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Godolphin&Latymer

Information for Parents and Girls First Year Entry for September 2013

Introduction This booklet is designed to give curriculum information, with particular reference to the UIII (Year 7). As girls move through the school, different subjects become available to them and choices have to be made. In the UIII, all girls take the same subjects with the exception of a choice of modern language.

We are currently reviewing the Lower School curriculum, to ensure that girls are being given the opportunity to develop the skills, habits of mind and dispositions that they will need in our rapidly changing world. We cannot, therefore, guarantee that what is printed here will remain the same. As Eric Hoffer said, “In times of change, learners will inherit the earth, while the learned will find themselves beautifully equipped to deal with a world that no longer exists”.

Parents may be interested to know that since September 2005 girls entering the Sixth Form have had a choice between Advanced Level and the International Baccalaureate (IB), both routes leading to university entrance. The adoption of the IB as a curriculum in the school has been very successful, both in terms of providing choice in the Sixth Form and with regard to girls’ access to university places. From September 2010, all girls pursuing the A Level route through the Sixth Form have had the opportunity to undertake the Extended Project Qualification which maximises their opportunities to develop independent learning and thinking skills.

At the end of this booklet, there is information about extra subjects (instrumental music and speech and drama lessons), which are available to girls. There is also information on the arrangements for school entrance as well as a record of the public examination successes and the subsequent destinations of girls leaving the school.

We hope that you enjoy finding out more about what we offer at The Godolphin and Latymer School.

Mrs Ruth Mercer Head Mistress

Contents Subject Page Our Approach to the Curriculum

1

Learning and Thinking Skills

3

UIII-UIV Subjects 4 (I) GCSE Core Subjects

4

AS/A2 and the International Baccalaureate

5

Extra-curricular Programme 6

Regular Weekly Activities 7 Visits – Day and Residential from April 2012 - April 2013

8

Personal, Social & Health Education (PSHE) and Citizenship Education

13

Instrumental Music Lessons

15

Speech and Drama 16 Special Needs/Study Support

16

International Baccalaureate 17 The Godolphin and Latymer School Public Examination Results 2011

19

Higher Education and careers

20

Destinations of Higher Education Applicants 2011

21

How to Join Us 23 Entry to First Year (Year 7) Syllabus for 2012 Agreed Code of Practice at Year 7 for September 2012 11+ (Year7) Examinations Guidance for Parents and Teachers

24

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Our Approach to the Curriculum We offer a broad and balanced curriculum, which provides continuity and progression and fosters moral, cultural, aesthetic and physical development.

We aim to nurture a love of learning and help the girls to develop into informed, cultured, civilised and skilled young people, prepared for higher education, the workplace and the challenge of adult life. The curriculum has been devised to be appropriate to girls’ ages, abilities and aptitudes, in order to foster talents and fulfil potential.

We expect girls to take responsibility for their own work and to be willing to take advantage of the intellectual challenges which are offered to them; we encourage girls to question rather than to accept the received wisdom without thought. It is hoped that girls will become independent thinkers and develop into lifelong learners.

Only when girls are happy and secure can meaningful and productive learning take place, so we recognise the importance of strong pastoral support; we take a keen interest in each girl’s learning and development as she progresses through the school. Careers advice and guidance about subject choices, higher education courses and the world of work is vital.

Aims • •

•

•

• •

• • • •

Offer equitable access to all curriculum areas regardless of ability.

Ensure that the curriculum is linked to the needs and aspirations of the girls, allowing them to reach their full academic potential.

Facilitate the girls’ acquisition of knowledge, skills and qualities which will help them to develop intellectually, emotionally, physically, morally and aesthetically.

Develop interested and active learners, who can work both independently and collaboratively and who persevere in creativity and problem solving.

Create and maintain an exciting learning environment.

Encourage the girls to be independent, responsible, thinking, confident and considerate members of the community, within the school and beyond.

Enhance girls’ self-esteem and instil respect and tolerance for others.

Recognise and offer any special study support required for girls at any stage in their school career.

Keep the curriculum under review.

Offer careers advice and guidance.

Objectives •

Provide an inclusive curriculum, which allows for different learning styles and prior learning experiences, but at the same time, one which ensures that there is a match between each girl and the tasks she is asked to perform. This may require the girls to be taught in ability sets or to receive additional, individual support.

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•

• • • • •

•

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Help the girls to develop lively and enquiring minds, a love of learning, the ability to question and argue rationally, listen and communicate effectively, and apply themselves to tasks both cognitive and physical.

Encourage the girls to have and fulfil the highest possible expectations of themselves.

Ensure that the breadth of the curriculum, up to the compulsory leaving age, gives girls an experience in linguistic, mathematical, scientific, technological, human and social education, physical, aesthetic and creative education.

Provide a post-16 curriculum which is responsive to the needs and demands of the girls and which offers a broad range of academic courses, together with opportunities for lively debate, independent study and in-depth research.

Offer wide-ranging experiences in the creative and performing arts.

Develop effective citizenship and help girls to understand the world in which they live.

Provide opportunities for girls to serve their community through voluntary work and outreach.

Develop attitudes that lead to a healthy lifestyle.

Enable girls to acquire knowledge and skills, relevant to continuing education in adult life and employment in the context of a fast changing world.

Give opportunities for girls to become aware of the career possibilities open to them.

Learning and Thinking Skills There is a serious concern in this current results-driven educational system that children are not learning to think. Indeed, in many instances ‘learning’ has become a synonym for ‘remembering’, with students adopting an overly passive approach to their learning.

There are many very important reasons why Godolphin and Latymer should aim to counter this trend:

i.

ii.

iii.

