At Royal High School Bath, students in Years 7, 8 and 9 benefit from a rich and varied weekly timetable that reflects our commitment to a broad, balanced and inspiring curriculum. Across each week, girls engage in a wide range of subjects – from core academic disciplines to creative arts, languages, and STEM – designed to spark curiosity and build confidence. As a GDST school, our curriculum and timetable are shaped specifically around girls’ learning needs and preferences. In our all-girls environment, students are free from gender stereotyping and distraction, allowing them to take the lead in discussions, group work and practical activities. This tailored approach ensures that girls’ voices are heard, their anxieties understood, and their ambitions nurtured – creating a space where they can thrive academically and personally.
“Welcome to Royal High School, Bath. I am delighted that you will be joining us in September –a warm, sparky Royal High welcome awaits you.”
Ms Heidi-Jayne Boyes Head
WELCOME STUDENTS
You might be wondering what to expect from your studies here and so each of the teachers responsible for leading a subject has written a short description in this guide for you.
All of the lessons that you have at Royal High Bath, GDST will be taught by experienced teachers who are passionate about their subjects. With their help and support I am sure you will embrace your learning and enjoy your lessons very much. I have no doubt that you will develop passions you don’t yet know about, and you will learn from your teachers, and also your peers. Not only do we learn together but we also celebrate our successes together, too. Our teachers at Royal High are expert in teaching girls and are all experienced in helping students from a variety of different schools to settle in. I assure you that you will quickly settle into the rhythm of the school day, becoming familiar with your new surroundings, your new school routines and make new friends within, and across, the year groups.
We never stop learning and so there are lots of exciting and rather interesting co-curricular activities at Royal High. There really is something for everyone and I would encourage you to review everything that we have on offer and get involved in those clubs and activities that interest you. School trips and off-timetable and cross-curricular events also ensure we offer you a fresh and innovative learning experience. Great examples of these in recent years have included the Enterprise Challenge, the Crest Award, and the Festival of Ideas Project. A joy of learning really is the golden thread of the school for us!
We all want you to live each day to the full – enjoy your learning, try new things, rise to challenges. Year 7 will pass in a flurry of learning excitement. Year 8 brings greater specialism and Year 9 is both the culmination of what went before as well as the gateway to something new. I am very proud of our Key Stage Three curriculum; this is an exciting and rewarding time for you as you have the space to discover and experiment whilst truly starting to develop your interests and specialisms.
One thing to watch out for is that there is so much to do here, your time will fly by so embrace every opportunity that comes your way.
I wish you a happy and successful time at Royal High.
WELCOME PARENTS
We are looking forward to working with your daughter when she joins us at Royal High and we will do our best to give her clear guidance and support throughout her time with us, and beyond. We are also here with support for you.
Life at Royal High Senior School will feel different from the school routine your daughter knows and has experienced thus far. As well as having a different teacher for every subject, there are lots of opportunities for your daughter to extend her learning and plenty of co and co-curricular activities to participate in, too; all of which are important part of school live. We will encourage your daughter to take time to look at everything on offer and take part in the activities she is interested in, as well as trying new activities and clubs.
We also recognise that change bring challenges and while most students flourish, we appreciate some may need more time to adjust and we will work with you to understand any issues we need to overcome.
In lessons, our teachers help to support, model and guide thought processes, manage cognitive load, develop academic habits, encourage a growth mindset and everyone to actively think. This is supported by excellent resources and facilities. Daily homework of two or three 20minute tasks is set relating to the lessons studied that day, to help your daughter to consolidate her learning and prepare for future lessons. We use our digital platform, RHB Hub, for all homework and communication about it.
We will stay in touch with you about your daughter’s progress throughout her school career. There will be one formal Parents Evening in Year 7 to 9, two grade sheets and a Form Tutor summary report at the end of the year. If you have any concerns, please do contact us as they arise. In the first instance you should contact your daughter’s form tutor or Head of Year.
One change you might feel as your daughter joins senior school, is a reduced opportunity to meet other parents daily. There are, however, many opportunities for you to feel involved within our school community and we look forward to welcoming you to our many events throughout the school year. I would especially encourage you to take part in the activities of our Friends of Royal High.
We look forward to working with you to make sure your daughter has a happy and successful time at Royal High.
Our purpose
To educate and empower every girl by equipping her with the skills, confidence and compassion to live a life unlimited.
Our values
At Royal High Bath, GDST our purpose is clear and lived through our valueswhich are at the heart of everything we do.
As proud members of the Girls’ Day School Trust, we place girls at the centre of every decision, ensuring their needs and aspirations shape our academic, pastoral and co-curricular programmes. Whether in the classroom, on the sports field, on stage, in the art studios, workshops or science labs, these values guide and inspire us – creating a nurturing, ambitious environment where every girl is known and empowered to flourish.
Girls first
We are a proud memmber of the Girls’ Day School Trust, and we share this core value.
Girls will always come first –everything we do is built around girls and their needs
Kindness
More than anything else, we value kindness across our school.
We respect, support and care very much for each of our girls, and they care for one another; as day pupils, as boarders, through school and beyond.
Bravery
We empower our girls ro be confident and bold – unafraid to explore, to challenge, to try anything, to fail and try again. Fearlessly heading into the future.
Excellence
We value and expect nothing less in our teaching, our pastoral support, our staff and our girls.
Our pioneering, individuallytailored, whole-girl approach fosters life-long curiosity and an ongoing aptitude for excellence.
Key Stage 3 journey
Years 7, 8 and 9 (Key Stage 3) at Royal High Bath, GDST are vital years, as well as being some of the most exciting in any girl’s school career. These are the years where foundations are laid for future success and happiness; intellectual curiosity is piqued, life-long friendships are formed and talents are discovered and nurtured.
Our curriculum is designed to provide students with a wide variety of intellectual experiences. These will bring them the skills they need to succeed and thrive, and the wide and secure knowledge base they will need later in life for further study.
I confidently predict that the girls will start Year 7 in a flurry of excitement. The specialist teachers, excellent facilities and new subjects will mean that your daughter will have many new ‘favourite’ subjects. Year 8 brings greater specialism: new language options and separate science classes will add greater depth to learning.
Year 9 is both the culmination of what went before as well as the gateway to something new. Further new options emerge, Classical Civilisation, Greek, and Dance, as well as the need to make GCSE choices that will satisfy their aspirations and interests.
In this booklet each department describes the learning journey they have lovingly designed for their students both inside the classroom and beyond it. We are very pleased to introduce you to the Royal High Learner Qualities.
These are a set of six characteristics we identify as being instrumental in allowing our students to flourish. We will help each student develop these qualities and provide opportunities for them to be; Brave, Reflective, Inquisitive, Collaborative, Kind and Sparky.
In 2022 we added Problem Based Learning and Solving Skills lessons to the Year 7 Curriculum. These weekly sessions provide the students with specific real-world challenges. We have been so impressed with the skills development of the students as they learned effective teamwork through a variety of projects by innovating and problem-solving to improve our sustainability and our ways of celebrating the diversity of our school community. We look forward to seeing what solutions our next cohort will develop.
We have added new Problem Based Learning challenges to the Year 9 Curriculum. Students will wrestle with design, development and philosophical problems to develop Certificated Leadership Skills and gain awards. Awards will include CREST, ASDAN Awards and our own Royal High philosophy certificate.
However, your daughter’s development as a learner will not only occur in lessons but also with tutors, on school trips, in co-curricular activities and in the many off-timetable and cross-curricular events we offer to keep our curriculum fresh and innovative.
Great examples of these in recent years have included the Enterprise Challenge, the Industrial Cadets award and the ‘Festival of Ideas Project.’
With no external exam pressures, Key Stage 3 is a time where a school can exert its greatest power over its curriculum choices. To quote Voltaire (or St. Luke, or Spiderman’s Uncle Ben if you prefer!), ‘With great power comes great responsibility.’
I hope you can see from the contents of these pages that at the Royal High this power is not something we take lightly: we plan courses and opportunities carefully so that your daughter can develop the knowledge and skills she will need as a learner at GCSE level, in the Sixth Form, and beyond.
