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Information for Parents and GirlsFirst Year Entry for September 2013
Godolphin Latymer&
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IntroductionThis booklet is designed to give curriculum information, with particular reference to the UIII (Year 7). As girls move through the school, different subjects become available to them and choices have to be made. In theUIII, all girls take the same subjects with the exception of a choice of modern language.
We are currently reviewing the Lower School curriculum, to ensure that girls are being given the opportunity to develop the skills, habits of mind and dispositions that they will need in our rapidly changing world. We cannot, therefore, guarantee that what is printed here will remain the same. As Eric Hoffer said, “In times of change, learners will inherit the earth, while the learned will find themselves beautifully equipped to deal with a world that no longer exists”.
Parents may be interested to know that since September 2005 girls entering the Sixth Form have had a choice between Advanced Level and the International Baccalaureate (IB), both routes leading to university entrance. The adoption of the IB as a curriculum in the school has been very successful, both in terms of providing choice in the Sixth Form and with regard to girls’ access to university places. From September 2010, all girls pursuing the A Level route through the Sixth Form have had the opportunity to undertake the Extended Project Qualification which maximises their opportunities to develop independent learning and thinking skills.
At the end of this booklet, there is information about extra subjects (instrumental music and speech and drama lessons), which are available to girls. There is also information on the arrangements for school entrance as well as a record of the public examination successes and the subsequent destinations of girls leaving the school.
We hope that you enjoy finding out more about what we offer at The Godolphin and Latymer School.
Mrs Ruth MercerHead Mistress
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Subject Page
Our Approach to the Curriculum 1
Learning and Thinking Skills 3
UIII-UIV Subjects 4
(I) GCSE Core Subjects 4
AS/A2 and the International 5Baccalaureate
Extra-curricular Programme 6 Regular Weekly Activities 7
Visits – Day and Residential from 8 April 2012 - April 2013
Contents
Personal, Social & Health Education 13(PSHE) and Citizenship Education
Instrumental Music Lessons 15
Speech and Drama 16
Special Needs/Study Support 16
International Baccalaureate 17
The Godolphin and Latymer School 19Public Examination Results 2011
Higher Education and careers 20
Destinations of Higher Education 21 Applicants 2011
How to Join Us 23Entry to First Year (Year 7) Syllabus for 2012
Agreed Code of Practice at Year 7 24for September 2012
11+ (Year7) ExaminationsGuidance for Parents and Teachers 25
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Our Approach to the CurriculumWe offer a broad and balanced curriculum, which provides continuity and progression and fosters moral, cultural, aesthetic and physical development. We aim to nurture a love of learning and help the girls to develop into informed, cultured, civilised and skilled young people, prepared for higher education, the workplace and the challenge of adult life. The curriculum has been devised to be appropriate to girls’ ages, abilities and aptitudes, in order to foster talents and fulfil potential. We expect girls to take responsibility for their own work and to be willing to take advantage of the intellectual challenges which are offered to them; we encourage girls to question rather than to accept the received wisdom without thought. It is hoped that girls will become independent thinkers and develop into lifelong learners.
Only when girls are happy and secure can meaningful and productive learning take place, so we recognise the importance of strong pastoral support; we take a keen interest in each girl’s learning and development as she progresses through the school. Careers advice and guidance about subject choices, higher education courses and the world of work is vital.
Aims
• Offer equitable access to all curriculum areas regardless of ability.• Ensure that the curriculum is linked to the needs and aspirations of the girls, allowing them to reach their full academic potential.• Facilitate the girls’ acquisition of knowledge, skills and qualities which will help them to develop intellectually, emotionally, physically, morally and aesthetically.• Develop interested and active learners, who can work both independently and collaboratively and who persevere in creativity and problem solving.• Create and maintain an exciting learning environment.• Encourage the girls to be independent, responsible, thinking, confident and considerate members of the community, within the school and beyond.• Enhance girls’ self-esteem and instil respect and tolerance for others.• Recognise and offer any special study support required for girls at any stage in their school career.• Keep the curriculum under review.• Offer careers advice and guidance.
Objectives
• Provide an inclusive curriculum, which allows for different learning styles and prior learning experiences, but at the same time, one which ensures that there is a match between each girl and the tasks she is asked to perform. This may require the girls to be taught in ability sets or to receive additional, individual support.
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• Help the girls to develop lively and enquiring minds, a love of learning, the ability to question and argue rationally, listen and communicate effectively, and apply themselves to tasks both cognitive and physical.• Encourage the girls to have and fulfil the highest possible expectations of themselves.• Ensure that the breadth of the curriculum, up to the compulsory leaving age, gives girls an experience in linguistic, mathematical, scientific, technological, human and social education, physical, aesthetic and creative education.• Provide a post-16 curriculum which is responsive to the needs and demands of the girls and which offers a broad range of academic courses, together with opportunities for lively debate, independent study and in-depth research.• Offer wide-ranging experiences in the creative and performing arts.• Develop effective citizenship and help girls to understand the world in which they live.• Provide opportunities for girls to serve their community through voluntary work and outreach.• Develop attitudes that lead to a healthy lifestyle.• Enable girls to acquire knowledge and skills, relevant to continuing education in adult life and employment in the context of a fast changing world.• Give opportunities for girls to become aware of the career possibilities open to them.
