[Thomas Tallis School]
The school is named after the sixteenth century composer Thomas Tallis, sometimes called the father of English church music. Little is known of his life before 1540, when he became one of the royal organists. He served four monarchs - Henry VIII, Edward VI, Mary and Elizabeth I, and came to Greenwich when the court was in residence at the Palace. Apart from a few songs he mostly wrote sacred music. He spent the last years of his life in Greenwich and when he died in 1585 was buried in St. Alphege's Church. The school badge was designed to represent the black and white notes of a keyboard, to link us symbolically with Thomas Tallis the musician.
Thomas Tallis is now a well-established and widely respected comprehensive school in Greenwich. The accommodation was purpose-built and has good facilities for all areas of the curriculum. We have spacious grounds which allow us to have most Physical Education activities on site. The school is ideally situated to serve a fairly wide and socially diverse community and thus is truly comprehensive. Good facilities help but do not make a school. More important are the policies and long-term aims of the staff, for these determine how the children are treated and what opportunities are provided. Thomas Tallis has a well-thought out and comprehensive list of aims and objectives which can be simplified into one - to give all children equal opportunities to develop their talents and take advantage of all the school has to offer within a caring and supportive society. The staff are totally committed to the Authority's policies on equal opportunities and justice for both boys and girls and pupils from ethnic minorities. Girls are positively encouraged in the traditional male areas of the curriculum and we have positive multi-ethnic and anti-racist policies which are firmly upheld. Our organisation and teaching methods stem from our basic aims. We do not label children when they come in, but in the lower school teach largely in mixed ability groups, with additional help provided for children with special needs - including those for whom English is their second language. In the Middle School while maintaining a large common curriculum element we offer additional choices which allow pupils to have individually tailored programmes. We now have a flourishing Sixth Form and, through a consortium of local schools can offer a wide choice
of courses for those who continue their education beyond 16. We emphasise good pastoral care, which we feel cannot be achieved without the closest and most open relationship with parents who are always welcomed into the school. We offer a unique opportunity for parents and others to see us as we really are by holding 'open house' every Wednesday morning when visitors can go freely around the s~hool and can even drop into classes. The Thomas Tallis School and Parents Association gives us excellent support. Our curriculum is progressive and we are usually in the fore-front of new developments. But we never forget the importance of basic skills as the foundation for other curriculum work. Within the school we encourage an atmosphere of informality and friendliness without abandoning efforts to achieve high standards of courtesy, politeness and behaviour. We expect children to accept the overriding rule of consideration for others - both individuals and groups. With a Youth Centre and Adult Institute on site, the school is in many ways a centre for the local community. This brochure will give you a general idea of our school life. To find out more - why not visit us one Wednesday morning?
YOUR CHILD The transition from Primary to Secondary School is an important stage in a child's life. Suddenly "your child" is expected not only to leave behind many childish ways, but to assume far greater independence and responsibility for him or herself; from being the V.1. P. ofthe Primary School the pupil is again at the bottom of the ladder. Because of specialist teaching areas, pupils move around the school; for most lessons they will have specialist teachers. Life is very different from the comparative security known before. From the first day it is vital to establish a good routine and the right attitude to work; these are essential if "your child" is to attain his or her full academic potential. Homework is school policy: for this children need the right atmosphere and encouragement from parents. An average of one hour's assignments will be set each evening in the first year. The grouping of pupils is explained in the flow diagram. Even though we have over one thousand two hundred pupils, "your child" will be as well known by a group of teachers as he or she would be in a smaller school. The Tutor is the guardian of the academic, personal and social development of thirty pupils of all abilities and from all backgrounds. It is the Tutor to whom each child should turn first for
guidance. The Tutor wil move up through the school with the group: so too, will the Year Head. The Deputy Head Pastoral works very closely with the Year Heads and Tutors and, when necessary, concerted action can be taken. Our policy of home-school co-operation is launched during the final term at the Primary School. Parents and children are interviewed, by appointment, by the Headmistress Mrs. Husain, one of the Deputy Heads or the Year Head. These interviews have proved of immense value in establishing the good relationships we need for pupils to settle quickly and to work successfully. Subsequently the Year Head and Deputy Head Pastoral visit most of the Primary Schools for more informal meetings with the pupils who have so many questions and so many worries. We encourage and expect two-way communication between the home and school. From our experience we know that it is in the first year that patterns of attendance and punctuality, behaviour and diligence are established. We really care about "YOUR CHILD". We demand high standards of behaviour and academic application. Thomas Tallis is a good school: it will remain so for all of us only if we pull together.
