Welcome to Freemen's Upper School

Pupils joining Upper 4 (Year 9), the first year of the Upper School at Freemen’s, come from a number of sources. Firstly, it is normal for about 85 pupils to transfer from Lower 4 in the Junior School - all Junior School pupils will have studied a common core curriculum following National Curriculum guidelines. Classes are unstreamed although mathematics is taught in sets in Lower 4 (Year 8). This curriculum is under the control of Upper School Heads of Departments (in conjunction with the Head of the Junior School in Upper 3 and Upper 4) so that there is curriculum continuity preceding entry into the Upper School. Secondly, the 20-25 new pupils joining Freemen’s from elsewhere in Upper 4 will arrive as the result of successful completion of our entrance assessments and come from a wide variety of state and independent schools.

All the pupils joining Freemen’s from other schools will have studied different elements of particular subjects but these are often within National Curriculum guidelines. An initial settling in period is inevitably needed but the transition is softened by the considerable reinforcement of topics by staff in the early months of the Upper 4 courses.

OUR MISSION:

We want everyone at Freemen’s to learn, lead and make a difference.

WE WILL DO THIS BY:

• Nurturing a community of learners – adults and children – who are ambitious about what they might achieve in and out of the classroom;

• providing relevant opportunities for pupils to expand their horizons intellectually and socially; athletically and creatively; emotionally and spiritually;

• establishing an environment at Freemen’s where everyone involved in the community is respected, trusted and supported;

• encouraging responsibility and capability; honesty and reliability; pride and passion;

• promoting determination and innovation; flexibility and adaptability; kindness and consideration;

• fostering in our pupils the confidence, curiosity, independence and wisdom to succeed in the next stages of their lives.

Upper School Contacts

HEAD OF UPPER SCHOOL

Ms Sophie Blair sophie.blair@freemens.org

ASSISTANT HEAD OF UPPER SCHOOL

Mrs Rachel Keightley rachel.keightley@freemens.org

HEAD OF UPPER FOUR

Mr Tim Deakin tim.deakin@freemens.org

HEAD OF LOWER FIVE

Mrs Joanne McCullagh joanne.mccullagh@freemens.org

HEAD OF UPPER FIVE

Mr Peter McKee peter.mckee@freemens.org

UPPER SCHOOL RECEPTION

Mrs Karen Shelton - 01372 822421 RECEPTION@FREEMENS.ORG

MUSIC ADMINISTRATOR

Mrs Patricia Barrie - 01372 822438 patricia.barrie@freemens.org

SPORTS ADMINISTRATOR

Mrs Tracey Clarke - 01372 822419 tracey.clarke@freemens.org

MEDICAL CENTRE 01372 822451 medical@freemens.org

The School Day

The School day runs from 8.35am through six periods to 4.00pm, with many Co-curricular activities taking place during lunch and after School. The School timetable also includes travelling time to allow students enough time to move between lessons at 8.45am, 9.40am, 11.55am and 3.00pm. Upper School pupils are required to be outside (weather permitting) during lunch. Pupils eat School lunches in the Dining Hall and packed lunches in the Assembly Hall.

MORNING REGISTRATION AND FORM TIME

8.35am – 8.45am

MORNING SESSION

8.50am – 9.40am

9.45am – 10.40am

10.40am – 11.00am 11.00am – 11.55pm

12.00pm – 1.00pm 1.00pm – 2.00pm

AFTERNOON SESSION

2.05pm – 3.00pm 3.05pm – 4.00pm 4.00pm

Period 1

Period 2

Morning Break

Period 3 Period 4

Lunch Break (with Co-curricular clubs and activities)

Period 5 Period 6

Classes Finish

Co-curricular clubs and activities take place after School.

TIMETABLE

The School operates a two-week timetable and a pupils’ timetable may be different in Week A to Week B. The year will start with Week A and it will be clear which week is which.

A to Z of Upper School

ABSENCE OR LATENESS

If a pupil is late to School, thereby missing registration, he or she must report to Reception in the Haywood Centre and sign in to the ‘Late Book’. Pupils register at 8.35am and 2pm. The same reporting procedure is to be followed should an afternoon registration be missed.

If your child is absent from School, you must complete the online absence form on Parent Portal before 9.15am on each day of absence stating your child’s form and the reason why they are unable to attend School. Parents/guardians are asked to ensure that all non-urgent medical or dental appointments are restricted to out of School hours. Absence is monitored and registers are inspected by independent inspectors on a regular basis. Freemen’s has to abide by the rules that govern any school which has pupils of compulsory school age. Consequently the School will take the monitoring of attendance very seriously and be in communication if it becomes a concern; the School is obliged to bring in external agencies to help support in some cases. The School reserves the right to ask for medical certificates where absence is becoming an issue.

Parents are reminded that permission for absence during term-time for anything other than medical reasons must be requested from the Headmaster. Requests for absence for holidays during term-time are granted only in exceptional circumstances.

Please be aware that absence from School does make life very difficult for pupils. Although they can copy up notes, they may miss valuable explanations, advice, practice and practical work. Therefore, such requests for absence should only be made in very exceptional circumstances.

If the pupil is leaving the premises they must sign out with Reception in the Haywood Centre. Time of return must also be recorded.

ADDRESSES, TELEPHONE NUMBERS AND EMAIL ADDRESSES

It is important that the School has up to date addresses (including email), together with telephone (mobile and landline) numbers. In the event of an emergency, it is essential that parents can be contacted without delay. The School must be notified immediately of any changes or updates completed via Schoolbase.

ANTI-BULLYING POLICY

See our website: www.freemens.org/policies

ASSEMBLIES

An Upper School Assembly followed by form time takes place on Mondays during Period 1, with House Assemblies before form time on Thursdays during Period 1.

Boarders who need to arrange flights home must pay particular attention to term dates – they are not permitted to arrange flights which will necessitate lessons being missed.

CATERING

The School offers a cafeteria service managed by Sodexo. There is always a choice of menu which includes a variety of salads and fresh fruit as and when available. Parents should inform the School of any special dietary needs by completing Food Allergy / Special Diet Notification Form on the Parent Portal. Parents who wish to send their children to School with packed lunches should inform the School that School lunches are not required. Half a term’s written notice is required if a pupil wishes to cancel or resume School meals at the start of a new term. Pupils are expected to eat their packed lunch and snacks in the designated areas.