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Learning and Thinking SkillsThere is a serious concern in this current results-driven educational system that children are not learning to think. Indeed, in many instances ‘learning’ has become a synonym for ‘remembering’, with students adopting an overly passive approach to their learning. There are many very important reasons why Godolphin and Latymer should aim to counter this trend:
i. If girls are to achieve their academic potential, they need to learn to think more actively about their learning, to assess new opinions and ideas critically and to have the confidence to add their own creative views and ideas. A positive attitude towards taking risks and learning from failure is also vital. Research has indicated that even very able girls are less likely to attain the highest levels of success, as they cannot cope with higher order questions that need more creative problem solving approaches. (OFSTED, ‘Improving Schools, 1994) ii. By teaching girls to take a more active, independent approach to learning, we help to maintain high levels of curiosity and enthusiasm as girls move up through the school. iii. It is an important part of our role as educators to take a longer term perspective and to equip our girls with the skills that they will require to adapt and prosper in an ever-changing world, where flexibility and creativity, as well as sound critical thinking skills, will be of more value than transitory knowledge.
Therefore we are continuing to review the opportunities that are provided to the girls in order to help them to develop the range of skills discussed above, which we believe will be to their advantage.
W. Cooper, Senior Teacher (Learning and Teaching)
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UIII–UIV subjectsArt & DesignLatinEnglishDramaGeographyHistoryInformation & Communication TechnologyMathematicsFrench, German or SpanishMusicPersonal, Social & Health EducationPhilosophy and ReligionPhysical EducationScience: Biology, Chemistry & PhysicsTechnology (Food and Design)
(I)GCSE core subjectsEnglish LanguageEnglish LiteratureMathematicsPhysicsChemistryBiologyModern Foreign Language
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+ Options
Humanities Languages Creative Arts & Design
Classical Civilisation French (if studied from UIII/LIV) Art & Design
Geography German (if studied from UIII/LIV) Design & Technology: Food Technology
History Spanish (if studied from UIII/LIV) Design & Technology: Resistant Materials
Religious Studies Italian Music
Russian Physical Education Latin Greek
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AS/A2
Ancient HistoryBiologyChemistryClassical CivilisationClassical GreekDrama & Theatre StudiesEnglish LanguageEnglish LiteratureFine Art Further MathematicsFrenchGeographyGermanGovernment & PoliticsHistoryHistory of ArtItalianLatinMathematicsMusic PhilosophyPhysicsRussianSpanish
I.B.
English (Literature)French (Foreign Language)German (Foreign Language)Italian (Foreign Language)Spanish (Foreign Language)Russian (Foreign Language)LatinGreekHistoryGeographyEconomicsPhilosophyArt History Standard Level (SL) onlyBiologyChemistryPhysicsMathematicsMathematics StudiesMusicVisual ArtsTheatre Arts
AS/A2 and the International Baccalaureate
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All subjects are available at Higher Level (HL) and Standard Level (SL) unless otherwise indicated
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Extra-curricular ProgrammeOur extra-curricular programme is extremely diverse. It fulfils a number of the aims that are central to our philosophy. Activities provide girls with a range of opportunities to work collaboratively, to take on leadership roles, to develop a positive attitude to coping in new and different situations and to strengthen higher order thinking and learning skills. The programme encourages girls to foster and develop new and existing talents and interests which add to their fulfilment and enjoyment of school life. Participation in a range of activities also gives girls the opportunity to meet other girls in different forms and year groups.
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Advanced Classical Greek Reading Class for the community Amnesty International Letter WritingAncient World Breakfast ClubAnimé ClubAS, A2 Fine Art & IB Visual Arts Workshops; GCSE Art & Design Surgery/ AS, A2 Fine Art Surgery Athletics – jumps/ running/ throwsBadmintonBasketball /Junior (UIII/LIV) Basketball Brass Group Cello Group Chamber Music Chamber Orchestra Chemistry Club Chess Club UIII ChoirChristian Union/Alpha Cricket (All abilities) Current Affairs Society Debating Squad Practice Duke of Edinburgh’s Award SchemeDofE Photography Economics Society Fencing (Advanced/Beginners) Fitness TrainingFootballFrench Literacy ClubGCSE Coursework Development Session Geographical Society German Club (UIII)Godolphin & Latymer Orchestra Greek Introduction (UIV)Guitar Group Gym SquadHans Woyda Mathematics Club History of Art Society ‘Splat’ History Society Hockey Squad TrainingInformation Technology Italian Society Jazz DanceJunior Chamber Choir Junior Classics Club Junior Debating Club
Junior Debating Squad Training Junior Orchestra Junior Writers’ ClubKarate (Advanced/Beginners) Kickboxing LIV/UIV Play RehearsalsMandarin Chinese for Beginners UIII Existing Mandarin Chinese Advanced Mandarin ChineseMathematics Surgery Mock Trial Modern Dance Modern Foreign Language Film Club Netball Squad TrainingPercussion Ensemble Philosophy Society Physics Surgery Pilates Psychology Society Recorder Consort (Seniors)Recorder Group (Open for Juniors) Rock Climbing Rounders Club U12/UI3/U14/U15Rowing land and water based training UV, Sixth Form UIV, LV Rowing land and water basedSciZmic ClubSenior Chamber Choir Senior Choir Senior Classics Society Science Cinema Club Senior Debating Club Senior Writers’ Club Sixth Form Rowing Training SquashSpanish Club LV-UVIString Ensemble Swing Band Tennis Coaching Theatre Technology ClubUltimate frizbeeYogaYoung Enterprise