These years are fabulously important for the girls but it is also important that the girls find them fabulous. With this in mind we present a curriculum that is broad, challenging and stimulating but, most of all, fun!
Mr H Briggs Deputy Head – Academic
Learner qualities
At
Royal High Bath, GDST we equip our students with the skills they need to thrive and adapt in a rapidly changing world.
We focus all our learning activities, both inside and outside the classroom, through the lens of our Learner Qualities –a set of six character traits.
These are promoted so that RHB girls can flourish while in education and beyond.
We encourage them to work hard, to engage in exploring new ideas and to develop a mindset that will help them reach their full potential.
It is our aim that they will become lifelong learners who will use their knowledge and skills to enable them to gain success, happiness and the desire to make a difference, in the present and in the future.
SPARKY
Problem solving
Creating Imagining Innovating Collecting ideas
KIND Listening Including Helping Understanding Empathising
We have a highly-skilled pastoral team that works with our students to reinforce the core values of the school and the GDST. It is our aim to foster young women who are principled, fearless and ready to face the challenges of an ever-changing world.
At Royal High Bath, we know that pastoral welfare and academic success are inextricably linked: successful learners have a positive mindset and feel happy and confident in themselves.
Mrs
Elizabeth Cunningham, Deputy Head, Pastoral
Our excellent tutoring system forms the frontline of pastoral care within the school. Your daughter will form a strong relationship with her form tutor.
A key role of the tutor is to mentor the girls in both pastoral and academic matters and to encourage them to develop our Learner Qualities. The academic and social welfare of your daughter will be overseen by our experienced Heads of Year who liaise closely with the Deputy Head (Pastoral) Mrs Elizabeth Cunningham and the Deputy Head (Academic) Mr Hadrian Briggs.
We firmly believe in giving students the space to think for themselves and explore the world in a creative way. Students undertake cross-curricular projects which draw upon the principles of the RHB Learner Qualities for academic success. Autonomy and creativity are also fostered through our pioneering Problem Based Learning curriculum.
So many of these attributes are also important for the pastoral resilience of students. Being kind, brave, and collaborative forms the bedrock of wellrounded and successful individuals, and all students are encouraged to embrace these qualities as they progress through the school.
Students benefit from year group common rooms, in which they can unwind and chat to friends during breaks. Face-to-face communication is an essential life skill and fostering strong friendships is paramount for good mental health. The school is a mobilefree zone, and each student is issued with a Phone Locker pouch. Taking a break from social media is critical to support the healthy development of teenage girls.
Our Wellbeing Hub provides a more tranquil environment for girls to replenish their energy stores outside lesson time. This cross-year-group area comprises a quiet common room, The Hive, a silent Contemplation Room and a Silent Study Zone for those wishing to catch up on some homework. Staffed by our Safeguarding and Attendance Lead, it provides refuge for those who need to decompress from the bustling life of a Senior School.
However they are feeling, our girls know that there is always someone on hand to talk to if they need help. Our pastoral care team wouldn’t be complete without our highlyexperienced team of School Nurses, and our confidential School Counselling service.
Education for life
PSHE, or Personal, Social, Health and Economics Education could be better entitled ‘Education for Life’. It is in these fortnightly sessions that students learn the skills that equip them for life beyond the classroom.
Students have a chance to discuss topics freely, in a safe space. This allows them to be brave in expressing themselves, in addition to learning compassion for others, and increasing their communication skills through collaboration and discussion and project work.
The curriculum for Years 7–9 covers key aspects of taking responsibility for a healthy body, mind, relationships, and as active citizens in society. We work closely in accordance with the key British values, emphasising the importance of tolerance, democracy and rule of law. Students will also have age-appropriate sessions on sex and relationships, run by the Head of PSHE and PSHE teachers. Guest speakers are included in the curriculum, ranging from health topics to careers topics and everything in between.
In Year 7 the emphasis is on coping with the change to Senior School. We cover topics such as changing friendships, changing bodies and puberty, dealing with different work patterns, and healthy living. Towards the end of the year, we look more towards the future, thinking about the world of work and future aspirations.
In Year 8 we introduce more ideas of healthy relationships and explore the concept of risk with a focus on alcohol, tobacco and vaping. We talk more about living in society, and our rights and responsibilities. We also run sessions on First Aid and look at personal safety.
In Year 9 we recognise that this is the year of options and decisions. Our students are encouraged to become critical thinkers through sessions on making choices and solving dilemmas, including safe relationship choices. The focus in Year 9 is making responsible choices and exploring options for the future.
Students make many positive comments about PSHE and are very involved in planning what they learn. They enjoy having the freedom to debate, and to take risks with their opinions. They appreciate that being educated about the whole person is important, and that understanding and improving your emotional literacy can lead to a happier and more fulfilled person.
Students make many positive comments about RSHE and are very involved in planning what they learn. They enjoy having the freedom to debate, and to take risks with their opinions. They appreciate that being educated about the whole person is important, and that understanding and improving your emotional literacy can lead to a happier and more fulfilled person.
It is our aim that PSHE will equip our students with the tools to deal with our rapidly changing world, and face those challenges with resilience and positivity.
Careers
Our careers programme embeds careers education and advice beginning in KS3, as opposed to the usual mode of waiting until the GCSE or A level years. The emphasis is on personalised, one-to-one careers guidance sessions, which are offered to students of any year group. This approach allows us to address the individual needs of every girl, enabling them to make bold, informed choices about their future. In-house one-to-one careers guidance
sessions are available every week of term from our Head of Careers, who is a Level 6 Qualified Careers Adviser. Appointments can be requested by the student, parent or tutor.
The ‘Careers Pathway’ graphic acts as a guide of what is planned for each year group, although of course one-off events and local opportunities that arise will be advertised with students and parents via School Post emails.
Academic extension
All our students are encouraged to be academically ambitious, curious and intellectually open-minded.
Extension is built into our whole curriculum, and every teacher routinely offers a broad range of stretch and challenge learning opportunities in their lessons.
All students are monitored so we can identify gifted or highly motivated students and give them opportunities to develop their mastery of subjects in which they shine. This could be through class tasks, homework assignments or co-curricular activities.
Scholars are offered bespoke opportunities in line with their area of expertise, such as university lectures, museum visits, workshops and theatre trips.
In Year 7 and 8, scholars and other highly able students are offered fortnightly Aspire discussion sessions which aim to stimulate critical thinking and academic research.
In Year 9, all students are invited to join the Aspire group. The Aspire group meets
fortnightly throughout the year. and is designed for those students in Year 9 and above who specifically enjoy reaching beyond the curriculum, grappling with new ideas, and being pushed out of their intellectual comfort zones.
This approach to excellent all-round academic scholarship underpins successful applications to Oxbridge, medical school and other highly-regarded university destinations.
Aspire Lectures, compulsory for scholars but encouraged for all, are designed to complement the academic life at Royal High Bath. These are an exciting way to impart knowledge about a range of academically challenging topics from across the curriculum and beyond. Previous topics have included ‘What Have The Romans Ever Done For Us?’, ‘Algorithms: Beautiful or Beastly? and ‘Black Literature Matters.’
The lecture programme runs throughout the year, with two sessions per term.
Careers pathway
Learning support
The Learning Support Department aims to identify and overcome barriers to learning; to nurture confidence and resilience in our students to enable them to develop as learners and as people.
We recognise that some students may need help at certain times to achieve their full potential, and the Learning Support department provides a friendly and supportive environment for this. We celebrate individual strengths while helping students address their challenges.
Students who join the school with a specific learning difference will be encouraged and supported to follow the same curriculum as the rest of their year group. This gives them time to further develop study skills and explore subjects in which they can excel. We recognise growth in confidence and selfesteem is key to learning.
On entry to school in Year 7, all students are screened, which enables us to recognise strengths and weaknesses. Both academic and pastoral teams meet regularly to monitor progress of all students and raise any student of concern with the Learning Support Department.
We aim to prioritise supporting girls to access learning alongside their peers, taught within lessons by the real subject specialists. Discrete support from a teaching assistant in the classroom is available.
Some students may benefit from ‘checkins’ with one of our team to address more specific areas of need. If you are interested in this level of support for your daughter, please let us know.