If girls are to achieve their academic potential, they need to learn to think more actively about their learning, to assess new opinions and ideas critically and to have the confidence to add their own creative views and ideas. A positive attitude towards taking risks and learning from failure is also vital. Research has indicated that even very able girls are less likely to attain the highest levels of success, as they cannot cope with higher order questions that need more creative problem solving approaches. (OFSTED, ‘Improving Schools, 1994) By teaching girls to take a more active, independent approach to learning, we help to maintain high levels of curiosity and enthusiasm as girls move up through the school.

It is an important part of our role as educators to take a longer term perspective and to equip our girls with the skills that they will require to adapt and prosper in an ever-changing world, where flexibility and creativity, as well as sound critical thinking skills, will be of more value than transitory knowledge.

Therefore we are continuing to review the opportunities that are provided to the girls in order to help them to develop the range of skills discussed above, which we believe will be to their advantage.

W. Cooper, Senior Teacher (Learning and Teaching)

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UIII–UIV subjects Art & Design Latin English Drama Geography History Information & Communication Technology Mathematics French, German or Spanish Music Personal, Social & Health Education Philosophy and Religion Physical Education Science: Biology, Chemistry & Physics Technology (Food and Design)

(I)GCSE core subjects English Language English Literature Mathematics Physics Chemistry Biology Modern Foreign Language

+ Options Humanities

Languages

Creative Arts & Design

Classical Civilisation

French (if studied from UIII/LIV)

Art & Design

Geography

German (if studied from UIII/LIV)

Design & Technology: Food Technology

History

Spanish (if studied from UIII/LIV)

Design & Technology: Resistant Materials

Religious Studies Italian Music Russian Physical Education

Latin

Greek

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AS/A2 and the International Baccalaureate AS/A2 Ancient History Biology Chemistry Classical Civilisation Classical Greek Drama & Theatre Studies English Language English Literature Fine Art Further Mathematics French Geography German Government & Politics History History of Art Italian Latin Mathematics Music Philosophy Physics Russian Spanish

I.B. English (Literature) French (Foreign Language) German (Foreign Language) Italian (Foreign Language) Spanish (Foreign Language) Russian (Foreign Language) Latin Greek History Geography Economics Philosophy Art History Standard Level (SL) only Biology Chemistry Physics Mathematics Mathematics Studies Music Visual Arts Theatre Arts

All subjects are available at Higher Level (HL) and Standard Level (SL) unless otherwise indicated

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Extra-curricular Programme Our extra-curricular programme is extremely diverse. It fulfils a number of the aims that are central to our philosophy. Activities provide girls with a range of opportunities to work collaboratively, to take on leadership roles, to develop a positive attitude to coping in new and different situations and to strengthen higher order thinking and learning skills. The programme encourages girls to foster and develop new and existing talents and interests which add to their fulfilment and enjoyment of school life. Participation in a range of activities also gives girls the opportunity to meet other girls in different forms and year groups.

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Regular Weekly Activities Advanced Classical Greek Reading Class for the community Amnesty International Letter Writing Ancient World Breakfast Club Animé Club AS, A2 Fine Art & IB Visual Arts Workshops; GCSE Art & Design Surgery/ AS, A2 Fine Art Surgery Athletics – jumps/ running/ throws Badminton Basketball /Junior (UIII/LIV) Basketball Brass Group Cello Group Chamber Music Chamber Orchestra Chemistry Club Chess Club UIII Choir Christian Union/Alpha Cricket (All abilities) Current Affairs Society Debating Squad Practice Duke of Edinburgh’s Award Scheme DofE Photography Economics Society Fencing (Advanced/Beginners) Fitness Training Football French Literacy Club GCSE Coursework Development Session Geographical Society German Club (UIII) Godolphin & Latymer Orchestra Greek Introduction (UIV) Guitar Group Gym Squad Hans Woyda Mathematics Club History of Art Society ‘Splat’ History Society Hockey Squad Training Information Technology Italian Society Jazz Dance Junior Chamber Choir Junior Classics Club Junior Debating Club

Junior Debating Squad Training Junior Orchestra Junior Writers’ Club Karate (Advanced/Beginners) Kickboxing LIV/UIV Play Rehearsals Mandarin Chinese for Beginners UIII Existing Mandarin Chinese Advanced Mandarin Chinese Mathematics Surgery Mock Trial Modern Dance Modern Foreign Language Film Club Netball Squad Training Percussion Ensemble Philosophy Society Physics Surgery Pilates Psychology Society Recorder Consort (Seniors) Recorder Group (Open for Juniors) Rock Climbing Rounders Club U12/UI3/U14/U15 Rowing land and water based training UV, Sixth Form UIV, LV Rowing land and water based SciZmic Club Senior Chamber Choir Senior Choir Senior Classics Society Science Cinema Club Senior Debating Club Senior Writers’ Club Sixth Form Rowing Training Squash Spanish Club LV-UVI String Ensemble Swing Band Tennis Coaching Theatre Technology Club Ultimate frizbee Yoga Young Enterprise

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Visits – day and residential from April 2012- April 2013 SUMMER 2012 DEPARTMENT

TO

DURATION

YEAR GROUP

Biology

Wetlands Centre

1 day

UIII

Geography

Docklands

1 day

UIII

UIII

Classics

Modern Languages LIV

Cambridge Normandy

1 day 5 days residential

UIII UIII

Classics

Fishbourne Roman Palace

1 day

LIV

Physical Education

Rock Climbing, Spain

6 days residential, half term

LIV, UIV

History UIV

National Army Museum

Half day

LIV

English

The Globe Theatre

1 day

UIV

History

Imperial War Museum

1 day

UIV

Geography Physical Education LV

Chemistry Music

Religious Studies Technology UV

Music LVI

Cuckmere Gap, Sussex Rock Climbing, Spain

1 day 6 days residential, half term

Science Museum

Visit relating to a GCSE listening/ composing area of study Visit to a hospice Research for coursework, Hammersmith