CHARITY

Each year, Upper School pupils decide which charity to support. Each Year Group has the opportunity to present their charity and pupils vote for one charity in the Section. Charity representatives coordinate fundraising efforts. Annual fundraising takes place across the whole School and this is organised by the Sixth Form.

CODE OF CONDUCT

The purpose of the Code of Conduct, which is issued as a booklet to all pupils when they join the School, and the School Rules that go with it, is to outline what is expected from each member of the School if our communal life is to be both orderly and pleasant. It is hoped that, with this guide, and within the framework of these rules, each may find a way to make his or her special contribution, while at the same time preparing to live as a worthwhile citizen in the outside world.

CAREERS

Students have access to resources in the Careers Room, as well as to the careers staff who provide advice throughout the year to whole year groups, small House groups and individuals. From Upper 4 onwards pupils use resources and sit psychometric tests provided by the external Careers service, Morrisby. There are numerous events throughout the year including the annual Careers, Education and Gap Convention, the bi-annual Careers Taster Day and careers advice in the summer. In addition, a number of visiting speakers in specific career areas come into the School for lunchtime talks and year group assemblies. Five main themes are covered in tutor periods: self-awareness, opportunity awareness, decision making, employability skills and study skills.

CHAPLAINCY

Pupils of all faiths are welcomed and valued at Freemen’s. Christian values are the cornerstone of the School’s foundation, and the School Chaplain is available for any member of the community, including pupils and parents, who would like a listening ear or other support.

CO-CURRICULAR ACTIVITIES

The Co-curricular programme combines all the activities outside of the Academic Curriculum. This ranges from the traditional programmes for performing arts, and sport to the enrichment, elective activities and house programmes. Our extensive Co-curricular programme enables all pupils to take part in activities which challenge, inspire and provide opportunities to ‘learn, lead and make a difference’. There is no minimum, maximum or ideal number of activities for pupils; everyone is encouraged to develop interests, stretch their understanding and challenge themselves at a rate that is right for them.

There are around 150 different activities on offer each week at Freemen’s including sports team training sessions, ‘beyond the classroom’ academic enrichment, drama productions, music group rehearsals and opportunities to learn and develop new skills such as ballet, debating, fencing, sketching, cooking and watchmaking. Many of the activities also offer leadership opportunities, where pupils in the Senior School and Sixth Form will assist younger pupils in the School. Leadership of a School activity provides excellent evidence for the Duke of Edinburgh Award Scheme and many pupils work towards the Student Leader Accreditation Awards.

COMBINED CADET FORCE (CCF)

The Combined Cadet Force is a youth organisation sponsored by the Ministry of Defence which operates in Schools throughout the country. The CCF at Freemen’s is run in conjunction with Glyn School in Epsom.

The aims of the CCF are to promote self-reliance, team work, leadership and camaraderie in a disciplined environment. Cadets learn skills such as weapons handling, drill, navigation and first aid and build towards progressive training awards which can be earned at the end of the training programme.

Cadets choose to join the RAF section or the Army section; this will determine the programme of activities and training programme they follow. Each Easter, the contingent runs a week long adventurous training programme and, in the summer holidays, the cadets attend an annual camp for a week. There are also numerous weekend, overnight and short visits cadets can choose to take part in. For more information on how to sign up visit www.freemens.org/ccf.

COMPUTER AND IPAD USAGE

When a pupil arrives in the School they will all be given an iPad and will sign an ICT Safe Usage Agreement. It is important that all pupils read this carefully and are aware of what they may and may not do whilst using ICT in School. The Agreement covers both School owned and personal devices. In particular, pupils may NOT use their own Wifi hot-spots which connect via the School internet as this can affect the Boarding House Wifi signal. Pupils must also take particular care with pop-ups and cookies, which are often of an inappropriate nature and will be flagged up by the ICT department.

DRAMA

Upper 4 students experience a wide range of dramatic tools to aid them in their personal growth and skill development. Taught as a discrete subject within their timetable, each pupil has an opportunity to develop skills which are not only valuable in one of the most economically valuable industries in the world, but to any industry where the aforementioned skills are used. Upper 4 receive one lesson of drama weekly. Throughout this time students experience teaching and learning that focuses on a variety of styles and genres within drama which give them a strong basis to build their future experiences upon.

Each year students get the opportunity to participate in drama based Co-curricular activities within the Upper School. Some of these include performances, drama clubs and speech and language lessons. We believe in rounding the pupil as a whole, and nurturing the strengths of the individual. We are inclusive in our approach to drama and encourage all disciplines within the arts.

DUKE OF EDINBURGH AWARD (DOFE)

The School offers pupils the opportunity to participate in all three levels of this nationally recognised award. The scheme presents to young people a balanced non-competitive programme of voluntary activities which encourages responsibility, self-reliance, personal discovery and perseverance. At each level, participants undertake a variety of activities in different sections: service, expedition, skill, physical recreation and (at Gold level only) a residential project.

Pupils may begin the Bronze award during Upper 4, the Silver award during Lower 5 and the Gold award during Lower 6. Pupils may start the scheme at any of the three levels, but will need to do some extra work if they haven’t already completed the preceding awards.

The expedition section is delivered by School staff in collaboration with our specialist provider, Learn Outdoors. Much of the equipment needed is available to borrow and a full training programme is arranged. The training is compulsory and includes a practice expedition at each level as well as some school-based days. A fee is charged for participation in the award, which covers registration with the national scheme and the costs of running the expeditions.

EMAIL

It is Upper School policy to communicate information such as School trip details via email. The weekly newsletter is distributed via email on a Friday. Changes to sporting fixtures will be notified earlier by text message if necessary.

Parents should ensure that the Upper School Office has been notified of their current email address and any future changes.

Urgent communication should not be sent by email to the teacher, as teaching staff may not access their email during the day, as they are teaching. Staff will aim to respond to emails in two working days, but an email (or phone call) to the Upper School Reception is the best option.

EMERGENCIES

In the event of an emergency affecting an individual pupil, the School will make every effort to contact parents/guardians. Failing this, the School Terms and Conditions require the School to have the authority to act in loco parentis if necessary (see also ‘Addresses, Telephone Numbers and Email Addresses’ on Page 5).