Identified students are also invited to attend sessions to support them in developing strategies to learn successfully.
We begin monitoring the need for access arrangements as soon as you apply to join us at Royal High. The need for exam access arrangements is assessed formally during Year 9. In addition to this, feedback from internal exams will be used, and if eligible, evidence of need will be collected to make an application during the GCSE courses. If you are interested in this level of support for your daughter, please let us know.
By having high expectations and developing positive working relationships, we aim to maximise opportunities and success for all our students with additional needs.
Learning and technology
Technology plays an important part in the modern world. There is a need for citizens to be digitally literate. However, people also need to know when technology provides the most efficient solution and when traditional methods are more appropriate.
At Royal High Bath, our approach to technology is forward-thinking. We keep human relationships at the heart of our classrooms whilst recognising that technology can empower girls in their learning and their lives as a whole.
We believe that the most effective way for students to learn how to make these decisions is if they have a device with them in lessons. As a result, all students are required to bring an appropriate device to school. We strongly recommend a Windows touchscreen device to get the most from lessons. More information can be found on the parent portal.
Teachers use a range of traditional teaching methods and digital strategies in lessons that help students to develop their knowledge and understanding of that particular subject, whilst at the same time developing their IT skills.
The digital techniques fall into several categories:
Tools that enhance learning of factual content
Tools that help to organise students’ work and deadlines
Software that enhances collaboration and communication
Programmes that allow analysis and synthesis of data
One of the advantages of using technology is that when students are away from lessons due to illness, sports fixtures or other co-curricular activities, it is much easier for students to catch up with resources available digitally.
It also means that learning can be more seamless between classroom and additional study at home or in the boarding house. Students can continue to work on a document without the need to break up the learning by handing in an exercise book for marking. Similarly, staff can mark and monitor work, as the students are doing it.
We believe that the use of technology, where appropriate, can greatly enhance a student’s ability, to feed their curiosity and extend their learning.
Under the guidance of our teachers, many of whom are at the forefront of the use of digital learning strategies, your daughter will develop great competencies as a 21st century learner. As a Microsoft Showcase School, our staff have demonstrated a commitment to continuous professional development and are synthesising innovative teaching practice with the best of educational research.
RHB ACTIVE
One of the real strengths of Royal High is that we recognise that student life is about much more than academic success. We encourage our students to balance their academic work by taking part in our wide range of exciting enrichment, extension and co-curricular activities.
Girls are expected to sign up to a number of co-curricular activities that are run during the school day and after school.
Our extensive RHB ACTIVE programme offers a diverse range of activities which allows our girls to develop their skills in areas of strength, try new things to be creative and to find new ways of expressing themselves.
Our RHB ACTIVE programme encourages our students to be courageous and stretch themselves by taking risks in a safe and friendly environment.
Through being active in all aspects of school life, students will develop into happy and successful young women.
Example timetable
TIME LUNCH TIME SPORTS
12:45–1:45pm Development Tennis (All Years) Lansdown Tennis Club
12:45–1:10pm KS3 Dance Company (Years 7–9 auditioned dancers only)
Sophie Cameron Theatre
1:00–1:45pm U14 Hockey (Years 8–9) Astro
1:00–2:00pm Senior Netball (All Senior Players) Front Courts
TIME LUNCH TIME ACTIVITIES
12:45–1:45pm Cooking Club (Year 7)
Food Technology Room
1:00–1:45pm Anastasia Rehearsal (All Years) Drama – Memorial Hall
Dance – Sophie Cameron Theatre
1:10–1:45pm (Week A) Science Club (Years 7–9) C1/B2
1:00–1:45pm (Week B) Biology Clinic (All Years) B2
1:10–1:45pm DT Workshop (Year 8) DT Workshop
1:10–1:45pm Dark Room Photography (All Years) Dark Room
1:15–1:45pm The Write Space (Years 7–9) Room 14
TIME AFTER SCHOOL SPORTS
4:00–5:30pm U13 Netball (Year 8) Front Courts
4:00–5:30pm Athletics Club (All Years) Astro
4:15–6:15pm GCSE Dance Year 1 (GCSE Dancers Only) Sophie Cameron Theatre
TIME AFTER SCHOOL ACTIVITIES
4:00–6:00pm Anastasia Rehearsal (All Years) Memorial Hall
4:05–5:15pm Biology Club (Years 9–13) B2
4:10–5:00pm Culture Club (Years 12–13) W3
English as an Additional Language
The EAL department is central to school life in two broad operational spheres; academic and pastoral. Academically, through induction and ongoing support we help all multi-lingual learners to operate comfortably and confidently in this Englishspeaking environment. The department provides examination courses ranging from Preliminary for Schools (CEFR A2 level) right through to IELTS and the prestigious Proficiency qualification (C2). Not only do these courses support the development of general and academic English, but as these are external and globally recognised qualifications, can be used for further education and career opportunities.
Alongside Cambridge examination courses, we provide Content and Language Integrated Learning (CLIL) courses – tailoring our EAL provision around the language of their academic studies. Working with the different departments in school, we help students to better access the curriculum and understand the specific literacies of each subject.
Pastorally, the department supports EAL students to become fully involved in school life and takes an active role in monitoring the progress and integration of our students. We are also available to support subject teachers to better understand any relevant cultural differences or needs the students may have.
International Student Association
At Royal High we champion our international students, recognising them as valuable contributors to the culture of our school.
We actively encourage students to share their ideas and experiences and to be open to listening to the experiences and cultures of others. We strongly feel this is vital in developing well-rounded and open-minded global citizens.
We are proud to have International Student Association student representatives and International Year Group Leaders who are responsible for determining which cultural/ international events we celebrate. We also meet to discuss relevant issues for ensuring effective intercultural communication and understanding throughout the school.The international events provide opportunities
for active learning, be that through activities such as colour runs in recognition of Holi, the Festival of Colours, or organising a traditional lion dance for the whole school for Chinese New Year, for example.
In the Autumn Term, we host International Week involving students of all nationalities. Competitions, exhibitions and events in art, music, drama, dance and storytelling guide us through to the main Gala event at the end of the week.
Students are encouraged to wear traditional clothes from their countries, and food and activities from each country represented at the school are provided. This is a great opportunity early in the academic year for students to fully engage with and better understand their peers.
Subjects
Art
Art at Royal High has been designed and developed to support young creative minds in their pursuit of creativity. We are housed in a beautifully lit and purpose-built Art School, where all manner of creative endeavours are pursued and encouraged.
We are all about creativity and students will be encouraged to free their imagination within the Art School. However, we do ensure that students develop the skills necessary to empower them throughout their creative lives.
No two academic years within the Art School are the same. Teachers are also creators and makers of art, and are always inspired by new ideas, which are brought into the studios to share.
KEY TOPICS AND PROJECTS
Year 7 is about developing key observational drawing skills particularly linked to Natural Forms, whilst also exploring a range of media to gain an understanding of how different processes and techniques can enhance their work. Students will be encouraged to understand tone, scale and colour which are core elements within all studies in Art. Here they discover traditional ways of making whilst also broadening their knowledge of contemporary art through research.
In Year 8 we begin to work with the idea of ‘Still Life’. We may begin with traditional ideas for this theme, but this is all about finding personal ways that the subject of ‘Still Life’ can be portrayed. We will begin to ask students questions about their work as it progresses. ‘Why does it look the way that it does?’ ‘Why did you use this particular colour palette?’ ‘How does the work communicate your ideas for the
artwork?’. We want to see character, foster individuality and for students to develop independence!
Year 9 is the stepping stone to GCSE, where students will experience an extended and deepening period of research through seeing and understanding. There is an expectation that they will become ever more committed and use opportunities to come into the studios during lunchtimes or after school and the work become more personal or related to the theme of self-portrait. Students are really encouraged to experiment and take risks in their work as they begin to develop their own creative and personal approach.
RHB LEARNER QUALITIES
Making Art at Royal High helps students develop as artists and as people. They are encouraged to be passionate about the subject and courageous throughout their art making. They should be brave and ambitious without losing sight of themselves. Students will naturally become inquisitive about the world around them and through their research and inquiry become critical thinkers. The ability to be reflective and a problem solver are also
valuable skills that we encourage through the creative process. The unique and creative sensibility that each student processes is something we are proud to celebrate and nurture in the Art School.