Regular Weekly Activities
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Visits – day and residential from April 2012- April 2013SUMMER 2012
DEPARTMENT TO DURATION YEAR GROUPUIIIBiology Wetlands Centre 1 day UIII Classics Cambridge 1 day UIIIGeography Docklands 1 day UIIIModern Languages Normandy 5 days residential UIIILIVClassics Fishbourne Roman Palace 1 day LIV History National Army Museum Half day LIVPhysical Education Rock Climbing, Spain 6 days residential, half term LIV, UIVUIVEnglish The Globe Theatre 1 day UIVGeography Cuckmere Gap, Sussex 1 day UIVHistory Imperial War Museum 1 day UIVPhysical Education Rock Climbing, Spain 6 days residential, half term LIV, UIVLVChemistry Science Museum LVMusic Visit relating to a GCSE listening/
composing area of studyLV, UV
Religious Studies Visit to a hospice LVTechnology Research for coursework,
HammersmithHalf day LV
UVMusic Visit relating to a GCSE listening/
composing area of studyLV, UV
LVIBiology IB Field Visit to Flatford Mill 4 days residential LVI Biology AS Visit to Amersham 1 day LVICareers Higher Education Open Days Allocation is 3 days after
examinationsLVI
Drama Coursework 1 evening LVIEconomics Bank of England Competition,
Central London1 day LVI
English Theatre Club Visit 1 visit per Half Term LV, UVIHistory of Art Barbican Bauhaus Exhibition Afternoon LVIItalian Study visit to Bologna Weekend LVI, UVIUVIEnglish Theatre Club Visit 1 visit per Half Term LV, UVIItalian Study visit to Bologna Weekend LVI, UVI
Summer holidaysHigher Education Preparation UVI (ex-LVI, not leavers, day before pre-Autumn Term Staff Meeting) (Afternoon)History of Art Revision Visits to museums and galleriesWorld Challenge 1 month UV, LVIFrench Visit to Normandy 5 days UIII
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AUTUMN 2012
DEPARTMENT TO DURATION YEAR GROUPUIIIEnglish Young Shakespeare Co. (in school) 1 day UIIIPhilosophy & Religion The Neasden Temple Half day UIIILIVBiology London Zoo 1 day LIV Geography Burnham Beeches 1 day, Oct LIVHistory Victoria & Albert Museum:
RenaissanceHalf day LIV
Modern Languages German classes: Christmas Market, Cologne (every 2 years)
Thursday night (coach) to Saturday morning
LIV, UIV
Physical Education Netball/Hockey Tour to N.Ireland (alternate years)
5 days residential, Half Term LIV, UIV
Technology Kew Gardens 1 day LIVUIVClassical Civilisation & Latin Bath 1 day All UIVMathematics Masterclass, Royal Institution Saturday mornings
(4 girls only)UIV
Modern Languages German classes: Christmas Market, Cologne (every 2 years)
Thursday night (coach) to Saturday morning
LIV, UIV
Physical Education Netball/Hockey Tour to N.Ireland (alternate years)
5 days residential, Half Term UIV, LV
LVBonding Day 1 day LV
Art Horniman Museum: Asian Costume 1 day LVArt British Museum, London 1 day LVGerman Visit of Hamburg Exchange Group 2 weeks Sept/Oct LVTechnology Plumpton Mill 1 day LVUVArt Pitt Rivers Museum, Oxford
University1 day UV
Classics Italy/Greece (alternate years) 1 week residential, Half Term (Apply in LV)UV (& possibly LVI tbc)
Geography Morocco Study Tour 1 week residential (every other year), Half Term
UV, UVI
History Ypres WW1 3 days UVModern Languages Italian Study Visit (provisional) 5 days Half Term UVModern Languages Moscow Exchange 10/12 days residential UV, LVITechnology Resistant Materials, Product
Analysis, Design Museum1 day UV
LVIArt Tate Britain: Rachel Whiteread
drawings1 day LVI AS & IB
Art The Wellcome Collection, London 1 day LVI, UVIBiology The Wellcome Collection, London 1 day LVI, UVIClassical Civilisation Sovereign Education Greek Tragedy
Lecture Day (alternate years)1 day LVI, UVI
Classics Italy/Greece (alternate years) 1 week residential Half Term UV (& possibly LVI tbc)
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AUTUMN 2012 Continued
DEPARTMENT TO DURATION YEAR GROUPLVI continuedDrama Theatre visits (various) 3 hours, evenings LVI & UVI Drama & IBEnglish Theatre Club Visit 1 visit per Half Term LVI, UVIEnglish Residential Creative Writing Course,
The Abbey, Sutton Courtenay3 days residentialHalf Term
LVI
Geography Snowdonia 5 days, Sept LVIHistory of Art Victoria & Albert Design Collection Half day (not Saturday) LVIHistory & Politics Various conferences 1 day LVI, UVIMathematics Maths in Action, Institute of
Education1 day LVI, UVI
Mathematics Senior Maths Team Challenge After school, 3 hours LVI, UVIModern Languages Moscow Exchange 7/8 days residential UV, LVIPhysical Education Netball/Hockey Tour to Barbados
(alternate years)7/8 days residentialHalf Term
LVI, UVI
Philosophy Peter Vardy Conference LVIPhilosophy The National Gallery LVISixth Form Induction/Bonding Day 1 day LVIUVIArt Tate Britain: Rachel Whiteread
drawings1 day UVI A2 & IB
Art The Wellcome Collection, London 1 day LVI, UVIBiology The Wellcome Collection, London 1 day LVI, UVIClassical Civilisation Sovereign Education Greek Tragedy
Lecture Day (alternate years)1 day LVI, UVI
Drama Theatre visits (various) 3 hours, evenings LVI, UVI Drama & IBEconomics Bank of England Competition,
Central London1 day UVI
English Theatre Club Visit 1 visit per Half Term LVI, UVIFrench Paris UVIGeography Slapton Ley 5 days, Sept UVIHistory of Art Open House Weekend (Architecture)
AAH ConferenceTate Britain
1 weekend day, Sept1 day (Saturday) NovHalf day
UVI
History & Politics Various conferences 1 day LVI, UVIMathematics Maths in Action, Institute of