FREEMEN’S SCHOOL ASSOCIATION (FSA)

The FSA is the parents’/guardians’ association and promotes a lively programme of events which enables personal and social contact between parents/guardians of present pupils. Members are much involved in the community life of the School and a strong fundraising element ensures good funding to assist the School with purchases of valuable resources which benefit the whole pupil population.

HEALTH AND SAFETY

All pupils are expected to consider the health and safety of others as well as themselves. They should report any matters causing concern to their Form Tutor or, if urgent, to any member of staff. Instructions and emergency procedures regarding the evacuation of the School in the event of a fire are displayed across the School site. The School liaises with the local Fire Brigade and with the City of London Corporation Fire Officer to ensure that procedures are kept up to date. Fire drills take place frequently and form part of the School’s Health and Safety Policy.

The School undertakes to promote Health and Safety in all aspects of its educational provision. Hazardous activities in the classrooms, science laboratories, sport, trips and visits and Co-curricular activities are risk assessed and procedures altered according to circumstances.

HOLIDAYS

Parents/guardians are notified of term dates well in advance. Pupils are not allowed to take holidays in term time other than in exceptional circumstances. Permission to do so must be sought from the Head of the Upper School at least two weeks beforehand.

HOMEWORK

The School sets a fortnightly homework timetable in order to correlate fully with the fortnightly teaching timetable. The homework timetable that is created, clearly shows when a department may set homework, rather than when a department must set homework. There is maximum amount of hours for each subject, rather than an aim, and each individual homework opportunity should last no longer than 30 minutes.

HOMEWORK CLUB

This is available to all children in Upper 4 at a cost of £3 for the first hour and £2 thereafter. It is held in Computer Room 2 in the Haywood Centre between 4.00pm and 6.00pm. All children must be collected by 6.00pm at the latest. Any pupils not collected from Homework Club by 6.00pm will be taken to the Dining Room. Pupils in Lower 5 to Upper 6 have free use of the Senior Library.

HOUSES

The School has a vertical House System, with each pupil being assigned on entry to one of the three houses: Gresham, Hale and Whittington.

The three Houses compete for the Cock House Shield by participating in various competitions. Every pupil is encouraged to contribute to this by entering some, or all, of the many House Competitions held throughout the year and their efforts are coordinated by the Heads of Houses. We aim to make it possible for all pupils to contribute in some way towards this competition.

Registration in the Upper School is in House groups. Each Form Tutor in the Upper School is a member of one of the three Houses, thereby strengthening the system of pastoral care.

INSTRUMENTAL MUSIC

Pupils have the opportunity to learn to play one or more instruments and details of this are given in the Welcome to Music booklet. It is recommended that parents ensure that their child’s instrument is insured through house insurance in case of theft or damage whilst on the School premises. We have a very experienced staff of peripatetic music teachers to support the pupils.

LEADERSHIP

Upper School pupils will have the opportunity to improve their leadership by taking part in the Student Leadership Accreditation (SLA). This will tie in well to the Co-curricular commitments the pupils make and give them an opportunity to learn, lead and make a difference.

LIBRARY

The libraries lie at the heart of the School and play an important part in day to day life. Staffed by a professional librarian and two assistant librarians, they are modern spacious environments ideally suited to support the School’s aims of encouraging reading for pleasure and developing independent learning. The Senior Library is the perfect place for private study or catching up on the latest fiction. Class bookings also make the most of the research facilities. The Library offers a wide range of resources:

• more than 16,000 books;

• curriculum-related and leisure interest magazines and journals;

• daily newspapers;

• DVDs;

• subscriptions to numerous online databases for academic research (password access).

LOST PROPERTY AND CARE OF BOOKS

All items of property should be named so if they are found the owner can be readily identified. Sports bags and School bags should be named on the outside. There are designated lockers and cages for the storage of books and clothes and it is important that items are not left around the School at the end of the day. If items are left lying around the School they may be taken to Lost Property. Lost property is displayed periodically and pupils are expected to collect items belonging to them. Pupils will be issued with

textbooks in nearly all subjects that they study. All pupils should have a sturdy, weather resistant named bag for transporting these around the site and to and from home. School bags should be no bigger than 40 x 45 cm when empty to prevent too heavy a load being carried and to allow for storage. Pupils are encouraged to take good care of their books and equipment. Lost or badly damaged books will need to be replaced at the pupil’s own expense.

shared on a need to know basis. It is the parents’ responsibility to keep the School informed in writing of any changes to their child’s health or medical requirements. The School must be notified of any infectious diseases immediately so that appropriate action can be taken. Pupils should not be sent to School if they are unwell and a pupil absence form completed via the Parent Portal. They should be symptom-free for 24 hours if they have had a temperature. In the case of diarrhoea and vomiting, pupils must be free of symptoms for 48 hours before they return.

MEDICAL CENTRE

The Medical Centre is staffed by fully qualified nurses with varied experience working in A&E, on wards, schools and community settings. The Medical Centre is staffed Monday to Friday from 8.30am – 5.30pm. In addition, there are many trained First Aiders across site. Junior or Upper School Office staff can direct to a first aider or summon help if required.

The Medical Centre can help with support and advice on varied aspects of physical health and wellbeing, including injuries, medical conditions, medication and signpost to additional services if required. The Medical Centre is also a safe place to come to if worried, concerned or anxious, or in need someone to talk to. The School Counsellor can also be reached via the Medical Centre.

Medical information about pupils is stored securely in electronic format by the Medical Centre. This information is confidential and only

If it is decided that a pupil is not fit for lessons, a School Nurse will contact parents/guardians and request that the pupil be collected promptly. If a pupil requires hospitalisation, the parent /guardian will be contacted and requested to travel with the pupil to the hospital. If that is not possible the pupil will be accompanied to hospital in an ambulance, School minibus or taxi by a member of the teaching or support staff, who will remain with the pupil until a parent/guardian arrives. All the above information and much more can be found within the First Aid Policy, which is located on our website

ADMINISTERING MEDICINES

Pupils who require emergency medication (e.g. epipens, inhalers, insulin) must carry them at all times and know how to self-administer such medication. If unsure then the nurses will happily advise pipils on its use. Spare medication must be lodged with the Medical Centre and update with any changes. It is the parents’ responsibility to ensure their son or daughter has the medication with them. All other medication should be handed to the Medical Centre for administration and safekeeping, and the appropriate permission form completed and signed by a parent, these can be located on the Parent Portal.

