Middle School Prospectus 2024 by merchanttaylorsschool

Merchant Taylors' Boys' School Middle School Prospectus 2024

Headmaster's Introduction The move from Lower School to Middle School marks the end of one stage of education and the beginning of the next. GCSEs are our boys’ first experience of national examinations, and one of our aims at this stage is to encourage them to take more responsibility for their own development and learning. We regularly monitor pupils’ progress, supporting and encouraging them to aim high and achieve their goals. We also expect all of the boys to play a full role in the co-curricular life of the school, whether it be on the sports pitch, in the concert hall or on the stage. There are so many wonderful opportunities on offer at Merchant Taylors’ and experience shows that those boys who continue to throw themselves into the life of the school are those who derive the most benefit. This booklet provides an introduction to the Middle School curriculum at Merchant Taylors’. It covers the main subjects studied along with information about the core curriculum. Classes are taught by subject specialists and class sizes are usually around 20, although in some subjects they may be smaller. The core GCSE curriculum comprises: - English, English Literature, Mathematics and Science - A language (modern foreign language or classical) and a humanities subject - Cornerstone, Games and activities – our enrichment programme In addition, boys choose further options from the other subjects that are outlined in this booklet. This means that most of the fortnightly timetable is devised using the pupil’s own subject choices, whereas in the past most of a pupil’s timetable has been prescribed. This is part of the process of boys taking more responsibility for their own learning. At the same time, through our option choices, we have maintained some academic breadth, which we feel remains important at this stage of a pupil’s career.

I would offer a few brief words of advice on how to choose subjects. The most important thing is to choose a subject which one likes (and not because one likes a specific teacher). It is also crucial to choose subjects in which one feels one has ability. Without doubt, these are the two most important things. Each of our Heads of Department and subject teachers will be happy to discuss the content of GCSE courses in more detail at any point. You may also wish to speak with Mrs Blease, our Careers Coordinator, especially if you are already considering a certain career path, to make sure that the subjects taken at GCSE will facilitate this. It is important to note, however, that if this involves taking subjects you don’t enjoy, then you may wish to reconsider your career choice! CEOs are increasingly describing the 21st Century Skills that they will be looking for in their employees of the future. These include critical thinking, creativity, communication, resilience, problem solving, perseverance, digital literacy and a global perspective. Therefore, I would urge boys to bear these in mind when making their subject choices. Adding a creative subject to their choices may well enhance their prospects for employment in later life. I hope that you find the information contained in this booklet of great help; however, there is no substitute for talking. Please do spend time talking at home about the options available as well as spending time talking to teachers. A final word on the matter: it is important for the pupil to take ownership of his subject choices, so he should be at the heart of this. The academic Parents’ Evening, scheduled this year for Tuesday 21 February, will offer an opportunity to fine-tune your thinking on choices after discussion with subject tutors. Subsequent to this, in some instances, boys will be further advised by senior members of staff, prior to final submission, regarding the GCSE diet best suited to them. Mr D. Williams Head of Boys' School d.williams@merchanttaylors.com

Pastoral Care and Academic Progress – The Head of Middle School Perspective I look forward to welcoming you to the Middle School at Merchant Taylors’ Boys’ School. I am Head of Middle School, working in tandem with a strong team of Form Tutors; together we take an integrated approach to pastoral and academic care, through which we provide scaffolded support so that we can create an overview of your academic and personal development. We want to empower you to mature and grow in independence while also ensuring that we offer a healthy framework to support you during your GCSEs. Your Form Tutor is the linchpin and should be the first point of contact for you and / or your parents in the event of enquiries or issues arising. I oversee the Form Tutor team and I am, in turn, responsible to Mr Yates, Assistant Head, Pastoral and Mr Williams Head of Boys' School. Self-motivation and resilience are important aspects of learning at GCSE level. At the start of Year 10, an afternoon session with a prominent revision and study skills specialist organisation will begin to emphasise the importance of independent learning in the quest for excellence at GCSE. We understand the benefits of self-motivation and so you will be asked to undertake further reflection about your expectations and ways in which you can set some realistic goals. Setting the goals is the easy part; putting a system in place to support you in those is where our experienced tutor team steps in. Form Tutors will closely monitor achievement and effort and offer strategies to support you in getting the most out of the education you are offered at Merchant Taylors’. You will be able to discuss our expectations of you and your reflection, with me and with senior academic staff. We will guide you in terms of study skills and support you to ensure that you put in maximum effort. You are welcome to attend all clinics and work sessions and are reminded that the Library is also open until 5.30pm every evening; this is a quiet space, conducive to work and staffed at all times. Linear examinations have now replaced the modular courses, and this has an impact on the way you

will need to approach the course; students can no longer ‘chunk learn’. You will now face the pressure that arises from sitting terminal examinations – in other words, you will be assessed at the end of the two-year course rather than in modular units along the way. The impact of this is huge and means that your ability to be driven and be organised is crucial. Rest assured, as in Lower School, your academic progress is recorded and reported on by subject teachers; in the Middle School, you will receive Anticipated Attainment Grades half-termly from the end of the Winter Term in Year 10. These attainments grades will be presented in terms of GCSE grading (9-1 for most subjects). As an indication of how you are working and of the learning habits you are developing, you will continue to receive Attitude to Learning grades on the half-termly grade card. This system enables effective monitoring of academic standards in order that intervention strategies can be adopted when we notice issues arising. This can be stressful, but it is the purpose of the Middle School team to ensure that you feel supported through a potentially stressful period in your education. A full mock programme is offered in the Spring Term of Year 11 which replicates the situation you will find during public examinations. Comprehensive feedback is provided by subject teachers and your overall profile is analysed by me – follow up meetings take place in the week after half term, where necessary. It is our aim to enable you to achieve the best grades you are capable of and we are experienced in identifying areas of weakness and supporting you through that. There continues to be a strong focus on PHSE; the topics are relevant to young men in the 21st Century and include the dangers of substance abuse, the perils of social media and study skills for linear examinations. Above all, we want you to feel comfortable approaching us with any issues you may have and we are also keen to celebrate your successes, academic or otherwise. Please do let us know of extra-curricular achievements that we may not otherwise be aware of. We do have high expectations of our Middle School pupils and we expect adherence to our code of conduct, which is found in the pupil handbook, but we also understand that this is a challenging time in your lives and we want you to feel safe to approach us with anything you wish to discuss. I look forward to getting to know you all and wish you a fulfilling and fruitful time in Middle School. Mr S Sheen, Head of Middle School s.sheen@merchanttaylors.com