ASSESSMENT AND PROFILES
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Believing that a pupil's all-round academic and personal development cannot be described simply by means of marks in tests and examinations, the school has a well-established profiling system. Learning attainments and personal qualities are judged by each teacher and are recorded on a profile form, which parents are invited to see and discuss. Teachers regularly assess the progress of pupils preparing for public examinations and parents are informed by letter. This enables the school to give early warning of any failings in attendance, homework and application, so that there can be the fullest cooperation between the school and the home in the best interests of the pupil. All of this is in addition to the detailed annual reports which are provided for parents.
THE SIXTH FORM The Sixth Form is an open one, in that no formal entry qualifications are required. All that is needed is a genuine commitment to a selected course of study. Pupils therefore return to the school needing widely differing curriculum and timetable provision. To meet these varying needs the curriculum offer provides both two-year' A' level courses, for those thinking of going into higher education or professional training, 'A' level courses, for those who and one-year sub wish to improve their qualifications, either then to leave school or to begin a two-year course at 'A' level. The timetable is now flexible enough to enable 'A'level a mix of, say, two 'A' level and two sub subjects to be taken. 'A' level provision several link As part of the sub courses have been established between the school
and local colleges of further education. An extension of subjects including minority subjects available, the opportunity to take less usual combinations of subjects, and the advantages of being taught in larger groups, are all made possible by the School's links with Eltham Green School, Eltham Hill School, and Crown Woods School in the South East Consortium. Under the consortium arrangements, Sixth Formers have a choice from four curriculum offers, and where they choose to take a subject at another school, taxis are provided. The purpose of the Sixth Form is not, of course, restricted to the gaining of better qualifications. Sixth Formers are given more freedom and responsibility, which helps in their social development. Elected officers and committee members of the Sixth Form Society not only organise anything from duties to parties, but also meet with staff to discuss problems and initiatives. The Sixth Form are accommodated in their own area on the second floor. As well as small teaching rooms there is a Common Room, with a coffee bar, and a Silent Room for private study. Arguably the most important aspect of the Sixth Form is that it enables people to improve their prevocational and academic qualifications. To this end regular assessments are made of present motivation and attainment and future potential. It is therefore quickly recognised when someone is not working hard enough. When on the few occasions this happens consistently, parents are involved in deciding whether or not it would be wise for the Sixth Former to continue at school, since the sole and accepted requirement of "genuine commitment" would appear to be lacking.
SCIENCE The Science Faculty considers it important that all pupils gain experience and confidence in the use of scientific processes. Consequently all first and second year tutor groups are taught science for 4 periods a week. The course is based on the Nuffield teaching schemes, which place the emphasise on experiment and learning scientific ideas through firsthand experience. In the third year science is divided into its three main subjects: Biology, Chemistry and Physics. In the first three years all pupils follow precisely the
same course which is a grounding for continued study in the Upper School. In the fourth and fifth year pupils may choose to continue either one or two science subjects. Subjects offered at present are Physics, Biology, Chemistry, Electronics and General science. All courses can lead to an examination qualification at
16+. The sixth form offers science at Advanced Level, as well as one-year courses leading to vocational qualificatons. The vocational qualifications include Business and Technician Education Council, level 1 in conjunction with South East London College, Electronics and City and Guilds Science Foundation Courses.
MODERN LANGUAGES The learning of a foreign language is the acquisition of a skill of a skill of communication. We wish to offer this opportunity to all pupils in the school, and during their first three years they will learn French using the Eclair and Longman courses. Those who show a certain aptitude may start another foreign language in the second year, and at present these languages are German or Italian. All languages are taught by direct method with the emphasis being placed at first on the spoken work and comprehension. Much use is made of audiovisual apparatus and our foreign Language assistants. Initially the children learn the language rather than learn about it.