NEWSLETTER

The School newsletter is distributed to parents via email on a Friday. It includes a weekly message from the Headmaster and notifications regarding upcoming events, trips and sporting fixtures.

NOTICE TO LEAVE

Please see Section I, 88-102 of the Terms and Conditions that you were sent with your offer letter. This details all provisions regarding notice.

NUTS

We are a nut-aware School, but we must be particularly cautious in the Junior School where traces of nuts can easily be transferred. As well as students with nut allergies, we must also be aware that visitors to the School may suffer from allergies. Therefore nut based products are NOT permitted. This includes chocolate spreads that contain nuts, such as Nutella. These are potentially dangerous and will be confiscated if found.

PARENTAL CONTACT

Contact with parents is greatly valued by us and it is important you feel that you can contact us whenever there is a problem, whether pastoral or academic. Sometimes circumstances at home change and it is helpful if we are alerted to these changes. Form Tutors and Heads of Year are likely to be closely involved with your son or daughter and should be your first point of contact.

Ms Edney (Head of Upper School), the Deputy Heads and the Headmaster are also willing to be involved if necessary but an arranged appointment is required to meet with any member of academic staff. There may be occasions when parents wish to contact pupils during the School day. Owing to the nature of the School site and the spread of teaching rooms, it can be very time consuming to find a pupil and deliver a message. We recognise that there will be times when this is necessary, but request that messages to pupils should be confined to when there is an emergency.

PARENTS’ EVENINGS AND INFORMATION EVENINGS

The Upper 4 and Lower 5 have Parents’ Evenings in the second half of the Autumn term and there is a Lower 5 Parents’ Evening in June. The Upper 5 have a Parents’ Evening in October and after the

January mock examinations. Pupils in the Upper School are expected to attend Parents’ Evenings with their parents.

There will also be a GCSE Options Evening for Upper 4 parents and pupils early in the Spring term to tell them about option choices for GCSE and about the careers guidance available. A Sixth Form Open Evening is held for Upper 5 parents and pupils in the autumn term.

PARKING

A one-way traffic system operates in the grounds at all times and you are asked to adhere to this rigidly. School staff are often present to direct traffic and parents are asked to co-operate with their instructions in order to ensure pupil safety and to enable them to organise a steady flow of traffic through the grounds. Parking in front of Main House, opposite the Assembly Hall and by the Music School is reserved for those who work at the School. Parents should drop their children off on the right hand side of the main drive and allow them to walk up to the School. Parking on the School drive is forbidden at any time and there is a 5mph speed limit within the School grounds.

PASTORAL CARE

The concept of cherishing the individual lies at the heart of the School’s pastoral ethos. Pupils have easy access to Form Tutors, subject staff, Heads of Year, Heads of Houses and the Senior Leadership Team. This choice results in greater flexibility for the pupil than a rigid structure would provide. The staff are well aware of their responsibilities in this field and of the need for close liaison with parents. If you have any concerns do please contact us at the School and do not wait for the next Parents’ Evening.

Usually the Form Tutor is the first port of call and the best person to contact. Either email or telephone and leave a message and the Tutor will get in touch with you as soon as they can. The Head of Upper School, Ms Edney, the Head of Year or the Headmaster should be approached for serious or urgent concerns. In addition the Chaplain, the School Nurses or the Peer Mentors are available for confidential discussions. Pupils may also contact the School’s external counsellor whose number is displayed around the School. Also see ‘School Counsellor’ on page 17.

PEER MENTORING

Our new Peer Mentoring programme enables Sixth Form pupils to support the Upper School pupils in weekly supervised meetings. They help the younger pupils to learn, and develop emotionally, socially or academically. It is a safe and supportive system that makes it easier for students to talk about issues which are troubling them. Students will often more readily listen to messages from other students and appreciate advice from students of a similar age who are trained in listening and communicating.

PERSONAL PROPERTY

All property brought to School must be clearly marked with pupils’ names. This includes items of clothing, books and other equipment. Pupils should not bring in valuable articles unless asked to do so.

PHONE POLICY

Following a review of mobile phone policy in Summer 2019, Freemen’s now operates a no phone policy during the School day. Upper School pupils are permitted to bring their phone to School as we are conscious they may be needed when commuting especially, but between 8.35am and 4.00pm they are not to be seen or used. If a pupil violates this rule a sanction will be issued and the phone confiscated until 4.00pm. Pupils may go to the Upper School Reception at any point during the day if they need to use their phone and contact home.

POLICIES

Please see our website: www.freemens.org/policies

PHYSICAL EDUCATION ABSENCE

The PE department encourage a ‘fit or sick, bring your kit’ policy whereby students who are well enough to be in school can participate in PE and Games to some capacity, either in low impact activities or as a coach or umpire. A letter or email of absence from a PE lesson is required and should be submitted to the classroom teacher. In exceptional circumstances where injury limits mobility, a student may be granted permission by the Head of Section to work in the library under supervision.

PUPIL PLANNERS

These are issued to all pupils in the Upper School and they must bring them to all lessons. The Upper School Planners contain dates of holidays and include a copy of the uniform and code of conduct. Pupils should write their homework timetable for the year in to the Planner during the first week of the year. Homework assignments should then be entered in to the Planner every time Prep is set. The Planner should be signed by a parent/guardian each week and parents are invited to use the Planner to make written comments when this would be helpful to the member of staff concerned. Lost Planners have to be replaced at a pupil’s own expense.

REPORTS

During the Autumn term an internal academic review takes place. Any pupils causing concern for any reason are identified and strategies for dealing with the difficulties will be discussed with parents and their Tutor. Pupils in the Upper School receive a grade card every half term, an annual written report and two Parents’ Evenings. This teacher-parent feedback is intended to be formative, offering advice on ways that pupils can make progress. Reporting schedules and formats are occasionally amended, but parents will be informed before changes occur.

REWARDS AND SANCTIONS

You can find out more details on rewards and sanctions in our Behaviour Policy on our website at www.freemens.org/policies

SCHOOLBASE

Schoolbase is the Management Information System used at Freemen’s. Parents are able to access pupil personal information, attendance records, timetable, and book parents evening appointments through this platform.

