Academic Handbook for Years 7-9
2025 - 2026
Please note that you can find the latest electronic version of this document, along with our other Handbooks and forms, on our website at: https://wells.cathedral.school/joining-us
Introduction
Entry to Senior School marks a very definite stage in a young person’s life: no longer a child and not yet an adult. It is a time of excitement and rapid personal development, yet also one of anxiety. There is anticipation of more responsibility in the teenage years and the beginning of a search for personal identity.
The transition to Senior School requires considerable input from parents, staff and pupils. Pupils will be faced with new more demanding tasks and continuing high expectations. They need to feel they belong to their new community and to discover fairly rapidly how everything runs and works. Those pupils who join us from Wells Cathedral Prep School will find that the Senior School is significantly different from the Prep School and yet there is a definite continuity between the two schools. Those coming from other schools will find that the routines, staff and school site will be new. Wherever you are joining Wells Senior School from, our staff are ready to give you support and any help required to make your move here as smooth as possible.
The organisation of Years 7-9 provides a secure structure in which to interpret and assimilate new experiences with time allocated for discussion. This will prepare the pupils for their GCSE and A level years and what options they would like to pursue.
New experiences are an essential part of learning and the quality of teaching, sport, music and co-curricular activity in Wells Senior School recognises this. Praise and a sense of real achievement are essential in fostering self-esteem and the systems of reward reinforce these important truths. In order to grow into independent adults, pupils have a strong need to be given more responsibility both for themselves and others; our clear framework of guidance exists to maintain sensible rules whilst promoting a spirit of co-operation among all members of the community.
Opportunities exist in all areas of school life, which support and foster personal development. It is vital that the School is not seen as a learning factory, but as an environment in which every pupil can find fulfilment and truly echo the School’s motto, “Esto Quod Es” (“Be what you are”) and inspire them to become the best they can be.
Dan Meehan - Head of Year 7
David Rowley - Head of Year 8
Andy Davies - Head of Year 9
A Brilliant Foundation for Life
We give our pupils in Years 7-9 the opportunity to explore new experiences and develop their own aspirations and dreams.
Academically we want to enable all pupils to become successful learners who enjoy learning, make progress and achieve. The academic curriculum is innovative and bold through its inclusion of an extensive Creative Arts Programme, the development of Modern Foreign languages and our Specialist Maths Scheme for exceptionally gifted young mathematicians. Our Young Academic Leaders programme stretches and challenges our high starters across the whole range of the curriculum. A system of commendations allows excellence and effort to be acknowledged and celebrated. There are after-school clubs in all the main subject areas.
All pupils are able to try anything once and pursue what they enjoy through the School’s co-curricular programme. A competitive sporting programme is led by
four qualified sports staff providing expert coaching. The outdoor education programme aims to get all pupils out of doors and at times to stretch themselves outside their comfort zone.
Outstanding music talent is nurtured through the world-class Specialist Music Scheme as well as our Music for All programme of ensembles and tuition. There are extensive opportunities for all young singers and players to benefit enormously from the exceptional musical environment and first-class teaching the School provides, including listening to excellent performances.
Wells pupils are confident, active and responsible young people who grow up in a trusting environment. Pupils are valued for themselves and encouraged to develop as individuals within a strong family atmosphere in which they can express their individuality whilst enjoying the support, warmth and interaction created by community living.
New Beginnings
Pupils will be expected to be more independent, selfreliant and self-organised: a welcome development for many pupils but a challenge for most. We asked our previous pupils for their major worries at the start of the year. They told us they were:
• Getting lost
• Not having the right books and equipment
• Not being able to do the work
• Homework
• Not getting on with teachers
• Not making friends.
Some of these concerns are social, and children told us that they were no longer worried about these things after just one or two weeks. If your child expresses these worries, it’s useful to tell them this. To help with this we provide a peer mentoring system for the first few weeks.
The remaining problems are nearly all to do with the new organisational demands that they know will be placed on them. The information in this booklet and in our Senior School Handbook should allow you to help your child achieve independence whilst supporting them in getting there.
The things that have gone well for our current Years 7-9 are:
• Friendships
• Academic achievement
• Sporting achievements
• General enjoyment
• Clubs and activities.
The children’s top tips for success were:
• Be yourself
• Always ask for help
• Enjoy yourself
• Don’t be nervous
• Find your way around in the first week with your friends.
Time spent early on in establishing habits of work and independence are an investment that will save endless time, battles and heartache in the long run. The habits and routines that children develop at the start of their time at Wells are those that will stay with them throughout their school career and often into their working lives.
Understanding your strengths and weaknesses is a key part of making progress whether academically, creatively, on the sports field or by exploring the outdoors. To help you reflect on these, the School has in place a feedback mechanism which takes the form of parents meetings, grades and full reports. Each Long Term there will generally be an opportunity for feedback via either a parents meeting or a full report; in between these will be a more concise set of interim grades. At each stage the focus is on not only helping you understand how you have done, but also about giving you ideas on how to improve.
At each reporting point the key information presented will be in relation to your classwork effort, homework effort and overall achievement. You will receive reports on your wider school activities as well as your academic subjects. These reports, in conjunction with your tutor, will help you identify areas where you can improve.
Additionally, in Years 7, 8 and 9, pupils will have end of year exams which take place during the Whitsun and Trinity Terms.
Grades and Reports
Classwork and Homework Effort
Classwork and homework effort is graded on a scale:
Below expected standard/needs improvement
Achievement is graded on the following scale:
A+: outstanding attainment
A: very good attainment
B: good attainment
C: limited attainment, with some concerns about progress
D: well below standard attainment, with serious concerns about progress
This represents the teacher’s opinion of the quality of the academic work achieved by the pupil in that subject; it does not indicate a prediction for achievement at GCSE.
Classics Mrs O’Sullivan
What will I learn?
You will be learning all about the Romans: their language, their way of life, their customs, and their impact on both the ancient world and our society today. You will explore aspects of life in various parts of the Roman world, including daily routines, religion, the exploitation of enslaved people, baths, housing, schools, stories, mythology and entertainment, including gladiators!
Year 7
In Year 7 you start your study of the Latin language using Book I of the Cambridge Latin Course. You will soon find that you can translate whole stories about Caecilius and his family (not forgetting their dog, Cerberus!), and you will gradually build your knowledge of vocabulary and grammar. Alongside this, you will find out about life in the ancient town of Pompeii before it was destroyed by the eruption of Mount Vesuvius in AD 79. This includes the food people ate, the clothing they wore and what their houses were like, as well as the town of Pompeii itself and its busy forum area, going to the theatre and the treatment of enslaved people.
Year 8
In Year 8 you will continue with your study of the Latin language, expanding your knowledge of grammar and vocabulary. Our stories continue to follow Caecilius, Metella and their household going about their daily life. You will also discover more about life in Pompeii, including gladiators, the baths, education, elections. In the summer term we explore the terrible events surrounding the eruption of Mount Vesuvius and how it miraculously preserved the town for archaeologists, including through a creative project.