Education1 day LVI, UVI
Mathematics Senior Maths Team Challenge After school, 3 hours LVI, UVIModern Languages French Study Day, London 1 day UVIModern Languages Cultural visit, Paris 3 days UVIPhilosophy & Religion JS Mill, Carlyle’s House Half day UVIPhysical Education Netball/Hockey Tour to Barbados
(alternate years)7/8 days residentialHalf Term
LVI, UVI
Sixth Form Induction/Bonding Day 1 day UVI
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SPRING 2013
DEPARTMENT TO DURATION YEAR GROUPUIIIHistory British Library 1 day UIIILIVEnglish Theatre Visit 1 day LIVMathematics Maths Challenge Competition,
Central London1 day (in term time or holidays) (2 girls)
LIV, UIV
UIVEnglish Theatre Visit 1 day UIV French Study visit to Montpelier 1 week residential UIV (partial) Mathematics Master classes, Royal Institute Saturday (4 girls) UIVMathematics Maths Challenge Competition,
Central London1 day (in term time or holidays) (2 girls)
LIV, UIV
Physical Education USA Skiing Vermont Sun – Mon, 8 days residential Half Term
UIV
LVVisit of Brearley Exchange Group
London 1 week LV
Classical Civilisation National Theatre & National Gallery 1 day LV Geography Abergavenny (coursework) 5 days residential LV German Hamburg Exchange 2 weeks LV (partial)Latin & Greek British Museum & National Gallery 1 day LVMathematics Maths in Action Day 1 day LVMiddle School Brain Training in school First Year Entry day LVPhilosophy & Religion Regent’s Park Mosque LV, UVScience Big Day Fair 1 day LVUVClassical Civilisation Theatre Visits in February, London
Festival of Greek DramaEvening UV, UVI
History Oxford 1 day UVPhilosophy & Religion Regent’s Park Mosque LV, UVLVIBiology Visit to Epping 1 day LVIClassical Civilisation Sovereign Education Aeneid Lecture
Day (alternate years) LVI, UVI
Classical Civilisation Theatre Visits in February, London Festival of Greek Drama
Evening UV, UVI
Drama Coursework Evening theatre visit x 1 or 2 LVIEconomics Conference/Workshop 1 day LVI & UVIEconomics Workshop LVIEnglish Theatre Club Visit 1 visit per Half Term LV, UVIHistory of Art Gallery visit
ARTiculation PrizeHeats/Final
Half dayHalf day (after school)1 day (Saturday)
LVILVILVI
History & Politics Various conferences 1 day LVI, UVI
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Easter holidaysLV Brearley Exchange visit to New York 1 week residential European Work Experience to Versailles/Berlin 10 days residential LVIGerman Hamburg Exchange 2 weeks residential LVGranada Study Visit, Spain 1 week residential LVHistory & Politics Visit Washington DC 4 days residential Sixth FormHistory of Art Visit Florence LVIMontpellier Exchange, France 1 week residential UIVStudy Visit to Italy LV, UV (not Italian dept.)UVI History of Art Visit New York residential 6 days
SPRING 2013 Continued
DEPARTMENT TO DURATION YEAR GROUPLVI continuedLatin CICERO competition,
James Allen’s Girls’ SchoolLVI, UVI
Modern Languages Spanish Flamenco/Theatre Evening LVI, UVIModern Languages Spanish Debating Competition Evening LVI, UVIModern Languages French Topic Day 1 day (in school) LVI, UVIUVIClassical Civilisation Sovereign Education Aeneid Lecture
Day (alternate years) LVI, UVI
Classical Civilisation Theatre Visits in February, London Festival of Greek Drama
Evening UV, UVI
Drama Unit 6 Evening theatre visit x 1 or 2 UVIEnglish Theatre Club Visit 1 visit per Half Term LV, UVIHistory of Art Gallery Visit Half day UVIHistory & Politics Various conferences 1 day LVI, UVILatin CICERO competition,
James Allen’s Girls’ SchoolLVI, UVI
Modern Languages Spanish Flamenco/Theatre Evening LVI, UVIModern Languages Spanish Debating Competition Evening LVI, UVIModern Languages French Topic Day 1 day (in school) LVI, UVIPhilosophy Peter Vardy Conference UVIPhysics Physics visit UVISixth Form Sinai Visit 1 week residential Half Term UVI
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Personal, Social & Health Education (PSHE) and Citizenship Education
The aims of PSHE and Citizenship are:
• to educate girls about health matters so that they can make informed and responsible decisions • to enable development of personal confidence, self-esteem and assertion skills• to encourage respect for themselves and others • to play an active part as citizens • to develop a responsible attitude • to foster good relationships and respect for differences between those close to them, in their local community and the wider world
The UIII programme is delivered by the form tutor in the designated form period. An extensive and comprehensive programme has been devised to support and help the girls in their first year at the school. Topics included in the programme are: coping with change in a new environment, academic expectation, new friendships, organisation of work, managing homework, how to ask for help, safety, history of the school, what’s in a surname. There are also class activities to help the form work and bond together.
In the LIV, a designated lesson takes place on a three module carousel system. PSHE topics include: friendship, bullying, self-esteem, body language, mental well-being, puberty, smoking, alcohol and cannabis. Citizenship topics include ‘Britishness’, multiculturalism, government and democracy, how parliament works, M.P.s and elections, as well as the U.N. and the Declaration of Human Rights.
UIV form tutors deliver the PSHE programme during a designated form period. The topics covered include drugs education and disability. A programme of citizenship topics takes a wider view of the world, giving girls a sense of responsibility and participation in their communities. Sex education will be delivered by PSHE teachers on an eight week programme to half classes.