SCHOOL COUNSELLOR

This is currently carried out by Lucy Douglas who can be contacted on 07476 789 835 or by emailing: counsellor@freemens.org

STUDENT SUPPORT CARD

If a pupil is not maximising their potential and applying themselves to the best of their abilities, they may be placed on an Effort Report. This report provides immediate feedback on effort in all timetabled lessons and is reviewed weekly by the Form Tutor alongside the pupil, often in conjunction with the Head of Year. The Effort Report is designed with support in mind and is not a punitive measure; we aim to help pupils to identify areas in which they can commit more fully and thus maximise their potential.

TRANSPORT

There are buses to and from School throughout Surrey and from Ashtead Train Station. For more information, and available bus routes, view the Transport page of our website: www.freemens.org/transport

UNIFORM AND EQUIPMENT

For a full uniform list please refer to the website: www.freemens.org/uniform. The only official uniform supplier for the School is Schoolblazer.

Uniform requirements are detailed in the School Uniform Booklet. Pupils are reminded of the need to come to School with polished shoes. Pupils wearing items which are not School uniform must expect them to be confiscated immediately, being returned after a contribution to charity has been made.

OTHER REQUIREMENTS:

• Pencil case containing pencils, eraser, pencil sharpener, ruler, felt-tipped pens, coloured pencils, a cartridge or Pentel pen and some stick glue. Black ink is now routinely required for public examinations.

• Geometry set with basic mathematical instruments.

• Biblical texts will be provided. However, if you wish to have your own copy, we would recommend the New International Bible (ISBN 034034601-9)

• A scientific calculator (with trigonometric and logarithmic or a graphic calculator for A Level work). These can be purchased from the Mathematics Department.

• Please note: Tippex and similar correction fluids are forbidden throughout the School.

VACCINATIONS

Vaccination against polio, diphtheria, tetanus and MEN ACWY is offered to all pupils in Lower 5. The HPV is offered to boys and girls in Lower 4 with the consent of their parents.

The vaccinations are administered by the 0-19 immunisation team, which is part of Central Surrey Health NHS. They arrange the online consents and catch up clinics if an immunisation is missed. As of 2006, the Area Health Authority no longer routinely offers BCG vaccination against tuberculosis.

WELLBEING

Freemen’s takes Wellbeing very seriously and we have developed a curriculum to help the Upper School pupils develop tools that can help them to cope with the challenges the world throws at them. The programme includes lessons on Emotional Literacy, Mindfulness (teaching the .b course) and Yoga.

The Upper 5 pupils also support Wellbeing in the Junior School and run a space for junior pupils to go to at lunchtime called ‘The Haven’. We also have a trained team of Mental Health First Aiders in the Sixth Form who can act as a support to the Upper School pupils.

Our Curriculum

Upper 4 courses provide pupils with broad curriculum coverage which allows informed and sensible decisions to be made about the available options for the following year. Linked to National Curriculum guidelines, the compulsory ‘core’ subjects include English, Mathematics and the Sciences. The three Sciences (Biology, Chemistry, and Physics) are taught separately by subject specialists in a balanced science programme which treats each subject equally. A Modern Foreign Language, French, German or Spanish, is the other main examinable compulsory element.

There is setting in Mathematics, Modern Foreign Languages and Science. The setting arrangements are regularly reviewed so that all pupils are challenged, but at the same time are not required to achieve the impossible. The School wants the very best for all pupils and will do everything it can to ensure that everybody realises their full potential. If staff decide during the academic year a set change is to be made, parents will be informed.

THE CORE SUBJECTS ARE:

• English

• French, German or Spanish

• Mathematics

• Biology

• Chemistry

• Physics

THEREAFTER ALL PUPILS STUDY THE FOLLOWING THROUGHOUT THE YEAR:

• Art and Design

• Drama

• French, German, Latin or Spanish

• Geography

• History

• Computing

• Music

• Physical Education

• Philosophy and Religion

• Technology (pupils study Food Technology and Design Technology for half the year each)

Our Curriculum

The core subjects of English (Language and Literature), a Modern Foreign Language, Mathematics, Physics, Chemistry and Biology are studied through to GCSE. After consultation with both subject and Careers staff, pupils choose three additional option subjects from a choice of around 15.

Achieving good results does depend on pupils undertaking all the work set as conscientiously as possible and this includes both homework and coursework. When pupils miss a class lesson for any reason, e.g. an instrumental music lesson or illness, it is their responsibility to find out what work was covered and to catch up on what was missed. Pupils entering the Upper School are encouraged to do their best from the very beginning.

ASSESSMENT

Pupils in Upper 4 and Lower 5 engage in a continual process of formative assessment so that they and their teachers understand their progress throughout the year and what they should be seeking to do in order to develop their knowledge and understanding. Parents’ Evenings take place regularly and are an opportunity to discuss that progress together. In addition to Parents’ Evenings feedback is provided to parents via Schoolbase at the end of each half term and via the student report.

In Lower and Upper 5 some subjects have controlled assessments that make a significant contribution to the final GCSE grade attained. More information about them is issued when pupils are in Lower 5.

In the Upper School, pupils are assessed in May. Upper 5 pupils have their ‘mock’ GCSE examination in January and GCSE examinations begin in May. For both examinations Upper 5 pupils may be allowed revision leave, with parental agreement.

Art and Design

Head of Department: Mrs E Bowey

In Upper 4, pupils will learn how artists communicate through their work, addressing issues and ideas using the physical and symbolic qualities and properties of ‘found’ or recycled objects. Throughout the year pupils will encounter the work of a range of artists, and learn how to research and present their ideas effectively.

Pupils will be introduced to the world of art and design through practical hands on experience. This year’s programme offers an insight into the various disciplines, skills and outcomes within the key areas of the Applied Arts and aims to provide pupils the information they need when considering Art and Design as one of their GCSE options.

The unit encourages an independent and personal approach to the development and realisation of work using contextual study as a starting point. Alongside developing practical stills, pupils will strengthen skills in analysis and critical evaluation. Pupils will be introduced to the vocabulary specific to visual communication and learn to annotate their research and investigations using appropriate language. Pupils will be encouraged to present their observations, contextual studies and the development of their ideas in their sketchbooks.

A workshop approach to the delivery of this year will facilitate and ensure the development of a breadth of skills and provide a range of relevant experiences for students with a variety of levels of skills and learning styles. Formative assessment and personal target setting will be embedded into the structure of class work and homework.

Homework is designed to support and enrich class work, encourage independent thinking and create opportunities for improving observational drawing skills.

All aspects covered in Upper 4 provide an important and solid foundation for further study in this subject.