During the third year pupils have to chose the subjects which they will take to examination level in the fifth year. It is important that most students choose a foreign language amongst their options, and therefore a wide choice is offered by the Modern Language Faculty. All three languages are offered at C.S.E., '0' level and 'A' level. We also provide a range of opportunities for pupils to travel to Europe. Firm links have been established with a school in Rouen and another in Berlin and yearly exchanges are organised. We also have a short residential stay in Dieppe for the second years and day-trips to Boulogne for the first years. There are no short cuts to learning a language, but we hope that pupils will become aware of the pleasure to be derived from the acquisition of such a skill, and the enriching effect it can have on their whole lives.
HUMANITIES In the first two years pupils follow a course which integrates Geography, History, R.E. and the Social Sciences. Pupils work on themes designed to introduce ideas and skills to be revisited later in the school. Special emphasis is placed on collaborative learning methods, language development and research skills. In the third year pupils are introduced to the separate subjects in preparation for their option choices for the fourth and fifth year examination courses. '0' level and C.S.E. courses are offered in Economics, Geography, History, R.E. Sociology, combined Social Sciences, Community Education and Business Studies. The Community Education course includes work in the Community in old peoples homes, playgroups etc. There is a nonexamination course in combined humanities. Sixth form pupils can take two year advanced level courses in Economics, Geography, History, Politics and Government and Sociology while one year courses are available in Philosophy, Commercial subjects, Geography, History and Social Science. The Faculty places great stress on the use of direct evidence using original sources, fieldwork, investigative methods and the collaborative approaches developed in the lower school. The overall aim is to encourage enjoyment and participation in learning, to cater for the full width of interest and needs of pupils and to concern ourselves with issues which are relevant in a modern world such as human rights, development, race and equal opportunities.
LIFE STUDIES In the Fourth and Fifth Years students follow a course which is designed to prepare them for citizenship and adulthood. It is taught by members of staff from different Faculties who are committed to the belief that education means much more than passing exams. Participation, discussion and a wide range of approach, are encouraged. The Units of the Course are:Careers Guidance Politics Health Education Moral Issues Planning for Leisure Information Technology
ENGLISH MUSIC
AND DRAMA The three subjects taught in this Faculty are taught separately, but there are close links between departments who liaise for particular projects. In the first three years English is taught in mixed ability classes. Children are encouraged to write confidently in as many ways as possible, with an awareness of audience and the purpose of the writing task. The emphasis with reading is on the enjoyment of fiction. Classes read books together, and weekly library lessons encourage the habit of private reading. There are class libraries in all English rooms and a further incentive is the bookshop, run by the Faculty, which sells a wide range of literature. The important skills of talking and listening are also developed. Pupils discuss in small groups, learn to argue logically and to express opinions. They become aware of the power of the spoken word and of the importance of positive listening. Children who have difficulty with the basic skills of reading and writing are withdrawn for special help and can be supported by a Special Needs teacher in the classroom. In the fourth and fifth year pupils follow one of three possible courses: CSE. English, or '0' level English Language, or a course leading to '0' level English Language and '0' level English Literature. We have chosen courses which follow on logically
from work done in the first three years in order to provide continuity. Both the CSE and the '0' level English Language are 100% coursework, which means that, instead of an examination, students are assessed on a folder of work, written during the course. As well as these English courses the Faculty offers fourth and fifth years the opportunity to study Film Studies, a CSE course which encourages an awareness of genre in film, the star system and film techniques. In the VI form pupils are able to follow either a very popular and enriching one year course in English leading to the Certificate of Extended Education or a two year English Literature 'A' level. Facilities within the Faculty are excellent. They include a film projection room, television, videorecorder, cassette tape recorders and a large selection of books, videos and classroom materials. These are housed in the Faculty planning room which is next to the English rooms and close to the library.
