Curriculum Informationfor Parents and GirlsFirst Year Entry for September 2012

Godolphin Latymer&

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, but in the UIII, all girls take the same subjects.

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 will maximise 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

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 2011 - April 2012

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

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 life-style.• 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)

UIII–UIV subjectsArt & DesignLatinEnglishDramaGeographyHistoryInformation & Communication TechnologyMathematicsFrench, German or SpanishMusicPersonal, Social & Health EducationPhilosophy and ReligionPhysical EducationScience: Biology, Chemistry & PhysicsTechnology (Food and Design)

(I)GCSE core subjectsEnglishLanguageEnglish 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

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

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 ClubAnime ClubAS, A2 Fine Art & IB Visual Arts Workshops; GCSE Art & Design Surgery/ AS, A2 Fine Art Surgery Athletics – jumps/ running/ throwsBadmintonBasketball /Junior (UIII/LIV) BasketballBAYS 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 DofE Photography Economics Society Fencing (Advanced/Beginners) Fitness TrainingFootballFrench Literacy ClubGCSE Coursework Development Session Geographical Society German Club UIIIGodolphin & Latymer Orchestra Greek Introduction UIVGuitar 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 Enterprize

Regular Weekly Activities

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Visits – day and residential from April 2011- April 2012SUMMER 2011

DEPARTMENT TO DURATION YEAR GROUP

UIIIBiology Wetlands Centre 1 day UIII Classics Cambridge 1 day UIII Geography Docklands 1 day UIII LIVClassics British Museum 1 day LIVEnglish Theatre Visit 1 day (Spring or Summer

Term)LIV

History National Army Museum Half day LIVPhysical Education Rock Climbing, Spain 6 days residential, half term LIV, UIVUIVEnglish Theatre Visit 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

Technology Research for coursework, Hammersmith

Afternoon LV

UVMusic Visit relating to a GCSE listening/

composing area of studyLV, UV

LVIBiology IB Field Visit to Flatford Mill 4 days residential LVICareers Higher Education Open Days Allocation is 3 days after

examinationsLVI

Drama Coursework 1 evening LVIEconomics Bank of England Competition,

Central London1 day UVI

English Theatre Club Visit 1 visit per Half Term LVI,UVIHistory of Art Tate Britain Afternoon LVIItalian Study visit to Bologna Weekend LV, UVIUVIEnglish Theatre Club Visit 1 visit per Half Term LV, UVIItalian Study visit to Bologna Weekend LVI, UVI

Summer holidays

French UIII 5 day residential visit to Nimes, FranceHigher Education Preparation UVIHistory of Art Revision Visits to museums and galleriesTheatre Club Ad hoc evenings LV-UVIWorld Challenge 1 month UV, LVI

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AUTUMN 2011

DEPARTMENT TO DURATION YEAR GROUP

UIIIEnglish Young Shakespeare Co. (in school) 1 day UIII Philosophy & Religion The Neasden Temple Morning UIIILIVBiology London Zoo 1 day LIV Geography Burnham Beeches 1 day, Oct LIV (whole year group)History Victoria & Albert Museum:

RenaissanceHalf day LIV

Modern Languages German classes: Christmas Market, Cologne (every 2 years)

Thursday night (coach) to Saturday morning

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 Ireland (alternate years)

5 days residential, half term UIV, LV

LVArt Horniman Museum: Asian Costume 1 day LVGerman Visit of Hamburg Exchange Group 2 weeks Sept/Oct LV (partial)Physical Education Netball/Hockey Tour to Ireland

(alternate years)5 days residential, half term UIV, LV

UVArt Pitt Rivers and Ashmolean

Museums: Collections of Objects1 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

Biology Durrell Wildlife Conservation Trust, Jersey

4 days residential Half Term (alternate years 2010, 2012)