Computing

Head of Department: TBC

Design & Technology

Head of Department: Mr S Sarsfield

During the Upper 4 year the pupils will investigate five distinct topics: computer programming with Python; cyber security; computer animation; programming with Small Basic; creative project in Photoshop. Through these topics, pupils will learn:

• Key concepts of programming (including iteration, variables and conditional statements) in Python;

• The different types of cyber threats and malware;

• How to read code and understand how it works by debugging it in Microsoft SmallBasic;

• Basic animation design principles with Adobe Animate;

• How to use industry standard photo manipulation software with Adobe Photoshop.

The skills acquired during the Upper 4 year in Computing will not only allow pupils to gain an insight into the power and opportunity afforded to us by computer technology but also provides a basis for Computer Science option available at GCSE.

The Upper 4 syllabus is a natural progression from earlier work carried out at Freemen’s.

Pupils are given design briefs to solve a particular problem and are provided with a choice of resistant materials, such as wood, metal and plastics. This enables them to tackle the problem and allows them the opportunity to determine the properties and limitations of the materials. In such situations, they will draw, sketch and then formalise a solution suggesting which material will be most suitable. Finally, their concept design will become a reality as they proceed to make the object they have designed.

Particular focus areas of study include:

• Electronics;

• Materials;

• Metal working processes;

• Plastics;

• Technology;

• Computer aided design and manufacture (CAD/CAM);

• Graphics.

Pupils will have the opportunity to explore modern technological manufacturing techniques including:

• Laser cutting;

• 3D printing;

• CAD 3D routing.

This gives each pupil a wide perspective from which they can draw their own conclusions relating to which area of study they would wish to pursue at GCSE. The options currently offered include design and technology: product design.

Drama

Head of Department: Mr J Colton

Head of Department: Mr J Smith

Drama appears as part of the English National curriculum, a link which makes the approaches to this year important in allowing pupils to evidence their understanding of language, speech and analysis. As with other arts subjects it also has its own intrinsic value and helps pupils make important links between ‘real life’ and the world of imagination, as well as identify the link between playwrights or artists and their intentions. In addition, drama helps to foster in pupils important life skills such as communication, independence, leadership, problem solving, empathy and the ability to work co-operatively with others. These are key skills which are focused to help aid part of their educational development.

The work in Upper 4 is primarily focused upon the different forms of improvisation, allowing discipline over spontaneous response and devised performance, but also comprises textual work in the form of exploration and analysis. The work is essentially practical with a deeper reference to the more theoretical evaluation involved in theatre. Through this exploration of language, within drama we seek to provide opportunities for pupils to begin to make sense of themselves, the world in which they live and the theatrical devices used as a medium to engage in the social, cultural, historical and political importance of any given performance. In essence, it allows the students to explore and cultivate their own ideas and approaches to theatre.

In Upper 4, students will study a variety of poetry, prose and drama texts via thematic units, such as ‘Human Nature’, ‘Conflict’ and ‘Difference’. Texts will include Othello, Romeo and Juliet, The Strange Case of Dr Jekyll and Mr Hyde, as well as a range of poets from different eras, and non-fiction texts.

Upper 4 is a salient year for consolidating pupils’ skills before commencing the iGCSE English Language and Literature courses. Through textual study pupils will learn how to analyse writers’ methods, evaluate the efficacy of language, as well as explore how texts are influenced by the historical and literary contexts in which they were written. Pupils will also develop their creative writing skills and learn how to craft their own writing, accounting for different genres, audiences and purposes.

Pupils in Upper 4 will become better at problem solving, planning and researching. They will learn to think for themselves. And they will be given chances to strengthen their use of technology, ensuring they have the skills to succeed at GCSE and beyond.

Opportunities exist in Upper 4, moreover, to explore English away from the classroom, through theatre trips, author visits and creative writing workshops. These supra-curricular activities help our students to experience the subject in different way – and gain a deeper appreciation for it. The study of English is crucial for pupils’ holistic development: we aim to make it as varied and exciting as possible, one which they are eager to engage with.

Food Technology

Head of Department: Mrs T Judge

The emphasis in Upper 4 is on further strengthening practical food preparation skills learned in earlier years, whilst also studying a range of food issues which are relevant to modern society, such as diet and good health, food provenance and food choice. A short research task is also undertaken.

Each group studies Food Technology for half the year. Valuable skills are learned and improved, including safe and independent working, collaborating with others and becoming more familiar with a range of food preparation skills. This allows students to prepare and cook a variety of mainly savoury dishes, evaluate their work and link it to the food science involved.

There is a theme for some of the weeks, allowing some choice of recipes; examples are pastry, curry, mince, vegetarian and pancake weeks. This allows students to select recipes with their families in mind.

The knowledge and skills learned are easily transferable to a wide range of subjects from GCSE onwards. They are also studied in more detail as part of the GCSE in Food Preparation and Nutrition, which is offered as an option subject from Lower 5. Those who choose to continue with the subject will have a sound flavour of what to expect at GCSE, whilst those not continuing with have a good working knowledge of how to cook for themselves and their families in the future.

Cooking skills, nutrition, food science, food safety and spoilage, special diets and food choice are some of the areas studied in more detail at GCSE; introducing them in Upper 4 allows students to acquire a working knowledge about them.

Geography

Head of Department: Mrs O Bueno Lopez

The Geography course in Upper 4 enables pupils to engage with some of the biggest issues of the 21st Century, building on knowledge and skills developed previously and providing a link to the GCSE course.

In the Autumn term we study the dynamic topic of urban sustainability. We investigate the features of sustainable urban living with a focus on recycling, water and energy conservation and the ever-growing importance of creating green space in built-up environments. Integrated urban transport strategies are also studied looking at various schemes pupils can relate to when studying how we can best reduce congestion and pollution in our living spaces.

In the Spring term we study ‘Tectonic Hazards’, and how large geological forces are shaping and causing problems across the globe. We look at earthquakes, volcanoes and tsunamis accompanied by up to date case studies. Pupils engage with issues such as why people continue to live in areas at risk from volcanic hazards, and why two earthquakes of the same magnitude can cause millions of deaths in one place, and hardly any in another. This topic is the first of the GCSE course, and is studied at GCSE standard enabling pupils to make an informed decision when it comes to options time. The vast majority of the year group continue with the subject into the Lower and Upper 5.