LV PSHE looks more in depth at the nature of relationships between friends, family, partners and in marriage. An understanding of self-awareness and emotional literacy is also an important part of the course.
In the UV, girls focus on issues such as: democracy and teamwork, media and the newspapers, mental health, and global citizenship including sustainable development. Relaxation techniques are discussed and practised just before the girls go on study leave.
The Sixth Form have the opportunity to meet various professionals from outside organisations to
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discuss issues such as alcohol and drug abuse. Workshop sessions are also organised on a variety of topics including relationships, alternative therapies and women’s sexual health, so that girls are informed of the issues and relevant agencies before they leave school.
C. Lee, PSHE Coordinator
THINKWhich is more important, the question or the answer? You may of course argue that they are inextricably linked and that both are of equal importance. It is certainly true that in order to get the ‘right’ answer, you need to ask the ‘right’ question. Nevertheless, the purpose of the THINK course is to focus on arguably the most important part of all – the bit in the middle.
This course encourages girls to explore and reflect upon the many different ways in which they might seek answers to their questions. Some approaches might lead to a dead end; others may open up new avenues to explore. Most importantly, we hope that our girls will appreciate that sometimes the journey can be more rewarding than the destination.
The course aims to develop a wide range of skills and habits of mind including:
• An introduction to Critical Thinking• Developing the ability to independently research a topic• Identifying quality internet resources• Learning how to use sources effectively – avoiding plagiarism etc.• Questioning how we acquire knowledge and what it means to ‘know’ something in a range of subject disciplines• Working effectively as part of a team• Turning creative ideas into practical solutions• Developing the confidence to present to a group
The course takes place in weekly 25 minute sessions and is delivered by a range of staff with interest and expertise in each of the areas highlighted. In addition, all of the skills listed, and many more besides, form an integral part of the curriculum. The purpose of this course is to reinforce what is already covered in the wide range of academic disciplines.
W. Cooper, Senior Teacher (Learning and Teaching)
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Instrumental Music LessonsIndividual lessons are offered as an extra subject (for which an additional fee is payable) in piano, harp, violin, viola, cello double bass, guitar, flute, oboe, clarinet, saxophone, bassoon, brass, percussion (commencing with drum kit skills), descant and treble recorder. Individual singing lessons are also available. The school has a number of instruments available for hire but cannot undertake to supply an instrument in every case. The instrumental lessons are 35 minutes long and are given by specialist visiting teachers of music. In the UIII to LV girls take their weekly instrumental lesson on a rotating timetable; they miss part of a normal class lesson but would not normally miss more than three of the same times per term. Lessons are available for girls who wish to study for the grade 5 Theory Examination of the Associated Board in order to enter for the higher practical grades. Fees are payable for these lessons. They are organised on the same basis as the instrumental music lessons. The school acts as a centre for Associated Board practical examinations. Girls who are learning out of school may be entered for the examinations via the school.
M. Laflin, Director of Music
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Speech and DramaSpeech and Drama is offered as an additional subject to all students; over 400 girls take this option. Lessons are scheduled in either a Private Study period or off-timetable; an additional fee is chargedfor lessons. In the UIII students cover all aspects of the skills required in Foundation Level of Solo Speech and Drama examinations. These include acting play extracts, performing poetry, mime, developing improvisation skills, story telling, sight-reading and discussion. All participants are given the option of taking Grade 3 (if they haven’t previously). In LIV students are entered for Grade 4,with a Grade taken each consecutive year culminating in preparing for and taking Grade 8 in the Sixth Form.
L. Tricker, Head of Speech and Drama
Special Needs/Study SupportThe school is committed to meeting the individual needs of every pupil. There is an Individual Learning Coordinator, with a specialist qualification in teaching pupils with specific learning differences, who liaises closely with subject teachers to ensure that appropriate support is offered where needed.
A. Clark, Individual Learning Coordinator
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International BaccalaureateThe school offers a choice of curriculum in the Sixth Form: the International Baccalaureate Diploma Programme (IB) or the Advanced Level (AS and A2). These two distinct pathways differ in format and philosophy, but they lead equally well into Higher Education, enabling you to obtain a place at selective universities.
What is the IB?The IB Diploma Programme is a rigorous two-year course, which has gained a reputation for representing high academic standards and breadth, as well as developing skills and interests necessary for the competitive international world in which many girls will find themselves living and working in the future. Conceived in Oxford in 1960 and now administered from Geneva, the Programme involves some 40,000 students from over 100 countries and is popular with employers. All IB students are numerate, can communicate in more than one language, have critical thinking skills and are good at thinking outside the box. The IB is highly regarded by all universities in the UK and elsewhere.
The IB is a prescriptive programme and will suit a girl wanting breadth combined with academic rigour and who is likely to enjoy the challenge of studying six subjects alongside components that will develop critical thinking and recognise achievements in extra-curricular activities and voluntary service.
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The IB CurriculumThe flexibility of the IB curriculum provides a balanced, coherent programme, with the Higher Level enabling a girl to pursue her personal interests in depth whilst meeting special requirements for University entrance and the Standard Level giving breadth in the overall Diploma.
The IB curriculum is best understood in terms of a hexagon with six academic areas representing the academic domains of study, surrounding the core diploma requirements.