MUSIC Named as it is after one of England's greatest composers the school takes its music very seriously. All children study various aspects of music in the first three years, from formal notation to creative composition. In the fourth year and above there is the option of further study including examination courses at C.S.E., '0' and 'A' levels. Many children take up an instrument and there is a large team of specialist teachers. We now have a Steel Band as well as a Concert Band and various other groups. The musicians give regular concerts and take a full part in school productions. From time to time we also organise musical school journeys'; Inverliever Lodge in Scotland being a favourite haunt. Music encompasses a huge range of interests and activities. Enthusiasm and determination are the qualities needed to join fully in the school's musical life.
DRAMA Drama is well established both as a curriculum subject and extra curricular activity. It is based in a very well equipped suite of rooms, centring on a purpose built studio theatre seating 160 with an up to date light and sound system. Drama is taught to all pupils in the first 3 years as both an aesthetic and creative discipline and a method of learning for other disciplines including Engish and Humanities. Great emphasis is placed on the social and organization skills that drama encourages. In the 4th and 5th Year we have our own Mode 11/ C.S.E. examination course which caters for all pupils. In the 6th Form we offer '0' level Drama and 'A' level Theatre Studies. We have a very well established but flexible pattern of regular productions including school, 6th Form. C.S.E. examination and dance. Past productions have ranged from A Knight of The Burning Pestle through Peer Gynt to Spring Awakening and The Threepenny Opera. We have evolved our own style of creative production but also value to scripted play. All productions are seen as an integral part of the department. Also we provide regular professional theatre experience for all pupils. Both matinee and evening visits are organized to The West End, National Theatre, Royal Shakespeare Company and local Theatres. We also have regular groups coming into our studio ranging from The National Theatre to Woman's Theatre Group. Drama both as a participating and audience activity has come to be enjoyed by many pupils and staff and we hope to maintain our high standards.
MATHEMATICS The broad aims of the Faculty are: to develop a framework of basic factual knowledge in Mathematics together with the skills and techniques needed to apply this knowledge. (ij) to promote an understanding of fundamental concepts and principles of mathematical reasoning and processes; Oii) to stimulate interest, enjoyment and confidence in the subject. (j)
Pupils enter the school with a rich diversity of different mathematical experiences developed in the Primary schools. Mixed ability groupings are used in the first-year course allowing every pupil the opportunity to make a fresh start; to develop new skills; to consolidate previous knowledge. Pupils with special difficulties are withdrawn for more intensive coaching-. During this period, great care is taken to assess reliably the performance of each child and a comprehensive profile is built up. On the basis of this information, homogeneous ability groups are then constructed, though the progress of each pupil is constantly monitored so that necessary changes of group can be made. Regular homework is expected from pupils in all years.
By the start of the Fourth Year most pupils will be following either a C.S.E. or an '0' level course. For those on the "borderline", the final decision as to which examination they enter is delayed until the Fifth Year. In the Sixth Form 'A' level Mathematics and Computer Science are offered, and for those who
wish to specialise, 'A' level Further Mathematics can also be studied. One-year Sub 'A' level courses in Mathematics and Computer Studies are also available. Mathematicians of all ages are encouraged to do extra work at lunchtimes or in the evening at the thriving Mathematics and Computer Clubs.
D.A.C.A. These are the initials used to denote the Faculty of Design & Creative Arts an area which embraces Art, Ceramics, Design and Technology, Graphical Communications, Home Economics, Child Development and Textiles. There are also links with local Technical Colleges where pupils follow courses in Motor Vehicle Engineering and Building Construction. Purpose built accommodation enables pupils and staff to work within the confines of a single room or to spread out into adjacent rooms if needs dictate. The provision of open plan and segregated areas allows for both individual and team teaching. All pupils in the lower school, that is years one to three, follow an educational programme which introduces them to as many of the varying disciplines as possible during their 4 periods within the Faculty each week. During these formative years great
emphasis is placed on achieving the highest possible standards of work presentation of which a pupil is capable including written work. Common assessment procedures are used thus enabling the progress of a pupil to be judged irrespective of the particular discipline he or she is following. In the Upper School pupils opt for courses of study leading to examination level but provision is made for those who prefer not to take examinations. All these courses build on foundations laid in the Lower School. Sixth Form provision within the Faculty is designed to enable pupils to complete courses of study commenced in the Middle School or to embark upon new courses, impossible before owing to timetable restrictions. The aim is to give a sound education which will equip the pupil for present day living and provide the basis for further studies when required.