Throughout the course pupils develop an ability to think geographically about the world, linking ideas across place to understand how the world is interconnected. Pupils discover their place in

a fast changing world, and how they can contribute as a global citizen. The department integrates digital mapping and Google Earth readily into lessons including developing skills using GIS.

The summer term is devoted to fieldwork. We have a residential trip to Dorset where pupils follow the enquiry approach to investigate the impact of tourism in the environment. During the trip we develop data collection techniques as well as data presentation using ArcGIS software (Geographical Information Systems) to present and analyse the findings.

History

Head of Department: Miss C Robinson

The scheme of work for Upper 4 involves three major themes for study:

• The history of diplomatic relations between 1648 and 1939.

• A comparative study of life at home and in battle during the First and Second World Wars.

• A study of the Holocaust and of twentieth century British Civil Rights.

The first term is a broad sweep of thematic history, starting with the Treaty of Westphalia and moving through key historical and diplomatic developments such as the development of the mercantilist system, the rise and fall of the Concert of Europe and efforts at international peacekeeping. After Christmas, students study both World Wars including the reasons for their outbreak and the course of the conflicts.

A trip to the trenches of the Western Front is arranged for the February half term, and students also investigate the experiences of their own families in wartime. The final term examines the reasons for and legacy of the Holocaust and also looks at key incidences in modern British Civil Rights, including events such as the Brixton riot.

The Department’s aims in this course are to investigate events that will encourage an interest in the past for its own sake as well as giving pupils an understanding of factors that continue to have resonance today and prepare them for GCSE study.

The Department also hopes to improve the essay writing skills and debating talents of our pupils through the investigation of the past. A trip to the battlefields of World War One increases pupils’ understanding of the era, the historical roots of contemporary events, and their sense of empathy.

The curriculum improves transferable skills of writing and analysis as well as providing a foundation for further study in the subject, and represents a mid-way point between the shorter modules of Upper 3 and Lower 4 and the longer studies at GCSE.

Latin

Head of Department: Mrs R Attenborough

Mathematics

Head of Department: Mrs M Cast

Although Latin was the language spoken and written by the ancient Romans 2000 years ago, it provides the key to many aspects of the modern world.

• Latin gives you the ability to read some of the most remarkable works of literature, history and philosophy ever written.

• Latin is the root of our own language (it accounts for two-thirds of English).

• Latin is the basis of all Romance Languages (Spanish, French, Portuguese, Italian and Romanian).

• GCSEs and A Levels in these subjects are highly regarded by universities and employers.

• Classics help you find out about the origins of our civilization and to understand the world today.

In Upper 4, pupils continue reading the Cambridge Latin Course and work to improve their translation skills by studying the grammar and syntax of the language.

Not all the work is language based; pupils will gain an appreciation of Roman civilisation, history, beliefs, philosophy and art of the ancient world. Such an approach develops an interest and intellectual curiosity for Classics. We widen the scope of our learning by:

• Using websites, including our own, to research areas of interest;

• Viewing documentaries and films that further our insight into the Greeks and Romans;

• Visiting archaeological sites, museums and other places of interest in Britain and abroad.

This is a particularly important year since pupils complete Key Stage 3 of the National Curriculum and the foundations are laid for the IGCSE course. Since pupils progress from our Junior School and from a variety of feeder schools, some time in the first term is spent revising and reinforcing topics which may have been covered in earlier years. New topics such as trigonometry and quadratics are taken from the more advanced sections of the National Curriculum and pupils are encouraged to use more formal mathematical language and notation than in the past. Pupils are also encouraged to use a variety of mental methods and checking strategies , and continue to tackle some topics practically and by investigation.

A scientific calculator, ruler, protractor and compasses are essential pieces of equipment for all mathematics lessons in the Upper School. A list of suitable models will be sent out in September.

The mathematics department has developed its own scheme of work incorporating all the areas of the National Curriculum: Number and Algebra, Geometry and Measures and Statistics. The focus is on developing a deep understanding of the underlying concepts, stretching, and challenging the students so that they become used to thinking forensically and rigorously about mathematics. We aim to get pupils into the right-thinking habits from early on in order to lay the best foundations for the many of them who will choose to study Mathematics beyond GCSE. There are regular opportunities for pupils to use and apply the mathematics they know in investigations, competitions, problem-solving and practical work. The department use a variety of textbooks and other resources, including ICT software within the scheme to deliver the course.

Modern Languages

Head of Modern Languages,

French and German: Dr A. Palomo López

Head of Spanish: Mrs C Salisbury

FIRST FOREIGN LANGUAGE

Pupils will continue with their first modern foreign language (French, German or Spanish) and will do so until GCSE in Upper 5. There will clearly be some rearrangement of sets according to ability to accommodate new pupils coming into Upper 4. Students who have never studied a modern foreign language other than English and join in Upper 4 will be placed in a beginner Spanish group and will do double Spanish in Upper 4 in order to prepare them for GCSE.

SECOND FOREIGN LANGUAGE

Before joining, pupils will have the opportunity to select French, German, Spanish or Latin as their second Foreign Language. These are all offered as beginners’ courses. After the first year of the course the second language becomes part of the option system in Lower 5. Pupils decide whether to continue with their second language to GCSE midway through Upper 4 and will be able to do so, providing there is sufficient demand.

Maximum target language use is encouraged in order to facilitate both comprehension and fluency. The focal point will be the promotion and development of the abilities to speak, listen, read, translate and write using authentic materials and tasks in the target language, whenever possible. Lessons will be aimed at fostering language skills, language awareness, cultural awareness and the ability to work both with others and independently.

Students studying a modern foreign language will have the opportunity to take part in an exchange with one of our partner schools in Spain, Germany or France. Exchanges are a great opportunity to enhance students’ spoken skills and they really act as a confidence booster. Exchanges are not just about improving students’ language skills, but, also, about providing students with a onceinalifetime opportunity to interact with other communitiesand social settings and are a fully immersive experience that they will remember and cherish for the rest of their lives.

Music

Director of Music: Mr M Merryweather

P.E. and Games

Director of Sport: Mr T Deakin

The course is highly practical, with a particular focus on music technology. Pupils will become acquainted with computerised recording systems and notation software. They will produce ‘cover versions’ of both classical and popular repertory, including present-day styles. The course also focuses on the use of music in film. Pupils will have the opportunity to produce their own synchronous piece for an extract of film. All pupils’ work to their own ability regardless of any previous musical experience.

