The contribution of curricular and extra-curricular provision is excellent. The curriculum provides for pupils of all ages, abilities and needs. It supports the College's aim of developing the whole person and is supported by a wide range of extra-curricular activities and links with the wider community.
ISI Report, January 2015
The College is confident that it offers a curriculum that matches the needs of all students in terms of content, learning styles and enabling students to maximise their potential. The College offers an academic culture with high expectations and a rigorous, differentiated curriculum.
The College wants all students to achieve their full academic potential, and aims to add as much value as possible to what they know and can do. The College also aims to challenge and extend the boys through a rigorous grounding in academic skills.
The curriculum is broad and balanced, flexible, responsive to change and subject to continuous assessment and review. It is designed to allow students to acquire and develop skills in speaking, listening, literacy and numeracy, as well as a sense of personal, moral, social and cultural education, which will allow them to form opinions and make decisions.
Forms 1, 2 and 3
Students enter the College from a variety of feeder schools and so the academic aims of Form 1 are to consolidate previous work, improve learning strategies and expose the students to a broad range of subjects in order to develop their individual interests and become intellectually curious. English, Mathematics, Religious Education, Biology, Chemistry, Physics, French or Spanish and Games form the core of the curriculum. Students are set by ability in Mathematics and English. In addition, all students study Art, Design Technology, History, Geography, Latin, Music and Computing. The teaching of French or Spanish in Form 1 provides students with the essential skills required for the study of modern languages. In Form 2, they will also have the opportunity to study a second modern language, to allow for firm foundations before GCSE choice. Latin also remains an option in Forms 2 and 3. Those who do not continue with Latin follow a Core Skills course. From the start of Form 3, a structured programme of Careers Education begins, so that students are supported as they move towards options for GCSE.
Forms 4 and 5
Students continue to study up to eleven subjects. All will be encouraged to begin by studying a core of English Language, English Literature, Mathematics, Religious Studies, a Modern Language and Sciences. Students proficient in Mathematics will also sit the FSMQ Additional Mathematics qualification alongside their IGCSE course in Mathematics. Additional subjects are chosen from a second Modern Language, Art and Design, Computer Science, Drama, Economics, Geography, History, Latin, Music, Physical Education, Statistics and Design Technology. A course of Physical Education and Games is followed by all students, although not for public examination.
A breadth of study is encouraged in the Sixth Form. The number of subjects taken is decided on an individual basis, although the norm would be to start four subjects in Lower Sixth and then to specialise in Upper Sixth to gain three full A levels. Exceptionally able students may follow a full four A level course. The choice of A levels is offered from a list of twenty-one courses: Art, Biology, Business Studies, Chemistry, Computer Science, Design Technology, Economics, English Literature, French, Geography, History, Latin, Mathematics (in which a choice of distinct courses is available), Further Mathematics, Music, Physical Education, Physics, Politics, Religious Studies, Sociology and Spanish. The A level course is supplemented by supervised study time and all students follow an Enrichment Programme, incorporating Religious Education, Dragons Apprentice, Young Enterprise, Certificate/Diploma in Financial Services and the Extended Project (which develops independent learning skills). Games, in which there are various options, remains a compulsory component of the curriculum.