Year 9
You will choose whether to continue Latin in Year 9 at the end of Year 8. For those continuing in Year 9, you will explore the stories about the Greek hero Perseus through a project incorporating both Latin stories for translation and Classical Civilisation topics about gods and heroes. You will continue to develop your Latin language skills, enhancing your grammar knowledge to include the genitive case and infinitives, as well as
expanding your vocabulary. You will also learn about life in two very different parts of the Roman Empire: our own local history in the damp Roman province of Britannia, and the hot, sandy province of Egypt, as well as completing a research project about the Seven Wonders of the Ancient World.
What skills will I develop?
Studying Latin helps you develop a wide range of valuable transferable skills. These include problem solving and logical thinking, because translating a Latin sentence is like cracking a code, using vocabulary and a set of grammar rules. This develops your analytical skills and is great brain training. You will find that learning Latin vocabulary will help you in modern languages, particularly French and Spanish which come directly from Latin; there is lots of overlap with vocabulary, and in learning Latin, you learn how a language fits together and how to analyse the grammar of a sentence. It also improves your English, as roughly 60% of English words come either directly or indirectly from Latin. You will also develop research and source evaluation skills when you study Roman civilisation topics, evaluating historical evidence and drawing your own conclusions.
What examinations will I take?
Your progress will be assessed through the course, including through regular vocabulary tests, translation exercises and comprehensions, as well as formal end of year tests in Year 9.
What equipment will I need?
We will provide you with a textbook, exercise book and project booklets.
Additional Information
We offer both Latin and Classical Civilisation options at GCSE and A Level. Pupils wishing to study Latin at GCSE Level and beyond should choose to continue Latin in Year 9.
Mr B Moore
What will I learn?
In the modern world, a comprehension of how computers communicate and operate is a fundamental skill that we all need as technology evolves. The computing provision in Wells Cathedral School has been designed to prepare pupils for the future and to provide skills to enable pupils to understand whether Computer Science is a subject to pursue.
Our Years 7-9 syllabus in computing is derived from The National Centre for Computing Education (NCCE). Run by a consortium made up of STEM Learning, the Raspberry Pi Foundation and BCS, The Chartered Institute for IT, which achieves a world-leading computing education for every child in the country.
Year 7
Imagine a world without computer networks, and how different your life would be. There would be no more YouTube, Google, instant messaging, online video gaming, Netflix and iTunes. There would be no online shopping or quickly looking up directions to a location at the click of a button. There would be no more sharing of files or peripherals such as a printer, and no more central backups of information. As networks have evolved, society has become increasingly reliant on the services that they provide. They have changed the way we learn, work, play, and communicate.
This year begins by defining a network and addressing the benefits of networking, before covering how data is transmitted across networks using protocols. The types of hardware required are explained, as are wired and wireless data transmission. Pupils will develop an understanding of the terms ‘internet’ and ‘World Wide Web’, and of the key services and protocols used.
Practical exercises are included throughout to help strengthen understanding.
Year 8
This year introduces learners to text-based programming with Python. The lessons form a journey that starts with simple programmes involving input and output and gradually moves on through arithmetic operations, randomness, selection and iteration. Emphasis is placed on tackling common misconceptions and elucidating the mechanics of program execution. A range of pedagogical tools is employed throughout the year, with the most prominent being pair programming, live coding and worked examples.
Year 9
You will use this year to put the skills you have acquired to good practice by completing an extended project requiring you to use the more advanced and sophisticated features of Python programming: for example, implementing functions and developing local and global variables to develop a text-based adventure game.
The year begins with developing a prototype using Google Slides to build a fully interactive multimedia model of the adventure before learning extended programming techniques that are used to implement a text adventure game.
What skills will I develop?
The computing syllabus will eradicate any misconceptions about how computers communicate and operate. It will provide pupils with a good understanding of how programming can achieve solutions only limited by imagination.
What do I need?
You will need to bring a laptop computer to every lesson to ensure that all the resources are fully accessible. A Chromebook, Windows, macOS or Linux based computer is recommended. A tablet computer, such as an iPad or similar, is not compatible.
Mr D Heath
What will I learn?
Throughout Years 7-9, we aim to provide pupils with an exciting and dynamic education in Art and Design, tailored to engage, inspire and challenge. Whilst actively creating a broad range of practical outcomes and critically engaging with the work of relevant artists, pupils are encouraged and supported in the development of their own individual skills and aptitudes - with a particular and equal emphasis on two key ingredients of the creative process; observation and imagination.
Pupils are encouraged to think both divergently and critically whilst solving problems and developing greater confidence in taking creative risks. The creative use of IT forms an integral part of the Art and Design curriculum during Years 7-9.
In Years 7, 8 and 9 the pupils will:
• Practically explore a diverse range of creative disciplines, ideas/concepts, techniques and types of media, developing relevant skills and understanding
• Develop skills in critically analysing and evaluating the work of artists and designers using relevant language/vocabulary
• Learn about the work of artists and designers from across the world and gain a greater understanding of the historical, cultural and individual context in which their work has been created.
Year 7
The curriculum for Year 7 pupils primarily focuses on the development of fundamental skills, confidence and understanding in exploring a broad range of 2D art and design work/media whilst pupils create a variety of practical outcomes based on the theme of ‘Objects’.
Creative Arts Art and Design
Year 8
The curriculum for Year 8 pupils primarily focuses on developing pupils’ skills, confidence and understanding through the exploration of a broad range of 3D art and design work/media, including sculpture, architecture, textile design and digital design/3D printing.
Year 9
The curriculum for Year 9 pupils enables pupils to develop, refine and consolidate the skills, confidence and understanding they gained in Years 7 and 8, in conjunction with new creative experiences and learning opportunities in Year 9, whilst creating a range of outcomes based on the theme of ‘Identity’.
The Years 7-9 Art and Design curriculum aims to:
• Provide all pupils with a fundamental appreciation and understanding of Art and Design
• Provide all pupils with greater confidence in the development and effective use own creative ability and potential
• Prepare pupils wishing to study GCSE Fine Art and/or considering careers in the creative sector
• Provide all pupils with creative problem solving skills and resilience for a rapidly changing world
• Actively encourage all pupils to adopt a creative ‘growth mindset’ to help them navigate the challenges of the 21st Century, whichever future area of study or career path they choose to follow.
For samples of our work and to find out more, please visit: https://www.instagram.com/artatwells
Creative Arts Drama Mr
Drama at Key Stage 3 (Years 7, 8 and 9)
What will I learn?
Drama at Key Stage 3 builds on the skills introduced in Key Stage 2, developing students’ confidence, creativity and understanding of theatre. Through the practical exploration of dramatic techniques, styles, and conventions, students gain insight into the historical, cultural and social significance of theatre while learning to collaborate, devise, and perform effectively.