UIV LIV, UIV LV

LV, UV

Half day

Visit relating to a GCSE listening/ composing area of study

LV LV

LV, UV

Biology

IB Field Visit to Flatford Mill

4 days residential

LVI

Careers

Higher Education Open Days

Allocation is 3 days after examinations 1 evening

LVI

Biology

Drama

Economics

AS Visit to Amersham

Coursework

English

Bank of England Competition, Central London Theatre Club Visit

Italian

Study visit to Bologna

History of Art UVI

English Italian

Barbican Bauhaus Exhibition

Theatre Club Visit

Study visit to Bologna

Summer holidays

1 day

1 day

LVI

LVI LVI

1 visit per Half Term

LV, UVI

Weekend

LVI, UVI

Afternoon

1 visit per Half Term Weekend

LVI

LV, UVI

LVI, UVI

Higher Education Preparation UVI (ex-LVI, not leavers, day before pre-Autumn Term Staff Meeting) (Afternoon) History of Art Revision Visits to museums and galleries World Challenge 1 month UV, LVI French Visit to Normandy 5 days UIII

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AUTUMN 2012 DEPARTMENT

TO

DURATION

YEAR GROUP

English

Young Shakespeare Co. (in school)

1 day

UIII

Biology

London Zoo

1 day

LIV

History

Victoria & Albert Museum: Renaissance German classes: Christmas Market, Cologne (every 2 years) Netball/Hockey Tour to N.Ireland (alternate years) Kew Gardens

Half day

LIV

UIII

Philosophy & Religion LIV

Geography

Modern Languages Physical Education Technology UIV

The Neasden Temple

Burnham Beeches

All UIV

Bonding Day

1 day

LV

British Museum, London

1 day

LV

Plumpton Mill

1 day

Modern Languages

German classes: Christmas Market, Cologne (every 2 years) Netball/Hockey Tour to N.Ireland (alternate years)

Art

German

Technology UV Art

Thursday night (coach) to LIV, UIV Saturday morning 5 days residential, Half Term LIV, UIV

1 day

Masterclass, Royal Institution

Art

LIV

LIV

Mathematics

LV

1 day, Oct

UIII

1 day

Classical Civilisation & Latin Bath

Physical Education

Half day

Saturday mornings UIV (4 girls only) Thursday night (coach) to LIV, UIV Saturday morning 5 days residential, Half Term UIV, LV

Horniman Museum: Asian Costume 1 day Visit of Hamburg Exchange Group

2 weeks Sept/Oct

LV LV

Classics

Pitt Rivers Museum, Oxford University Italy/Greece (alternate years)

Geography

Morocco Study Tour

History

Ypres WW1

1 week residential, Half Term (Apply in LV) UV (& possibly LVI tbc) 1 week residential (every UV, UVI other year), Half Term 3 days UV

Modern Languages

Moscow Exchange

10/12 days residential

Modern Languages Technology LVI Art Art

Biology

Classical Civilisation Classics

Italian Study Visit (provisional) Resistant Materials, Product Analysis, Design Museum

1 day

LV

UV

5 days Half Term

UV

1 day

UV

UV, LVI

Tate Britain: Rachel Whiteread drawings The Wellcome Collection, London

1 day

LVI AS & IB

1 day

LVI, UVI

Sovereign Education Greek Tragedy Lecture Day (alternate years) Italy/Greece (alternate years)

1 day

LVI, UVI

The Wellcome Collection, London

1 day

LVI, UVI

1 week residential Half Term UV (& possibly LVI tbc)

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AUTUMN 2012 Continued DEPARTMENT

TO

DURATION

YEAR GROUP

Drama

Theatre visits (various)

3 hours, evenings

LVI & UVI Drama & IB

English Geography

Residential Creative Writing Course, 3 days residential The Abbey, Sutton Courtenay Half Term Snowdonia 5 days, Sept

History & Politics

Various conferences

LVI continued English

History of Art Mathematics Mathematics

Modern Languages Physical Education

1 visit per Half Term

Victoria & Albert Design Collection

Half day (not Saturday)

Maths in Action, Institute of Education Senior Maths Team Challenge

1 day

Moscow Exchange

1 day

LVI, UVI LVI LVI LVI

LVI, UVI LVI, UVI

After school, 3 hours

LVI, UVI

7/8 days residential Half Term

LVI, UVI

7/8 days residential

UV, LVI

Philosophy

Netball/Hockey Tour to Barbados (alternate years) Peter Vardy Conference

Sixth Form

Induction/Bonding Day

1 day

Tate Britain: Rachel Whiteread drawings The Wellcome Collection, London

1 day

UVI A2 & IB

1 day

LVI, UVI

Sovereign Education Greek Tragedy Lecture Day (alternate years) Theatre visits (various)

1 day

LVI, UVI

Philosophy UVI Art Art

Biology

Classical Civilisation Drama

Economics

The National Gallery

The Wellcome Collection, London

1 day

LVI LVI LVI

LVI, UVI

3 hours, evenings

LVI, UVI Drama & IB

1 visit per Half Term

LVI, UVI UVI

English

Bank of England Competition, Central London Theatre Club Visit

Geography

Slapton Ley

5 days, Sept

Various conferences

1 day

LVI, UVI

After school, 3 hours

LVI, UVI

3 days

UVI

French

History of Art

History & Politics Mathematics

Paris

Mathematics

Modern Languages

Cultural visit, Paris

Philosophy & Religion Physical Education Sixth Form

1 day

Open House Weekend (Architecture) 1 weekend day, Sept AAH Conference 1 day (Saturday) Nov Tate Britain Half day Maths in Action, Institute of Education Senior Maths Team Challenge