LVI, UVI

Classical 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)Drama Theatre visits (various) 3 hours, evenings LVI, UVI Drama & IBEconomics Conference/Workshop 1 day LVI, UVIEnglish Theatre Club Visit 1 visit per half term LVI, UVIEnglish Irish Literature & Culture, Dublin 3 days residential Half Term LVI

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AUTUMN 2011 Continued

DEPARTMENT TO DURATION YEAR GROUP

LVI continuedGeography Snowdonia 5 days, Sept LVIHistory of Art Victoria & Albert Design Collection Half day (Saturday) LVIHistory & Politics Various conferences 1 day LVI, UVIMathematics Maths in Action, Institute of

Education1 day LVI, UVI

Modern Languages Moscow Exchange 7/8 days residential UV, LVIModern Languages Spanish Study Day 1 day LVI, UVIPhysical Education Netball/Hockey Tour to Barbados

(alternate years)7/8 days residential Half Term

UV, UVI

Philosophy Peter Vardy Conference LVIPhilosophy The National Gallery LVIUVIArt Tate Britain: Rachel Whiteread

drawings1 day UVI A2 & IB

Biology Durrell Wildlife Conservation Trust, Jersey

4 days residential Half Term (alternate years 2010, 2012)

LVI, UVI

Classical Civilisation Sovereign Education Greek Tragedy Lecture Day (alternate years)

1 day LVI, UVI

Drama Theatre visits (various) 3 hours, evenings LVI, UVI Drama & IBEconomics Conference/Workshop 1 day LVI, UVIEconomics Bank of England Competition,

Central London1 day UVI

English Theatre Club Visit 1 visit per Half Term LVI, UVIGeography Slapton Ley 5 days, Sept UVIHistory of Art Open House Weekend (Architecture)

AAH Conference Tate Britain

1 day, Sept 1 day (Saturday) Nov

UVI

History & Politics Various conferences 1 day LVI, UVIMathematics Maths in Action, Institute of

Education1 day LVI, UVI

Modern Languages French Study Day, London 1 day UVIModern Languages Spanish Study Day 1 day LVI, UVIPhilosophy & Religion JS Mill, Carlyle’s House Morning UVIPhysical Education Netball/Hockey Tour to Barbados

(alternate years)7/8 days residentialHalf Term

UV, UVI

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SPRING 2012DEPARTMENT TO DURATION YEAR GROUPUIIIHistory St. Albans Abbey, Medieval History 1 day UIIILIVEnglish Theatre Visit 1 day LIVMathematics Maths Challenge Competition,

Central London1 day (in term time or holidays) (2 girls)

LIV, UIV

UIVFrench Annual UIV Exchange with school

in Nantes 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 Half day LV Geography Abergavenny (coursework) 5 days residential LV German Hamburg Exchange 2 weeks LV (partial)Mathematics Maths in Action Day 1 day LVMiddle School Brain Training in school First Year Entry day LVPhilosophy & Religion Regent’s Park Mosque LV, UVUVClassical Civilisation Theatre Visits in February, London

Festival of Greek DramaEvening UV, UVI

Philosophy & Religion Regent’s Park Mosque LV, UVLVIBiology AS Visit to Amersham 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 Europe 3 days residential LVI, UVIEconomics Workshop LVIEnglish Theatre Club Visit 1 visit per Half Term LV, UVIHistory of Art Paris

Red HouseEstorick CollectionARTiculation PrizeHeats/Final

Half Term 4 daysHalf dayHalf day (Saturday)Half day1 day

LVILVILVILVI, UVILVI, UVI

History & Politics Various conferences 1 day LVI, UVIModern Languages Spanish Flamenco/Theatre Evening LVI, UVIModern Languages French Topic Day 1 day (in school) LVI, UVIModern Languages German Study Day AS/A2/IB 1 day LVI, UVIModern Languages Spanish Revision Day 1 day LVI, UVI

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Easter holidays

LV Brearley Exchange visit to New York 1 week residential EWE to Berlin 10 days residential LVI EWE to Paris/Versailles 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 Paris (every other year)Nantes Exchange, France 1 week residential UIVStudy Visit to Italy LV, UV (not Italian dept.)UVI History of Art Visit New York residential 6 days