Students take part in a wide range of activities including practical workshops, theatre visits, scripted and devised performances, and group-based projects that deepen their understanding of drama and develop their expressive, technical, and evaluative skills.
Year 7
Students are introduced to the building blocks of drama through engaging topics such as:
• Fairy tales, legends, silent film, and theatre from different cultures
• Exploration of dramatic conventions such as still image, freeze frame, thought tracking, tableau, and physical theatre
• Development of voice, movement, gesture, tension, and pace
• An introduction to improvisation, devising and storytelling techniques
• Opportunities to perform short extracts from both contemporary and classical texts
• A focus on ensemble work, collaboration, and constructive performance evaluation
Year 8
Year 8 builds on Year 7 by expanding students’ knowledge of dramatic forms and broadening their performance vocabulary through:
• Topics such as melodrama, ghost stories and gothic drama, duologues, and Shakespeare alongside contemporary texts
• Deeper use of dramatic conventions to explore issues, ideas, and characters
• A growing focus on original devised work
• Increased awareness of the social, cultural, and historical contexts of theatre
• Continued development of technical vocabulary, collaborative skills, and critical reflection
• Strengthening the ability to evaluate and appreciate performance
Year 9
In Year 9, students consolidate their prior learning through more independent and in-depth project work. They will:
• Study topics such as status and power, verbatim theatre, identity, and devised theatre
• Create original performance pieces inspired by a wide range of texts, themes, and stimuli
• Apply a variety of techniques, forms and conventions to structure and shape meaning
• Develop the ability to refine, edit and make purposeful creative choices
• Produce credible, authentic performances that explore more complex ideas
• Discuss and analyse their work within a broader social, political, or cultural context
• Hone their skills in communication, ensemble work, performance, and evaluation
Creative Arts Drama,
What skills will I develop?
Drama plays a key role in students’ personal development, building a range of transferable skills that support learning across all subjects and prepare students for the wider world. It fosters:
• Teamwork and effective communication
• Creative thinking and imaginative problem solving
• Empathy and emotional intelligence
• Confidence and leadership
• Devising, scripting and performance techniques
• Critical reflection and evaluation
• An understanding of theatre history, form, and tradition
Drama encourages students to take risks, express ideas, and engage with different perspectives in a safe, collaborative environment. It supports both potential performers and those developing confidence and creativity in all areas of life.
What examinations will I take?
There are no formal written examinations at Key Stage 3. Instead, students are assessed through ongoing practical work, group projects, and reflective evaluations at the end of each unit. Optional Speech and Drama lessons are also available, with opportunities to pursue graded examinations for students who wish to develop their skills further.
Creative Arts Food
Studies
Food Studies in Year 8 is taught through topics to incorporate a range of skills and knowledge.
What will I learn?
Basic cooking skills will be learnt through lessons in food preparation techniques, diet and nutrition, hygiene and safety and wise food shopping.
Year 8
‘Make it! Bake it!’: Study the function of ingredients in baked goods; analyse the range of breads; make bread (yeast based and soda) and create a seasonal scone.
‘Meal deal’: Research the ‘Eatwell balanced plate’ method of healthy eating; consider in relation to takeaway foods, investigating the range available; create your own burgers, make your own pasta and sauce to accompany.
‘Best of British’: Look at food issues such as fair trade, organic, food miles; taste and use local food in regional cookery.
Mrs G Heath
What examinations will I take?
Continual assessment will be used.
What equipment will I need?
Never assume that you do not need a fully equipped pencil case and your device in this subject! The School supplies all food items for practical work, for which a charge will be made to cover the cost of the ingredients.
Creative Arts
Mind, Body and Voice (MBV)
Developing transferable communication skills that support health and wellbeing in all areas of life.
Throughout Years 8 to 9, the MBV curriculum introduces pupils to a wide variety of vocal, physical and reflective practices designed to build confident communicators with a strong sense of self and wellbeing.
While these skills form the foundation for performance, the core aim is to equip pupils with a toolkit of transferable l ife skills, including: resilience, expression, strength, self-regulation, and creativity.
Mind
You can’t control what happens in life, but you can learn how to respond to it.
In MBV, pupils explore ways to take ownership of their thoughts through simple breathing and awarenessbased techniques. By understanding how the mind works, pupils begin to develop mental clarity, focus, and a positive outlook, supporting their wider learning and personal growth.
Pupils will develop and build on their knowledge of:
• Anatomy and physiology of breathing
• Breathing fundamentals
Body
The physical body is a powerful tool for growth and expression.
In MBV, pupils develop strength, stamina and flexibility through a physical practice that blends elements of yoga, weight and balance work, and breath-led movement sequences. These are taught as flowing routines, helping students to build control, discipline, and awareness of how movement can be used to focus energy, manage stress, and support overall wellbeing.
Pupils will develop and build on their knowledge of:
• Pure movement (body awareness, balance, flexibility, posture, stamina and strength)
• Expressive movement (conveying ideas and emotions through physicality)
Voice
One of the most powerful tools we have is our voice.
In MBV, pupils begin to understand how to use their voice with clarity, confidence and intention, whether speaking on stage, in public, or everyday life. As communication becomes more digital, developing the ability to express yourself vocally is more important than ever. This work introduces voice as both an actor’s tool and a key part of personal confidence and presence.
Pupils will develop and build on their knowledge of:
• Properties of the voice (tone, volume, pitch, tempo, inflection)
• Breath and the voice
• Releasing and warming up the voice
• Expressivity (what can my voice do now that I understand how to use it?)
Mrs E Nelson
What will I learn?
Across Years 7, 8, and 9, pupils will creatively engage with digital photography through a variety of projects. They will develop essential camera skills, including image capture and thoughtful composition, as well as understanding how photography can be applied through diverse digital and hands-on processes. This practical curriculum is supported by the study of artists and photographers’ styles and working methods, encouraging pupils to critically analyse images and ideas, considering both meaning and formal visual elements of composition.
Yr7: “Close-Up” Still-Life Photography
In Year 7 pupils will explore close up composition whilst working with colour, shape and tonal contrast. They will learn about Colour and Black and White Photography and the different qualities and challenges in working with outdoor and indoor lighting. Pupils will examine the work of Photographers who specialise in Close up and Macro Photography and they will be introduced to Adobe Photoshop and some creative editing tools.
Yr8: “Structures” Urban landscape and Abstract Photography
In Year 8, pupils will explore Viewpoint and Perspective in the Natural and Urban Environment, focusing on Abstract Visual elements. Through examining the work of relevant Artists and Photographers, they will explore ways to interpret what they see creatively. They will learn how to apply more advanced photoshop techniques such as selection tools, multiple layers and blending modes as well as hands on methods of photomontage.