Choosing Your Subjects Every pupil has to take five or six compulsory GCSE subjects : English Language, English Literature, Mathematics, Science (three separate sciences or Combined Science: Trilogy (two GCSEs). They then choose three or four optional subjects but at least one must be a Language and one should be a Humanity. You will need a good grounding in these subjects, regardless of which particular course you may go on to take at Higher Education. This provides a balanced programme of study that ensures that, after GCSE, you will still have the chance to study sciences, languages, humanities, creative or technical subjects to A level. It keeps the doors open so that you can develop your own interests and have a wide choice of careers. What do I need to consider when choosing my GCSE options? It is really important that you discuss your programme of study for the next two years with your Form Tutor and your parents. They are there to support you in this important decision-making process. When considering your choices, you should ask yourself the following questions: What subjects am I really interested in? What subjects do I really enjoy? Remember that motivation is essential to academic success. What are my strengths? Which subjects am I likely to make excellent progress in? Are my choices sensible, i.e. subjects that ensure a broad education and keep options open for the future? How well will I be able to balance any non-examined assessment (“coursework”) components? What sort of university course would I like to attend? Certain courses require specific A Levels so you should choose your GCSE subjects with this in mind. Some other considerations to note regarding GCSE choices at Merchant Taylors’: The core academic curriculum consists of English Literature, English Language, Mathematics, and Science.

You have a choice of two Science courses available: you can choose all three separate Sciences (awarded three GCSEs), or Combined Science: Trilogy (awarded two GCSEs). Both choices prepare you fully for the three A-level sciences. You then have several option subjects to select. The exact number of options depends on your Science choices: If you select the three separate sciences you will have three option subjects. If you select the combined science you will have four option subjects Of your options, one must be a language either a modern foreign language or a classical language and one must be a humanity (History, Geography, Classical Civilisation, Religion, Philosophy &Ethics) Classes are run according to demand and the viability of the final numbers. Other subjects will become available at A-Level, and some courses can be studied at A-Level without the GCSE in their subject, but only in consultation with the Head of the Department and on a case by case basis. However, the student would need to have demonstrated great ability, commitment and a good record at KS3 to succeed at A-Level. PLEASE NOTE: THE INFORMATION IN THIS BOOKLET IS ACCURATE AT TIME OF PRINTING If your choices are not possible due to timetable constraints, we will discuss this with you in person and find an appropriate solution.

Careers Our role is to help your son build a solid foundation for his future career management. By helping him to understand his aptitudes and abilities, skills and interests we aim to support the transition from school to university and the working world. As part of the whole school’s commitment to encouraging breadth of opportunity and motivation to follow his passions we aim to translate his time at Merchant Taylors’ into career decisions that will be rewarded with fulfilment and success. We offer a full programme of education and guidance including a wide range of lessons and activities, dedicated career days and events, guest speaker programmes, insights and lectures targeted appropriately, as well as a work experience placement. We support the academic team, boys and parents by being available for parent consultations and school information evenings. The careers programme introduces employability skills and CV writing. We host our own Career Convention to help our students continue to explore career opportunities and this event is supported by many parents and old boys and girls who share their own career experiences. We are very keen supporters of the Young Enterprise Programme as well as other business competitions, encouraging teams to develop their business skills, with many successful outcomes. The Unifrog programme helps boys to identify aptitudes, abilities and personal qualities along with their own area of interest. Individual feedback meetings are given to each student. Where a student may have a vocational career in mind, such as medicine or dentistry, specialist advice is on hand from the careers team working closely with academic staff. Applying to university marks a very exciting time in a boy’s school career and at Merchant Taylors’ this process begins as early as Year 10, starting with advice on how to begin their research into courses and universities through formal testing and information delivered via assemblies and careers events. There are more than 50,000 degree courses on offer in the UK and we pride ourselves on the support we give to our university applicants, through the documentation supplied and the expert advice that is given throughout the process by our experienced UCAS advisers. We have an outstanding record of helping boys to secure their first-choice university place. Mrs J. Blease, Careers Co-ordinator j.blease@merchanttaylors.com

Learning Support The department is open to any boy in Middle School requiring extra input or support to help them achieve their full potential. The approach is flexible, providing support, as far as possible, where and when it is needed. It varies from small group booster sessions to working regularly on a one-to-one basis or supporting a whole class. Pupils requiring learning support are identified in a variety of ways. Class teachers, parents and the boys themselves play a vital part in raising concerns alongside results from formal assessment. External agencies, such as speech therapists or educational psychologists are consulted where appropriate. Regular contact between parents and school is encouraged. Parents are invited to discuss their son’s progress at an individual review meeting or at parents’ evenings throughout the course of GCSE study. Many students who receive learning support will have an individual learning plan that ensures continuity and focused support between the learning support team, subject and form teachers. The main areas of support offered by the department are: Academic organisation Literacy difficulties Numeracy difficulties Memory problems Exam strategy and revision techniques Specific subject support Support for challenges presented by neurodiversity Support for social, emotional and mental health issues. Mrs A Edwards Head of Learning Support (SENCO) a.edwards@merchanttaylors.com

Art & Design Course Outline The two-year GCSE will be a natural progression from the course followed in the first three years. All skills acquired during these years will be refined and candidates will be expected to use them to work from a neutral stimulus, interpreting it in their own individual way. Students follow a journey which starts with a visit to the Albert Dock and Tate Gallery during the summer break. Work continues in the Art studios initially via observational drawing, developing work in which the boys experience a diverse range of materials and techniques, resulting in each boy producing a calligraphic print, an acrylic or watercolour painting, computer manipulated images and finally a ceramic pot.

