The opportunities for music, drama, sport and other activities are essential aspects of the Middle School co-curricular programme. Pupils should certainly be stretched and working hard, but this is also an essential stage for the development of their individuality and creative talents. Our aim is the provision of a curriculum which will prove efficacious in itself whilst also providing our pupils with the best possible preparation for their future university courses. In addition to their GCSE studies, pupils have an enrichment programme of lessons designed both to aid their personal development and to broaden their options for the Sixth Form. GCSE examinations are taken at the end of the Fifth Form. Equally, those for whom the standard nine GCSEs provide too great a challenge are allowed to drop one subject to free some time in their curriculum. We look to stretch the most able by providing the opportunity for them to take some GCSEs early and to take up some AS subjects in the Fifth Form. We encourage pupils, wherever possible, to choose at least one creative subject (from Art, Design & Technology, Drama and Music) and at least one humanity (from Geography, History and Religious Studies).Īt the same time, we try to provide flexibility within the programme and wherever possible respond to individual needs. All pupils take the core subjects of English Language and Literature (two GCSEs), Mathematics, and Science (two or three GCSEs), and four optional subjects of which one is expected to be a Modern Foreign Language. Pupils in the Removes and the Fifths work towards GCSE courses. In the Middle School our aim is to present a wide-ranging curriculum that is intellectually stretching, creatively challenging and one that develops individuals personally: it intends to provide them with a good base of knowledge and skills for the Sixth Form and adult life. The Shell Guide and Handbook provides full details of the subjects studied within the timetable, but it is important to point out that we regard the co-curricular as an integral and essential part of our educational provision. Expeditions and days out are arranged to develop particular themes across more than one subject area. The post-examination period in the Summer term also provides opportunities for cross-curricular work and here we aim specifically to tie this in with the co-curricular as well. There will be days or longer periods when the majority of the subjects (both curricular and co-curricular) will be working towards a common goal on a single theme. The Shells will be introduced to some cross-curricular themes and they are required to undertake a Global Perspectives project. We are, however, keen to help them to understand that these subjects do not exist in isolation. Shell pupils take a large number of individual subjects. They also begin to discern their academic preferences towards the end of the year they are asked to make choices for GCSE. This is therefore a preparatory year prior to the public examination years, in which pupils begin to find their own levels of achievement at a higher level than hitherto reached. The specific aims of the Shell curriculum are to give pupils an academic introduction to a large number of subjects, together with their associate skills, and to help them acquire the personal proficiency needed for a successful career at The King’s School and beyond. The most popular destinations are Oxbridge, Russell Group universities, and colleges in the USA. Almost all go to university, either immediately or following a gap year. Pupils are offered extensive Careers advice throughout their time at King’s. ICT facilities (including the Internet) are available for all and the whole school (studies within the Houses as well as classrooms) is extensively networked. The well-stocked Library is open seven days and six evenings per week. The Sixth Form (6b and 6a, Years 12 and 13).įormal and structured educational support is available at all levels. The Middle School (Removes and Fifths, Years 10 and 11). The Lower School (Shells, Year 9) an introductory year. The curriculum is divided into three units: New subjects are added, new teaching techniques adopted, and there is an increasing awareness of the need to provide programmes of study that match individual needs and skills. It is, however, continually adapting and reacting to the changing demands of modern education. It emphasises and relies upon what is best in traditional independent school education, namely scholarly excellence supported by a caring pastoral and tutorial system, and a wide-ranging co-curricular programme. The King’s curriculum is based upon strong academic roots.
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