Creative Arts Photography
Yr9: “Identity-Photo Books”. Portrait Photography
In Year 9 pupils will continue to expand on their creative and technical understanding, towards future GCSE study or personal enrichment. Pupils will engage with a wide spectrum of photographic genres, including portraiture, still life, and environmental photography, to explore how their surroundings influence identity and values. They’ll participate in regular photoshoots, drawing inspiration from contemporary artists, and then hone their digital editing skills, building upon techniques learned in previous years. They will be shown how to produce their own handmade photobook, providing a personal and meaningful way to present their photographs.
What examinations will I take?
Formative assessment takes place as work progresses which forms the basis of end of term grading.
What equipment will I need?
Each pupil must bring their own named SD card to lessons. Their own camera will be useful but not essential; compact and/or bridge cameras are provided.
English Language and English Literature
What will I learn?
Much of what you do in these lessons and during homework will be extending your knowledge of writing, reading and talking about literature. Developing your creativity and your critical skills will be the main focus of your work in English, and we will aim to ensure your English lessons are enjoyable and inspiring!
You will develop many writing techniques over time as you learn how to write creatively, persuasively and analytically. You will also develop your reading comprehension skills as you discuss and write about ideas, characters and situations from many forms of literature such as short stories, novels, poetry and drama, including several of Shakespeare’s plays. You’ll learn something of our enormous literary heritage as well as be encouraged to try out all the latest, most exciting children’s literature. There is a huge selection to tempt you in the School Library and a book list to help you make choices to suit your taste. You will also learn to become more accurate in your use of spelling, punctuation and grammar, and you will learn to develop wider oral and written vocabularies through which to express your ideas.
We have established a rich range of extra-curricular activities, including writing competitions, author visits and theatre trips. You can also join the thriving Book Club, which shadows the Carnegie book prize, take on the ‘Ten Book Challenge’ and become a champion reader!
Year 7
In Year 7 you will follow an exciting course based on six broadly themed units of work. This will give you lots of opportunities to explore the different aspects of the subject within the framework of topic areas which your teacher will select in an order which suits the class. You will also study at least one Shakespeare play. To help you in this and in all your work, you will also be given a short course on library skills. You will read at least three class texts as well as a number of personal reading books during your reading lessons. Each week you should expect a spelling test or a lesson relating to technical
Mr N Bowen
aspects of the subject. You will start our new, exciting and personalised reading journey that will encourage, fuel and challenge your reading!
Year 8
The programme continues in Year 8 with six more interesting topic-based activities. Again, this will be supported by interactive whiteboard materials. From this course it is expected you will experience a range of genres and develop your critical vocabulary through discussion and written tasks. In addition you will study Romeo and Juliet and carry out a project linked with the play. You will be expected to carry out independent research within a framework supplied by your teacher using the School Library facilities. You will also read at least three class texts as well as a number of personal reading books. You will write stories and poems and be encouraged to enter competitions. We aim to offer the whole year the opportunity to visit the theatre. Spelling and technical monitoring will continue as in Year 7.
Year 9
This year you will be working increasingly towards GCSE standard, building on what has been covered in Years 7 and 8. Topics might include Gothic fiction, Shakespeare in film and First World War writing, to name but a few. You will make progress in the planning and structuring of discursive and analytical writing, learning to use close textual analysis to good effect. You will become increasingly confident in your use of critical vocabulary and in your approach to creative writing, using a variety of different models to express your ideas. You will also read at least three great class texts, as well as a number of personal reading books. After the summer examination you will have the opportunity to work towards iGCSE with an aspirational unit. Throughout the year your work will be assessed using the National Curriculum.
French Ms J Desmarchelier-Arpino
What will I learn?
From Year 7, where pupils work at communicating a simple message and at getting to know the sounds of French to Year 9, where pupils refi ne utterances by studying more complex grammar, the emphasis in lessons is always on using French for a practical purpose.
To this end you should expect that your teacher will speak in the target language as often as possible. You should also expect to be asked to participate and answer questions!
All Year 7 pupils will learn French on its own (fi ve lessons a fortnight), in order to level the playing fi eld and ensure a solid basis in the language that the majority will have done in Primary school. It will give us a chance to get all pupils to a sound and confi dent start in languages at Wells Cathedral School. They will pick up a second modern language, currently German or Spanish in Year 8, which modern language, currently German or Spanish in Year 8, which they will continue together with French until the end of Year 9. In Year 8, they will have one hour per week of French, and in Year 9, they will have three hours per fortnight. We follow Dr Conti’s general EPI approach, using sense builders as textbooks.
Year 7
Getting to know French - you will concentrate on communicating information about yourself as well as understanding simple information about yourself as well as understanding simple information given by others. Topic areas will include relationships, self and daily, pets, food and drink, school subjects and your free time together with opinions.
Year 8
French Encore - you will refine the French you have learnt in Year 7 as well as develop more independence of expression. You will cover topics such as your area and house, your daily routine and your future holidays.
Year 9
As most of you have done French since Year 7, you will be developing your competence further. Your communication skills will be more advanced by now; you will be able to comprehend grammatical terminology and use different tenses in all verbs so that you can talk about both past and future events. You will be able to manipulate the language with more ease. You will cover topics including past holidays, clothes, wellbeing and health, social media and jobs.
What skills will I develop?
You will be able to use essential utterances in Year 7 and by Year 9 you will have developed these into more comprehensive sentences. You will understand increasingly demanding written texts and spoken passages. Pupils will become more independent learners, and develop skills relevant to today’s world, including listening, reading, speaking and writing.
Which examinations will I take?
There are no public examinations but you will be tested regularly on the vocabulary and grammar you have learnt in order to check your progress in these key areas. There are end of year tests which assess the basic language skills of speaking, writing, reading and listening.
What equipment will I need?
You will be provided with an exercise book for all your work and prep as well as a booklet with all the sentence builders for the year.
Trips
We have a trip to Paris scheduled in February over 5 days - to enable you to practise your skills and enjoy the culture.
Geography Mr J Boot
What will I learn?
You will encounter interesting and up-to-date geographical issues. The course comprises of themes of both physical geography, related to the world’s natural environment, and human geography, which concentrates on the nature and impact of human activities on Earth. As a result you will develop your sense of place and knowledge of the world around you.
Year 7
We start by studying what we mean by physical and human geography and consider how landscapes are evaluated. Following this, pupils are taught comprehensively about the UK’s geography, with emphasis on its physical geography, climate, settlement, industry and agriculture. Throughout the year pupils study maps: from their development and uses to essential skills such as understanding scale, height, and planning routes. In March, we travel to Glastonbury to study the nature of the town as well as climb the Tor and learn how to use geographical equipment. Pupils learn about the school microclimate, using equipment to study it, and finish the year with a research project on the UK’s National Parks.