Academic Domains
Group 1 English and World Literature in translation
Group 2 A modern or classical Language (French, German, Italian, Spanish, Russian, Latin, Greek)
Group 3 A Humanity or Social Science (History, Geography, Economics, Philosophy, History of Art)
Group 4 A Science (Physics, Chemistry, Biology)
Group 5 Mathematics (a number of different mathematics courses are available to suit levels of ability and interest)
Group 6 Either a Creative Arts subject (Music, Visual Art, or Theatre Arts) Or a second subject from Group 2, 3 or 4
Core RequirementsThe Core of the IB Diploma Programme incorporates three essential areas of study that enrich the academic domains: the Extended Essay, Theory of Knowledge (TOK) and Creativity, Action and Service (CAS).
AdviceEach girl will receive plenty of advice and guidance when the time comes to make her choice of curriculum for the Sixth Form, either for Advanced Level or for the IB.
C. Trimming, IB Coordinator
Extended EssayTheory ofKnowledge
Creativity, Action,Service
Group 1English and World Literature in translation
Group 6Either a Creative Arts subject or a second
subject from Group 2, 3 or 4
Group 2A Modern or Classical Language
Group 3A Humanity or Social Science
Group 5Mathematics
Group 4A Science
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We are delighted with our public examination results this year.
GCSE RESULTSIn 2010/2011, 100 girls took between them 1023 subjects (average number of subjects per girl 10.23).The results for 2010/2011 are shown below, together with those of the previous two years:
20% of girls achieved A* grades in all of their subjects44% of girls gained at least 9 A* grades72% of girls achieved A*/A grades in all of their subjectsOverall 93.3% of the results were A* or A
Please note that in 2011, girls took the IGCSE in Mathematics, History, Biology, Physics and Geography.
ADVANCED LEVEL RESULTS83 candidates took 273 subjects (average number of subjects per girl 3.29)
The A* grade at A level was introduced for the first time in summer 2010 and awarded to 8.2% of results nationally in
summer 2011. Four girls gained 4 A* grades, 6 girls gained 3 A* grades, 16 had two results at A* and a further 16 girls had one of their A levels graded at A*.46 girls achieved at least 3 A levels graded at A/A* INTERNATIONAL BACCALAUREATE (I.B.) Diploma ResultsThe I.B. was taken by 16 candidates, representing our fifth cohort for this examination. The I.B. is studied over two years with a total of 6 subjects being taken, 3 at higher level and 3 at standard level. Each subject is worth a maximum of 7 points. In addition, candidates can obtain a maximum of 3 core pointsfor the combined marks for the Extended Essay and the Theory of Knowledge.
The maximum total score for the IB Diploma is 45 points.
7 girls achieved 40 points or more, of whom:2 girls obtained 45 points, 1 girl obtained 44 points and 1 girl 43 points.
The average for the school was 38.5 points
September 2011
THE GODOLPHIN AND LATYMER SCHOOL
PUBLIC EXAMINATION RESULTS 2011
2010/2011
2009/2010
2008/2009
% A*/A
93.3
90.7
87.4
% A* - B
98.8
97.4
97.9
% A*
69.7
61.7
54.5
% A* - B
91.6
95.1
91.9
2010/2011
2009/2010
2008/2009
% A*
29.7
23.6
n/a
% A*/A
70.0
67.6
73.8
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Higher Education and CareersEntry into higher education is increasingly complex and competitive, be it in the UK or further afield. It is of paramount importance to us that our girls are fully informed and well prepared for this stage in their lives. Information about higher education and future careers is available through our specialist adviser and her department.
There is a programme of information and guidance for those year groups with choices to make, i.e. UIV, UV and Sixth Form. Each UV and Sixth Form girl will have at least one individual interview at each of these stages to discuss her options: UIV girls have small group Q&A sessions. Girls can, however, request an individual interview at any stage, as can parents.
The Higher Education & Careers department are working to create a set of accessible information sources via the school VLE, and the Higher Education & Careers Room has prospectuses from UK universities, and a range of US, Canadian and continental European universities.
Girls apply to a wide range of universities in the UK and abroad. Each year girls gain places at Oxford or Cambridge; the other most popular UK choices are Bristol, Durham, Edinburgh, and Leeds. We regularly have between 10 and 12 girls admitted to US colleges such as Brown, Columbia, Dartmouth, Georgetown, Harvard, Princeton, Stanford, and University of Pennsylvania. Some girls go on to study at Trinity College Dublin, and we usually have at least one who goes to a Canadian University such as McGill. A number of girls will take an Art Foundation course, mainly at colleges of the University of the Arts in London or at Kingston University.
The Higher Education and Careers Team is experienced in advising on, and dealing with,this variety of universities and application systems. Mrs Kaiser has responsibility for US and Canadian applicants. Miss Juckes provides advice for Oxford and Cambridge applicants; this includes preparation for application, specific admissions tests, and for interview. Art Foundation applicants are guided by members of the Art Department.
Girls apply for a diversity of courses across science and humanities disciplines. Biological Sciences, English Literature, History, History of Art, Medicine, Modern Languages and Psychology always feature as popular degree choices, but we also have girls studying subjects ranging from Aviation Engineering to Theatre & Performance.