GCSE Assessment Breakdown Portfolio - No time limit - 60% of total marks Externally set assignment - 10 Hours - 40% of total marks Candidates must respond to one starting point . Unlimited preparatory period and 10 hours of supervised time. Examination Results Art and Design candidates have consistently gained outstanding results. For the past few years, 100% of our students have achieved grade 9-5. Career Opportunities in Art and Design The study of Art and Design leads to an understanding of the importance of design in everyday life and propels people towards creative and unexpected destinations. You will use creativity in many jobs, whether you’re designing ships as a naval architect or creating cutting edge art. Visit: nationalcareersservice.direct.gov.uk/job-profiles/arts-crafts-and-design# for more information about career and opportunities paths in Art and Design. Most of our students achieve a grade 7 (or above) at GCSE. A Level Art students go on to study at prestigious universities such as Central St Martins and The Glasgow School of Art. Extra-curricular Our students are given the opportunity to work with specialist practising artists such as Ian Murphy and Colette Whittington to create paintings, prints and digital artwork. Students are also encouraged to take part in local and national competitions. The Art department is available every lunchtime and there is also provision for after school activities. Mrs B. E. Toney, Head of Art b.toney@merchanttaylors.com

Biology Throughout this course there is a strong emphasis on the relevance and application of biological knowledge to our everyday lives and to the world around us, as well as learning about how our bodies work. It aims to develop interest in, and enthusiasm for, Biology and to develop skills in, and understanding of, scientific evidence and methods of enquiry. Biology remains one of the most popular subject choices at GCSE and there remains a lively emphasis on practical work. Boys develop practical skills throughout a series of required practicals. We are keen to develop learners with analytical and forensic skills as well as a natural curiosity about all things biological and we look forward to welcoming Year 10 students to a well-resourced department with experienced and dynamic teachers. The factual part of the GCSE is split into the following components: You have already started this unit during Year 9 where you have been studying healthy eating; and adaptation for survival. In Year 10, it continues with health and disease; coordination and control; drug abuse; variation and evolution; and how people affect the planet. Included in this year is a study of the structure and functioning of cells; inheritance; and enzymes and biochemical processes including respiration and photosynthesis. In Year 11, boys look at these topics in further depth. It also looks at our bodies’ exchange of materials with the environment, and at the transport of substances around the body. In addition, an interesting extra topic in this unit is microbiology and biotechnology. Miss J. M. Whitehead Head of Biology j.whitehead@merchanttaylors.com

Business What do I need to know or be able to do before taking this course? Business will be new to all students and so no prior knowledge of the subject is assumed or required. What is important is that you have a lively and enquiring mind, an interest in finding out about business and finance and an ability to communicate your ideas effectively. What will I learn on this GCSE course? Business is a subject that can help students to acquire the understanding, knowledge and skills relevant to the changing world of work. The course aims to develop a critical understanding of all aspects of business and how it operates, addressing questions such as: How are businesses owned, organised and controlled? What are, or should be, the aims and objectives of business? How can people in business best be managed, developed and motivated? How can products be made most efficiently and sold most effectively? What are the essential components of successful financial management? How can products be successfully marketed and sold to consumers? How will I be assessed? The course is assessed through two 105-minute written examinations with a mixture of multiple choice, short answer and extended writing questions. Module 1: Investigating a small business Module 2: Building a business For what kind of student is this course suitable? This course will appeal to you if you: Like doing a subject that is real, relevant and often practical. Enjoy keeping up with what is going on in the world of business and finance. Appreciate the importance of being a responsible consumer, citizen and employee. Wish to develop your skills of communication, numeracy, ICT and self-organisation. Want to broaden your options, as well as having a useful qualification for the future. Want to develop as a commercially minded and enterprising individual, helping you to succeed in your chosen pathway. Mr. J. Whitton, Head of Business & Economics j.whitton@merchanttaylors.com

Chemistry Why should I take Chemistry as a separate GCSE? There are many reasons to study Chemistry, even if you aren't planning to pursue a career in science: Chemistry is everywhere in the world around us! It's in the food we eat, clothes we wear, water we drink, medicines, fuel for transport we use, cleaners and much more. Chemistry helps you to understand current events, including news about crude oil, pollution, and the environment. Chemistry teaches many useful skills; there is a large emphasis on practical work, allowing development of practical dexterity and investigative techniques. Other skills such as manipulation of mathematical equations and analytical techniques are developed through the course. Chemistry helps you to grasp the importance to scientific methods of accurate experimental work and to develop a logical approach to problem-solving. Chemistry is a fun yet challenging course! You will observe and learn about reactions that change colours, produce bubbles, give out or take in heat and change states. But you will also need to use your mind to understand new concepts, such as reactions that go in reverse. More about the course We will follow AQA GCSE Chemistry (course code 8462). A PDF version of the specification may be downloaded from https://www.aqa.org.uk/subjects/science/gcse/chemistry-8462/specification-at-a-glance The course is split into 10 topics. These are: Atomic structure and the periodic table, Bonding, structure, and the properties of matter, Quantitative chemistry, Chemical changes, Energy changes, The rate and extent of chemical change, Organic chemistry, Chemical analysis, Chemistry of the atmosphere and Using resources. The qualification is assessed via two externally assessed written papers, sat at the end of Year 11. There is no controlled assessment. Both papers lasting 1 hour 45 minutes and contribute 50% of the overall mark. Each paper includes questions that are multiple choice, structured, closed short answer and open response. Some of these relate to the class required practicals. Paper 1 tests topics 1.-5., Paper 2 topics 6.-10. The course is taught by all members of the chemistry department who have vast experience and a passion for the subject. Curriculum Enrichment: Stretch and challenge extension activities are embedded within the curriculum; pupils are encouraged to read around the subject that includes topical issues such as global warming and renewable energy . Links with the Royal Society of Chemistry and Liverpool University include the annual “Top of the Bench competition”, where a small number of pupils get to compete against other schools in the North West. Dr S Hardy Head of Chemistry s.hardy@merchanttaylors.com

Classics The Classics Department offers GCSE courses in the study of Latin, Classical Greek and Classical Civilisation. Latin and Greek involve study of the ancient languages whereas Classical Civilisation involves learning about the Greeks and Romans entirely in the medium of English. In order to take Greek and Latin for GCSE, boys are required to have studied these subjects in Year 9 but Classical Civilisation may be taken afresh in Year 10. Please note that Greek cannot be studied without taking Latin. Why choose a classical subject? Although they are not directly vocational subjects, Classics continues to be respected by a wide range of employers, albeit in the more ‘traditional’ careers. The general consensus among universities and employers is that study of Classical subjects produces versatile minds and the intellectual skills acquired through study of them are numerous, diverse, and difficult to come by. One suggestion as to the appeal of Classics to employers can be found in the Times: “It’s quite an unusual choice. I suppose it implies that the person is quite interesting, that they have followed their interests and done something off the beaten track. I think employers look on that favourably.” (a spokesman for Milkround Graduate Recruitment)