Year 8
The work begins with a study of human population, including population density and distribution. Dense and sparse populations are explained in the context of particular parts of the world. The reasons for the world population explosion are considered and related back to theories such as Malthusianism. In the Rivers section pupils learn about fundamental processes of erosion, transportation and deposition as well as landforms created by river systems. We continue with world development, including the reasons for inequalities, how we measure them as well as the role that charities, fair trade and other means play in trying to bridge the gap between developed and developing countries. We continue with a case study of Africa, covering elements of both its physical and human geography. We use Sierra Leone for our case study evidence. We finish the course with a study of limestone, using the Yorkshire Dales and Mendips as case studies, with a trip to Cheddar Gorge.
Year 9
We begin with a case study of Japan, looking at physical geography, human geography and the interrelationships between the two in this fascinating country. In our next section, we look at earth sciences, much of which helps pupils greatly with their AQA GCSE geography course. This section includes earthquakes, volcanoes, continental drift and plate tectonics, meteorites and possible causes of the mass extinction of dinosaurs. The next section is closely linked to the GCSE course and includes a study of ecosystems, hot deserts and tropical rainforests. Finally, pupils will make a short study of both UK and global tourism patterns, including methods of representing trends graphically.
What skills will I develop?
The skills that you learn will be of importance throughout your school geography career. You will learn how to read maps, use an atlas, and draw graphs and charts as well as more specific skills. Learning how to research assignments and follow assessment criteria is included in the curriculum. Enquiry is very important and there are opportunities throughout the course. You will also apply simple data analysis and graph skills learnt in other subjects as well as extend your ICT skills.
What examinations will I take?
Assessments are taken at the end of each section of the course, and there is also an end of year exam for each year group.
What equipment will I need?
No specialised equipment is needed in Geography beyond the School’s normal requirements for writing and drawing equipment. You will also need an exercise book; for Year 7, a copy of the textbook Foundations will be provided.
German Ms J Desmarchelier-Arpino
What will I learn?
Year 7
All Year 7 pupils study French as a core language for one year. If you are already fl uent in French, please contact Ms Desmarchelier immediately so that your son’s or daughter’s course in languages can be modifi ed if possible.
Year 8
All pupils get the opportunity to pick up German, as well as French in Year 8. This will mean an accelerated course in German with fewer lessons overall each year: pupils will get three lessons of German and two lessons of French per fortnight. Learning two languages continues in Year 9, giving pupils a chance to opt for both languages at GCSE.
You will concentrate on communicating information about yourself as well as understanding simple information given by others. Topic areas include home life; likes and dislikes; hobbies; pets; weather; appearance; character; directions; sports; holidays; school life; free time and jobs as wells as holidays. The emphasis in lessons continues to be on using German for a practical purpose. So you should expect that your teachers will speak in German a lot of the time. Just like in French, you should expect to be asked to participate and answer questions. We also follow Dr Conti’s EPI approach, focusing on mastering the language by using sentence builders to build confi dence in structuring the language.
Year 9
All pupils will have done at least one year of German and so their communicative competence is by now more advanced; they are able to understand grammatical terminology and use different tenses in all verbs. By the end of the year, they can talk about past events and future events. In Year 9, pupils get three lessons of German and three lessons of French per fortnight.
What skills will I develop?
You will learn to understand the German you hear and read, and to say and write messages, express opinions, ask for things, tell simple stories and talk about your own experiences. All this will help you to listen and read carefully, to write accurately and to think about how language works to express meaning.
Pupils will become more independent learners and develop skills relevant in today’s world, including listening, reading, writing and speaking.
Which examinations will I take?
There are no public examinations but you will be tested regularly on the vocabulary and grammar you have learnt in order to check your progress in these key areas. There are end of year tests which assess the basic language skills of speaking, writing, reading and listening.
What equipment will I need?
You will be provided with an exercise book for all your work and prep as well as a booklet with all the sentence builders for the year.
Trips
The biennial trip in Germany (5 days) is open to all pupils studying German from Year 8 to Upper Sixth and is an ideal opportunity to put your skills to practice. The trip coincides with the Christmas markets in December.
History Mr C Eldridge
What will I learn?
The Wellensian history syllabus will encourage you to engage in historical enquiry during which you will learn to use different ways of finding out about the past. You will use narrative to describe accurately what happened in history, ask questions and explain why events happened and look at causes and consequences. It also means learning to reconstruct the past to help you to understand events more fully.
The unifying purposes of the syllabus are to instil a solid grasp of the narrative of British history as well as develop transferable skills and a love of the subject.
Year 7
The syllabus covers the period 410 AD – 1485. From the fall of Roman Britain we follow a chronological survey of the major events, key individuals and daily life beginning with the Anglo-Saxons and traversing through the Medieval Period until the death of the last medieval King, Richard III at Bosworth, which heralds the dawn of the Tudor era. It is a period rich in colour, mystery and faith during which the building blocks of the British nation were shaped. We round off our studies with visits to Chepstow Castle and Tintern Abbey.
Year 8
In this year we examine the early modern period of 1485-1789, the era of the Tudors, Stuarts and Hanoverians. We look at issues such as the seismic religious transformation of England under the Tudors, war at home and abroad from the Spanish Armada through to the early days of the British Empire, the ups and downs of life in this turbulent era, the colourful life and times of individuals such as Henry VIII and Charles II and the significance of political events such as the execution of Charles I and the Glorious Revolution in shaping the British state into its current form.
Year 9
This year studies modern history which broadly begins with the Industrial Revolution in the mid to late 18th century and ends with the turn of the second millennium. Given the complexity of this era, we break from the chronological structure of previous years, and rather assess broad trends across the period such as the evolution of democracy, revolutions in warfare, the changing role of British women and the effects of industrialisation and urbanisation. We have an annual Year 9 trip to SS Great Britain in Bristol.
What skills will I develop?
You will learn to recognise and analyse change and its impact, and you will develop the ability to analyse causes and make judgements. You will explore a wide variety of past ideas and attitudes through understanding the differences between then and now. Becoming increasingly aware of different interpretations, you will learn to analyse these differences and to use sources critically. You will collect sources for an enquiry, using them to present an independent answer.
What examinations will I take?
The history examination comprises an unseen section and a short essay question on material covered during the year. We believe this provides the most realistic picture of a pupil’s historical development during the course of an academic year.
What equipment will I need?
No specialised equipment is needed in this subject beyond the School’s normal requirements for writing and drawing equipment. You will also need a purple exercise book and a textbook for the appropriate Year group.
Mathematics (non-specialists)
What will I learn?