Modern Languages

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Theatre Club Visit

French Study Day, London JS Mill, Carlyle’s House

Netball/Hockey Tour to Barbados (alternate years) Induction/Bonding Day

1 day

1 day

Half day

7/8 days residential Half Term 1 day

UVI

UVI UVI

LVI, UVI

UVI UVI

LVI, UVI UVI

SPRING 2013 DEPARTMENT

TO

DURATION

YEAR GROUP

History

British Library

1 day

UIII

English

Theatre Visit

1 day

LIV

English

Theatre Visit

1 day

UIV

Mathematics

Master classes, Royal Institute

Saturday (4 girls)

UIV

UIII LIV

Mathematics UIV

French

Mathematics Physical Education LV

Maths Challenge Competition, Central London

Study visit to Montpelier

Maths Challenge Competition, Central London USA Skiing Vermont

1 day (in term time or holidays) (2 girls)

1 week residential

LIV, UIV

UIV (partial)

1 day (in term time or LIV, UIV holidays) (2 girls) Sun – Mon, 8 days residential UIV Half Term

Visit of Brearley Exchange Group Classical Civilisation

London

National Theatre & National Gallery 1 day

LV

German

Hamburg Exchange

LV (partial)

Geography

Latin & Greek Mathematics

Middle School

Philosophy & Religion Science UV

Classical Civilisation History

Philosophy & Religion LVI

Biology

Classical Civilisation

1 week

Abergavenny (coursework)

5 days residential

British Museum & National Gallery

1 day

Maths in Action Day

Brain Training in school Regent’s Park Mosque

2 weeks 1 day

First Year Entry day

History & Politics

LV

LV, UV

Evening

UV, UVI

1 day

UV

Visit to Epping

1 day

LVI

Regent’s Park Mosque

Workshop

History of Art

LV

Theatre Visits in February, London Festival of Greek Drama Oxford

Economics English

LV

1 day

Drama

Economics

LV

Big Day Fair

Sovereign Education Aeneid Lecture Day (alternate years) Theatre Visits in February, London Evening Festival of Greek Drama Coursework Evening theatre visit x 1 or 2

Classical Civilisation

LV

Conference/Workshop

1 day

Theatre Club Visit

1 visit per Half Term

Various conferences

1 day

Gallery visit ARTiculation Prize Heats/Final

Half day Half day (after school) 1 day (Saturday)

LV

LV, UV

LVI, UVI UV, UVI LVI

LVI & UVI LVI

LV, UVI LVI LVI LVI

LVI, UVI

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SPRING 2013 Continued DEPARTMENT

TO

Latin

Modern Languages

CICERO competition, James Allen’s Girls’ School Spanish Flamenco/Theatre

Evening

LVI, UVI

Modern Languages

French Topic Day

1 day (in school)

LVI, UVI

LVI continued

Modern Languages UVI

Classical Civilisation

Spanish Debating Competition

DURATION

YEAR GROUP LVI, UVI

Evening

LVI, UVI

LVI, UVI

Drama

Sovereign Education Aeneid Lecture Day (alternate years) Theatre Visits in February, London Evening Festival of Greek Drama Unit 6 Evening theatre visit x 1 or 2

History of Art

Gallery Visit

UVI

Classical Civilisation

English

History & Politics Latin

Theatre Club Visit

1 visit per Half Term

Various conferences

1 day

Modern Languages

CICERO competition, James Allen’s Girls’ School Spanish Flamenco/Theatre

Modern Languages

French Topic Day

Modern Languages Philosophy Physics

Sixth Form

Spanish Debating Competition Peter Vardy Conference Physics visit Sinai Visit

Easter holidays

Half day

UV, UVI UVI

LV, UVI LVI, UVI LVI, UVI

Evening

LVI, UVI

1 day (in school)

LVI, UVI

Evening

LVI, UVI UVI UVI

1 week residential Half Term UVI

LV Brearley Exchange visit to New York 1 week residential European Work Experience to Versailles/Berlin 10 days residential LVI German Hamburg Exchange 2 weeks residential LV Granada Study Visit, Spain 1 week residential LV History & Politics Visit Washington DC 4 days residential Sixth Form History of Art Visit Florence LVI Montpellier Exchange, France 1 week residential UIV Study Visit to Italy LV, UV (not Italian dept.)

UVI History of Art Visit New York residential 6 days

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Personal, Social & Health Education (PSHE) and Citizenship Education The aims of PSHE and Citizenship are: • • • • • •

to educate girls about health matters so that they can make informed and responsible decisions to enable development of personal confidence, self-esteem and assertion skills to encourage respect for themselves and others to play an active part as citizens to develop a responsible attitude to foster good relationships and respect for differences between those close to them, in their local community and the wider world

The UIII programme is delivered by the form tutor in the designated form period. An extensive and comprehensive programme has been devised to support and help the girls in their first year at the school. Topics included in the programme are: coping with change in a new environment, academic expectation, new friendships, organisation of work, managing homework, how to ask for help, safety, history of the school, what’s in a surname. There are also class activities to help the form work and bond together.

In the LIV, a designated lesson takes place on a three module carousel system. PSHE topics include: friendship, bullying, self-esteem, body language, mental well-being, puberty, smoking, alcohol and cannabis. Citizenship topics include ‘Britishness’, multiculturalism, government and democracy, how parliament works, M.P.s and elections, as well as the U.N. and the Declaration of Human Rights.

UIV form tutors deliver the PSHE programme during a designated form period. The topics covered include drugs education and disability. A programme of citizenship topics takes a wider view of the world, giving girls a sense of responsibility and participation in their communities.

Sex education will be delivered by PSHE teachers on an eight week programme to half classes.