Greek The point of learning the language is quite simply that what the Greeks wrote is still eminently worth reading. The course is therefore directed towards reading and comprehension, and for the GCSE examination two set texts are studied which introduce pupils to literary masterpieces by the likes of Homer, Herodotus and Plato. The quality of what the Greek world produced – in drama, philosophy, history, art, architecture etc. – is exceptional, and that the study of it is of equally great value. Students experience elements of the culture, language and social life of the Greek civilisation which has inspired many later generations. Knowledge of the Greeks’ achievements is a tremendous help to an understanding of European culture in general; according to Keats, “we are all Greeks.” The GCSE consists of three papers – one language and two literature papers. A prescribed vocabulary list of just over 350 words needs to be learned for the language papers; it tests memory skills and expands knowledge of English vocabulary, particularly scientific vocabulary, which is largely derived from Greek. Students detect similarities between Greek and Latin and studying both languages in tandem reinforces their awareness of grammar and syntax. The freer, more nuanced Greek requires sensitivity to language, style and tone; it encourages creative thinking within strict parameters. Greek caters for a single set of boys who are sound linguists and have an interest in the classical world. Mastering this language is an impressive indication of academic ability and the sheer rarity of this subject also marks out students to future employers. Standing out from the crowd is a definite advantage in the current educational climate.

Latin GCSE Latin consists of 1 language and 2 literature papers. There is no coursework element and no translation from English into Latin. Students are issued with a vocabulary list of approximately 450 words which need to be learnt for the language exam; all other words are glossed for them. Two set texts are studied (one prose and one verse) and 50% of the marks in the exam are allocated to questions testing understanding of these works. The rest of the marks are given for translation and comprehension questions of the sort which are familiar from school exams. The Classics department uses a variety of resources as well as modern technology to bring the subject to life and get desirable results. The subject encourages discussion of one of the most fascinating periods in history – constant war, the pioneering engineering and technology of the Romans, slave revolts, gladiators, political intrigue and deranged emperors! GCSE Latinists are introduced to some of the best literature the world has ever known - Virgil’s Aeneid has exerted a huge influence over writers such as Dante, Milton and Shakespeare. The breadth and scope of the subject serves to enrich a student’s education and enhances their study in many other academic disciplines, whether humanities or sciences. By studying such an exact and logical language, students learn about English grammar and develop sophisticated linguistic and analytical skills. Students also expand their vocabulary base (in both Latin and English!) and hone transferable skills such as problem-solving and attention to detail. In short, they learn how to communicate clearly and effectively. Like any serious linguistic study, it provides training in clear and accurate thought and expression. The intricacy of the Latin language develops logic, the ability to analyse complex and concentrated data in a fashion not unlike the study of mathematics or technical music theory. It “requires attention to detail and a liking for precision,” says the careers advisor for one Russell Group university.

Classical Civilisation The Classical Civilisation course deals with the literature and history of the Greeks and Romans entirely in the medium of English. No knowledge of a classical language is required; however, there is a myriad of technical terms in both Greek and Latin which students need to be comfortable with. The course offers a broad introduction to this fascinating subject to those with no previous knowledge, and also to those who already have established an interest in the classical world. There are two broad components, each with a whole range of topics to study over the two years available. An integral aspect to this course is an abundance of visual material, rather than just the written word, so exploration of the classical world is going to be far wider than just studying literature in ancient texts; it will encompass art and architecture too. One unit you will study over two years is called Myth & Religion, dealing with the gods of both Greece and Rome, and heroes, such as Herakles, who visited the Underworld (another interesting part of this component) and Theseus who slew the Minotaur; the foundation story of Rome allows us to meet well known stories & famous Romans as well, such as Romulus and Augustus. You will learn about ancient attitudes to death and burial and how they practised their religion through festivals, sacrifices and building temples. 50% of Unit 2 is based on the world and works of Homer, who composed the Odyssey, one of the most famous and the earliest works of world literature. As well as reading some of Homer’s literature, there will be a chance to study the mysterious culture surrounding the tales of Homer about the heroes of Troy: the Mycenaeans are a shadowy race of early Greeks from as far back as 1750BC, who have left astonishing remains, some only recently uncovered, and one of the earliest forms of writing, whose code was only cracked less than a hundred years ago. There is plenty of history and archaeology in the Mycenaean part of the course which comprises the remaining 50%. The course is taught with up-to-date, modern resources and encourages pupils to develop critical and evaluative skills which will equip them for a wide range of A Level courses. Assessment: Two separate exams of 90 minutes will be sat at the end of Year 11. There will be no coursework or controlled assessment. Each unit is worth 50% of the full GCSE. The course is open to all students, and might particularly attract those with interests in literature, art, history and drama, but not exclusively so. J. Borrows, Head of Classics j.borrows@merchanttaylors.com

Combined Science: Trilogy What Does the GCSE Combined Science: Trilogy Award Course Offer Me ? This exciting course covers all the core Biology, Chemistry and Physics topics that students need to know about to make sense of the world around them. It is worth two GCSE's so you will get two grades. It is assessed over two papers each for Biology, Chemistry and Physics and each paper is 1hr 15 minutes long with a total of 70 marks. The questions are multiple choice, structured, closed short answer, and open response. Subject content Biology 1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology Chemistry 8. Atomic structure and the periodic table 9. Bonding, structure, and the properties of matter 10. Quantitative chemistry 11. Chemical changes 12. Energy changes 13. The rate and extent of chemical change 14. Organic chemistry 15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources Physics 18. Energy 19. Electricity 20. Particle model of matter 21. Atomic structure 22. Forces 23. Waves 24. Magnetism and electromagnetism Assessments There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas

Design & Technology Why choose this subject? GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. What will I learn? Our GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth and apply previously acquired Engineering principles and craft skills. How is the subject examined? Written exam: 2 hours and worth 50% of the GCSE Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in-depth knowledge of technical principles. Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions. Non-exam assessment (NEA): 30–35 hours and worth 50% of the GCSE Substantial design and make task Contextual challenges to be released annually by AQA on 1 June in the year prior to examination Students will produce a prototype and a portfolio of evidence Work will be marked by teachers and moderated by AQA Mr A.J. Beddard Head of Design & Technology a.beddard@merchanttaylors.com