CO-CURRICULAR
The Art School offers many extra-curricular opportunities to all its students, including scholars Art Club, printmaking and exploration of darkroom photography are some of the clubs on offer.
The Art lessons are super inclusive and enjoyable. This year I have really enjoyed doing sculpture, especially using Modroc.
Year 7 Student
Classics
Classics, which includes the study of Latin, Greek and the literature and culture of the ancient Greek and Roman world, is the ultimate crosscurricular subject.
It develops both creativity and logic and supports studies in English, Modern Foreign Languages, Humanities and Science. Through our investigation of the ancient world, we better understand modern society and can assess how far and in what ways our language and culture have developed. More than that, a classical education (whether in Latin, Greek, Classical Civilisation or all
three) is rich and rewarding in itself and is guaranteed to make students think, whilst having plenty of fun!
KEY TOPICS AND PROJECTS
In Year 7 Students study Stages 1-5 of the Cambridge Latin Course Book 1, building confidence and fluency in the language through our investigation of Pompeii and the adventures of Caecilius and his familia. Students familiarise themselves with the concept of cases and declensions whilst making many comparisons between the ancient and modern world, such as in our investigation of theatre and the roles of women.
In Year 8, students build upon this knowledge with Stages 6-12 of Book 1, studying the imperfect and perfect tenses as well as the dative case. We continue to investigate life in Pompeii, including gladiatorial games, bathing, Roman schooling and the cataclysmic eruption of Mount Vesuvius, which then provided us with such a rich source of archaeological evidence from the Bay of Naples.
Year 9: As students advance into Year 9, they are divided into three groups. One studies Classical Civilisation alone, focusing on the
Greek and Roman world in English. Another group studies Latin, with context focused on Roman Britain and Alexandria using the Cambridge Latin Course Book 2. The third; ‘Gratin’ studies the same as the Latin class but with some additional Classical Greek language, using John Taylor’s Greek to GCSE. Students may opt to continue any, or all, of these subjects at GCSE.
RHB LEARNER QUALITIES
The study of Classics continues to develop vital Learner Qualities. Students show compassion, kindness and sparkiness when imagining themselves in various situations in the ancient world and they are inquisitive and collaborative when communicating their ideas through class presentations, projects and debate.
Reflective thinking is developed when studying morphology of a classical language and brave when rising heroically to the challenges of each subject area.
CO-CURRICULAR
I think that Greek and Latin are really interesting to see how many words in English or other languages are based on the vocab. Greek is also really cool because the alphabet is so unlike anything else.
Myth Club is the exploration of mythological stories through craft, acting and games. Enrichment experiences include the Classical Symposium, when students stage a classical variety show, with short dramatisations of Latin stories, sketches, quizzes, songs and more; a fascinating talk on Roman Daily Life from world-famous author Ben Kane; the Festival of Latin Drama and Roman Day with the pre-eminent Roman re-enactment group, Legio II Augusta. With Aquae Sulis on our doorstep, we visit the Roman Baths to handle artefacts from 2000 years ago and discover more about what the Romans ever did for us. Overseas trips in Year 8 and above, have included the Bay of Naples in Italy.
Computer Science
As technology continues to transform the way we live and work, computer science lessons at Royal High equip students with the skills to adapt to a changing world and defy the stereotype that girls don’t study computing. In Key Stage 3 students have two hours of computer science a fortnight and lessons focus on four key pillars.
KEY TOPICS AND PROJECTS
Programming – Girls learn how to use the Python programming language which is widely used in schools and industry. This is an opportunity to develop problem solving skills and explore how algorithms work. The aim is for all students to emerge from Year 9 as confident coders, allowing an easy transition to GCSE computer science, giving all an awareness of the possibilities of programming.
Digital literacy – At Royal High we want to equip girls with the essential IT skills required for modern life. It’s easy to assume that our smartphone, tablet-wielding youngsters inherently know how to use tech but experience shows there are gaps to fill. From the beginning of Year 7 we teach how to use Microsoft apps including Teams, OneDrive and OneNote safely and effectively. Girls also practice using spreadsheets to organise and analyse data.
Artificial intelligence – AI is seemingly everywhere and that presents those growing up today with huge opportunities but also challenges as everyone grapples to make sense of the technology. In computer science girls learn how AI works by building machine learning models and developing their own solutions. They also consider the impacts of the technology and learn to evaluate when they can and cannot use it to support their studies.
Computing fundamentals – We don’t all need to know how to build a computer but having a basic understanding of systems, networks and the cloud is essential for businesses today. Students discover the binary building blocks used by all computers and learn how to be on their guard against the attacks launched by cyber criminals.
RHB LEARNER QUALITIES
Computer science provides an invaluable opportunity to learn how to problem solve and for girls to become independent learners. So often there are multiple ways to achieve a goal and find the answers to a technical question online. Girls are encouraged to be brave, creative and inquisitive. Reflective self-evaluation is used to check which of the key skills have been improved through that project.
Computing is fun. I like how the solving problems allows me to challenge myself to make better programs.
CO-CURRICULAR
At Royal High we like a challenge! At Key Stage 3 all girls take part in the national Bebras computational challenge and coding competitions. Competitions against other schools take place throughout the year including CyberGirls and CyberExplorers. We offer weekly lunchtime clubs, which can be tailored to students’ interests, and have access to a range of exciting kit including Microbits and Raspberry Pi computers. There are regular opportunities for out-of-school visits including the Girls in Tech and Unlock Cyber university days and trips to the National Museum of Computing.
Drama
The Drama curriculum at Royal High has been designed to help students progress in their knowledge, skills and understanding of how to create, perform and evaluate theatre offering them a foundation in important skills for life and a foundation for further Drama study at GCSE and A Level.
Students are taught practical lessons in which they actively use their imagination and discover the importance of bravery in a safe and collaborative environment. The Drama classroom is the perfect place for students to explore their selfexpression, grow their confidence and develop their unique voice.
KEY TOPICS AND PROJECTS
In Year 7 students build their Drama Tool Kit as they study units on folk tales from around the world, as well as Frantic Assembly’s renowned style of physical theatre. Furthermore, themes such as identity and humanity are examined through the practical exploration of Brecht and socio-political theatre, encouraging girls to question and reinterpret different characters’ perspectives.
Year 8 brings further opportunities for collaboration and creativity, focusing on the physical theatre style of Gecko Theatre Company. Themes such as women’s rights and social media are reflected upon through the study of Berkoff and sociopolitical theatre. Students study and perform sections from the text The Curious Incident of the Dog in the Night Time for their end of end exam.
In Year 9 students are introduced to the elements of several key practitioners and theatre companies, including the methodologies of Kneehigh Theatre Company and The Paper Birds Company. Students develop their knowledge of directing, developing their own director’s concept with an enhanced focus on staging, costume, lighting and sound with in-house sessions run by our Performing Arts Technician.
RHB LEARNER QUALITIES
Through their work in Drama, students develop creativity, shaping and structuring their work, they solve problems and become more open to new ideas. Collaboration and communication are key, as is the analysis of character and experience and the consideration of different perspectives and circumstance, in order to develop empathy and compassion for others.
Drama at Royal High is designed to stimulate the imagination, encourage self-expression and risktaking. Investigating theatre’s ability to powerfully communicate and break down barriers encourages our students to create their own original work, which is regularly celebrated in termly showcases. The skills learnt and developed within our Drama classroom are transferable to all aspects of academic life and are essential for successful and happy life-long learners.
CO-CURRICULAR
The department produces annual cross-year group productions, a ‘Monologue Slam’ house competition, a ‘Creative Stages’ dramatic writing event, Scholar Productions, our Sixth Form Production at The Egg, as well as our prestigious whole school musical in which students are encouraged to take part as actors, dancers, technicians or backstage and front of house.
Our Sixth Form Scholars contribute to our popular and nurturing Year 7 Drama club which welcomes the youngest students to our vibrant and thriving department, building to a presentation for an invited audience.
