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Opportunities A guide to the curriculum for Years 7–9

Designed for Girls. Built for the Future.

Timetabled lessons 3 An RHB student’s journey through Key Stage 3 4 RHB Learner Qualities 5 Pastoral Care 6 Education for Life 8 Careers 10 Academic Extension 10 Learning Support 12 Learning and Technology 14 RHB Active 16 English as an Additional Language 18 International Student Association 18

Subjects Art 25 Classics 26 Computing 27 Drama 28 English 29 Geography 30 History 31 Mathematics 32 Music 33 Modern Foreign Languages 34 Physical Education 36

Problem-Based Learning Science Religion and Philosophy Technology Design Technology Food Technology Textiles

37 38 40 41 42 43

Timetabled lessons 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 the week, students encounter a wide range of subjects, from the creative and performing arts, languages and humanities to science, technology and sport. As a GDST school, our curriculum and timetable are designed with girls’ learning in mind, encouraging intellectual curiosity, confident participation and strong

Year 7 SUBJECT

connections between subjects, people and the wider world. In Year 9, Girls with Goals marks an important transition: students begin GCSE courses in some subjects, strengthen the foundations needed for future study and make thoughtful choices about the next stage of their education.

Year 8 LESSONS

SUBJECT

Year 9 LESSONS

SUBJECT

LESSONS

English

Mathematics

Science

Biology

French

Chemistry

Spanish

Physics

Classics: Latin

Modern Foreign Languages †

Modern Foreign Languages

History

Geography

Classics: Latin or Classical Civilisation

Classics: Latin, Greek or Classical Civilisation

Religion and Philosophy

History

Computing

Geography

Art

Religion and Philosophy

Design Technology *

Computing

Food Technology *

Art

Drama

Design Technology

Design Technology ‡

Music

Food Technology

Food Technology or Textiles ‡

Physical Education and Sport *

Drama

Problem-based Learning

Music

Physical Education and Sport

Physical Education and Sport ‡

RSHE

* Organised through a curriculum

carousel. Only part of the Physical Education allocation is included. PSHRE is delivered through the wider Key Stage 3 timetable.

†

Comprises two language blocks of three lessons. EAL provision may replace a language within the appropriate block for multilingual learners.

‡

Delivered through a curriculum carousel. Each student receives two lessons in each of these four areas. Part of the Physical Education allocation are included and the remaining allocation is delivered through extended practical provision. 3

“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

WELCOME PARENTS

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.

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.

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.

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-curricular activities to participate in, too; all of which are an important part of school life. 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 brings 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 and develop academic habits. This is supported by excellent resources and facilities. Daily homework of two or three 20 minute 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 each of Years 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, Curiosity, Confidence and Connection shape the experience we seek to create for every student. They are reflected in our academic, pastoral and co-curricular programmes and in the relationships that sustain our community. Together, they help girls to become thoughtful learners, assured young women and active members of the wider world.

Curiosity

Confidence

Curiosity drives exploration and discovery. We encourage students to ask thoughtful questions, pursue new ideas and approach unfamiliar problems with open and enquiring minds.

Confidence grows from secure knowledge, purposeful practice and the courage to take intellectual risks. We help every student to recognise her strengths, respond constructively to challenge and develop ambitious goals for the future.

Connection Connection reminds students that learning is strengthened by relationships and sits within a wider community and a wider world. Students learn with and from one another, make connections across subjects and use their knowledge to contribute positively to others.