Drama What does GCSE Drama offer me? “We must all do theatre to find out who we are and to discover who we could become.’ Augusto Boal The challenges presented by GCSE drama are diverse – pupils can opt to take the course as performers or designers (with a choice to specialise as a designer for set/stage, light, sound or costume/props). They study set plays, devise their own material and complete a written examination to show their knowledge of drama and the theatre. As part of the course, each half term pupils are taken to a professional production to prepare them for the live theatre evaluation section of the examination. They also have the opportunity to take part in workshops delivered by visiting theatre companies and practitioners. This course is taught on a co-educational basis. This gives the pupils more options when it comes to their scripted and devised performances, along with allowing them the opportunity to work alongside their GCSE counterparts. What does the course entail? AQA GCSE Drama 18261 - Specification www.aqa.org.uk/subjects/drama/gcse/drama-8261 The subject content for GCSE Drama is divided into three components (in the practical components students may specialize in performing, lighting, sound, set, costume and/or puppets): Component 1: Understanding Drama - 80 marks - 40% of GCSE What’s assessed: • Knowledge and understanding of drama and theatre • Study of one set play from a choice of six • Analysis and evaluation of the work of live theatre makers Component 2: Devising Drama (practical) - 80 marks - 40% of GCSE What’s assessed: • Process of creating devised drama • Performance Of devised drama (students may contribute as performer or designer) • Creation of a devising log to analyse and evaluate this process

Component 3: Texts in practice (practical) - 40 marks - 20% of GCSE What’s assessed: • Performance of two extracts from one play (pupils may contribute as performer or designer) [Free choice of play but it must contrast with the set play chosen for Component 1] Beyond GCSE Despite studies in Drama and the Creative Arts leading to increased self-esteem, confidence and communication skills, it has been a long-held misconception that there are few viable career options available for the future. This is not the case. ‘The creative industries, for nearly a decade are the fastest-growing part of the economy. UK’s creative industries contribute almost £90 billion net to GDP. It accounts for one in 11 jobs, a rate rising more quickly than all other parts of the economy. These jobs are also among the least likely to be lost to automation.’ (‘Creative Industries are Key to UK Economy’ - The Guardian). Curriculum enrichment In order to stretch and challenge drama pupils, workshops are arranged regularly with industry professionals and specialists. Pupils attend drama technical, costume and puppetry workshops at LIPA, devising sessions with award winning physical theatre company, Frantic Assembly and pre-performance workshops at the Liverpool Everyman and Unity theatre’s. Pupils also have the opportunity to take LAMDA’s acting course alongside their GCSE studies. Miss D Blundell Head of Drama d.blundell@merchanttaylors.com

English & English Literature Students are entered for both English Language and English Literature and are awarded two separate grades at the end. The new AQA courses that began in September 2015 did herald significant change from previous years’ specifications, with Controlled Assessment a thing of the past and the new GCSE grading of 1-9 replacing the conventional letter grades. Moreover, although Speaking and Listening will still be assessed, it will not contribute to the overall English Language grade, while all examinations for English Literature will be ‘closed book’, meaning copies are not allowed into the exam room. Both courses build on skills and knowledge of English developed during Years 7, 8 and 9, and will provide a firm foundation for further study of English Language and Literature at Advanced Level. English Language There will be TWO examination papers – both featuring unseen texts. Each will demand responses assessed for Reading Comprehension and for Original Writing. Paper 1 - Explorations in Creative Reading and Writing will feature literary-style texts, while Paper 2 - Writers’ Viewpoints and Perspectives will assess responses based on non-fiction texts. English Literature This will also feature TWO examination papers – both featuring a range of literary texts. Paper 1 will focus on the study of ‘Macbeth’ and a further question on the pre-1900 work of fiction, ‘A Christmas Carol’. This paper is worth 40% of the total award. Paper 2 completes the remaining 60% of the award and will feature three questions - one on the modern drama, ‘An Inspector Calls’, the second on a set poems from the AQA Poetry Anthology ‘Power & Conflict’ and the third on ‘unseen’ poetry. Mrs C.Lewis Head of English c.lewis@merchanttaylors.com

Geography The aims of Geography: The GCSE Geography AQA specification builds on the skills, knowledge and understanding picked up in the lower school. The specification will lead effectively to A level study, entry to which requires a good result at GCSE. The course helps students to develop knowledge and understanding of contrasting human and physical environments. It also helps students to understand the ways in which people interact with each other and with their environments, as well as understanding different communities and cultures at a variety of scales. Why study Geography? Whilst giving our students a knowledge of the world and their place in it, Geography develops numerous broader skills, for example data analysis, critical analysis and comprehension. Geography is a popular choice at GCSE due to the variety of topics covered and the wide range of skills developed. It is a good bridging subject combining equally well with both arts and science subjects. Geography can lead directly to careers in the energy industry, town and regional planning, cartography, transport, surveying, teaching, environmental management and environmental engineering. Geographers also pursue skills in numeracy and literacy, opening up opportunities in accountancy and law among other wider fields. The Course Boys begin the GCSE course in the spring term of Year 9. This is to allow for the completion of content in detail, while enabling an adequate revision period at the conclusion of Year 11. Fieldwork is an important part of Geography. Students will carry out a number of skills based on observation, collection, representation, analysis, interpretation and use of data including maps and photographs. The fieldwork study is compulsory and will be based on work carried out in the summer term of Year 10, which will be done in the Lake District; the third exam paper is linked to this experience. This is a two-day residential trip, incorporating some work on the topic of ice on the land, rivers and resources. Boys will also look at urban change in various parts of Liverpool to support their understanding for paper 2. It is likely there will be an optional overseas trip to support your son’s GCSE and potentially A Level geographical studies.

The Examinations There will be three exam papers completed in the summer of Year 11 and the content and weighting are outlined below. Geographical skills will be examined in all three exams and use of effective spelling, punctuation and grammar will be rewarded appropriately.

