Destinations
Cundall Manor pupils go on to further success as they progress to the next stage of their studies at sixth form and college. We work closely with parents and pupils to ensure that each pupil is successful at securing a place at the school, college or a work placement of their choice. Traditionally, many of our pupils have gone on to study for A Levels at both local independent schools, as well as boarding schools around the country including Oundle, Scarborough College, Repton, Uppingham, St. Peters, Barnard Castle, Rugby and many more. We also support pupils in securing places for technical and vocational qualifications ensuring each pupil secures a place that is right for them.
Our Senior Leadership Team are on hand for every step of the journey for pupils who are choosing their final destination. We work closely with sixth form providers and encourage pupils to attend open days. Our pupils are offered support during the application processes including providing interview practice. We are encouraged that all our leavers stay in touch with Cundall and share their news as they move through their final educational stages and on to fulfilling careers. Alumni of Cundall continue to contribute to school life through career fairs and our scholarship program.
Employability & Careers
Cundall Manor School creates many opportunities for pupils to take part in work experiences within a variety of careers. Senior School pupils are invited to attend our annual Careers Fair held in the main hall where exhibitors ranging from the medical industry to the armed forces, financial services, creative arts to construction, provide guidance and share experience about finding the path to a fulfilling career. Year 10 pupils also undertake a work experience week giving them the opportunity to meet new people and find out what working life is really like. Cundall Manor utilises the platform UniFrog which allows students to conduct research into future career paths, explore opportunities for post-16 education and help them to track essential skills for their CVS.
Bus Routes
More stops available upon request. What3words offer precise locations.
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Northallerton sped.adopters.powerful
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Busby Stoop historic.calendars.carriage
Ripon (Booths Car Park) officers.engaging.squabbles
Sharow firelight.fittingly.climber
Wormald Green crunches.embodied.patio
Ripley masses.cigar.stopwatch
Curious Cow (Harrogate) paves.slung.award
2024-2025 Bus Runs
Northallerton
The Cleveland Tontine roosts.shield.jugs Hutton Rudby uncle.line.exam
Osmotherly brass.teacher. regrowth
Knayton mimes.paintings .guideline
Rabbit Hill Industrial Park nurtures.afford.kite
The Bridge Inn (Walshford) bootleg.sifts.poets
Boston Spa marker.thickens.secret
Harrogate
Boston Spa
Sessay
All children using our school bus service arrive at school for 8.30am and catch the bus home at 5pm. Please note there is no bus service on a Wednesday afternoon. All our pupils from Reception upwards may request a place on the school bus, with younger pupils requiring a car seat to be provided by parents.
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Sessay today.cook.crunched Bagby september.bumps.linked
Easingwold flinch.digests.junction
Children are expected to be well behaved on our school buses and listen to the bus driver at all times. Please note that priority for places on the bus is given to termly users.
For more information about routes, times and availability, please email bus@cundallmanor.org.uk
Tontine/ Hutton Rudby Bus
Kirby in Cleveland Masham Bus
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Where we are Road
Air
Cundall is easily accessible via the A19, A1 and the M1.
Leeds Bradford Airport is 50 minutes away by car and Manchester Airport is 2 hours away by car.
Rail
Regular trains run from London to Thirsk in 2hrs. Trains also connect Edinburgh, Leeds and Manchester to York. The school can organise transport from York and Thirsk stations to the school.
Situated in
idyllic part of North Yorkshire, we are well connected with road and rail links.
Important information
School Day Structure and Extended Care Programs
The school day begins at 8:30am and academic lessons finish at 4:10pm. Wrap-around care is provided during term time from 7.30am with breakfast club. Enrichment takes part during term time from 4:10pm – 5pm. From 5pm there is also an after-school provision to support prep/homework requirements till 6pm.
Medical needs
If your child requires medication at school, please see your child’s teacher for permission to administer the medicine form.
Our school kitchen has a Nut Free policy and all our meals are homemade on-site. If your child has any food allergies, please notify our school nurse, Mrs Lee and complete a Care Plan form for your child.
Accidents are recorded digitally via our Engage portal. Trained first aiders will treat your child and complete an accident record including details of any treatment which is then sent to parents through Engage. In emergency situations, we will contact you and the relevant services immediately.
Please feel free to confidentially discuss any concerns you have regarding your child’s health with our School Nurse, Mrs Lee. vickylee@cundallmanor.org.uk 01423 360 920
If your child is asthmatic, we will need a spare inhaler to be held at school together with a care plan form - Mrs Lee will be in touch with you regarding this.
Any child who has suffered from a fever, vomiting or diarrhoea should be kept at home for 48 hours after the symptoms cease, to avoid infecting others.
Food and drinks
Fresh drinking water is available at any time. Prep provides healthy snacks in the morning and afternoon sessions. Our lunchtime menu plans are published in the weekly school newsletter and food options are varied and well received by our pupils with healthy options, a fresh salad bar, tasty snacks and the infamous Cundall “bird seed” pudding being a regular feature.
Children with additional needs or disabilities
As part of the wider school, we have a Learning Support Department that works closely with the key workers and class teachers to help ensure early identification of any support that may be required.
Absence Notification
It is a legal requirement for us to keep a daily attendance register. If your child is unwell, or absent for any non-medical reason, please notify the School Office between 8.30am–9.00am.
If your child is in Years 3-6 please can you as a parent inform the School Office that they have arrived, so we can update the register. Permission for your child to be absent from school during school hours for a non-medical reason must be requested in advance via email: hmpa@cundallmanor.org.uk
Car Parking
We have an excellent provision for car parking but please take care when dropping off and collecting your child. We have policies and procedures in place for all eventualities. Please inform our staff if you think you will be late. For Form 3 upwards there is a supervised prep session held every evening from 5pm-6pm (4pm-6pm on Wednesdays) which is held in the Senior School next to the Main Car Park. This is free of charge. Should there be a family emergency, we will look after your child until they can be collected.
Uniform
All children should arrive and depart from school in their school uniform and blazer. School uniforms must be kept in good repair. If you need to purchase a school uniform, please visit the Cundall Manor School online shop at www.cundallmanorschool.com/shop for a full list of items. The school also features on www.grownoutofit.co.uk for pre-loved uniforms.
Mobile Phones
Please note that mobile phones are NOT allowed in school.
Chrome Books
Chromebooks are required for Year 5 pupils upwards. In order to integrate IT into the everyday learning for children it is much more beneficial for them to use the same device each day.
Valuables
Please do not allow your child to bring valuables to school. All watches must be named on the back with your child’s name. Pupils’ own laptop/ Chromebook devices are not covered by school insurance. You are advised to add these to your own insurance policy.
Policies
The school has a large number of policies to guide its educational and care procedures. Copies of these policies are available to view on the school website or can be supplied upon application to the school office.
Financial Queries
The Business Office is happy to assist with any queries regarding School Fees or funding requirements.
“There’s an energy about the school, a huge sense of fun, of adventure, combined with truly superb teaching and a culture that is about caring.”
PARENT OF CUNDALL MANOR PUPIL, 2023