The department prepares pupils for a platform of mathematics that enables them to progress onto IGCSE and achieve success commensurate to their ability. Mathematics is a pyramidal subject – which means that each new topic builds upon one or more of the topics studied earlier. If some of the topics are not secure, you will not be able to build effectively upon them. Pupils learn at different paces in mathematics; some will grasp new concepts quickly, others need to do lots of practice in order to feel secure with the topic. It is therefore important that you are able to learn at an appropriate pace and in such a way that you feel secure in the knowledge you are building up. A flexible setting arrangement allows the most able pupils to be identified and to approach the more difficult topics in an imaginative and challenging way whilst allowing others to be provided with a more individual approach suited to their ability. In each year you will study aspects of using and applying mathematics: number and algebra, shape, space and measure and handling data.
Year 7
Elementary problem solving, using the four operations with whole numbers, fractions, decimals and negative numbers; special types of numbers (primes, factors, multiples) and sequences; linear equations and formulae; work on angles; quadrilaterals and triangles; metric and imperial measures; co-ordinates and straight line graphs; symmetry and congruence; area and perimeter of simple (rectangular) compound shapes; volumes of simple solid shapes; data display; elementary probability; comparing and grouping data; mean, median and mode. There will also be some spreadsheet ICT work.
Year 8
Mathematical modelling and ‘real life’ examples; indices and approximation; arithmetic with fractions and decimals; percentages; formulae and sequences; equations and simple inequalities; simple simultaneous equations; simple polynomial equations; polygons; area of parallelograms, triangles and circles including the relevant compound shapes; circumference of a circle;
volumes of cylinders and other prisms; Pythagoras’ theorem; reflections, rotations, translations and enlargements; bearings; graphs (including gradients and quadratic curves) and travel graphs; probability; scatter graphs and elementary correlation; continuous and discrete data; frequency polygons.
Year 9
Elementary ideas about proof; advanced simultaneous equations, formulae, percentages; areas and volumes; ratio and proportion; inequalities and simple linear programming; quadratic equations; algebraic products, factors and fractions; transformations; similar figures; trigonometry; loci; graphs (e.g. parabolas, hyperbolas and cubics); simple circle theorems; further types of probability and statistics including tree diagrams, cumulative frequency and interquartile range.
What skills will I develop?
You will be able to communicate mathematically, be able to confidently carry out calculations both with and without a calculator and to understand when it is appropriate to make use of both technological and other aids and which one to select. You will be able to select an appropriate technique to solve a problem.
What examinations will I take?
There will be tests at various points throughout the year and you will sit an end of year examination in Year 9.
What equipment will I need?
As well as the usual pencil case equipment you will need a long (15 cm) ruler, protractor and pair of compasses. You will need and be expected to bring a scientific calculator to each lesson. You will be issued with text books, orange covered 5mm (or 7mm) squared exercise books and other books, graph paper etc. as required.
Mrs N Connock
Our Specialist Mathematics Scheme is designed for gifted mathematicians who want to be challenged and have undertaken the selection process. Pupils with an enthusiasm and passion for mathematics will enjoy being stretched through this scheme, which will ultimately see them able to fulfil their mathematical potential whilst experiencing a rounded education. Specialist Mathematicians are resilient and enjoy taking risks. They have enquiring minds and relish looking deeper into mathematical ideas.
In Years 7 and 8 pupils are taught separately for an additional three periods per fortnight which allows us to cover the extension curriculum and enrichment topic, which broaden pupils’ mathematical awareness and interest. In Year 9 the specialist pupils are taught all their lessons in a separate class.
Next year these are some of the additional enrichment topics pupils will explore:
Year 7
• Base arithmetic
• Graph theory
• Code breaking
• Language of maths
• Factors and primes
Year 8
• Codes and matrices
• Graphs including linear programming
• Modular arithmetic
• Decision maths
• Mathematical art
Year 9
• Problem solving
• Statistics
• Critical path analysis
• Applications of matrices
• Computer coding
Specialists also take part in weekly problem solving tasks set by Simon Singh and national competitions such as the UK Maths Challenges and the Southampton University Maths Challenge. We encourage pupils to explore maths beyond the classroom through books, podcasts, websites, external talks and the ever popular ‘Maths Movie Nights’.
Pupils will sit the same tests as the rest of the year group throughout Years 7 to 9. However the end of year 9 examinations will be a different paper covering the extended curriculum that the specialists will have studied.
Music Non-specialists
What will I learn?
Through their weekly lessons, pupils will be exposed to a broad range of musical topics, gain practical performance skills and experience a wide range of music technology and develop their understanding of musical notation. The course aims to prepare every pupil with the skills needed for GCSE Music, no matter their experience.
Year 7
• The elements of Music
• Keyboard skills
• Melody and form
• The Baroque Period
• African drumming
• Composition using Soundtrap and Noteflight
Year 8
• Further Keyboard skills
• The Classical Period
• Major and minor keys
• Samba drumming
• Composition using Soundtrap and Noteflight
Year 9
• Blues
• The Romantic Period
• Film and Game music
• Music coding using Micro:bit
• Composition using Soundtrap and Noteflight
Each topic presents a mixture of theory, composition and practical work.
What skills will I develop?
Throughout Years 7-9, you will develop your skills in performing, listening, composing and writing about music. You will learn to read and write music and to work with music technology. Many of you will take instrumental lessons too, further developing your performing skills. You will develop these skills to an appropriate level for you. Lunchtime sessions on aural and theory are available for pupils wishing to take external music performing or theory examinations, and we offer a full range of one to one instrumental and vocal lessons (additional fees apply). In addition to your curriculum music lessons, there are also opportunities for pupils to participate in choirs and ensembles of various kinds, with performance opportunities including concerts (eg Tea Time concerts, Going Solo concerts and termly Extravaganza concerts), and the annual production.
What examinations will I take?
Assessment is ongoing with short end of topic assessments. Pupils in Year 9 will set an end of year exam. In addition, pupils can take external theory and practical examinations.
What equipment will I need?
As well as the standard pencil case equipment, you will need:
• A device (eg Chromebook)
• A pair of headphones that connect to this device
Mr Lloyd
Music Specialist Musicians including Choristers
Pupils with a Music specialism follow a different timetable and distribution of lessons from nonspecialists which allows for practice during the school day. Tutors will be in touch with pupils and parents to discuss the best timetable options for each pupil.
What will I learn?
Pupils with a Music specialism benefit from an enhanced academic music provision in Years 7-9. In these lessons pupils learn about the areas of study outlined below, undertake composition and theory work, and develop their aural skills. The aim is that every pupil with a Music specialism will have successfully passed at least Grade 5 ABRSM theory during the course. The following areas of study are included in each year’s curriculum with pupils consolidating and building their understanding throughout the course.
The concerto through time
• the Baroque solo concerto
• the Baroque concerto grosso
• the Classical concerto
• the Romantic concerto
Rhythms
of the world
• Indian Classical music and Punjabi Bhangra
• Eastern Mediterranean and Arabic folk rhythms, Greek Palestinian and Israeli music
• African drumming
• Calypso and Samba
Film music
• music composed for film
• Western Classical music used within film
• music composed for video games
Conventions Pop
• Rock ‘n’ Roll
• Rock anthems
• Pop ballads
• Solo artists
What skills will I develop?