Key Stage 3 journey Years 7, 8 and 9 are among the most exciting and formative years in a student’s school career. These are the years in which secure foundations are laid for future success, intellectual curiosity is encouraged, friendships are formed and talents are discovered and nurtured. Our curriculum provides students with a wide range of intellectual and creative experiences, helping them to develop the knowledge, skills and habits they will need for GCSE study and beyond. Students joining Royal High in Year 7 enter the Upper Middle School, comprising Years 7 and 8. Year 7 brings the excitement of specialist teaching, new subjects and access to the School’s facilities and co-curricular programme. Project-Based Learning provides a regular opportunity to work collaboratively on authentic challenges, developing research, communication, creativity and problem-solving. Students are also encouraged to take on increasing responsibility and to begin developing their capacity for leadership. In Year 8, subject specialisation increases. Students encounter separate Biology, Chemistry and Physics teaching and broaden their experience of languages and the humanities. Opportunities for leadership, academic extension and participation in the wider life of the School continue to grow. The Festival of Ideas and Enterprise Challenge provide further opportunities to apply knowledge, work with others and respond creatively to real-world questions. Year 9 is both the culmination of these foundations and the beginning of something new. Girls with Goals helps students turn their attention more deliberately towards the future. GCSE courses begin in some subjects, while every department lays important foundations for later examination study. Students continue to build on the learning habits developed in earlier years and begin to apply them more explicitly to GCSE assessment criteria, subject-specific skills and examination technique. During Year 9, students are supported to make thoughtful and considered GCSE option choices. Careers and employment are explored through PSHE, alongside a Careers Fair and a dedicated Academic Evening in December, when the full GCSE Options Booklet is released. Guidance continues throughout the process so that each student can consider her interests, strengths and developing ambitions. Year 9 remains broad, lively and ambitious: a year in which students can still enjoy the freedom to explore beyond examination specifications while preparing confidently for the next stage of their education. Across all three years, the Royal High Learner Qualities remain central. Through lessons, tutoring, trips, leadership, academic extension and co-curricular activities, students are encouraged to become Brave, Reflective, Inquisitive, Collaborative, Kind and Sparky learners.

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.

BRAVE Persevering Challenging yourself Gaining confidence SPARKY

Daring to be different

Problem solving

Disciplined

REFLECTIVE Improving

Creating

Refining

Imagining

Developing

Innovating Collecting ideas

KIND Listening Including

Brave Reflective Inquisitive Collaborative Kind Sparky

Helping Understanding Empathising

Finding balance Adapting

INQUISITIVE Exploring Investigating Evaluating

COLLABORATIVE Communicating

Questioning Researching

Discussing Convincing Respecting Presenting

Pastoral care 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 10

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. In Year 9, students consider their developing interests, strengths and ambitions as they prepare to make GCSE option choices. A term of PSHE explores careers and employment, helping students to understand how subjects and skills may connect to future pathways. Students also attend a Careers Fair and are encouraged to make thoughtful, well-informed decisions about the direction of their studies. The wider programme continues to address relationships, wellbeing, personal safety, rights and responsibilities, financial awareness and life in an increasingly complex world. 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 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. 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.

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.

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 students are encouraged to be academically ambitious, intellectually open-minded and willing to explore beyond the immediate curriculum. Teachers provide challenge within lessons through demanding questions, rich subject content, independent research and opportunities to apply knowledge in unfamiliar contexts. Additional extension is provided through Aspire Lectures, seminars and special events. These introduce students to ideas from across and beyond the curriculum, create opportunities to hear from expert speakers and encourage thoughtful discussion and independent enquiry. Scholars participate fully in this programme, but activities are designed to extend and inspire the wider student body as well.

In Year 9, students may also undertake a Level 2 Higher Project Qualification (HPQ). This provides an opportunity to investigate a subject of individual interest, develop research and project-management skills and produce an extended piece of independent work. Students may complete the qualification during Year 9 or continue it alongside their GCSE studies. Further stretch is available to students beginning selected GCSE courses in Year 9, including the after-school Dance programme and supported native-language GCSE entries.