We run regular half-termly theatre trips, including visits to local venues such as the Theatre Royal Bath and Bristol Old Vic, as well as further afield to London and Chichester. We regularly host visiting theatre professionals, including directors, actors and theatre companies, this year we have welcomed The Paperbirds and Jodie Steele, as well as hosting performance skill workshops on self-taping or audition technique.
We openly encourage students to audition for professional opportunities and several of our students have secured agents and professional contracts as a result.
English is central to school life at Royal High for very good reason. We are in awe of the power of both the written and spoken word and cannot wait to share this enthusiasm and expertise with students. Students learn to share this love and awe through independent academic inquiry, collaborative dialogue with teachers and immersion in an eclectic array of texts.
We offer an unapologetically literature-centred curriculum, studying a range of texts each year: poetry, drama, non-fiction and prose. We blend old and new, the traditional canon with female authors and writers of colour, the predictable with the surprising, contemporary and unpredictable.
KEY TOPICS AND PROJECTS
Each year of KS3 offers a pathway for students to enjoy a rich and varied literary diet, from ancient origin stories to contemporary gothic fiction, from Shakespeare to Toni Morrison. Simultaneously, we carefully nurture skills crucial to students’ development. We hold a particular focus on critical writing, speaking and listening, and independence; we give explicit attention to fundamental elements of reading (such as the appreciation of language choice, or consideration of how contextual factors affect interpretation) and of writing (such as grammatical accuracy, or the employment of rhetorical devices in persuasive writing). By Year 9, students will develop the more sophisticated technical skills which will be required of them when studying English at IGCSE.
The aim throughout our teaching is to balance contemporary texts and the classics – but, in all cases, texts are chosen for their literary merit, complexity, interest, diversity and enjoyment. For some topics we
use bespoke and teacher-curated anthologies of texts to expose students to a range of voices and writing. Year 7 students might explore autobiographical writing, Year 8 students might examine how women are portrayed in literature, and Year 9 students may explore radical writing from various moments and places in history.
A love of reading is the beating heart that animates the classroom. In Years 7 and 8, library lessons once a fortnight complement classroom teaching and provide a space for students to embark on their own reading journeys. In Year 9, the library remains a vital fixture in each student’s literary life.
RHB LEARNER QUALITIES
We are committed to promoting fiction, which is not aimed specifically at children, but which is accessible and enjoyable for our inquisitive and brave students. In Years 7 and 8 one English lesson a fortnight is a designated ‘library lesson’ in which students read a fiction book of their own choosing, with opportunities to swap recommendations, discover new writers or genres and really stretch the ambition of their reading, under the guidance of the teacher and librarian who know them best. There are reading challenges to inspire and motivate the students to be adventurous and ambitious.
Communication in all forms (active listening, critical thinking and empathy) are an integral element of studying English. Our curriculum allows for a holistic sense of personal development alongside academic skills. Many of our texts originate from other cultures or deal with difficult, divisive or controversial issues, encouraging mature debate and compassion for others.
CO-CURRICULAR
Beyond the classroom, we have thriving student-led societies which provide thrilling opportunities for passionate students to enrich their knowledge.
Our Debating Society, competes against other GDST schools in formal competitions; we have also enjoyed ‘The Write Space’, a cherished creative-writing society for students to share, swap and nurture their writing skills.
Theatre trips include a visit to the Christmas performance at the Bristol Old Vic, which provides a fantastic alternative to pantomime, and we are regularly visited by working authors to share their expertise with our students.
Along with all of this, there are often cross-curricular opportunities with subjects such as Music, Art and History.
I love my English lessons purely because my teacher makes me want to learn and enjoy every part of English, even poetry which I used to hate.
Year 7 Student
Geography
We live in a world of amazing beauty, complexity and rigorous challenge. Our aim in Geography is to open the door to this dynamic world and prepare our students for their role as global citizens in the 21st century. Geography provokes and answers questions about the natural and human worlds. It explores the interaction of humans and their environment on sustainability.
We focus on developing investigative, problem solving, analytical, graphical, numerical and communication skills. Our department has been recognised as a National Centre of Excellence in Geography Teaching and has won many awards including the prestigious Royal Geographical Society Teaching Award. We are a specialist and national leader in using GIS (computer mapping) with our students.
KEY TOPICS AND PROJECTS
Our topics progress from looking at local to global issues and cover both human and physical processes.
In Year 7 we introduce students to the idea of exploring local places from a variety of perspectives and to consider how places change
over time and the impact this has on different groups. We look at key global environmental issues such as plastic pollution and deforestation. We develop students key map skills and understanding of the uses of GIS computer mapping. We also focus on river systems and develop understanding of river flooding worldwide.
In Year 8 we look at the concept of sustainability in everyday consumption. We focus on the fashion industry, look at its social and environmental impacts on the world around us. We then look at weather and climate systems around the world and how extreme weather events impact communities and can be managed. This links to understanding the carbon cycle and how humans are disrupting it.
In Year 9 we progress to examine the concept of risk, based around the study of plate tectonics. We look at how contrasting places manage risk from earthquakes and volcanic events. This is based around the GCSE syllabus, giving students a flavour of this subject as an option.
We then continue with a topic on ecosystems, focusing on hot deserts and how humans use and impact these landscapes. Finally we look at global population dynamics including
changes to birth rates and the issues relating to migration patterns.
RHB LEARNER QUALITIES
In Geography we embed our Learner Qualities in so much of what we do. Students work collaboratively in problem solving activities, for example, developing a plan for the use of an area of rainforest. Geography students are reflective thinkers, often considering how they could improve their work and set themselves targets.
Our subject deals with many sensitive social and environmental themes, including global poverty and sustainable development, and so we encourage pupils to be kind in their outlook to the world around them.
Students are asked to be brave, by designing their own fieldwork and collecting data to analyse. We promote inquisitiveness in our students about the fascinating and complex world around them.
CO-CURRICULAR
We run lunchtime clubs with a focus on exploration of technology, geopolitical investigation and debate. Foreign trips over recent years, have included: Italy, Morocco and Iceland.
I love learning about places around the world. It was interesting to learn about the fashion industry and how everything we do can have hidden impacts. It has made me think about my place in the world and how we are all interlinked.
Year 8 Student
History
History lessons at Key Stage 3 are designed to develop both critical skills and an over-arching sense of the chronology of British History in its widest sense.
KEY TOPICS AND PROJECTS
Year 7 starts in 1066 with the Norman invasion and investigates the reasons for William’s victory and how he secured control. We then move on look a Medieval life, the reign of King John, the signing of Magna Carta and the challenges facing medieval rulers. Core to this year are critical-thinking and reflection skills: how to construct an essay, how to evaluate primary source materials and why the significance of events can change over time.
In Year 8 we move on to the Early Modern period and explore the challenges facing the Tudor and Stuart monarchs. This includes the English Reformation and the Civil Wars, and the start of the British Empire and slavery..
There are opportunities for creativity with an exploration of the symbolism of Elizabethan portraits. We look at ordinary people too, including researching the lives of Black Tudors. We also have a fascinating module on witchcraft to try to understand the social and cultural reasons for the persecution of women for an imaginary crime.
In Year 9 we focus on the struggles of the 20th century. We start with the First World War and then move on to the campaign for Women’s Suffrage. We then have a depth study on the Holocaust, a topic in which we are nationally recognised for leading practice in teaching, having been part of UCL’s Beacon Schools Programme in 2021.
RHB LEARNER QUALITIES
Reflective skills are absolutely crucial to our students’ development as historians. In addition, we always encourage our students to be inquisitive in project work which also develops presentation and collaborative skills. Finally, we value bravery: over the three years, the girls will have studied courageous women who have dared to be different.
CO-CURRICULAR
As a department we want to develop students’ love of history. We offer extensive suggestions for wider reading and films to enhance knowledge and enrich understanding. We collaborate with our Drama department to take students to relevant performances: recently War Horse and Hamilton. We also run a range of trips: in Year 7 we visit Berkeley Castle; in Year 8, students attend a workshop on the Transatlantic Slave Trade and in Year 9 we run a trip to the Battlefields of the First World War.
History teaches us about the past of our country and the cultures of others. It lets you see things from different perspectives.