You will develop your compositional, harmonic, theoretical, performance, aural and discursive musical skills. You will develop your individual creativity in your compositing and performing work. You will become conversant with a wide range of musical terminology to describe and appraise a variety of musical styles, learning how to write accurately and incisively about music.
What examinations will I take?
Assessment is primarily. through end of topic tests; the nature of the curriculum followed means that eligible pupils will have the opportunity to sit GCSE Music in the summer of Year 9. Pupils should expect to sit ABRSM Grade 5 theory and some will go on to sit higher grades.
What equipment will I need?
As well as the standard pencil case equipment, you will need:
• A device (PC or Mac is advised to facilitate access to the school’s preferred notation software)
• A pair of headphones that connect to this device
• On occasions you will be asked to bring your instrument to lessons
Personal, Social & Health Education
What will I learn?
This is your opportunity to discuss and learn about issues relating to you - how they affect you and how you can affect them. You will do this through class and group discussions, debates, role-play drama, videos and written work. You will learn about yourself and the changes that will affect you during puberty as well as focus on general health and hygiene. You will look at issues outside your immediate area of experience, how they affect others and how you can help to change things and become a responsible citizen. Because your lessons are centred on you, sometimes issues come up which you would like to discuss in addition to the topics outlined below.
Year 7
Introduction to school and routines will be covered as well as health and diet issues. We shall also focus on fitness, personal hygiene, growing up, friendships, bullying and teasing, personal safety (including internet and mobile phone issues), family groups, similarities and differences.
Year 8
In this year we shall discuss the use of leisure time, our responsibilities and our environment. We will also talk about disabilities and charities. We shall discuss the use of drugs ( including smoking), and medicines. We shall also focus on emotional development, self-awareness and friendships.
Year 9
This year’s topics will include decision-making, subject choice, self-discipline, drugs and sexual development (including contraception and STI’s). We shall revisit relationships, looking particularly at those with parents and with friends.
What skills will I develop?
It is hoped that you will learn to express yourself, develop an argument, listen to other opinions respectfully and accept that different is not necessarily wrong.
What examinations will I take?
PSHE is a non-examinable subject, and you will not receive a grade or an end of term report in this subject as this would not be appropriate for the material
What equipment will I need?
You will be issued with materials as and when needed.
Mr A Davies
What will I learn?
Year 7
Religion, Philosophy and Ethics (RPE)
In Year 7 we commence with a fascinating study of Buddhism, which many think is more of a psychology than religion, before moving on to a study of the fastest growing religion in the world, Islam, and its five pillars. We then discuss and analyse two ethical issues in the Whitsun and Trinity terms, including looking carefully at different responses to the question ‘should we eat meat?’
Year 8
In Year 8 pupils study Christian understandings of the nature of God as seen (and not seen!) in the film Bruce Almighty, as well as the problem of evil. The intriguing religion of Hinduism is then studied before moving towards a critical look at Plato’s philosophy and his metaphysical definition of reality. We then ask the challenging question, ‘where does morality come from?’
Year 9
In Year 9 pupils really drill down into ethical issues, studying positions which judge the rightness of an action by its consequences, and a very different viewpoint that says some things are right, regardless of the outcome. Christian principles and teachings such as the sanctity of life are then applied, with critique, to the ethical dilemmas raised by both abortion and euthanasia.
What skills will I develop?
Knowledge about the basics of Christianity and other religions as well as an understanding of how religion has affected and continues to affect the history, culture and behaviour of those who practise it and others. You will develop an awareness of theological and philosophical reasoning, religious truth and spirituality. We also aim to foster an ability to think critically and make judgements by evaluating philosophical arguments.
What examinations will I take?
Each unit will finish with some form of assessment and there will be an end of year exam at the end of Year 9.
What equipment will I need?
Exercise books will be issued and relevant textbooks loaned. Otherwise, all you need are pens, pencils, colouring pencils and a brain in gear.
Science Mr K Padgett
What will I learn?
You will develop your science knowledge and link ideas from different parts of science. You will use scientific ideas to explain how things work and understand how science is used in everyday life. You will also consider how science and technology can have both positive and negative effects on the environment, human health, society, and the economy.
Year 7
In Biology, you will study cells, reproduction, muscles and movement, and ecosystems.
In Chemistry, you will learn about how the particle theory explains the properties of solids, liquids and gases, atoms, elements and molecules, separating substances, and acids, alkalis and salts.
In Physics, you will focus on energy transfers and fuels, forces and motion, and electric circuits.
Year 8
In Biology, you will learn about food and nutrition, breathing and respiration, unicellular organisms,and plants.
In Chemistry, you will focus on combustion, the Periodic Table, metals and their uses, and rocks and the rock cycle.
In Physics, you will study magnetism and light, as well as complete a project on the viability of life on Mars.
Year 9
Teaching for the Edexcel GCSE in Science begins at the start of Year 9. The academic content is taught in separate Biology, Chemistry and Physics units. There is also a Science Skills course focused on practical techniques and developing analytical abilities.
What skills will I develop?
You will learn how to plan and carry out experiments, record and analyse data, and use scientific equipment safely. You’ll build critical thinking and problem-solving abilities by interpreting results,identifying patterns, and applying scientific knowledge to new situations. Your mathematical skills will improve through calculations, graphs, and data handling. You will also develop clear communication by using scientific vocabulary accurately and presenting your findings effectively. Throughout the course, you’ll make connections across Biology, Chemistry and Physics, helping you to understand how science applies to the real world and preparing you for further study or future careers.
What
examinations will I take?
In Years 7 and 8, there are regular end-of-unit tests, with structured revision support to help you consolidate your knowledge and understanding. There is no formal endof-year assessment. In Year 9, there are regular end-ofunit tests, with an emphasis on GCSE-style questions. We provide revision support to help you develop the ability to structure your own revision programme in future years. There is a final exam in Biology, Chemistry and Physics in the summer. Further details of the Combined Science and Triple Science courses in Years 10 and 11 can be found in the GCSE handbook.
What equipment will I need?
You need to bring the equipment you take to all lessons, including a calculator, pens, pencils, a ruler, a glue stick, and a digital device. All specialised equipment is provided in lessons, including safety spectacles, which you wear for most practical work, and laboratory coats, which you may be required to wear for some lessons.
Ms J Desmarchelier-Arpino
What will I learn?
Year 7
All Year 7 pupils study French as a core language for one year. If you are already fl uent in French, please contact Ms Desmarchelier immediately so that your son’s or daughter’s course in languages can be modifi ed if possible.