PHYSICAL EDUCATION The programme in Physical Education covers a wide variety of activities and we are fortunate at Thomas Tallis in being able to accommodate virtually all of them on our own school site. Our facilities are good and include a purpose built Sports Hall, Gymnasium, Activities Hall and Pavilion. Outdoor games enjoy quite extensive playing fields which are large enough to provide four full-size winter games pitches and a permanent cricket wicket. In addition the school is equipped with the usual athletic field event facilities, tennis and cricket nets. This picture is completed by two tarmac areas complete with flood-lighting which ensure activity in even the poorest weather. The five full-time P. E. staff all take an equal share in the teaching programme and are supplemented by other teachers within the Upper School time-table who contribute their own special skills to the option programme. Pupils are allocated two hours and twenty minutes of P.E. each week in the first three years and this is equally distributed in two double sessions. In the Upper School the allocation is one hour and ten minutes. Whilst the available time is not great the programme is organised during the afternoon session so that staff can start their activities during the lunch break and finish after school. Senior pupils can, therefore, start off-site activities at 1.00 pm. and return at 4.00 pm.
During their time at Thomas Tallis pupils cover all the major games and also various minor sporting activities. By the end of the first three years pupils will have experienced soccer, hockey, netball, rugby, basketball, cricket, rounders, gymnastics, volleyball, softball and athletics. In the Senior School pupils choose their activities from options which in addition to those above can include canoeing and cycling. The development of team activities has reached a good standard and a number of individual pupils have gained representative honours at district, county and national/evel. There is ample opportunity for pupils to take part in inter-school and inter year /tutor groups activities.
SPECIAL NEEDS We have a suite of specially resourced rooms, including a separate unit, designed to meet individual children's needs. Children can receive help of many different kinds either in small groups or oneto-one. They receive help in reading, writing, spelling, curriculum work and social skills. There is a strong counselling aspect to all our work. Outside specialists in reading and handwriting also
visit the school regularly to assist children with the most severe difficulties. We believe that provision for children's special needs extends thoroughout the school, and we therefore work closely with subject teachers to support both teaching and learning within the classroom. The close involvement of parents is essential to our work and we are developing a PACT home reading scheme, which has been highly successful in improving reading standards.
THE LIBRARY
The school library aims to provide information to staff and pupils at every level, both to support curricula activities and, as far as possible, outside interests. To fulfil this aim, the library has approximately 20,000 volumes and subscribers to a large number of magazines and newspapers. The audio visual collection is beginning to grow with records, slides, and a comprehensive file of newspaper cuttings. Each group from the first to third year has a lesson in the library each week, when they have the opportunity to change their books and then read. Additionally, each year has two lunchtimes when they can use the library, as well as after school most evenings. First years are taught to use the library during their first term at the school.
SCHOOL JOURNEYS Thomas Tallis School has a wide programme of School Journeys, which we believe greatly influence the educational and social development of the pupils. For first year pupils the aims are two-fold: firstly to provide residential experience, and for many children this will be the first time away from home: secondly to pursue exciting and adventurous courses in Humanities, English, and Art on a more practical basis and in a different environment. We use either one of the I.L.E.A. Rural Centres, or Inverliever Lodge in Scotland. Second year pupils may also spend a week in Dieppe. During the third and fourth years, many pupils make exchange visits to France and Germany. These offer exciting opportunities to attend foreign schools and to benefit from having to speak another language in normal family situations.
In the third year potential mountaineers attend sessions at the Tyn-y-berth climbing centre in Wales. Ski-ing is popular and is one of the flourishing leisure activities arranged during school holidays. This and the School Journey for musicians are open to pupils from all age groups. For fourth year pupils various field study trips are arranged. Course work in such subjects as Biology, Geography and History, carry a percentage of marks for the '0' Level and C.S.E. external examinations. During the fifth year no journeys are allowed. In the Lower Sixth, some pupils who are studying 'A' Level subjects attend "Enrichment Courses" during the summer term. We hope that every pupil will have experienced at least one journey whilst attending Thomas Tallis School.
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THOMAS TALLIS 21 SCHOOL