LV PSHE looks more in depth at the nature of relationships between friends, family, partners and in marriage. An understanding of self-awareness and emotional literacy is also an important part of the course.

In the UV, girls focus on issues such as: democracy and teamwork, media and the newspapers, mental health, and global citizenship including sustainable development. Relaxation techniques are discussed and practised just before the girls go on study leave.

The Sixth Form have the opportunity to meet various professionals from outside organisations to

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discuss issues such as alcohol and drug abuse. Workshop sessions are also organised on a variety of topics including relationships, alternative therapies and women’s sexual health, so that girls are informed of the issues and relevant agencies before they leave school.

C. Lee, PSHE Coordinator

THINK Which is more important, the question or the answer? You may of course argue that they are inextricably linked and that both are of equal importance. It is certainly true that in order to get the ‘right’ answer, you need to ask the ‘right’ question. Nevertheless, the purpose of the THINK course is to focus on arguably the most important part of all – the bit in the middle.

This course encourages girls to explore and reflect upon the many different ways in which they might seek answers to their questions. Some approaches might lead to a dead end; others may open up new avenues to explore. Most importantly, we hope that our girls will appreciate that sometimes the journey can be more rewarding than the destination.

The course aims to develop a wide range of skills and habits of mind including: • • • • •

• • •

An introduction to Critical Thinking Developing the ability to independently research a topic Identifying quality internet resources Learning how to use sources effectively – avoiding plagiarism etc.

Questioning how we acquire knowledge and what it means to ‘know’ something in a range of subject disciplines Working effectively as part of a team Turning creative ideas into practical solutions Developing the confidence to present to a group

The course takes place in weekly 25 minute sessions and is delivered by a range of staff with interest and expertise in each of the areas highlighted. In addition, all of the skills listed, and many more besides, form an integral part of the curriculum. The purpose of this course is to reinforce what is already covered in the wide range of academic disciplines.

W. Cooper, Senior Teacher (Learning and Teaching)

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Instrumental Music Lessons Individual lessons are offered as an extra subject (for which an additional fee is payable) in piano, harp, violin, viola, cello double bass, guitar, flute, oboe, clarinet, saxophone, bassoon, brass, percussion (commencing with drum kit skills), descant and treble recorder. Individual singing lessons are also available. The school has a number of instruments available for hire but cannot undertake to supply an instrument in every case. The instrumental lessons are 35 minutes long and are given by specialist visiting teachers of music. In the UIII to LV girls take their weekly instrumental lesson on a rotating timetable; they miss part of a normal class lesson but would not normally miss more than three of the same times per term. Lessons are available for girls who wish to study for the grade 5 Theory Examination of the Associated Board in order to enter for the higher practical grades. Fees are payable for these lessons. They are organised on the same basis as the instrumental music lessons. The school acts as a centre for Associated Board practical examinations. Girls who are learning out of school may be entered for the examinations via the school.

M. Laflin, Director of Music

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Speech and Drama Speech and Drama is offered as an additional subject to all students; over 400 girls take this option. Lessons are scheduled in either a Private Study period or off-timetable; an additional fee is charged for lessons. In the UIII students cover all aspects of the skills required in Foundation Level of Solo Speech and Drama examinations. These include acting play extracts, performing poetry, mime, developing improvisation skills, story telling, sight-reading and discussion. All participants are given the option of taking Grade 3 (if they haven’t previously). In LIV students are entered for Grade 4, with a Grade taken each consecutive year culminating in preparing for and taking Grade 8 in the Sixth Form.

L. Tricker, Head of Speech and Drama

Special Needs/Study Support The school is committed to meeting the individual needs of every pupil. There is an Individual Learning Coordinator, with a specialist qualification in teaching pupils with specific learning differences, who liaises closely with subject teachers to ensure that appropriate support is offered where needed.

A. Clark, Individual Learning Coordinator

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International Baccalaureate The school offers a choice of curriculum in the Sixth Form: the International Baccalaureate Diploma Programme (IB) or the Advanced Level (AS and A2). These two distinct pathways differ in format and philosophy, but they lead equally well into Higher Education, enabling you to obtain a place at selective universities.

What is the IB? The IB Diploma Programme is a rigorous two-year course, which has gained a reputation for representing high academic standards and breadth, as well as developing skills and interests necessary for the competitive international world in which many girls will find themselves living and working in the future. Conceived in Oxford in 1960 and now administered from Geneva, the Programme involves some 40,000 students from over 100 countries and is popular with employers. All IB students are numerate, can communicate in more than one language, have critical thinking skills and are good at thinking outside the box. The IB is highly regarded by all universities in the UK and elsewhere.

The IB is a prescriptive programme and will suit a girl wanting breadth combined with academic rigour and who is likely to enjoy the challenge of studying six subjects alongside components that will develop critical thinking and recognise achievements in extra-curricular activities and voluntary service.

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The IB Curriculum The flexibility of the IB curriculum provides a balanced, coherent programme, with the Higher Level enabling a girl to pursue her personal interests in depth whilst meeting special requirements for University entrance and the Standard Level giving breadth in the overall Diploma.

The IB curriculum is best understood in terms of a hexagon with six academic areas representing the academic domains of study, surrounding the core diploma requirements.

Group 1 English and World Literature in translation

Group 2 A Modern or Classical Language

Extended Essay Theory of Knowledge Creativity, Action, Service

Group 4 A Science

Group 3 A Humanity or Social Science

Group 5 Mathematics

Group 6 Either a Creative Arts subject or a second subject from Group 2, 3 or 4

Academic Domains Group 1 English and World Literature in translation Group 2 A modern or classical Language (French, German, Italian, Spanish, Russian,

Latin, Greek) Group 3 A Humanity or Social Science (History, Geography, Economics, Philosophy, History of Art) Group 4 A Science (Physics, Chemistry, Biology) Group 5 Mathematics (a number of different mathematics courses are available to suit

levels of ability and interest) Group 6 Either a Creative Arts subject (Music,Visual Art, or Theatre Arts)

Or a second subject from Group 2, 3 or 4 Core Requirements The Core of the IB Diploma Programme incorporates three essential areas of study that enrich the academic domains: the Extended Essay, Theory of Knowledge (TOK) and Creativity, Action and Service (CAS).