The skills acquired during the course will provide a sound basis for those wishing to pursue GCSE music as well as broadening pupils' awareness of contemporary music.

All pupils in Upper 4 to Upper 5 will be involved in three hours of timetabled Physical Activity a week. This includes one hour of PE and two hours of Games. PE lessons involve sampling numerous activities that are less familiar to some such as handball, Pilates, volleyball and water polo. However, the main focus of PE lessons is to further develop character strengths, with a big emphasis on resilience, leadership and independence in the Upper School.

Games lessons take place for two hours one afternoon a week. In this pupils have the opportunity to tailor the sports they play to their individual passions whilst representing the School in fixtures. We have focus team sports of each term but pupils can look to pursue individual passions. The focussed team sports are as follows:

Autumn Term – Rugby and Hockey

Spring Term – Football and Netball

Summer Term – Cricket and Tennis

Individual sports include sports such as badminton, swimming, cross country and athletics.

We have a comprehensive co-curricular programme running after School and pupils are expected to represent the School on Saturday’s when selected.

Personal, Social, Health and Economic Education (PSHE)

Head of Department: Mrs P Whiteley

Religion and Philosophy

Head of Department: Mr T Wright

In the Upper School pupils have a timetabled one-hour lesson each week, taught by PSHE teachers. Our programmes of study for PSHE follow the guidelines provided by the PSHE Association which groups the topics into three core themes: Health and Wellbeing, Relationships and Living in the Wider World. Some aspects of the syllabus may be covered and consolidated in other specialist subjects such as Science, PE and FT. Open communication between pupils, staff and parents/guardians is encouraged and, where appropriate, visiting speakers will be involved. The teaching timetable is flexible and often responds to current needs and concerns.

PSHE education acknowledges and addresses the changes that young people experience, beginning with transition to the Upper School, the challenges of adolescence and their increasing independence. It teaches the knowledge and skills which will equip them for the opportunities and challenges of life. Pupils learn to manage diverse relationships, their online lives, and the increasing influence of peers and the media. The importance of relationships between staff and pupils is recognised, and emphasis is placed on courtesy, concern, respect and acceptance of responsibility for self and others. Open communication can make an individual feel wanted and valued, and a strong pastoral system supports personal development.

In Upper 4 pupils follow a course which is similar to the GCSE and A Level options in ‘Philosophy, Ethics and Religion’. The aim is to build on KS3 studies and encourage critical reflection on the world around us by examining key philosophical and ethical questions. To this end the course has three main elements:

• A study of the ethics of crime and punishment examining areas such as crime in the local area, types of crime, reasons people commit crimes, the legal system including work on the court system, prisons and treatment of prisoners, and the controversial issues of forgiveness and capital punishment.

• An independent research project which gives the chance for pupils to explore any suitable philosophical or ethical question of their choice. Pupils research background facts about their issue and then produce a written debate. Recent titles have included: ‘Is stem cell research morally right?’, ‘What makes people behave the way they do - nature or nurture?’, ‘Is advertising to children right?’, ‘Is war ever just?’ and ‘Can a utopia ever exist?’

• An introduction to the lives and ideas of influential thinkers who have helped shape the modern world. Pupils will study a range of individuals and questions including some of the following: Nelson Mandela - when is it right to fight for change?; Carl Sagan - how exploration of space how shown us the fragility of Planet Earth; The Buddha - does all suffering come from desiring?; St.Francishow should we use our money?

Science

Head of Biology: Mr J Graham, Head of Chemistry: Dr J Lister Head of Physics: Mr J D Hallam

In Upper 4, pupils are taught Science as three separate subjects, namely Biology, Chemistry and Physics. Each pupil receives a balanced Science education as specified by the National Curriculum and it is in Upper 4 that pupils begin a three year programme that prepares them for IGCSE examinations in the three Sciences or Double Award Science at the end of Upper 5.

By teaching IGCSE topics in Upper 4, the Science curriculum stimulates and challenges all pupils, regardless of their capabilities. Pupils are taught in sets broadly organised according to their ability. These mix both current and new pupils together, with re-setting taking place at the end of the year prior to pupils’ entry into Lower 5.

The teaching of Science is considered an important part of each pupil’s education and determined efforts are made to nurture both an understanding and enjoyment of all three subjects while giving pupils the skills needed to cope with an increasingly technological society. This approach has ensured that Science is well regarded at Freemen’s and has enabled a substantial proportion of its pupils to attain high grades at IGCSE in all three subjects.

The principal elements of the Upper 4 Science curriculum are:

BIOLOGY

• Characteristics and variety of living organisms;

• Levels of organisation and cell structure;

• Biological molecules;

• Movement of substances into and out of cells;

• Nutrition in plants and humans;

• Respiration;

CHEMISTRY

• Atomic structure;

• Preparation of salts;

• Structure and bonding;

• Periodic table;

• Earth and atmosphere.

PHYSICS

• Speed and acceleration;

• Current electricity

• Household electricity;

• Energy transfers;

• Thermal energy transfers;

• Energy resources.

Enrichment

Head of Enrichment: Mr A Weston

The City of London Freemen’s School Enrichment Programme aims to help to develop the ‘whole person’. We want Freemen’s students to be confident in their abilities, to have excellent problem-solving skills and to have an awareness of the world around them and how they fit into it. We also encourage our students to be good and responsible citizens, and to move towards the three aspirations we have for Freemen’s students – to learn, lead, and make a difference. With this in mind, the Enrichment Programme intends to enhance the social, physical and personal development of each individual student, and to have the students themselves heavily involved in the development of their own Enrichment.

The Enrichment Programme is timetabled once a fortnight on a Wednesday before lunch. Pupils rotate through a carousel of modules each lasting about six weeks. Activities are undertaken in small groups and will be delivered, under staff supervision, by older students who provide a programme for the younger students that allows them to learn, lead and make a difference.

This scheme was due to be implemented in 2020-2021 but was delayed for a year due to the impracticalities of mixing the year groups throughout that academic year.

In Upper 4 the students are given the unique opportunity of participating in the Duke of Edinburgh Bronze Award, and the vast majority of our students decide to do so. For those enrolled in the Award, expedition training forms their enrichment programme for the year. Those who do not choose to take DofE could anticipate such Enrichment courses as gardening in the School’s Bothy, advertising, cooking through the continents, and societal issues and film making.