Year 8 Student
Mathematics
Problem solving, discussion, debate, making cross-curricular connections and risk-taking is at the very heart of the teaching ethos at RHB. Mathematics is not a spectator sport! Our students learn to work as part of a team to solve problems in a variety of real-world contexts. Challenged not only to grasp the required skills and concepts, but to appreciate the way in which Mathematics relates to the world around us and to learn to appreciate the vast opportunities and career paths that success in Mathematics can facilitate.
KEY TOPICS AND PROJECTS
Mathematics is taught on a spiral curriculum, concepts first met in Year 7 are revisited in subsequent years, incorporating higher level concepts and applications, developing an understanding of the inter-dependency of mathematical concepts and cross-curricular applications.
In Year 7 students begin in mixed ability groups.
Fractions, decimal and percentages are explored, alongside algebraic techniques. Area and volume,
transformations and symmetry, are covered, and we enable students to develop an understanding of statistics to make decisions about data. Students quickly discover that the subject is much broader than in primary education and enjoy the opportunity to develop their skills through problem solving and group work.
In the second half of the Autumn Term, students are streamed into teaching groups based on levels of confidence and ability, providing more targeted support to those that need it, whilst ensuring more secure learners are sufficiently challenged.
In Year 8 students further develop the key skills of algebra, area and volume and number, and to apply these to solve problems in less familiar contexts.
We build confidence in the use of mathematical language and communication of mathematical ideas. More complex concepts such as index laws and standard form, probability and set notation, construction and bearings and Pythagoras’ Theorem are introduced.
Year 9 focuses on mastering the Key Stage 3 techniques required to be successful at GCSE. The interconnectivity of ideas is explored thoroughly, and girls develop their skills in identifying appropriate problem solving techniques. They meet the challenges of simultaneous and quadratic equations, sequences,
trigonometry, and further develop the idea of looking at the efficiency of solutions.
RHB LEARNER QUALITIES
Our Learner Qualities are at the very core of everything we do in Mathematics! We place emphasis on tenacity, perseverance and risk taking. Girls learn there are often a number of ways to solve a problem. They develop skills to try new approaches if at first they don’t succeed. They explore different avenues, communicating and debating appropriate techniques and provide convincing and well constructed mathematical arguments and justifications.
CO-CURRICULAR
The Mathematics department works closely with Science and Computing to promote STEM, and offers a variety of enrichment opportunities. Recent examples include the UKMT Mathematics challenge, Year 8 students attending masterclasses at Bristol and Bath Universities, running an enrichment morning for local primary students, Aspire lectures, and Year 12 students attend Mathematics Inspiration talks.
We embrace events such as Women in Engineering and Pi Day, an opportunity to showcase the interrelated nature of Mathematics and its relevance to all other aspects of learning.
There are lots of ways to work things out and try new things. There is so much in Maths, you are sure to find something you enjoy!
Year 7 Student
Music
Housed in our purpose-built Steinway Music School, Music in Key Stage 3 focuses on developing the three major musical skills areas: composing, performing, and, listening and appraising. We encourage all students to stretch their own boundaries, regardless of their prior musical experience. We address a wide variety of styles in our work and provide plenty of opportunities for practical work, including public performance.
Over the three years, students become increasingly confident in performing and composing in a wide variety of styles, analysing music and have direct access to our wide range of Music Technology equipment both in our dedicated Apple Mac computer suite and recording studio.
KEY TOPICS AND PROJECTS
Year 7 students begin by investigating ‘What Makes a Good Song’. This brings their own love of music into the classroom and leads onto an original composition using Logic Pro X software on the Apple Mac computers. The Spring term delves into orchestral instruments and allows the students to gain a ‘hands on’ approach into the various instrumental families.
These lessons allow our team of dedicated visiting instrumental teachers to demonstrate their individual expertise and give our students an insight into the technical and practical demands of performing. As a way to celebrate the summer students engage in the wonderful and exciting world of Samba. As well as learning pieces on traditional drums, they get to understand the social aspects of this incredible culture through listening and analysis.
In Year 8 students access a broader range of musical styles, such as Music for Film, Reggae and Jazz. Each topic incorporates performance and composition, and it is clear to see the development and transformation of every student’s musical ability.
By the end of Key Stage 3, Year 9 students have been immersed in all musical styles and are able to demonstrate a broad understanding of the history and social development of music in a number of ways. With the continuous development of music theory throughout the key stages, all students are in a strong position to continue their studies with confidence at GCSE level.
I didn’t think music was for me but now I’ve written my own song, tried Samba Band, and even learned how an orchestra works. Music is one of my favourite parts of school.
Year 7 Student
RHB LEARNER QUALITIES
Our music students are nurtured throughout the course. We help them become critical thinkers; independent and responsible as they develop musical skills to make connections between cultures, styles and techniques. Students develop their communication skills through performance and composition which is highlighted throughout the year in many of the 30 concerts produced annually.
CO-CURRICULAR
Music opportunities at Royal High are broad and varied – there is something for everyone! Here are a few of the ensembles currently available:
Chamber Choir
Orchestra
Chamber Groups
‘Gig Night’ Bands (Pop & Rock)
Song Writing
Percussion Ensemble
Samba Band
Music Theory Club
Whole-School Production
Modern Foreign Languages
Throughout Key Stage 3 your daughter will learn French, German, Mandarin, and Spanish.
As well as having fun learning and speaking the language, your daughter will have plenty of opportunities to explore the culture of the countries where the target language is spoken.
We aim to provide a dynamic and supportive learning environment that will produce positive and confident linguists.
KEY TOPICS AND PROJECTS
In Year 7 your daughter will learn French throughout the year, alongside half a year of German and half a year of Spanish. She will also have taster lessons in Mandarin. In Year 8 your daughter will choose to study two languages from French, German, Mandarin and Spanish. In Year 9, she will continue the study of these two languages. Students will develop their listening, reading, writing, and speaking skills throughout Key Stage 3. By the end of Year 7 they will understand short texts and they will be able to communicate information and opinion orally and in written form on a range of topics.
In Year 8 students will be able to communicate in two tenses in written work, and they will start to develop their ideas in the target language. They will have a broader understanding of basic vocabulary and language structures and will respond to longer texts.
In Year 9 students will be writing logical and coherent pieces in the target language, including the use of three different tenses. They will be reading authentic texts and they will be developing the ability to interact with a degree of spontaneity in oral work.
RHB LEARNER QUALITIES
Students will develop their collaborative skills in the foreign language; they will be able to communicate extended responses and opinions, discuss with their peers and they will have the opportunity to present in the target language.
Key Stage 3 students will enjoy many opportunities to be creative in their learning, not only in terms of language, but also in terms of culture. They will be chefs, designers, singers, and artists! They will also use their IT skills on our Sanako Connect digital learning platform to be creative and inquisitive in their learning.
We encourage students to be brave in their approach to challenge, for example, they will have the opportunity to take part in speaking competitions. Students will use the target language in different situations: in pairs, in groups and presenting to the class.
CO-CURRICULAR
In Key Stage 3, students will have many opportunities to explore language and culture outside of the classroom. There is MFL club where language is explored through song and film, and students find out about the culture (and food!) of different countries. There are competitions to take part in, including the MFL karaoke competition.
Year 7
FRENCH GERMAN SPANISH
Describing myself and others
Describing my school
House and home
Free time activities, use of technology
Year 8
Talking about music, style and personality
Describing an outing
Media
School
Introductions and numbers
Describing myself
Describing my family
Describing myself and others
Talking about my free time
Describing my school
School
My
Town and region
Year 9
Health and lifestyle
Jobs and future plans
Holidays
Health and fitness
Numbers,
Family
Colours
Animals
Jobs and work places
Clothes and daily routine Time and daily routine
“Learning Spanish and Mandarin has made me curious about the world. I get to celebrate different cultures with my friends and really enjoy international cookery sessions.”
Year 8
Student
Physical Education
At Royal High, Key Stage 3 students experience a wide variety of activities within their Physical Education (PE) lessons and games mornings or afternoons.
KEY TOPICS AND PROJECTS
PE lessons are timetabled as two hours per fortnight and taught by subject specialists.