Mr O. Harkness Head of Geography o.harkness@merchanttaylors.com

History What does GCSE History offer me? You will gain a sound understanding of key moments in history across the last 1000 years, and learn lots of transferable skills. • Appreciating that history can be interpreted very differently and understanding why this is the case. • Dealing with large amounts of information • Analysing information to see if it is trustworthy, biased, useful • Using information to reach balanced judgements • Writing coherent reports or essays which show your point of view and have solid evidence to support your argument • Working as part of a group to discuss and share opinions to help you form your own • Working independently which will encourage you to think for yourself and become mature in your judgements What does the course entail? AQA History 8145 www.aqa.org.uk/subjects/history/gcse/history-8145 Paper 1: Understanding the Modern World (Written Paper - 2 hrs - 84 marks - 50%) Section A: period Study: 1B Germany 1890-1945: Democracy and Dictatorship Section B: Wider World Depth Study: Conflict and Tension 1894-1918

Paper 2: Shaping the Nation (Written paper - 2 hrs - 84 marks - 50%) Section A: Thematic Study: 2B Britain: Power and the People: c1170 to the present day Section B: British depth study including the historic environment: Elizabethan England, c1568-1603 Pupils studying GCSE History will have the opportunity to visit First World War Battlefields and Imperial War Graves in Belgium and Northern France Beyond GCSE Historians make good journalists, lawyers, managers, business advisors, diplomats, civil servants and even politicians. Many pupils who know they are going to study the sciences, choose History as something to contrast with their other subjects as it is an academically rigorous subject, highly regarded by universities and employers. Curriculum enrichment GCSE History provides the opportunity for stretch and challenge throughout the course. Talented pupils are able to deepen their understanding of the course content and are encouraged to see beyond it, thereby enabling them to access the highest levels of achievement and derive real enjoyment for learning. • We encourage independent learning through extension opportunities e.g. a wide range of topic related historical novels, contemporary film and DVDs • There is the opportunity to visit historical sites including WW1 Battlefields and War Graves in Belgium and Northern France • We subscribe to a number of on-line resources • Participation in events such as the Ethics Bowl encourages debate and development of informed opinions Mrs S. Heywood, Head of History s.heywood@merchanttaylors.com

Computer Science Why should I choose Computer Science GCSE? Computer Science GCSE will help you get ready for the modern, digital world. It is an exciting and creative subject that you can apply to almost any issue you care about from predicting the effects of climate change, to transforming patient care in hospitals. Computer Science GCSE will help you develop your computational thinking skills which is the ability to think about a problem in a logical way by breaking down the problem and decide how to approach them to develop a solution. What will I learn? The course follows the OCR GCSE (9-1) Computer Science (J277) specification. This includes: · Practical programming and making new software · Learn how hackers attack computers · Discover how computers work · Apply what you’ve learnt to solve problems How will I be assessed? There are two exams, each worth 50%: · Component 1 – Computer Systems · Component 2 – Programming, Algorithms and Computational Thinking Beyond GCSE The course is suitable for students who wish to go on to study Computer Science at A Level and at university. For those who have no intention of pursuing computing beyond GCSE, you can apply your problem solving and logical thinking skills to succeed in your other subjects, as well as in the workplace of the future. Almost every career has an element of computing involved and many new jobs are created around computing and technology. You might work in film, finance, music, sports, healthcare, security or manufacturing where many problems can be solved by computers to build a better world. What jobs can you get with Computer Science? Jobs include but are not limited to: Applications developer, Cyber security engineer, Forensic computer analyst, Software engineer, Web developer, Games designer and Machine learning engineer Curriculum enrichment · Bebras Computing Challenge organised by The University of Oxford · VEX Robotics · CyberFirst Mrs E. Tupou, Acting Head of Computer Science e.tupou@merchanttaylors.com

Mathematics In common with many other HMC schools, Merchant Taylors’ students now follow an “international” GCSE in Mathematics as we feel it provides more of a challenge and a better bridge to A Level. The IGCSE course in Mathematics is an extension of the work covered in Years 7 to 9. It is the intention that all students will be entered for the higher Level IGCSE examination set by the EDEXCEL Examination Board. Assessment is by two 2-hour papers. In the past, some students have been offered the chance to be fast-tracked through the course, allowing time in Year 11 to embark on the AQA Further Mathematics Level 2 qualification. This supports the boys’ transition to A Level Mathematics and Further Mathematics in the Sixth Form. The syllabus content for the Middle School is outlined below. Angles and Straight Lines Circle Theorems Constructions Differentiation Factorisation, Algebraic Fractions, Equations - completing the square Finding Formulae Fractions, Recurring Decimals and Prime Factors Functions Graphs - including trig graphs and transformations Inequalities Limits of Accuracy – Upper and Lower Bounds Means, Medians and Modes, Cumulative Frequency and Histograms Percentages Perimeters, Areas and Volumes Polygons Probability Proof Pythagoras, Trigonometry and Non Right-Angled Triangles Quadratic Equations, Indices and Transposition of Formulae Ratio and Proportion Sequences - including arithmetic sequence and series Sets

Similar Figures Simultaneous Equations – Linear Simultaneous Equations – Lines and Curves Speed, Density and pressure Standard Form Straight Lines - including perpendicular lines Surds Transformations Unit conversion Use of Calculator Vectors Mr S. Brenan Head of Mathematics s.brenan@merchanttaylors.com

MFL GCSE (French, German and Spanish) What does an MFL GCSE course offer me? You will continue to build on the grammar and vocabulary you’ve already learnt and will become more confident and competent using the language in a range of different situations. You will learn to understand detailed texts, decipher information when someone talks to you and express yourself clearly both in writing and when speaking. This GCSE course offers much more than a qualification; it’s a package of skills that both employers and universities look for, as well as an ability to navigate the world with confidence in years to come. What does the GCSE course look like? The MFL GCSE is linear, meaning that students will sit all their exams at the end of the course. Subject content: There are three broad themes: Theme 1: People and lifestyle Theme 2: Popular culture Theme 3: Communication and the world around us Assessment: GCSE French has a Foundation tier (grades 1–5) and a Higher tier (grades 4–9). Students must take all four question papers (all worth 25%) at the same tier. Paper 1 - Listening: Understanding and responding to spoken extracts Dictation of short, spoken extracts

Paper 2 - Speaking: a role-play a reading aloud task Discussion based on a picture card Paper 3 - Reading: Understanding and responding to written texts Translating from French into English Paper 4 - Writing: Writing sentences or essays A grammar exercise Translating from English into French Curriculum Enrichment: We offer a range of opportunities to support you in your learning beyond the classroom. These include: • Regular speaking lessons with a native speaker in both Years 10 and 11 • A range of online resources including Kerboodle and Quizlet to support and extend your learning • Access to national competitions • The invitation to take part in Spellian, an online conversation exchange. Mrs G. Eden Head of Modern Foreign Languages g.eden@merchanttaylors.com