J. Kaiser, Head of Higher Education & Careers
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Ancient History
Ancient History
Architectural Engineering (International)
Art Foundation
Art Foundation
Art Foundation
Biological Sciences
Biology
Molecular Biology & Biochemistry
Neuroscience
Business & Communication
Business Management (Law)
Classical Archaeology & Ancient History
Classics
Classical Studies
Combined Social Science
Dentistry
Drama & English
Theatre & Performance
Economics & Management
Economics & Management Studies
English Language & Literature
English
English Language & Literature
English Language & Literature
English Language & Literature
English Language & Literature
English
English & Film Studies
English & History of Art
Geography
Geography
Geography with Chinese Studies
History
History
History
History
History
History
History
History of Art
History of Art
History of Art
History of Art
History of Art
The Godolphin and Latymer School Destinations of Higher Education Applicants 2011
Bristol University
Edinburgh University
Leeds University
Camberwell College of Art
City & Guilds of London Art School
Kingston University
Somerville College, Oxford
York University
St Mary’s College, Durham
Nottingham University
IE, Madrid
Westminster University
Corpus Christi College, Oxford
Trinity Hall, Cambridge
Royal Holloway, University of London
University College, Durham
King’s College London
Bristol University
Leeds University
Bristol University
Sussex University
King’s College London
Manchester University
Hertford College, Oxford
Lincoln College, Oxford
St Hugh’s College, Oxford
St John’s College, Oxford
University College London
Oxford Brookes University
Leeds University
Leeds University
Nottingham University
Nottingham University
Goldsmiths, University of London
Manchester University
Newcastle University
Sheffield University
Trinity College Dublin
Warwick University
York University
Birmingham University
Bristol University
Glasgow University
Leeds University
University College, London
2011
2011
2012
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2012
2011
2011
2011
2011
2012
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2012
2011
2011 (2 girls)
2011
2011 (2 girls)
2011
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History of Art
History of Art
History of Art & Italian
History, Literature & Cultures of the Americas
Italian
Liberal Arts
Liberal Arts
Liberal Arts
Liberal Arts
Liberal Arts
Liberal Arts
Liberal Arts
Mathematics
Mathematics
Medicine
Medicine
Medicine
Medicine (with Foundation)
Medical Sciences
Biomedical Sciences
Modern Languages
Modern Languages
Modern Languages
French & Italian
French & Spanish
French & Spanish
German
German & Politics
Hispanic Studies
Spanish
Spanish & Russian
Music
Music
BMus Music
Philosophy
Philosophy
Philosophy & French
Philosophy & Politics
Politics
Politics
Psychology
Psychology
Psychology
Psychology
Psychology with Sociology
Sociology
Sociology
Zoology
Warwick University
York University
Leeds University
Warwick University
Bristol University
Brown University
Brown University
Dartmouth College
Duke University
Harvard University
Tisch School of Performing Arts,
New York University
Williams College
St Anne’s College, Oxford
UWE, Bristol
Bristol University
Imperial College London
Liverpool University
Manchester University
Edinburgh University
Manchester University
Collingwood College, Durham
St Mary’s College, Durham
Exeter University
Bristol University
Bristol University
Wadham College, Oxford
King’s College London
Sheffield University
King’s College London
Southampton University
Bristol University
Edinburgh University
Brasenose College, Oxford
Royal College of Music
Newnham College, Cambridge
St John’s College, Cambridge
Somerville College, Oxford
Manchester University
Collingwood College, Durham
Nottingham University
Bath University
Bristol University
Van Mildert College, Durham
Warwick University
UWE, Bristol
Leeds University
Nottingham University
Bristol University
2011
2012
2011
2011
2011
2011 (2 girls)
2012
2011
2011
2011
2011
2012
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2012
2011
2011
2011
2011
2012
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
2011
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Girls are normally admitted to the school in Year 7 by competitive written papers and interviews. Candidates who are registered will be sent an examination entry form during the October preceding the Autumn in which entry to the school is required, and this will give full details of the arrangements for the tests which are in English and Mathematics.
ENGLISH PAPERThe English paper is based on the format of the National Curriculum Key Stage 2 Paper. Candidates are asked to read a passage and answer questions on it. Also, they are asked to write on a topic. They will need to show that they can understand and think about what they read and will be expected to make an intelligent attempt to answer anything on the paper that is unfamiliar. They should be able to present their ideas in a coherent manner with accurate grammar, punctuation and spelling.
MATHEMATICS PAPERContent of the papers will be based on the assumption that candidates are working towards Level 5 of the National Curriculum. There will be a variety of questions, testing basic numerical skills, problem solving and logical thinking. Candidates may also be required to demonstrate more developed powers of reasoning and the ability to solve simple problems with a newly introduced concept.
All candidates will be expected to have covered the syllabus which includes the following:
• Multiplication tables.
• Simple fractions and decimals.
• Money, length, distance and weight in metric units: time including the 24-hour clock.
• The concepts of size, shape and symmetry: simple perimeter, area and volume.
• The reading of information from charts and diagrams.
On the basis of these written papers, the interviews and a reference from their present school, candidates are offered places. Offers will be sent, by first class post, at a date to be announced shortly.
April 2012
THE NORTH LONDON INDEPENDENT GIRLS’SCHOOLS’ CONSORTIUM THE GODOLPHIN AND LATYMER SCHOOL
ENTRY TO FIRST YEAR (YEAR 7)
SYLLABUS FOR 2013
How to Join us
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For the purposes of Year 7 Entry procedures the following London Independent Girls’ Schools have formed a Consortium. Within this Consortium, certain schools have grouped together (Group 1 and Group 2) to ease administration by having their entrance examinations on the same day. Schools in the same group set common papers using the same mark scheme.
Group 1: Francis Holland (Clarence Gate), Francis Holland (Graham Terrace), Heathfield School, Notting Hill and Ealing High School, Queen’s College, St. Albans High School, St. Helen’s School, South Hampstead High School, The Royal School, Hampstead. Entrance Tests for Group 1 Schools: Friday 18th January 2013
Group 2: Channing School, City of London School for Girls, More House, North London Collegiate School, NorthwoodCollege, Queen’s Gate School, St Jame’s Senior Girls’ School, The Godolphin & Latymer School. Entrance Tests for Group 2 Schools: Friday 11th January 2013
Not in a group: Haberdashers’ Aske’s Girls School, Elstree Entrance Tests: Wednesday 16th January 2013 St. Paul’s Girls’ School Entrance Tests: Tuesday 8th January 2013 1. Applications Please contact each school for which you wish your daughter to be considered requesting an Application Form and any other relevant information. N.B. You must complete a separate application form for all schools to which you apply whether they are in the same group or not.