Activities include tag rugby, athletics, gymnastics, football, dance, badminton, orienteering, tennis, basketball, volleyball and healthrelated fitness. In addition to their PE lessons the girls have dedicated Games mornings or afternoons with a focus on major and minor sports taking priority such as hockey, netball, cricket, athletics, cross-country, swimming, football and tennis.
When pupils enter Year 9, they are given the choice to continue to pursue their interests in our major and or minor sports or pursue a variety of physical activities with a more recreational focus such as Zumba, yoga, orienteering and fitness, where the focus is on wellbeing.
RHB LEARNER QUALITIES
Our aim is to foster a lifelong enjoyment and engagement in sport and or physical activity, so that our pupils can confidently maintain a healthy, active lifestyle beyond the school parameters. We develop girls’ knowledge, understanding, skills and techniques in the various sports and physical activities that we do, whilst trying to instil our RHB Learner Qualities.
By the end of Key Stage 3 students will be physically literate, confident, motivated and take responsibility for ensuring a healthy, active lifestyle.
CO-CURRICULAR
The PE and Sports Department run an extensive co-curricular programme during lunchtimes and after-school. Clubs are offered to all girls in our major and minor sports, with the aim to offer them over two terms. The clubs are delivered by subject specialists and or in partnership with some of our external providers e.g. Team Bath Netball and Bath Cricket Club, whose coaches deliver sessions in their respective sports.
In addition to clubs, we offer those students who are interested in representing the School the opportunity to play in a comprehensive fixtures programme that runs during the week and or on Saturdays. This gives our sports performers the chance to apply their skills, techniques and tactics learnt in both PE and Games into the experience of a competitive scenario. Being a GDST School, we also compete year-round in the various rallies whereby pupils get to meet and compete against other Trust schools, with some events involving overnight stays.
The Sport Scholars and Elite Performers also have the opportunity to continue to build upon their knowledge of how to train and how to achieve their potential in their desired sport. We offer Strength and Conditioning, whereby girls can develop the necessary physical attributes for their chosen sport(s), offer a flexible programme to allow them to potentially pursue these interests within school time, provide a variety of different events and or workshops that our students can attend in addition to having strong cub links with a number of the top clubs within the South-West and the University of Bath to provide access to performance pathways.
I’ve loved getting to try so many new sports this year, but hockey is definitely my favourite – I love being part of a team, working together, and pushing myself every match.”
Year 7 Sports Scholar
Problem-Based Learning
At Royal High, we have developed our own subject, Problem-Based Learning, to help our students develop our RHB Learner Qualities and other important skills for future studies and becoming world-ready. In Years 7 and 9, students have one timetabled lesson per week where they encounter various challenges designed to enhance problemsolving skills such as critical thinking, collaboration, research, and lateral thinking. In Year 8, these skills are further developed through specific off-timetable days, such as our Entrepreneurship project and the Festival of Ideas project.
This subject supports the wider curriculum with a specific focus on skills development and reflection. Students work in groups, freely experimenting with their own ideas to solve real-world problems, thereby supporting each other and the wider community.
KEY TOPICS AND PROJECTS
In Year 7, we start with a project focused on team development. Students face a series of challenges related to the seasonal theme of leaves. The primary problem is developing a functioning team. They create a display to showcase their achievements and reflect on their teamwork.
In the Spring term, students undertake the Undivided project, collaborating with the Head of International Students and Undivided Prefects to research and propose a new festival or celebration day for the school calendar. Recent additions have included Joy Day, Cambodian New Year and World Refugee Day.
The third project of the year involves finding solutions to an external problem. This project evolves based on the opportunities available at the time. Past projects have focused on Sustainability and collaborating with the Museum of
Bath Architecture or the Herschel Museum to make their collections more engaging for young people.
In Year 8, Problem Based Learning is integrated into the curriculum through off-timetable projects. The Festival of Ideas is designed annually around a theme that provides opportunities for collaborative work, research, and presentation skills. Past themes such as ‘Finding Your Voice,’ ‘Progress,’ and ‘Harmony’ have led to outcomes like dramatic productions, science fair stalls, and a mini–Model United Nations.
The Year 9 curriculum will include Problem Based Learning for one period per week. The course involved problem solving through research and funding in collaboration with the Crane Academy, Kenya and a CREST award project, this year this was in partnership with the Lansdowne Nature Reserve.
RHB LEARNER QUALITIES
This subject is designed to provide opportunities to develop bravery in solution-finding and effective collaboration. Students cultivate their inquisitiveness through relevant research and develop empathy for specific situations, challenging them to enact positive change. They are rewarded for thinking ‘outside the box’ and being ‘sparky.’
CO-CURRICULAR
PBL is woven into co-curricular activities throughout Years 7–9. The initial project is launched at Kilve Court in Year 7, and skills from PBL are further tested during residential opportunities in Years 8 and 9.
I have really learned the value of teamwork from PBL. Everyone needs to play their part in a way that is essential to getting the job done.
Year 7 Student
Science
An understanding of Science is essential in our modern, technologically advanced society.
In addition to understanding the principles underpinning Biology, Chemistry and Physics, it is vitally important that our students are able to comprehend the vast amount of scientific and pseudo-scientific information they are presented with on a daily basis.
KEY TOPICS AND PROJECTS
At Royal High the wide variety of engaging topics encountered throughout Key Stage 3 enable our students to develop their critical thinking skills as they learn to apply their knowledge.
In Year 7, our students will have one teacher for Science. The course introduces important concepts as well as developing practical and communication skills. A mixture of theory, practical and project work lay the foundations on which to build in future years. The project work in particular, allows for great creativity and we are always incredibly
impressed with the quality and variety of models and presentations such as on cells, the solar system or acids and alkalis, for example, produced during this year.
In Year 8, we split the teaching into the traditional disciplines of Biology, Chemistry and Physics, which are usually taught by specialists in each area.
In Year 9, we start to prepare for studying science at GCSE. IGCSE work is started during Year 9 along with preparatory work which secures the basic knowledge needed for success at IGCSE.
RHB LEARNER QUALITIES
Throughout the Key Stage 3 courses, our students are continually challenged to question and think critically about what they are learning. They develop problem-solving and reasoning skills, teamwork, collaboration and communication skills and mathematical skills (including the handling of data, the use of equations and the plotting of graphs).
At the same time, they learn all the vital scientific knowledge they require for future success.
CO-CURRICULAR
The Science Faculty offers a wide variety of opportunities beyond the curriculum, including: A vibrant Science Club open to all students in Years 7–8, with a whole variety of fun activities. In the past, some of our Science Club students have had the opportunity to attend the Salter’s Festival of Chemistry at a local University, where we have enjoyed great success in the challenges presented there.
A Key Stage 3 Gardening Club which caters for those who aspire to have green fingers! Plants are grown and nurtured with an occasional plant sales helping to support the school’s charities.
A Year 9 and 10 CREST club enables teamwork and communication to be further developed through the undertaking of a CREST Award project.
Previously, students have developed plans and models for a housing development using sustainable materials and have designed plans to improve sanitation at our sister schools in Kenya and Cambodia. The possibility of investigations is limitless with recent titles looking into everything from ‘What makes the best bath bomb’ to ‘Which potato contains the highest carbohydrate concentration’. All year groups are also invited to Dissection Club, where many organisms are examined to reveal their anatomy.
Year 7
INTRODUCTION TO SCIENCE
Separating techniques
Year 8
BIOLOGY
Nutrition
Respiration
Evolution
Foundations of Chemistry
Chemical reactions Electricity
Heating and cooling
Photosynthesis Sound
Inheritance
Year 9
BIOLOGY
Organisms in the environment
Feeding relationships
Cycles
Movement of molecules into and out of cells
Levels of organisation
Cell structure
Human impact on the environment
Biological molecules
CHEMISTRY
Chemistry in the world around us
Particles and separating mixtures
The structure of the atom
Introduction to Reaction Rates
PHYSICS*
Living Beyond Earth
Energy in the 21st Century
Medical Physics
Communications
* The Physics topics take a context-led approach, enabling our students to explore a range of concepts as they apply to everyday and technical settings.