Advice Each girl will receive plenty of advice and guidance when the time comes to make her choice of curriculum for the Sixth Form, either for Advanced Level or for the IB. C. Trimming, IB Coordinator

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THE GODOLPHIN AND LATYMER SCHOOL PUBLIC EXAMINATION RESULTS 2011 We are delighted with our public examination results this year.

GCSE RESULTS In 2010/2011, 100 girls took between them 1023 subjects (average number of subjects per girl 10.23).

The results for 2010/2011 are shown below, together with those of the previous two years: % A*

% A*/A

% A* - B

2010/2011

69.7

93.3

98.8

2009/2010

61.7

90.7

97.4

2008/2009 54.5 87.4 97.9

20% of girls achieved A* grades in all of their subjects 44% of girls gained at least 9 A* grades 72% of girls achieved A*/A grades in all of their subjects Overall 93.3% of the results were A* or A Please note that in 2011, girls took the IGCSE in Mathematics, History, Biology, Physics and Geography.

ADVANCED LEVEL RESULTS 83 candidates took 273 subjects (average number of subjects per girl 3.29) % A*

% A*/A

% A* - B

2010/2011

29.7

70.0

91.6

2009/2010

23.6

67.6

95.1

2008/2009

n/a

73.8

91.9

The A* grade at A level was introduced for the first time in summer 2010 and awarded to 8.2% of results nationally in summer 2011.

Four girls gained 4 A* grades, 6 girls gained 3 A* grades, 16 had two results at A* and a further 16 girls had one of their A levels graded at A*.

46 girls achieved at least 3 A levels graded at A/A* INTERNATIONAL BACCALAUREATE (I.B.) Diploma Results The I.B. was taken by 16 candidates, representing our fifth cohort for this examination. The I.B. is studied over two years with a total of 6 subjects being taken, 3 at higher level and 3 at standard level. Each subject is worth a maximum of 7 points. In addition, candidates can obtain a maximum of 3 core points for the combined marks for the Extended Essay and the Theory of Knowledge.

The maximum total score for the IB Diploma is 45 points.

7 girls achieved 40 points or more, of whom: 2 girls obtained 45 points, 1 girl obtained 44 points and 1 girl 43 points.

The average for the school was 38.5 points September 2011

19

Higher Education and Careers Entry into higher education is increasingly complex and competitive, be it in the UK or further afield. It is of paramount importance to us that our girls are fully informed and well prepared for this stage in their lives. Information about higher education and future careers is available through our specialist adviser and her department.

There is a programme of information and guidance for those year groups with choices to make, i.e. UIV, UV and Sixth Form. Each UV and Sixth Form girl will have at least one individual interview at each of these stages to discuss her options: UIV girls have small group Q&A sessions. Girls can, however, request an individual interview at any stage, as can parents.

The Higher Education & Careers department are working to create a set of accessible information sources via the school VLE, and the Higher Education & Careers Room has prospectuses from UK universities, and a range of US, Canadian and continental European universities.

Girls apply to a wide range of universities in the UK and abroad. Each year girls gain places at Oxford or Cambridge; the other most popular UK choices are Bristol, Durham, Edinburgh, and Leeds. We regularly have between 10 and 12 girls admitted to US colleges such as Brown, Columbia, Dartmouth, Georgetown, Harvard, Princeton, Stanford, and University of Pennsylvania. Some girls go on to study at Trinity College Dublin, and we usually have at least one who goes to a Canadian University such as McGill. A number of girls will take an Art Foundation course, mainly at colleges of the University of the Arts in London or at Kingston University.

The Higher Education and Careers Team is experienced in advising on, and dealing with, this variety of universities and application systems. Mrs Kaiser has responsibility for US and Canadian applicants. Miss Juckes provides advice for Oxford and Cambridge applicants; this includes preparation for application, specific admissions tests, and for interview. Art Foundation applicants are guided by members of the Art Department.

Girls apply for a diversity of courses across science and humanities disciplines. Biological Sciences, English Literature, History, History of Art, Medicine, Modern Languages and Psychology always feature as popular degree choices, but we also have girls studying subjects ranging from Aviation Engineering to Theatre & Performance.

J. Kaiser, Head of Higher Education & Careers

20

The Godolphin and Latymer School

Destinations of Higher Education Applicants 2011

Ancient History

Bristol University

2011

Ancient History

Edinburgh University

2011

Architectural Engineering (International)

Leeds University

2012

Art Foundation

Camberwell College of Art

2011

Art Foundation

City & Guilds of London Art School

2011

Art Foundation

Kingston University

2011

Biological Sciences

Somerville College, Oxford

2011

Biology

York University

2011

Molecular Biology & Biochemistry

St Mary’s College, Durham

2011

Neuroscience

Nottingham University

2011

Business & Communication

IE, Madrid

2011

Business Management (Law)