Year 8
All pupils will get the opportunity to pick up Spanish, as well as French in Year 8. This will mean an accelerated course in Spanish with fewer lessons overall each year: Pupils will get three lessons of Spanish and two lessons of French per fortnight. Learning two languages continues in Year 9, giving pupils a chance to opt for both languages at GCSE.
You will concentrate on communicating information about yourself as well as understanding simple information given by others. Topic areas include home life; likes and dislikes; hobbies; pets; weather; appearance; character; directions; sports; holidays; school life; free time; and jobs as well as holidays.
The emphasis in lessons continues to be on using Spanish for a practical purpose. So you should expect that your teachers will speak in Spanish a lot of the time. Just like in French, you should expect to be asked to participate and answer questions. We also follow Dr Contis EPI approach, focusing on mastering the language by using sentence builders to build confi dence in structuring the language.
Year 9
All pupils will have done at least one year of Spanish and so their communicative competence is by now more advanced; they are able to understand grammatical terminology and use different tenses in all verbs. By the end of the year they can talk about past events and future events.
Spanish
What skills will I develop?
You will learn to understand the Spanish you hear and read, and to say and write messages, express opinions, ask for things, tell simple stories and talk about your own experiences. All this will help you to listen and read carefully, to write accurately and to think about how language works to express meaning. Pupils will become more independent learners and develop skills relevant in today’s world, including listening, reading, writing and speaking.
Which examinations will I take?
There are no public examinations but you will be tested regularly on the vocabulary and grammar you have learnt in order to check your progress in these key areas. There are end of year tests which assess the basic language skills of speaking, writing, reading and listening.
What equipment will I need?
You will be provided with an exercise book for all your work and prep as well as a booklet with all the sentence builders for the year.
Trips
We aim to organise a biennial trip to Spain, with destinations varying from Madrid, Sevilla or Barcelona, usually at Easter time to enable all pupils from Year 8 to Upper Sixth to practise their skills for fun or for exams.
PE and Games
All pupils attend two double Games lessons per week throughout Years 7-9. In addition to these lessons, there are regular co-curricular training sessions held after school and a number of school fixtures played every Saturday and on some weekdays after school. These fixtures are published in the School Calendar.
Pupils also attend Physical Education lessons; they receive one hour per week throughout Years 7-9.
PE Lessons
What will I learn?
The Physical Education programme is very diverse. In Year 7, you will learn a range of fundamental skills required for a variety of activities such as basketball, water polo, cricket, racket sports and swimming. These skills are then developed and refined in Years 8 and 9. In Physical Education lessons, it is usual for you to carry out one activity per term. These lessons also give you opportunities to work together in small groups and larger teams, solve problems and develop leadership roles.
What skills will I develop?
You will obviously develop a wide variety of sports skills that we hope will stay with you for the rest of your life. You will learn specific skills such as shooting in basketball, navigating in orienteering, passing in netball or football, serving in tennis or badminton and team positions in water polo. You will also learn all about the rules, regulations and tactics of the activities you are playing. Finally, and very importantly, you will learn how to work as part of a team, how to appreciate the strengths and weaknesses of your peers, and how to work together to solve specific problems.
What equipment will I need?
You will need complete, clean and correct school Physical Education kit with white socks and clean sports trainers and the correct swimming kit. Your PE Teacher will tell you exactly what you need to wear and bring for each activity.
Games Lessons
What will I learn?
Girls and boys play one major sport each term. In the Michaelmas and Advent terms, girls play hockey and the boys play football. This changes to netball for the girls and hockey for the boys during the Lent term. Summer sports are tennis and cricket for both the boys and girls. During games lessons, you will learn to demonstrate a considerable number of skills and techniques related to these sports, and practise performing them in a variety of competitive situations.
What skills will I develop?
While focusing on enjoyment and positive teamwork, you will develop the ability to perform a range of physical skills with confidence. You will have the opportunity to demonstrate the skills that you have learnt in a variety of situations, including team practices, house matches, and inter-school fixtures. A number of pupils at Wells Cathedral School have also gained County and Regional representative honours. Team captains have an integral role to play in school sport. They will learn to lead by example in terms of behaviour, appearance and attitude.
PE and Games,
What equipment will I need?
You will need the correct games kit for the activity you are doing with the appropriate footwear. Your games teacher or South West Schoolwear will be able to tell you more about this. Safety in games is paramount and it is compulsory for all pupils to have shin pads and a professionally-fitted mouth guard. Your mouth guard can be moulded by your own dentist; alternatively, the PE Department arranges for a team of qualified dentists to visit the school at the earliest occasion in the Michaelmas Term to fit mouth guards to all pupils (unless your parents have requested otherwise). It is also useful for all pupils to have their own hockey stick and for girls to have their own tennis rackets. All items of clothing and equipment should be clearly named.
Additional Information
Valuables
It is very important that for all PE and games lessons, you hand in anything valuable to your teacher or leave it in your locker. Nothing of any value should be left in the changing rooms. Your PE teacher will give you further details in your first lesson.
Awards
We award values certificates in Years 7-9 for pupils who demonstrate key character traits in fixtures throughout the course of the term. At the end of Year 9, the ultimate sporting accolade for this age cohort is awarded to those pupils whose commitment to sport has been exemplary throughout their time in the School. This takes the form of laurel leaves that are worn on your School blazer below the School badge. All pupils who are awarded their certificates or laurel leaves receive them with considerable pride.
Sports Fixtures
We try and include as many people as possible in fixtures, and parents are always very welcome at both home and away sports fixtures. It is important that the member of staff in charge of your team knows well in advance if you are not available for selection for a match. Parents or Guardians need to write a note to your coach explaining why you cannot be available well before the date of the match.
Top Tips
For Parents
• Ensure all equipment and clothing is named
• Help your child to establish a routine (morning, evening and bedtime)
• Pin up your child’s timetable at home and identify the days when PE/games kit/musical instruments are needed
• Make sure your child has a watch and your contact numbers
• Have an equipped spare pencil case at home
• Check the learning planner each evening and sign it at the end of the week
• Support your child with homework, but allow them to develop the skill of working unsupervised and independently
• Stop your child from working excessively beyond the recommended cut off time
• Take an interest in your child’s friendship groups but try not to overreact as they change and new pecking orders become established
• Never do anything regularly for your child that they can do for themselves!
For Pupils
• Work out a routine with your parents (and Tutor) for before school, at school and at home
• Put a copy of your timetable on your desk at home and on the inside door of your locker
• Use your planner to make sure you are in the right place at the right time
• Write out your prep instructions fully (not something like ‘finish sheet’)
• Aim to do your homework on the night it is set
• Know what do if you are delayed in the morning or if your lift is delayed at the end of the day
• Remember that teachers vary; you will have some that you will think are great and others you may need to try hard to work well with
• Put your planner book on the corner of your desk at the start of each lesson
• Pack your games kit and get your uniform ready the evening before you need it
• Never get your parents to do anything regularly that you can do for yourself!