Careers pathway Careers Pathway

Learning support The Learning Support Department works with students, families and teachers to identify and overcome barriers to learning. Its purpose is to help each student access the curriculum, develop confidence and resilience and make strong academic and personal progress. Students with special educational needs and disabilities are supported to learn alongside their peers and to benefit from specialist subject teaching. Where additional provision is appropriate, it may include targeted intervention, classroom strategies, individual guidance or reasonable adjustments. Students receiving ongoing support may have an Individual Support Plan, which is reviewed in consultation with the student, her family and relevant staff. The SENCO, Mrs Holly Whittle, oversees SEND provision and works closely with teachers and pastoral staff to monitor students’ progress. Mrs Alison Parr, Examinations Access Coordinator, Deputy SENCO, coordinates examination-access screening and arrangements. Pupils are screened for possible examination-access needs, with evidence gathered and support monitored carefully so that appropriate arrangements can be considered in accordance with current regulations.

Support and challenge are complementary. Teachers adapt their teaching to help students overcome barriers while maintaining ambitious expectations. More able students are stretched within lessons through demanding subject content, sophisticated questions, independent enquiry and opportunities to apply their learning at GCSE level and beyond. The Department works closely with the EAL provision for multilingual learners and with pastoral and academic teams. Regular assessment, teacher feedback and information from internal examinations help the School identify emerging needs and review the effectiveness of support.

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. Our approach to technology remains deliberately human-centred. Digital tools should support excellent teaching, widen access to resources and help students collaborate, organise and communicate effectively. They should be used when they improve learning, while traditional methods remain important where they are more appropriate.

This approach helps students become confident and discerning users of technology, capable of choosing the right tool for a particular purpose while retaining the intellectual independence needed for future study, employment and participation in the wider world.

The School’s Future Learning Lead, Mr Ben Lacey, oversees the development of digital learning and supports staff and students in responding thoughtfully to artificial intelligence and emerging technologies. Students are taught to use AI critically, safely and responsibly: to question outputs, recognise limitations, protect personal information and acknowledge assistance appropriately. AI may support aspects of research, feedback and creativity, but it must not replace independent thought, subject knowledge or the productive struggle through which secure learning develops.

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

TIME

AFTER SCHOOL SPORTS

12:45–1:45pm Development Tennis (All Years) Lansdown Tennis Club

4:00–5:30pm

U13 Netball (Year 8) Front Courts

12:45–1:10pm KS3 Dance Company (Years 7–9 auditioned dancers only) Sophie Cameron Theatre

4:00–5:30pm

Athletics Club (All Years) Astro

1:00–1:45pm

U14 Hockey (Years 8–9) Astro

4:15–6:15pm

GCSE Dance Year 1 (GCSE Dancers Only) Sophie Cameron Theatre

1:00–2:00pm

Senior Netball (All Senior Players) Front Courts

TIME

AFTER SCHOOL ACTIVITIES

4:00–6:00pm

Anastasia Rehearsal (All Years) Memorial Hall

12:45–1:45pm Cooking Club (Year 7) Food Technology Room

4:05–5:15pm

Biology Club (Years 9–13) B2

1:00–1:45pm

Anastasia Rehearsal (All Years) Drama – Memorial Hall Dance – Sophie Cameron Theatre

4:10–5:00pm

Culture Club (Years 12–13) W3

1:10–1:45pm (Week A)

Science Club (Years 7–9) C1/B2

1:10–1:45pm

Crafting – Needle Felting (Year 8) Textiles

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

LUNCH TIME SPORTS

LUNCH TIME ACTIVITIES

English as an Additional Language Support for multilingual learners 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 multilingual learners to operate comfortably and confidently in this English-speaking 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. Ms Natalie Cheers supports multilingual learners, working with students, subject teachers and families to help students participate confidently in the full academic and wider life of the School.

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 22

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 help 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 becomes 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 possesses is something we are proud to celebrate and nurture in the Art School.

CO-CURRICULAR The Art School offers many extracurricular 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 25

Classics 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. 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

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

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. Year 9 Student 26

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 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 digital natives 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.

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.

Computing is fun. I like how the solving problems allows me to challenge myself to make better programs. Year 8 Student 27

Drama 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 year exam.

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.

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 Paper Birds 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 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 29

Geography 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.

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 impact 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 30

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 31

Mathematics 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 who need it, whilst ensuring more secure learners are sufficiently challenged.