Westminster University

2011

Classical Archaeology & Ancient History

Corpus Christi College, Oxford

2011

Classics

Trinity Hall, Cambridge

2011

Classical Studies

Royal Holloway, University of London

2011

Combined Social Science

University College, Durham

2011

Dentistry

King’s College London

2011

Drama & English

Bristol University

2011

Theatre & Performance

Leeds University

2011

Economics & Management

Bristol University

2012

Economics & Management Studies

Sussex University

2011

English Language & Literature

King’s College London

2011

English

Manchester University

2011

English Language & Literature

Hertford College, Oxford

2011

English Language & Literature

Lincoln College, Oxford

2012

English Language & Literature

St Hugh’s College, Oxford

2011

English Language & Literature

St John’s College, Oxford

2011

English

University College London

2011

English & Film Studies

Oxford Brookes University

2011

English & History of Art

Leeds University

2011

Geography

Leeds University

2011

Geography

Nottingham University

2011

Geography with Chinese Studies

Nottingham University

2011

History

Goldsmiths, University of London

2011

History

Manchester University

2011

History

Newcastle University

2011

History

Sheffield University

2011

History

Trinity College Dublin

2011

History

Warwick University

2011

History

York University

2012

History of Art

Birmingham University

2011

History of Art

Bristol University

2011 (2 girls)

History of Art

Glasgow University

2011

History of Art

Leeds University

2011 (2 girls)

History of Art

University College, London

2011

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History of Art

Warwick University

2011

History of Art

York University

2012

History of Art & Italian

Leeds University

2011

History, Literature & Cultures of the Americas

Warwick University

2011

Italian

Bristol University

2011

Liberal Arts

Brown University

2011 (2 girls)

Liberal Arts

Brown University

2012

Liberal Arts

Dartmouth College

2011

Liberal Arts

Duke University

2011

Liberal Arts

Harvard University

2011

Liberal Arts

Tisch School of Performing Arts,

2011

New York University Liberal Arts

Williams College

2012

Mathematics

St Anne’s College, Oxford

2011

Mathematics

UWE, Bristol

2011

Medicine

Bristol University

2011

Medicine

Imperial College London

2011

Medicine

Liverpool University

2011

Medicine (with Foundation)

Manchester University

2011

Medical Sciences

Edinburgh University

2011

Biomedical Sciences

Manchester University

2011

Modern Languages

Collingwood College, Durham

2011

Modern Languages

St Mary’s College, Durham

2011

Modern Languages

Exeter University

2012

French & Italian

Bristol University

2011

French & Spanish

Bristol University

2011

French & Spanish

Wadham College, Oxford

2011

German

King’s College London

2011

German & Politics

Sheffield University

2012

Hispanic Studies

King’s College London

2011

Spanish

Southampton University

2011

Spanish & Russian

Bristol University

2011

Music

Edinburgh University

2011

Music

Brasenose College, Oxford

2011

BMus Music

Royal College of Music

2011

Philosophy

Newnham College, Cambridge

2011

Philosophy

St John’s College, Cambridge

2011

Philosophy & French

Somerville College, Oxford

2011

Philosophy & Politics

Manchester University

2011

Politics

Collingwood College, Durham

2011

Politics

Nottingham University

2011

Psychology

Bath University

2011

Psychology

Bristol University

2011

Psychology

Van Mildert College, Durham

2011

Psychology

Warwick University

2011

Psychology with Sociology

UWE, Bristol

2011

Sociology

Leeds University

2011

Sociology

Nottingham University

2011

Zoology

Bristol University

2011

22

How to Join us THE NORTH LONDON INDEPENDENT GIRLS’SCHOOLS’ CONSORTIUM THE GODOLPHIN AND LATYMER SCHOOL ENTRY TO FIRST YEAR (YEAR 7) SYLLABUS FOR 2013

Girls are normally admitted to the school in Year 7 by competitive written papers and interviews.

Candidates who are registered will be sent an examination entry form during the October preceding the Autumn in which entry to the school is required, and this will give full details of the arrangements for the tests which are in English and Mathematics.

ENGLISH PAPER The English paper is based on the format of the National Curriculum Key Stage 2 Paper. Candidates are asked to read a passage and answer questions on it. Also, they are asked to write on a topic. They will need to show that they can understand and think about what they read and will be expected to make an intelligent attempt to answer anything on the paper that is unfamiliar. They should be able to present their ideas in a coherent manner with accurate grammar, punctuation and spelling.

MATHEMATICS PAPER Content of the papers will be based on the assumption that candidates are working towards Level 5 of the National Curriculum. There will be a variety of questions, testing basic numerical skills, problem solving and logical thinking. Candidates may also be required to demonstrate more developed powers of reasoning and the ability to solve simple problems with a newly introduced concept.

All candidates will be expected to have covered the syllabus which includes the following: •

Multiplication tables.

•

Simple fractions and decimals.

•

Money, length, distance and weight in metric units: time including the 24-hour clock.

•

The concepts of size, shape and symmetry: simple perimeter, area and volume.

•

The reading of information from charts and diagrams.

On the basis of these written papers, the interviews and a reference from their present school, candidates are offered places. Offers will be sent, by first class post, at a date to be announced shortly.

April 2012

23

THE NORTH LONDON INDEPENDENT GIRLS’ SCHOOLS’ CONSORTIUM Agreed Code of Practice for Entry at Year 7 for September 2013 Information for Parents For the purposes of Year 7 Entry procedures the following London Independent Girls’ Schools have formed a Consortium.

Within this Consortium, certain schools have grouped together (Group 1 and Group 2) to ease administration by having their entrance examinations on the same day. Schools in the same group set common papers using the same mark scheme.

Group 1: Francis Holland (Clarence Gate), Francis Holland (Graham Terrace), Heathfield School, Notting Hill and

Ealing High School, Queen’s College, St. Albans High School, St. Helen’s School, South Hampstead High School,

The Royal School, Hampstead.

Entrance Tests for Group 1 Schools: Friday 18th January 2013 Group 2:

Channing School, City of London School for Girls, More House, North London Collegiate School, NorthwoodCollege, Queen’s Gate School, St Jame’s Senior Girls’ School, The Godolphin & Latymer School.