The individual schools to which you have applied will then process your application and send you any necessary information. You are strongly advised to attend Open Days at all the schools for which you have applied and you should ring each school early in the Autumn Term for the dates and times of Open Days.
On your application form you will be asked to state at which school you wish your daughter to take the entrance tests. She will be given equal consideration by the other schools in the group to which she has applied. Please note that she may only sit tests at ONE school in each group.
2. School Reference A reference will be requested from the Head of the candidate’s school prior to the entrance test.
3. Specific Learning Difficulties Arrangements to use a laptop computer of have extra time in the examinations will be made for any candidate for whom a report from an Educational Psychologist or a recommendation from the Head and Special Needs Co-ordinator of the candidate’s current school has been received.
4. Sample Questions Sample question information for the consortium schools is available from school websites of the Registrars of each school.
5. Interviews The Consortium schools make their own arrangements for interviews.
6. Results of Tests These will be made available to all the other schools in the Consortium. The other schools to which your daughter has applied will then consider whether or not to offer a place on the basis of the tests, interview and school reference.
7. Offers Offers will be sent out to parents by all schools in the Consortium on Tuesday 26th February. Some of these may be for a place on a waiting list. Information about a position on the waiting list is not given. All girls on the waiting list are considered to have qualified for entry should a vacancy arise.
8. Acceptances must be received by the school at which you wish to confirm a place by noon on Wednesday 6th March. If no reply has been received to an offer of a place by that date it will be assumed that you do not wish to accept and the place will be re-offered. You may not give written acceptance of a place to more than one school.
If you have any problems or queries at any stage in the procedure, the Registrars of the schools in the North London Independent Girls’ Schools’ Consortium will be pleased to help you.
April 2012
THE NORTH LONDON INDEPENDENT GIRLS’ SCHOOLS’ CONSORTIUMAgreed Code of Practice for Entry at Year 7 for September 2013
Information for Parents
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GUIDANCE FOR ENGLISH
What is in the examination?
• The English examination is one hour and fifteen minutes long.
• It is in two sections, Reading and Writing. The two sections carry equal marks.
• In the Reading section, girls are required to read a short passage, normally about a page long, and answer short questions about the passage in order to demonstrate how well they have understood the passage.• In the Writing section, girls are set a writing task which may be based in some way on the passage in the Reading section. This task will normally be of a creative nature.
• Sample questions are available as an example of the format used.
What are we looking for?
We are looking for evidence that a girl:
• Can read with discernment and understanding, with a firm grasp of both implicit and explicit meaning.• Can express her understanding clearly and accurately in writing.• Both understands and can use a wide and varied vocabulary.• Can express herself in writing with facility, fluency, range and imagination.• Has a good understanding of the effects created by language, both in others’ writing and in her own.
How can girls prepare for the examination?
While it is sensible for girls to be familiar with the format of the examination, we wouldemphasise strongly that in our experience a repetitive drilling of examination tasks and /or the teaching of a formulaic approach to writing are neither desirable nor effectiveforms of preparation, either for the examination or for our schools.
The best possible form of preparation is:
• to encourage girls to read as widely and ambitiously as possible.• to encourage girls to respond to what they read in an independent, fresh and personal way.• to nurture in them a genuine love of books.• to give them the opportunity and encouragement to write in as wide a variety of genres, styles and contexts as possible.• to encourage them to develop their own individual and distinctive voice in their writing.
Above all, we must point out that the Writing section of the examination is designed toassess how well girls can write in an unprepared context. The insertion of pre-preparedpieces of writing which are not relevant to the task set will be severely penalised in themarking.
NORTH LONDON SCHOOLS CONSORTIUM11+ (Year 7) EXAMINATIONS
GUIDANCE FOR PARENTS AND TEACHERS
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GUIDANCE FOR MATHEMATICS
What is in the examination?
• The mathematics examination is one hour and fifteen minutes long.
• The content of the papers in all areas will be based on the assumption that candidates are working towards Level 5 of the Mathematics’ National Curriculum.
• There will be a variety of questions, testing basic numerical skills, problem solving and logical thinking.
• Girls may also be required to demonstrate more developed powers of reasoning and the ability to solve simple problems with a newly introduced concept.
• The questions will not necessarily become harder towards the end of the paper. Girls should be encouraged not to spend too long on any question but should move on to later questions and return to earlier ones if they have time.
• Candidates only need a pencil and a rubber for the examination.
• Calculators are not allowed in the examination, nor are rulers.
What are we looking for?
We are looking for evidence that a girl
• Has a sound grasp of basic mathematical skills
• Has the ability to complete mathematical tasks logically
• Has the understanding to solve mathematical problems
How can girls prepare for the examination?
• Girls need to be able to show their ability with basic skills but it is also important that they know how to use these skills to solve problems. Practice with word or diagram based questions should be encouraged.
• It is recommended that girls are aware of the type of questions they will be facing as shown in the sample questions available on each school’s website.
• Girls should be encouraged to check their work for accuracy and to show their working when completing mathematical tasks.
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The Godolphin and Latymer School Iffley Road, Hammersmith, London W6 0PG
Tel: 020 8741 1936 Fax: 020 8735 9520
www.godolphinandlatymer.com
Registered Charity No. 312699
Godolphin Latymer&
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage andforethought and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
The Learner Profile