Music The course covers the three main activities of music: • listening • performing • composition The listening (“Understanding Music”) is the only examined component, worth 40% of the overall marks, with an exam of one and a half hours. There are four areas of study. Western Classical tradition, 1650 – 1910 is the only compulsory area. This area includes a specific study piece, Mozart Clarinet Concerto in A major, 3rd movement, Rondo. Questions will require short observations about specific passages, along with a more extended question asking for pupils to show their understanding of the context of the piece. This ensures students have a solid musical foundation before we begin to explore these key musical concepts further in the other areas of study. There are three further areas to choose from, only two must be studied: Little Shop of Horrors, Paul Simon’s Graceland and Zoltán Kodály: Battle and Defeat of Napoleon and Intermezzo from Háry János. Students must also familiarise themselves with the following respective lists which accompany their set works: The Coronation Anthems and Oratorios of Handel, The Orchestra Music of Haydn, Mozart and Beethoven, the piano Music of Chopin and Schumann, the Requiem of the late Romantic period. Music of Broadway 1950s to 1990s rock music of 1960s and 1970s, film and computer gaming music, 1990s to present Pop Music 1990s to present. Blues Music from 1920–1950 Fusion Music incorporating African and/or Caribbean Music, Contemporary Latin Music Contemporary Folk Music of the British Isles. The performance component is worth 30% of the total and involves one solo performance, and one as part of an ensemble. The performances must last at least 4 minutes, are then marked in School, before being externally moderated. The remaining 30% of the GCSE is taken up with composing. Pupils have to show that they can develop and manipulate musical ideas to produce musically convincing compositions. There are two compositions. One is a response to an externally set brief, and needs to demonstrate use of at least four musical elements: Two out of rhythm, metre, texture, melody, structure and form, and two of harmony, tonality, timbre, dynamics, phrasing and articulation; however, the actual composition can be in any style or genre, so boys can work within areas

which allow them to show their experience and enthusiasm. The second composition is “free”, in that there is no brief, but must still explore four musical elements. Both compositions need to be notated in an appropriate manner – which may be traditional stave notation, a lead sheet, or other relevant forms of score. Both also need to be recorded, and this is something important to remember during the composition process. A grounding in theory and harmony is given, along with contextual work, which means this specification provides excellent preparation for A-level Music. This is an enjoyable course, with plenty of scope for candidates to exploit their own particular strengths and interests. Ms M. Gervasoni Head of Performing Arts m.gervasoni@merchanttaylors.com

Physics The photograph above shows the skeleton of the Atlas experiment at the Large Hadron Collider in CERN (LHC). The LHC is arguably the most ambitious feat of Physics and engineering ever completed. Society today has an ambivalent attitude towards science and technology. Benefits accrued over some two hundred years of development are enjoyed every moment of our waking lives, and are frequently taken for granted. Our Middle School course enables students to acquire a systematic body of scientific knowledge and skills that can be applied in new and changing situations in domestic, environmental and industrial contexts. Students have extensive opportunity to appreciate the practical nature of Physics, acquiring experimental and investigative techniques throughout the course. GCSE Physics continues to be a key element of a modern scientific education and is vital preparation for the career routes outlined below. Nuclear power, radiation and the environment constitute a pressing issue in today’s world, and discussion of the Physics involved provides a sound basis for critical discussion. The nature of waves and how they interact with matter provides the backdrop for an introduction to the all-pervasive electromagnetic spectrum, and that life-blood of modern society, electricity, allows the opportunity for extensive practical work. In addition to the classroom curriculum the department offers a programme of extension activities for a new generation of engineers and scientists. The Edexcel IGCSE in Physics comprises two single tier externally assessed papers, both of which are sat at the end of Year 11. Assessment of investigative skills is made throughout these papers. Physics is essential for potential engineers and physical scientists, and the problem solving element develops analytical thinking that would be of benefit to any discipline, including aspiring members of the medical profession. Mr M. Toney Head of Physics m.toney@merchanttaylors.com

Physical Education This is a course designed for those who enjoy PE and who would like to be rewarded for playing and analysing sports. Students have the chance to learn about the principles and practices which lead to good performance as well as developing their own skills in four chosen practical activities. The course Students follow OCR’s course in Physical Education (which is normally taught on 4 periods per week: 2 practical and 2 theory). A large number of practical activities can be chosen and you will also gain a basic grounding for some of the theoretical aspects students would come across at A Level. Although, if you are planning to continue onto A Level PE, you will need to work hard on your science too, as this forms an important part of the advanced course. Assessment Component 01: Physical factors affecting performance (30% of the total GCSE) – 1 hr Written Exam Component 02: Socio-cultural issues and sports psychology (30% of the total GCSE) – 1 hr Written Exam Component 03: Performance in physical education (40% of the total GCSE) – Assessment in three sports & synoptic assessment You will study: effective performance in three chosen physical activities observation and analysis of performance in one chosen activity actors affecting participation and performance in games health, fitness, risk assessment and safety regulations You will learn how to: develop advanced skills and techniques evaluate and improve performance understand how the physiological and psychological state affects performance understand the contribution which physical activity and sport make to health, fitness and well-being understand key socio-cultural influences which can affect involvement Mr G.T. Stiff, Head of Physical Education g.stiff@merchanttaylors.com

Psychology This engaging and effective qualification introduces you to the fundamentals of psychology, developing critical analysis, independent thinking and research skills. You will develop these important transferable skills, whilst studying a wide range of fascinating topics within the field of Psychology. If you’re interested in human behaviour, then the GCSE Psychology course will help you to understand human behaviour and what compels people to make the decisions they do. Psychology is one of the most interesting and dynamic scientific fields in the world currently. This is in part due to the growing awareness of mental health issues. This course will therefore allow you to gain both understanding of and empathy for others. What does the course entail? AQA Specification (8182) - https://www.aqa.org.uk/subjects/psychology/gcse/psychology-8182/ Beyond GCSE While the course covers a range of topics, you will be introduced to a greater field at A Level, should you wish to continue to study this subject. You can then build on this knowledge, leading towards a number of exciting career opportunities including: Clinical psychologist, Counselling psychologist, Educational psychologist, Forensic psychologist, Occupational psychologist. The expertise that you will possess as a graduate psychologist will assist you in a range of sectors, including mental health, social work, education, business and marketing, as well as sport and fitness. Curriculum Enrichment At the beginning of the GCSE course all students are issued with the AQA Psychology for GCSE textbook by Illuminate Publishing. This not only provides you with key content and evaluation of topics studied but also offers additional examination style questions, along with model answers and examiner feedback and commentary. In addition, students are encouraged to borrow the wide range of Psychology literature from the school Library. Throughout the course, students are recommended to watch relevant documentaries and programmes relating to the syllabus. In the future we hope to take GCSE Psychology students on Psychology-related trips and visits in order to enhance their learning.