Problem solving, discussion, debate, making cross-curricular connections and risk-taking are 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, 32

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 on to 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.

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) Songwriting Percussion Ensemble Samba Band Music Theory Club Whole-School Production

Year 7 Student 33

Modern Foreign Languages 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

Throughout Key Stage 3 your daughter will learn French, German, Mandarin, and Spanish.

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

Introductions and numbers

Describing myself and others

Describing my school

Describing myself

Talking about my free time

House and home

Describing my family

Describing my school

Free time activities, use of technology

Year 8 FRENCH

GERMAN

SPANISH

MANDARIN

Talking about music, style and personality

School subjects and activities

Introduction to China and Chinese culture

Describing an outing

Talking about free time

My family and home

Numbers, months, days of the week and greetings

Media

Town and region

Family Colours Animals

Year 9 FRENCH

GERMAN

SPANISH

MANDARIN

Health and lifestyle

Holidays

Countries and languages

Jobs and future plans

Media

Jobs and workplaces

Holidays

Food and drink

Food and eating out

Transport

Health and fitness

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 35

Physical Education 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 At Royal High, students in Years 7, 8 and 9 experience a wide variety of activities through six allocated Physical Education and Sport lessons per fortnight. The programme combines curriculum PE with extended practical provision. In Years 7 and 9, part of the allocation is organised through a carousel alongside technology subjects, enabling students to experience a broad range of activities while retaining substantial time for games, physical development and wellbeing.

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.

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 36

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.

Problem-Based Learning At Royal High, we have developed our own subject, Problem-Based Learning, to help students develop the Royal High Learner Qualities and other important skills for future study and the wider world. PBL is timetabled in Year 7, when students have a regular lesson in which they encounter authentic challenges designed to develop critical thinking, collaboration, research, creativity and lateral thinking. The first project focuses on team development. Students respond to a series of challenges, reflect on how effectively they work together and create a display that captures the teamwork qualities they have developed. In the spring term, students undertake the Undivided project, collaborating with others to research and recommend additions to the School’s community calendar. Recent additions have included Joy Day, Cambodian New Year and World Refugee Day. The final project asks students to address an externally focused problem. Working with Charlcombe Toad Rescue, students investigate a genuine local conservation challenge, consider evidence and different perspectives, and develop practical proposals or communications for an authentic audience.

Although PBL is not separately timetabled in Years 8 and 9, its habits of enquiry, collaboration and creative problem-solving continue through subject teaching and wider programmes such as the Enterprise Challenge and Festival of Ideas.

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 37

Science 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 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

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 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

CELLS

REPRODUCTION

VARIATION AND CLASSIFICATION

PARTICLES

Separating techniques

Acids and alkalis

Space

Energy transfer

Forces

Year 8 BIOLOGY

CHEMISTRY

PHYSICS

Nutrition

Foundations of Chemistry

Light

Respiration

Chemical reactions

Electricity

Evolution

Metals

Heating and cooling

Photosynthesis

Sound

Inheritance

Year 9 BIOLOGY

CHEMISTRY

PHYSICS*

Organisms in the environment

Chemistry in the world around us

Living Beyond Earth

Feeding relationships

Particles and separating mixtures

Energy in the 21st Century

Cycles

The structure of the atom

Medical Physics

Movement of molecules into and out of cells

Introduction to Reaction Rates

Communications

Levels of organisation Cell structure Human impact on the environment Biological molecules * 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 39

Religion and Philosophy 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.

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.

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. 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.

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.

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 solve problems 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 on to learning the basic hand workshop skills by making a jewellery box for their pendant. 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 41

Technology Food Technology 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 in Year 7. These include making bread, pasta, fish cakes and Swiss roll.

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 42

In Year 9, they follow 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.

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.

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

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 buttonholes on the sewing machines.

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.

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 halterneck 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 to take on the challenges of GCSE Design Technology!

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. Year 7 Student 43

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