Practical work is fun, and I enjoy working in a group or with a partner, finding out more about things we can’t always see, everyday things we use, and how science is used in day-to-day life.
Year 7
Student
Religion and Philosophy
At Key Stage 3 Religion and Philosophy (R&P) aims to develop an enquiring and exploratory approach to ideas. The course is designed to introduce students to both strands of the subject. There is some in depth study of religious beliefs and practices; and some consideration of philosophical questions. Students are encouraged to raise questions, discuss ideas and weigh up arguments.
KEY TOPICS AND PROJECTS
The Year 7 course introduces a range of Religion and Philosophy topics. It starts with ‘Beginnings’, where we study Religion and Philosophy skills, and then takes an enquiring approach to the stories of creation in Genesis and other cultures. We move on to look at elements of Hindu beliefs and practices, before considering attitudes to animals. The Summer Term ends with project work for the NATRE ‘Spirited Arts’ competition.
In Year 8, the main focus is Ethics. Students begin by considering moral choices and values. They then look at Martin Luther King and the civil rights movement. A study of Sikhism focuses on the concept of Sewa. Sin and salvation from the Christian perspective are studied in the lead up to Easter. Students draw the year’s ideas together by looking at justice in the Summer Term and finish with a project on the work of Amnesty International.
The Year 9 course aims to introduce the students to some philosophical questions and methods. We begin by asking what it is to be human (this is the Core Theme for the IB Philosophy course). Questions about the nature of God and the problem of evil allow students to develop their argument and debating skills. The final module is an enquiry into Islam, which looks at the Five Pillars. For their final project work students can choose from a variety of topics about Islam.
RHB LEARNER QUALITIES
It is the nature of the subject to think deeply, analyse ideas, develop explanations and come to conclusions through evaluation. In order to do this there is a focus on discussion so that students consider a wide range of views, some of which may be different from their own. Here there is a need to offer clear and convincing explanations.
There is also an emphasis on approaching learning with respect and empathy for the views and traditions of others. When it comes to the challenging ethical and philosophical questions students develop tenacity and perseverance.
CO-CURRICULAR
The department offers Philosophy Club during the Autumn term –where students come along to informally discuss a range of interesting questions.
I like R & P because I find it interesting, and I like to contribute to all my lessons. I like to write a lot in R & P since it is the main subject I enjoy. My favourite topic has been: all of them! … but if I had to pick one, it would be the problem of evil.
Year 9 Student
Technology Design Technology
Design Technology at Key Stage 3 is designed to be exciting as well as teach the students to be innovative and problem solve whilst learning both traditional and Computer Aided Design and Manufacturing skills.
KEY TOPICS AND PROJECTS
In Year 7, students do a variety of projects that have a focus on skills. Firstly, students learn 2D design and have an introduction to metal work by designing and manufacturing a pewter cast pendant. They then move onto learning the basic hand workshop skills by making a jewellery box for their pendent. Lastly, they learn about plastics and vacuum forming by making chocolate moulds to create a celebration chocolate bar.
In Year 8, the students have the chance to shine, by making lamps. They continue to develop their skills becoming confident makers in the workshop. They follow a standard frame and learn complex joints to hone their hand skills. They individually design the shade of the light incorporating any skills and materials they like.
In Year 9, students consolidate their skills from the previous years and design and manufacture a vertical planter. We continue to push boundaries with creativity and innovation and further develop their skills to design more complex outcomes becoming confident with hand techniques with traditional craft and modern manufacturing techniques including CNC and CAD CAM equipment.
RHB LEARNER QUALITIES
As a designer, students need to be empathetic in understanding their intended user needs. The students follow the iterative design process which encourages the students to be a critical thinker, a problem solver and to push boundaries to take risks with their ideas. The students then test their thinking and reflect upon what they have learnt, to develop and refine their ideas to a final solution.
CO-CURRICULAR
In Design Technology we offer a variety of co-curricular opportunities for Key Stage 3 students to come down and use the workshop to design and make products of their own choice and extend their skills. We also run a variety of competitions throughout the year for the students to enter. This year, one of our students won the prestigious Arkwright Engineering Scholarship.
I love DT because it allows me to be creative and free. It allows me to use so many different materials and tools. Each time I start a new project I learn something new and super cool which helps me in day-to-day life.
Year 9 Student
Technology Food Technology
At Royal High, Key Stage 3 Food Technology is designed to enable the students to learn about food and cooking through experiments, demonstrations and practical application.
By the end of Year 9, all students will be able to cook themselves meals from scratch and will have an awareness of seasonality of produce and know how to avoid wasting money or food.
KEY TOPICS AND PROJECTS
In Year 7 the students learn through practicals focusing on the basic skills needed to produce meals. These include; knife skills, sauce making, meat cookery, how to adapt recipes, and preparation of fruit and vegetables. They also learn how to use different tools and equipment safely and effectively. Through experiments and class activities they explore basic nutrition, understanding of the eatwell guide and the importance of hygienic practice in a kitchen.
In Year 8 the practical lessons are based on staple foods. Students learn to make a range of dishes from scratch but design and adapt
recipes to their own taste. They learn how to put flavours together, add and remove ingredients but not change the success of a dish.
They create a range of products which are based on the dietary guidelines and more advanced skills than year 7. These include making bread, pasta, fish cakes and swiss roll.
In Year 9 they a more science-based curriculum to reflect the knowledge at GCSE. They experience food on a rotation with textiles and DT and have more lessons in a term and a half rotation. They learn about aeration, gelatinisation, emulsification, shortening and coagulation. They create recipes such as soufflés, tarts, focaccia and mayonnaise. Throughout their lessons, they learn both the theory and the practical through demonstrations, activities and cooking.
RHB LEARNER QUALITIES
The students learn in Food Technology in many ways. Through practical work they learn by experience and develop excellent evaluation skills independently or through whole class feedback after a practical. They work collaboratively doing food-based investigations and discussions and learn about the food cultures of other countries through
our multi-cultural school community. Research skills are used looking into different ingredients and being selective with suitable recipes.
CO-CURRICULAR
The Food Technology department offers opportunities for students to develop their skills outside the classroom. Year 7 have the opportunity to take part in a lunchtime cookery club.
All students can take part in our contests and competitions such as MasterChef and Bake Off. We also regularly welcome visiting speakers who come in and hold talks and lunchtime demonstrations.
Food Tech lets us learn a lot more about not just making the food, but also learning WHY it’s made and what other things are hidden behind what we eat every day.
Technology Textiles
Textiles is a creative, fun and exciting subject. We have an innovative approach that allows our students to flourish into skilled, confident designers and craftswomen.
KEY TOPICS AND PROJECTS
In Year 7, we focus on the basics, exploring a range of traditional textile techniques such as hand sewing, embroidery, embellishment, applique and learning how to use sewing machines, which our students get incredibly excited about! The students design and manufacture a cushion based on Yinka Ilori as inspiration. This equips our Year 7s well for what lies ahead in Year 8.
In Year 8 Textiles students design and manufacture a fabric wall storage on a theme of their choice. This is a project that focuses on the advanced skills of CNC embroidery, laser cutting fabric and mixed media applique complete with lined pockets with a choice to incorporate buttons and button holes on the sewing machines.
Year 9 is an exciting year in Textiles, incorporating any skills from Year 8. Students move on to making garments and learn how to use a pattern to manufacture a halter neck top which includes them using the overlockers, completing accurate folded seams, and incorporating darts, a pleat or a gather.
The Textiles course over the three years gives the students the skills ready to take on the challenges of GCSE Design Technology!
RHB LEARNER QUALITIES
In Textiles the Learner Qualities are an integral part of our course which allow us to challenge the students and push boundaries with their products. Following the iterative design process, the students research and explore their topics. We encourage them to take risks and problem solve to work out how to make their designs before refining them to a final solution.
CO-CURRICULAR
We offer a variety of co-curricular opportunities in Textiles. Students can use the sewing room to make items of their choice and extend their skills. We also run a variety of competitions throughout the year for the students to enter.
I love textiles because we get to express our creativity in a way that shows everyone who we are, I also love learning new things which turn into amazing projects.