Religion, Philosophy and Ethics In Religion, Philosophy and Ethics, students will follow the Religious Studies AQA Specification A syllabus and build on ideas, skills and understanding developed throughout the Lower School. It is open to students of all faiths or none, since the curriculum covers many issues and ultimate questions relevant to everybody. By engaging with these ideas, students will mature in their own views and learn to respect the views of others. GCSE RPE also offers the opportunity to cultivate important study skills as pupils write essays, develop reasoned arguments, and express their own opinions whilst researching great philosophies of the past. The specification is split into two parts and each is examined with a 1¾ hour exam after two years. The first part involves studying the beliefs and practices of two major world religions: Islam and Christianity. The second paper focusses more on philosophy and ethics and we will study four themes from a possible six. Those themes are: - Relationships and Families - Religion and Life - The Existence of God and Revelation - Religion, Peace and Conflict - Religion Crime and Punishment - Religion, human rights and social justice What does GCSE Religion, Philosophy and Ethics offer me? • You will learn how to present a logical argument both orally and in written work. You will do this by weighing up evidence and reaching your own conclusion. • You will become aware of some key contemporary moral issues such as euthanasia, war, animal experimentation, and the different perspectives on these issues. • You will have an understanding of some of the central beliefs and practices of Christianity and Islam, and become aware of how these beliefs and practices impact upon the life of a believer and the community. • You will learn to be sensitive to the beliefs, values and traditions of others.

Curriculum enrichment Beyond GCSE, Religion, Philosophy and Ethics provides a good background for any career where an understanding of people is an asset. Universities and employers like to know that applicants have thought about themselves and their place in the world. The skills gained from studying RPE will be of benefit in professions such as law, the medical professions, social work, teaching, broadcasting, civil service, and marketing. The department aims to stretch and challenge all students studying RPE GCSE through a variety of ways. There is the opportunity during the course for students to visit the Al Rahma Mosque in Liverpool, where pupils will learn more about the worship and practices of Islam. At the beginning of the GCSE course in Year 10 all students are issued with two textbooks and a revision guide. These provide additional examination-style questions relating to all the units of work studied in the syllabus. In addition, students are encouraged to borrow the wide range of textbooks within the department to develop their knowledge and understanding of the topics studied. All students are encouraged to take part in the variety of class discussions relating to religious and ethical issues. Miss R Gregory Head of Religion, Philosophy and Ethics – Whole School r.gregory@merchanttaylors.com

Higher Project Qualification (HPQ) The HPQ is a project-based GCSE-standard qualification that all students may opt to take in addition to their GCSE subjects. Students choose to research a project in an area that interests them. They can choose to produce either an essay or an artefact. In addition all students will need to give a presentation on their project. Please note that the HPQ is taken through the Tendo programme and does not form part of the subjects that the students must choose for GCSE. The HPQ is a great way of developing independent study skills. It also allows students to show how they have planned, implemented and monitored a long-term project. These are exactly the sort of skills that will be of benefit to the student at university and in their future careers. In every Tendo session the students will meet with their supervisor to discuss their progress. They will also receive taught sessions to show them how to go about processes such as evaluating sources of information, producing a project plan and how to make academic references. The HPQ is an ideal introduction to skills that will be assessed in greater detail in the Sixth Form when students are given the chance to study for the Extended Project Qualification (EPQ) which is a more advanced version of the HPQ. Students should make an expression of interest in the HPQ when they complete their GCSE option choices. This is done as a stand-alone question at the end of the option process as the HPQ course sits separately to taught GCSE subjects.

Preparing for Life in Merchants' Sixth Form and Beyond Merchant Taylors’ prides itself on the number of successful applications by our students for competitive courses at red brick or Russell Group Universities. Our leavers head to top universities such as Oxford, Cambridge, Edinburgh, Leeds, Manchester and the LSE in the pursuit of a career in Medicine, Law, and Architecture, to name a few vocational courses, as well as Economics, English, Physics and so on. Preparation for such courses cannot wait until one’s Sixth Form years so it is essential that the boys have a foundation upon which to build from an early stage in their school career and that they go on to develop the key skills essential to have an edge compared to other applicants. Medicine and Law During the Middle School years, a number of Medical Taster Days are arranged for those students who feel they would be interested in Medicine. This allows students to question current doctors and those in training, develop interview skills and learn basic skills such as CPR and diagnosis. This is crucial for our boys as it helps confirm that this is the career choice for them. Similarly, boys can attend a Pathways to Law workshop to gain experience of a career in that field. The well-known name of Merchant Taylors’ has allowed us to secure work experience placements at local hospitals – Arrowe Park, Southport and Clatterbridge to name a few. This allows students a first-hand experience that will make a lasting impression; some of our students refer to situations that happened on placement in their medical interview. Once a student has received the offer of an interview for a university place, we will arrange a series of mock interviews and workshops so that he is well- prepared and acquits himself to the best of his ability. UCAS application We offer a personalised and extremely supportive UCAS service to all our Sixth Form boys; form tutors are subject specialists, as are Heads of Department, and both are available to offer advice and help. We hold a Futures Week for the Lower Sixth in the summer term to start the university application process, and continue to hold weekly sessions as they progress, offering expert help and advice through this important time in their school career.

Unifrog Unifrog is a platform the boys will use to help them find and compare university courses and institutions. Starting in Year 7, our students can begin to compare and rank undergraduate degree courses nationwide. We believe that starting this process early raises our students’ aspirations and allows them to make more informed choices. It also ensures that they do not limit themselves by making A Level subject choices that would not be best suited to certain degrees. This platform continues to provide guidance as boys begin to write their UCAS statement.