Entrance Tests for Group 2 Schools: Friday 11th January 2013

Not in a group: Haberdashers’ Aske’s Girls School, Elstree Entrance Tests: Wednesday 16th January 2013

St. Paul’s Girls’ School

Entrance Tests: Tuesday 8th January 2013

1. Applications Please contact each school for which you wish your daughter to be considered requesting an Application Form and any other relevant information. N.B. You must complete a separate application form for all schools to which you apply whether they are in the same group or not.

The individual schools to which you have applied will then process your application and send you any necessary information. You are strongly advised to attend Open Days at all the schools for which you have applied and you should ring each school early in the Autumn Term for the dates and times of Open Days.

On your application form you will be asked to state at which school you wish your daughter to take the entrance tests.

She will be given equal consideration by the other schools in the group to which she has applied. Please note that she may only sit tests at ONE school in each group.

2. School Reference A reference will be requested from the Head of the candidate’s school prior to the entrance test.

3. Specific Learning Difficulties Arrangements to use a laptop computer of have extra time in the examinations will be made for any candidate for whom a report from an Educational Psychologist or a recommendation from the Head and Special Needs Co-ordinator of the candidate’s current school has been received.

4. Sample Questions Sample question information for the consortium schools is available from school websites of the Registrars of each school.

5. Interviews The Consortium schools make their own arrangements for interviews.

6. Results of Tests These will be made available to all the other schools in the Consortium. The other schools to which your daughter has applied will then consider whether or not to offer a place on the basis of the tests, interview and school reference.

7. Offers Offers will be sent out to parents by all schools in the Consortium on Tuesday 26th February. Some of these may be for a place on a waiting list. Information about a position on the waiting list is not given. All girls on the waiting list are considered to have qualified for entry should a vacancy arise.

8. Acceptances must be received by the school at which you wish to confirm a place by noon on Wednesday 6th March. If no reply has been received to an offer of a place by that date it will be assumed that you do not wish to accept and the place will be re-offered.

You may not give written acceptance of a place to more than one school.

If you have any problems or queries at any stage in the procedure, the Registrars of the schools in the North London Independent Girls’ Schools’ Consortium will be pleased to help you.

April 2012

24

NORTH LONDON SCHOOLS CONSORTIUM 11+ (Year 7) EXAMINATIONS GUIDANCE FOR PARENTS AND TEACHERS GUIDANCE FOR ENGLISH What is in the examination?

• The English examination is one hour and fifteen minutes long.

• It is in two sections, Reading and Writing. The two sections carry equal marks.

•

•

In the Reading section, girls are required to read a short passage, normally about a page long, and answer short questions about the passage in order to demonstrate how well they have understood the passage.

In the Writing section, girls are set a writing task which may be based in some way on the passage in the Reading section. This task will normally be of a creative nature.

• Sample questions are available as an example of the format used.

What are we looking for?

We are looking for evidence that a girl: • • • • •

Can read with discernment and understanding, with a firm grasp of both implicit and explicit meaning.

Can express her understanding clearly and accurately in writing.

Both understands and can use a wide and varied vocabulary.

Can express herself in writing with facility, fluency, range and imagination.

Has a good understanding of the effects created by language, both in others’ writing and in her own.

How can girls prepare for the examination?

While it is sensible for girls to be familiar with the format of the examination, we would emphasise strongly that in our experience a repetitive drilling of examination tasks and / or the teaching of a formulaic approach to writing are neither desirable nor effective forms of preparation, either for the examination or for our schools.

The best possible form of preparation is: • • • •

to encourage girls to read as widely and ambitiously as possible. to encourage girls to respond to what they read in an independent, fresh and personal way. to nurture in them a genuine love of books. to give them the opportunity and encouragement to write in as wide a variety of genres, styles and contexts as possible.

• to encourage them to develop their own individual and distinctive voice in their writing.

Above all, we must point out that the Writing section of the examination is designed to assess how well girls can write in an unprepared context. The insertion of pre-prepared pieces of writing which are not relevant to the task set will be severely penalised in the marking.

25

GUIDANCE FOR MATHEMATICS What is in the examination?

• The mathematics examination is one hour and fifteen minutes long.

• The content of the papers in all areas will be based on the assumption that candidates are working towards Level 5 of the Mathematics’ National Curriculum.

• There will be a variety of questions, testing basic numerical skills, problem solving and logical thinking.

• Girls may also be required to demonstrate more developed powers of reasoning and the ability to solve simple problems with a newly introduced concept.

• The questions will not necessarily become harder towards the end of the paper. Girls should be encouraged not to spend too long on any question but should move on to later questions and return to earlier ones if they have time.

• Candidates only need a pencil and a rubber for the examination.

• Calculators are not allowed in the examination, nor are rulers.

What are we looking for?

We are looking for evidence that a girl • Has a sound grasp of basic mathematical skills • Has the ability to complete mathematical tasks logically • Has the understanding to solve mathematical problems How can girls prepare for the examination?

• Girls need to be able to show their ability with basic skills but it is also important that they know how to use these skills to solve problems. Practice with word or diagram based questions should be encouraged.

• It is recommended that girls are aware of the type of questions they will be facing as shown in the sample questions available on each school’s website.

• Girls should be encouraged to check their work for accuracy and to show their working when completing mathematical tasks.

26

Godolphin&Latymer

The Learner Profile Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness,

justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal

histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of

others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and

forethought and have the independence of spirit to explore new roles, ideas and strategies.

They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience.

They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The Godolphin and Latymer School Iffley Road, Hammersmith, London W6 0PG Tel: 020 8741 1936 Fax: 020 8735 9520 www.godolphinandlatymer.com Registered Charity No. 312699