DEPARTMENT TO DURATION YEAR GROUPUVIClassical 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 Modernist Architecture Tour

Tate ModernARTiculation Prize Heats/Final

1 dayHalf day (Saturday)Half day1 day

UVIUVI UVI, LVIUVI, LVI

History & Politics Various conferences 1 day LVI, UVIModern Languages Spanish Flamenco/Theatre Evening LVI, UVIModern Languages Spanish Debating Competition UVIModern Languages French Topic Day 1 day (in school) LVI, UVIModern Languages German Study Day AS/A2/IB 1 day LVI, UVIPhysics Particle Physics, CERN, Geneva

(alternate years)Residential LVI (or UVI Autumn

Term)Philosophy Peter Vardy Conference UVISixth Form Sinai Visit 1 week residential Half Term UVI

SPRING 2012 Continued

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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 will 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 newly developed 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• Puzzles and problem solving• Developing the ability to independently research a topic• Identifying quality internet resources• Learning how to use sources effectively – avoiding plagiarism etc.• 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

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 charged for lessons. In the UIII students cover all aspects of the skills required in Foundation Level of Solo Speech and Drama examinations. These include acting play extracts, performing poetry, mime, developing improvisation skills, story telling, sight-reading and discussion. All participants are given the option of taking Grade 3 (if they haven’t previously). In LIV students are entered for Grade 4, with a Grade taken each consecutive year culminating in preparing for and taking Grade 8 in the sixth form.

L. Tricker, 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 because of the variety of skills that are developed as part of the programme. The IB is highly regarded by all UK universities as well as those abroad.

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.

The programme of advice within the school is constantly expanding. There is a programme of information and guidance for those year groups with choices to make, ie UIV, UV and Sixth Form. Each girl will have at least one individual interview at each of these stages to discuss her options. Girls can, however, request an individual interview at any stage, as can parents.

Girls are encouraged to make use of the Higher Education and Careers Room which has a wide range of literature, prospectuses and IT resources.

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 Nottingham . We regularly have around 10 girls admitted to US colleges such as Brown, Columbia, Dartmouth, Georgetown, Harvard, Princeton, Stanford, and University of Pennsylvania. A few 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 (Central St Martins, Chelsea and Wimbledon are popular choices) 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 Jukes 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 Design.

J. Kaiser, Head of Higher Education and 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 girls0

2011

2011 (2 girls)

2011

22

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

23

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 2011

THE NORTH LONDON INDEPENDENT GIRLS’SCHOOLS’ CONSORTIUM THE GODOLPHIN AND LATYMER SCHOOL

ENTRY TO FIRST YEAR (YEAR 7)

SYLLABUS FOR 2012

How to Join us

24

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 and the papers of the two groups are of a similar academic standard.

Group 1: Francis Holland (Regent’s Park), Francis Holland (Sloane Square), 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: 20th January 2012

Group 2: Channing School, City of London School for Girls, More House, North London Collegiate School, Northwood College, Queen’s Gate School, St James’s Senior Girls’ School, The Godolphin & Latymer.

Entrance Tests for Group 2 Schools: Friday 13th January 2012

Not in a group: Haberdashers’ Aske’s Girls School, Elstree Entrance Tests: 12th January 2012 St. Paul’s Girls’ School Entrance Tests: 10th January 2012 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 or 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 or 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 Thursday 23rd Feb 2012. 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 Acceptances must be received by the school at which you wish to confirm a place by noon Wednesday7th March 2012. 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 2011

THE NORTH LONDON INDEPENDENT GIRLS’ SCHOOLS’ CONSORTIUMAgreed Code of Practice for Entry at Year 7 for September 2012

Information for Parents

25

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

26

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.

Curriculum Information for ParentsFirst Year Entry for September 2012

The Godolphin and Latymer School, Iffley Road, Hammersmith, London W6 0PG

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